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Professional Resources: History of Cooperative Education
at LaGuardia Community College
1998
| ERIC_NO: |
ED418230 |
| TITLE: |
Linking School-Based and Work-Based Learning:
The Implications of LaGuardia's Co-op Seminars for School-to-Work Programs.
|
| AUTHOR: |
Grubb, W. Norton; Badway, Norena |
| PUBLICATION_DATE: |
1998 |
| ABSTRACT: |
The cooperative education program at LaGuardia
Community College, New York, incorporates seminars that integrate school-
and work-based learning. In the seminars, students examine issues related
to work in general, the organizations in which they are placed, and the
ways in which their academic preparation is applied at the work site. The
cooperative education program, which is mandatory for all full-time students,
includes the following: a course that prepares students for their first
co-op placement; planning sessions with a faculty advisor; three internships
or placements; and three distinct levels of seminars taken in conjunction
with each internship. The first and third levels may be specific to a student's
chosen area of study or, may be generic, focusing on common workplace issues.
All students take the second seminar, "Fundamentals of Career Advancement,"
which focuses on using the workplace to gain information about skills and
personal requirements for upward mobility. Seminars allow students to explore
careers, master skills and competencies common to all jobs, and explore
social, ethical, political, and moral themes associated with working. Instructional
methods in seminars are traditional lecture, class discussion, simulations,
role-play, and faculty sharing of personal experiences. Seminar effectiveness
depends on these factors: instructor background, training, and understanding
of the seminar's purpose; instructional methods; and integration of the
program into the larger college curriculum. The work-based component must
become central to the educational purposes of the institution. (Contains
18 references.) (YLB)
39p. |
1997
| ERIC_NO: |
ED411026 |
| TITLE: |
Cooperative Education: An International Collaborative. |
| AUTHOR: |
Bowen, Raymond C. |
| PUBLICATION_DATE: |
1997 |
| ABSTRACT: |
In 1993, the Universidad Autonoma de Santo Domingo (UASD), in the Dominican Republic, and New York's LaGuardia Community College (LaGCC) entered into a partnership to establish a series of community colleges in the Dominican Republic. The colleges were designed to foster economic growth, prepare graduates for transfer to the UASD to complete baccalaureate degrees, and meet the educational and training needs of area residents. One of the colleges, the Centro Universitario Regional de Suroeste, was established in the country's Barahona region, an underdeveloped area close to Haiti that has been declared a national site of interest for tourism development. A four-part implementation strategy was developed, including the following components: (1) an innovative curriculum was developed that included courses on travel and tourism, computer technology, general education, entrepreneurship, cooperative education, and English as a Foreign Language; (2) an advisory board of local business people was created, providing land and funds for construction; (3) the a small business resource center was established; and (4) a language instructor was hired to teach English. Faculty and staff from LaGCC provided a broad range of technical support in establishing the college, including assistance with curriculum and facilities design. In the college's first graduation, 32 of the 35 entering students completed their program and 75% had full-time jobs at the time of graduation. (YKH)
NOTE: 8p.; Paper presented at a conference sponsored by the World Association of Cooperative Education (Capetown, South Africa, August 18-22, 1997). |
1995
| ERIC_NO: |
ED388861 |
| TITLE: |
Linking School-Based and Work-Based Learning: The Implications of LaGuardia's Co-op Seminars for School-to-Work Programs. Technical Assistance Report. |
| AUTHOR: |
Grubb, W. Norton; Badway, Norena |
| PUBLICATION_DATE: |
1995 |
| ABSTRACT: |
Co-op seminars are a key component of the cooperative education (CE) program at LaGuardia Community College in New York City. All LaGuardia students must enroll in CE and attend a series of co-op seminars that raise general issues about work, occupations in general, and the competencies required on the job. The seminars serve as a form of career exploration and a mechanism of connecting school- and work-based learning. Three levels of generic and major-specific seminars are offered. Like LaGuardia's CE program, the seminars attempt to promote an approach to teaching called TAR (Teach-Apply-Reinforce) and include classroom exercises and fieldwork assignments. Over the past decade, the co-op seminar program has undergone numerous changes, including a movement toward more generic seminars, greater flexibility, and use of union-sponsored and union-supported tutoring in basic skills. The co-op seminars incorporate a range of classroom techniques, including traditional lecture, class discussion, simulations/role play, and faculty sharing of personal experiences. The co-op seminars have proved to be a successful strategy for linking school- and work-based learning and offer a number of lessons for other schools considering establishing similar connecting activities. (Contains 17 references.) (MN)
30p.; Originally prepared for the Office of Technology Assessment, U.S. Congress |
1986
| ERIC_NO: |
ED279353 |
| TITLE: |
Student Workbook for Cooperative Education Preparation. A Required Course for LaGuardia Students Prior to Their First Internship. |
| AUTHOR: |
Koeppel, Jeffrey; Feifer, Dean Irwin |
| PUBLICATION_DATE: |
1986 |
| ABSTRACT: |
Designed for students enrolled in LaGuardia Community College's (LCC's) Cooperative Education Preparation class, this workbook contains readings, written assignments, and in-class activities which prepare the students to participate in internships. The workbook provides materials corresponding to the following class sections: (1) Understanding Cooperative Education, which introduces students to the basic concepts and objectives of cooperative education and to the course; (2) Looking at Your Life Accomplishments, in which students examine personal achievements; (3) Identifying Your Skills, which provides exercises to assist students in conducting a Personal Skills Inventory; (4) Writing Your Resume; (5) Knowing Your Needs (Values), which deals with economic, social, and ego needs; (6) Learning about Career Fields; (7) Setting Personal Objectives for Your Internship; (8) Preparing for an Employment Interview; (9) Practicing Your Interviewing Skills; and (10) Looking Ahead, which discusses the placement process and cooperative education. (LAL)
183p.; Revised by Helen Perry. |
| ERIC_NO: |
ED279354 |
| TITLE: |
Career Research: Second Internship Seminar. |
| AUTHOR: |
|
| PUBLICATION_DATE: |
1986 |
| ABSTRACT: |
Designed for students enrolled in an internship seminar at LaGuardia Community College (New York), this workbook helps students assess their skills and plan for their career. Chapter I discusses definitions of success, planning one's career journey by establishing a series of career goals and gathering information, and the purpose of the seminar. Chapters II and III provide information, guidance, and activities to help students assess their personal and work-related values, their skills and strengths, and their weaknesses. Chapter IV stresses the importance of understanding as much as possible about a chosen career field, focusing on such considerations as job responsibilities, requirements for entry and advancement, earning potential, job outlook, job path, and career planning. This chapter also assigns a term project to prepare a Future Resume, which lists the steps the student might take to achieve his/her career goal in the next 10 years. Chapter V discusses educational options within the context of the student's career journey. In chapter VI, methods for coping with financial needs are reviewed. Chapter VII offers concluding words of advice. (LAL)
71p |
1981
| ERIC_NO: |
ED214426 |
| TITLE: |
Cooperative Education, Experiential Learning, and Personal Knowledge. |
| AUTHOR: |
Abrahamsson, Kenneth, Ed. |
| PUBLICATION_DATE: |
1981 |
| ABSTRACT: |
Cooperative education, experiential learning, and personal knowledge are addressed in nine conference papers. Kenneth Abrahamsson considers the nature of experiential learning, the recognition of prior learning, educational design and the assessment of quality, and policy and practice for integrating learning and experience. Harry Hienemann considers the history of cooperative education, the evaluation of outcomes integrating classroom and work experience, and mandatory cooperative education at Laguardia Community College, New York. What is known about the educational effects and economic consequences of programs that recognize prior learning is reviewed by Alan P. Wagner. Solomon Arbeiter examines a model that can be used to evaluate students in programs recognizing prior learning, as well as the award of credit or advanced standing. Douglas M. Windham evaluates the economic effects of recognizing prior learning and considers the implications for institutional policy. The nature and value of relevant work experience in the education of primary school teachers is considered by Hannu Perha, followed by Staffan Larsson's review of five qualitatively different conceptions of experience as viewed by teachers. Maureen L. Pope suggests that a cultural transmission approach to teaching and knowledge dominates science education and that this has neglected the role of personal experience in the construction of knowledge. Erich Leitner examines the implications of cooperation between the University of Klagenfurt, Austria, and the Austrian Workers Union. Implications for the university pertain to the philosophy of higher education and innovations. (SW)
121p.; A selection of papers presented at the International Conference on Higher Education (5th, University of Lancaster, England, September 1-4, 1981). |
1977
| ERIC_NO: |
ED167735 |
| TITLE: |
LaGuardia Community College: A Model for a Comprehensive Career Educational Approach to Higher Learning. Evaluation Report. (Volume III of Final Report). |
| AUTHOR: |
|
| PUBLICATION_DATE: |
1977 |
| ABSTRACT: |
LaGuardia Community College (New York), with support from a contract with the U.S. Office of Career Education, has developed and assessed a career education model for two-year colleges. From July 1, 1976, through September 30, 1977, LaGuardia designed, or refined, and pilot-tested career educational components that included a career resource center, work experiences, career education infusion into curricula, career simulation activities, and career advisement. Following are some of the findings based on the evaluation surveys: (1) student ratings of the career resource center, career advisement, and career simulation were consistently positive; (2) students enrolled in a redesigned Data Processing Introductory course and work experience sequence viewed the infusion attempt as a successful one, however time limitations imposed on the career education-infused Philosophy course made that experience less positive in the students' ratings; (3) the work internship program was positively judged by both interns and employers; and (4) the effective reality test in the workplace of the classroom-taught skills and concepts was seen as a prime outcome of LaGuardia's career education program. Twelve recommendations concerning implementation of career education were also presented, based on the pilot-test data. (A companion document, CE 019 282 contains a detailed description of the project objectives and activities.) (BM)
82p |
| ERIC_NO: |
ED136864 |
| TITLE: |
The Impact of a Community College Cooperative Education Program on the Performance of its Graduates. |
| AUTHOR: |
Ehrlich, Dan J.; Heinemann, Harry N. |
| PUBLICATION_DATE: |
1977 |
| ABSTRACT: |
A study was conducted for the purpose of determining the impact of cooperative education (CE) on the experiences of community college students subsequent to their graduation. Comprehensive normative data on graduates and non-completers of LaGuardia Community College, which has a universal CE program, were collected by means of surveys. Performance-related information concerning CE and non-CE graduates of two other City University of New York (CUNY) community colleges with optional CE programs, and participating employers' evaluations of the overall CE program, its products, and their relative performance were also obtained. Results of data analysis showed: (1) type of curriculum from which a student graduated had a significant relationship to subsequent earnings; (2) within individual curriculum clusters, LaGuardia graduates consistently earned more than students who graduated from one of the other two colleges included in the study; (3) employers unequivocally rated LaGuardia graduates highly and perceived these graduates as superior to other employees relative to motivation, job skills, and abilities; (4) LaGuardia graduates did not represent a highly selective component of CUNY community college output; and (5) LaGuardia graduates were differentiated from other groups most by their cooperativeness, personal maturity, and attendance records. Extensive tabular data is included in the report and study-related materials are appended. (JDS)
178p. |
| ERIC_NO: |
ED167734 |
| TITLE: |
LaGuardia Community College: A Model for a Comprehensive Career Educational Approach to Higher Learning. Final Report. |
| AUTHOR: |
|
| PUBLICATION_DATE: |
1977 |
| ABSTRACT: |
Divided into two parts, this document describes the comprehensive career education model at LaGuardia Community College (New York). Introductory material in part 1 includes a general overview of the project, a description of the U.S. Office of Career Education contract which enabled LaGuardia to expand its career education efforts, and a description of the setting and project objectives. Project activities prior to the O.C.E. contract, the contract objectives, developments during the contract period, and a summary and recommendations are presented for the following activities: (1) implementing a career resource center; (2) using cooperative education as the reality test of career education concepts and skills; (3) involving the teaching faculty in career education infusion; (4) collaborating with the business, labor, industrial, and public sectors; and (5) facilitating the productive use of leisure time. Finally, the agenda for a national conference conducted to demonstrate the project results concludes part 1. Part 2 outlines the tasks, activities, and time frames corresponding to the attainment of the contract objectives. (CE 019 283 contains the project evaluation report.) (BM)
100p. |
1972
| ERIC_NO: |
ED068088 |
| TITLE: |
Cooperative Education at LaGuardia Community College: An Assessment and Description of the Initiation of an Innovative Curriculum. Final Report. |
| AUTHOR: |
|
| PUBLICATION_DATE: |
1972 |
| ABSTRACT: |
La Guardia College (New York) is the only community college in the United States requiring its entire student body to participate in a work-experience program regardless of curriculum choice. This study, conducted by a team of selected consultants, is an assessment of the program based on onsite visits, interviews, and an array of reports and publications. Areas of assessment were: (1) the legal framework, administrative structure and facilities; (2) the college curriculum; (3) the recruitment and enrollment program; (4) student services; (5) the college's self-evaluation program; and (6) the degree of the college's success. Some conclusions were: (1) the curriculum, using an interdisciplinary approach, individualized instruction, and a work internship program, provides a relevant experience for the student; (2) team counseling has proved to be effective and should be further developed to attain its full potential; (3) there is a pronounced need for additional funding sources to aid the financially pressed student; (4) recruitment methods need to be more comprehensive; (5) the college should continue to seek ways to evaluate the degree to which it is meeting its goals and objectives; and (6) the program merits close study by education authorities in other major metropolitan areas. (RN)
83p. |
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