Students’ ease, time, and coping with transitions from co-op to the university

• Autores: Jacqueline C. Mcneil, Alex D. Beebe
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. 6, 2018, págs. 1787-1797
• Idioma: inglés
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• Resumen

  • Cooperative educational programs are becoming increasingly popular at engineering schools. Many research studies havereported numerous benefits of students that go on co-op assignments. This research used Wendlandt and Rochlen’sframework, combining Stage Theory and transitional theories for students’ transition back to the institution after co-opassignments. Students’ were surveyed and interviewed after summer, fall, and spring co-op experiences. The study’s resultsare based off 353 responses from surveys. This research shows students’ ease of transition, time of transition, and copingmechanisms for transitioning back to the institution after going on co-op assignments. It was found that 33% of studentsreported they had difficulty transitioning to the institution after co-op assignments. Students’ engineering major wassignificant with ease and time of transition. Sex was significant for ease of transition. Students’ engineering program andsex were predictive factors for students’ ease of transition. Many students’ coping skills were not adequate to deal with thetransition back to the institution.