The goal of the Technology Leadership & Innovation Cooperative Education Program at Purdue University is to allow the student to participate in a broad spectrum of manufacturing, with the assistance of an industrial enterprise. To achieve this goal, programs devoted to practical industrial situations and disciplines are exposed to the technologist from both an industrial and an academic view. A further academic requirement for the student is to have a general education background in humanities, and in social and behavioral sciences.
Overview of the Cooperative Education Program
The Cooperative Education Program (a voluntary program) is a five-year plan of
education in which the student alternates periods of attendance at the University with periods
of employment in industry. The employment is an essential element in the educational
process and is related to the student’s field of study.
The purpose of the program is to provide industry with well-educated, motivated
people to operate and manage their facilities.
To be eligible for this program, students must demonstrate by their academic performance during the freshman year in residence that they are likely to complete the degree program satisfactorily. A 3.00 graduation index at the completion of the freshman year in the Industrial Technology curriculum is a requirement. It is agreed, however, that the students are not obligated to join the company upon graduation; and the company is not obligated to hire
In order to continue in the program, the student is expected to:
1. Maintain a satisfactory academic and disciplinary record while in the University,
2. Have a satisfactory work performance record while employed, and.
3. Abide by all of the employer’s rules and regulations.
If the student fails to maintain satisfactory required records with the University and/or the employer, he or she may be dropped from the co-op program.
After each work session, the student is required to submit a typed report of his/her work experience and contributions made during that session. Upon approval of the report, the student will receive credit toward a co-op program certificate.
A student will normally enter the co-op program at the end of the freshman year and then alternate work and study periods for the remainder of his/her academic study. However, other schedules could be planned.
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It is wise to enter the program with a long-term point of view. Assuming that the student’s work is satisfactory, the employer is asked to follow through with the co-op program for those students selected.
- The work experience should be of an appropriate level and difficulty in order to supplement, enhance, and utilize the co-op student’s background and thus further his/her educational development.
- Provide diversified assignments to give the student a variety of experiences.
- Provide work of increasing difficulty and responsibility commensurate with the student’s
abilities as he/she progresses through the program.
- Submit an outline for all work sessions, which the student will follow for the employer.
- Assure the student is under the supervision of a training director.
- Counsel with and complete a rating form for each student after each period of co-op
- Permit the departmental co-op coordinator to visit the employer and the students
periodically to review the student’s progress.
- Pay the student a reasonable wage commensurate with his/her ability, experience, and the job he/she is doing.
There are many important benefits to be gained from participation in the Cooperative
Education Program. One important benefit is the opportunity to learn about the real world of
manufacturing while earning a good salary. The potential for enhanced maturity and
professional competency upon graduation is an assurance that job placement will be at a greater advantage to those in the program.
The following industries have utilized our industrial technologists, both in the Cooperative Education Program and the Internship Program.
- Chrysler Kokomo Facility
- Dalton Foundry Group
- Detroit Diesel
- Eaton Corporation
- General Electric
- Lau Industries
- Krebsoge Powered Metal Company
- Magnetec Electrical Company
- Silgan Contrainers Manufacturing Corporation
- Steelcase Manufacturing Company
- Subaru Isuzu Automotive
Examples of Assignments and Projects
Industrial Technology Cooperative Education students spend their time in industry
learning and creating by using their academic knowledge in the industrial setting. These
students are “hands on” application oriented individuals, necessary on the factory floor to
maintain manufacturing efficiency.
The following are examples of assignments and projects our students were involved
with during their recent industrial work session.
- Suggested and implemented process changes to make a process more efficient.
- Established quality control parameters and procedures in an electrical component
- Secured quotations for various equipment purchases and followed up with
- Established environmental programs for a heavy metal industry.
- Established a preventative maintenance program for a manufacturing system.
- Worked as a maintenance foreman overseeing production equipment.
- Updated ventilation drawings for an environmental consulting firm.
- Set up inspection stations to use the data logging system called Powerway.
- Wrote reference manual and documented all gauges in the manufacturing system.
- Employed as a sales engineer, which included technical support quotations, order,
If you would like to find out more about our programs, please click on the link below, and someone will contact you. Alternatively, you can contact Ms. Betty Cottrell - her contact information is listed above.
For a detailed pdf guide, please click here.