Microsoft Word 2007 ichrie conference Proceedings Final-Final 06-06-07. doc

Models of Cooperative Education 
Over its 100-year evolution, cooperative education has emerged into primarily two noteworthy models. In 
the first model, academic coursework is alternated with equal periods of paid employment in the industry of their 
discipline. This is termed the alternating model. Students may alternate once or several times before graduation. In 
the second model, students split their time between work and school. This is identified as the parallel model of 
cooperative education. Generally speaking, students may go to school in the mornings and then work in the 
afternoons. Alternatively, students may go to class on certain days and then go to work on other days. In whatever 
form it may occur, the student is encouraged to learn through both academically-based and work-based learning. In 
some situations, this provides an opportunity to “connect” the two learning places with seminars or workshops, 
reflective thought, and project application. 
Within each of these models lies a host of other variables. The award of academic credit, the role of faculty, 
the role of the employer, the type of work, the issue of compensation, and the required duration of employment are 
all varying factors that may influence the cooperative education experience. In particular, the award of academic 
credit is also encouraged by Wilson et al. (1996), who believe that this practice provides “academic endorsement” of 
the co-op requirement.