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Course Descriptions

WORK 125T

Work Portfolio for Transfer Students (2 credits)

The Work Portfolio for Transfer Students course focuses on read¬ing, journal writing, and reflection activities that relate developing knowledge and skills to their recent employment. Here, students begin to develop knowledge and skills that allow for thoughtful reflection of their experiences on the job and in their community. In this work portfolio, these skills include purposeful remembering and reflection. Students are introduced to journal writing and expe-riential education theories. Organized reflective writing and other learning activities are designed to help students understand their trajectory towards achieving the stated co-op learning outcomes. These assignments foster a deeper awareness of working produc¬tively as a successful employee, and understanding organizational structure while reflecting on the co-op job. In the final paper stu¬dents present an in-depth self-assessment of growth in the integra¬tion of classroom learning and its application to the experience of the workplace, and analysis of further needs for development.

WORK 150

Work Portfolio I (2 credits)

During the first co-op job, the work portfolio focuses on reading, purposeful observation, journal writing, and reflection activities that relate developing knowledge and skills to the job and the com¬munity in which they work and live. Here, students begin to devel¬op knowledge and skills that allow for thoughtful reflection of their experiences on the job and in their community. In the first work portfolio, these skills include purposeful observation and reflec¬tion. Students engage in observational exercises and are introduced to and engage in journal writing. Organized reflective writing and other learning activities are designed to help students achieve their personal learning objectives and the stated co-op learning out¬comes. Of course each student finds additional personal benefits. These assignments foster a deeper awareness working productively as a successful employee, and understanding organizational struc¬ture while reflecting the co-op job. In the final paper students re¬flect on evaluations from the employer, attainment of educational objectives, self-assessment of growth in the integration of classroom learning and its application to the experience of the workplace, and analysis of further needs for development. Following successful completion, each student will earn two credits.

WORK 250

Work Portfolio II (2 credits)

During the second co-op, students will be expected to more fully engage with their employing organization by learning from oth¬ers how to achieve that level of engagement. Organized reflective writing and other learning activities are designed to help students achieve their personal learning objectives and the stated co-op learning outcomes. Of course each student finds additional person¬al benefits. The reflection component of this work portfolio entails students continuing to journal about their progression towards fur¬ther independence and self-management. Such personalized docu¬mentation will allow students to gain insights into the development of their own workplace competencies and into effectively entering, belonging in and operating within the employing organization’s culture. Most of the journal assignments involve students writing about observations of that organizational culture and the associated readings. In the final paper students reflect on evaluations from the employer, attainment of educational objectives, self-assessment of growth in the integration of classroom learning and its application to the experience of the workplace, and analysis of further needs for development. Following successful completion, each student will earn two credits.

WORK 350

Work Portfolio III (2 credits)

Normally during the third co-op students can generate knowledge, activities, and/or services that meet specific needs of the employer. In this stage, students are expected to anticipate what is needed organizationally and contribute to efforts to meet those anticipated needs. Organized reflective writing and other learning activities are designed to help students achieve their personal learning objectives and the stated co-op learning outcomes. Of course each student finds additional personal benefits. Through writing assignments, students will examine the organizational mission and effectiveness in the community. This allows the students to write evaluative and mission focused comments. Other entries will be written respons¬es to prompts; however, in this case, most prompts will be self-directed. In the final paper students reflect on evaluations from the employer, attainment of educational outcomes, self-assessment of growth in the integration of classroom learning and its application to the experience of the workplace, and analysis of further needs for development. Following successful completion, each student will earn two credits.

WORK 425

Work Portfolio IV (2 credits)

The fourth co-op term is a planned and evaluated learning expe¬rience that places the student in an environment where learning is accomplished through conversation and interaction with their co-workers and supervisors who serve as mentors and guides to help the student’s thinking about next steps and entree into post-baccalaureate life. Organized reflective writing and other learning activities are designed to help students achieve their personal learn¬ing objectives and the stated co-op and learning outcomes. In a final paper students will summarize their learning and reflect on evaluations from the employer, attainment of educational outcomes pertinent to their anticipated path following graduation and self-assessment of growth in the integration of classroom learning and its application to the experience of the workplace. Following suc¬cessful completion, each student will earn two credits. Prerequisites: Successful completion of one national co-op and WORK 125 or above and permission of the co-op faculty.

WORK 450

Work Portfolio IV: Cultural Immersion (2 credits)

The cultural immersion or international co-op normally during the fourth co-op term is a planned and evaluated learning experience that places the learner in an environment where learning is accom¬plished through active interaction with the people, use of language, history, and institutions of other cultures. The international co-op expects students to form a clear understanding and appreciation of common characteristics of another culture’s people and social insti¬tutions as well as their complexity and diversity. It allows the stu¬dent to experience the power of culture as a determinant of human actions, beliefs, and interactions with the environment. Through fulfilling this co-op students should develop a sense of cultural hu¬mility and an appreciation of the sources and values of one’s own culture. Students should demonstrate growth in their ability to un¬derstand and acknowledge cultural differences and to conceptually relate one’s own culture to another. If this co-op is also a target language immersion, students should demonstrate greater facility in that language as measured by the associated language capstone. Organized reflective writing and other learning activities are de-signed to help students achieve their personal learning objectives and the stated co-op and learning outcomes. In a final paper that re¬flects on evaluations from the employer, attainment of educational outcomes pertinent to the cross-cultural setting, language learning (if applicable) and self-assessment of growth in the integration of classroom/language learning and its application to the experience of the workplace will summarize their learning. Following successful completion, students will earn two credits. Prerequisites: Successful completion of one national co-op and Work Portfolio, accrual of 60 quarter credits of coursework, and approval of the language faculty if the co-op is in a target language.

WORK 475

Work Portfolio V (2 credits)

The opportunity for the optional fifth co-op and work portfolio is earned by students who meet the requirements. Because this co-op and work portfolio are optional, all organized reflective writing and other learning activities are designed for students to primar¬ily achieve their personal learning objectives and enhance their achievement of the stated co-op learning outcomes. Because each student will be at an advanced level of experience and will have spe¬cific benefits in mind, the topics about which the students write will be equally personalized. Students will self-select readings pertinent to their objectives. They will complete weekly journal writing as¬signments as designed in collaboration with their co-op advisor. In the final paper students will present a cumulative reflection of their most pivotal and substantial co-op inspired educational moments.