Showing papers on "Cooperative education published in 1974"

Off-Campus Work and Study Experience Programs for Undergraduate Students in Agricultural Economics and Agricultural Business Management

Abstract: HE CONCEPT of integrating occupationally based study and work experiences as part of the curriculum for undergraduate students in higher education is not a new idea. However, there has been a resurgence in the awareness and use of the concept for agricultural students in recent years. Defined broadly, the concept encompasses any off-campus work or study experience with a private business or government agency which is organized by the university for which academic credit and/or pay is received by the student. Some of the more common names given to these efforts include "workstudy programs," "internships," "sandwich programs," and "cooperative education programs." This paper will discuss the usage of such programs in historical perspective, discuss their philosophical basis, discuss the place of programs in the curriculum, describe the nature of programs currently in use by departments, discuss the advantages and disadvantages of such programs to the student participant, the university, and the participating business or agency, and detail an operational framework for program implementation. Long before the development of today's extensive educational system, Francis Bacon in the 17th century said that "studies teach not their own use; there is a wisdom without them, and above them, won by observation." In these words we find a philosophical root for work-study programs. In early times society depended upon apprentice programs to teach craftsmen the trades necessary for society to subsist. The little theory a craftsman needed could easily be taught along with his practical training in the apprentice program. However, as time went on and society's demands for technological progress increased, the complexity of the educational process increased beyond the scope of the apprentice programs which were not able nor designed to cope with equipping the rising class of engineers and scientists for their professions. In the late 1800s, recognizing the need for the integration of theory with practical application, engineering schools, in particular, tried various ways to combine them. Some colleges introduced regular shop courses into their curriculums to give their students a practical feel for what they would encounter once they were in industry. Worcester Polytechnic even went so far as to operate a shop on a commercial basis producing articles for sale. Others advised work for a period of 15 months in industry between their junior and senior years. Some colleges also required students to do summer work in approved industrial plants. The educator given formal credit for combining work and study as an integral part of the educative process in higher education is Dean Herman Schneider who inaugurated cooperative education at the University of Cincinnati in 1906. He believed that if college students would spend a portion of their time working in industry, applying the knowledge and theory gained in school to practical work situations, their education would become richer and more meaningful. While originally his students alternated between the classrooms and industry on a weekly basis, the periods of alternation have since lengthened so that most universities using the so-called co-op program now use alternating quarters or semesters. On a somewhat less structured basis, institutions have also established what may be re* The author acknowledges the helpful comments of W. D. Gorman, D. L. Costley, and L. B. Catlett.

Assessment of Cooperative Education by Former Students and Participating Employers. [Indiana].

Abstract: DWUMENT RESUME ; aP Harris, Robert C.; Hodgson, Carol A.a Assessment of Cooperative Education by Former Students and Participating Employers.,[Indiana] 7415p.; Presented at the American Vocational ociation Convention (New Orleans, Lohisiana,

A Comparison of Academic Achievement Between Cooperative Education Students and Non-Cooperative Education Students at College of the Mainland.

Abstract: A comparison of COM cooperative education and non-ccoperative education students' mean GPA in two courses--Business Communications 231 and Business Psychology 231--was made. The population was limited to those students majoring in business. A random sample for establishing the experimental and control groups was made. A t-test with a critical t-value of 1.684 and a df of 40 was applied. to a one-tailed test. The calculated t-value exceeded the critical t-value; thus, the mean GPA for cooperative education students was significantly higher than the mean GPA in the same courses for non-cooperative education students at the .05 level of significance.

Attitudes and Abilities of Co-Operative Students

Abstract: The extensive development of co-operative (sandwich) education overseas is compared to the slight Australian experience. The claim, that the integration of academic and work experience required in such courses, materially assists students in achieving greater development is investigated by surveying students and ex-students, employers and academic staff and by analysis of academic performance.By comparison with the full-time student, the co-operative student is seen to gain in social and academic maturity and in technical preparedness for his role as a graduate. Analyses of examination results over a nine year period show a significant improvement, after exposure to industrial experience, both by comparison with the previous performance and by comparison with equivalent full-time student performance. It is concluded that the wide-scale adoption of co-operative programes in Australia is highly desirable and that government support for their introduction should be made available.

Effectiveness of Model Office, Cooperative Education, and Office Procedures in Developing Office Decision-Making Abilities, in Changing Perceptions of the Office World of Work, and in Developing a Knowledge of Business Fundamentals and General Business Information.

Abstract: AUTHOR Hopkins, Charles R.; McLean, Gary N. TITLE Effectiveness of Model Office,. Cooperative Education, and Office Procedures in Developing Office Decision-Making Abilities, in Changing Perceptions of . the Office World of Work, and in Developing a Knowledge of Business Fundamentals and General Business Information. SPONS AGENCY Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education. PUB DATE Feb 74 NOTE 76p.