The Cooperative Education Learning Model as an Integral Part of Higher Education:
ABSTRACT
Cooperative Education plays an integral part in 38 academic degree programs at the University of Cincinnati. It adds a dimension to students’ educational experiences that has long-term and career-relevant impacts. As the inventor of cooperative education, the University of Cincinnati is in a unique position to comment on the conceptual and practical aspects of this exciting aspect of higher education. This paper provides background and history about cooperative education and describes how the program works at the University of Cincinnati. Benefits and advantages to all three entities of the co-op triad – the University, students, and employers – are explained. A retrospective section is devoted to the honorary individuals and institutions that helped shape cooperative education since its inception over 100 years ago. The article concludes with a sampling of student success stories and thoughts for the continuing evolvement of cooperative education.
Cooperative Education (referred to throughout this paper as “co-op”) fits in the broad type of learning known as experiential learning, which is also known as work-integrated learning. R. S. Reeve in the “Employer’s Guide to Work-Integrated Learning,” published in 2001 by the World Association for Cooperative Education, Inc. elicited many terms used to describe this type of learning. He listed the following as terms often used: cooperative education (the most common form), job shadowing, practice-oriented education, work-based learning, externships, internships, industry-based learning, field studies, practica, independent studies, apprenticeships, school-to-work programs, preceptorship, and school leavers. What they all have in common is their goal to integrate theory with practice by alternating, in some pattern, learning in the classroom with working experience on the job.
The meaningful distinction between experiential or work-based learning and traditional classroom-based learning is that in
Cooperative Education plays an integral part in 38 academic degree programs at the University of Cincinnati. It adds a dimension to students’ educational experiences that has long-term and career-relevant impacts. As the inventor of cooperative education, the University of Cincinnati is in a unique position to comment on the conceptual and practical aspects of this exciting aspect of higher education. This paper provides background and history about cooperative education and describes how the program works at the University of Cincinnati. Benefits and advantages to all three entities of the co-op triad – the University, students, and employers – are explained. A retrospective section is devoted to the honorary individuals and institutions that helped shape cooperative education since its inception over 100 years ago. The article concludes with a sampling of student success stories and thoughts for the continuing evolvement of cooperative education.
Cooperative Education (referred to throughout this paper as “co-op”) fits in the broad type of learning known as experiential learning, which is also known as work-integrated learning. R. S. Reeve in the “Employer’s Guide to Work-Integrated Learning,” published in 2001 by the World Association for Cooperative Education, Inc. elicited many terms used to describe this type of learning. He listed the following as terms often used: cooperative education (the most common form), job shadowing, practice-oriented education, work-based learning, externships, internships, industry-based learning, field studies, practica, independent studies, apprenticeships, school-to-work programs, preceptorship, and school leavers. What they all have in common is their goal to integrate theory with practice by alternating, in some pattern, learning in the classroom with working experience on the job.
The meaningful distinction between experiential or work-based learning and traditional classroom-based learning is that in
Bibliography: Canadian Association for Co-operative Education. 2000. Co-operative Education Manual A Guide to Planning and Implementing Co-operative Education Programs in Post-Secondary Institutions. Canadian Association for Co-operative Education, Toronto, Ontario, Canada. World Association for Cooperative Education, Inc. 2001. Employer’s Guide to Work-Integrated Learning. http://www.waceinc.org/pdf/Abbreviated_Guide.pdf [accessed 8/18/2007]. Division of Professional Practice. 2006. Introduction to Professional Practice, University of Cincinnati, Cincinnati, Ohio, USA. Kettil’s PhD Dissertation