Charting new frontiers: A conceptual framework for online students in Drexel University's Master of Science in Higher Education graduate co-op

Unless campus leaders do more to identify and nurture new talent, higher education will face a leadership crisis in the coming decades. (Selingo, 2006, ¶1)

Higher education offers extensive employment opportunities for individuals seeking careers in the United States (U.S.). According to the US Bureau of Labor Statistics, there are an estimated 6,000 jobs in higher education administration that will need to be filled through 2014 as a result of growth and retirement within higher education (Leubsdorf, 2006). Alice Miller, a consultant with the executive-search firm Witt/Kieffer "predicts there will be at least a 50-percent turnover among senior administrators (higher education) in the next five to 10 years" (Leubsdorf, 2006, A51). Furthermore, a national study of 415 community college presidents released in 2008 found that 79% of current community college presidents will retire by 2012 and 84% will retire by 2016 (Fain, 2008; Iowa State University, 2008). While there is an impending need to identify administrators to fill these looming vacancies, there is a shortage of qualified replacements (Fain, 2008; Leubsdorf, 2006; Selingo, 2006).

To proactively address this national need for qualified higher education administrators, Drexel University's Master of Science in Higher Education (MSHE) Program was launched in fall 2005 as a fully online degree program. The mission statement of the MSHE Program is to:

Prepare students with the practical skills, knowledge, and experience to become professionals and leaders in higher education institutions, national/international associations and organizations, government agencies, and corporations. The program provides a strong foundation for career advancement, executive and senior level positions, and future doctoral studies. (Drexel University Online, 2000, ¶1)

To support the MSHE Program's commitment to providing students with practical skills, knowledge, and experience, an online graduate cooperative (co-op) education program was designed in collaboration with Drexel University's Steinbright Career Development Center (SCDC). The online MSHE Program is a 45-credit hour degree program of which the co-op represents 9 credit hours. Students enroll in cohorts in the fall or spring and complete their MSHE degree within two years. The MSHE Program offers a rigorous online academic curriculum based on defined outcomes. Students actively engage in learning simulation activities, lectures, and individual/group presentations throughout all courses in preparation for the required MSHE graduate co-op. The graduate co-op culminates in a coop/ master's defense that is hosted in Horizon Wimba Classroom (fully-featured live, virtual classroom with audio, video, and content/application sharing) or Second Life (3D virtual world with voice and text chat). Since launching the MSHE Program, enrollment has grown from 26 students in fall 2005 to 175 students in fall 2008. A total of 98 online students have completed the MSHE graduate co-op and an additional 60 students are expected to complete the MSHE graduate co-op within the next 12 months. The overall student retention rate for the past three years is 83%. Four percent of students who left the program enrolled in other Drexel University degree programs.

Literature Review

Online education in the United States has grown extensively over the past five years. In fact, online enrollment has continued to significantly outpace overall higher education student enrollment rates across the nation. According to Staying the Course: Online Education in the United States, 2008 (Allen & Seaman, 2008), the growth rates between fall 2006 and fall 2007 increased 12.9% for online education while there was only a 1.2% increase across higher education. Furthermore, data from fall 2007 showed that nearly 20% of all higher education students in the United States were taking at least one online course (Allen & Seaman, 2008).

Online education provides extensive opportunities for reaching out to the increasing number of non-traditional students who are returning to higher education as a result of the economic recession: "For the 8.5 percent of the population who are unemployed (Goodman & Healy, 2009), the millions of displaced and dislocated workers, and those in fear of losing their jobs, online and blended programs provide viable education options while seeking or maintaining employment" (Betts, 2009a, p. 11). For individuals who are nearing retirement but cannot afford to retire, online education provides practical options for earning a degree while maintaining employment or transitioning to a new career.

As online education continues to gain national attention, cooperative education is also making headlines. The Associated Press released an article in August 2008 entitled "Students Turn to Co-op for Competitive Edge" stating that "employers are under pressure to more quickly find the best replacements for talent and experience lost as baby boomers start to retire" (The Associated Press, 2008, ¶7). According to Gardner (2008), Director of the Collegiate Employment Research Institute at Michigan State University, "The bottom line is that many companies won't even look at a graduate without work experience" (The Associated Press, 2008, ¶6). Within the US, the Cooperative Education and Internship Association (CEIA) estimates that 400 to 500 institutions offer cooperative education and approximately 250,000 to 300,000 students participate in co-op or internships annually (The Associated Press, 2008, ¶11). Furthermore, colleges and universities are reporting increasing growth in co-op placements across the nation.

The University of Cincinnati and Drexel University reported 25 percent growth in co-op placements over the past five years. Seton Hall University placements increased 100 percent over that time, and the University of Wisconsin at Stout saw a 37 percent increase. The University of Louisville, Auburn University and Northeastern University are among others experiencing growth. (The Associated Press, 2008, ¶12)

Cooperative education (co-op) at Drexel University dates back to 1919. According to Franks (2008), Executive Director and Associate Vice Provost of the Steinbright Career Development Center (SCDC): "Each year, more than 9,500 Drexel students are enrolled in co-op programs and the SCDC effectively manages more than 4,000 student placements into cooperative education work experiences" (¶3). While the SCDC had historically worked with oncampus programs, the SCDC and MSHE Program collaboratively developed a fully online graduate co-op program in spring 2006 for the first online MSHE cohort. In support of Drexel's strong commitment to work-integrated learning, a conceptual framework was designed for the MSHE graduate co-op building upon cooperative education, learning simulation, and Online Human Touch (OHT) instruction and programming. Additionally, an online coop/ master's defense was developed for MSHE students.

Conceptual Framework

The conceptual framework for the MSHE graduate co-op was developed to support the mission of the MSHE Program and to continue Drexel's long tradition and commitment to cooperative education. Recognizing that 96% of the students in the MSHE Program work full- and part-time (e.g., Directors, Deans, Vice Presidents, etc.), the required completion of a traditional co-op experience such as Drexel University's undergraduate co-op was unrealistic. Therefore, a graduate co-op program was developed through a collaborative partnership with the MSHE Program and the SCDC. This innovative approach to cooperative education for online graduate students has resulted in high MSHE student satisfaction and retention, continued program growth, career advancement and placement for students, active alumni participation, and national recognition for best practices in online education by the United States Distance Learning Association (USDLA) in April 2008.

The conceptual framework for the MSHE graduate co-op builds upon three areas of research including:

1. Cooperative Education - (Houshmand & Papadakis, 2006; National Commission for Cooperative Education, 1994; Reilly, 2005);
2. Learning Simulation - (Gaba, 2004; Hsu, 1989; Propper, 2003; Sternberg & Garcia, 2000); and
3. Online Human Touch Instruction & Programming - (Betts, 2008).

While each area of research independently contributes to the co-op experience and career development, it is when these areas are strategically integrated that they support the conceptual framework for the MSHE graduate co-op. An overview is provided to further describe each of the three areas of research that support the MSHE graduate co-op conceptual framework for online students.

Cooperative Education

In 2006, cooperative education reached its 100th anniversary in the United States. Scholars are in general agreement that the United States cooperative education movement was founded by Dean Herman Schneider of the University of Cincinnati in 1906 (Houshmand & Papadakis, 2006). Schneider's vision was to "create a bridge between college and industry that would allow students to gain practical training that would be formally recognized as part of their college education" (Houshmand & Papadakis, 2006, p. 2). In September 1906, the first cooperative class of 27 male students enrolled in the University and participated in what as referred to as the "Cincinnati Plan" or the "Schneider Plan" (Houshmand & Papadakis, 2006). As the University of Cincinnati's cooperative education program continued to grow and gained recognition, new cooperative programs began developing across the United States including Northeastern University-Boston, MA (1909), University of Pittsburg (1910), University of Detroit (1911), Georgia Institute of Technology-Atlanta (1912), and Rochester Institute of Technology-Rochester, NY (1912) (Reilly, 2005).

Cooperative education has continued to evolve over the past 100 years in the United States. In 2005, more than 1,500 universities in 43 countries around the world were formally offering co-op models (Reilly, 2005). According to the National Commission for Cooperative Education the essential characteristics of cooperative education include (NCCE, 1994, ¶3-7):

1. Formal recognition by the school as an educational strategy integrating classroom learning and progressive work experiences, with a constructive academic relationship between teaching faculty and co-op faculty or administrators.
2. Structure for multiple work experiences in formalized sequence with study leading to degree completion of an academic program.
3. Work experiences which include both an appropriate learning environment and productive work. Work experiences related to career or academic goals. Formal recognition of the co-op experience on student records (e.g. grade, credit hours, part of degree requirement, notation on transcript, etc.) Pre-employment preparation for students, as well as ongoing advising.
4. Agreement among the school, employer and the student on:
   • Job description and new learning opportunities
   • Specified minimum work periods (equivalent in length to an academic term (quarter, semester or trimester). In alternating programs, students work approximately 40 hrs/wk, full-time during the term. In parallel programs, students work approximately 20 hrs/wk, part-time during the term.
   • Work monitored by the school and supervised by employers
   • Official school enrollment during employment
   • Recognition as a co-op employee by the employer
   • Evaluations by the student, the school, and the employer, with guided reflection by the student
   • Remuneration for the work performed
5. Provision for employer and school evaluation of quality and relevance of the work experience and curriculum Designed to maximize outcomes for students, employers and the school.

The MSHE graduate co-op for online students integrates the NCCE essential characteristics of cooperative education into its program design. However, the MSHE co-op has only one identified work experience, not multiple experiences. Additionally, the majority of the co-op projects have no remuneration for the work preformed and students do not leave their place of employment for specified minimum work periods. The graduate co-op for the online MSHE Program is formally recognized by Drexel University as an educational strategy integrating classroom learning and work experience and is a requirement for degree completion for all MSHE students (total of 9 credit hours). Students must identify co-op work experiences related to their career and academic goals. Enrollment in the MSHE Program is a total of eight quarters and students spend their fifth quarter of enrollment in pre-co-op preparation through two courses and are engaged in detailed planning and meetings with their co-op faculty member, Drexel's SCDC co-op coordinator, and the institution where they will be completing their co-op experience. Students then enroll in the 20-week graduate co-op program during their sixth and seventh quarter. Students work closely with their co-op faculty member and SCDC co-op coordinator throughout the co-op program. Agreements and evaluations were developed by the SCDC and are in place for Drexel University, the student, and the institutions where students complete their co-op.

The graduate co-op for the online MSHE Program extends beyond the requirements for graduate internships available through Drexel University's schools and colleges. The MSHE graduate co-op is directed through the SCDC, requires 400 hours of work experience over 20-weeks (20 hours each week), integrates guided reflective journaling, and concludes with a final co-op report, electronic portfolio, and a graduate co-op/master's defense. The MSHE co-op builds upon and extends Schneider's vision to provide cooperative education opportunities for students through a conceptual framework specifically developed for online graduate students. In September 2006, exactly 100 years after the enrollment of the first cooperative class of 27 male students in the "Cincinnati Plan/Schneider Plan," Drexel University's first graduate cooperative cohort of 25 diverse online students began their co-op.

Learning Simulation

Learning simulation provides innovative opportunities for students to apply acquired knowledge and skills as well as to actualize or test concepts and theories in a variety of settings. The use of learning simulation throughout the MSHE Program is particularly important in preparing online students for their graduate co-op. While simulation is often associated with technology or virtual reality, simulation has historical roots in gaming that date back as far as 3000 BC to a Chinese war game called "Wei-Chi," the game of encirclement (Hsu, 1989). According to David Gaba, Associate Dean for Immersive and Simulation-based Learning and Director of the Center for Immersive and Simulation-based Learning (CISL) at Stanford University School of Medicine (2004), "Simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion" (2004, p. i2). As further noted in "Simulation in Healthcare" by William Dunn, Director of the Mayo Clinic Multidisciplinary Simulation Center, "Simulation has the potential for the evolution of a new teaching paradigm for the new millennium" (Dunn, 2004, ¶5).

For clarification and to support the conceptual framework of the MSHE graduate co-op model, the term learning simulation was developed in spring 2006 to serve as an umbrella definition for student learning as it relates to pedagogy in the MSHE Program. Therefore, learning simulation is defined as:

A set of educational and training techniques and strategies that engage individuals in real-life scenarios through role-plays, sociodramas, psychodramas, gaming, and reflection to develop and reinforce knowledge and skills learned in the classroom and workplace relating to problemsolving, decision-making, leadership, collaboration, and communication.

It is important not to confuse the term learning simulation with course management systems (i.e., Blackboard, Moodle, Angel, etc.) or online multi-user virtual environments–MUVEs (i.e., Second Life, Active, Lively, etc.). Learning simulation involves techniques and strategies to develop and reinforce learned skills while course management systems and MUVEs support learning simulation. Role-play, pyschodrama, and sociodrama can be integrated as experiential education (Propper, 2003; Sternberg & Garcia, 2000) in face-to-face settings or can be supported through computer simulation or online virtual environments.

Learning simulation is integrated into all graded assignments as well as the weekly discussion boards in the MSHE Program. Learning simulation activities engage students in real-life, practice-based assignments and research so that students are able to apply acquired skills and knowledge in diverse higher education settings. From the first quarter of enrollment in the MSHE Program, students are introduced to Wimba Classroom and Second Life as part of the MSHE Online First-Year Experience. Through several orientation sessions, students are provided with detailed "live" tutorials on how to optimize Wimba Classroom for synchronous presentations using the voice, video, and text chat tools. For Second Life, students are provided with video clips on how to download Second Life and select an avatar as well as how to enable the talk function, walk, fly, and use non-verbal communication options (e.g., head movement, wink, clap, bow). Drexel University's School of Education and a Virtual Learning Coordinator maintain the Second Life Island that is used for learning simulations and the co-op/master's defense. Throughout the two-year program, MSHE students actively participate in learning simulations as part of their graded assignments (e.g., mock interviews, mock presentations to Boards of Trustees, mock keynote presentations for international conferences, etc.) in preparation for their co-op experience program.

Online Human Touch Instruction and Programming

The conceptual framework for Online Human Touch (OHT) instruction and programming was developed and implemented in the MSHE Program in fall 2005 to proactively support student engagement, connectivity to Drexel University, and high levels of student retention (Betts, 2008). The OHT conceptual framework builds upon five areas of research: (a) student engagement, (b) community development, (c) personalized communication, (d) workintegrated learning, and (e) data driven decision-making. This dynamic and evolving concept provides students with a personalized educational experience that brings the campus to the online environment (Betts, 2008). OHT instruction and programming is particularly important to the MSHE Program since all five areas of research inherently support the design of the graduate co-op for online students.

Student Engagement

Building upon student retention research by Tinto (1975) and educational practices developed by Chickering and Gamson (1987), the OHT instruction and programming concept asserts that students are more likely to persist in online programs if they are engaged in and outside of their courses and if the educational experience is personalized (Betts, 2008). Furthermore, the OHT concept asserts that if students are able to apply classroom acquired knowledge, skills, and experience professionally and/or personally, they are more likely to become engaged and persist. Therefore, the MSHE graduate co-op provides students with the opportunity to lead projects in a variety of higher education settings so they become fully engaged academically and professionally as they prepare for career advancement or career transition.

Community Development

As indicated by Pallof and Pratt (2007) communities support and encourage knowledge acquisition. Moreover, communities create "a sense of excitement about learning together and renews the passion involved with exploring new realms of education" (Pallof & Pratt, 2007, p. 232). The OHT concept asserts that community development is critical to student engagement, connectivity to the institution, and retention in online education (Betts, 2008). Additionally, community development plays a vital role in professional and career development. MSHE students are encouraged throughout their enrollment to develop numerous communities that will provide support during the 20- week co-op experience. These communities often include, but are not limited to, the co-op committee, Drexel student support services specialists, classmates, MSHE faculty/adjuncts, co-op mentors/supervisors, and internal employees who work at the co-op institutional setting. It is through the support of these communities that MSHE students successfully complete their co-op.

Personalized Communication

The OHT concept asserts that personalized communication creates a supportive, nurturing, and respectful learning environment (Betts, 2008). This is particularly important in preparing the online students for the MSHE graduate coop experience. Faculty/adjuncts must be trained on how to create an online learning environment that supports student inquiry, innovation, testing, application, and reflection; especially since online education provides inherent challenges to communication. According to Mehrabian (1971), face-to-face communication is broken down into three categories: 55% is non-verbal, 38% is tone and 7% is words. Over the telephone/mobile phone and Voiceover Internet Protocol (VoIP), communication is broken down into two categories: 86% is tone and 14% is words (Lockwood, 2008). The majority of the students who enroll in the MSHE Program have modest training or experience in leading large action research projects, therefore faculty need to be able to effectively instruct, mentor, and support students throughout the 20-week co-op. "It is important that faculty understand and recognize that with online education, non-verbal communication and tone is limited and at times non-existent; therefore, they must acquire communication and instructional skills that support personalized human interaction for the online environment" (Betts, 2009b, p. 34).

Work-Integrated Learning

The OHT concept asserts that work-integrated learning applied to online instruction and programming increases a student's involvement in their courses; thus increasing the value of the program as well as increasing student retention (Betts, 2008). Work-integrated learning builds upon the experiential learning model developed by Kolb and Fry (1975) as well as self-assessment and reflection research by Boud (1991). The MSHE Program extends research by Kolb and Fry (1975) by exposing online graduate students to concrete experiences, observation and reflection, formation of abstract concepts, and testing in new situations through the graduate co-op. Additionally, the MSHE graduate co-op extends research by Boud (1991) by integrating self-assessment and reflective learning throughout the 20-weeks through incorporating reflective journaling, reflective audio podcasting, teleconferences, and online mentoring office hours with students.

Data Driven Decision-Making

The OHT concept asserts that data driven decision-making must be incorporated into instruction and programming to support continuous quality improvement, innovation, and retention. Building upon research by Cranton and Legge (1978) and Scriven (1967), the MSHE Program integrates formative and summative evaluation to measure effectiveness and value through course evaluations, annual student assessments, focus groups, and interviews. The results of incorporating data driven decision-making into the MSHE Program has resulted in high student retention rates, program growth, and successful student career placement and advancement.

DREXEL'S MASTER OF SCIENCE IN HIGHER EDUCATION GRADUATE CO-OP FOR ONLINE STUDENTS

Drexel University's MSHE Program integrates work-integrated learning and action research into the graduate co-op to enable online students to gain valuable practical experience for career advancement, career transition, and for future doctoral studies. For the MSHE graduate co-op, students are required to identify a "real" problem or issue within higher education and outline a plan of action to investigate the problem/issue, research solutions, develop strategies for improvement, and create recommendations. In essence, the students take on the role of a higher education consultant who conducts valuable research for a higher education institution, develops a full report, and then presents the findings, results, conclusions, implications, and recommendations to the co-op institution. The MSHE co-op has a required report template similar to that of a doctoral dissertation with five chapters which culminates in a final co-op/master's defense. Additionally, the MSHE graduate co-op requires students to spend 20 hours a week (total 400 hours) leading their co-op research project; this is in addition to their full-time employment. It should be noted that students, who opt to complete their co-op at their current place of employment, are told they will not receive co-op credit for "doing their job" and their co-op projects must go beyond their normal job responsibilities.

There are four phases for the MSHE graduate co-op: 1. Co-op Preparation; 2. Co-op Institution & Integration; 3. Coop Management & Leadership; and 4. Co-op Final Report & Defense. Each phase prepares students to successfully (a) fulfill their co-op requirements and (b) lead dynamic work-integrated action research projects. Throughout the co-op, students apply knowledge, skills, and experience garnered from the MSHE Program into their co-op assignment while simultaneously integrating new knowledge, skills, and experience garnered from the co-op into their place of employment.

Phase 1: Co-op Preparation

Co-op preparation actually begins immediately when students are enrolled in the MSHE Program. All students are required to complete core courses that are structured to develop academic and research writing skills as well as introduce students to reflective learning. Students are informed upon enrollment that the skills they acquire over the first year will assist them when they enroll in the MSHE graduate co-op. One quarter prior to beginning the MSHE co-op, students enroll in EDHE 606: Higher Education Career Development and AADM 710: Strategic Planning & Evaluation. Both courses incorporate assignments relating directly to the co-op. EDHE 606 includes a learning simulation in which students present their ePortfolio (professional bio, resume, references, and sample documents) through a live mock interview in Wimba Classroom or Second Life. This is very similar to the online co-op defense where students present their co-op research and ePortfolio. In AADM 710, students work with their co-op instructors and SCDC co-op coordinator to complete their (a) Preliminary Co-op Proposal and (b) Final Co-op Plan. Both documents are reviewed and approved by the MSHE Program and the SCDC prior to enrollment in the graduate coop.

For the preliminary co-op proposal, students select one of five options for their co-op program. The five options include:

1. Co-op with current higher education place of employment;
2. Co-op with current higher education employer, but in a different department or division;
3. Co-op with another higher education institution or higher education-related institution (not current employer);
4. Co-op with a higher education institution or higher education-related institution (student is not currently employed or not employed in higher education); and
5. Co-op with current employer although employer is not a traditional higher education setting.

The co-op preliminary proposal requires students to identify their co-op topic/project, theoretical framework, outcomes, ultimate accomplishments, and how the co-op will lead to professional growth and recognition (internal to the organization, nationally or internationally). For the final co-op plan, students provide a purpose statement, learning objectives, abbreviated strategic plan (including goals, objectives, and timeline for deliverables), a finalized theoretical framework with research methods and evaluation plan, and list of mentors and participants who will be involved in the co-op.

It should be noted that higher education extends beyond college and university settings. While most students select four-year or two-year colleges and universities for their co-op, some students select higher education-related institutions such as national associations, for-profit educational organizations, government agencies, etc. To date, one student has completed Drexel's traditional co-op model in which students go to a place of employment, receive remuneration, and work 20 hours a week in alternate higher education settings to meet the 400 hour co-op requirement. There will be four online MSHE students completing a traditional co-op experience in the summer/fall quarters of 2009.

Phase 2: Co-op Institution & Integration

The first 10 weeks of the co-op are spent with co-op students integrating themselves into their co-op institutional setting through online or face-to-face meetings with (a) their co-op mentor/supervisor, (b) key contacts who will assist with the co-op project and research, (c) the co-op instructor, and (d) the SCDC co-op coordinator. During these first 10 weeks, students complete Chapter 1 (Introduction) and Chapter 2 (Review of Literature). The review of literature requires a thorough research investigation into the co-op topic and the co-op institution. Student research is augmented over the 10 weeks with live lectures focusing on research methods that students will utilize as they move into Chapter 3 (Research Methods) toward the end of the first 10 weeks. The live online lectures personally introduce students to Drexel's School of Education librarian research specialist and the Assistant Director for Research Compliance in Drexel's Office of Regulatory Research Compliance. All MSHE students are required to complete Institutional Review Board (IRB) training and must pass an IRB exam to receive their Human Subjects Research certificate as part of the graduate co-op program. Additionally, reflective journal submissions are required every two weeks throughout the 20-week co-op. The MSHE co-op instructor reviews the reflective journal submissions and provides students with personalized written and audio feedback.

The first 10 weeks of the MSHE graduate co-op are critical in providing students with support and feedback as they become increasingly engaged in their co-op institution through meetings, interviews, and research. Students receive feedback on drafts of Chapters 1 and 2 from their MSHE co-op instructor, the SCDC co-op coordinator, and their onsite co-op mentor/supervisor. As students develop and refine new skills relating to research methods and project management, they transition from Phase 2 (Co-op Institution & Integration) to Phase 3 (Co-op Management & Leadership).

Phase 3: Co-op Management & Leadership

Phase 3 begins at the end of the first 10 weeks of the co-op and then transitions students into the second 10 weeks of the co-op. During Phase 3, students have moved from completing all preliminary research to active project management and carrying out their action research in their co-op institution. For a period of four to six weeks, students conduct quantitative, qualitative, or mixed methods research relating to their co-op project. Research may involve a combination of methods, including but not limited to, an internal Strengths Weaknesses, Opportunities, and Threats (SWOT) analysis; environmental scan; electronic survey(s) with one or more constituent groups (e.g., satisfaction, need, gap analysis, etc.); focus groups; interviews; observation; etc. Students conduct their research and then collect and analyze data. During Phase 3, students complete Chapter 3 (Research Methods) and Chapter 4 (Results & Findings). They submit both documents to the MSHE co-op instructor and the SCDC co-op coordinator for feedback. At the end of Phase 3, students begin to write up Chapter 5 (Conclusions, Implications & Recommendations) as well as prepare their references and appendices. Throughout Phase 3, co-op students meet weekly with their co-op institution mentor/supervisor and correspond with the MSHE co-op instructor and the SCDC co-op coordinator.

Phase 4: Co-op Final Report & Defense

The final phase of the MSHE graduate co-op begins in the eighth week of the second part of the co-op with the draft submission of Chapter 5. Students at this point are finalizing their co-op final reports and making needed changes based on the ongoing feedback from their MSHE co-op instructor and SCDC co-op coordinator. In addition to submitting a final co-op report, students are required to submit an ePortfolio that includes their professional bio, resume, one-page self-introduction with a professional goals statement, and up to five sample projects from their MSHE courses and their place of employment. Students prepare to present their final co-op reports to their co-op institution by participating in two learning simulation activities. The first learning simulation activity occurs in Week 10 during Phase 4 of the MSHE graduate co-op. Students are required to present to their classmates highlights from their final report, including the topic, theoretical framework, research methods, findings, results, conclusions, implications, and recommendations. Classmates serve in the role of the co-op institution and at the end of each presentation they ask questions regarding the project, the overall value of the project to the co-op institution, challenges, next steps, etc. Students have the option of presenting through Wimba Classroom or Second Life.

The second learning simulation activity is the online co-op/master's defense that occurs during exam week following the end of the second 10-weeks of the co-op during Phase 4. This learning simulation is also in preparation for having students present their research, findings, and recommendations to their co-op institution. Students are required to present and defend their co-op project and ePortfolio to a panel that includes three members: (a) MSHE co-op instructor, (b) SCDC co-op coordinator, and (c) a MSHE faculty member selected by the student. As part of the coop/ master's defense, students must present their professional background, career goals, co-op rationale, problem statement, findings, conclusions, recommendation, and their overall professional, academic, and personal growth throughout MSHE Program. Students are provided 25 minutes to present and then have 20 minutes in which they answer questions from the panel. Within 48 hours of the defense presentations, students receive completed evaluation forms from each of the co-op panel members. Again, students have the option of selecting Wimba Classroom or Second Life for their online co-op/master's defense. It should be noted that eight of 98 students have requested to have their co-op defenses hosted face-to-face on campus. Screenshots of the Wimba Classroom and Second Life co-op/master's defenses are included in Figures 1 to 4.

Figure 1
Screenshot of 'Wimba Classroom' defense used in Drexel University Master of Science in Higher Education graduate coop program

Figure 2
Screenshot of 'Wimba Classroom' defense used in Drexel University Master of Science in Higher Education graduate coop program

Figure 3
Screenshot of 'Second Life' defense used in Drexel University Master of Science in Higher Education graduate co-op program

Figure 4
Screenshot of 'Second Life' defense used in Drexel University Master of Science in Higher Education graduate co-op program

Evaluation of Drixel's Master of Science in Higher Education Graduate Co-op

Data and feedback collected from the MSHE Program over the past three years supports the value of the graduate coop for professional development, career advancement, and career transition. Data and feedback are derived from the: (a) MSHE co-op database; (b) 2009 Annual MSHE Student Survey; and (c) comments shared by students from their co-op reflective journals.

Master of Science in Higher Education Graduate Co-op Database

A total of 98 online students have completed the MSHE graduate co-op over the past 36 months. There will be an additional 60 students completing their online graduate co-op over the next 12 months. To date, only one student has withdrawn from the MSHE Program once enrolling in the co-op experience. Of the 37 MSHE students who completed their co-op in June 2009, 29% (a) were promoted, (b) transitioned into a new position, or (c) had their responsibilities expanded for their current position during the 20-week co-op. Table 1 includes examples of the five MSHE graduate co-op options and completed co-op projects.

TABLE 1
Examples of the five online co-op options and co-op projects for the Master of Science in Higher Education at Drexel University

Co-op with current higher education place of employment
Co-op Project

• Development of a Student Learning Resource Center Model to Increase Retention and Graduation Rates at a Branch Campus
• Marketing & Branding within Student Affairs: A Comprehensive Review of Marketing & Branding within the Division of Student Affairs at a Public Four-Year University
• Development of Retention Model for an Engineering Program at a Four-Year Private University
• Living-Learning Environments & Their Impacts on Physical Space Needs
• The Past, Present, and Future of SAT Scores in the Admissions Process at a Private Four-Year University

Co-op with current higher education employer, but in a different department or division
Co-op Projects:

• The Use of Point Systems for Admission to Associate Degree Nursing Programs at Public, 2-year Open Admissions Institutions
• Employee Recognition Initiative Design and Implementation in the Department of Facilities Management at Four-Year State University
• The Development of Strategic Enrollment Management Plan for Two-Year Public College
• Academic Scheduling and Student Engagement in Extracurricular Activities at a Private Four-Year College
• Role of Student Affairs in First-Year Student Retention at a Public Four-Year College

Co-op with another higher education institution or higher education-related institution (not current employer)
Co-op Projects:

• Evaluating the Enrollment Management Process at a Private Religious-Affiliated University for a New Organizational Leadership/Management Program
• Assessment of Institutional Diversity and Development of Ethnic Studies Program at a Four-Year Private University
• A Marketing Plan Model for a New MBA Program at a Private Four-Year University
• An Investigation into the Contributing Factors that Prevent Hispanic/Latino Students from Attending Institutions of Higher Education
• A Reflective Review of an Online Master of Science in Higher Education Program

Co-op with a higher education institution or higher education-related institution (student is not currently employed or employed in higher education)
Co-op Projects:

• Models for Online Mentoring and its Role in Retention and Engagemen
• The Development of a Higher Education Second Life Consortium for Drexel University
• Online Learning Communities & Assessment of Their Effects on Online Student Retention and Graduation Rates
• A Comprehensive Program Review of a Master of Science in Global and International Education Program at a Four-Year Private University
• The Impact of New Jersey's Need-Based Grant Aid System on Students' Pursuit of Higher Education

Co-op with current employer although employer is not a traditional higher education setting
Co-op Projects:

• A Program Review of the NCAA National Leadership Conference
• Evaluating the Need for Alternative Didactic Learning Options in Pediatric Dental Residency Training
• A Fiscal Based Quantitative Decision-Making Model For State Police Bureau of Training and Education

Master of Science in Higher Education Annual Student Survey for 2009

In June 2009, the MSHE Annual Student Survey was sent to 186 students enrolled in the MSHE Program in spring quarter 2009. A total of 114 students responded representing a 62% response rate. The purpose of the annual survey was to collect student data relating to student engagement, retention, academics, satisfaction, and professional development.

As part of the 2009 MSHE Annual Student Survey, students were asked to select their top three reasons for enrolling in Drexel University's online MSHE Program. The top three reasons included: (1) flexibility (69%), (2) need the degree for career advancement (57%), and (3) curriculum (49%) and national reputation (49%). The majority of the students stated they are very satisfied (67%) or satisfied (25%) with the MSHE Program. Students also stated the MSHE Program offers the same (50%) or higher academic (43%) quality of courses than on-campus programs in which they had previously attended. Almost all of the students (97%) stated they would recommend the MSHE Program to individuals seeking to advance their career in higher education and 91% stated they would recommend the MSHE Program to individuals seeking to transition into higher education.

The acquisition and application of new skills is very important to the MSHE Program since they are linked to the learning outcomes for each course. As part of the 2009 MSHE Annual Student Survey, students were asked to rate their previous skills prior to enrolling in the MSHE Program to their current skills since enrolling in the MSHE Program. The survey data revealed that students increased their professional skills between 12% and 43% since enrolling in the MSHE Program (see Table 2). Recognizing the MSHE Program has no residency requirement and students are not required to come to campus for classes, the data indicates that online education and learning simulation does provide students with opportunities to develop essential skills needed for career development and advancement.

Reflective Journal

Reflective journals provide qualitative feedback on engagement and learning. The reflective journals are an important component of the MSHE graduate co-op since students are able to annotate their co-op experiences, successes as well as challenges, and reflect on their own professional and academic development over a 20-week period. The journals also provide feedback to the co-op instructors as to which students may need additional support with challenges identified by the students relating to their research, writing, etc. For the final reflective journal, students are required to review all of their previous journal submissions and to reflect on their overall growth during the 20 weeks. The final reflective journals are particularly moving since students share how meaningful the overall co-op experience has been to them professionally, academically as well as personally. Students typically share they have gained a greater sense of confidence in leading action research projects, how they have been able to integrate what they have learned in the co-op into their place of employment, and how they have a new desire to continue research through their career advancement. These sentiments can be seen in the comments shared by five co-op students:

• Having completed the co-op and having a master's degree from Drexel has given me the confidence to pursue positions that I would have not done so in the past.
• I see how the co-op project will help me grow in my current position and develop my knowledge to help me further in my career.
• I've noticed that my experience in this co-op has made profound positive contributions to my new job
• While my co-op research project will be ending soon, I plan to continue to implement the recommendations that were developed through the data that was gathered through this valuable research.
• The co-op is an extraordinarily valuable experience. It has prepared me for future work assignments. After this, I'm interested in pursuing my doctorate in the future.

Conclusions

With the ubiquity of technology and a weak economy, higher education institutions are experiencing increasing online enrollments, as well as, larger numbers of students who work full-time. This provides distinct challenges to colleges and universities that have co-op requirements in which students must leave their place of employment to complete co-op credits. It is important that higher education administrators review current co-op models in relation to current and emerging enrollment trends. Administrators must consider developing strategies that fulfill co-op objectives and outcomes yet meet the needs of students who must complete their degrees online while working fulltime and living anywhere in the world.

Data and feedback provided through the MSHE graduate co-op database, 2009 MSHE Annual Student Survey, and co-op reflective journals provide a snapshot of the MSHE graduate co-op experience and the importance of the graduate co-op to online students. Moreover, data and feedback reveal the MSHE graduate co-op is successful in assisting online students apply the knowledge, skills, and experience they have garnered through the MSHE Program into diverse co-op settings and their place of employment. The MSHE graduate co-op model also provides online students who are at a distance with an opportunity to actively engage in a co-op, share their experience with peers and faculty, and to reflect on their professional growth and development.

Recommendations

The MSHE graduate co-op model can be integrated into online and blended (hybrid) programs nationally and internationally. However, it is imperative that this graduate co-op model be analyzed and modified, when necessary, to meet the specific co-op guidelines identified by each institution. Furthermore, the graduate co-op model for online students must be aligned with the mission, curriculum, and outcomes associated with the academic degree program. Data driven decision-making is essential for the sustainability of the graduate co-op model. Therefore, evaluation must be central to the development and implementation of new and modified graduate co-op models. The development and implementation of the MSHE graduate co-op has resulted in career advancement, career transition, and increased job responsibilities for online students. However, continued research is needed as the MSHE graduate co-op continues to evolve. Additionally, comparative research with blended and on-campus programs is recommended to expand the literature relating to cooperative education and career development for online students.