Watson, J., & Schomaker, M. G. (2014, June), Introduction to Cooperative Education-The Course  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20708

\bibitem{asee_peer_20708}
  Watson, J., \& Schomaker, M. G. (2014, June), \emph{Introduction to Cooperative Education-The Course}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20708

Joy Watson and Maureen G. Schomaker.  "Introduction to Cooperative Education-The Course".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20708 Internet.  24 Apr, 2024

\bibitem{asee_peer_20708}
  Joy Watson and Maureen G. Schomaker.
  "Introduction to Cooperative Education-The Course".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20708 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_20708
author = "Joy Watson and Maureen G. Schomaker"
title = "Introduction to Cooperative Education-The Course"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20708}
number = {10.18260/1-2--20708}
}

TY  - CPAPER
AB  -                  Introduction to Cooperative Education-The CourseThe preparation engineering students receive prior to their first co-op experience is vital to theirexperiential education. This papers’ intent is to document the preparation engineering studentsreceive prior to starting their first co-op rotation at two universities in the Mid-West. Bothuniversities have mandatory cooperative education preparation classes. These classes informstudents on the key concepts of co-operative education including defining, apply and analyzingthe integration of classroom theory and workplace practice. Additionally, these classes helpprepare students for a successful co-op job search followed by an interactive work term in aprofessional environment. These classes include activities designed to help students create aneffective resume through self-assessment exercises and peer reviews of their resumes. Studentsalso develop an understanding of career fair dynamics, create effective strategies to implementwhen attending career fairs, and develop and understanding of basic interview strategies. Duringthe courses, students are introduced to ethical responsibilities required as a professional and gainan understanding of corporate structure, diversity and globalization in the work force.Additionally the courses give the co-op programs forums to encourage students to adhere to thepolicies and procedures of the programs. These preparation classes are seen as a best practicewith both universities having their placement employment rate around 94% or above during thetough economic times of the last five years. After completing their required prerequisite co-oppreparation class, students work in a professional setting between three to five semesters. Thepurpose of this paper is to focus on the common challenges of students and their co-opcoordinators and to identify effective strategies for meet those challenges.
AU  - Joy Watson
AU  - Maureen G. Schomaker
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Introduction to Cooperative Education-The Course
UR  - https://peer.asee.org/20708
DO  - 10.18260/1-2--20708
ER  -