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3000 Students per Semester 1800 Employers 55 Co-op Faculty Coordinators, Aligned by Majors PowerPoint Presentation
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Welcome! Co-op Faculty Coordinator Mechanical and Industrial Engineering College of Engineering Karen Kelley Faculty Co-op Coordinator Northeastern University.

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Welcome!Co-op Faculty CoordinatorMechanical and Industrial EngineeringCollege of EngineeringKaren KelleyFaculty Co-op Coordinator Northeastern University


Continuous Reflection PracticesEnhancing Career Development from Sophomore to Senior YearMechanical, Industrial & Mechanical Engineering Technology Programs


Northeastern Co-op Overview

  • 3000 Students per Semester
  • 1800 Employers
  • 55 Co-op Faculty Coordinators, Aligned by Majors
  • All Majors Participate
  • Program is Over 100 Years Old
the cooperative education learning model




The Cooperative Education Learning Model
  • Preparation
  • Activity
  • Reflection

Integrating Cooperative Education and Academics

academic and co op schedule

Typical Five-Year Co-op/Class Semester Schedule



Summer I

Summer II
























Academic and Co-op Schedule
  • Length of semesters: The academic calendar for full-time undergraduate and most graduate programs consists of 15-week semesters in the fall and spring and two 7 1/2-week half-sessions in the summer.Semester calendar:Fall semester runs from early September to mid-December; spring semester runs from early January to late April; summer sessions run from early May to mid-June and early July to mid-August
stages of continuous reflection at northeastern
Stages of Continuous Reflectionat Northeastern

Students Complete Three 6 Month Co-ops during the

5-Year Bachelor of Science Program

  • Sophomore: Preparation – Intro to Co-op Course
  • Sophomore/Middler: After First Co-op – Reflection Seminar
  • Middler/Junior: After Second Co-op – Reflection Seminar
  • Junior/Senior: After Third Co-op – Professional Isssues Course
1 sophomore preparation
1. Sophomore: Preparation

Learning Objectives- Introduction to Co-op:

  • Communicate interests, skills, needs and future plans to their Co-op Coordinator
  • Understand the value of their previous work experiences and transferable skills
  • Assist students to conduct self evaluation of their past work behaviors and develop an understanding of how they may improve
  • Summarize skills and verbally communicate to students mock employers/future employers
  • Identify and describe their skills and work values and how they relate to their career choices
1 sophomore preparation1
1. Sophomore: Preparation


  • Create a resume by reflecting on previous experiences
  • Discover and summarize skills & values using inventories
  • Listen to upper-class presentations in Professional Issues course
  • Write career goals
  • Evaluate feedback from upper-class students through mock interviews
  • Create Professional References
  • Develop Mentee/networking relationship with upper-class Professional Issues students
sophomore after first co op
Sophomore: After First Co-op

Learning Objectives:

  • Allow students to develop skills necessary to evaluate professional skills and accomplishments
  • Help students assess and summarize their previous work experience
  • Develop a broader understanding of their chosen field
  • Advance communication/presentation skills
  • Compare and critique their work performance and career interests with that of their peers
  • Assist students to develop a realization of their own career potential
2 sophomore after first co op
2. Sophomore: After First Co-op


  • Students required to present at Reflection Seminars to peers
  • Summarize their organization and where they fit
  • Describe their chief accomplishments/responsibilities at work
  • Utilize the self assessment form to verbally summarize improved skills with specific examples
  • Begin developing a professional resume

3. Middler/Junior: After Second Co-op

Learning Objectives - Professional Issues Course:

  • Reflect on work and academic experiences as a whole
  • Lead students to make connections between their past work experiences, academics, interests to arrive at conclusions regarding their future
  • Develop an understanding of their skills, talents and value they bring to a job
  • Develop ability to summarize experiences, both verbal and written
  • Recognize career growth and progress
  • Develop mentoring skills and mentoring relationships
  • Further develop their job search skills
3 middler junior after second co op
3. Middler/Junior: After Second Co-op

Implementation - Professional Issues Course:

  • Present previous co-op experience to sophomore Intro to Co-op classes
  • Prepare for and deliver “Elevator Speech” to potential employer
    • Create a well written “professional summary” of previous work experience
    • Conduct a targeted a job search by researching & evaluating potential “dream” job descriptions and judge qualifications
    • Revise and improve professional resume to include a written “professional summary”, customized to their “dream job”
    • Compose a convincing cover letter applying to their “dream job”
    • Verbally present a “professional summary” based on their “dream job”
3 middler junior after second co op1
3. Middler/Junior: After Second Co-op

Implementation, cont.:

  • Conduct a mock interviews of sophomores ( Intro to Co-op ) students
    • Reflect on personal interviewing experience
    • Reflect on personal work experience to describe to candidate
    • Develop a list of criteria or skills most important for success at your firm (utilize self-evaluation and the skills highlighted in Reflection Presentation)
  • Identify with current sophomores and recognize career growth and individual achievements through co-op
  • Mentoring relationships developed as a result of mock interviews
junior senior after third co op seeking full time employment
Junior/Senior: After Third Co-op(Seeking Full-time Employment)
  • Learning Objectives:
  • Apply job search skills learned in class
  • Continue to use reflection practices as part of their
  • professional/career development
  • Encourage independence
  • Implementation:
  • Utilize skills developed in Professional Issues class
  • Transition to Career Services
  • Independent job search/networking

Continuous Reflection

Moving In,

Moving Through,

and Moving On…