Cooperative Education - Integrating Experiential Methods

Integrating Experiential Methods

School-to-work and service learning have also been promoted as ways to link theory and practice through meaningful experiential learning experiences. Furco (1996) outlines the similarities between school-to-work and service learning. Although school-to-work, service learning, and co-op have different goals, each of his points also applies to cooperative education:

• Based on the philosophy that learners learn best through active engagement in meaningful activities

• View of students as active learners and producers of knowledge

• Use of such instructional strategies as contextual learning and application of knowledge to real situations

• Requirement for schools to establish formal partnerships with outside entities

• Concern for integrating school experiences and external experiences

The Community Service Scholarship Program at California State University-Fresno combines cooperative education with service learning. Students receive co-op/internship credit and scholarships for completing a placement at a community service site (Derousi & Sherwood 1997). As in traditional co-op work placements, students get real-world training, opportunities to explore career options, and enhanced employability skills such as communication, problem solving, and leadership as well as awareness of community and social problems. Combining co-op and service learning thus prepares students for roles as workers and citizens.

Research on highly successful co-op programs in Cincinnati (Grubb & Villeneuve 1995) and at LaGuardia Community College (Grubb & Badway 1998) shows that they share the basic philosophy and fundamental characteristics of the educational strategy of school-to-work. The reconceptualization of co-op should recognize and build upon this connection. At the same time, lessons from successful co-op programs can benefit the broader STW movement.

There is a need for broader definition of acceptable models for integrating work and learning. Barton (1996) and Wilson, Stull & Vinsonhaler (1996) identify a variety of work-based learning activities taking different names: co-op, internships, externships, apprenticeship, career academies, etc. Work-based learning programs should look for connections and develop collaborative relationships. The alternating and parallel co-op models may not meet the needs of returning adult students and dislocated workers needing retraining (Varty 1994). Alternatives such as extended-day programs emphasizing mentoring should be considered.

Connecting activities to integrate school- and work-based learning are an essential part of STW. At LaGuardia, the required co-op seminar helps students make connections by giving them a structure within which to reinforce employability skills, examine larger issues about work and society, and undertake the crucial activities of critical reflection (Grubb & Badway 1998).

Grubb & Badway (1998) and Grubb & Villeneuve (1995) found that the value of cooperative education is embedded in the culture of the institution (LaGuardia) and the region (Cincinnati). In this supportive culture, employer support does not have to be repeatedly obtained and there are clearly understood long-term expectations on all sides (schools, employers, students). This "informal culture of expectations around work-based learning may be more powerful in the long run than a complex set of regulations and bureaucratic requirements" (Grubb & Villeneuve 1995, p. 27).

However, even LaGuardia has found it difficult to sustain co-op culture over time (Grubb & Badway 1998). "The only way in which STW programs can find a permanent place in schools and colleges is for the work-based component to become so central to the educational purposes of the institutions that it becomes as unthinkable to give it up as it would be to abandon math, English, or science" (Grubb & Badway 1998, p. 28).

Finn (1997) believes that the answer lies in going beyond reconceiving co-op as an "educational strategy, pedagogy, model, methodology, or curriculum" (Finn 1997, p. 41). She asserts that it is time for cooperative education to develop and define its body of knowledge, investigate its unique phenomena-e.g., the concept of learning from experience, and clarify and strengthen the qualifications of co-op practitioners. For Ricks (1996), cooperative education is inherently committed to improving the economy, people's working lives, and lifelong learning abilities. It can thus position itself to serve the experiential learning needs of students into the 21st century.

Cates and Cedercreutz (2008) demonstrate that the assessment of student work performance as pursued by co-op employers, can be used for continuous improvement of curricula. The methodology, funded by the Fund for Postsecondary Education (FIPSE) has been developed to a level allowing institutionalization. The methodology could, when implemented over a larger front, provide a substantial competitive advantage for the entire field.