University of Cincinnati International Coop Program ICP Chris

University of Cincinnati International Co-op Program (ICP) Chris Cooper Assistant Professor Division of Experience-Based Learning and Career Education

History • Herman Schneider (College of Engineering Dean) invented co-op in 1906. • First class -- 28 Engineering students. • UC now has 5, 500 co-op placements annually and 1500 employers. • International option created in 1991. • German, Japanese or Spanish language/ culture preparation. • Eight-month co-op work experience abroad.

Division of Experience-Based Learning and Career Education • Centralized academic unit manages the Co-op Program • 55 faculty and staff • 40+ majors • Four co-op colleges: 1) Engineering and Applied Science, 2) Design, Architecture, Art and Planning, 3) Education, 4) Arts & Sciences • Co-ops across the USA and 20 countries

Co-op Program Structure • Transfer learning between classroom and the workplace • Five years to graduate with 20 months co-op experience • Year-round participation • Co-op + rigid engineering structure = minimal flexibility • Needed to consider structure when creating international option

ICP Course Structure /Requirements • Orientation to International Co-op • Choice of one ICP elective • Language/culture course series • Six-week summer intensive • Three credit hours fall semester • Two week intensive in-country course • Mandatory weekly blog postings overseas • Reflection meeting on return • Promotion of experience to others

UC Structure of ICP Intro to Co-op Orientation to International Co-op Class Intensive Language International Co-op ICP Schedule 1 F 2 3 4/5 SP US F Freshmen Sophomore Pre-Junior S Senior

Students Go Abroad With • Over 250 hours of language/culture instruction • One year of discipline-related work experience • Understanding of new culture • Ability to appreciate cultural differences • Results in success living and working abroad

Other International Initiatives • Experience Internship Programs • Two-week study tour to Japan, Europe and Ireland • UC-CQU Joint Co-op Institute • Focus on international program development

Creating Realistic Expectations for Students

Reduce Barriers to Participation • • • Transparent application process Frequent information sessions Early touch points for long-term programs Assignments and student deliverables Payment schedule and dropout date

Outline Total Program Cost • Program Costs vs. Hidden Costs • Airfare • Meals • Tuition • Housing • Available grant funding and scholarships • Variation of program cost

Address Behavior Expectations • Pre-departure meetings & syllabus • Country specific laws • University Code of Ethics • Late contingency plan • Required attendance • Free time • Follow the leader, as a general best practice

Use Language and Cultural Prep to Set Expectations • • Second language vs. English Work responsibilities and challenges Dealing with culture shock and homesickness Meeting people and getting involved

Highlight Differences Between Domestic and International Positions • Student/position fit • Salary expectations • Housing and transport

Short-Term International Programs

Why Create a Short-Term Program? • • Cultural introduction Conversion to longer-term program International context for an engineering topic Aligns with course learning outcomes

Location, Location • • Expertise or existing partnerships Student demand Safety and current events Funding availability Nicholas Raymond

Self-Organized vs. Third Party Self-Organized • • Typically less expensive Complete control over itinerary Teaching and logistics Support varies by institution Third Party • • Typically more expensive Flexible control over itinerary More teaching, less logistics On-the-ground support

Discovery • • Partnership development Site visits Transportation evaluation Other course pre-work

Advertisement and Marketing • Targeted major/course or broad audience • Student organizations • Student ambassadors • International office • Include popular destinations Edward Kim