edited by GEOFFREY CIAVIES ALAN L. MCCLELLAND
cooperative education A Successful MS Industrial Co-op Program with a Parallel Format Wilmer K. Ffe Indiana University-Purdue University at Indianapolis, Indianapolis, IN 46223 The merit of educational programs that include careerrelated work experiences along with academic study has long been recognized by chemical educators and employers of chemists. Apparently, the idea of "co-op" education in chemistry germinated a t the University of Glasgow in 1840, then developed very slowly until the 1950's when several universities in Canada, the United Kingdom, and theunited States instituted significant co-op programs for undergraduates (13).The spread of this type of program to graduate education has been much slower but has led to establishment of a few notable programs, e.g., theDoctoral Internship Program at Northeastern University, the Co-op Ph.D. Program a t the Guelph-Waterloo Graduate Center, and a cluster of co-op MS programs in the United States (2-8). Despite continuing doubts by many in the chemjcal community concerning the value of an MS in chemistry, discussions a t conferences of industry representatives and educators have often concluded that MS chemists with work experience rank among the most valuable professionals in the chemical industry.' Furthermore, conferees have predicted that MS graduates with industrial experience would be among the most marketable of new chemistry graduates, perhaps rivaling chemical engineers with an MS degree as entry-level professionals. I t was in this climate that the MS Industrial Co-op Program in Chemistry was initiated a t Indiana University-Purdue University a t Indianapolis (IUPUI) in 1980. The IUPUI Droeram contains two i m ~ o r t a n t distinctive features: a parailelwork-study format and integration of a conventional MS academic component of course work and research with the parallel work experience. A brief descri~tionof the nroeram. some characteristics of the students;and responses from faculty, current students, graduates, and representatives of participating industries to questions about strengths and weaknesses of the program are given below. Program Descriptlon Since graduate programs in chemistry a t IUPUI are formally programs of Purdue University, West Lafayette, students are admitted to Purdue Graduate School. Academic requirements for degrees in Indianapolis are essentially identical to those a t West Lafavette. Each student must complete a minimum of 20 credit'houri of approved courses and 10 credit hours of thesis research with nn overall grade Presented in part at the 194th ACS National Meeting, August 30September 4, 1987, in New Orleans, LA. A recent example was the conference on "The Future of MS Degree Programs in Chemistry" held at Eastern Michigan University, Ypsilanti, MI, October, 1979, and reported by W. Worthy in Chem. Eng. News 1979, (Nov. 12),33-34.
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Journal of Chemical Education
noint averaee of 3.014.0. Incomine students take exams in ;our major areas (analytical, inorganic, organic, physical) to demonstrate undereraduate level ~roficiencv.In the case of failure, students must complete ;designated course in the area failed. These courses mav or mav not count toward graduation requirements. The MS Industrial Co-ODProgram reauires 24 months of full-time study and includes a p&allel work experience of 20 hours per week during the final 20 months of the program. The first semester focuses on academic study with attention also directed to selections of a research problem as well as the coooeratine industrv which will orovide the work e x ~ e r i ence. 'fhe selections of'the thesis research problem a n i the work experience are matching procedures in which joint student-faculty and student-industry preferences dictate final matches. Student stipends and fees for the entire 24 month period are funded jointly by the university and participating industries. Characteristics of Students The department has admitted 27 students (10 from Indiana colleges and universities) since the program began in 1980. Widespread interest in the program is demonstrated by the variety of undergraduate institutions represented: our students have graduated from 21 different colleges or universities in 13 different states with no more than three graduates from any one institution. The program has attracted strong students with the range in undergraduate grade point average of 2.814.0 to 3.914.0 (average 3.314.0). The data on MS graduates illustrated in Table 1 provides some indication uf impact of the MS Industrial Co-op Program on graduate education in the department. During the first 10 years for which the MS program was offered by the department 42 degrees were awarded, and only two of these students engaged in thesis research. Furthermore, all students pursued advanced study on a parttime basis. Since 1980 the number of full-time students and the numbers of thesis degrees and co-op graduates have increased dramatically. The past academic year, 1986-1987, has been the most productive by far. Increased enrollments in graduate courses along with increases in outside research Table 1. MS Graduates Full-Time
Total MS
Student
Degrees
Thesis Degrees
Co-op Graduates
funding and numbers of studentlfaculty publications provide strona evidence for the increasinn- -mowth and productivity of the program. Placement ot Students
The graduates of the MS Industrial Co-op Program have been highly successful in finding appropriate subsequent positions. The placement record for graduates is summarized in Table 2. A high percentage of students admitted to the program have either completed degree requirements or are successfully progressing toward graduation (89%).Predictably, a career in the chemical industry has attracted the ~ r e a t e snumber t of eraduates (57%). . .. with nearlv. eaual . numbers obtaining positions in a new company and their co-op company. A significant number of graduates (29%)has elected to pursue additional education by enrolling in one of several strong PhD programs throughout the United States.
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Response to Program
Information regarding the MS Industrial Co-op Program was solicited recently from all persons directly associated Table 2.
Career Choice of Graduates
Industry-Cwp Company Industr-New Company Gav, or Clinical Lab PhD Program Withdrew for Personal Reasons Currently in Program
Table 3.
with the program-graduates and current students, departmental faculty, and representatives of participating industries. Questionnaires that prompted respons& with regard to reasons for participation and impact of program (i.e., educational content and quality, professional relevance, specific strengths, and weaknesses or problems) were used to obtain the information. The percentages of students, faculty, and industry representatives who returned comnleted auestionnaires were aoproximately 40%, 60%, and 86%, respectively. The summ& ies of responses from the three groups are listed in Tables 3, 4, and 5. Perhaps the most notahle feature of the responses is the surprising level of agreement among respondents with regard to key aspects of program impact as well as their characterization of specific strengths and weaknesses. All participants perceive the program as beneficial and enhancing to their needs and goals. Students acknowledge the qualitv and relevance of their co-on . exnerience. Facultv ooint to the growth of departmental teaching and research&ograms since the inceotion of the MS Industrial Co-On Proaram. And participating industries identify important benefits that helo them satisfv basic reouirements in R&D. several categories70f responses listed in Tables 3-5 deserve special attention. An area of broad agreement among nearly all respondents is the particular burden that simultaneous work and study place on students. Students must he exceptionally well organized and disciplined to manage this "two-dimensional" experience successfully. Some industrial in this area a representatives consider student key factor in identifying the most promising candidates for lone-term emolovment.Facultv are now aware of the vroblem and are looking for more effective ways to guide and support students. A second potential problem area is the nature and quality of the work experience. Respondents
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6 2 6 3
6
Students' and Graduates' Response to Program
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Selected program because it provides both advanced education and experlence in the chemlcal industry. Background brought to flrst professional position was considered by most to be superior to that of nan-ul-op peen. Strengths of program:
Responses lrom Representatives ol Participating Industries
Reasons for participation:
provides excellent work experience expands exposure to people and chemistry-related projects enhances background in chemistry and leads to an advanced degree parallel program adds relevancy to course wwk Weaknesses of program: some work experiences carried link responsibility and presented limited learning oppartunity parallel program required considerable tim%management skills a sense of continuity is difficult to maintain in two places simultaneously
Table 4.
Table 5.
Faculty Response to Program
lmpwtant contributor to development of departmental graduate program and faculty research. Significant factor In recruiment of high-quality students. Effective preparation for careen In chemistry. The combinationof an academic component of traditional MS coursework and research with work experience provides an excellent background for a broad range of career opportunities. The parallel nature of the program insures Continuous interaction among students, faculty, and industrial chemists.
Problems: Some participating Industries have been reluctant to make a long-term commitment to program. Need a greater number of outstanding students. Need to improve guldance and support of students that they may better manage the demands and distractions of parallel program. The parallel format restricts participating Industries gaographlcally to the Indianapolis area.
access to high-quslity, lowcost professional employees excellent evaluation of potential long-term employees provides meaningful ties between academic and indushlal chemists a means of supporting higher education locally a developing industry can establish its credibility as an employer of chemists Effectivene~sof c0-q students as empl~yee~: students are highly motivated and productive students can best handle long-term projects of low priority productivity varies in response to demands (exams, thesis) at university Some students manage the distractions and conflicting priorities of two slmuitsneaus professional experiences better than others m ~ students p are at least Comparableto and often better Man conventionally trained employees as full-time employees, they adapt and become productive more quickly
Advantages of co-op participation: students get an excellent preview of an Industrialcareer the work experience makes the graduate more competitive an the job market a cost sffe~tlveapproach to RbD for Industry students bring new ideas and technologies to industry
students broaden their background and experience Disadvantagesof c w p participation short-tmhigh-priority projects are not appropriate for c w p students industry must invest considerable resources in training program parallel program divides student's time, interest, and effon the risk that effective, desirable employees wiil not complete program due to academic failure or wiil move to another company alter completion of program
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Number 6
June 1988
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from "high tech" industries clearly advise that it is difficult for co-on students to succeed on short-term, high-priority - projects. The time-energy-experience demands of such projects can supersede the capabilities of all hut the best students. Students, on the other hand, become disenchanted with unchalleneine, Thus, successful -. unexciting - -~roiects. projects require careful planning by industrial supervisors. The two distinctive qualities of the program, i.e., its parallel format and the conjoining of traditional academic components with a chemistry-related work experience, are responsible for several noteworthy faculty responses, Table 4. The parallel format requires that participating industries he located near the university, which restricts the scope and outreach of the uroeram. However, this limitation may well he more than compensated by the quality and extent of interactions between IUPUI faculty and chemists a t the participating industries. The blending of experience in industrial R&D with traditional MS study appears to provide students with a hroadly applicat)le knowledge and experience base. It is not surprising that a high percentage of graduates have accepted-employment in-the chemical industry, since they identified industrial R&D as a likely career choice prior to enrollment in the nroeram. The level of interest in additional advanced study among graduates has served to reinforce faculty confidence in the general educational value of the MS Industrial Co-op Program. The success of graduates enrolled in aualitv has confirmed its edu. - doctoral .programs cational benefits. Finallv, the MS Industrial Co-op Program requires the participation of local industries that arewilling to make a long-term commitment of resources to graduate education. I'ruspecrs for short-term payoffs from participation in the program often appear unattractive to industrial managers. Industrial nartiriuanffi must nrovide funds for student stipends as well as the requisite resources for student work experiences. Thus, program participation can be easily viewed as a heavy investment with little or no return on that investment. Companies with long and continuing involvement in co-operative education, however, are unanimous in A
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their conviction that the long-term henefits far exceed participation costs. They identify these benefits as (1) effective access to superior candidates fur their technical staff, (2) maintenance of mutually rewarding ties between academic and industrial communities.. and.. for smaller industries. 13) access to well-qualified professional employees. Conclusions The MS Industrial Co-op Program a t IUPUI is perceived by all participants-students, faculty, and industry-as an extremely effective educational program for entry-level professional chemists. Furthermore, i t encourages a significant number of graduates to pursue additional study a t the doctoral level. The program has also enhanced the quality and productivity of teaching and research in the chemistry department. The parallel nature of the program with simultaneous academic and work-related activities places special demands on time-management and intellectual skills of students. Acknowledgment I hereby acknowledge the efforts of several colleagues in B. Lipkowitz, M. J. O'Donnell, and espethe department (K. cially P. W. Rabideau) more responsible than I for implementation and operation of the MS Industrial Co-op Program. All departmental faculty thank the pioneering students whose participation and subsequent professional activity have provided tangible evidence for the educational merit of the program. All of us thank the participating industries for providing the essential career-related work experience and financial support. LReraturs Cited 1. Davi.8 L. J. Chem. Educ. 1983.60,580-583. 2. Daviea. 0.J. Chom. Educ. 1979.56.604-509. 3. Dsvies, G.; MeCbbnd, A. L. J. Chrm. Edur, 1980.57.297-298. 4. Rabideau, P. J. Cham. Edue. 1980,57.441. 5. Somera, N. J. Chem. Educ. 1982.59.233-236. 6. Mattson,G.;Gupton.J.J. Chem Educ. 1983.60.124-125. 7. Grimley.E.:Comh,L.L.;Pittman.C.U..Jr. J . Chrm.Edue. 1986,63,235-236.
8. Lichtin, J.L.:Radd,B. L.J.Chorn.Edue. 1987.64.619420.
Workshops on IBM-PC Interfacing for Scientific Instrument Automation Two workshops on IBM Personal Computer Interfacing for Scientific Instrument Automation will he held under the sponsorship of VirginiaTech and the direction of David Larren and Paul E. Field. The frrst workrhop will be July 11-16 in Charlotte, North Carolina, and the second. August 11-13 in Washington. DC. These art hands-on workshupr with each participant wiring and testing interfaces on the IBM-PC and other personal computers. The cost of each three-day workshop is $495. For more information,contact Linda Leffel, C.E.C., Virginia Tech, Blacksburg, VA 24061.
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Journal of Chemical Education
