2014 IEEE Frontiers in Education Conference (FIE)
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Abstract

Cooperative education programs (co-op), also referred to as Work-Integrated Learning (WIL), provide students with relevant professional experiences in industry. This industry-focused environment presents an opportunity for students to clarify academic and career objectives prior to finishing their studies. This first stage of a four-phase research project explores undergraduate engineering students' interest and decision-making process related to participation in cooperative education at a large mid-western U.S. university. Students who showed initial interest in co-op by attending an information session in 2013–2014, but did not participate in a co-op experience are interviewed. This paper provides an overview of the methods used to accomplish this objective, as well as discusses the future directions and implications of the work. Social Cognitive theory provides a framework for students' reasons for non-participation in the context of factors, such as campus environment, pre-collegiate work experiences, academic course selections, peer interactions, and career intentions. Through the use of phenomenological inquiry, information obtained directly from the students who have expressed interest, but chosen not to pursue co-op provides information to co-op administrators and stakeholders to consider how the program and its recruiting processes may be strengthened.
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