Cooperative programs are distinguished by their emphasis on being educational, on providing productive work, and on being an integral part of the curriculum. Implications for program definition and olanning are discussed. (Author/LBH)

The growth of and potential for cooperative education for graduate students is addressed. It is suggested that the majority of such programs in the future will have few participants, will not be closely tied to the curriculum designed, will be largely student-instigated, and will be flexible and informal. (Author/LBH)

The role of the cooperative education program coordinator, vital to the success of the program, is shown to include student advising, job placement, and liaison with employers and with teaching faculty and administrators. Guidelines are suggested. (Author/LBH)

Periodic assessment of cooperative education programs is shown to provide a sound information basis for future program directions. A comorehensive evaluation model is described that focuses on what is done, how it is done, and why it is important. Specific goals are outlined. (Author/LBH)

Sources for additional information about cooperative education are provided. Approximately 40 books, reports, and articles are listed, along with four agencies and professional societies and information about grants from the U.S. Office of Education. (LBH)

For many experiential learning programs, the critical task in program institutionalization is the process whereby external funding for program development is replaced with institutional funds for program continuation. The success of cooperative education at Tidewater Community College is described. (MLW)

It is suggested that student learning through cooperative education programs should be evaluated in terms of stated objectives, and that it should be the basis for awarding degree credit. Purposes of, responsibility for, time of, and means of evaluation are discussed. (Author/LBH)

Since contemporary society creates serious problems in the education of youth, it is suggested that carefully planned and executed programs of cooperative education can help ameliorate the situation. The issues of educating for employment and transmitting values are discussed. (Author/LBH)

Although cooperative education may be uniquely American, other nations place great importance on relating work and education. Types of programs, calendars and schedules are reviewed, and global patterns are described. (Author/LBH)

Implementing cooperative education requires careful planning, institutional support, and competent staffing. Suggestions for planning, setting objectives, recruiting students, job development, student counseling and placement, liaison with other colleges offices, and institutionalization are described. (Author/LBH)

Labor unions and academic institutions are joining forces to reach the large population of working adults who have been left out of the mainstream of higher education. Some educational methods are described and ways to finance continuing programs are suggested. (Author/MLW)