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The Use Of Cooperative Education In Curricular Reform: The Abet Feedback Cycle Realized

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Curriculum Reform with Cooperative Education

Tagged Division

Cooperative & Experiential Education

Page Count


Page Numbers

12.1480.1 - 12.1480.19



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Paper Authors


Cheryl Cates University of Cincinnati

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As an Associate Professor Cheryl Cates has worked with cooperative education students for 16 years. Cates holds a Master of Business Administration degree and a Bachelor of Arts Degree and has co-authored Learning Outcomes, the Educational Value of Cooperative Education, as well as chapters for the Handbook for Research in Cooperative Education and Internships and the International Handbook for Cooperative Education. In 2004 Cates became principle investigator on a grant from the United Stated Department of Education’s Fund for the Improvement of Postsecondary Education to Develop a Corporate Feedback System for Use in Curricular Reform.

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Kettil Cedercreutz University of Cincinnati

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Born in Finland, Kettil Cedercreutz started his career in the United States as an Engineering Technology faculty member at the University of Cincinnati, OMI College of Applied Science (CAS). Since the fall of 2001, Cedercreutz is the Associate Provost and Director of UC’s cooperative education program offered by the Division of Professional Practice. Cedercreutz holds a Master’s degree in Manufacturing Engineering and Industrial Management from Helsinki University of Technology. He has conducted pedagogic studies at the Center of Pedagogic Training for Lecturers at Institutes of Technology, Tampere and graduate studies in Computers in Manufacturing at Helsinki University of Technology. Cedercreutz is the co-principle investigator on the FIPSE grant, “Developing a Corporate Feedback System for Use in Curricular Reform”.

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Abstract – The University of Cincinnati has been awarded a US Department of Education Fund for the Improvement of Postsecondary Education [FIPSE] grant to be used for the Development of a Corporate Feedback System for Use in Curricular Reform. The duration of the grant is three years during which the University is scheduled to receive a total of $ 555,133 (57%). The matching contribution of the University of Cincinnati will be $421,396 (43%). Including matching funds the University of Cincinnati will be investing $ 0.976 M in industry integrated curriculum development. The objective of the grant is to build a closed loop system that measures student performance while on co-op and directs this feedback into curricular development. This project develops methodologies to use assessment data of student work term performance in curricular development, thereby continuously aligning experiential- or cooperative-education based curricula with industrial needs. The proposed three- year project would focus on: a) identifying curricular activities exhibiting a strong correlation with student co-op work performance; b) designing and implementing processes allowing the systematic use of employer assessment in curriculum design; c) evaluating the impact of changes in curricular design upon student work performance; d) piloting and contrasting projects in both different academic fields and at different colleges; and e) developing a set of best practices to be used for further refinement and dissemination of the process. Initial collaborators include University of Cincinnati (UC) academic units as follows: the Department of Architecture (College of Design, Architecture, Art, and Planning); the Department of Civil and Environmental Engineering (College of Engineering); the Department of Civil and Construction Management (College of Applied Science); the College of Business Administration; and the Division of Professional Practice. The assessment data will be analyzed by the UC Evaluation Services Center. The Evaluation and Assessment Center for Mathematics and Science Education at Miami University will act as the external evaluator for the project. Schools accredited by, or subscribing to, the attributes of the Accreditation Council for Cooperative Education will act as a reference group, ensuring a transferable end process. The ultimate goal of the project is to move schools engaged in cooperative education to a new era of market alignment. The objective is to build feedback structures that keep the schools abreast of a rapidly-changing environment. The inclusion of a wide array of programs and a large, diverse reference group caters to building a process that can be effectively utilized in schools engaged in cooperative education within a diverse set of academic fields and educational levels. The Grant was filed by Cheryl Cates as PI and Kettil Cedercreutz as co-PI in a joint effort with the Accreditation Council for Cooperative Education. The three year pilot program will involve the

Cates, C., & Cedercreutz, K. (2007, June), The Use Of Cooperative Education In Curricular Reform: The Abet Feedback Cycle Realized Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1572

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