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Students at Northern Kentucky University Engineering Technology programs are required to take at least one semester of a co-op class as one of the program requirements. As the course description states, this course provides students an opportunity to apply the knowledge and skills they are learning in the classroom to an employment position in business or industry. It allows students to test and refine career plans and interests; gain experience in their field of specialty before they begin searching for a permanent position; and build a network of professional contacts from which they may draw technical and employment information. It is believed that, in order for an experience to be educational, it must possess continuity and interaction, with each experience leading to additional opportunities for further improvement and learning. Therefore, we believe that experiential opportunities such as co-op programs are a central component of the educational process, particularly in the field of Engineering Technology. The methods involved in experiential learning emphasize that the source of the learning material is based on individual experiences and interactions in a real world setting, as opposed to the more traditional method utilized in the classroom and lectures. Co-op classes incorporate many elements of the case method of experiential learning as defined by Kolb [1], a method which has been widely used in a variety of disciplines. Having overseen the course for a number of years, it has become apparent that experiential opportunities facilitate learning beyond the points mentioned above. Further evidence comes from student feedback, which demonstrates a sense of obtaining much deeper knowledge related to topics covered in their classes. Team work, punctuality, problem solving, and real world experience are just a few of the skills that are widely mentioned to be gained through co-op courses. This paper will discuss the data obtained from following course outcomes for the EGT301 course (Co-op in Engineering Technology at NKU) as it pertains to the following points: 1. Applying knowledge and skills to industrial jobs. 2. Refining career plans and finding an area of interest within mechanical/manufacturing engineering. 3. Gaining real world industrial experience. 4. Building a network of professional contacts. 5. Learning how to identify, analyze and solve technical problems. 6. Learning to communicate effectively. This paper will evaluate course outcomes and investigate the resulting program outcomes that were attained. In addition, recommendations for how best to use co-op experiences to attain program outcomes will be discussed. Introduction Northern Kentucky University (NKU) currently offers two Bachelor of Engineering Technology (EGT) Programs, including Electronic Engineering Technology as well as Mechanical and Manufacturing Engineering Technology. In addition, the Kentucky Council on Postsecondary Education is in the process of approving a third degree that is expected to be completed by February 2016. All of the programs at NKU require a minimum of 3 credit hours of co-op courses. Co-op course (EGT301) is part of the programs core requirements and mandatory for students to take at NKU. Taking the Co-op course one time, is the minimum requirement, students generally remain employed by the companies where they completed their co-op for longer than the required time period. It has also been noted that a greater number of students are working full-time in the field in which they are majoring and take the co-op courses primarily to satisfy the requirements of that major. Before delving into the discussion of the topics mentioned in the abstract, there is a frequently asked question that should be discussed. Many students, parents, and NKU administrators have inquired about the differences between a co-op experience and an internship. Baumann [2], has clearly specified the difference between co-op and Internship as it is sated in the tables below. Baumann states, why should job seekers consider both? Co-Op and internship provides a unique perspective – he believes if students have the chance to do both, they should go for it

How Co-op in Engineering Technology Proves to Strengthen Student Learning and Fulfill Student Learning Outcomes