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Work Plus Study Equals Co-op
Education Ryan Paley has held jobs testing the volume of high school fire alarms, designing breast pumps and infant cups for Playtex Products Inc., and maintaining plant equipment at power company PSE&G. At the same time, he earned a bachelor's degree in mechanical engineering at Stevens Institute of Technology in Hoboken, N.J. He's not some workaholic prodigy. All students in Stevens' cooperative education program alternate semesters of study with paid work coordinated by the university, during the middle three years of a five-year program. "You're graduating with two years of work experience, which is invaluable in today's job market," said Paley, 22, of Sayreville, N.J. "A lot of my friends are having trouble finding a job or not finding as lucrative an offer. I don't see my co-op friends having that problem." Recent college graduates often complain about the paradox that to get a job, they first must have work experience. Cooperative education, celebrating its 100-year anniversary in 2006, is one way universities combine on-the-job learning with traditional coursework. The 50,000 employers in the United States who hire co-op students run the gamut from large multinational corporations to nonprofit agencies and government offices, according to the Boston-based National Commission for Cooperative Education. Almost 500 colleges across the country offer co-op programs, with up to 300,000 students enrolled, said Peggy Harrier, past president of the Cooperative Education and Internship Association. About 95 percent of co-op students have jobs offers upon graduation, Harrier said. It's more than just another word for internship. In co-op programs, students get substantive work responsibilities, decent pay to defray their tuition costs, a career test-drive, and often, a job offer upon graduation. Training an intern can sometimes take the bulk of a summer, said Donald Iannuzzi, chief mechanical engineer of New York City Transit's capital program management department. With co-op students staying for three or six months, and sometimes returning for a second stint, "you have a really productive employee," Iannuzzi said. "They contribute in tangible ways." Co-ops offer students the chance to build on their previous experience by either returning to the same employer or sampling a variety of work environments, said Sam Sovilla, a professor of professional practice at the University of Cincinnati, which pioneered cooperative education in 1906. "They're continuing experiences," said Sovilla, who directed Cincinnati's co-op program for a quarter-century. "It helps students determine early on whether they're in the right discipline when they see what practitioners are doing." The semesters of coursework teach philosophical underpinnings of real-life problems. "School's a lot of theory and then you go there and learn the reality of things," said Sukesh Shah, a 22-year-old from Jersey City. Sometimes a co-op steers a student away from a field he would've hated professionally. Shah started Stevens as a computer engineering major, but after his first co-op job decided he needed more room for creativity. Through co-ops, he found that electrical engineering included design, development and testing. Mike Gasaway of St. Clairsville, Ohio, wanted to be an architect from the time he was a kid playing with Legos. But co-ops showed him how much architects had to compromise their design ideas to please their clients. Then, in his third co-op rotation through the University of Cincinnati, he was assigned to revise some floor plans using computer-aided design. And he loved it. "I realized, I don't think I'm into this architecture thing. I'm into animation, and making things move," said Gasaway, now a director at DNA Productions, a Dallas-based television and movie production company. Gasaway credits the co-op experience for saving him from a career that would've made him miserable. "It's like a test: Are you sure you want to do this for the rest of your life?" he said. Employers get a trial run as well. They can observe an individual's work ethic, style and personality without committing to a full payroll employee. Companies can try out a new line of business, add staff for a busy season, or free senior employees from some of the more routine professional tasks. Stevens co-op students work on projects that Steven Musto, a project manager at UPS Inc. in New York City, doesn't have time to undertake. They analyze computer support usage and other data to find more efficient and cheaper ways to manage information technology in Musto's region. "They're good, they're quick, they're very educated, they catch on very fast," said Musto, who lives in Parsippany, N.J. "You're getting them at a bargain because they don't have benefits." Co-op programs also help universities by filling classrooms, laboratories and studios during the summer. University of Cincinnati departments where enrollment is limited by desk space, such as design and architecture, can educate twice as many students because co-op is mandatory in those fields, said Cheryl Cates, associate director of professional practice, another term for cooperative education. Kettering University in Flint, Mich., divides the student body in half and the two sections alternate taking classes and working for 700 employers across the country, said Tammy Loud, executive director of cooperative education. Students gain experience with cutting-edge workplace technology that would be too expensive for universities to provide. Co-op programs build relationships between universities and employers, and help educators refine their curriculum, said Jennifer Jones, director of academic career planning and placement at New Jersey City University in Jersey City. Some institutions that tried to institute cooperative education have failed because of resistance from faculty to a nontraditional initiative, or because not enough resources were devoted, Cincinnati's Sovilla said. Moreover, some students avoid co-ops because they don't want to spend five years in undergraduate education. Michigan's Kalamazoo College, like many liberal arts schools, prides itself on graduating students in four years, said Richard Berman, dean of experiential education. Students there pursue internships or short job stints that can be accommodated by the school schedule. The University of Alabama at Birmingham is seeing more growth in traditional internships than in its co-op program because they're less disruptive to the academic calendar, said Judy Traylor, director of career services. Co-op programs tend to work best in fields with a very clear connection to the professional world, such as engineering, architecture and accounting. Still, if a student has a specific career interest, such as journalism, even humanities majors can find co-ops useful, said Joe Stahley, director of cooperative education at Stevens. Oct. 20, 2005
Kristen Drusjack, Coordinator Cook College Cooperative Education Program
I remember the first day I heard about alpacas. I was in my office when an animal science student, Kylie Card (CC’04) walked in, sat down, and when I asked her what she wanted to do after graduation she stated “I was thinking of starting an alpaca farm”. With a puzzled expression I asked her, “What in the world is an alpaca?” She did her best to explain them to me and then I went online and began researching them on my own. My goal was to find work for a future alpaca farmer.
Luckily, I was able to match Kylie up with a position at Fenwick
Manor Farms (www.fmfalpacas.fenwick.net/) in New Lisbon, NJ. A few
months later after her co-op was finished she came back into my office
and said she had bought six alpacas from Fenwick and was starting her
own farm in Maine. I couldn’t believe it had been that easy. As part of
her co-op assignments, Kylie had created a business plan which had
helped in her planning.
This past semester, I worked with an animal science student, Cali
Wieselman, who found a job at Belle Mere Alpaca and Llama Farm in
Princeton, NJ. She was being supervised by one of my former co-op and
animal science students, Maryann Argenti. A few weeks ago, I visited
Belle Mere and as you can see from the pictures I took, I had a
wonderful time. The farm raises llamas as well as alpacas. Llamas are
used by most alpaca farmers to help protect the herd from predators.
Cali discussed alpaca breeding behavior and gave me a tour of the farm.
I learned that the females can be bred yearly and the gestation period
is approximately 11 1/2 months.
It was a fantastic site visit and I learned a lot. Both Cali and Maryann would like to have their own farm one day. What is it with alpacas? It must be their face. How could you not fall in love with them? After my three site visits to the alpaca farms this past year, I can understand why you would want to do this for a living. It is lucky that my backyard is too small or I might have caught the “alpaca addiction”. Cook College Cooperative Education Program The Cook College
Cooperative Education Program and Animal Science Department have been
working together for over 30 years.
For more information about the co-op program, please visit our website at http://cook.rutgers.edu/~coop, or contact Kristen Drusjack at 732-932-3000, ext. 524.
NJCEIA's 2001 recipient of Co-op Student of the Year - Graduate Program, Iman Baladi is currently enrolled in a Ph.D. program at Walden University. She is concentrating her studies in Information Systems Management. Iman was nominated by her employer at Sandvik three years ago and continues to work for the company. She says, " I've changed many positions and many projects at Sandvik. Sandvik is a great employer with many opportunities to offer." She expresses her appreciation for her Co-op position with the company, as it has turned into a great first job out of graduate school. Since receiving her MBA at Ramapo College in 2001, Iman has received two certifications: one as a Microsoft Certified Professional and another as a Microsoft Certified Application Developer.
Getting Into the Entertainment Industry Increasing numbers of the “MTV Generation” want to work in the entertainment industry. Since MTV’s inception in the early eighties, young people have been exposed to careers once never imagined. More students are interested in becoming musicians, directors, producers, videographers, veejays, and animators. In large part, this is due to the glamour and wealth projected by those seen and heard on television and on the big screen. But how does one enter the entertainment industry? Exposure seems to be the answer. The best way to get into the entertainment industry is to first understand how it operates. Students can begin by taking related classes and doing a little research on the internet. Next, students should join clubs or organizations on campus related to their interests. Often employers will say to me that if a student expresses a passion for television, the first place they look is on the student’s resume to see if he or she is involved with the campus television station. If not, it must not be a burning passion. Students can also join professional organizations as student members, and usually at student rates. Professional organizations provide great foray for networking and also expose students to industry related terminology and news. The next step is securing one or more internships in the field. Recruiters will look for classes that a student has taken in the field, membership or leadership in campus clubs and organizations, computer skills and prior internship experience. Resumes should also be created in a traditional format. Creative resumes, particularly those with headshots attached are often quickly discarded. In addition, cover letters are a must. In the first paragraph of a typical cover letter, students must indicate their areas of interest, the semester in which they wish to intern, and their schedules of availability. This letter helps the recruiter match a student to the appropriate department and also showcases the student’s writing skills. Recruiters want vivacious students who are hungry for the experience and are motivated to learn. Some students do not take entertainment industry internships seriously, because they are most often unpaid. They feel as if they can arrive late and refuse undesirable tasks. Marco Baria of Sony Music Entertainment says that “the best interns are those that arrive on time and perform each task with enthusiasm.” He also notes that “students who tend to get the most from an internship are those not afraid to show initiative.” And although the music industry is known to permit casual dress codes, students should dress professionally for interviews. It is usually better to over-dress than under-dress for an interview, even for an unpaid position. The rules are simple: do your homework, be involved, network, gain experience wherever you can and do not expect to earn a high salary right out of college. It is easier to move up from within the company than to get your foot in the door.
Maintaining the College
Relationship Through All Economic Climates According to a recent report from the National Association of Colleges and Employers (NACE), the downward college hiring spiral may have finally reached bottom. "Employers told NACE that, overall, they'd be hiring about the same number of new graduates as they did last year when college hiring slid 36.4 % from the previous year." The two-year time period 2001-2003 marked the weakest job market for recent college graduates and students since 1992. Fewer job postings, leaner on-campus recruitment schedules and lower job-fair participation by employers were among the more visible signs of a down job-market economy. Managers experiencing a business downturn have been questioning the value of continuing their companies' relationships and presence on college campuses. One is Sharon Smith, Internship Program Manager and Manager of Diversity Recruiting Programs at Agilent Technologies, the Palo Alto, California based communications company. "Like many large companies," states Smith, "we continuously assess the value of our programs and relationships and consider the effect of how campuses and students view companies who downscale or eliminate their presence for a year or more. Each year, we evaluate the success of campus recruiting against both short term and long term objectives. During this business downturn, our current hiring needs and FY'04 forecasts have caused us to scale back our recruiting in the US. As a result, Agilent has reduced the number of schools at which we will recruit this year. We do understand that there are long term risks inherent in decisions like these; however, we are committed to campus recruiting, and in staying connected, even if only virtually (in the case of some universities), to schools that are important to Agilent's long term success." According to Eletta Kershaw, an IBM University Recruiting and Relations Manager, "Our IBM team of recruiters is committed to building and maintaining long-term relationships with career offices, faculty and students from our top schools. During the quieter recruiting times, we are fortunate to maintain a college hiring program that allows us to seek top technical students. Since it is our desire to remain a responsible corporate partner, we supplement our interviews by providing services to the students and partnering with the administration and faculty through joint activities." James Burke, former Manager of Technical Recruiting and University Relations for Rohm and Haas, indicated in an article appearing in the Winter 2002 Journal of Career Planning & Employment (Vol. 62, Number 2) that he found himself in a similar position in the early 1990s. He had originally planned to recruit 15 to 20 graduating doctoral students, but was suddenly forced to abandon the entire recruiting season when "business reality set in" and left him only one viable job opening. "It was totally a no-win situation," he says. Burke recalls that he immediately contacted the schools at which he recruited to deliver the bad news, but he also assured them that he had every intention of maintaining college relations. Rohm and Haas's recruiters visited campus that year. They did not interview students, but helped schools by providing funds for projects, sponsoring student lectures, and providing job-search advice to prospective graduates. In the process, Burke says, the company planted the seeds of goodwill among faculty and career services and presented itself as a partner in facilitating students' career success. In the spirit of that partnership, the schools remembered Rohm and Haas's courage and honesty during the bad times by providing the company with access to the best and brightest during the good times that followed. Michael Bober of ExxonMobil is a frequent recruiter of chemical engineering graduates and cooperative education students from NJIT. Bober, who also chairs the university's pre-college program's advisory board, is a prime example of how companies can sustain an on-going relationship with universities. "At ExxonMobil," stated Bober, "we understand the larger, broader role that corporations play in aiding higher education initiatives. We consider ourselves a partner in the enrollment and development of future engineers and scientists." Bober, who is a graduate of NJIT, maintains several on-going relationships with academic and administrative staff. Bober is concerned that strategic management decisions to streamline the number of on-going college relationships may leave a number of high quality universities on the sidelines. "It's become increasingly more difficult for corporations to justify a return on their university investment dollars, especially during a time when their hiring needs have leveled-off or declined. I regularly remind our Corporate College Relations group about how successful ExxonMobil has been in recruiting graduates from NJIT." According to Ann Helmers, Director, Career Planning and Placement, College of Engineering, University of Miami, "We have certainly seen a drop in technology firms' ability to hire as many students. However, our best partner companies have tried hard to keep the relationship alive. Sponsoring student competitions, speaking or providing support for student organizations, tours of facilities if appropriate, and in some cases donating funds directly to organizations are among the more positive actions taken by companies to maintain their college contact relationships. "I also think," said Helmers, "successful companies weather slow times by staying sensitive to keeping diversity and mentoring as part of their relationship. Women engineers reaching out to SWE chapters, Hispanic engineers working with SHPE, etc. keep the focus on what the future can and will bring for students during the university years." "I once heard it said," stated Sue Keever, owner of The Keever Group, a human resources consulting firm specializing in developing recruiting strategies and university relations programs, "create an image for your company or your competitors will do it for you (Winter 1998 Journal of Career Planning & Employment, Vol. 58, Number 2). If that's not an incentive to manage your company's perception on campus, I don't know what is. Building your image, however, isn't about your brochure, your company logo, or your web site. Those are only supporting players. Image on campus comes down to the people, the processes, and the partnerships you employ to recruit students. According to Mary E. Scott, founder and president of Scott Resource Group, in an article appearing in the Fall 1998 Journal of Career Planning & Employment (Vol. 59, Number 1), "Those firms that were most successful were those that had maintained a consistent, highly visible presence on campus, and had continued to hire students, albeit often in smaller numbers than is currently the case. Not only did this sustained approach establish their image on campus among current students, but it provided them with a cadre of credible sources - some recent hires, some older alumni since promoted to mid-level positions - who gave evidence of the companies' understanding the value of, and strong commitment to, ongoing campus-based staff quality and development initiatives." Whether it's helping to align educational programs with future hiring needs or maintaining brand recognition through sustained exposure to the campus community, the consensus among employers and career centers alike is that maintaining the campus relationship makes strong business sense. Not too long ago, companies in all sectors of the job market were competing for the top new talent. As we look to the future with the expectation of more prosperous times and abundant hiring needs, one observation seems obvious. It is those organizations that maintain cooperative interaction with universities that will hold a significant competitive advantage when the economy recovers. The following list contains ten suggestions for organizations seeking to maintain positive university relationships during lower recruitment periods. Ten Tips for Staying Connected
Japanese Delegates Visit
CCM to Learn About Career Services Japanese delegates from the National Federation of University Co-operative Associations will be visiting County College of Morris on September 18 as part of an education-related tour to learn about career services offered at American colleges. The visit was coordinated by the American Learning Interface Service, an educational consulting organization in Tokyo, whose purpose is to introduce good educational systems abroad to Japanese educators. In the United States almost all colleges offer services to help college students make informed career decisions, develop job search strategies, and secure employment, however, that is not the case in Japan. There, all non-academic services are provided through a nationwide circle of university co-op businesses. These university co-ops are run with capital contributed by undergraduates, grad students, and faculty members studying and working at Japanese universities. Presently Japanese university co-op businesses offer services such as bookstores and food services but they do not have any career services for their students. County College of Morris, along with Princeton University and Lehigh University, was selected by the Association as a tour location because of its reputation as an institution that offers strong comprehensive career support systems for students and alumni. CCM’s Office of Career Services and Cooperative Education will host the delegates providing an overview of the types of career services traditionally offered at an American community college. Specifically, the group has requested information on the college’s cooperative education and internship program, on-line career services, administration of interest inventories, and available materials regarding resume preparation, interview techniques, and job search strategies. They will also attend a job fair being held on campus that day, thereby affording them opportunities to interact with employer representatives from more than 40 area businesses. The ultimate goal of the association, which has been in existence since 1947, is to build vibrant university communities throughout Japan to improve students' lives and culture. Upon returning to Japan, the visiting delegates plan on offering new career-related services at the 220 colleges that are currently members of the National Federation of University Co-operative Associations.
President's Message The holidays are a time for gift-giving, and the members of NJCEIA received a wonderful gift in the form of Paul Wichansky of Cook College. Paul was the keynote speaker at our annual holiday meeting, held at Rutgers, Cook College. His comments were motivational, inspirational, and humorous . . . just the gift we all need, any time of the year! His riveting presentation, which included personal anecdotes and videotape, rounded out a day of good food, good friends, and, thankfully, good weather, following an unexpected snow event which ended early enough to allow our members to attend this wonderful meeting. This annual holiday meeting also affords the NJCEIA members to do some gift-giving of our own. This year's toy donation went to DYFS in Newark, where Muriel Brantley, Administrator, Essex County Operations, and Willye Calhoun, Executive Assistant, Metropolitan Region received our donation with appreciation. Thank you to all who participated in this event, and to Elaine Russo and Carol Rutgers for organizing this inspiring day. Best wishes to all for a happy, healthy and productive new year! Peggy Cohen and Reesa Greenwald If you would like to learn more about Paul Wichansky, it can be found on his motivational speaker’s website at http://www.eden.rutgers.edu/~pstuart/
HOW TO FIND THE CAREER THAT SPEAKS TO YOUR INNER VOICE Peggy Cohen, Co-President With all the things needing attention on a daily basis (classes, exams, family obligations, part-time jobs to earn money for school, etc.) it may be difficult for students to hear their “inner voice” when it’s time to decide on a major or choose a career. Here are some ideas we can direct students to consider when deciding on a major, a co-op placement, or that first job! Career coach Richard Leider in “Whistle While You Work: Heeding Your Life’s Calling” (Berrett-Koehler, 2001) writes that people are “unfortunately deaf to the passionate spirit that speaks within them.” You may need to take a moment to look at who you are and what energizes you to find clues that will direct you to the choice of a major or a career. Some questions Anjula Razdan, (Utne Reader, Nov-Dec 2002) suggests considering in this process are: 1. What (or who) makes you envious. Though envy is not generally a quality you want, it can suggest the kind of work life that might interest you most. Maybe you envy the fact that teachers have the summers off, or that people working in media or advertising might meet celebrities. These feelings may give you a clue as to where your heart lies in the world of work. 2. Where do you want to be, right now? Just as in real estate, the mantra “location, location, location” may give you career direction. Perhaps you are energized by big cities, or might find comfort in a small town; maybe you are a sun worshipper, or are energized by the cold and snow. Your calling might just be tied to geographic location, and needs to be considered. 3. What feels natural? Knowing what feels best to you and your natural body rhythms might dictate what you do, and where you do it. If you move slowly and deliberately on your time off (from school or work) you might thrive best as an artisan or researcher, fields that require deep focus and accuracy. However, if you compulsively zip from activity to activity, perhaps a career in sales, politics, or media would be suggested, since they all require frenetic energy and ability to multitask. 4. Do you want a good job or a good life? Sometimes “true work” is often different from “what pays the bills.” Perhaps your passions will be pursued outside of your job. Foreign policy expert Noam Chomsky teaches linguistics; poet Wallace Stevens was an insurance agent. Perhaps you will need to volunteer after work to fulfill your “true passion,” while your daytime job pays the bills. 5. Are you being fair to yourself? While looking at the whole idea of callings, you need to be fair to yourself about who you already are. To follow your calling might be a luxury that you ultimately can’t afford because of family duties, community obligations, or finances – but that’s okay, too. Doing one’s duty is a calling as noble as any other. Just hear your inner voice, even if only to know yourself better. By helping students consider these questions we can help strengthen their understanding of what they really want when they come to us for advice and direction regarding co-op placement, career exploration or job search. And in this challenging job market, every edge helps!
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Benefits
Directory
Working
with animal science students through the Cook College Cooperative
Education Program has afforded me the opportunity to visit many
wonderful places throughout New Jersey. I have visited veterinary
hospitals, wildlife rehabilitation centers, horse farms, zoos,
pharmaceutical companies, dog training facilities and many others. Three
of the more interesting site visits I have been on this past year took
place at alpaca farms. I’m sure many of you might be wondering “what is
an alpaca?” 
I found out that alpacas are related to camels and llamas but much
smaller. They come from South America. They are mostly used as pack
animals, for their fiber and breeding. Alpaca fiber is soft, durable,
and lightweight. There are two different fleece types: huacayas and
suris. Huacayas have fluffy fiber while suris look like they have
dreadlocks. Alpacas are relatively low maintenance to care for and are
generally hardy animals. They usually live between 15 to 25 years.
Alpacas weigh anywhere from 100 to 200 pounds and are about 3 feet high
at their withers. They can be halter trained and shown, but are quite
shy and reserved (For more information visit www.alpacainfo.com/). 
She
had found her true calling and I was fortunate to be a part of it. I
actually had a chance to visit her farm this past summer and was amazed
at how far she had come in such a short period of time. She had new
additions to her alpaca family; two male crias (baby alpacas). Although
it will take a few years for her business to become profitable, Kylie
was well on her way to making her dream of owning an alpaca farm into a
reality. 
Alpacas
born with solid colors are preferable as fiber producers and they come
in around 20 basic colors. She explained and then showed me how to
determine if a female is pregnant. A female will spit on a male that
tries to mate with them. I witnessed one poor male get spit on at least
30 times when introduced to a herd of pregnant females. He was
definitely determined. 
The
co-op program’s mission is to assist students with obtaining jobs
related to their career goals. In 2004, there were 48 animal science
students employed at 38 different co-op education employer sites. As a
co-op coordinator, I assist students with all aspects of the job search
process: developing resumes, interviewing skills, career exploration and
self confidence building.