Co-operative education: A value-added approach to education at the university level.
Bibliographic record
Abstract
Co-operative education strategies at the baccalaureate level may allow for the contextualization of the learning process by utilizing experiential learning and career exploration. This study sought to examine the level of career-clarity or decisiveness with which students enter university, to see if the intervention of participation in a co-operative education program had an impact on the student's level of career-clarity, and if this impact could be linked to student academic performance and persistence rates. A pretest posttest design was used for the two groups of students (Co-op participants, and non-Co-op participants). A volunteer sample of 166 subjects (from Business Administration and Engineering streams) participated in the study. A general student information sheet, the Career Decision Scale, Holland's Vocational Preference Inventory, and a career-related intervention treatment were used to build profiles of the students. Relevant aspects of these profiles were compared pretest and posttest. Of particular interest was the relationship between co-op participation and academic performance including student retention in good academic standing. The findings of the study provide information for university administrators and educators concerning the importance of career-clarity, and the impact this "clarity" has on student performance, leading to persistence and increasing retention in the student population. This focus on increasing student retention rates may lead to greater recognition by university administrators of the benefits provided by educational strategies such as co-operative education. Appreciation of these benefits as a value-added approach to education, may provide the impetus to ensure a commitment for the enhancement and growth of co-operative education initiatives at the university level. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2000 .R65. Source: Masters Abstracts International, Volume: 40-03, page: 0550. Adviser: L. Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2000.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".