How LinkedIn Learning Helped “Save the Day” for the World’s Oldest University Co-Op Program

In 1906, the University of Cincinnati invented the world’s first cooperative education (co-op) program. In the 115 years that followed, it’s remained among the world’s premier co-op programs, where today students alternate between working and studying, starting in their second year.

That is, until COVID-19 struck in the spring of 2020.

When COVID-19 reached the United States in March of 2020, thousands of full-time internships lined up for University of Cincinnati students evaporated, as the American economy went into shock. Suddenly, many students were facing a lost semester.

“We sat down and tried to figure out a solution,” said University of Cincinnati Director of Digital Innovation Todd Foley, who helps lead the co-op program. “We were killing ourselves trying to find something for students to do.”

That is, until the co-op leadership team was reintroduced to LinkedIn Learning, which the university had been investing in for years. As Foley dove into the platform’s offerings, he felt a weight come off his back.

“I remember being really relieved when I learned about it,” Foley said. “With it, we can literally help every student. It had something for everyone.”

To execute, the co-op team created LinkedIn Learning playlists around core skills students needed to learn to get ready for the workforce. Students were sent those playlists, so instead of a lost semester with no internship, they had the opportunity to upskill themselves.

The numbers that followed were unprecedented. Since May 2020, University of Cincinnati students have watched more than 989,000 videos on the platform, learning skills ranging from Python to project management to business communication. And spending that time on LinkedIn helped students build out their network as well – University of Cincinnati students who use LinkedIn Learning have 50% larger LinkedIn networks than those who don’t, according to a LinkedIn analysis.

“LinkedIn Learning really saved the day for us,” Foley said.

A bit more about the University of Cincinnati’s co-op program and how LinkedIn Learning fits in right now.

The University of Cincinnati’s co-op program gives students real-world experience – and the opportunity to earn some money – while going to school. Starting in their second year, co-op students alternate each semester going to school and working a full-time internship that relates to their field of study.

An example is Kody Spring, who is on pace to graduate from the University of Cincinnati in 2022. Spring’s goal is to work in cybersecurity.

Already, through the co-op program, he’s spent two semesters working two full-time technology internships – one as a computer engineer, another in IT risk management – at two Ohio companies. But, like many students at the University of Cincinnati, he wanted to complement what he was learning on-the-job and in school with relevant, in-demand skills.

So, he’s spent time building out his skillset on LinkedIn Learning over the past year. What does he think of the platform?

“My experience has been great,” Spring said. “I am glad I used LinkedIn Learning to strengthen some of the skills I already have on my resume. I feel more confident in those skills after using LinkedIn Learning and feel like my foundational understanding of my resume skills is much deeper than they previously were.”

How LinkedIn Learning will supplement the University of Cincinnati’s co-op program moving forward.

In the spring and summer of 2020 with limited internships for students, LinkedIn Learning, along with a number of other platforms, gave University of Cincinnati students a way to learn professional skills. But now, as the economy bounces back, what role will it play? 

Going forward, the University of Cincinnati plans to use LinkedIn Learning to supplement its co-op program in these ways:

• Support students not yet ready for a full-time internship. 

In the university’s co-op program, students begin their full-time internships as early as their second year. For some, that’s too early, as they don’t yet have the professional or personal skills needed for an internship. 

In addition to working with co-op program faculty, those students can use LinkedIn Learning to improve technical and core professional skills – like communication, collaboration and execution – to help them be more successful in an internship.

• To help students fill in gaps during their internship and throughout their co-op experience. 

In the same way professionals need to continuously learn today to close gaps in their jobs, students need to continuously learn to close gaps in their full-time internships.

For example, if a student is asked to do an analysis in Excel as part of their internship, they can easily learn how to do that on LinkedIn Learning. Or, perhaps a student has a conflict with a colleague in their internship, they can learn how to best react on the platform as well. 

Additionally, much like Spring, students can fill their skill gaps on the platform, even if those gaps don’t directly relate to their internship. For example, if a student is interested in cybersecurity, they can learn trending cybersecurity skills on LinkedIn Learning to make themselves more marketable post-graduation. 

To help further drive this learning, Foley is working with the co-op faculty to create playlists for each focus. For example, IT students are recommended the most common IT skills needed to do most IT internships.

• Finally, as a way to chart their own path.

Beyond just filling in gaps, LinkedIn Learning offers students a unique opportunity to chart their own course, said University of Cincinnati Instructional Media Strategist Benjamin Hutchison, who administers the platform on campus.

Every University of Cincinnati student completes a set of core university courses as part of their degree requirements. LinkedIn Learning allows UC students to supplement that with a choice of more than 16,000 online courses on a variety of topics and skills.

“LinkedIn Learning represents a unique opportunity to build out your skills toward a goal,” Hutchison said. “And, what’s really cool about it, is students are able to define that for themselves.”