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Changes that occurred between 1972 and 1980 in the intended field of study and occupational aspirations of high school seniors were investigated, along with how successfully seniors attained their aspirations. Background, personal, and school variables associated with selecting each occupation and field among the 1980 seniors were analyzed in-depth. Data were obtained from the National Longitudinal Study of the High School Class of 1972 (data on base-year and fourth followup available for 13,847 students at 1,318 schools) and the High School and Beyond Study (data on 28,240 seniors at 1,015 schools). Major findings include: decreased interest in education and teaching occurred between 1972 and 1980; increased interest in computer/engineering/architecture fields and managerial/proprietor occupations occurred; the percentage of females planning to enter higher status occupations increased substantially; successful pursuit of occupation was highest among those in the housewife, craftsman/operative, and clerical/sales categories and lowest among those in the teacher, technical, and professional categories; and successful pursuit of field of study was highest among those planning to study education and the humanities and arts, and lowest among those planning a preprofessional study field. Additional findings and policy implications are considered. (SW)

A study examined terminal degree graduates--high school graduates who do not pursue any type of postsecondary education in the two years following graduation. They were compared with those who did pursue postsecondary education. The study used the base year (1980) and first followup (1982) of seniors in the High School and Beyond Study. Findings showed 34 percent of high school graduates are terminal degree graduates; over half had postsecondary education plans. Most shifted their educational plans, generally downward. They came from lower social class backgrounds than postsecondary education students, had lower aptitude, came from larger families, and were less likely to have siblings in college. They had lower self-concept scores, experienced less parental and teacher influence, and had parents much less likely to expect their child to attend college. They were less likely to be in the academic curriculum, had lower grade point averages, did less homework, were involved in fewer extracurricular activities, and were more delinquent. Two years after graduation they were more likely to be employed, worked more hours, and earned more. They were more likely to be married and have children and to be in clerical, crafts, operative, service, and labor/farmer occupations. (Twenty-two tables are appended.) (YLB)

Describes a program of summer study in Nepal that exposes students to a multicultural and international perspective. Examines the content, goals, and objectives of the program. The objectives include active learning, structuring learning communities, and developing higher-order thinking skills. Provides suggestions for setting up similar programs. (MJP)

Presents several common misperceptions about student evaluation of college faculty members. Asserts that it is essential to examine the operational processes used to measure effective teaching. Discusses the role of research, the importance of sociology, and the utility of standardized assessments of student learning in faculty evaluation. (CFR)

Contends that many colleges and universities have reviewed and revised their liberal arts curriculum in recent years, paying particular attention to the "capstone course," a culminating experience for students in their major field. Concludes that a capstone course should transcend other sociology courses and help assess students' understanding of their field. (CFR)

Reports on a study of student perceptions concerning in-depth study of sociology compared with other disciplines in the social sciences and other liberal arts. Finds that sociology majors experience less study in depth than do other majors. Discusses the implications of the findings. (CFR)