Work Integrated Learning for Tertiary Environmental Students: Professional Preparation Through International Project Work
Author(s):
Ian Thomas
Volume:
42
Accepted Date:
3/19/2008 6:57:02 PM
Page Numbers:
1 - 10
Abstract:
Abstract – Work Integrated Learning (WIL), is increasingly becoming an important element of tertiary educational experience where students learn in the workplace through a range of mechanisms. There are opportunities for WIL to provide an experiential basis for learning, where the learners construct meaning through their experience rather than simply receiving.
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Title:
New Generations of Global Entrepreneurs: Global Citizenship Through Work-Integrated Learning in the New Economy
Author(s):
Christopher Pratt
Jimmie
Cochran
Pratt
Volume:
42
Accepted Date:
3/19/2008 8:50:10 PM
Page Numbers:
1 - 8
Abstract:
This paper reports on a unique sustainable international economic development and internship program focused on emerging and challenged economic locations. Working with economic development agencies the program engages international and local university students and local high school pupils in consulting teams to assist owners of local small and medium enterprises (SMEs) to build global entrepreneurial, enterprise leadership, and citizenship knowledge in both the for-profit and not-for-profit sectors.
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Title:
Class [Re]Union: Course Corrections in Response to Co-op Employer Feedback
Author(s):
Anton Harfmann
Peter
Akins
Michael
Hatter
Janelle
Kelpe
Sarah
Krivanka
D.
Anthony
Schonhardt
Volume:
42
Accepted Date:
3/19/2008 8:52:31 PM
Page Numbers:
9 - 15
Abstract:
The paper begins by charting the curricular context of the architecture program then parses co-op employer comments, both anecdotal and statistical, to serve as a new force to help guide curricular adjustments. The feedback was used to calculate course corrections that would be mutually beneficial to students’ academic and practice experiences. The paper focuses on the merging of two courses during this critical academic term and plots a new direction with the intent to improve the students’ first and subsequent crossings of the academic-practice divide. The paper concludes with comparing work from pre and post course adjustments and an initial evaluation based on student work and graduate assistant feedback.
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Title:
Transition into the Work World: An Assessment
Author(s):
Arleen Fujimoto-Ikuma
Dianne
Ishida
Volume:
42
Accepted Date:
3/19/2008 7:00:00 PM
Page Numbers:
11 - 19
Abstract:
Transition into the Work World: An Assessment
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Title:
Reflection-in-Action on Co-op: The Next Learning Breakthrough
Author(s):
Joseph A. Raelin
Joseph
A.
Raelin
Leonard
J.
Glick
Katherine
E.
McLaughlin
Richard
D.
Porter
James
R.
Stellar,
Volume:
42
Accepted Date:
3/19/2008 8:53:13 PM
Page Numbers:
16 - 33
Abstract:
Cooperative education in the past 100 years has enriched higher education by supplementing classroom education with real-world experience. In the next 100 years, using available scholarship on situated learning and reflective practice, cooperative education can make yet another learning breakthrough by encouraging students to learn from their experience by reflecting-in-action within a safe facilitated environment. In this paper, after offering a theoretical rationale for an epistemology invoking reflection-in-action.
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Title:
Retaining Students in Science, Math, and Engineering Majors: Rediscovering Cooperative Education
Author(s):
Audrey J. Jaeger
M.
Kevin
Eagan
Jr.
Volume:
42
Accepted Date:
3/19/2008 7:00:58 PM
Page Numbers:
20 - 32
Abstract:
As researchers, practitioners, faculty, and administrators consider strategies to reduce attrition of science, math, and engineering students, one program, cooperative education and its impact on student retention, has been relatively unexplored. This research explored the influence of cooperative education on the retention of first-year science, math, and engineering
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Title:
Does alternating and parallel programmatic structure make a difference in student outcomes?
Author(s):
Mark Fenster
Don
Parks
Volume:
42
Accepted Date:
4/30/2008 11:58:27 PM
Page Numbers:
33 - 40
Abstract:
A variety of models of work-based learning are practiced at colleges and universities. This paper compares two co-op models; the alternating and the parallel approaches, on reported learning outcomes experienced for students involved in cooperative education. We hypothesized that students in the alternating or parallel programs would have different responses when rating their learning outcomes. Students in 14 universities were given the opportunity to complete a survey evaluating their cooperative education experience. The response rate to the survey was 31%. We found that students were very favorable to their cooperative education experience but there was no support for the hypothesis. Students in alternating or parallel cooperative education programs rated their learning outcomes about equally on (a) career development, (b) academic development, (c) professional/work skills development, and (d) personal development. We conclude with a discussion of the usefulness of both the parallel and alternating cooperative education models.
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Title:
Managing Experiential Education: Work-integrated Learning in the Context of a Cost-benefit Analysis
Author(s):
Kenneth C. Bennett
Volume:
42
Accepted Date:
6/16/2008 7:52:43 PM
Page Numbers:
34 - 44
Abstract:
Higher education has become both more accessible and better integrated across the world. This has seen higher education evolving to become both an industry sector and, an industry in and of itself. Higher education has subsequently become more cognizant of ‘market demands’ and, is increasingly reflecting this in teaching, learning and administration practice. The result has been a greater recognition of prevailing economic environment considerations and, the requirement for graduates who are better attuned to the actual situations and circumstances of employment (Joshi, 2005; Pearson & Beasley, 1998).
This paper will discuss the relevancy of a traditional cost-benefit analysis to the management, decision-making and practice of work-integrated learning in higher education institutions and, posit methodologies for value measurement and how components of perceived benefit and values are capable of being quantified and applied to management decision-making evaluation.
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Title:
The Four Component Model of Cooperative Education
Author(s):
Donald Parks
Mark
Fenster
Volume:
42
Accepted Date:
4/30/2008 11:57:08 PM
Page Numbers:
41 - 49
Abstract:
The present study expands upon the Parks, Onwuegbuzie and Cash (2001) three- factor model of cooperative education students’ learning outcomes in an attempt to ascertain whether a fourth factor, personal development, can be added to work skills development, career development, and academic functions/achievement. Students involved with co-op programs were asked to rate their levels of change over the course of the current work term on 29 items related to the hypothesized four-factor model of cooperative education. We found that students tended to rate their experiences in cooperative education at high levels. A factor analysis revealed support for the hypothesized four-factor model. We conclude with a discussion of the importance of cooperative education programs to evaluate learning outcomes of their programs’ students.
