The gap between academe and industry due to differences in goals, motivations, philosophies, and perspectives is discussed as it relates to U.S. engineering education and industry. Influences affecting "gap size," reasons for diminishing the gap, and linking mechanisms are described. (MLW)

Briefly describes the role, responsibilities, and duties of the coordinator in cooperative education programs. (JN)

Develops the concept of "coordinated service delivery" in relation to the public library and describes several successful library-agency liaisons, including the bicentennial project, Operation Independence. (JD)

A program is described in which home economics teacher educators at Texas Tech University developed a training program for Comprehensive Employment and Training Act (CETA) clients which utilized the resources of both vocational educators and CETA personnel. Discusses organization of personnel, program implementation, results, and implications. (CT)

Some comments on cooperation between teachers and schools to facilitate smooth transitions for students as they advance from one school to another. (MK)

Risks are taken in establishing alternative school programs but they can be minimized by giving the proper attention to several critical factors. (Author)

Describes an industrial cooperative program leading to a Master of Science Degree in chemistry now being offered by Indiana University-Purdue University, Indianapolis. (CS)

The amount of learning will be primarily affected by the quality of the student's questioning. If the student is passive, the internship will become only a part-time job or a training experience. But if the student is an active, constructive questioner, he/she will be participating in the central mission of higher education. (LRA)

Discusses the community college's role in providing continuing/lifelong education, with respect to an increasing emphasis on lifelong learning; greater diversity in student populations; demands for accountability; and cooperative arrangements with other institutions of higher education, community agencies, and business and industry. (AYC)

Minnesota has enacted legislation and implemented cooperative services to meet student needs. Legislation allows two or more districts to cooperate on programs and services while maintaining local boards and independent school district status. Communicasting, combining elements of communication and broadcasting, enables school districts to share…

Proposes locally-generated service-learning networks which will allow disadvantaged communities both to capitalize on existing resources and to develop new vehicles for education. Condensed from "Synergist," Winter 1981, pp38-41. (Author/SJL)

(NOTE: See HE 512 216 for journal name change information.) The voluntary, multipurpose consortium, a growing format and vehicle for formal cooperative arrangements among colleges and universities, is discussed. The extent to which faculty are involved in consortium activities, and incentives and rewards offered to induce faculty participation are…

Creative responses of the poorer higher education institutions to the demands of production under restraints of minimal resource allocation are described. It is suggested that similar cooperative arrangements and group efforts could help other institutions facing financial restraints. Sources for additional information are cited. (Author/SF)

Examples are provided of how St. John Fisher College and other members of the Rochester Area Colleges, Inc. consortium are working together to meet diverse objectives and save money. The cooperative programs involve sharing faculty members, pooling funds to purchase and share two television series, and sharing curricula and facilities. (Author/JMD)

A coop program that combines community college instructors, business students, and a responsive business community is described. Kelly Temporary Service acted as go-between for students and the business community. In this way, the students were exposed to a variety of jobs, made money, and earned college credit. (CT)