History of Cooperative Education

Herman Schneider and the University of Cincinnati

20th Century

 While at Lehigh University at the beginning of the 20th

Century, Herman Schneider (1872-1939), engineer,
architect, and educator, concluded that the traditional
classroom was insufficient for technical students.
 Schneider observed that several of the more successful
Lehigh graduates had worked to earn money prior to
graduation.
 Gathering data through interviews of employers and
graduates, he devised the framework for cooperative
education (1901).
 About that time, Carnegie Technical School, now
Carnegie Mellon University, opened and thereby
minimized the need for Schneider's co-op plan in the
region around Lehigh University.
 However, in 1903 the University of Cincinnati appointed
Schneider to their faculty, and later, 1906, allowed him
an experimental year to implement his plan.
 Following that year, the University of Cincinnati gave
him full permission for the co-op program.
 Schneider, beginning from the rank of Assistant
Professor, would rise through the rank of Dean of
Engineering (1906-1928) to become President (1929-32)
of the University of Cincinnati, based largely upon the
strength of the co-op program. Throughout his career, he
was an advocate for the co-op framework. His thirty
years of service to the University of Cincinnati are partly
credited for that institution's worldwide fame.

Post-Cincinnati evolutions

1909

 Seeing the possibility of co-op education, Northeastern

University began using co-op in their engineering
program, becoming only the second institution to do so in
this country. By 1919, Antioch College had adapted the
co-op practices to their liberal arts curricula, for which
reason many called co-op the "Antioch Plan."

1922

 Northeastern University emphasized its commitment to

co-op by extending it to the College of Business
Administration. As new colleges opened at Northeastern,
such as the College of Liberal Arts (1935) and College of
 Education (1953), they became co-op schools as well. By
the 1980s, Northeastern was the acknowledged leader in
co-op education across the world, a distinction that
remained throughout the 1990s.

1926

 Dean Schneider invited those interested in forming an

Association of Co-operative Colleges (ACC) to the
University of Cincinnati for the first convention. The idea
took hold, and was followed by three more annual
conventions. In 1929, the Society for the Promotion of
Engineering Education, now called American Society for
Engineering Education (ASEE), formed the Division of
Cooperative Engineering Education, incorporating the
membership of the ACC.

1961

 The Ford and Edison Foundations commissioned a study

of co-operative education, published as Work-study
college programs; appraisal and report of the study of
cooperative education. The result of that study resulted in
the formation of the National Commission for
Cooperative Education (NCCE). NCCE remains today to
promote and lobby for co-operative education in the
United States. Its membership is comprised of sponsoring
corporations and organizations (not individuals) from
academia and business.

1962

 About 150 academic institutions used co-op education, in

one form or another, many were outside of engineering.
The need for professional support of non-engineering
programs became obvious, and the membership of
ASEE, in 1963, began the Cooperative Education
Association. To reflect its membership more accurately,
it was eventually (sometime in the 1990s or early 2000s)
named the Cooperative Education and Internship
Association, it remains today as the professional
association for co-operative education outside of ASEE.

1965

 The Cooperative Education and Internship Association

(CEIA) created "The Dean Herman Schneider Award" in
honor of the contributions made by Dean Schneider in
cooperative education. The award is given annually to an
outstanding educator from faculty or administration.
  Much of that early efforts of NCCE focused on lobbying
and promotion of co-operative education. In 1965, the
federal Higher Education Act provided support
specifically for co-operative education. Funding
continued from the federal government through 1992,
when Congress ended its support of co-operative
education. In all, a total of over $220 million was
appropriated by the federal government toward co-
operative education.

1979

 Educators from Australia, Britain, Canada, and the

United States (Northeastern's President, Kenneth Ryder),
met to discuss work-related programs in their respective
countries. In 1981 and 1982, this group, headed by
President Ryder, convened an international conference on
cooperative education. In 1983, several college and
university presidents, educational specialists, and
employers from around the world (including Australia,
Canada, Hong Kong, the Netherlands, the Philippines,
the United States and the United Kingdom) formed the
World Council and Assembly on Cooperative Education
to foster co-operative education around the world.

1991

 it renamed itself the World Association for Cooperative

Education (WACE).

2005

 That Association boasted a membership of over 1,000

individuals from 43 different countries.

The Cincinnati Plan of Work Experiences

From its beginnings in Cincinnati in 1906, cooperative education has evolved into
a program offered at the secondary and post-secondary levels in two predominant
models (Grubb & Villeneuve 1995).

a. In one model-students alternate a semester of academic coursework with an

equal amount of time working, repeating this cycle several times until
graduation.
b. The parallel method splits the day between school and work, typically
structured to accommodate the student's class schedule. Thus, like school-to-
work (STW), the co-op model includes school-based and work-based
learning and, in the best programs, "connecting activities" such as seminars
 and teacher-coordinator work site visits. These activities help students
explicitly connect work and learning.
c. Other models, such as the sandwich model and the American-style semester
model instead have students work a 40-hour work week for a set amount of
time, typically between 12 weeks and six months. After this period is over,
students return to the classroom for an academic semester after which they
may have another work term. This cycle often repeats multiple times, adding
a year or more to the students' university career. In this model, students' do
not receive a summer break from school but instead are either working or in
school for 12 months of the year. Before or during this work experience
students may complete activities designed to maximize their learning on the
job, such as online workplace conduct courses or reflective activities.

Co-op's proponents identify benefits for students (including motivation, career

clarity, enhanced employability, vocational maturity) and employers (labor force
flexibility, recruitment/retention of trained workers, input into curricula) as well as
educational institutions and society (ibid.). Beyond informal and anecdotal
evidence, however, a familiar refrain in the literature is the lack of well-done
research that empirically demonstrates these benefits (Barton 1996; Wilson, Stull
& Vinsonhaler 1996). Barton (1996) identifies some of the research problems for
secondary co-op as follows: federal data collection on high school co-op
enrollments and completions ceased in the 1980s; some studies use data in which
co-op was not isolated from other work experience programs. Ricks et al. (1993)
describe other problems: due to lack of a clear or consistent definition of
cooperative education, researchers cannot accurately identify variables and
findings cannot be compared; theory is not well developed; theory, research, and
practice are not integrated; and co-op research does not adhere to established
standards.

Another set of problems involves perceptions of the field and its marginalization.
Because of its "vocational" association, co-op is not regarded as academically
legitimate; rather, it is viewed as taking time away from the classroom (Crow
1997). Experiential activities are necessarily rewarded in post-secondary
promotion and tenure systems (except in certain extenuating situations), and co-op
faculty may be isolated from other faculty (Crow 1997; Schaafsma 1996). Despite
the current emphasis on contextual learning, work is not recognized as a vehicle
for learning (Ricks et al. 1993). Schaafsma (1996) and Van Gyn (1996) agree that
the field places too much emphasis on placements rather than learning. Wilson,
Stull & Vinsonhaler (1996) also decry the focus on administration, logistics,
placements, and procedures.

Some institutions are fully dedicated to the co-op ideal (such as Northeastern
University, Drexel University, Georgia Institute of Technology, RIT, Kettering
University, LaGuardia Community College, and Purdue University). In others, the
co-op program may be viewed as an add-on and therefore is vulnerable to cost
cutting (Wilson, Stull & Vinsonhaler 1996). Even where co-op programs are strong
they can be threatened, as at Cincinnati Technical College when it became a
comprehensive community college (Grubb & Villeneuve 1995) or LaGuardia
during a budget crisis (Grubb & Badway 1998). For students, costs and time to
degree completion may be deterrents to co-op participation (Grubb & Villeneuve
1995). Other deterrents may include financial barriers, aversion to moving
frequently due to family obligations or other pressures as well as difficulty
managing the job search during a school semester.

Ways to Get Experience as a UC Student

a. Formal co-op- is a formal educational model in which the student alternates
semesters working full-time in the field and taking classes full-time on
campus. Cooperative education was developed by Hermann Schneider at the
University of Cincinnati in 1906 and has been practiced continually here
ever since.
 Students typically must complete three to five co-op semesters to
graduate
 Students take a sequence of courses to learn how to succeed in a
job search and on the job
 Students meet regularly with their faculty co-op advisor to actively
reflect on their learning
 Students can substitute an alternative experience, such as coding,
entrepreneurship, study abroad, research, and more, for one co-op
rotation
Formal co-op is:
 Mandatory for students in the College of Engineering and Applied
Science
 Mandatory for students in the College of Design, Architecture, Art,
and Planning (DAAP)
 Mandatory for Information Technology majors in the College of
Education, Criminal Justice, and Human Services
 Optional for Communication majors in the College of Arts and
Sciences
 Optional for Medical Laboratory Science majors in the College of
Allied Health Sciences
 Students in the Lindner College of Business follow a model more
like flexible co-op (see next section)
b. Flexible co-op-sometimes called internships, are work experiences that are
related to a student's academic program and career goals. Ideally, the work is
also compensated, though sometimes it is not.
Features of flexible co-op that distinguish it from formal co-op:
 Can be part-time or full-time
 A student can complete one experience or more than one
  Open to students in any major outside the formal co-op majors
 Some majors in the College of Arts and Sciences provide
multiple co-op plan pathways to graduation
Students who do a flexible co-op can take a companion online course to
learn professional development concepts and receive academic credit for
their experience. In on-campus co-op, students work on campus part-time
while completing an online course in professional development.
How is "on-campus co-op" different from a "student worker" position? In an
on-campus co-op, you:
 Have more responsibility (for example, ownership of a project)
 Do active learning and self-reflection through an online companion
course
 Learn to identify and articulate your transferable (cross-cutting)
skills
In addition, an on-campus co-op aligns with the expanded definition of co-
op - work that is meaningful, transcripted, requires academic preparation,
and involves goal-setting and active reflection by the student.

c. Micro Co-op or Project Work – a small but growing number of people

now work for multiple clients on multiple projects on a short-term contract
basis. Sometimes called "gig work," project work or “micro co-ops” are
often done remotely, rather than at the client's site. Preparing you for this
aspect of the future of work is an emerging area for UC.

d. Service-Learning-is an approach to education that pushes you outside the

classroom to produce work of real value to a community organization as part
of a course or through a service-learning co-op.

Research shows that when students do service-learning, they learn better

because the stakes are higher. When their work has real consequences for
real people, students tend to absorb the lessons more thoroughly and retain
them more effectively.
How to find service-learning experiences:
 Look in the course catalog for any course with the Service Learning
“S” attribute
 Take the Service Learning Collaboratory course
 Work and get paid as a Service-Learning Co-op
e. UC Forward- pulls students from diverse majors onto trans-disciplinary
teams with faculty and outside experts to come up with solutions to real-
world problems. In doing so, UC Forward develops tomorrow's workforce in
unique and relevant ways.
Students learn techniques of innovation while the external partner
gains fresh, workable solutions to a complex problem or challenge.
Unlike most courses, which typically consist of students in the same
major, UC Forward courses deliberately attract students from different
disciplines to work on a problem together, much like teams in the real world.
UC Forward enthusiastically welcomes students from all majors, minors,
and academic disciplines
Today’s employers are looking for candidates who possess global and
intercultural fluency. Going abroad either to work or to study can build your
resume and distinguish you from other candidates in a job search.
f. GO Abroad
Work Abroad
International experiential learning allows students to apply classroom
knowledge in a real-world setting while gaining a better understanding of a
given field in a global context.
International experience-based learning encompasses academic
internships, cooperative education, research, and service-learning.
Study Abroad
Studying abroad is an excellent way to develop cultural fluency. It
gives you the chance to experience and learn from diverse cultures, races,
ages, genders, sexual orientations, and religions while exploring the world.
Your global experiences will help you develop and demonstrate openness,
inclusiveness, sensitivity, and the ability to interact respectfully with all
people.
Whether your trip is one week, one semester or an academic year,
there are international programs that fit different budgets, academic
disciplines, personal interests, and schedules. Every year, more than 1,700
UC students study abroad, and students from each college visit more than 50
countries.
g. Research-is a systematic study of a narrow topic that results in an
intellectual or creative contribution to the discipline. it takes place in every
discipline, not just STEM fields, and as a UC student, you have great
opportunities to contribute to faculty research or do original research
yourself.
The Office of Undergraduate Research at UC develops resources and
systems that connect undergraduate students to research experiences,
prepares them for success, and celebrates their achievements.
If you are a... Check out... Description

Student at any level Explore Research Gateway to undergraduate research

experience at UC

Undergraduate student Ready for Students discuss introductory videos

who are curious about Research and get connected with a more
research as a possible Connections experienced student to learn about
career working in research

Undergraduate student Undergraduate Network of student researchers across

with some research Research Society all disciplines who support one
experience another

Undergraduate student Undergraduate Event where hundreds of students

with some research Scholarly from across the university present
experience Showcase their scholarly work in posters and
podium presentations

Undergraduate student Summer Interactive, discipline-inclusive

with some research Workshops workshops to help student researchers
experience learn better organization,
communication and codes of conduct

Graduate student Grad-Undergrad Network of graduate students across

Research all disciplines who meet with curious
Connections undergraduates to talk about their
work and experience in research

Ways to Explore Research at UC

h. Healthcare-Students who are interested in the health professions have

several options for getting career-related experience and coaching.
Health professions include medicine, pharmacy, dentistry, veterinary
medicine, physician assistant, podiatry, optometry, public health, physical
therapy and others.
Pre-Professional Advising Center
The Pre-Professional Advising Center (PPAC) works with pre-health
undergraduate students and alumni who aspire to attend a health professional
school after completing their undergraduate degree.
 The PPAC offers a wealth of information for pre-health
students including an overview of experiential learning opportunities.
Pre-Health Courses
UC offers pre-health professional development courses to help you
explore healthcare careers and prepare competitive applications to graduate
school.
Clinicals
Clinicals are an established practice in healthcare education. Students
shadow working professionals on the job to observe, ask questions, and gain
hands-on experience.
At UC, students' clinical experiences and assessments are managed by their
home college.
 Nursing students can explore experiential learning opportunities in
nursing.
 Students interested in Allied Health Sciences can review clinical,
practicum or field experiences based on program requirements.
 Experiential learning opportunities in the Medical
Sciences baccalaureate program include research, community service,
and study abroad.

i. Student teaching-Student teaching, sometimes called practicum, is an

established practice in undergraduate education programs, where students
who are preparing to become teachers practice their emerging skills in a K-
12 classroom under the guidance of a mentor teacher.
At UC, student teaching experiences and assessment are managed by the
student’s home college:
School of Education within the College of Education, Criminal Justice
and Human Services
Music Education program within College-Conservatory of Music
(CCM)
j. Peer tutors- If you are strong in a subject, you can get paid to tutor other
students in it. Tutors support more than 300 undergraduate courses in math,
science, languages, business, writing and more.
Peer tutors are employed by the Learning Commons.

k. Teaching assistant- Being a teaching assistant (TA) lets you see what it’s
like to teach in higher education. If you have done well in a course, consider
asking to serve as a TA for that course in future semesters.
 Assistantships allow you to get hands-on teaching experience and
build important skills like effective oral and written communication,
leadership, and collaboration. In some cases, undergraduate teaching
assistants perform tasks typically performed by graduate students, such as
preparing to teach a class, live instruction, or grading and proctoring exams.
Since teaching assistants are typically supervised by a full-time
faculty member, being an assistant will expose you to that professor’s
teaching philosophy and style. Being a TA gives you an opportunity to form
a relationship with a professor in an area of interest and thereby expand your
professional network.
l. Performance- Students preparing for careers in music, dance, theatre, or
production rehearse and perform for live audiences. At UC, this form of
experiential learning is managed by the home college, primarily the College-
Conservatory of Music (CCM).

m. Part-Time Jobs -No matter where you work, you can gain valuable skills
and experience that employers look for. Although a part-time job may not be
directly related to your long-term career goals, you can still develop
transferable skills such as communication, professionalism, leadership and
more through the experience.
How to Find Part-Time Jobs
UC’s Part-Time Job Fair features local Cincinnati companies and
organizations (including the University of Cincinnati) who are eager to hire
students for part-time jobs and internships.
You can look for part-time jobs in Handshake, a powerful job search
tool that the University of Cincinnati provides free to all UC students and
alumni.
You can also check out online job aggregators, which pull together
job listings from many sources into one searchable location. Searching
aggregators lets you quickly scan for part-time jobs in your geographic area
that match your interests. (A word of caution: When using a job aggregator,
be wary of online scams and fraudulent job postings.) Popular job
aggregators include:
 Indeed
 Ohio Means Jobs
 Kentucky Career Center
 Indiana Career Connect
 Monster
 Glassdoor
On-Campus Co-ops and Micro Co-ops
 When thinking of part-time jobs, remember on-campus co-
ops and micro co-ops. These jobs are often part-time and/or can be done
remotely, meaning they can fit easily into a busy schedule.

n. Students Club and Organizations- Get involved, gain resume-building

experience, and build a network of peers by joining a student organization.
At UC, more than 400 student organizations support a variety of political,
cultural, academic, and social interests. Search CampusLINK to find student
organizations that appeal to you.

o. Volunteering- More than just helping out in the community, volunteering

can be a great way to get experience, build your professional network,
explore your interests, and learn what kinds of job functions or work
environments you enjoy.

UC Center for Community Engagement

The Center for Community Engagement (CCE) connects the Bearcat
community to the Cincinnati community through community service.
Whether you want a semester-long engagement, a one-time volunteer shift,
or anything in between, this is a great resource.
Search for Opportunities on Your Own
These searchable databases can turn up volunteer opportunities that might be
just right for you:
 Cincinnati Cares
 Volunteer Match
 United Way of Greater Cincinnati
 
Industrial Adaptation of the Schneider Plan

Co-op is a partnership involving students, employers and educational institutions

which provides students with work experience to complement their academic
training.
Benefits to the Employer
 Effective screening, selection, and recruitment
 Higher employee retention and productivity
 Highly motivated employees with realistic expectations
  Lower recruitment and training costs
 Better access to women and minorities
 Opportunity to influence curriculum design and content
 Improved public relations
The Co-op process
The Cooperative Education department of Algonquin College acts as a liaison
between the student, the employer, and the participating academic departments and
provides all the services to ensure an efficient implementation of the Co-op
process. It seeks employer participation, student participation, work term
placements, monitors work term performance, and provides the necessary services
to all participants.
Approximately three months prior to the beginning of a work term, Co-op students
are invited to apply to job postings. Interviews are then conducted by employers,
and successful students are offered jobs based on their interview performance.
The work periods normally last 16 weeks during one of the three semesters:
• January - April
• May - August
• September – December

Employers may post jobs at any time after the placement period commences -
Usually in the third week of the semester.
Algonquin College operates under a continuous Co-op recruitment process. Once
employers submit a job description:
• Jobs are posted for 3-5 days
• Applicants’ resumes are sent to employers by email
• Employers identify and interview candidates of interest - interviews are
typically held on-campus
• Employers advise Co-op office of selected candidates
• Students are given 48 hours to respond to job offers
• There is no deadline for employers to submit job postings - no ranking, no
waiting.

After choosing candidates to be interviewed, employers contact the Co-op Office

by emailing coop@algonquincollege.com and request an interview time. The Co-
op Office will contact the candidates and schedule interviews.
Recruitment
The Algonquin College Co-op office offers a simple process to recruit skilled,
motivated, and enthusiastic Co-op students to meet your staffing requirements.
Step 1: Job description
• Outline and submit a "brief" job description prior to the start of a work term.
• Jobs may forwarded to the Co-op Department by email:
coop@algonquincollege.com
Step 2: Job Posting
• Co-op Department posts your job(s).
Step 3: Selection
• Select candidates from resumes provided.
Step 4: Interviews
• Conduct on-campus interviews.
Step 5: Selection
• Choose a candidate and advise the Co-op Office. Job offers are presented to the
student and the student is given 48 hours to consider the offer.

Step 6: Job offer

• Employers provide a formal letter of offer to student (Terms of employment,
Salary, Start, End date, Reporting structure).
Salary Paid to Co-op Students
As an employer, it is in your best interests to pay students the going market rate. It
is a valuable life lesson for students to learn to negotiate their salary. Please contact
coop@algonquincollege.com to discuss salary ranges if you are not sure what an
acceptable salary would be. We can provide some guidance for you.
The Partnership
The Co-op program is a three-way partnership between the employer, the student,
and the College. The success of the Co-op partnership is dependent upon a mutual
commitment from all parties. The three partners share the responsibilities in
ensuring maximum benefits to all participants.
Employer responsibilities
• To provide the student with meaningful employment related to his/her field of
study. (should practice his/her field of expertise)
• To provide accurate, informative job descriptions to stimulate student interest. (to
meet the learning goals and standards between the student and employer)
• To provide an orientation to familiarize the student(s) with their work
environment, job responsibilities, organization's policies/procedures etc. (to make
the students plan and accomplished his/her given responsibilities without violating
the guidelines and policies between Co-Op school and employer)

To discuss and approve the student's learning objectives/training plan at the

beginning of the work term.
To provide the Co-op student with a letter of offer/contract specifying employment
conditions, start and end dates, wages, hours and the reporting supervisor's name,
address and telephone number. A copy of this letter of offer/contract must be
forwarded to the Co-op department.
• To provide supervision and training to the students by individuals who
understand and are interested in Co-op.
• To conduct a midterm and final performance evaluations on the student(s). (For
closed monitoring and identify if the standards and all the learnings were applied
all through out the work or internship)
• To review the student's work term report and approve it for submission to the
College.
• To provide increasing responsibilities in successive/subsequent work terms for
returning students.
•
• To advise the Co-op Department immediately of any job related performance
issues (i.e. attendance, punctuality, quality of work, etc.).

Philosophy and Concepts of Cooperative Education

here are conflicting views on the philosophical origins and purposes of co-
op. Some
authors have reported they flow from the connections John Dewey promoted in
th
the early 20
century between experiential learning and democracy (Heinemann & De
Falco, 1990; Ryder,
1987; Van Gyn, Branton, Cutt, Loken, & Ricks, 1996). Dewey (1939)
argued the dialogical
integration of the meaning of work experiences within socially progressive
educational processes
could enhance intellectual and social development, enabling people to
become critically
reflective, engaged citizens. Dewey (1977) also maintained that, properly
conceived, vocational
education could help reform dehumanizing industrial work processes to allow
the full
development of human potential.
here are conflicting views on the philosophical origins and purposes of co-
op. Some
authors have reported they flow from the connections John Dewey promoted in
th
the early 20
century between experiential learning and democracy (Heinemann & De
Falco, 1990; Ryder,
1987; Van Gyn, Branton, Cutt, Loken, & Ricks, 1996). Dewey (1939)
argued the dialogical
integration of the meaning of work experiences within socially progressive
educational processes
could enhance intellectual and social development, enabling people to
become critically
reflective, engaged citizens. Dewey (1977) also maintained that, properly
conceived, vocational
education could help reform dehumanizing industrial work processes to allow
the full
development of human potential.
Based on the study presented by Peter Milley and Thursica Kovinthan Levi of
University of Ottawa and University of Toronto respectively, there are conflicting
views on the philosophical origins and purposes of co-op. Some authors have
reported they flow from the connections John Dewey promoted in the early 20th
century between experiential learning and democracy argued the dialogical
integration of the meaning of work experiences within socially progressive
educational processes could enhance intellectual and social development, enabling
people to become critically reflective, engaged citizens. Dewey (1977) also
maintained that, properly conceived, vocational education could help reform
dehumanizing industrial work processes to allow the full development of human
potential.
Revitalized Liberal Education
 A philosophy of education that empowers individuals with core knowledge
and transferable skills, and a strong sense of ethics, values, and civic
engagement.
 core knowledge -promotes integration of learning across the curriculum and
cocurriculum, and between academic and experiential learning, in order to
develop specific learning outcomes that are essential for work, citizenship,
and life
  transferable skills -helps students discover clear connections between what
they are learning and the lives they will lead as workers, citizens,
community and family members.

Key Components of a Liberal Education

 Knowledge of human cultures and the physical and natural
world through study in the sciences and mathematics, social sciences,
humanities, histories, languages, and the arts—which focused
by engagement with big questions, social-learning are being developed. both
contemporary and permanent.
 Intellectual and practical skills, including inquiry and analysis, critical
and creative thinking, written and oral communication, quantitative literacy,
information literacy, teamwork, and problem solving—practiced extensively,
across the curriculum, in the context of progressively more challenging
problems, projects, and standards for performance.
 Personal and social responsibility, including civic knowledge and
engagement (local and global), intercultural knowledge and competence,
ethical reasoning and action, and foundations and skills for lifelong learning
—anchored through active involvement with diverse communities and real-
world challenges.
 Integrative and applied learning, including synthesis and advanced
accomplishment across general and specialized studies—
demonstrated through the application of knowledge, skills, and
responsibilities to new settings and complex problem.

Influenced of John Dewey’s Pragmatism

As we all know that, John Dewey’s Learning By Doing or the Pragmatism believes
in experimenting with new methods of teaching. These methods of teaching are
devised by the teacher in the light of real life situations.

Pragmatism has the following aims of education: 1. Creation of values and 2.

Activity and experience.

Dewey provides strong philosophical foundations for cooperative education.

Moreover, his views provide a framework for program design.

Career Focus-Virtually all co-op programs seek to give a career-relevant

experience to students. Providing a program that enables students to explore and
test career choices is not an additional service being provided by institutions.
Rather, according to Dewey’s Philosophy, co-op programs address what should be
a fundamental mission of all colleges and universities: one that has important
implications for how individuals’ function in a participatory democracy.

Cooperative education programs that limit their focus to career-related

objectives also limit the educative potential of the experience. The career-oriented
placement together with students’ career interest are strong motivational forces
upon which to build expanded horizons.

Cooperative Education/Academic Linkages-The learning effectiveness of any

one approach can then be assessed by using these criteria as measures:

Reflective Learner-The co-op experience should incorporate methods of

inquiry that direct the student to reflect on it from a multidimensional and
interdisciplinary perspective.

Interdisciplinary Perspective-This criterion suggests that the student,

regardless of the major, examine the work experience with a perspective drawn
from disciplines in the social sciences, humanities and natural sciences.

Theory and Practice-The Co-op experience needs to be structured so that

students can examine the relationships between theory and practice as observed in
the workplace.

Responsibility and Accountability-The co-op program, in conjunction with

the instructional faculty, must accept the responsibility for providing the
experiences, the learning skills and the knowledge foundation to insure that co-op
placement is not mis-educative. No matter how strong the learning potential of a
specific placement is, without students possessing the necessary skills together
with a strong interdisciplinary background, the full learning potential will not be
attained and the possibility exists that inaccurate and misappropriate conclusions
will be made. The experience then not only loses it value, but it can distort and
restrict future experiences.

Summary

In summary, when one considers the world in which the graduates will live, one
shaped by internal forces such as the pressure toward equity and equality,
economic pressures and cultural pluralism together with changing world events
that quickly and directly impact on daily life, Dewey’s vision of higher education
is as timely today as it was at the turn of the century.

1. Cooperative education, together with work-integrated programs

such as internships, can establish Dewey’s concept of the
laboratory model of higher education resulting in a more
broadly educated populace that is so critical to sustaining a
democratic society.
2. The cooperative education community as defined by individual
programs, professional association, employer’s ad government
grant awarding agencies have not given the educational aspects
the attention that they require. In turn, co-op experiences tend
not to maximize the educational impact on students.
Work-study (federally subsidized campus employment) in the later twentieth
century became a formal and major component of Student financial aid in the
United States.

The University of Waterloo has a co-operative education program with more than
19,000 students enrolled in co-op programs and more than 5,200 active co-op
employers. Their five-year co-op program includes twenty four months of work
experience. Enrolling in the co-op program at the University of Waterloo does not
guarantee co-op employment. The school requires students to have a minimum of
sixteen to twenty months of valid work experience (depending on the program of
study) to successfully complete their academic program. Despite a high percentage
of employment via the coop program, many students obtain employment by other
methods, including a student's personal networks and unpaid full-time volunteering
positions.

Since its inception in 1975, the co-operative education program at Simon Fraser
University (SFU) has grown to more than 8,400 students seeking paid work
experiences across the globe. SFU's co-op programs span the faculties of Applied
Sciences, Arts & Social Sciences, Business, Communication, Art & Technology,
Education, Environment, Health Sciences, and Science. The University has worked
with over 6,000 employers worldwide. An SFU student has won the Canada-wide
title "Co-op Student of the Year" four times.

Wilfrid Laurier University and the Lazaridis School of Business & Economics
provide a co-op business program with a competitive entry limited to about one-
third of the students who start the BBA program in their first-year. It offers three
four-month work terms. Additionally, the school offers a co-op MBA program for
high calibre students with less than two years of work experience.

The University of British Columbia's co-operative education program includes

over three thousand students from the faculties of Arts, Commerce, Engineering,
Forestry, Kinesiology, and Science.

The University of Victoria (UVic)'s co-operative education program offers hands-

on learning opportunities for close to half of UVic students, with the number
growing each year. Optional or mandatory co-op is available in almost every
academic discipline. All UVic co-op students complete a professional practice
course prior to their first work term, including intercultural training to help them
contribute positively to diverse workplaces. Students also reflect on each work
term experience using a competency-based framework. UVic's Co-op Program
includes dedicated support for Indigenous and international students, and has
developed unique international co-op exchange partnerships with employers and
post-secondaries around the globe. The program launched in 1976.
All Antioch College students participate in the college's Co-Op Program as part of
their academic requirements for graduation. Under the program, students spend a
total of four twelve-week terms, distributed throughout their undergraduate years,
working as paid, full-time employees in local, national, or international settings.
The program at Antioch, which is located in Yellow Springs, Ohio, began in 1921.

The University of New South Wales (NSW) in Sydney provides an industry linked
Co-op Scholarship. Students receive a scholarship of A$17,000 per annum for each
year of their degree and current offerings span twenty four areas in business,
engineering, science, and the built environment. Along with industry experience,
the Co-op Program incorporates leadership and professional development in
addition to networking and mentoring opportunities.

The Florida Institute of Technology has a condensed cooperative education

program allowing students to graduate in four years with three-semester work
terms. This program is only followed by engineering students and requires students
to take online coursework while they are working full-time as a cooperative
education student.

Drexel University in Philadelphia, Pennsylvania has one of the nation's oldest,

largest, and best-known cooperative education programs. 91% of undergraduate
students in over 75 majors participate in the co-op program. During their time at
Drexel, students experience up to three different co-ops and gain up to 18 months
of working experience. With over 1,700 employers in its network, Drexel's
cooperative education program connects students with industry leaders across 35
states and 45 countries. Drexel's cooperative education program allows students to
not only explore future careers, but also bring their cooperative education
experiences back to the classroom. As a result of cooperative education, Drexel
students graduate having already built a professional network, and they typically
receive higher starting salaries than their counterparts from other schools. Students
may also elect to participate in a Research Co-op to prepare them for a career in
research or graduate school or an Entrepreneurship Co-op that will, in
collaboration with the Close School of Entrepreneurship, assist them in
establishing their own ongoing business. Specialized co-op experiences are also
offered at the graduate level.

Northeastern University in Boston, Massachusetts has a co-operative education

program started in 1909. The program places about five thousand students annually
with more than 2,500 co-op employers in Boston, across the United States, and
around the globe. A student graduating from Northeastern with a five-year
bachelor's degree has a total of eighteen months of internship experience with up to
three different companies.

Rochester Institute of Technology (RIT) began cooperative education in 1912.

Georgia Institute of Technology (Georgia Tech) started cooperative education in

1912.
Kettering University in Flint, Michigan enrolls students in co-operative education
from their first year on campus, specializing in engineering, science, and
management degree programs.

Baden-Wuerttemberg Cooperative State University (DHBW) (Germany) has a co-

operative education program with more than 34,000 students (2016) enrolled and
more than 9,000 co-op employers. The three-year co-op undergraduate programs
include one and a half year of compulsory internships. DHBW offers job integrated
learning (JIL) programs only. In JIL, every DHBW student has to be employed by
a single company during the complete duration of the study program. Lectures and
compulsory internships are geared to maximize applied learning. Founded on
March 1, 2009, DHBW traces its roots back to the Berufsakademie Baden-
Wuerttemberg (founded 1974).

Steinbeis Center of Management and Technology of Steinbeis University Berlin

offers an international masters program (Master of Business Engineering) for
graduates and young professionals which integrates practical and theoretical
learning, along with on the job training by managing projects for a sponsoring
company.

Wentworth Institute of Technology has a two-semester co-operative education

program with an optional third semester in the sophomore summer. Every student
in the Institute is required to do two co-ops. Co-operative education has been
active since 1975 with over one thousand students in a co-op each year.

EPUSP - Escola Politecnica da Universidade de São Paulo offers cooperative

education in Sao Paulo, Brazil.

TOBB University of Economics and Technology offers cooperative education in

Ankara, Turkey.

Purdue University has a top ten-ranked cooperative education program that was
established in 1964. Originally exclusive to students in the College of Engineering,
the co-op program is now available to students in 48 different disciplines in 8 of
the academic colleges on campus. Purdue offers 5-session and 3-session co-op
programs but differs from most universities in that students spend all 5 or 3 work
sessions with the same employer, earning raises and gaining progressive
responsibilities for each subsequent work rotation, for a total of 12-16 months of
work experience. Both programs are 5-year academic programs, though students
only pay tuition while studying on campus and pay a small administrative fee
during each co-op work rotation. As of July 2014, there were over 600 students
enrolled in co-op programs and over 500 qualified employers with locations
around the nation and across the globe.

To complete a bachelor of education at any Australian university, the individual

must complete a minimum of 36 weeks of Practirum in a school faced environment
doing work placement in their desired field, which includes helping the teacher to
teaching a fully planned out class.

For Australian high school students who are not completing ATAR courses, work
placement is highly encouraged to gain necessary credits to complete graduation