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"Recently, I said goodbye to a beloved coworker and former boss who left to pursue new career interests. She was here for less than three years-I've been here for 10-but during her short tenure, she made a very big impression on me. Her management and editing style was stronger and more inspiring than that of anyone I had reported to previously, and under her guidance, I saw my career ascend to a much greater level."

Career counseling courses have been perceived as plain and theory-based learning by many counseling students. The opportunities for learning should not be limited to lecture and textbooks. Readers who are interested in developing a creative curriculum for your career counseling course may find this article inspiring.

What are the advantages of guiding workers to collect stories directed at organizational career management? Expressing accomplishments in story form is a huge advantage because a compelling, engaging story is memorable to the manager making a promotion decision, while people who aren't telling stories may be forgotten. The decision-maker gets to know and trust employees through their stories, which may also help establish an emotional connection that inspires investment in their success. (And, by the way, the same storytelling principles that work for other employees also work for your own career progression.)

"Invisible Transfer Students February 28, 2012 - 3:00am By Mitch Smith Enrollment managers have long spoken about the mobility of students, citing the high number of credits transferred in and out of their colleges and grumbling that federal graduation rate calculations fail to account for those transient degree-seekers. Data released today by the National Student Clearinghouse back those assertions, showing that a third of those who were first-time college students in 2006 had attended at least one other institution by summer 2011. The study followed 2.8 million full- and part-time students of all ages at every type of institution. Students were counted as transfers if they enrolled at a second institution before earning a degree. Thus, students who moved to a four-year institution after earning an associate degree were not counted, but university students who took a community college class over the summer were. High school students who enrolled in concurrent enrollment courses were not counted as transfers. The Clearinghouse researchers found that a quarter of those who transferred did so more than once and that the greatest number of moves, 37 percent, took place in a student's second year. It also found that 43 percent of transfers were to public two-year institutions, making them the most common transfer destination for students from every type of institution except other public two-year colleges. This study, unique in including part-time students and in following students who might transfer several times, joins a small but growing body of research on the mobility of students. The findings don't surprise Clifford Adelman, a senior associate with the Institute for Higher Education Policy whose research agenda includes national transfer patterns. Loyalties to a particular institution or location, which can discourage transferring, have long been eroding, Adelman said. He calls the phenomenon "geomobility" and said it has called attention to ineffi

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