Purpose: This paper aims to present an interpretation of freehand drawings produced by a sample of final year degree level learners in response to the question--"What is civic engagement"? The aim in using this approach, with final year degree learners from different countries, but pursuing the same degree, was to compare and contrast…

The rush to remote learning during the COVD-19 pandemic has caused instructors to rapidly adapt mechanisms of learning. Here, I describe an online concept mapping activity for membrane transport mechanisms that can be accomplished by students working together remotely and either synchronously or asynchronously.

Cooperative education (co-op) enables students to alternate periods of classroom study with periods of employment related to their academic major. A key educational goal of co-op is for students to integrate classroom learning with workplace learning. The aim of this study was to give voice to and to make sense of how college students who have…

This quasi-experimental, static-group comparison study of two non-equivalent groups examined how Work-Integrated Learning (WIL) community participation of at-work, cooperative education students affected student perceived performance, perceived learning, and measured learning with student grade point average (GPA) and work term as covariates. The…

A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students' demonstration of professional competence in the workplace. The assessment of professional…

Big business continues to request universities to produce graduates who possess both technical and generic skills. Although work-integrated learning (WIL) programs can be used to develop these skills, WIL placements in Australia are undertaken by a minority of students. Perceiving a gap, one Australian university undertook a major WIL revamp to…

The Carl D. Perkins Act of 2006 creates a need for secondary school administrators to plan differently for professional development activities for Career and Technical education (CTE) teachers. No longer can professional development activities be comprised of short-term workshops or conferences. The legislation calls for professional development…

Cooperative education (co-op) and internships are forms of experiential education that allow students to complement their classroom experiences with work experience. This study examines the influence of co-op and internships on engineering problem-solving skills by answering the following research questions: (1) Does experience in cooperative…

Designed for use with industrial cooperative training programs, this study guide on floor covering installation presents the basic foundation knowledge which must be put to practice on the job. The guide begins with a floor covering occupational brief. Specific topics in this section include status of the occupation, working conditions, salary,…

This study guide was prepared to aid industrial cooperative training coordinators in the technical training phase of the carpet laying training program. The guide begins with a section related to carpet laying career guidance. Specific topics in the section include status of the occupation, working conditions, salary, qualifications, and future…

Compares cooperative education (paid, on-the-job experience) in college-level geography programs with internships for credit. The authors conclude that cooperative education programs are more flexible, provide students with more specialized training, enhance student career opportunities, and are more financially viable for both students and…

The experiences of a distributive education teacher in the rural areas of Maine are presented. Cooperative programs were conducted by the school and local businesses in order to train seniors in business and retailing. (EC)

Designed for use in Louisiana, the curriculum guide provides suggested units of study for one, two, or three-year programs in both preparatory and cooperative distributive education. The units were chosen as a result of identification of basic competencies in marketing necessary to ensure job-entry skills, knowledge, and attitudes. Those…

This module on rationale for cooperative relationships is one of a set of three on cooperative relationships and is part of a larger series of thirty-four modules constituting a core curriculum intended for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial education.…

The related theory/curriculum resource guide for cooperative education was developed at a workshop conducted by the vocational education information network at Millersville State College during June 1975. It is a guide to provide cooperative education instructors with a framework of related theory/instruction. The guide identifies competencies in…