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Descriptors:
Higher Education; Goal Orientation; Workplace Learning; Cooperative Education; Questionnaires; Mentors; Reflection; Job Satisfaction; Learning Experience; Undergraduate Students; Longitudinal Studies; Internship Programs; Predictor Variables; Structural Equation Models; Student Attitudes; Behavior Theories; Correlation; Vocational Education; Foreign Countries; Measures (Individuals)

Abstract:
A cooperative education experience (or internship placement) is an essential component of the curricula of vocational higher education. The efficacy of internship placements has become one of the major concerns facing those who develop education curricula. The purpose of this longitudinal study was to explore the relationships among the multi-faceted predictors of intern commitment as a reflection of internship efficacy. Participants were drawn from third-year undergraduate students. A structural equation model applied to the final sample of 357 usable questionnaires demonstrated that individual goal orientation and mentoring positively affected both person-job and person-organization fit, leading to intern job satisfaction and commitment to the profession. A non-significant predictor, student learning goal orientation, is also comprehensively discussed. The findings imply that incorporating an internship (i.e., workplace learning experience) and professional mentoring into vocational higher education curricula would advance students' personal growth and future careers. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Engineering Education; Computer Science Education; Programming; Computer Assisted Design; Computer System Design; Logical Thinking; Teaching Methods; Introductory Courses; Course Evaluation; Course Descriptions; Undergraduate Study; College Instruction; Cooperative Education; College Curriculum; Laboratories; Student Evaluation of Teacher Performance; Student Attitudes

Abstract:
For a basic foundation in computer engineering, universities traditionally teach synchronous sequential circuit design, using discrete gates or field programmable gate arrays, and a microcomputers course that includes basic I/O processing. These courses, though critical, expose students to only a small subset of tools. At co-op schools like Kettering University, Flint, MI, students could strongly benefit from a more diverse set of topics and tool experience in their curriculum. This paper presents an undergraduate course that includes introductions to sequential circuit design using asynchronous logic, ladder logic and its general implementation on programmable logic controllers, and fuzzy logic targeted at both PC and embedded processor applications. The paper discusses the structure of the course, the objectives and material, the laboratory platforms, and the evaluations of the first course offerings that show the course's success. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Workplace Learning; Cooperative Education; College Curriculum; Curriculum Development; Alignment (Education); School Business Relationship; Engineering Education; Higher Education; College Students; Supervision; Mentors; Educational Technology; Student Evaluation; Credits; Resource Allocation; Prior Learning; Information Management; Policy Formation

Abstract:
In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology. Areas of improvement associated with current planning, implementation and evaluation of workplace education are outlined and reflected as student and curriculum development issues. The article calls for an alignment of academic and workplace practices for the mutual benefit of students and workplaces, for the use of the principle that workplace learning should be appropriate for a qualification and for interaction between the university and the workplace. The article also reflects on institutional attempts to address the shortcomings of current practice in response to the Higher Education Qualifications Framework (HEQF). Suggestions for improving workplace learning are also outlined. The article encourages partnerships, collaborative curriculum development and evaluation research and calls for a national strategy for managing the quality of workplace education. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Undergraduate Study; Transfer of Training; Cooperative Education; Business Administration Education; College Curriculum; Undergraduate Students; Student Characteristics; Cognitive Style; Outcomes of Education; Barriers; Influences; Case Studies; Foreign Countries

Abstract:
Community colleges in Canada began offering baccalaureate programs in the 1990s. Presently community colleges in four of the five largest provinces of Canada are eligible to submit applications to the relevant government ministry or agency for baccalaureate programs. The authors estimate that about 135 baccalaureate programs are now being offered in thirty-two colleges across Canada, which include about sixty programs in twelve colleges just in Ontario. All of the baccalaureate programs in community colleges are in applied areas of study with workforce preparation as the principal goal. This chapter describes the results of case study research on the transfer of learning from the classroom to the cooperative education workplace and includes recommendations for curriculum changes to improve the transfer of learning. The study involved an analysis of the relationship between transfer of learning and various curriculum, workplace, and personal characteristics of learners such as preferred learning style. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Writing; Rhetoric; Transfer of Training; Writing Instruction; College Students; Writing Assignments; Cooperative Education; Cooperative Learning; Writing Skills; Learning Strategies; Higher Education; Interdisciplinary Approach

Abstract:
This article reviews the deeply conflicted literature on learning transfer, especially as it applies to rhetorical knowledge and skill. It then describes a study in which six students are followed through their first co-op work term to learn about which resources they draw on as they enter a new environment of professional writing. It suggests that although students engage in little one-to-one transfer of learning, they draw on a wide range of internalized rhetorical strategies learned from across their academic experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Information Needs; Engineering; Information Literacy; Cooperative Education; Higher Education; Engineering Education; Librarians; Surveys; Undergraduate Students; Literacy Education; College Faculty; Information Seeking; Readiness; Careers

Abstract:
Librarians at the Science and Engineering Library at the University of Minnesota surveyed engineering students participating in a work placement as part of the cooperative education program. The survey asked about students' on-the-job information usage, comfort level accessing different types of engineering literature, and experience learning to use specific resources. All respondents indicated having to find some sort of information during their work placement. Industry standards and books had particularly high usage. A variety of levels of comfort and history of instruction were also reported. The goal of this study was to get a better idea of the practical information needs that undergraduate engineering students could expect to encounter in the workplace and better tailor our information literacy instruction to meet those needs in the future. These findings will further strengthen our case for curriculum integration in future conversations with engineering faculty. (Contains 2 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Focus Groups; Educational Technology; Cooperative Education; Leadership; Administrators; Influence of Technology; Technology Integration; Vocational Education; Qualitative Research; Administrator Attitudes; Beliefs; Interviews; Mixed Methods Research; Surveys; Content Analysis; Educational Change; Program Development; Scoring Rubrics; Questionnaires; Professional Development; Technology Planning; Educational Policy; Case Studies; Rural Schools; Suburban Schools; School Organization

Abstract:
The purpose of this qualitative study was to examine how the technology beliefs of New York State Career and Technical Education Board of Cooperative Education Services administrators influenced their leadership behaviors. The participants were from a purposive selection from five suburban and rural Boards of Cooperative Education Services in New York State. All of the career and technical education (CTE) administrators participated in in-depth interviews and provided data related to the transition process of antiquated CTE programs into 21st-century technology-supported CTE learning environments. To assist in triangulation, the participants completed a self-reflective survey developed by the International Society for Technology in Education to identify their perceived technology competencies. And a document review was conducted that examined classroom observations, administrator evaluations budget expenditures for technology hardware, software, and teacher professional development. Analysis of data determined the 21st-century CTE administrator is a self-taught "technology immigrant," whose technology beliefs and perceptions have little influence on the transition process of CTE programs. The study results revealed a dichotomy between the technology beliefs and perceptions of the CTE administrators and the actual frequency and efficacy of classroom technology. Recommendations for future research and practice included exploring the relationship between student achievement and a CTE technology-supported environment as well as the implications and value of bring-your-own-device (BYOD) technology policies. The following are appended: (1) Administrator Self-Reflective Survey; (2) Permission to Use ISTE [International Society for Technology in Education] Rubric; (3) Interview Questions; (4) Focus Group Questionnaire; (5) Invitation Letter; (6) Informed Consent Form; (7) IRB [Internal Review Board] Approval; and (8) Analysis of Research Findings. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperative Education; Undergraduate Students; College Science; Science Education; Experiential Learning; Science Careers; Career Awareness; Acculturation; Communities of Practice

Abstract:
When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the "newcomer" works alongside a practising expert (the "old timer"). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames & Cates, 2011). Past research has shown that work placements can greatly enhance career clarification for students (Dressler & Keeling, 2011), and that students gradually become enculturated into a community of practice. Recent research in our group suggests that WIL programs also allow the development greater awareness of career paths. This research indicates, for example, that for some students work placements provide clarity about skills and qualifications needed to become a research scientist--subsequently providing motivation to complete graduate studies. Several OECD reports highlight the need for more PhD level scientists and engineers, and we argue here that WIL programs provide a career clarification that is more convincing than any amount of career counselling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructor Coordinators; Cooperative Education; Vocational Education; Occupational Information; Role; Charts; Validity; Surveys

Abstract:
A research and development effort was undertaken to provide definition and validate the emerging role of the Work-Based Learning Teacher Coordinator through the use of a DACUM process in cooperation with the Pennsylvania Cooperative Education Association with funding support provided by the Pennsylvania Department of Education, Bureau of Career and Technical Education. The DACUM process employs a group interactive activity to produce a sequenced chart of major duty categories and associated task elements of an occupation. A complete DACUM chart provides an occupational skill profile which can be used for instructional program planning, curriculum development, training materials development, career counseling, public relations, employer information, job description, and competency test development. Developed in Canada, the DACUM process has been used extensively throughout all of North American and in more than 40 countries worldwide. A panel of nine experienced certified cooperative education teacher coordinators from across Pennsylvania was assembled for a three day residential activity guided by an experienced DACUM facilitator and an assistant facilitator. The DACUM chart developed by this panel provided a definition of the role of the work-based learning teacher coordinator, identified ten duty categories with a total of 125 associated task areas, and an assortment of work related information. This chart later served as the content core for the development of a validation survey instrument to measure the level of importance, difficulty to achieve, and relative frequency of application of each of the 125 task elements identified through the DACUM activity. All survey ratings were provided through the use of a Likert type scale with a high of 5 and a low of 1. The survey instrument was distributed to a sample of 24 experienced certified cooperative education teacher coordinators, including the individuals involved in the initial DACUM Chart developmental activity, identified by the Pennsylvania Cooperative Education Association. After one follow-up mailing, the validation survey yielded a return rate of 64%, (n=16). The ratings in the level of importance category ranged between a high of 5.0 and a low of 3.31. Several of the highest validation ratings in the level of importance category ranged between 5.00 and 4.94. These were associated with the task areas of: (a) complying with state and federal labor laws/child labor laws, (b) monitoring the safety of the workplace environment, (c) communicating program expectations and benefits with work- based partners, (d) evaluating the achievement of the student in the workplace, and (e) developing program operation policies and procedures. Ratings in the level of difficulty to achieve and level relative frequency of application categories were at lower levels than the ratings in the level of importance category. Knowledge gained from the development and validation of this DACUM chart were used to: (a) provide a standard for the functions of the work-based learning teacher coordinator, (b) revise the PA Cooperative Education Certification Program delivered by the Temple University College of Education, and (c) serve as a reference blueprint for the revision of the Educational Testing Services PRAXIS II Cooperative Education Cooperative Education Specialty Area Test 0810. The following are appended: (1) DACUM Research Chart on the Work-Based Learning Teacher Coordinator; (2) Transmittal Letter & Survey Instrument; and (3) Survey Ratings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperative Education; Foreign Countries; Private Colleges; Cooperatives; Administrative Organization; School Organization; College Administration; Participative Decision Making; Educational Equity (Finance); Educational Finance; Planning Commissions; School Business Relationship; Group Structure; Governing Boards; School Community Relationship; Nontraditional Education

Abstract:
The authors have been investigating universities in their own countries for many years and are now turning their attention to exploring alternatives to current reforms. As part of these investigations, they spent two days of interviews and meetings at Mondragon, a town in Gipuzkoa in the Spanish Basque Country. Mondragon is at the centre of one of the largest groups of co-operatives in the world and in 1997 set up what is probably the only co-operative university in existence. This highly successful university has a solidary economy, effective methods of knowledge generation and transfer, and is expanding. Over two days, the authors were given a tour of the headquarters of the umbrella organisation for the co-operatives, called MONDRAGON, and met the former personnel director of one of the major co-operative companies to introduce them to the history and concepts of the movement. The rector and vice rector of Mondragon University made a whole morning available to present information and answer their questions with great generosity and openness. They then met a dean of one of the faculties, two lecturers from another faculty, and a lecturer from the third faculty who was also a member of the Social Council. In this report, the authors start with a brief analysis of labour and capital in universities and then give an overview of the co-operatives, and of the co-operative university. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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