Factors related to performance ratings of engineering students in cooperative education placements

Journal of Engineering Education, Oct 1998 by Hackett, Rachelle Kisst, Martin, Gary R, Rosselli, David P

ABSTRACT

The placement of post-secondary students in cooperative education (co-op) settings impacts students, employers, and academic institutions. Those responsible for securing such placements need information to guide them in maximizing the success ofthese assignments. The purpose of this study was to explore relationships between engineering students' performance in cooperative education placements and

student demographic factors

student academic factors

co-op setting factors

prior work experience.

A survey was completed by 271 engineering students from nine U.S. engineering schools with formalized, structured cooperative education programs. Eight of the 14 predictor variables were related to performance ratings, although the statistically significant correlations were modest. The student's grade point average most highly correlated with performance in co-op placements (r=0.34). Among the other relationships found were the positive correlation of performance with the percent of coursework completed prior to placement (r=0.26) and the length ofthe placement (r=0.31). No evidence was found to suggest that the size of the co-op employer related to the student's performance. Coordinators of cooperative education may find these results useful to share with student advisees. However, due to the correlational nature of the study, readers are cautioned not to assume the findings reflect causal connections.

I. INTRODUCTION

The placement of post-secondary engineering students in cooperative education settings impacts the student seeking an education in the work place, the employer offering it, and the academic institution in which the student is enrolled. Because it is in the best interest of all parties to maximize the success of this arrangement, those responsible for securing such placements need information to guide them in making these assignments. For example, what types of students should be placed in what types of work environments? What level of academic preparation is needed for the co-op student to benefit from the hands-on opportunity?

In our experience as college co-op coordinators, we have found that only a few factors seem to be considered by the three parties involved in cooperative education placements. The employers look at GPA (grade point average, an indicator of scholastic achievement) when hiring a co-op student. The schools look at students' course work completed before sending them out on a co-op. And the students look at pay and experience offered when accepting a co-op. It is important to recognize that these decisions are all based on relational assumptions (e.g., "There is a positive relationship between students' GPA's and their engineering potential."). Does research provide evidence that these relationships actually exist? What research is still needed?

Answers to these questions should improve the practice of cooperative education, through improved decision making by all three parties. Co-op coordinators, for example, need a stronger knowledge base for advising their students. It was found that students going out on co-ops (in ABET-accredited programs) receive an average of 10 hours of career counseling in preparation for that coop.1 The same report revealed that 70% of all co-op coordinators rated counseling as at least "very helpful" (the 80% mark in a range from "unnecessary" to "vitally necessary"). Clearly, the coordinators have the time and the interest. They just need more information to guide their counseling.

A review of the literature on performance ratings by supervisors of engineering students in cooperative education placements reveals few studies of the linkages between supervisors' ratings and the variables examined in this study. There are, however, several peripheral studies234 that shed light on the placement process and the perceptions of students, educators, and employers.

Although supervisors' ratings were not studied, Van Gyn5 investigated correlates of student success in the work place. Her study suggests that the educational orientation sessions and academic preparation are keys to the overall effectiveness of the student in the field. Therefore, it follows that the supervisor's rating of the student's performance is also likely to be impacted by such orientation factors.

The research of Rippner finds that success in the work place is correlated with academic achievement.6 A further study by Pittenger finds that the quantity of coursework is tied to a positive experience in the workforce?

Although we cannot identify research that specifically utilizes supervisors' performance ratings, the above-mentioned factors, which correlate with students' performance, are likely to be associated with supervisors' ratings as well.

The purpose of this study was to explore relationships between engineering students' performance in cooperative education placements and (1) student demographic factors, (2) student academic factors, (3) co-op setting factors, and (4) prior work experience.

II. METHODS