Work‐Term Effectiveness in Co‐Operative Civil Engineering Education

Abstract

Work‐terms implicit in co‐operative engineering programs lengthen the academic program but are shown to have a noticeable, positive effect on professional development. The work‐terms are shown to help the students understand the theories presented in academic work‐terms, and to provide them with a clear and improved picture of civil engineering concepts. A correlation of 0.55 is apparent between the students' academic marks and work‐term ratings by the employers which indicates a student who performs well at work also does well academically.