division of (annual report - university of cincinnati report. 2010-2011. 1 (annual . ... engineering...

Division of Professional Practice

ANNUAL REPORT 2010-2011

1

Professional Practice Division of

(annual report2010-2011)

connect. experience. grow.

http://www.uc.edu

Introduction — A Year of Change 1

Cooperative Education 2 Overview UC2019 and Cooperative Education By the Numbers Student Spotlights

Center for Cooperative Education Research and Innovation (CERI) Overview 7 Overview Journal for Cooperative Education and Internships Experience Magazine CERI Grant Projects Co-ops for Causes Online Community for Co-op Student Mock Interviews Cooperative Education in China Industrial Symposium UC2019 and the CERI

Academic Internship Program 10 Overview UC2019 and the Academic Internship Program Student Spotlights

Center for Service Learning and Civic Engagement 12 Overview By the Numbers UC2019 and Service Learning

Table of Contents






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he academic year of 2010-11 turned out to be a historic year for the Division of Professional Practice. Fall quarter was spent intensely contributing to the UC2019 Strategic Plan. The investment paid off, and Experiential Learning emerged as a central part of the Academic Master Plan. The quote “Not only serving as a considerable strength upon which to build, experiential learning must be reflected within all degree programs” puts this success in context. The

release of the plan moved the discussion from a sharpening of focus to implementation. How can a rapidly growing university that enrolls over 42,000 students reach each individual, offering them opportunities for work and community integrated learning?

In anticipation of a more metrics-driven strategy characteristic for the leadership style of President Williams, the Division of Professional Practice had already prepared for the introduction of a roster of new experiential learning programs. Incubated by the Center for Cooperative Education Research and Innovation, the Academic Internship Program enrolled its first students in early 2011. This program forms a complement to the Cooperative Education Program, in that it offers internships to students enrolled in all UC colleges. By the end of the year this novel program had already enrolled 160 students.

In the spring, the division received a much anticipated addition, in that the offering of the Service Learning and Civic Engagement Program was relocated to the unit. Incubated by the Office of the Provost, service learning forms a natural complement to co-op and academic internships that highly enriches the culture of the division.

The goals outlined in the UC2019 strategic plan are very realistic, but still ambitious. They require that the university manifest itself as the leader in the field of experiential learning. Being the founder of cooperative education and offering the largest public program in the country certainly gives the institution the credibility to do this. All actions do however have to be very purposeful, and well dimensioned.

In the academic realm the division invested a lot of energy into strengthening the field of cooperative education. This was done by hosting the International Journal of Cooperative Education and Internships at the division. The division also engaged itself strongly in the development of the academic discussion within the World Association for Cooperative Education.

From a student employment situation FY11 was clearly better than FY10 (still heavily tainted by the historic recession). As a result the UC co-op program grew by 9.8 percent, as the Lindner College of Business led the way with a historic 24.4 percent increase. DAAP reached a 98 percent placement rate, whereas the mandatory program average landed at 95.6 percent. The sum of 5,529 placements is a record in UC history.

Still, belonging to the 4.4 percent of students that did not get placed last year is a very painful experience, and the division will work hard on getting that number down to as close to zero as possible. The placement record recovered by 2.5 percent last year, and we have every reason to believe that the trend will be positive in the future. Besides supporting the aspirations of our students, the present trend sets the stage well for semester conversion, as the rearrangement of the co-op calendars will require an abundance of jobs to be successful. The development of new learning opportunities will be our main focus over the coming year.

In the pages that follow, the many achievements of the past year will come to life. Not only will this annual report provide facts and figures but also the human stories behind the statistics. As you will see, the men and women of the Division of Professional Practice deserve my heartfelt acknowledgement and gratitude for their efforts in this year of change.

Warmest regards, Kettil CedercreutzAssociate Provost and DirectorDivision of Professional Practice



a year of change

mailto:[email protected]



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ooperative Education had its founding at the University of Cincinnati in 1906. Through cooperative education the professional world partners with the university to integrate theory and practice. Supporting the university’s mission, cooperative education extends student learning beyond the classroom providing an enhanced educational experience which includes paid, discipline-related work experience to further students’ career preparation. While

students are gaining practical experience in their chosen field, they acquire an understanding of the world of work, integrate theory and practice, and have the opportunity to further develop professional and interpersonal skills.

U C 2019 A N D C O O P E R AT I V E E D U C AT I O NCooperative Education has an historic tradition at the University of Cincinnati but an even more bright future as we grow with the goals of UC2019. With respect to Learning Goals cooperative education is a powerhouse providing more than 5,600 learning experiences annually with companies like General Electric, Duke Energy, LPK, Procter & Gamble and hundreds more. When it comes to Global Engagement, working in another country is the top of the ladder. With 40 students working in Germany, 15 in China and eight in Japan, not to mention six each in Australia, France, Greece and Italy and four each in Canada, India, Switzerland and the United Kingdom, UC co-op has a global presence that few can hope to offer. Cooperative Education is also a powerhouse when it comes to Economic Goals. UC co-op students earned a collective $43 million, averaging close to $7,800 per co-op term worked. That’s up from a collective $38.6 million earned by UC co-op students in fiscal year 2010. And with over 1,500 employers, cooperative education scores with respect to Community/Collaboration Goals as well.

cooperative education



http://www.uc.edu/propractice.html



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Employer Placements

2011

General Electric Aviation 280

University of Cincinnati 181

Duke Energy 159

Libby Perszyk Kathman (LPK) 65

Kroger Company 56

Procter & Gamble 56

General Cable Corporation 44

Great American Insurance Group 44

Kinetic Vision 43

Wright Patterson Air Force Base (WPAFB) 43

Top Employers FY2011

Co-op Placements

Experiential Explorations

Program Placements

Total Learning

Experiences

Unemployed Placement Rate

Growthby Number

of Co-op Placements

Growth by Total

Learning Experiences

2010

College of Design, Architecture, Art, and Planning 1607 126 1733 95 94.8%

College of Engineering and Applied Science, Engineering Disciplines 1991 20 2011 98 95.4%

College of Engineering and Applied Science, Technology Disciplines 729 20 749 141 84.2%

Carl H. Lindner College of Business, Other 710 13 723

FY2010 GRAND TOTAL 5037 179 5216 334 93.1%

2011

College of Design, Architecture, Art, and Planning 1706 74 1780 34 98.1% 6.2% 2.7%

College of Engineering and Applied Science, Engineering Disciplines 2141 10 2151 82 96.4% 7.5% 7.0%

College of Engineering and Applied Science, Technology Disciplines 799 14 813 103 88.8% 9.6% 8.5%

Carl H. Lindner College of Business, Other 883 5 888 24.9% 22.8%

FY2011 GRAND TOTAL 5529 103 5632 219 95.6% 9.8% 8.0%

Student Participation in Experiential Learning Programs — FY2010 and FY2011

Co-op by the Numbers



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Placement Trends — FY2003-2011 (per College)

3000

2500

2000

1500

1000

500

0 2003 2004 2005 2006 2007 2008 2009 2010 2011

Average Maximum Minimum

College of Business

Accounting 14.84 21.50 10.00

Finance 13.83 20.00 10.00

Industrial Management 15.50 23.00 10.50

Master of Science in Information Systems 20.36 29.00 15.00

Marketing 12.88 23.62 7.40

Operations Management 15.00 20.75 10.00

College of Design, Architecture, Art, and Planning

Bachelors of Architecture 12.23 18.00 7.50

Digital Design 14.60 30.00 7.69

Fashion Design 13.78 26.25 7.50

Graphic Design 13.90 24.00 7.50

Industrial Design 14.92 24.00 8.25

Master of Architecture 14.60 20.00 7.50

Urban Planning 13.26 22.00 8.00

Per Hour Wages for Co-op Students by College and Major

Average Maximum Minimum

College of Engineering and Applied Science

Aerospace Engineering 15.42 25.00 10.00

Architectural Technology 13.45 16.50 8.00

Biomedical Engineering 14.45 27.63 8.00

Chemical Engineering 18.12 34.06 9.38

Chemical Technology 14.63 18.75 11.00

Civil Engineering 14.82 27.63 8.00

Computer Engineering 16.77 27.23 11.50

Computer Engineering Technology 14.16 23.90 9.62

Computer Science 15.02 23.90 9.62

Construction Management 13.54 26.00 10.00

Culinary Arts and Science 15.02 23.90 9.62

Electrical Engineering 17.18 32.59 8.13

Electrical Engineering Technology 15.70 23.08 9.00

Facilities and Hospitality Management 10.05 13.00 8.50

Information Technology 13.51 22.45 8.00

Materials Engineering 16.15 21.75 10.00

Mechanical Engineering 17.17 32.59 7.50

Mechanical Engineering Technology 14.91 22.00 10.00

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The Top 10 States and All Countries of UC Co-op Employment — FY 2011

Co-op Top State

Country of Co-op Placement

City Placements

2011

Ohio 3707

Kentucky 268

New York 236

California 208

Texas 117

Illinois 108

Indiana 95

Georgia 86

Massachusetts 83

Florida 61

Pennsylvania 58

Top States for Co-op Placement

Country Placements Country Placements

2011

United States 5376 Mexico 3

Germany 40 Belgium 2

China 15 Ireland 2

Japan 8 Lebanon 2

Australia 6 South Korea 2

France 6 Austria 1

Greece 6 Ethiopia 1

Italy 6 Hong Kong 1

Canada 4 Iceland 1

India 4 Kenya 1

Switzerland 4 Netherlands 1

United Kingdom 4 Qatar 1

Indonesia 3 Spain 1

Placement by Country

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Makeda Matthews, an operations management student, spent a co-op quarter working for the United States Department of Agriculture in Washington, D.C. “My co-op experience was amazing! I am so grateful to have had this opportunity. There were days where I acted as an asset manager, auditor, researcher, statistician, presenter and planner. With the multiple rolls I played at the USDA, came a ton of responsibility; but that is how I learned as much as I did. Learning on co-op is completely different from learning in the classroom. For example: if the classroom is learning formal English, co-op is the slang we use. When you are there, everything you have learned clicks and makes sense.”

student spotlights

Ryan Child is currently pursuing a bachelor of science in electrical engineering and a master of science in computer engineering. He has spent the last two quarters working at Harmonix Music Systems (makers of Guitar Hero and Rock Band), helping with the development of the sequel to the leading dance game for Microsoft’s Xbox 360, Dance Central 2. “I’ve had a blast learning how AAA video games are made and being a part of the team,” Child said.

Luke Langhus is currently a senior graphic design major, pursuing a bachelor of science in design. Luke took part in a collaborative DAAP studio that allowed students to work closely with J.C. Penney’s re-branding team and to submit refreshed logo proposals to the national retailer. His JCP logo was selected from over 200 proposals as the new identity of the national retailer and was unveiled to the world through a commercial campaign aired during the 2011 Academy Awards. Luke spent the summer of 2011 in Plano, Texas, serving as a key member of the team tasked with rolling out the modernized brand components. Luke says, “I had the opportunity to work alongside many talented people in an energetic and enthusiastic environment.”

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he division-wide theme of reinvention and creativity was also reflected in the Center for Cooperative Education Research and Innovation (CERI), the research arm of the Division of Professional Practice and Experiential Learning. Over the past 12 months, CERI resurrected two publications, granted funding for several grant projects, hosted the second annual symposium event, and launched a brand new program in an effort to live out the center’s

mission to advance cooperative education at the University of Cincinnati through innovation and research. In the following pages, you will find more information about the following CERI initiatives:

• Journal of Cooperative Education and Internships

• Experience Magazine

• CERI Grant Projects

• Industrial Symposium 2010, Workforce 2019: Sharpening the Focus

• Academic Internship Program

J O U R N A L O F C O O P E R AT I V E E D U C AT I O N A N D I N T E R N S H I P SThe Journal of Cooperative Education and Internships is an international publication on experiential education that focuses on internships, cooperative education and work-integrated learning.

The Division of Professional Practice was approached by the leadership of the Cooperative Education and Internships Association (CEIA) to re-establish the journal as a premier scholarly venue for cooperative education and internships in the spring of 2010. UC Professional Practice faculty member and Director of CERI, Cheryl Cates, took over as editor in January 2011 along with Kettil Cedercreutz as co-editor and since then has created an open access journal to increase readership, established an entirely new editorial board with an international membership, implemented a new graphic design that takes the journal from a series of articles to a well-crafted publication released in two issues per year.

Additionally, UC Professional Practice has organized four national and international organizations to work together as equal partners in the creation of the re-envisioned journal. With the CEIA (USA) serving as the founder and entity primarily responsible for the journal, sponsoring organizations of the Australian Collaborative Education Association, the Canadian Association for Cooperative Education, and the World Association for Cooperative Education are working together to create a world-class scholarly journal.

E X P E R I E N C E M AG A Z I N EThrough collaboration with CERI, CEIA also resurrected Experience magazine, a trade publication focused on experiential education for practitioners. By reinventing this publication, the aim is to provide a forum for students, employers and educators to discuss and learn about cooperative education and internships. The magazine delivers news, analysis and data related to college work experiences, and is published biannually. Professional Practice Assistant Professor, Michelle Clare, took on the role of editor in publishing the first reinstituted issue of Experience during the fall of 2011.

cooperative education research and innovation



http://www.uc.edu/propractice/ceri.html





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Co-ops for Causes, Liam Ream and Jim Tappel Professors Liam Ream and Jim Tappel led and coordinated a unique partnership between UC Professional Practice, FRCH Design Worldwide, Cynthiana, KY Rotary Club, and the Good Shepherd Orphanage and School to form a multi-disciplinary design studio that aimed to address a third world need. This effort created co-op jobs for six students who worked together to design and implement a sustainable growth plan for the Good Shepherd Orphanage and School in Carrefour, Haiti. Presently, the group has evolved and branded itself as The Orange Tree Atelye, and hopes to use the orphanage as a vehicle to introduce and disseminate sustainable design to all Haitians.

Each year, individual awards of up to $2,500 are available to Professional Practice faculty through CERI Research and Innovation Grants. These grants are intended to encourage faculty development efforts and create a positive impact at the University of Cincinnati and beyond. The two focus areas are research aimed to advance the field of cooperative education and innovation that will position UC Professional Practice as the pedagogic leader.

CERI grant projectsCERI grants were awarded to the following Professional Practice faculty members during the 2010-2011 academic year:

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Online Community for Co-op Students, Anita Todd Professor Anita Todd received CERI support to develop and assess the use of an online co-op community for co-op students at work. Students interacted in the community during the co-op quarter, and the effectiveness of the community will be assessed by comparing student perceived and measured learning through co-op (based on co-op assessments and projects) as compared to a similar cohort who co-oped a previous term and were not exposed to the community use.

Mock Interviews, Cynthia Lockhart and Tom Osborne Professors Cynthia Lockhart and Tom Osborne teamed up to assist entry-level design, art, architecture, and planning students with effective preparation for the interview process with the use of a mock interview activity. The project aimed to introduce the element of portfolio presentation to the mock interview process. As a part of the mock interview, fashion design, industrial design, product development and transportation students were required to be fully prepared for an interview including the appropriate dress, resume and portfolio. The mock interviews were videotaped, and students reviewed the tape with their faculty interviewer/advisor to discuss areas for improvement and growth.

Cooperative Education in China, Brenda LeMaster and Gayle Elliott Professors Brenda LeMaster and Gayle Elliott travelled to China as part of a delegation invited by the American Society for Engineering Education (ASEE) and organized by the People to People Ambassador program. The main goals of the delegation were to student how engineers are educated in China and how they utilize experiential learning along with several other specific areas of focus. LeMaster and Elliott collaborated to make the necessary contacts to set up a study abroad experience for University of Cincinnati students with the goal of establishing an international co-op program in China for UC students.

I N D U S T R I A L S Y M P O S I U M 2010, W O R K F O R C E 2019: S H A R P E N I N G T H E F O C U SIn February of 2010, CERI hosted the second annual Industrial Symposium for cooperative education employers, faculty, and students through the leadership of CERI Associate Director Darnice Langford. The event was called Workforce 2019: Sharpening the Focus, and featured an address from Senior Vice President for Academic Affairs and Provost, Dr. Santa Ono, as well as three interactive sessions regarding the development of co-op learning objectives, the development of new assessment tools, and supervisor best practices. In 2012, the symposium will feature an expanded Career Connections event that will connect cooperative education employers and students with the goal of increasing student job placement.

U C 2019 A N D T H E C E R IThe Center for Cooperative Education Research and Innovation supports UC2019 Learning Goals through the development of assessment systems that measure student learning outcomes and by leveraging the collective teaching experience of the Division in developing experiential learning curricula. CERI supports Discovery Goals through the publication of research related to co-op student learning outcomes on an annual basis and by sharing our knowledge to the benefit of higher education through editorial support for scholarly publications such as the Journal of Cooperative Education and Internships: an international journal for collaborative/work integrated learning and Experience magazine. CERI supports Collaboration Goals by providing an annual forum to discuss the impact of experiential education within a continuous improvement mindset.



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he Academic Internship Program (AIP) was launched during the winter of 2011 as an additional offering from the Division of Professional Practice for students who wish

to gain professional, degree-related experience. The AIP combines professional preparation and quality work experiences within a flexible course structure. Students from any major that does not require co-op or a department-specific internship experience are able to enroll in the program. The program offers two options for securing an internship and earning course credit. The primary program is a two-term course sequence (in classroom and online); the secondary option is a combined course (online). Students in the two-term sequence enroll in Exploration of Academic Internships, a 3 credit hour classroom course taught by a manager of academic internships who is also an adjunct professor in the division. This first course provides students with job search strategies and tools for job success, and involves searching and securing an academic internship for the following term. The AIP has been launched and developed by managers of academic internships and adjunct professors Annie Straka and Zach Osborne. The second course in the two-term sequence is entirely online, and is taken while the student is working in his or her internship position. This course focuses on reflection and assessment content, and is taught by an adjunct professor. As an alternative to the two-term sequence, students who obtain an internship independently can earn credit through the AIP. These students enroll in an online course that combines the preparation content from the Exploration of Academic Internships course with the reflection and assessment content from the online internship course.

academic internships



FY2011

Summer 2011

Grand Total

McMicken College of Arts & Sciences 11 17 28

African Studies 1 1

Astrophysics 1 1

Biology 1 1

Communications 1 5 6

Exploratory Studies 1 1

International Affairs 1 1

International Business 2 2

Mathematics 1 1 1

Neuroscience 1 1

Organizational Leadership 2 2

Physics 1 1

Politics 2 2 4

Psychology 4 2 6

Carl H. Lindner College of Business 24 31 55

Accounting 6 4 10

Business Administration 1 1

Business Economics 1 5 6

Economics 1 1

Finance 4 7 11

Industrial Management 1 1

Information Systems 2 2

Marketing 7 9 16

Operations Management 1 1

Real Estate 1 1

Undesignated 5 5

College of Design, Architecture, Art and Planning 1 1

Fine Arts — Art 1 1

Grand Total 35 49 84

Academic Internships by College and Major

http://www.uc.edu/propractice/intern.html



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student spotlightsJennifer Welder is a senior who will graduate with a degree in astrophysics, and a minor in geography. Welder interned with the NASA DEVELOP program in Wise, VA, and participated in a research project that examined the air quality in Monterrey, Mexico. For this project, Welder’s team collaborated with another DEVELOP team and used NASA satellites to obtain data with the ultimate goal of identifying and addressing the causes of poor air quality in Monterrey. “This experience allowed me to apply my scientific and mathematical background to a real world environmental application. Before this internship, I never thought about pursuing a career in environmental studies, however, I am considering one now because I had such a positive experience this summer. This was a one of a kind experience and I am so grateful I got the opportunity to be a part of it,” Welder said.

U C 2019 A N D T H E AC A D E M I C I N T E R N S H I P P R O G R A MThe University of Cincinnati Academic Internship Program supports UC2019 Learning Goals by providing a premier program that is open to all undergraduate students at the University of Cincinnati. The AIP is committed to leading and innovating, developing curricula and teaching methodologies, and creating a mutually beneficial partnership between students, employing organizations and the university. The AIP supports Community/Collaboration Goals by bringing external experts to campus to enrich the classroom experience for students preparing to embark upon an academic internship position. The AIP supports Discovery/Sustainability/Global Engagement goals though the internship experiences offered to students that help them to expand their knowledge in these key areas.

Joseph Case is pursuing a bachelor of business administration in international business and minor in Asian studies. Case completed his first internship at the Greater Cincinnati Chinese Chamber of Commerce, a non-profit organization that works to build relationships between Cincinnati companies and China. During his internship, Case had the opportunity to spend a day with the Xiamen delegation of business and government officials. Case recalled, “Just being able to interact and immerse myself in their culture really helped my language skills grow. You see how it’s [Mandarin] spoken outside the classroom and that was a huge opportunity for me.”

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ervice Learning (SL) is a specially designed learning experience in which students combine reflection with structured participation in community-based projects to achieve specified learning outcomes as part of an academic course and/or program requirement. Through service learning, students develop a more integrated understanding of theory, practice, ideas, values, and community. Service Learning at UC has grown under the leadership of Michael Sharp, director of the

Center for Service Learning and Civic Engagement.

Students — Service Learning allows students to explore career paths, gain work experience, strengthen their resume, and build network. It provides exposure to civic-minded personnel, fostering opportunity for mentoring and moral development. Service Learning increases student understanding of multicultural values and diversity, making them valuable assets to the community and to potential employers.

Faculty — Service Learning promotes academic progress by providing students with a more comprehensive understanding of course material. Service Learning allows faculty members to benefit personally by providing a means for establishing relationships with students and for gaining support and awareness outside of the university.

Community — Service Learning provides opportunities for collaboration with gifted young people and expert faculty. By capitalizing on faculty and student energy and enthusiasm, organizations can enhance their services, create new solutions, and expand their reach. As active participants in the educational process, organizations help improve the quality of future leaders – both for themselves and the larger community.

service learning and civic engagement

Division of Professional Practice and Experiential Learning


Cincinnati Freestore foodbank Animal Friends Humane Society

CityLink Big Brother Big Sisters

City Gospel Mission Children Inc

The Cincinnati Zoo The Leukemia and Lymphoma Society

Village Life Outreach Crossroads Hospice

The Mayerson Foundation Make A Wish Foundation

UGIVE Peaslee Neighborhood Center

Agenda 360 Project Connect/Faces Without Places

National Underground Railroad Freedom Center St. Vincent dePaul

Service Learning and Civic Engagement Partners

http://www.uc.edu/propractice/service-learning.html



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U C 2019 A N D S E R V I C E L E A R N I N GBecause of its focus on meaningful student engagement, knowledge building, community service, and leadership development, Service Learning and Civic Engagement is fundamental to supporting the goals of UC 2019, including:

• Transforming lives through deep and meaningful student engagement in curriculum as well as through student service for the betterment of all partners;

• Transforming education through integrated academic experiences emphasizing purposeful student development, rich in contextual learning;

• Transforming knowledge through multidisciplinary collaborative education that leverages UC’s relationships with the business, civic, cultural, educational, health care and professional communities composing the local urban environment.

Percentage Increase 300% over the past 3 years

Courses Offered 182 formal for-credit courses

Departments represented 52

Faculty involved 98

Students participating 5,266

Number of Courses after Semester Conversion 247

Service Learning by the Numbers

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University of CincinnatiDivision of Professional Practice

7th Level Joseph A. Steger Student Life CenterPO Box 210115

Cincinnati, Ohio 45221

Phone 513-556-2667Fax 513-556-5061

www.uc.edu/propractice

http://www.uc.edu

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