Engineering Education and Practice in the United States Engineering Technology Education (1985) / Chapter Skim
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5. Cooperative Education and Engineering Technology
5. Cooperative Education and Engineering Technology
Pages 22-27
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From page 22... ...
Programs vary from school to school: some alternate co-op periods with terms of classes, some operate simultaneous with classes Parallel; some alternate liberal arts with technical subjects; some are credit, some noncredit. Despite their differences, however, all postsecondary cooperative education programs in the United States have a strong common thread: they integrate classroom learning with on-the-job experience related to a student's academic major.
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From page 23... ...
In return for this support, the Carter administration proposed new directions for the program to increase student participation dramatically. Under the fourth type of grant noted above, the Federal Comprehensive Demonstration Grant, as much as $1 million is given for up to three years to support the nonrecurring costs of making a co-op program comprehensive.
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From page 24... ...
The recommendations include special consideration for programs that are involved in unique development efforts with industry and for additional funding that is designed to allow cooperative education to keep pace with technical advances fat present, no equipment purchases are allowed with federal Co-op grantsJ. Congressional decisions on federal support will be deciding factors in the potential impact of cooperative education in America.
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From page 25... ...
Concerns for the Future Several issues of concern seem to surface frequently in any discussion of co-op programs: · the merits of granting academic credit and how to determine the amount; · how much experience warrants the awarding of a credential; · evaluation of a student's co-op performance by a faculty member or a nonfaculty co-op specialist; · selection and training of faculty and/or administrative advisors; · keeping faculty actively supportive and involved; · advising students concerning the pros and cons of the co-op experience; · serving nontraditional students Minorities, women, handicapped, foreign; · whether the alternating or the parallel model is more advantageous to the student; · how to describe living accommodations and help co-op students find ways to minimize getting "out of sync" with peers; · whether or not special student fees should be charged; · whether admission to co-op programs should be selective; · how the college can identify appropriate resources to support a quality co-op program; · identification and involvement of new employers; · how employers can be encouraged to be more supportive of co-op education, and make long-term, meaningful commitments to it; · how to communicate the advantages of co-op to the various publics; and · the building of a comprehensive data base to support research on .
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From page 26... ...
· Cooperative education contributes significantly to the career preparation of students. More students who enrolled in cooperative education programs, as compared to those who did not, perceived their job skills advancing through their undergraduate program.
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From page 27... ...
These preferences relate strongly to the purpose of engineering technology education, but in addition, items 1 and 4 support the merits of cooperative education. Recommendations 1.
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