Abstract:

As architectural education increasingly emphasizes experiential learning, cooperative education (co-op) offers a critical lens through which to evaluate how effectively academic curricula prepare students for professional practice. This study examines architecture students’ perceptions of the relevance of technical coursework to their co-op responsibilities, as well as the alignment of co-op tasks with their career goals and existing skill sets.

Survey data were collected from 30 architecture students who had completed at least one co-op experience. Descriptive analysis indicated that 87.5% of courses were perceived as at least “somewhat relevant” to co-op responsibilities, with CADD for Architecture and Construction (ARCH 1100) and Computer-Aided Design for Architecture (ARCH 2710) receiving the highest relevance ratings. A Friedman test revealed no statistically significant differences among courses, suggesting a broadly consistent perception of curricular value across technical subjects.

To assess perceived alignment, a Wilcoxon Signed-Rank Test compared co-op task alignment with students’ career goals versus their existing skill sets. Results showed a statistically significant difference (p = .007), indicating that co-op tasks were more closely aligned with students’ long-term career goals than with their current competencies. This finding suggests that while co-op experiences offer meaningful professional engagement, students may enter these roles without fully developed applied skills required for immediate task performance.

These findings position co-op not only as a bridge between education and practice, but also as a feedback mechanism for curriculum refinement. Integrating student co-op experiences into curriculum development can help architecture programs better align technical instruction with evolving professional expectations and workforce demands.

Keywords:

Architecture education, curriculum alignment, cooperative education, experiential learning, career readiness.