A study of benefits to faculty involvement in ongoing cooperative education programs in 1990 in four colleges in Massachusetts

This study interviewed four faculty members (two-year public and private, four-year public and private) who participated in ongoing cooperative education programs in 1990 in four colleges in Massachusetts. This study was designed to interview and discuss faculty benefits in order to gather and document information necessary to improve and expand involvement of faculty for future growth and success of cooperative education programs. Research was conducted during the Spring Semester of 1990. The study determined there were not many differences between the subjects in the perceptions of benefits. Though there were some which were primarily between the two and four-year faculty on whether or not faculty involved in cooperative education helps to evaluate individual student progress in the classroom. There was also a disagreement as to involvement aiding in the faculty promotion process. There was disagreement between the two-year faculty and four-year faculty as to cooperative education providing opportunities for new research. There was also disagreement in involvement of faculty in cooperative education helps in gaining a favorable tenure recommendation. The two-year faculty and the four-year faculty disagree on whether cooperative education provides faculty with the opportunity to review and evaluate the overall curriculum offered by the institution. There was also disagreement as to whether involvement in cooperative education by faculty creates consulting opportunities. There was a general consensus that cooperative education offers certain benefits (e.g., research) but are utilized differentially. Overall, all faculty were positive about cooperative education, but see a need for help (clerical, administrative, etc.). In summary, it is apparent that an examination of cooperative education benefits to faculty was worthwhile and important. Faculty do perceive benefits to incorporating cooperative education learning experiences. The benefits faculty perceived were academic related, classroom learning is enhanced, a better relationship with students develops, and self-growth. If cooperative education is to continue to grow and prosper, an understanding of faculty benefits will aid in its development and utilization