Assessing Co-op and WIE...metrics

Assessing Co-operative & Work-integrated Education: Models, Methods, & Metrics

(Moderator, Dr DiNardo, Drexel; Bach, Drexel; Fondacarro, Waterloo; Hilpert, Reutlingen)

Drexel ties Co-op learning outcomes to overall institutional learning outcomes. They consider the learning that comes from application of the curriculum in meaningful situations. Internally, they look for means and ways to inform curricular improvements. By working with employers and collaborating on reinforcing for students whey Learning Objectives are important, they can drive the learning that is desired and that may continue from the perspective of life-long learning.

Drexel Core Intellectual and Practical Skills, which number approx. 6, are common and overlap with Faculty, Students, and Employers...Communications, Ethical Reasoning, and Creative and Critical Thinking.

At Waterloo, they're looking at Employer Evaluations of Work-terms as indications of learning. There is a strong focus on assessing competencies (OCAVP...UDLES). As well, the CEAB has 12 requirements for engineers. The independance of the employer in providing the feedback on the learning outcomes makes this more valid. They've subjectively grouped things into six characteristics of life-long learning, communications, professionalism, teamwork, etc. There seems to be a very slight trending upwards through work-terms, in terms of progression. They used "word mapping" to assess the qualitative responses.

ESB (Reutlingen) has joint-degree arrangements with many other institutions around the world,
conducting studies in two countries. There are two practika, Sem. 3 and 6 (diff countries). There is a voluntary internship in the 2nd summer, after the 4th semester. Most students acquire, at minimum, two languages. 20 to 28 weeks is the duration, with compensation from 400 to 2500 Euros.

There are two prep classes before each WT and grades are ultimately assigned on the WTR (with verbal presentation to prof and students) and a submitted "employment reference letter".

There is a strong demand by employers for these students, so now the students are evaluating the employers. Employers can be delisted if they fail to keep up their scores with the students. There is absolutely no sharing of this information with the students or the employers. If there are issues, the faculty address the concerns with the employer. They have given some thought to providing awards to those employers who perform well. This would be a public act and would obviously influence the other stakeholders.

Ethics and Values for Co-op Students in the Workplace

Ethics and Values: The need for student awareness of workplace value systems

K. Zegwaard and M. Campbell

This derives from some changes that have taken place at the primary and secondary educational institution levels. "Values are deeply held beliefs about what is important and desirable, expressed through the ways we think and act." (New Zealand, MoE 2007).

Relative to Co-op, students are socialized to the new (?) workplace values. It can be conscious or unconscious. They are obviously expected to adhere to these. Compare to Kohlberg's stages of moral development.

Recommended principle values: integrity, respect, self-motivation, self-confidence, and responsibility. There were many "sub values".

More work is required to identify the values that are best represented in the workplace.

Nonetheless, the learning of the appreciation of ethics is what is necessary. What should students do if their values conflict? What if the workplace value system is flawed? What if there is a disconnect with the stated and actual values in the workplace?

Students need to be able to recognize their own values. The need to be able to recognize the workplace values. they need to be able to reflect on and navigate the workplace ethical issues.

Collaborative Networks in the U.K.

L. Ward, University of Huddersfield; Developing and Engaging in Collaborative Networks to support Student Employability

Working from an organization that we would describe at Guelph as Teaching Support Services. Formerly associated with ASET, where the 3rd year of study is taken in industry of a 4 year degree.

There is an increasing variety of networks, locally, nationally, and internationally that they are
building. All are very non-traditional and developed at the personal level.

Their blog is:

http://theinstituteblog.co.uk

Handling Student Conduct Issues

Handling Student Conduct Issues During Co-operative Education - Best Practices

(Betka...Moderator; Barton, Stockman-Baer, and Gambescia)

The intent of this presentation is to offer means to address student conduct issues.

The First Response Philosophy says that the student should first exhaust the immediate means of resolution between the parties involved. Good organizational practice holds that those closest to, most invested in, and most familiar with a problem are in the best position to solve the problem. Fundamental precepts include: students must have an avenue for communicating a concern, they must receive due process, fair treatment (without bias), be reviewed with care in a timely way, and then be communicated to, explaining the rationale for any decision made by the employer and the Co-op office, and the office and the employers must be open to suggestions for quality improvements of any policy, procedure or practice.

The student should expect that policies and procedures are developed from well thought out rationale, are clearly stated, accessible (including for review), and promulgated with support to gain understanding. And of course, fairly enforced. A given student may be subject to policies from any of the following authorities: government, university, college, degree program, profession, and the employer. The university should have procedures to identify, review, adjudicate, and remediate any transgression.

Assessment of the student's performance is one of the most important responsibilities we have (as Faculty Advisor, as Co-op Coordinator, as employer's supervisor). Is there a mechanism to assess a student's understanding of the expectations they are held to? We should ask ourselves the following questions. Where are these expectations presented? Are they accessibe? How are they presented? How are they reinforced?

Supervisors should consider the following questions. What did you observe? How do you characterize this performance? What are the risks if this continues? How can the student remediate, if at all?

In the U.S., the number one reason for students being dismissed from a workplace is that they...(drumroll)...don't show up!!

In a formal review, determine the following. What were the defined expectations? Who is making the assessment of the student? Were appropriate assessment procedures followed? What was documented? Are there extenuating circumstances? Note that there are a gradation of concerns that a student may hold, from seeking clarification, to making a complaint, to a formal grievance, and potentially an appeal of a grievance settlement.

A helpful adage to consider is that, if you have seen one student issue...you have seen one, discrete student issue. No two are the same.

And it would be very beneficial to encourage students to seek out their employer's codes of conduct and policies with regard to performance.

Observations and Learning from WACE 2011

I'm attending the World Association for Co-operative Education at Drexel University in Philadelphia, PA, USA. I'd like to offer for your review what I'm seeing, hearing, and learning as I join in with practitioners from around the world.

I'll put up various postings as the days proceed.

Bruce

First Day of Interviews

So much goes on behind the scenes to make career opportunities blossom for university students. There's a great team developing opportunities with the employer community and others dedicated to the logistics of bringing the parties together.

The bloom opened today. We've got a full house of employers and students who are all trying to make the best decisions for themselves.

It brings a real refreshment to the air through the energy that exudes from the overall excitement. Yes, students may be more on-edge than employers since they look at the mountain from the bottom, while the hiring people feel it through their obligation and willingness to make the right selection and keep their team moving up the mountain.

At the risk of forcing the metaphors together, everyone should recognize that flowers in the meadow on the mountain are what it's about.