Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 163-166).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 118-126).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Cooperative education has been in existence for approximately eighty three years as a tool to supplement classroom instruction with practical work experience. Some reports suggest that the combination of classroom learning and on-the-job training provides substantial benefits to cooperative education students. Despite these findings, cooperative education has not achieved the recognition that it probably deserves. This may be due to a number of reasons including: (1) lack of adequate promotion, (2) lack of adequate funding, and (3) lack of understanding of the program itself. A major contributing factor to these three limitations, is the failure of cooperative educators to sufficiently document the benefit of cooperative education programs. In fact, the reports attended to above have recognized the need for greater documentation of program benefits. The present study was undertaken to provide some empirical data regarding the perceived benefits of a community college cooperative education program. In conducting the study the researcher hoped to contribute to the existing data base on the benefit of cooperative education by examining the professional development and personal growth effects of a cooperative education program. The study was an ex post facto retrospective survey conducted among 460 former cooperative education students from Quinsigamond Community College in Worcester, Massachusetts. A survey instrument called the Cooperative Education Assessment Survey (CEAS) was developed specifically for the study. The results indicated that a majority of the participants assessed the professional development and personal growth benefits of the program positively. No gender differences were observed. However, significant race, age, employment status and enrollment status differences were found.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.