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Integrating Learning and Work: The Post-secondary Role Resource List

Integrating Learning and Work: The Postsecondary Role Resource List

The following resource list was compiled by the National Commission for Cooperative Education (NCCE) to address the topic of integrating work and learning in higher education. Subjects include college cooperative education, work-based learning, School-to-Career activities as related to higher education, and other topics related to

1. the use of curricula integrating classroom studies with related, school-approved work experiences at the postsecondary level,
2. the linkages and transitions between secondary and postsecondary strategies that incorporate high academics and the integration of work and learning, and
3. related employer or education issues. Citations are grouped by topic areas listed in bold italics. Sections include:
   • Trends in Higher Education and the Need for the Integration of Learning and Work

Model Strategies within Higher Education (cooperative education, experiential education, tech prep and work)

Increasing Postsecondary Options
Teacher Education and Retraining
Hiring Trends for College Graduates
Employer Involvement-Industry/Higher Education Partnerships
Additional Publication Resources

Trends in Higher Education and the Need for the Integration of Learning and Work

Campus Trends 1996. American Council on Education (ACE). The 1996 report of this annual survey of a representative sample of 500 colleges and universities included a section on cooperative education, internships and paid work-based learning. Key related findings in the general question section reported that (compared to ten years ago) 72% of colleges said their students were more career oriented and 47% said their graduates had more trouble finding good employment after graduation. 91% of institutions offer unpaid internships, 57% offer cooperative education, 69% offer paid internships, and 45% offer other paid, work-based learning programs. 31% of those with paid work-based programs report that they collaborate with high schools. For those with paid, work-based learning programs (including co-op, paid internships, and other WBL programs), the most impact was reported on placement success for graduates, financial help for students, and academic gains for students. They reported the most institutional benefits in the areas of building partnerships with business, student retention, and alumni relations. ($20) 60 pp. Available from ACE Fulfillment Center , Dept. 191 , Washington , DC 20055-0191 , 301-604-9073.

Connecting Learning and Work- A Call to Action. Education Commission of the States (ECS) (1996). The changing workplace has brought about the need to give all learners an opportunity to apply knowledge, work in teams, and to see learning and skill development as a lifelong process. Several guidelines are offered to address the challenge that faces postsecondary institutions, including: collaborating more effectively with K-12 education, personalizing instruction to meet student learning needs, redesigning admission policies to recognize alternative ways for students to demonstrate readiness for college, coordinating teacher preparation and professional development programs with changing elementary and secondary school needs, restructuring institutional missions and academic programs to include workforce preparation, providing career guidance that recognizes multiple paths to career success, addressing needs of nontraditional students, and building active and creative partnerships that serve state and community needs. Oregon 's and Wisconsin 's efforts in developing proficiency-based admission standards for their public postsecondary institutions as well as the Illinois Board of Higher Education's "Collaborative Action Plan" are cited as models. Available from ECS, 707 17th St., Suite 2700 , Denver , CO 80202-3427 , 303-299-3600, Fax 303-296-8332, ecs@ecs.org,www.ecs.org.

Outside the Classroom: Students as Employees, Volunteers, and Interns. E. O'Brien, ACE, 1993. This research brief analyzes data on working students and compares them with students who do not work. In 1991, 63% of all college students were employed while enrolled in school. The study includes sections on students as employees, the federal work-study program, why students work, the impact on academic achievement, students as volunteers, students as interns and co-ops, and the implications of work for college students. The primary focus is on the participation and impact, rather than the integration with the curricula. 12 pp. Available from ACE Fulfillment Center , Dept. 191 , Washington , DC 20055-0191 , 301-604-9073.

Profiles in Connecting Learning and Work: State Initiatives, Education Commission of the States (ECS) (1997). The volume contains updated summaries of state initiatives to implement STW, relying on information provided by the states themselves. In each state description, a 1997 update precedes the 1996 summary. The overview describes Connecting Work and Learning as a set of initiatives that combine education reform, workforce preparation and economic development to prepare individuals for lifelong learning, citizenship and career success. They describe the structure of state programs and key questions about state systems. Each state entry includes the STW grant amount; 1997 update; education practices; legislation, executive orders, policies, and studies; coordinating structure; implementation strategy; higher education; evaluation, notes, contact information, and sources. 245 pp. Contact information, National STWO Office, 400 Virginia Ave., SW, Suite 210, Washington, DC 20024, 800-251-7236, Fax 202-401-6211,www.stw.ed.gov or ECS, 707 17th St., Suite 2700, Denver, CO 80202-3427, 303-299-3600, Fax 303-296-8332, ecs@ecs.org, www.ecs.org.

Postsecondary Education and the New Workforce. State Higher Education Executive Officers (SHEEO), E. M. Rodriguez and S. S. Ruppert. (1997). This report cites a number of factors that compel colleges to become part of the workforce development system. There are also a variety of "clients" that colleges must serve-college-bound high school grads, workers needing retraining, unemployed and underemployed individuals, and employers. SHEEO has defined the leadership role that postsecondary education should play in workforce development in a Statement of Principles and Priorities which includes the following: Create a vision for postsecondary education in workforce development, Broaden the school to work framework, Build a collaborative system of education and training, Capitalize on the distinct roles of learning providers, Improve learner productivity, Help learners make informed choices, Connect learning and work, Ensure an effective system, and Support teachers and faculty.

SHEEO intends to use these objectives as the basis for continuing work to support a state higher education agenda to ensure successful transition from school to further education and work. State leaders will also identify and disseminate successful models that demonstrate the involvement and leadership of postsecondary education in statewide workforce preparation systems. The models will provide a strategy to build the leadership capacity of state higher education agencies, colleges and universities in these systems and will focus on the following issues: high school feedback and admissions, articulation and transfer within postsecondary education, follow-up of program completers and employer feedback systems, integration of classroom-based and work-based learning, and effective coordination and planning. (Free) 25 pp. Available from SHEEO, 707 Seventeenth St., Suite 2700 , Denver , CO 80202-3427 , 303-299-3686, Fax 303-296-8332, www.sheeo.org.

Report from the New England Higher Education and STW Strategic Planning Conference. 1997. The report summarizes keynote presentations and session discussions at a Dec., 1996 Higher Education and STW Strategic Planning Conference. Topics include the relevance of STW to higher education; connecting higher education and STW; workshop summaries and recommendations, common issues and responses from New England STW directors. Key action areas encompassed academic delivery (curricula within higher education that incorporates STW principles), admissions (policy to ensure an effective transition for STW graduates), and teacher preparation (curricula to prepare teachers to instruct in applied and work-base learning methodology). For each area, they include the best practices, challenges, and next steps or strategies identified by participants. Available from New England Association of Schools & Colleges (NEASC), 209 Burlington Rd. , Bedford , MA 01730-1433 , 781-271-0022, kampits@neasc.org.

Returning to our Roots: The Student Experience. National Association of State Universities and Land-Grant Colleges (NASULGC). (1997) Kellogg Commission on the Future of State and Land-Grant Universities . This first report by the commission of 25 current or former presidents of a state or land-grant institutions explores the ways to best respond to the challenges and opportunities facing higher education. The report is written as an open letter to college presidents, and includes The Challenges Before Us, A Vision for the Future, and A Leadership Agenda for Change. They offer a statement of principles defining the kind of learning communities they consider essential for the 21st century, and a number of action commitments to implement these principles. The commitments include:

• revitalizing partnerships with elementary and secondary schools to create a seamless educational continuum; reinforcing commitment to undergraduate instruction, addressing academic and personal development of students through greater integration of academic & student services, improved academic planning and career exploration, etc.;
• strengthening the link between education and career through business-academic partnerships to examine and restructure curriculum, use new instructional techniques, provide continuing career and professional development, and assist students in developing the skills and competencies employers value;
• striving for the highest quality education experience while keeping college affordable and accessible; better defining for students and parents the educational objectives; and strengthening the link between discovery and learning.

They also plan to convene dialogues around the country and to compile and disseminate model programs. 27 pp. Available from NASULGC, 1307 New York Ave., Suite 400 , Washington , DC 20005 , 202-778-0811, Fax 202-296-6456, mvahle@nasulgc.org, www.nasulgc.org.

Returning to Our Roots: Student Access. NASULGC (1998) The second report by the Kellogg Commission on the Future of State and Land-Grant Universities . In addressing the topic of access and affordability, the recommendations include:

Transform institutions through new kinds of programs and services, and if need be, new kinds of institutions
Build new partnerships with public schools

Validate admissions requirements through meaningful correlation between requirements and subsequent student success and searching for new ways of judging merit and identifying potential

Encourage diversity

• Clarify course-credit transfer and articulation agreements
• Renew efforts to contain cost and increase aid
• Focus on what students need to succeed through improved student services and academic programs

Chapters cover The Access Imperative, Access to Success and Agenda for a New Century. The publication also includes selected examples of institution activities that address individual recommendations from the above list. 41 pp. Available from NASULGC, 1307 New York Ave., Suite 400 , Washington , DC 20005 , 202-778-0811, Fax 202-296-6456, mvahle@nasulgc.org, www.nasulgc.org, 202-778-0811, Fax 202-296-6456, mvahle@nasulgc.org.

The Role of Community Colleges in the One-Stop Career Center System: Four Case Studies. M. Gutierrez, 1997. This study analyzed the approaches in Iowa , North Carolina , Oregon and Texas to: state and federal legislation for one-stop career center system development, involvement of public community and technical colleges, roles of colleges with the one-stop career center system, and the pros and cons of these centers for public community and technical colleges. Center for Occupational Research and Development (CORD), PO Box 21689 , Waco , TX 76702-1689 , 800-972-2766, fax 254-772-8972, www.cord.org

School-to-Work and Higher Education: If Someone Shouts STW, Will Anyone in Higher Education Listen? Brown University (1999). B. Dann-Messier and E. Kampits. The report focuses on 1997-98 Dialogues conducted by the Northeast & Islands Regional Educational Laboratory at Brown University and the Office of School/College Relations of the nation's oldest accrediting association, NEASC. The joint project, with support from the National STWO Office and the Boston regional office of the U.S. Dept. of Labor's Employment & Training Administration, describes commonly shared views together with new discoveries about what can promote (or inhibit) links to traditional higher education. Focus groups included college and university presidents, chief academic officers, vice presidents of enrollment management/admissions, business CEOs, state policy and educational leaders, and state STW/STC directors. www.neasc.org/oscr/oscr.htm or www.lab.brown.edu.

Western Governors University Online, http://www.wgu.edu/wgu/index.html. "WGU was founded by the governors of several western states with a vision of making higher education more accessible and with degrees and certificates based on what a person actually knows and can demonstrate." Using various information technologies, WGU creates a master catalogue of courses and programs of dozens of educational institutions and corporations. Along with offering students greater choice and access to traditional credit-based college courses, WGU offers competency-based degrees at a distance. Competency-based degrees do not require traditional credit-based courses.

Model Strategies within Higher Education

Cooperative Education

Comparative International Study of Co-operative Education Employers: The Value of Employing Co-op Students. World Association for Cooperative Education. (1997) The study explored the views of employers in identifying and rating benefits from participation in co-op as reported by employers in six countries (Australia, Canada, the Netherlands, South Africa, the United Kingdom, and the United States of America). The short-term benefits included the ability to hire students to complete project work, having access to additional help, and providing enthusiastic and motivated employees. The key long-term benefits included the ability to pre-screen future employees and to train better graduates who understood the company and were more committed long term employees. Short term costs included loss of trained employees and turnover when students returned to school, cost of repeated recruitment and finding space, supplies and equipment. Most felt there were no significant long-term costs. 46 pp. Available from WACE, 360 Huntington Ave., 384 CP, Boston, MA 02115, 617-373-8885, Fax 617-373-3463, p.franks@neu.edu , www.waceinc.org.

Cooperative Education Student Employee Salary and Benefits Survey: Midwest Region. John A. Crusoe, Wayne State University . Published annually, the survey describes salaries and benefits paid to college co-op student employees. The report includes conclusions and observations on general trends and variations by departments, as well as comparisons with previous years. Charts indicate mean and median salaries by curriculum, by company type and include first work experience, final work experience and new college graduate levels of salaries for both baccalaureate and associate degree levels. Salaries are generally related to (e.g. a percentage of) the rates companies offer new college graduates. This publication is useful to employers wishing to explore what other companies are paying (although only covering the midwest region) and to educators seeking to benchmark or compare their student salaries. Contact: John A. Crusoe, Executive Director, University Counseling & Placement Services, Wayne State University, 656 W. Kirby, Detroit, MI 48202, 313-577-1141, Fax 313-577-0617).

Directory of College Cooperative Education Programs (Published jointly by NCCE, ACE, and Oryx Press, 1996) Edited by P. Hutcheson. The directory provides a comprehensive listing of program information at 460 colleges and universities. It includes a description of cooperative education and is cross-indexed by subject areas, college names, and state. Each entry includes the type of school and degrees awarded, key contacts, academic divisions with co-op programs, how programs are administered, typical length of work periods and the number of active employers, as well as representative examples of employers. 219 pp. Available through Oryx Press, $49.95, in print or $75.00 on disk. Call 1-800-279-6799, or order on line at www.oryxpress.com.

Directory of Engineering Cooperative Education Programs, Cooperative Education Division of ASEE. Edited by M. Mathews, Mississippi State Univ. (1997) Published biennially, the directory provides an overview of cooperative education programs in engineering and engineering technology at 146 colleges and universities. Entries include information on general characteristics, co-op program structure, number of students participating and curricula areas within engineering. $50.00, CED Directory, PO Box 6046, Mississippi State, MS 39762, 601-325-3823, www.coop.msstate.edu/ced.

Learning from Work. Cooperative Education Association (CEA). Joseph Barbeau, James Godfrey, & William Stull. A guide to assist college students participating in cooperative education or internship programs in maximizing their learning opportunities. Sections include Planning for the Experience, Preparing for the Experience, Developing your Training Program to Maximize Benefits, Evaluating your Job Progress, Building for the Future. The book includes work sheets and explanatory information. Available from CEA, 8640 Guilford Rd., Suite 215 , Columbia , MD 21046 , 410-290-3666, Fax 410-290-7084, www.ceainc.org.

Strengthening Experiential Education within Your Institution. National Society for Experiential Education (NSEE). This is a sourcebook for faculty, deans, presidents and program directors. It includes models and recommendations from U.S. colleges and universities that have worked to integrate experiential education into their institutional missions, campus values, curricula, faculty roles, financial and administrative structures, and evaluation systems. Originally developed in 1986, 154pps. Available from NSEE, 3509 Haworth Drive, Suite 207 , Raleigh , NC 27609-7229 , 919-787-3263, Fax 919-787-3381. www.nsee.org.

Tech Prep and Work-Based Learning in Community Colleges

Linking College and Work: Exemplary Policies and Practices of Two-Year College Work-Based Learning Programs NCRVE, D. D. Bragg, R. E. Hamm 1996. This paper looks at a study conducted over two years to get a better sense of existing work-based learning policies, practices, and programs in community, junior and technical colleges. The study surveyed 1200 two-year colleges to inventory existing workbased learning programs, then conducted an indepth study of ten selected exemplary programs. Common elements of exemplary programs and practices include: strong program leadership; exclusive connections between the program and industry; frequent communication with employers; beliefs about program excellence; effective schoolbased components; adequate and diverse financial support and innovative program and pedagogical features. Available from NCRVE, UC Berkeley, 2030 Addison St., Suite 500 , Berkeley , CA 94704-1674 , 800-637-7652, http://vocserve.berkeley.edu.

School-to-Work Systems: The Role of Community Colleges in Preparing Students and Facilitating Transitions. E.I. Farmer, C.B. Key, eds., 1997. "Focusing on the role of community colleges in implementing the School-to-Work Opportunities Act of 1994, the 12 essays in this volume describe strategies and practices developed by colleges to address the provisions of the Act and help develop a global workforce." New Directions for Community Colleges, Jossey-Bass, Inc., 350 Sansome St., San Francisco, CA 94104-1342.

The Tech Prep Associate Degree Challenge: A Report of the Tech Prep Roundtable. American Association of Community Colleges (AACC) 1994. AACC convened a roundtable discussion group to address the challenges and direction of Tech Prep. This publication contains an overview of Tech Prep, recommendations for implementation at community colleges, and six papers presented at the roundtable. Recommendations address reforming curricula and teaching, evaluating activities, creating STW opportunities, and overcoming administrative challenges. AACC, One Dupont Circle, NW, Suite 410 , Washington , DC 20036-1176 , 202-728-0200, fax 202-833-2467, www.aacc.nche.edu.

Work-based Learning in Two Year Colleges in the United States, National Center for Research in Vocational Education (NCRVE), D.D. Bragg, R. E. Hamm, K. A. Trinkle (1995). This report documents the first of two studies on the status of work-based learning in community, junior, and technical colleges in the U.S. The intent of this first study was to determine the aggregate depth, scope, and quality of work-based learning in the nation's two-year colleges. Available from NCRVE, UC Berkeley, 2030 Addison St., Suite 500 , Berkeley , CA 94704-1674 , 800-637-7652,http://vocserve.berkeley.edu.

Institutional Change

Exemplars: Babson College . Pew Higher Education Roundtable & Knight Collaborative. (1998). This profile examines the curricular change undertaken by Babson College to better prepare undergraduates for changing business environment by designing a coherent program that includes greater rigor and flexibility, stresses interdisciplinary collaboration, better supports individual learning needs, and more explicitly links theory with field-based learning. Based on change instituted in their MBA program, the Undergraduate Decision-Making Body (composed of faculty) arrived at a comprehensive, competency-based program with three developmental levels (Foundation, Intermediate, and Advanced) and 27 core competencies. Among the courses are: First-Year Experience and Portfolio Self-Reflection, a Small Learning Team seminar, Foundation Management Experience (year-long required course in which students develop and run an actual business), Babson External Assessment Program (where students receive feedback on their competencies from business, alumni & MBA volunteers), Intermediate Management Core (a sequence of courses addressing the process of management, and a Learning Plan (self-directed course of study based on career goals and core competencies, stressing field-based study). The college also modified tenure and promotion to include applied research and community service. 8 pp. Available from Institute for Research on Higher Education, 4200 Pine Street, 5A, Philadelphia, PA 19104-4090, 800-437-9799, requests@irhe.upenn.edu, www.irhe.upenn.edu/pp/pp-main.html.

Increasing Postsecondary Options

An Annotated Bibliography on Student Preparation for College and the Work-place. SHEEO, A. Russell, M. Christal & S. Arredondo. (1995). This companion to the College Admission Requirements study describes nearly 50 key national data sources and reports on student preparation for college and work which represent comprehensive research and analyses on high school and college student achievement, and the skills and competencies needed for success in postsecondary education and the workplace. ($15) Available from SHEEO, 707 Seventeenth St., Suite 2700 , Denver , CO 80202-3427 , 303-299-3686, Fax 303-296-8332, www.sheeo.org.

College Admission Requirements: A New Role for States. SHEEO, E. Rodriguez, (1995). Based on a study of state-level college admission policies in ten states, this report presents a broad overview of how states are using admission policies to improve student preparation. The report offers a substantive foundation for further examining the issue of improving student outcomes and creating a more systematic approach to school-college transition. ($10) Available from SHEEO, 707 Seventeenth St., Suite 2700 , Denver , CO 80202-3427 , 303-299-3686, Fax 303-296-8332,www.sheeo.org.

Designing a Statewide Articulation System: New Hampshire STW Articulation Steering Committee's Final Report. (1997). In 1996, New Hampshire STW began the design of a framework for a state articulation system. Four phases of work followed and the first three are contained in this final report: national research on state-level articulation systems; research on issues and experiences related to articulation in NH; design of an implementation framework for the system; and facilitation of a consensus-building process to support the framework. NH STW Office, 101 Pleasant St. Concord , NH 03301 ; 603-271-3384; fax 603-271-4079.

Linking School Reforms to Higher Education. (Also called School Reforms & Higher Education: A Call for Collaboration) National Governors Association (NGA). M. Houghton (1997). This report reviews the evolving dialogue on school reform and higher education, summarizes key issues and challenges discussed at the June 1966 meeting on postsecondary education, describes the efforts of three state university systems to accommodate K-12 reforms, and presents recommendations developed by those attending (leaders from postsecondary education, K-12 education, and STW). Innovative models cited include the multi-year Transitions Project at the University of California (with a pilot of outcomes-based admissions criteria for several high schools); the Proficiency-Based Admissions Standards System (PASS) in the Oregon State System of Higher Education (a full-scale process for all 7 public baccalaureate colleges to evaluate students on proficiency in 6 content area.