Rochester Institute of Technology - Techmila / Ramikin Yearbook (Rochester, NY)

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CO-OPERATIVE COURSES The underlying motive of all progress is, first of all, a spirit of adventure. But this spirit must be supplemented by determination and perseverance toward a definite goal. Because those who have guided Mechanics Institute have possessed such traits as these, the School has been successful in its pioneer wort in the Reid of co-operative education. Since the Institute was founded over forty years ago, its aim has always been to maintain for its students the best possible methods of instruction. Therefore, it is with pride that we point to our co-operative system, the newest type of education. Gradually, the realization came that the technical experience received in the laboratories and class- room was not alone adequate for students who must later face the practical problems of large industrial concerns in the city. The advantage of some method of giving the students the opportunity to work in the well-equipped concerns of the city while at the same time allowing them to follow a schedule in school, seemed unquestionable. In 1923, Mechanics Institute launched upon the adventure and accordingly revised its Engineering

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CONTENTS INTRODUCTION FACULTY CLASSES FEATURES ORGANIZATIONS ATHLETICS FRATERNITIES SATIRE

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Courses. A co-operative Retail Distribution Course was next started. The rapid success of these courses brought about revisions in the Industrial Chemical Course in 1926, the Food Administration Courses in 1928, and the Construction Supervision and Archi- tectural Drafting Course in the same year. In 1930 a Cou rse in Photographic Technology became a part of the Institute s newest type of education. In general the courses are based on a monthly plan. Two students assigned to one position alter- nate one month in school with one at work. The Construction Supervision and Architectural Drafting Cou rse differs in that the students entering in the Fall receive a full course of instruction in school until April, when they are placed at work on regular building projects until the next November. The wages received by the co-operative students enable them to pay a fair share of their expenses at School. 1 hese wages are increased with the value of the wage earner and with the proficiency he displays in his work. Results prove that the Co-operative Courses are producing efficiently trained men and women who are already fitted for their places in the industrial world. The great adventure has brought us a long way!