The Cooperative Education Model

The co-op model which follows was developed by a national committee of experienced practitioners. The definition and essential characteristics were approved by the boards of the National Commission for Cooperative Education, Cooperative Education Association and the Cooperative Education Division of the American Society for Engineering Education. Also included are a list of anticipated outcomes and five model variations for implementing co-op in colleges.

Definition
Cooperative education is a structured educational strategy integrating classroom studies with learning through productive work experiences in a field related to a student's academic or career goals. It provides progressive experiences in integrating theory and practice. Co-op is a partnership among students, educational institutions and employers, with specified responsibilities for each party. These include:

Essential Characteristics
Formal recognition by the school as an educational strategy integrating classroom learning and progressive work experiences, with a constructive academic relationship between teaching faculty and co-op faculty or administrators.

Structure for multiple work experiences in formalized sequence with study leading to degree completion of an academic program.

Work experiences which include both an appropriate learning environment and productive work. Work experiences related to career or academic goals. Formal recognition of the co-op experience on student records (e.g. grade, credit hours, part of degree requirement, notation on transcript, etc.) Pre-employment preparation for students, as well as ongoing advising.

Agreement among the school, employer and the student on:

  • Job description and new learning opportunities
  • Specified minimum work periods (equivalent in length to an academic term (quarter, semester or trimester). In alternating programs, students work approximately 40 hrs/wk, full-time during the term. In parallel programs, students work approximately 20 hrs/wk, part-time during the term.
  • Work monitored by the school and supervised by employers
  • Official school enrollment during employment
  • Recognition as a co-op employee by the employer
  • Evaluations by the student, the school, and the employer, with guided reflection by the student
  • Remuneration for the work performed

Provision for employer and school evaluation of quality and relevance of the work experience and curriculum Designed to maximize outcomes for students, employers and the school.

Anticipated Outcomes

Cooperative Education is designed to develop or enhance the following outcomes:

Student | Employer | College | Society

Student Outcomes

Academic

  • Ability to Integrate Classroom Theory with Workplace Practice
  • Clarity about Academic Goals
  • Academic Motivation
  • Technical Knowledge Through Use of State-of-the-Art Equipment

Professional

  • Clarity about Career Goals
  • Understanding of Workplace Culture
  • Workplace Competencies
  • New or Advanced Skills
  • Career Management
  • Professional Network
  • After-Graduation Employment Opportunities

Personal

  • Maturity
  • Determination of Strengths & Weaknesses
  • Development/Enhancement of Interpersonal Skills
  • Earnings to Assist College Expenses or to Support Personal Financial
  • Responsibilities
  • Productive and Responsible Citizenship Skills
  • Lifelong Learning Skills

Employer Outcomes

  • Well-prepared Short-term Employees
  • Flexibility to Address Human Resource Needs
  • Cost-effective Long-term Recruitment and Retention
  • Access to Candidates with Sought-after Skills and/or Background
  • Increased Staff Diversity
  • Partnerships with Schools
  • Input on Quality and Relevance of School's Curricula
  • Cost-effective Productivity

College and University Outcomes

  • Recruitment of New Students
  • Retention of Current Students
  • Wider Range of Learning Opportunities for Students
  • Enriched Curriculum
  • Enhanced Reputation in the Employment Community
  • Improved Rate of Employment of Graduates
  • Increased Alumni Participation (hire students, contribute money, etc.)
  • Partnerships with Business, Government and Community Organizations
  • Increased External Support by Corporations, Foundations & Government Grants

Societal Outcomes

  • Established Model for Workforce Preparedness
  • Income Tax Revenue
  • Reduced Demand for Student Loans
  • Productive and Responsible Citizens
  • Industry-Education Partnerships

Developed by NCCE Practitioners Committee. May be reproduced without alteration for educational purposes only. Other usage is prohibited without the expressed authorization of NCCE and CEA. 10/5/94

Model Definition | Essential Characteristics | Model Variations

COOPERATIVE EDUCATION MODEL VARIATIONS

All models of cooperative education should include the essential characteristics. However, variations in the needs of students, educational institutions and employers shape program models. Distinguishable characteristics include: differences in the structured role for employers beyond student supervision and evaluation; the structure for multiple terms and the pattern of participation (alternating or parallel); and the method and degree of formal recognition of co-op by the school.

All models should be designed to enhance student, employer, institution and societal outcomes. Future research should examine the impact of participation in co-op on targeted outcomes. In addition, research examining the correlation between program characteristics and outcomes will assist in identifying which models may be more effective in enhancing the outcomes for different audiences.

I. DISTINGUISHABLE CHARACTERISTICS:

Administered by School with Structured Employer Involvement

  • In Cooperative Education Program Design (all models include a formalized employer role in supervision and evaluation)
  • In Curriculum Design for Industry Specific Competencies

Formalized Sequential Work Pattern Structured to Provide for Multiple Terms

  • Formalized Work Pattern
    • Alternating Pattern (40 hours per week/full-time)
    • Parallel Pattern (20 hours per week/part-time
  • Specified Amount of Work Experience
    • Multiple Terms (A single term is defined as 1 semester, 1 trimester, or 2 quarters)
    • Minimum Amount of Work Experience

Academic Structure - Formal Recognition of Co-op by the School

  • Credit or Non-Credit Bearing
  • Notation on Transcript/Certificate of Completion
  • Secondary to Post secondary Articulation
  • Certification Process
    • for Cooperative Education Program
    • for Student--Industry Specific Credential

II. CO-OP MODELS:
(Current models of implementation at the post secondary level)

Flexible 4-Year Model

  • Informal Employer Role in Co-op Program Design
  • Parallel/Alternating/Full-Time Summer and Designed for Multiple Terms
  • Both Credit and Non-Credit Bearing Programs

Community College Model

  • Informal Employer Role in Co-op Program Design/Opportunities for Formalized Role in Curriculum Design for Specific Competencies (more formal role in review of previous experience when advancing within a field)
  • Predominantly Parallel and Full-Time Summer with Limited Opportunities for Multiple Terms/May Include Secondary to Post secondary Articulation
  • Predominantly Credit Bearing/Opportunities for Industry Specific Credential

Nontraditional Student Model
(Can be adapted in either Flexible 4-year or Community College Models)

  • Informal Employer Role in Co-op Program Design (more formal role in review of previous experience when advancing within a field)
  • Predominantly Parallel with Limited Opportunities for Multiple Terms (flexible to meet students' needs)
  • Predominantly Credit Bearing with Opportunities for Industry-Specific Credential

Accreditation Board for Engineering & Technology (ABET) Baccalaureate Model (also used in non-engineering fields). (ABET Associate Engineering Technology degree programs have different requirements).

  • Formalized Employer Role in Co-op Program Design
  • Alternating Pattern/Multiple Terms/Minimum of 1-Year Experience Required
  • Both Credit and Non-credit Bearing Programs/Certificate of Student's Completion of Program/Engineering Co-op Accreditation

Articulated Co-op Model
(May include programs such as Tech Prep, 2+2 and School-to-Work when the post secondary component meets co-op's definition and essential characteristics).

  • Formalized Employer Role in Curriculum Design for Specific Competencies
  • Predominantly Parallel and Full-Time Summer with Limited Opportunities for Multiple Terms/Secondary to post secondary Articulation (Co-op portion may or may not be articulated).
  • Certification Process for Industry - Specific Credential

Note: A single term is defined as one semester, one trimester or two quarters.

11/94 Developed by NCCE Practitioners Committee. May be reproduced without alteration for educational purposes only. Other usage is prohibited without the expressed authorization of NCCE and CEA.