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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >LEARNING OUTCOMES ACHIEVEMENT IN COOPERATIVE EDUCATION: A SURVEY OF ENGINEERING STUDENTS
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LEARNING OUTCOMES ACHIEVEMENT IN COOPERATIVE EDUCATION: A SURVEY OF ENGINEERING STUDENTS

机译：学习成果在合作教育中的成就：工程学生调查

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In 2007, the University of Windsor established formal learning outcomes for their cooperative education program and implemented new educational strategies to support the achievement of those outcomes. To gauge the effect of the newly implemented activities on the achievement of the learning outcomes, a survey was developed and administered to students and alumni of the unrevised program (control group) and, more recently in 2009, to students participating in the revised program (experimental group). The survey questions were designed to assess respondents' perceptions of the effect that co-op had on: their academic and career-related goals and motivation; identification of personal strengths, weaknesses and preferences; understanding of academic theory and technical knowledge; development of attributes; and the ability to effectively contribute in the workplace through identified soft and transferable industry-related skills. Students participating in co-op at the University of Windsor may complete regular or extended length work terms. Regular work terms are generally four-months in length, while extended work terms are at least eight months long, although many companies request co-op students for twelve to sixteen month periods. The survey demographics included a question about work term duration, so that the effects of work term length on learning outcomes achievement might also be examined. Although the survey revealed some positive trends related to learning outcomes achievement for control versus experimental groups, they were not at statistically significant levels. However, if the analysis was limited to students who had completed extended work terms, three areas showed changes at statistically significant levels. Decreases in positive response levels were seen for the experimental group with respect to students' abilities to identify personal weaknesses related to their academic options and personal preferences related to workplace options. An increase in positive response level was found with regard to their understanding of theories taught in the classroom.
机译：2007年，温莎大学为合作教育计划建立了正式的学习成果，并实施了新的教育战略，以支持实现这些成果。为了衡量新实施活动对实现学习成果的影响，一项调查是为未经发展计划（对照组）的学生和校友而制定和管理，并在2009年到参加修订计划的学生（实验组）。调查问题旨在评估受访者对合作社的影响：他们的学术和职业相关目标和动机;识别个人优势，劣势和偏好;了解学术论和技术知识;发展属性;并通过确定柔软和可转移的行业相关技能在工作场所有效贡献的能力。参加Windsor大学参加合作社的学生可以完成常规或扩展的长度工作条款。常规工作术语一般是四个月的长度，而扩展的工作条款至少为八个月，虽然许多公司要求合作学生十二个月。调查人口统计数据包括一个关于工作期限持续时间的问题，以便还可以审查工作期限对学习成果的影响。虽然该调查显示了与对照组对照与实验组的学习成果有关的一些积极趋势，但它们并不是统计上显着的水平。但是，如果分析仅限于完成延长工作条款的学生，则三个区域在统计上显着的程度显示变化。对于学生能力的实验组来看，肯定响应水平的阳性反应水平降低，以确定与他们的学术选择相关的个人弱点以及与工作场所选择相关的个人偏好。关于他们对课堂教学的理论的理解，发现了积极响应水平的增加。

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