756:, completed a qualitative study on students' co-operative work experience. She states that bringing theoretical concepts out of the classroom and into a related vocational workplace can produce educational benefits. She researched the concept of Connected Learning in co-operative work terms, which is a learning approach where learners gain knowledge through connecting with people and things, while feeling safe in their environments, they can develop themselves. Jeela Jones explained the results of her study emphasizing the importance of relationships with supervisors as mentors, who pushed learners beyond their comfort zones. Many students interviewed for this study commented that despite many challenges that were faced in their co-op experience, that it was a worthwhile experience that allowed them to build new skills, meet new industry connections and become increasingly motivated, self-confident and career-oriented.
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months of working experience. With over 1,700 employers in its network, Drexel's cooperative education program connects students with industry leaders across 35 states and 45 countries. Drexel's cooperative education program allows students to not only explore future careers, but also bring their cooperative education experiences back to the classroom. As a result of cooperative education, Drexel students graduate having already built a professional network, and they typically receive higher starting salaries than their counterparts from other schools. Students may also elect to participate in a
Research Co-op to prepare them for a career in research or graduate school or an Entrepreneurship Co-op that will, in collaboration with the Close School of Entrepreneurship, assist them in establishing their own ongoing business. Specialized co-op experiences are also offered at the graduate level.
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representatives from
Canadian post-secondary institutions and employers who work together to develop resources to promote the highest quality of post-secondary work-integrated learning programs. CEWIL Canada works to establish national standards for WIL programs. The organization also allows for delivery of training opportunities and best practice sharing. CEWIL maintains a national database on WIL with data from more than fifty post-secondary member institutions. CEWIL reports that over 75,000 students are participating in co-operative education programs across the country. Canadian students who work in cooperative education can earn close to $ 20 per hour and represent a wide range of disciplines and programs, ranging from science, engineering, business, arts and technology.
1297:(UVic)'s cooperative education program offers hands-on learning for close to half of UVic students, with the number growing each year. Optional or mandatory co-op is available in almost every academic discipline. All UVic co-op students complete a professional practice course prior to their first work term, including intercultural training to help them contribute positively to diverse workplaces. Students also reflect on each work term experience using a competency-based framework. UVic's Co-op Program includes dedicated support for Indigenous and international students, and has developed unique international co-op exchange partnerships with employers and post-secondaries around the globe. The program launched in 1976.
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universities are public in
Germany, there are no student fees, just dues, which are around $ 400 per semester. There are usually agreements including a guaranteed employment after the program. Therefore, some contracts include terms where students commit to stay with the company for at least two years after the program. Even without guaranteed employment, chances of getting a job are high anyway. Around 72% of students stay with the sponsoring company after studies for at least two to five years. A common issue is that many students want to do their masters afterwards. Not all companies are willing to support a master program, since they argue that the result is sometimes not worth the additional investment.
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decision-making skills. In Canada, another grouping of industry and education professionals came together to create The
Business Higher Education Roundtable (BHER). The BHER was established by the Business Council of Canada in 2015 and works on two goals: 1. Helping young Canadians transition from higher education to workplaces through collaborative partnerships and post-secondary institutions and 2. Strengthen research and innovation partnerships between Canadian companies and post-secondary institutions. The BHER reports that about half of all Canadian university students take part in some form of WIL and 65-70% of Canadian college students takes part in WIL programs.
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connections to the classroom through various learning goals designated in the students' program or curriculum. It is widely accepted that WIL opportunities have value and produce benefit for students and employers, including employment readiness (such as gaining job-related skills and knowing what kind of job opportunity a student would want to have after graduation). Students participating in WIL can experience new environments, tasks, colleagues for typically a shorter period of time. Work
Integrated Learning includes
1375:(DHBW) (Germany) has a cooperative education program with more than 34,000 students (2016) enrolled and more than 9,000 co-op employers. The three-year co-op undergraduate programs include one and a half year of compulsory internships. DHBW offers job integrated learning (JIL) programs only. In JIL, every DHBW student has to be employed by a single company during the complete duration of the study program. Lectures and compulsory internships are geared to maximize applied learning. Founded on March 1, 2009, DHBW traces its roots back to the Berufsakademie Baden-Wuerttemberg (founded 1974).
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co-op programs but differs from most universities in that students spend all 5 or 3 work sessions with the same employer, earning raises and gaining progressive responsibilities for each subsequent work rotation, for a total of 12–16 months of work experience. Both programs are 5-year academic programs, though students only pay tuition while studying on campus and pay a small administrative fee during each co-op work rotation. As of July 2014, there were over 600 students enrolled in co-op programs and over 500 qualified employers with locations around the nation and across the globe.
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field and joining that field for a set number of weeks in unpaid work. This unpaid work goes towards credits for graduation in both schools and universities
Australia-wide. The Australian government has been funding this program due to the success of highly regarded applicants who have come from doing work placements. Many companies in Australia are more inclined to hire an individual who has had proper training within their specific field than those who have not, creating many more successful applicants and jobs within Australia.
364:, would rise through the rank of Dean of Engineering (1906–1928) to become interim president (1929–32) of the University of Cincinnati, based largely upon the strength of the co-op program. Throughout his career, he was an advocate for the co-op framework. His thirty years of service to the University of Cincinnati are partly credited for that institution's worldwide fame. In 2006, the University of Cincinnati unveiled a statue of Dean Schneider outside the window of his former office in Baldwin Hall.
92:
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studies, and geography. Completing a CSL placement allows students to blend hands-on learning, community service and classroom learning in one experience. Many learning outcomes can be achieved through
Community Service Learning. Examples of learning outcomes include: social responsibility, intellectual growth, leadership development, appreciating diversity, collaboration, career and educational goals, self-awareness and clarified values. CSL placements at
934:, p. 125). A Higher Education Council of Ontario paper reviewing the University of Waterloo's PD programs states that the reflective element of the program is one of the main strengths, as it encourages students to review their own experiences and learn from their work terms. Maureen Drysdale suggests in a 2012 paper that the reflective elements of co-op allow students to increase their career and personal clarity relative to non-co-op students.
411:, that Drexel University should prepare its students for successful careers through an education that balanced classroom theory with real-world practice. In 1925, the five-year co-op program took hold in the chemical engineering department, forming the foundation of Drexel's cooperative education program. Today, the cooperative education program supports students in more than 75 different disciplines, making it one of the largest programs in the US.
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have another work term. This cycle often repeats multiple times, adding a year or more to the students' university career. In this model, students' do not receive a summer break from school but instead are either working or in school for 12 months of the year. Before or during this work experience students may complete activities designed to maximize their learning on the job, such as online workplace conduct courses or reflective activities.
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1265:(SFU) has grown to more than 8,400 students seeking paid work experiences across the globe. SFU's co-op programs span the faculties of Applied Sciences, Arts & Social Sciences, Business, Communication, Art & Technology, Education, Environment, Health Sciences, and Science. The university has worked with over 6,000 employers worldwide. An SFU student has won the Canada-wide title "Co-op Student of the Year" four times.
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51:
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638:". This had led to an increase in the number of students attending university and a decrease in the number of trainees and apprentices in vocational training. On one hand, companies were apprehensive about a lack of skilled workers. On the other hand, there was a need for more experienced workers which were not provided by vocational training, while universities could not provide skilled worker qualifications.
155:
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employment. The school requires students to have a minimum of sixteen to twenty months of valid work experience (depending on the program of study) to successfully complete their academic program. Despite a high percentage of employment via the coop program, many students obtain employment by other methods, including a student's personal networks and unpaid full-time volunteering positions.
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school days, they can start to fall behind in school work and will eventually be unable to cope with their workload. For students who attend school and also participate in the cooperative education programme, commonly called Work
Placement or VET courses, they are no longer eligible to be granted direct entry into university. This then gives the student an option of
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the amount the student learns, while also increasing the quality and quantity of the students' work. Drewery and Pretti (2015) echo this as they call for greater attention on the relationship between the student and the supervisor, explaining that this relationship can greatly impact the students' satisfaction with the co-op term and the benefits they gain from it.
1027:). As in traditional co-op work placements, students get real-world training, opportunities to explore career options, and enhanced employability skills such as communication, problem solving, and leadership as well as awareness of community and social problems. Combining co-op and service learning thus prepares students for roles as workers and citizens.
469:(James Warner Wilson and Edward H Lyons, New York: Harper). This study led to the formation of the National Commission for Cooperative Education (NCCE). NCCE remains today to promote and lobby for cooperative education in the United States. Its membership comprises sponsoring corporations and organizations (not individuals) from academia and business.
507:), met to discuss work-related programs in their respective countries. In 1981 and 1982, this group, headed by President Ryder, convened an international conference on cooperative education. In 1983, several college and university presidents, educational specialists, and employers from around the world (including Australia, Canada, Hong Kong, the
476:(CAFCE) began with 29 educators from 15 institutions. In its initial form, it did not include any employers or industry representatives. The institutions felt that they should decide on an integrative plan for co-op education prior to admitting employers as members. In 1977, employers, HR representatives, and recruiters began to join CAFCE.
902:, p. 9). Because this has always been a principle of co-op, the field is in a position to capitalize on its strengths and the ways it complements other experiential methods in the effort to provide meaningful learning opportunities for students. To do this, however, cooperative education must be redesigned.
484:, in 1963, began the Cooperative Education Association. To reflect its membership more accurately, it was eventually (sometime in the 1990s or early 2000s) renamed the Cooperative Education and Internship Association. It remains today as the professional association for cooperative education outside of ASEE.
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and the program was kept beyond the one-year allotted. The
University of Cincinnati returned to the matter in its September 2005 board meeting, declaring the 100-year trial period of one hundred years of Cooperative Education officially ended, for the success of which the Board resumed full responsibility.
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has a cooperative education program with more than 19,000 students enrolled in co-op programs and more than 5,200 active co-op employers. Their five-year co-op program includes twenty four months of work experience. Enrolling in the co-op program at the
University of Waterloo does not guarantee co-op
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identify a variety of work-based learning activities taking different names: co-op, internships, externships, apprenticeship, career academies, etc. Work-based learning programs should look for connections and develop collaborative relationships. The alternating and parallel co-op models may not meet
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Although there are many benefits to the cooperative education programme, there are some downsides. The negative implications do not fully compromise the number of students undertaking the study, but rather how the programme will affect the government's future funding for education. A huge burden that
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suggests affirming the work-based learning principles upon which co-op is based. These principles assert that cooperative education fosters self-directed learning, reflective practice, and transformative learning; and integrates school and work learning experiences that are grounded in adult learning
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Other models, such as the sandwich model and the American-style semester model, instead have students work a 40-hour work week for a set amount of time, typically between 12 weeks and six months. After this period is over, students return to the classroom for an academic semester after which they may
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Cooperative education is common in most Australian high schools and has been integrated into many university courses as a part of making up final grades. Australian institutions often refer to cooperative education as Work Placement, VET, or Prac. All of these involve students going into their chosen
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appointed Schneider to their faculty. In 1905 the UC Board of Trustees allowed Schneider to "try this cooperative idea of education for one year only, for the failure of which they would not be held responsible". The cooperative education program was launched in 1906, and became an immediate success,
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It falls under the umbrella of work-integrated learning (alongside internships, service learning, and clinical placements) but is distinct, as it alternates a school term with a work term, reflecting a partnership between the academic institution and the employer, intended to advance the education of
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provides an industry linked Co-op Scholarship. Students receive a scholarship of A$ 17,000 per annum for each year of their degree and current offerings span twenty four areas in business, engineering, science, and the built environment. Along with industry experience, the Co-op Program incorporates
1042:) shows that they share the basic philosophy and fundamental characteristics of the educational strategy of school-to-work. The reconceptualization of co-op should recognize and build upon this connection. At the same time, lessons from successful co-op programs can benefit the broader STW movement.
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with an inaugural class of 75. Initially viewed skeptically, this program quickly became a model for other co-op programs across Canada. These programs were based on both the sandwich education model popularized in Britain and the new American co-op programs. Canadian co-op programs generally follow
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students participate in the college's Co-Op Program as part of their academic requirements for graduation. Under the program, students spend a total of four twelve-week terms, distributed throughout their undergraduate years, working as paid, full-time employees in local, national, or international
917:
Fleming (2013) suggests that a new practical and research focus should be on the relationship between educational institutions and employers – institutions should take more initiative when it comes to training supervisors to be effective mentors. This would maximize the success of the work term and
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describe other problems: due to lack of a clear or consistent definition of cooperative education, researchers cannot accurately identify variables and findings cannot be compared; theory is not well developed; theory, research, and practice are not integrated; and co-op research does not adhere to
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There is a contract between the three participating parties (employee, employer, and university of cooperative education) over the time of the study. Mostly, the employer provides payment which is slightly above the payment for a vocational training. Some companies also pay student fees. Since most
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In Canada, regulation of cooperative education programs is overseen by CAFCE. Programs can apply for accreditation after the first class of co-op students has graduated. To be accredited, 30% of the time spent in the program must be devoted to work experience, and each experience must last at least
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has a top ten-ranked cooperative education program that was established in 1964. Originally exclusive to students in the College of Engineering, the co-op program is now available to students in 48 different disciplines in 8 of the academic colleges on campus. Purdue offers 5-session and 3-session
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Steinbeis Center of Management and Technology of Steinbeis University Berlin offers an international masters program (Master of Business Engineering) for graduates and young professionals which integrates practical and theoretical learning, along with on the job training by managing projects for a
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Implications directly to the students who participate in cooperative education is mainly based on direct learning at their institution, whether it is school or university. The cooperative education programme takes students away from school or university. As a student misses a consecutive number of
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in 2009. Other vocational universities were also approved as state universities. From 2004 to 2014, the number of students has increased from 40,982 to 100,739. There were 47,458 companies providing cooperative study programs in 2016, compared to 18,168 in 2004. Small, medium, and large companies
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found that the value of cooperative education is embedded in the culture of the institution (LaGuardia) and the region (Cincinnati). In this supportive culture, employer support does not have to be repeatedly obtained and there are clearly understood long-term expectations on all sides (schools,
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in Philadelphia, Pennsylvania has one of the nation's oldest, largest, and best-known cooperative education programs. 91% of undergraduate students in over 75 majors participate in the co-op program. During their time at Drexel, students experience up to three different co-ops and gain up to 18
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Work Integrated Learning (WIL) is the commonly accepted term for a wide range of experiential learning opportunities in Canada. Work Integrated Learning (WIL) is considered to be inclusive of educational programs that incorporate a workplace-based component that has
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In 1922, Northeastern University emphasized its commitment to co-op by extending it to the College of Business Administration. As new colleges opened at Northeastern, such as the College of Liberal Arts (1935) and the College of Education (1953), they became co-op schools as well. By the 1980s,
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has a cooperative education program started in 1909. The program places about five thousand students annually with more than 2,500 co-op employers in Boston, across the United States, and around the globe. A student graduating from Northeastern with a five-year bachelor's degree has a total of
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programs. Community Service Learning provides academic credit for participation in a placement within a community service organization. CSL course examples include psychology, human rights and human diversity, youth and children's studies, business, kinesiology, global studies, history, health
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has had a national body representing cooperative education and work integrated learning. This national body used to be called CAFCE (Canadian Association for Co-op Education) and was renamed CEWIL Canada (Cooperative Education and Work Integrated Learning Canada) in 2017. This organization has
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Co-op's proponents identify benefits for students (including motivation, career clarity, enhanced employability, and vocational maturity) and employers (labor force flexibility, recruitment/retention of trained workers, and input into curricula) as well as educational institutions and society
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In 1965, The Cooperative Education and Internship Association (CEIA) created "The Dean Herman Schneider Award" in honor of the contributions made by Dean Schneider to cooperative education. The award is given annually to an outstanding educator from the faculty or administration. In 2006, the
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The academic part is organized by a university of cooperative education and has to meet the criteria defined by the standing conference of education ministers of the 16 German states to be approved as equivalent to education at other state-recognized academic institutions, namely traditional
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with an equal amount of time working, repeating this cycle several times until graduation. The parallel method splits the day between school and work, typically structured to accommodate the student's class schedule. Thus, like school-to-work (STW), the co-op model includes school-based and
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which is typically a paid work experience of three, four, eight, twelve or sixteen months. When surveyed by Miriam Kramer in a study in 2011, 92% of students Agreed or Strongly Agreed that their co-op work term had a positive impact on critical & analytical thinking, problem solving and
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There are different dual curriculum programs. The number of courses grew from 512 in 2014 to 1,592 in 2016. They can be summarized in the following areas of study: 38% Engineering, 34% economic sciences, 12% computer sciences, 10% social services, education, healthcare, nursing, 6% others.
1091:). "The only way in which STW programs can find a permanent place in schools and colleges is for the work-based component to become so central to the educational purposes of the institutions that it becomes as unthinkable to give it up as it would be to abandon math, English, or science" (
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recommends strengthening the reflective component that is already a part of some co-op models. "If co-op is only a vehicle for experience to gain information about the workplace and to link technical knowledge with workplace application, then its effectiveness is not fully developed"
1328:
has a condensed cooperative education program allowing students to graduate in four years with three-semester work terms. This program is only followed by engineering students and requires students to take online coursework while they are working full-time as a cooperative education
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Cates and Cedercreutz (2008) demonstrate that the assessment of student work performance as pursued by co-op employers, can be used for continuous improvement of curricula. The methodology, funded by the Fund for Postsecondary Education (FIPSE) has been developed to a level allowing
348:). Schneider observed that several more successful Lehigh graduates had worked to earn money before graduation. Gathering data through interviews with employers and graduates, he devised the framework for cooperative education (1901). About that time, Carnegie Technical Schools, now
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University of Cincinnati established the Cooperative Education Hall of Honor "to give a permanent place of honor to individuals and organizations that have made a significant qualitative difference in the advancement of Cooperative Education for the benefit of students."
1105:, p. 41). She asserts that it is time for cooperative education to develop and define its body of knowledge, investigate its unique phenomena-e.g., the concept of learning from experience, and clarify and strengthen the qualifications of co-op practitioners. For
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also focuses on learning, seeing a need for a paradigm shift from content learning to greater understanding of learning processes, including reflection and critical thinking. Co-op is an experiential method, but learning from experience is not automatic. Therefore,
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provided support specifically for cooperative education. Funding continued from the federal government through 1992 when Congress ended its support of cooperative education. In total, over $ 220 million was appropriated by the federal government toward cooperative
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has a two-semester cooperative education program with an optional third semester in the sophomore summer. Every student in the institute is required to do two co-ops. Cooperative education has been active since 1975 with over one thousand students in a co-op each
793:
identifies some of the research problems for secondary co-op as follows: federal data collection on high school co-op enrollments and completions ceased in the 1980s; some studies use data in which co-op was not isolated from other work experience programs.
1065:. At LaGuardia, the required co-op seminar helps students make connections by giving them a structure within which to reinforce employability skills, examine larger issues about work and society, and undertake the crucial activities of critical reflection (
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opportunity for the full business day each Wednesday. Students explore a wide range of career possibilities. This new approach was recognized as an educational best practice and has been adopted as a state educational initiative for 12th grade students.
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Pretti, TJ; Noel, Tonya; Waller, Gary (2014). "Evaluation of the effectiveness of an online program to help co-op students enhance their employability skills: A study of the University of Waterloo's professional development program (WatPD)".
1109:, cooperative education is inherently committed to improving the economy, people's working lives, and lifelong learning abilities. It can thus position itself to serve the experiential learning needs of students into the 21st century.
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cooperative education brings to the education institution is financial struggles. The financial struggles come from the schools and universities who put pressure on the departments of education for funding to keep the programme going.
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Another set of problems involves perceptions of the field and its marginalization. Because of its "vocational" association, co-op is not regarded as academically legitimate; rather, it is viewed as taking time away from the classroom
894:, p. 17), including emphasis on university-industry-government cooperation, a fluid and demanding workplace, new technology, the need for continuous on-the-job learning, globalization, and demands for accountability (
479:
By 1962, about 150 academic institutions used co-op education, in one form or another. Many were outside of engineering. The need for professional support of non-engineering programs became obvious, and the membership of
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outlines the similarities between school-to-work and service learning. Although school-to-work, service learning, and co-op have different goals, each of his points also applies to cooperative education:
882:). Other deterrents may include financial barriers, aversion to moving frequently due to family obligations, or other pressures as well as difficulty managing the job search during a school semester.
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work-based learning and, in the best programs, "connecting activities" such as seminars and teacher-coordinator work site visits. These activities help students explicitly connect work and learning.
807:). Experiential activities are necessarily rewarded in post-secondary promotion and tenure systems (except in certain extenuating situations), and co-op faculty may be isolated from other faculty (
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a four-month school system interspersed with four-month work terms. This common system allows employers to hire students from multiple institutions with common timelines and training programs.
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employers, students). This "informal culture of expectations around work-based learning may be more powerful in the long run than a complex set of regulations and bureaucratic requirements" (
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The first cooperative education programs, in terms of studies with integrated practical phases, started in 1970. The next step was the foundation of a new tertiary education institution, a
909:, a new vision involves conceiving, defining, and presenting co-op "as a curriculum model that links work and academics – a model that is based on sound learning theory" (p. 158).
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In 1996, the science council recommended an increased focus on cooperative education. There were 45 cooperative programs in 1995, and the number increased to 100 by the year 2000.
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898:). Federal investments in school-to-work and community service have resulted in a number of initiatives designed to provide "learning opportunities beyond the classroom walls" (
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Despite these problems, there is optimism about the future of co-op education; "Social, economic, and historic forces are making cooperative education more relevant than ever" (
1023:-Fresno combines cooperative education with service learning. Students receive co-op/internship credit and scholarships for completing a placement at a community service site (
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Drewery, David; Pretti, Judene; Pennaforte, Antoine (2015). "Conceptualizing the quality of cooperative work term experiences: An exploration from the student's perspective".
781:(ibid.). Beyond informal and anecdotal evidence, however, a familiar refrain in the literature is the lack of well-done research that empirically demonstrates these benefits (
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From its beginnings in Cincinnati in 1906, cooperative education has evolved into a program offered at the secondary and post-secondary levels in two predominant models (
548:, the significance of cooperative education has increased in the last few years. Cooperative education programs now have an important profile in the education system.
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For the Canadian Post-Secondary Student, it is considered to be a benefit to add a co-operative work term to an undergraduate degree. Jeela Jones, representing the
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In 1995, the standing conference of education ministers of the 16 German states declared vocational universities as equivalent to universities of applied sciences.
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A cooperative study program is a combination of academic study at a university or vocational college and vocational education. The programs typically lead to a
1998:
Wie viele Ihrer Absolventen des dualen Studiums, die durch das Unternehmen ausgebildet wurden, sind mittelfristig (3 – 5 Jahre) in Ihrem Unternehmen geblieben?
2605:. In: ICEE 2007 International Conference on Engineering Education, 2007, Coimbra. ICEE 2007 International Conference on Engineering Education. Coimbra, 2007.
2598:. In: ICEE 2007 International Conference on Engineering Education, 2007, Coimbra. ICEE 2007 International Conference on Engineering Education. Coimbra, 2007.
2591:. In: ICEE 2007 International Conference on Engineering Education, 2007, Coimbra. ICEE 2007 International Conference on Engineering Education. Coimbra, 2007.
1290:'s cooperative education program includes over three thousand students from the faculties of Arts, Commerce, Engineering, Forestry, Kinesiology, and Science.
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In 2004, the conference of education ministers declared vocational universities' degrees as equivalent to a bachelor's degree from a traditional university.
945:, utilizes co-op education in a program called Senior Experience. This program allows all 12th grade students to participate in cooperative education or an
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School-to-work and service learning have also been promoted as ways to link theory and practice through meaningful experiential learning experiences.
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institutionalization. The methodology could, when implemented over a larger front, provide a substantial competitive advantage for the entire field.
866:). Even where co-op programs are strong they can be threatened, as at Cincinnati Technical College when it became a comprehensive community college (
1967:"Einordnung der Bachelorausbildungsgänge an Berufsakademien in die konsekutive Studienstruktur Beschluss der Kultusministerkonferenz vom 15.10.2004"
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in a school faced environment doing work placement in their desired field, which includes helping the teacher to teaching a fully planned out class.
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1952:
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1369:, enrolls students in cooperative education from their first year on campus, specializing in engineering, science, and management degree programs.
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102:
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2589:"Cooperative Education: a proposal to increase the number of admittances of students into the Brazilian Public Higher Education Institutions"
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believes that the answer lies in going beyond reconceiving co-op as an "educational strategy, pedagogy, model, methodology, or curriculum" (
523:) formed the World Council and Assembly on Cooperative Education to foster cooperative education worldwide. In 1991, it renamed itself the
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Leveraging Cooperative Education to Guide Curricular Innovation, The Development of a Corporate Feedback System for Continuous Improvement
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in 1919, with the participation of just three academic majors. This initiative stemmed from the belief of the university founder,
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had adapted co-op practices to their liberal arts curricula, leading many to refer to co-op as the "Antioch Plan." In 1919, the
352:, opened and thereby minimized the need for Schneider's co-op plan in the region around Lehigh University. However, in 1903 the
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17:
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Derousi, P.; Sherwood, C. S. (1997), "Community Service Scholarships: Combining Cooperative Education with Service Learning",
574:. There should be duality between these facilities with agreements and cooperation in adjusting educational content and goals.
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Ricks, F.; Cutt, J.; Branton, G.; Loken, M.; Van Gyn, G. H. (1993), "Reflections on the Cooperative Education Literature",
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The goal is to enable dual qualification of academic and skilled worker knowledge with a focus on high academic standards.
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Work-study (federally subsidized campus employment) in the later twentieth century became a formal and major component of
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Linking School-Based and Work-Based Learning: The Implications of LaGuardia's Co-op Seminars for School-to-Work Programs
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co-op program in the world, with nearly 20,000 co-op students enrolled over three semesters in more than 120 programs.
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began implementing co-op in their engineering program, becoming the second institution in America to do so. By 1921,
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provide a co-op business program with a competitive entry limited to about one-third of the students who start the
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Much of those early efforts of NCCE focused on lobbying and promoting cooperative education. In 1965, the federal
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Van Gyn, G. H. (1996), "Reflective Practice: The Needs of Professions and the Promise of Cooperative Education",
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John, J. E. A.; Doherty, D. J.; Nichols, R. M. (1998), "Challenges and Opportunities for Cooperative Education",
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have established programs in different departments. Large companies who annually employ many students include
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McCallum, B.A (1 January 1988). "They Said It Wouldn't Work (A History of Cooperative Education in Canada)".
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for the first convention. The idea took hold and was followed by three more annual conventions. In 1929, the
2683:"Half Time At School And Half Time At Work: Cooperative Education, The Plan Of The University Of Cincinnati"
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program in their first-year. It offers three four-month work terms. Additionally, the school offers a co-op
1596:
1009:
Use of such instructional strategies as contextual learning and application of knowledge to real situations
488:
30:
This article is about combining classroom education and work experience. For the study and education about
2174:"Self-concept and tacit knowledge: Differences between cooperative and non-cooperative education students"
815:). Despite the current emphasis on contextual learning, work is not recognized as a vehicle for learning (
527:(WACE). By 2005, that Association had a membership of over 1,000 individuals from 43 different countries.
2302:
2278:
1673:
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entry, a university certified bridging course or go on to full-time work after completion of graduation.
965:
last approximately 10 weeks and typically involve attending a community organization for two hours/week.
871:
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1917:
Empfehlung des Hauptauschusses des Bundesinstituts für Berufsbildung vom 21.Juni 2017 zum dualen Studium
862:). In others, the co-op program may be viewed as an add-on and therefore is vulnerable to cost cutting (
1521:
1268:
962:
953:
349:
114:
70:
2850:
2324:
Taking Work Integrated Learning (WIL) One Step Further: A Case Study in Job Integrated Learning (JIL)
503:
In 1979, educators from Australia, Britain, Canada, and the United States (Northeastern's President,
306:
2377:
Auld, Robert B. (1972), "The Cooperative Education Movement: Association of Cooperative Colleges",
552:
427:
385:
353:
172:
118:
1919:. Bundesinstitut für Berufsbildung | Bundesministerium der Justiz und für Verbraucherschutz. 2017.
1262:
1203:
938:
835:
2769:
Wilson, James Warner; Stull, W. A.; Vinsonhaler, J. (1996), "Rethinking Cooperative Education",
2682:
2126:
Fleming, Jenny (April 2013). "Stakeholder perspectives of the influences on student learning".
1294:
1254:
1144:
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There is a need for broader definition of acceptable models for integrating work and learning.
878:). For students, costs and time to degree completion may be deterrents to co-op participation (
450:
317:
230:
110:
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leadership and professional development in addition to networking and mentoring opportunities.
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courses, work placement is highly encouraged to gain necessary credits to complete graduation
1425:
957:
740:
684:
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408:
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Connecting activities to integrate school- and work-based learning are an essential part of
2884:
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Finn, K. L. (1997), "The Spaces Between: Toward a New Paradigm for Cooperative Education",
1501:
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603:
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program, provides academic credit for structured work experiences, helping young people in
287:
39:
35:
2501:"Moving Partnerships between Co-op Institutions and Co-op Employers into the Next Century"
1621:
1058:). Alternatives such as extended-day programs emphasizing mentoring should be considered.
627:
8:
2715:
472:
Within Canada, the need for connections between co-op programs became clear by 1973. The
361:
956:
offers a wide variety of Community Service Learning (CSL) courses under the umbrella of
467:
Work-study college programs; appraisal and report of the study of cooperative education,
340:(1872–1939), an engineer, architect, and educator, concluded that the traditional
2595:
2588:
2433:
2231:"Learning Outcomes, Community Service-Learning | Students - Wilfrid Laurier University"
1946:
626:. That enabled the establishment of a cooperative study program, originally founded in
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2327:
2255:"Community Service-Learning Course Offerings | Students - Wilfrid Laurier University"
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2108:
2100:
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1417:
1332:
859:
839:
607:
400:
333:
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at any Australian university, the individual must complete a minimum of 36 weeks of
38:. For a classroom organization around academic and social learning experiences, see
1511:
1087:
However, even LaGuardia has found it difficult to sustain co-op culture over time (
567:
504:
337:
321:
2085:
827:
agree that the field places too much emphasis on placements rather than learning.
2854:
2687:
1547:
1366:
1301:
1054:
the needs of returning adult students and dislocated workers needing retraining (
458:
381:
171:
The references used may be made clearer with a different or consistent style of
2609:
Ricks, F. (1996), "Principles for Structuring Cooperative Education Programs",
1148:
831:
also decry the focus on administration, logistics, placements, and procedures.
611:
579:
520:
389:
176:
1347:
eighteen months of internship experience with up to three different companies.
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program for high calibre students with less than two years of work experience.
1012:
Requirement for schools to establish formal partnerships with outside entities
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2778:
2738:
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2642:
2618:
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2516:
2492:
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1551:
668:
516:
2438:, Cincinnati, Ohio: Center for Cooperative Education Research and Innovation
1711:. Bundesinstitut für Berufsbildung | Wissenschaftsrat. 2013. pp. 22–23.
1540:
2848:
New York State Cooperative and Experiential Education Association (NYSCEEA)
2014:
1815:
1516:
1003:
that learners learn best through active engagement in meaningful activities
2418:
2047:. Toronto, Ontario: Higher Education Strategy Associates. pp. 1, 13.
2045:
Work-Integrated Learning and Career-Ready Students Examining the Evidence
1742:
631:
512:
508:
31:
2499:
Freeland, Richard M.; Marini, Robert C.; Weighart, Scott (Winter 1998),
1575:
1535:
2015:"About Us - Co-operative Education and Work-Integrated Learning Canada"
1496:
1217: in this section. Unsourced material may be challenged and removed.
1000:
946:
942:
769:
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664:
449:
In 1957, the first Canadian cooperative education program began at the
415:
Northeastern was the acknowledged leader in co-op education worldwide.(
291:
2843:
New England Association for Cooperative Education and Field Experience
2753:
Varty, J. W. (1994), "Cooperative Education for the '90s and Beyond",
2657:
Schaafsma, H. (1996), "Reflections of a Visiting Co-op Practitioner",
2411:"Co-op Planet: Organizations at N.U. Plant Co-op's Seeds Far and Wide"
1429:
1393:
680:
341:
2567:, Berkeley, CA: National Center for Research in Vocational Education
1192:
2786:
2762:
2746:
2674:
2650:
2626:
2556:
2524:
2500:
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2402:
2112:
1015:
Concern for integrating school experiences and external experiences
676:
2757:, vol. 5, no. 1 (published March 1994), pp. 10–11,
2093:
International Journal of Teaching and Learning in Higher Education
1261:
Since its inception in 1975, the cooperative education program at
834:
Some institutions are fully dedicated to the co-op ideal (such as
2447:, Columbia, MD: Cooperative Education Association, pp. 1–5,
2207:"Volunteering at Laurier | Students - Wilfrid Laurier University"
2155:
692:
545:
2443:
Crow, C. (1997), "Cooperative Education in the New Millennium",
2714:, vol. 24, no. 5 (published May 1999), archived from
2708:"The Making of the History: Ninety Years of Northeastern Co-op"
2417:, vol. 24, no. 5 (published May 1999), archived from
1491:
1411:
1407:
1397:
1343:
1317:
726:
688:
672:
635:
422:
In 1926, Dean Schneider invited those interested in forming an
1770:
1006:
View of students as active learners and producers of knowledge
544:
Cooperative education has helped to address social issues. In
2531:
Furco, Andrew (1996), "Service Learning and School-to-Work",
1936:
660:
1030:
Research on highly successful co-op programs in Cincinnati (
465:
commissioned a study of cooperative education, published as
222:
may be in need of reorganization to comply with Knowledge's
1810:
1808:
1796:
1435:
For Australian high school students who are not completing
768:). In one model, students alternate a semester of academic
656:
650:
Baden-Württemberg's vocational universities were merged as
2847:
2822:
2810:
2842:
2395:
Cooperative Education in High School: Promise and Neglect
1280:
551:
In 2013, the importance was underlined in a paper by the
297:
A cooperative education experience, commonly known as a "
2827:
2801:
Association for Co-operative Education, BC / Yukon (ACE)
2551:, National Center for Research in Vocational Education,
2059:"Taking the Pulse of Work-Integrated Learning in Canada"
1805:
2823:
Cooperative Education and Internship Association (CEIA)
2806:
Canadian Association for Co-operative Education (CAFCE)
2805:
2140:
1390:
EPUSP - Escola Politecnica da Universidade de São Paulo
376:
In 1909, recognizing the potential of co-op education,
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2498:
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settings. The program at Antioch, which is located in
1050:
906:
863:
828:
786:
589:
2632:
2596:"Cooperative Education: the knowledge of competences"
2563:
Grubb, W. Norton; Villeneuve, Jennifer Curry (1995),
1359:(Georgia Tech) started cooperative education in 1912.
816:
795:
2828:
National Commission for Cooperative Education (NCCE)
2279:"Workplace Learning Policy – Implementation Details"
1155:, and by adding encyclopedic content written from a
652:
DHBW, cooperative state university Baden-Württemberg
559:, including a definition of the dual study program.
388:(GMI) was opened, following this model to train new
2348:"Internships/Co-ops | Rankings | US News"
1839:
1837:
985:
566:Duality: Two learning facilities must be provided:
2811:World Association for Cooperative Education (WACE)
2571:
1890:. Wiesbaden: Springer Fachmedien. pp. 26–51.
1729:Cooperative Education & Internship Association
895:
432:Society for the Promotion of Engineering Education
2603:"Cooperative Education: the physical environment"
2432:Cates, Cheryl; Cedercreutz, Kettil, eds. (2008),
2128:New Zealand Association for Cooperative Education
2009:
2007:
1465:International Journal of Work-Integrated Learning
747:
2861:
2773:, vol. 31, no. 2–3, pp. 154–165,
2733:, vol. 31, no. 2–3, pp. 103–131,
2431:
1834:
1709:Empfehlungen zur Entwicklung des Dualen Studiums
1674:"Cooperative Education in Canadian Universities"
1455:Journal of Cooperative Education and Internships
1443:
2661:, vol. 31, no. 2–3, pp. 83–100,
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2458:
2171:
1081:
1076:
1031:
1024:
891:
879:
867:
765:
474:Canadian Association for Co-operative Education
2397:, Princeton, NJ: Educational Testing Service,
2086:"Connected Learning in Co-Operative Education"
2004:
1450:Asian-Pacific Journal of Cooperative Education
1373:Baden-Württemberg Cooperative State University
562:The council defined two main characteristics:
233:to make improvements to the overall structure.
2613:, vol. 31, no. 2–3, pp. 8–22,
2181:Asia-Pacific Journal of Cooperative Education
1941:. Stiftverband für die Deutsche Wissenschaft.
1019:The Community Service Scholarship Program at
440:Division of Cooperative Engineering Education
371:
99:The examples and perspective in this article
2576:, vol. 33, no. 2, pp. 10–16,
2487:, vol. 32, no. 2, pp. 36–45,
2463:, vol. 33, no. 1, pp. 46–54,
1951:: CS1 maint: multiple names: authors list (
1273:Lazaridis School of Business & Economics
2680:
2637:, vol. 29, no. 1, pp. 6–23,
2546:
2535:, vol. 32, no. 1, pp. 7–14,
2381:, vol. 8, no. 5, pp. 24–27,
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2143:World Association for Cooperative Education
1992:
1990:
1404:TOBB University of Economics and Technology
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1088:
1072:
1066:
1039:
875:
525:World Association for Cooperative Education
442:, incorporating the membership of the ACC (
79:Learn how and when to remove these messages
2837:American Society for Engineering Education
1541:"New Directions for Cooperative Education"
1353:(RIT) began cooperative education in 1912.
1248:Student financial aid in the United States
436:American Society for Engineering Education
327:
2656:
2547:Grubb, W. Norton; Badway, Norena (1998),
1233:Learn how and when to remove this message
1175:Learn how and when to remove this message
921:
820:
812:
344:was insufficient for technical students (
267:Learn how and when to remove this message
249:Learn how and when to remove this message
195:Learn how and when to remove this message
137:Learn how and when to remove this message
2705:
2681:Stockbridge, Frank Parker (April 1911),
2322:Hoffmann, Marcus; Ilg, Brigitte (2016).
1987:
1726:
1533:This article incorporates text from the
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416:
403:four-year co-op program launched in the
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2688:The World's Work: A History of Our Time
2408:
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1792:
1790:
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926:
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630:. More people had been graduating from
493:
14:
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2601:MATAI, P. H. L. S. ; MATAI, S. .
2594:MATAI, P. H. L. S. ; MATAI, S. .
2587:MATAI, P. H. L. S. ; MATAI, S. .
2392:
2172:Drysdale, Maureen TB; McBeath (2012).
2042:
2038:
2036:
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1939:Qualitätsentwicklung im dualen Studium
1937:Sigrun Nickel; Vitus Püttmann (2015).
1911:
1909:
1907:
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1769:Australia, The University of Western.
1550:by Sandra Kerka, a publication in the
1136:contains content that is written like
1051:Wilson, Stull & Vinsonhaler (1996)
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907:Wilson, Stull & Vinsonhaler (1996)
829:Wilson, Stull & Vinsonhaler (1996)
790:
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634:with the highest school certificate: "
360:Schneider, beginning from the rank of
336:at the beginning of the 20th century,
286:) is a structured method of combining
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392:hires. This school was later renamed
2833:Cooperative Education Division (CED)
2565:Co-operative Education in Cincinnati
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2376:
2066:Business/Higher Education Roundtable
1797:Silvia Hofmann, Maik Koenig (2017).
1787:
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1720:
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1507:Practice-based professional learning
1215:adding citations to reliable sources
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1120:
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864:Wilson, Stull & Vinsonhaler 1996
808:
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787:Wilson, Stull & Vinsonhaler 1996
443:
424:Association of Co-operative Colleges
206:
148:
85:
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2159:Higher Education Council of Ontario
2031:
1904:
1876:
1801:. Bundesinstitut für Berufsbildung.
1648:"The world's largest co-op program"
1568:"Co-operative Education Definition"
720:
590:Delimitation to Vocational Training
24:
2369:
2072:
1923:
1692:
1622:"University of Waterloo: Rankings"
25:
2901:
2880:Rochester Institute of Technology
2794:
1759:
1715:
1654:. Council of Ontario Universities
1383:Wentworth Institute of Technology
1351:Rochester Institute of Technology
941:, a public magnet high school in
885:
60:This article has multiple issues.
2771:Journal of Cooperative Education
2731:Journal of Cooperative Education
2712:Northeastern University Magazine
2659:Journal of Cooperative Education
2635:Journal of Cooperative Education
2611:Journal of Cooperative Education
2574:Journal of Cooperative Education
2533:Journal of Cooperative Education
2505:Journal of Cooperative Education
2485:Journal of Cooperative Education
2461:Journal of Cooperative Education
2445:Cooperative Education Experience
2415:Northeastern University Magazine
2379:Journal of Cooperative Education
1406:offers cooperative education in
1392:offers cooperative education in
1191:
1125:
986:Integrating experiential methods
896:John, Doherty & Nichols 1998
606:focuses on practical education.
580:universities of applied sciences
211:
153:
90:
49:
2340:
2315:
2295:
2271:
2247:
2223:
2199:
2165:
2149:
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2119:
2051:
1959:
1862:
1820:www.wegweiser-duales-studium.de
1357:Georgia Institute of Technology
1326:Florida Institute of Technology
1202:needs additional citations for
844:Georgia Institute of Technology
759:
706:
530:
68:or discuss these issues on the
2706:Smollins, John-Pierre (1999),
1845:"DHBW Mannheim: Studienkosten"
1735:
1666:
1640:
1614:
1597:"About Co-operative Education"
1589:
1560:
1288:University of British Columbia
748:Cooperative education benefits
617:
13:
1:
2303:"About Cooperative Education"
1816:"Wegweiser-Duales-Studium.de"
1799:Duales Studium in Zahlen 2016
1527:
1460:Journal of Workplace Learning
1444:Specialized academic journals
1314:University of New South Wales
1077:Grubb & Villeneuve (1995)
539:
715:
7:
1470:
1116:
1082:Grubb & Villeneuve 1995
1036:LaGuardia Community College
1032:Grubb & Villeneuve 1995
1025:Derousi & Sherwood 1997
1021:California State University
892:Grubb & Villeneuve 1995
880:Grubb & Villeneuve 1995
868:Grubb & Villeneuve 1995
856:LaGuardia Community College
766:Grubb & Villeneuve 1995
342:learning space or classroom
113:, discuss the issue on the
10:
2906:
1870:Education at a Glance 2017
1269:Wilfrid Laurier University
963:Wilfrid Laurier University
954:Wilfrid Laurier University
372:Post-Cincinnati Evolutions
350:Carnegie Mellon University
29:
1974:www.akkreditierungsrat.de
1680:. Hecterra Publishing Inc
1678:canadian-universities.net
1073:Grubb & Badway (1998)
307:school-to-work transition
292:practical work experience
288:classroom-based education
2393:Barton, Paul E. (1996),
874:during a budget crisis (
428:University of Cincinnati
386:General Motors Institute
354:University of Cincinnati
2875:Northeastern University
2043:Kramer, Miriam (2011).
1888:Dual Studieren im Blick
1886:Krone, Sirikit (2015).
1340:Northeastern University
1263:Simon Fraser University
1093:Grubb & Badway 1998
1089:Grubb & Badway 1998
1067:Grubb & Badway 1998
1040:Grubb & Badway 1998
939:Bergen County Academies
876:Grubb & Badway 1998
836:Northeastern University
799:established standards.
598:. There are also a few
378:Northeastern University
328:Schneider's Foundations
2755:Co-op/Experience/Co-op
1601:University of Waterloo
1295:University of Victoria
1255:University of Waterloo
685:Peek & Cloppenburg
451:University of Waterloo
405:College of Engineering
318:University of Waterloo
284:co-operative education
32:co-operative societies
18:Co-operative education
2890:Educational practices
2817:Cooperative Education
2409:Carlson, Ann (1999),
2084:Jones, Jeela (2007).
1771:"An Overview of CEED"
1487:Experiential learning
1482:Dual education system
1426:bachelor of education
1344:Boston, Massachusetts
1157:neutral point of view
969:Negative implications
958:Experiential Learning
741:Cooperative Education
624:vocational university
320:operates the largest
280:Cooperative education
1849:www.mannheim.dhbw.de
1652:Ontario Universities
1502:Manual labor college
1477:Cooperative learning
1363:Kettering University
1307:Yellow Springs, Ohio
1211:improve this article
852:Kettering University
754:University of Ottawa
734:Canadian Terminology
489:Higher Education Act
394:Kettering University
119:create a new article
111:improve this article
101:may not represent a
40:Cooperative learning
36:co-operative studies
1775:www.ceed.uwa.edu.au
1379:sponsoring company.
1149:promotional content
796:Ricks et al. (1993)
610:focus on educating
604:Vocational training
572:vocational training
438:(ASEE), formed the
362:assistant professor
231:editing the article
2853:2012-10-31 at the
2326:. Berlin: epubli.
2283:www.det.nsw.edu.au
2019:www.cewilcanada.ca
1546:2016-03-12 at the
1151:and inappropriate
463:Edison Foundations
2333:978-3-7418-0024-5
2115:– via ERIC.
2000:. Deloitte. 2015.
1897:978-3-658-03429-0
1418:Purdue University
1333:Drexel University
1243:
1242:
1235:
1185:
1184:
1177:
860:Purdue University
840:Drexel University
817:Ricks et al. 1993
628:Baden-Württemberg
596:bachelor's degree
578:universities and
434:, now called the
409:Anthony J. Drexel
401:Drexel University
334:Lehigh University
277:
276:
269:
259:
258:
251:
224:layout guidelines
205:
204:
197:
147:
146:
139:
121:, as appropriate.
83:
27:Type of education
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821:Schaafsma (1996)
721:Governing Bodies
568:academic studies
553:Economic Council
338:Herman Schneider
272:
265:
254:
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1095:, p. 28).
1084:, p. 27).
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2068:. 2020-01-29.
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1872:. OECD. 2017.
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1578:on 2016-04-08
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1200:This section
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1047:Barton (1996)
1043:
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1008:
1005:
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999:Based on the
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792:
791:Barton (1996)
788:
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669:Deutsche Bank
666:
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629:
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608:Trade schools
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517:United States
514:
510:
506:
505:Kenneth Ryder
501:
497:
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485:
483:
477:
475:
470:
468:
464:
460:
457:In 1961, the
455:
452:
447:
445:
441:
437:
433:
429:
426:(ACC) to the
425:
420:
418:
417:Smollins 1999
412:
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365:
363:
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355:
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346:Smollins 1999
343:
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314:
313:the student.
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162:This article
160:
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127:December 2010
120:
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97:
88:
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82:
80:
73:
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67:
66:
61:
56:
47:
46:
41:
37:
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19:
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2770:
2754:
2730:
2720:, retrieved
2716:the original
2711:
2697:, retrieved
2692:
2686:
2658:
2634:
2610:
2573:
2564:
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2532:
2511:(2): 17–27,
2508:
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2460:
2444:
2434:
2423:, retrieved
2419:the original
2414:
2394:
2378:
2356:. Retrieved
2352:the original
2342:
2323:
2317:
2306:. Retrieved
2297:
2286:. Retrieved
2282:
2273:
2262:. Retrieved
2258:
2249:
2238:. Retrieved
2234:
2225:
2214:. Retrieved
2210:
2201:
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2180:
2167:
2158:
2151:
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2136:
2127:
2121:
2096:
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2022:. Retrieved
2018:
1997:
1977:. Retrieved
1973:
1961:
1938:
1916:
1887:
1869:
1864:
1852:. Retrieved
1848:
1824:. Retrieved
1819:
1798:
1778:. Retrieved
1774:
1750:. Retrieved
1747:www.cafce.ca
1746:
1737:
1728:
1708:
1682:. Retrieved
1677:
1668:
1656:. Retrieved
1651:
1642:
1630:. Retrieved
1625:
1616:
1604:. Retrieved
1600:
1591:
1580:. Retrieved
1576:the original
1572:www.cafce.ca
1571:
1562:
1538:
1536:ERIC Digests
1532:
1531:
1517:Work college
1464:
1459:
1454:
1449:
1229:
1220:
1209:Please help
1204:verification
1201:
1171:
1162:
1147:by removing
1143:Please help
1135:
1111:
1107:Ricks (1996)
1097:
1086:
1071:
1060:
1044:
1029:
1018:
992:Furco (1996)
989:
976:
972:
952:
936:
932:Van Gyn 1996
920:
916:
911:Ricks (1996)
904:
889:
833:
801:
779:
775:
763:
760:Co-op models
751:
737:
725:Since 1973,
724:
710:
707:Perspectives
701:
649:
646:
643:
640:
621:
593:
585:
561:
550:
543:
534:
531:In Australia
502:
498:
494:Carlson 1999
486:
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471:
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63:
62:Please help
59:
2885:Internships
1099:Finn (1997)
783:Barton 1996
632:high school
618:Development
513:Philippines
509:Netherlands
492:education.(
2864:Categories
2722:2005-07-12
2699:2009-07-10
2425:2005-07-12
2358:2013-07-22
2308:2015-09-25
2288:2016-05-17
2264:2020-01-23
2240:2020-01-23
2216:2020-01-23
2024:2020-01-30
1780:2016-05-17
1752:2016-04-11
1684:20 January
1658:20 January
1632:20 January
1606:20 January
1582:2016-04-13
1528:References
1522:Work-study
1497:Internship
1165:April 2022
1145:improve it
1056:Varty 1994
1001:philosophy
947:internship
943:New Jersey
914:theories.
900:Furco 1996
770:coursework
697:Volkswagen
602:programs.
540:In Germany
519:, and the
500:12 weeks.
303:work-study
239:April 2022
185:April 2011
177:footnoting
65:improve it
2779:0022-0132
2739:0022-0132
2667:0022-0132
2643:0022-0132
2619:0022-0132
2582:0022-0132
2541:0022-0132
2517:0022-0132
2493:0022-0132
2469:0022-0132
2387:0022-0132
2193:1175-2882
2105:1812-9129
1947:cite book
1626:Maclean's
1430:Practirum
1394:Sao Paulo
1316:(NSW) in
1103:Finn 1997
1034:) and at
872:LaGuardia
809:Crow 1997
805:Crow 1997
716:In Canada
681:Lufthansa
444:Auld 1972
332:While at
115:talk page
71:talk page
2870:Pedagogy
2851:Archived
2787:EJ524112
2763:EJ478859
2747:EJ524110
2675:EJ524109
2651:EJ475316
2627:EJ524105
2557:ED418230
2525:EJ571449
2477:EJ565927
2453:ED414433
2403:ED400413
2113:EJ901299
1544:Archived
1539:article
1471:See also
1329:student.
1271:and the
1117:Examples
677:Hochtief
600:Master's
173:citation
109:You may
2835:of the
693:Siemens
665:Daimler
555:of the
546:Germany
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1854:Aug 9,
1826:Aug 9,
1492:Intern
1412:Turkey
1408:Ankara
1398:Brazil
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858:, and
727:Canada
695:, and
673:Henkel
636:Abitur
515:, the
511:, the
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2177:(PDF)
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299:co-op
290:with
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2783:ERIC
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1981:2022
1953:link
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1856:2022
1828:2022
1686:2019
1660:2019
1634:2019
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1324:The
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1300:All
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1075:and
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980:TAFE
937:The
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657:Aldi
570:and
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461:and
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399:The
316:The
282:(or
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1365:in
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557:CDU
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2866::
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2741:,
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