Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

Cooperative & Experiential Education

design, and how to present the overall concept. Volunteers use an onlinecollaboration site to comment on lesson plans, reflect on their teaching, and post new ideas andmaterial.Volunteer engineers come away from their experience with three main areas of impact. 1) Theyare empowered by inspiring others. “It is really a big deal to be working with students at ayoung age so they can be excited about what they're learning and {so these students can} bereally ambitious for the future." 2) They learn important lessons in management and publicspeaking. One volunteer observed, “This is a really useful skill because I’m sure later on in mycareer I’ll have to explain what I do to an audience that doesn’t necessarily have a background inmy field.” 3) They

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

the very early years of education, and start to formulatea concentrated plan that deals with the education of the young in all things related to the workthat they will do in their later lives. The synthesis of academic learning and the work doneoutside the classroom and its immense value needs to be exploited.Introduction Page 15.323.2Cooperative Education, Internships, and Experiential Learning conveyed in different termsshould be begun at the earliest age possible, probably in pre-school. What once were calledchores should be presented to these young impressionable children as the beginnings of theircareer aspirations. In early Greece

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Consultant

Tagged Divisions

Cooperative & Experiential Education

context dependent with learning inmultiple contexts more promotive of transfer.In regard to measuring or assessing learning and learning transfer, Bradford et al6 said that the“[m]easures of transfer play an important role in assessing the quality of people’s learningexperiences” and therefore, differentiate surface learning from deep learning. Furthermore,Venables & Tan41 mentioned the need for assessment of a student in a work based learningexperience to be within the appropriate context. They said that the “assessment tasks” and the“planned learning outcomes” should be aligned” and that assessment should promote the development of problem-solving skills, personal development, and social skills within a community or industry focused

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Karen Benzinger, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Derek Northwood, University of Windsor; Michelle Watters, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

versus experimental groups, all work terms.It is interesting to note that the responses to Question 3 showed an increased percentage ofrespondents reporting a positive response when comparing experimental to control groups. All(100%) respondents from the experimental group noted an increase in their understanding ofworkplace culture while participating in the revised program.Question 4To what extent did participation in the co-op program affect your employment opportunities by: a) Enabling you to identify, assess and develop workplace skills and personal competencies b) Teaching you how to write an effective resume and cover letter c) Teaching you how to interview effectively d) Assisting in the process of career planning e

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Emilia Bratschitsch, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

activities and challenges in the previous academic year andaccording to the agenda the participants discuss new topics. Finally, the timetable for the nextsemester is presented and all participants can consult each other about changes and updates.The internal lecturers meet as a group every week and reflects respectively discusses theimpact of changes in the time schedule and curriculum as often as possible. Page 15.967.8Figure 8: Distribution of the internal and external lecturers by semesterSharing the resources – human and machines – of the test beds also requires careful andprecise planning. Students, teachers, engineers and project customers use

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Daryl Caswell, University of Calgary; Sarah Lockwood, University of Calgary; Jane Leung, University of Calgary

Tagged Divisions

Cooperative & Experiential Education

Canada conference, Feb 18 – 20, Calgary.18. Eggermont, M. & Khurshid, M. “Root Causes of Homelessness in Canada: Consciousness-building workshop” Growing home: housing and homelessness in Canada conference, Feb 18 – 20, Calgary.19. Eggermont, M & Lockwood, S. “ Communicating Design: 750 First Year Engineering Students, A Writer-in-Residence and An Artist-in-Residence” Design ‘09 Symposium, Berlin, Germany, Feb 15 – 17, 2009.20. Exhibition: Affordable housing in response to Calgary's 10-yr plan to End Homelessness (May 14 -18), Calgary City Hall West Atrium, Calgary.Article: Amy Dowd "Doing More With Less Land", Schulich Engineer, Spring 2009, pp. 16-23

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jim Wojciechowski, Grand Valley State University; Charles Standridge, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

a machine designassignment on co-op, the student was required to follow the design processreasonably and logically. School trained him in the importance of planning outand organizing the machine design structure before implementation. The co-opexperience continued to reinforce the importance of following a design process.School taught engineering language and terminology. Thus, the student was ableto enter the work place and confidently talk about detailed drawings, a bill ofmaterials, or different structural mechanisms because of classroom exposure tothese topics. For example, a bill of materials for the project in electrical circuitsclass was required. The project consisted of designing and fabricating an

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

R. Mark Schreck, University of Louisville; Angela Cline, University of Louisville

Tagged Divisions

Cooperative & Experiential Education

. Marketing was interested inperformance, cost and when the product could be launched to the market. Finance trackedproduct cost and project costs. Legal was concerned about patent protection, and whether theclaims to be made about the pump performance in the product ads were legal. III. EMPLOYER BENEFITS As discussed in Part II, the student was assigned to the project team to develop the newModel 2000 pump. The design has progressed through production release, and currently is goingthrough pilot runs in manufacturing. If the development testing is successful, full customerlaunch is planned in late 2009. The Model 2000 is forecasted to result in significant financialbenefits to XYZ, Inc. Since the Model 2000 is

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

GPA greater than 3.0 and two students with a cumulative GPA lessthan 3.0. The interview protocol asked students about their short- and long-term career andeducational plans, confidence in solving ill-structured and well-structured problems, problem-solving experience, learning experience, and their development of problem-solving skills. Aspart of the protocol, students were asked to describe how they would solve two think-aloudproblems (a well-structured and ill-structured problem) as well as their approaches to problemssolving. All student names in this paper have been changed to pseudonyms.Findings A comparison of the responses of students with co-op or internship experiences andstudents without these experiences revealed