Education Commons^™

Where's The Learning In On-Campus Student Employment? An Inquiry Into The Experiences Of Undergraduate Student Employees, Patricia Ann Dorman

Dissertations and Theses

Student employees spend a significant amount of time at work. Prior research has primarily focused on the deleterious academic impacts on students, with little consideration of how student employment could be effectively framed as an educationally purposeful activity. This qualitative study explored how individual, social, and organizational factors influence learning while working on campus. In-depth, semi-structured interviews were conducted with undergraduate student employees who work within student affairs units. The findings indicate that on-campus employment is a site for learning; particularly competency development in communication, professionalism, problem solving, and leadership skills. Interdependent personal, interpersonal, and environmental factors of campus employment …

Perceptions Of Academic Benefits Of Work-Integrated Learning Among West Virginia Community And Technical College Students, Laura Leslie Mccullough

Theses, Dissertations and Capstones

Global research notes the academic benefits of Work-Integrated Learning (WIL) to be higher academic achievement and faster degree completion rates. Past studies have been chiefly conducted at baccalaureate degree granting institutions. The purpose of this descriptive, nonexperimental, post-facto study is to determine whether the West Virginia WIL programs delivered through community and technical colleges yield the same academic benefits that have been reported in the extant research concerning baccalaureate schools. The population of this study was to be 572 business and information technology majors at ten West Virginia community and technical colleges. Student-level data by classification of instructional programs (CIP) …

An Examination Of Employer Evaluations Of Student Participants In A Cooperative Education Program, Candice Grace Clendenin Stadler

Theses, Dissertations and Capstones

This study examined employer evaluations of engineering student participants in a cooperative education program from research conducted on a small, rural, public university. Specifically, the data was derived from science, engineering, mathematics, and technology (STEM) programs. Historically, little research exists on employer perceptions of participants of cooperative education programs. Thus, a review of the literature examined the following areas: experiential education, cooperative education and work-based learning, implications of cooperative education and internships, history of cooperative education, implications for engineering majors, and employer perceptions of employability skills. More specifically, the research examined employer perceptions of cooperative education students in bachelor degree …

An Analysis Of The Best Practices Of Cooperative Education In The Us With The Purpose Of Addressing Various Armenian Engineering Education Problems, Sona White

Theses and Dissertations

This research shows that the expansion of cooperative education programs and university-industry partnerships can help to address some of the problems that engineering education in Armenia is facing today. These problems include lack of connections between universities and industry, outdated curricula, shortages of funding for university staff and facilities, and limited success in helping students qualify for job-related demands of the global economy. In order to identify requirements for developing effective cooperative education programs in Armenia, this study analyzes the characteristics and features of highly successful cooperative education programs in the United States that might be applicable to the requirements …

Academic Engagement Through Experiential Learning: Building Transferable Skills Within Undergraduate Education, Shara Lee

Electronic Theses and Dissertations

Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. …

Cooperative Education As A Predictor Of Baccalaureate Degree Completion, Amanda Celeste Pacheco

Electronic Theses and Dissertations

Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study investigated the effect of co-op participation on undergraduate degree completion in the context of several risk factors for …

Research To Develop A Consensus Self-Evaluation Model Of National Norms Of Excellence For Alternating Cooperative Education Programs At Four-Year Colleges And Universities, Constance F. Brothers

Theses and Dissertations in Urban Services - Urban Education

The research described in this dissertation was conducted in response to an expressed need for the development of national norms of excellence for cooperative education programs in the United States in 1980. In academic year 1981-1982 a Delphi technique was used with 12 cooperative education experts, who identified 155 cooperative education program norms of excellence specifically for four-year alternating cooperative education programs.

In academic year 1982-1983, the 155 norms identified were transposed into a 90-item self-evaluation questionnaire which was field tested and sampled at 14 colleges and universities with alternating cooperative education programs in the United States. Of 900 college …

Employability Of Norfolk Cooperative Distributive Education Students, Darrellyn D. Hamlet

OTS Master's Level Projects & Papers

To determine the employability of cooperative Distributive Education students, a community survey was conducted to determine the following factors: 1. the types of businesses willing to hire cooperative distributive education students; 2. the number of distributive education students presently employed by a Norfolk business that are enrolled in another school division's distributive education program; 3. the number of businesses aware of the Targeted Jobs Tax Credit program; 4. the number of businesses using distributive education students in order to receive the Targeted Jobs Tax Credit.

Follow-Up Study Of A Work Experience Cooperative Education Program At Falls Church High School In 1979, Charlotte June Hartell

OTS Master's Level Projects & Papers

The problem of this study was to evaluate information and opinions from former WECEP program participants at Falls Church High School to determine the program's effectiveness. The participants' patterns of employment, education, work attitudes, family lifestyle and their correlation to the objectives taught in the WECEP program were studied.

Job Qualification And Activities Of Post Secondary Cooperative Education Coordinators In Utah, Carl L. Grunander

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

"While a 1973 English major tends bar in a local nightspot, a social work graduate labors in a steel mill. A math major washes dishes in Florida, an education graduate works as a bank teller and a psychology major serves cocktails in Maine." (Jolly & Pierce, 1976, p . 2) . As these examples point out, there is a great need for our institutions of higher learning to be more responsive to the needs of the job market today.

For the past several years, colleges and universities have been criticized on the basis that they do not prepare young people …

A Study To Determine What Businessmen In Logan Know About The Cooperative Office Education Concept, Penelope Patz

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

The first program of cooperative education was established in 1906, and by 1942 there were thirty programs in the country. During World War II, all cooperative programs were stopped in the interest of getting people through school as quickly as possible. When programs were resumed after the war, the pace picked up some, going from 26 programs in 1946 to 130 programs in 1968 (Ferris, 1969, p. 480).

The primary objective of cooperative vocational education is to turn out skilled, responsible young adults who upon graduation from high school can assume a productive place in our technical society. A successful …

An Investigation Of Uintah High School Cooperative Education Students' Technical Job Performance As Viewed By Their Training Sponsors, Cleo Jane Riding

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

In 1906 cooperative education was established by Dean Herman Schneider of the University of Cincinnati. Since that time legislation has been passed, such as the Vocational Act of 1963 and the Amendments of 1968, which have played an important part in the adoption of cooperative office education programs in the schools. Prior to 1963 there were approximately 450 programs, and in 1969-70 there were approximately 2,321 programs operating.

Douglas, Blanford, and Anderson, in their book Teaching Business Subjects state that "Cooperative education is a method of education that integrates learning experiences in the school with work experiences made available in …