Work‐Term Effectiveness in Co‐Operative Civil Engineering Education
Publication: Journal of Professional Issues in Engineering
Volume 112, Issue 4
Abstract
Work‐terms implicit in co‐operative engineering programs lengthen the academic program but are shown to have a noticeable, positive effect on professional development. The work‐terms are shown to help the students understand the theories presented in academic work‐terms, and to provide them with a clear and improved picture of civil engineering concepts. A correlation of 0.55 is apparent between the students' academic marks and work‐term ratings by the employers which indicates a student who performs well at work also does well academically.
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References
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Brink, M. J., “Program Evaluation, as Employer Model: The General Motors Corporation, General Motors Institute Quality of Work vs. Work, Experience Evaluation,” Proceedings, College‐Industry Education Conference, ASEE, 1982, pp. 25–35.
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Campbell, W. J., Christian, A. J., and Sharp, J. J., “Education for Professional and Practice,” Proceedings, Institute of Civil Engineers, Part 1, 1983, Vol. 74, Feb., pp. 61–72.
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Epting, L. B., “Student Placement Methodology and Its Influence on Factors Related to Students' Acceptance of Cooperative Education Employment,” Proceedings, College‐Industry Education Conference, ASEE, 1984, pp. 62–67.
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Heyborne, R. L., “The Institutionalization of Cooperative Education,” Engineering Education, ASEE, May 1978, pp. 791–795.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering
Volume 112 • Issue 4 • October 1986
Pages: 296 - 305
Copyright
Copyright © 1986 ASCE.
History
Published online: Oct 1, 1986
Published in print: Oct 1986
Authors
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