Hire a Co-op Student

Examples of Cégep (College) technical background: 

Civil Engineering Technology, Architectural Technology, Building Systems Engineering Technology, Property Assessment and Evaluation Technology
 

Examples of work that a construction engineering co-op student could do:

• Supervision and inspection of work (S1, S2)
• Computer-aided drafting (S1, S2)
• Quality control of materials and work (S1, S2)
• Laboratory testing (S1, S2)
• Estimates of quantities and project costs (S1, S2)
• Sampling water or soil for environmental studies (S1, S2)
• Calculating quantities of contaminated soil and making estimates (S1, S2)
• Supervision of environmental rehabilitation work (S1, S2)
• Selection and application of proper construction methods and processes (S2, S3)
• The use of information technologies in the construction sector (S2, S3)
• Management and supervision of engineering work and engineering staff (S2, S3)
• Planning and control of municipal, building and other engineering works (S2, S3, S4)
• Analysis and design of steel and concrete structures (S3 ,S4)
• Design of hydraulic structures (S3, S4)
• Design of roads and foundations (S3, S4)

Examples of Cégep (College) technical background: 

Industrial Electronics Technology, Computer Engineering Technology, Electronics Engineering Technology, Engineering Technologies, Avionics, Computer Science Technology.
 

Examples of work that an electrical engineering co-op student could do:

• Installation, maintenance, repair and adjustment of electrical and computing equipment (S1, S2)
• Technical and troubleshooting support (S1 ,S2)
• Computer network configuration (S1, S2)
• Programming of automatons and other systems (S1, S2)
• Design and adaptation of various types of circuits (S1, S2)
• Selection and installation of motors, electrical systems and power supply and protection system (S1, S2)
• Evaluation, adaptation, installation and optimization of control systems (S2)
• Use of computer-aided design tools and application to electrical engineering (S2, S3)
• Use and adaptation of computerized systems and system interfaces; programming and communication protocols (S2, S3)
• Evaluation of high voltage networks and their components (S2, S3)
• Analysis, design and integration of telecommunications systems (S2, S3, S4)
• Analysis and design of electronic, analog and digital circuits and power-assisted systems (S3, S4)
• Analysis and design of power circuits and their application in control systems (S3, S4)
• Project management and in-plant technical support (S3, S4)

Examples of Cégep (College) technical background: 

Computer Science Technology, Multimedia Integration, Computer Engineering Technology, Electronics Engineering Technology.

Examples of work that a software engineering co-op student could do:

• Data collection and organization; software logic design (S1)
• Software user documentation (S1)
• Computer network configuration (S1)
• Web site and computer systems programming (S1)
• User interface analysis and design (S2)
• Quality assurance (S2)
• Management of small projects (S2)
• Strategy implementation testing (S2)
• Verification of accepted standards implementation within the organization (S2)
• Requirements specification (S3)
• Quality control (S3)
• Software architecture (S3)
• Database design (S3)
• Reengineering (S3, S4)
• Systems security (S3, S4)
• Strategy design testing (S3, S4)
• Detailed design and specifications (S3, S4)
• Standards implementation (S3, S4)

Examples of Cégep (College) technical background: 

Mechanical Engineering Technology, Aerospace Engineering/Aircraft Maintenance Technology, Building Systems Engineering Technology, Engineering Technologies, Composite Materials Transformation, Industrial Maintenance Technology, Industrial Engineering Technology. 

Examples of work that a mechanical engineering co-op student could do:

• Installation, maintenance, repair and adjustment of mechanical equipment (S1, S2)
• Computer-aided drafting (AutoCAD, CATIA, Pro/ENGINEER) (S1, S2)
• Manufacturing-cost estimates and time and motion studies (S1, S2)
• Programming of CAD/CAM systems and robots (S1, S2)
• Use of statistical techniques pertaining to quality control (S1, S2)
• Control of industrial operations, simulation of handling systems and use of computer science to solve problems related to the technical management of production (S1, S2, S3)
• Elaboration and implementation of preventive maintenance programs (S2, S3)
• Choice of assembly procedures, establishment of welding procedures and use of various inspection and non-destructive testing techniques (S2, S3)
• Computer-aided design of parts and machines and prototype design (S3, S4)
• Planning and management of production, selection of instruments and equipment to control processes (S3, S4)
• Design of circuits and specification and layout of components in hydraulic and pneumatic systems (S3, S4)

Examples of Cégep (College) technical background: 

Industrial Engineering Technology, Accounting and Management Technology, Business Management, Transportation Logistics, Mechanical Engineering Technology, Aerospace Engineering/Aircraft Maintenance Technology, Computer Science Technology.

Examples of work that an operations and logistics engineering co-op student could do:

• Apply CAD tools to produce solutions for logistic problems (S1)
• Organize service delivery and transportation of manufacturing goods (S1)
• Determine task execution time (S1)
• Participate in value-added activities: six sigma, 5 S, continuous improvement and Kaizen approaches (S1)
• Analyze workstation ergonomics (S1)
• Use CAD models (S1)
• Participate in the design of manufacturing production, service delivery and logistic systems (S1)
• Participate in benchmarking activities (S1, S2)
• Implement and optimize material, services and product handling systems (S1, S2)
• Participate in internal OHF (organization, handling and flow) studies (S1, S2)
• Determine transportation work indicators (intensity, distance) (S1, S2)
• Participate in impact analysis of information handling and flow technologies in terms of the location and organization of services (S1, S2)
• Participate in studying the various internal organization models (S1, S2)
• Identify the proper techniques for solving optimization models (S1, S2)
• Define performance measurements and determine the permissible limits and applicable constraints (S1, S2, S3)
• Organize a safe production line (S2, S3)
• Participate in design projects for a service company (S2, S3)
• Install, operate and improve production and inventory planning and control systems (S2, S3)
• Develop production and workload programs (S2, S3 S4)
• Manage supply and inventory systems for dependent and independent demands (S2, S3, S4)
• Analyze performance measurements for goods and services production systems (S2, S3, S4)
• Design an optimization model to represent a system (S2, S3, S4)
• Create models for the purpose of system design and analysis (S2, S3, S4)
• Participate in statistical quality improvement processes (S2, S3, S4)
• Participate in impact analysis of information handling and flow technologies in terms of the location and organization of services (S2, S3, S4)
• Analyze and design distribution and warehousing systems (S2, S3, S4)
• Analyze and design supply chains (S2, S3, S4)

Examples of Cégep (College) technical background: 

Industrial Electronics Technology, Mechanical Engineering Technology, Industrial Maintenance Technology, Computer Engineering Technology, Electronics Engineering Technology, Aerospace Engineering Technology, Computer Science Technology.

Examples of work that an automated manufacturing engineering co-op student could do:

• Installation, improvement and maintenance of electromechanical equipment (S1, S2)
• Computer-aided drafting (S1, S2)
• Configuration and programming of software and computer systems (S1, S2)
• Automating processes around the production of goods and services (S2, S3)
• Programming robots (S2, S3)
• Control of operations and simulation of industrial systems (S2, S3)
• Calculating profitability and managing production of goods and services (S3, S4)
• Computer-Aided Design and Manufacturing (S3, S4)
• Selecting and integrating systems involving various technologies such as IT, mechanics, electronics, robotics and computer vision (S3, S4)

Examples of Cégep (College) technical background: 

Computer Science Technology, Multimedia Integration, Electronics Engineering Technology, Computer Engineering Technology.

Examples of work that an information technology engineering co-op student could do:

• Technical and troubleshooting support (S1)
• Data collection and organization; software logic design (S1)
• Software user documentation (S1)
• Web site and computer systems programming (S1)
• User interface analysis and design (S2)
• Participation in an organized context to development, maintenance, support and process improvement teams (S2)
• Quality assurance (S3)
• Management of small projects (S3)
• Web application design (S3)
• Information systems development: business process analysis, requirements specification, deployment (S3)
• Database design (S3)
• Systems security (S3, S4)
• Network management (S3, S4)
• Multimedia development (S3, S4)

Number of UNDERGRADUATE students available for Summer 2021 work-terms : 993
Updated : January 25, 2021

Construction engineering
S1 : 30|  S2 : 101|  S3 : 73|  S4 : 4
Total : 208

Electrical engineering
S1 : 51|  S2 : 31 |  S3 :53|  S4 : 3
Total : 138

Software engineering
S1 : 41|  S2 : 63|  S3 : 69|  S4 : 1
Total :174

Mechanical engineering
S1 : 46|  S2 : 120|  S3 : 85| S4 : 6
Total : 257

Operations and logistics engineering
S1 : 8 |  S2 : 26|  S3 : 29| S4 : 2
Total : 65

Automated manufacturing engineering
S1 : 23|  S2 : 37|  S3 : 38| S4 : 1
Total : 99

Information technology engineering
S1 : 16|  S2 : 17|  S3 : 15| S4 : 4
Total : 52

Number of MASTER LEVEL students available for Summer 2021 work-terms: 61
Updated : January 25, 2021

Aerospace engineering: 9
Automated manufacturing engineering: 10
Electrical engineering: 6
Construction engineering: 5
Renewable energy and energy efficiency: 3
International Projects and Global engineering: 2
Environmental Engineering: 2
Engineering in occupational health and safety : 0
Engineering in Healthcare Technology: 0
Information Technology Engineering: 3
Mechanical engineering: 5
Software engineering: 1
Urban Infrastructures Engineering: 0
Innovation management:2
Telecommunication network engineering: 4
Engineering with a Concentration in Design and Management of Canadian Engineering Projets:1
Engineering Project management : 8
 

Winter 2021 term:

Construction engineering: 1 128
Electrical engineering: 575
Software engineering: 793
Mechanical engineering: 1 059
Operations and logistics engineering: 269
Automated production engineering: 362
Information technology engineering: 271

Breakdown of students who are eligible for co-op work-term by geographic region - 2020

Montreal: 31%
Laval, Laurentides, Lanaudière: 25%
Montérégie: 24%
Quebec, Chaudière, Beauce: 3%
Outaouais, Abitibi, New-Québec: 2%
Est du Québec: 3%
Mauricie, Centre-du-Québec: 2%
Eastern Townships: 2%
Outside of Quebec: 8%

2020 evaluation of ETS co-op students by supervisors

A - Excellent: 1,258 co-op students (43.8%)
B - Very good: 1,250 co-op students (42.7%)
C - Good: 361 co-op students (12.3%)
D - Adequate: 34 co-op students (1.2%)
E - Unsatisfactory: 1 co-op students (0.0%)

86.5% of co-op students were rated by employers as "excellent" or "very good".

The masculine form is used to simplify reading of the text and includes all genders.

Before the co-op work term: Plan for the arrival of your co-op student

• Specify to your co-op student:
  • The start and end dates of the co-op work term;
  • The time at which he should arrive at his work station;
  • The person to ask for when he arrives the first day;
  • The dates on which the organization is closed, if any.
• Prepare related reference documents.
• Prepare a warm welcome:
  • Inform team members of the expected arrival of the student and his mandate;
  • Prepare a workstation and the necessary equipment (having to borrow a computer or other hardware from a colleague can eventually cause problems for both).
• Identify a team member responsible for supervising the wook term.
• Plan his tasks:
  • Define a clear, varied and stimulating mandate;
  • Make sure you have enough work for the duration and the skill level of the co-op student.
• Plan for the fitting of working clothes (if required).
   

When the co-op work term begins

• The welcome and integration:
  • Introduce the co-op student to the entire team upon his arrival and give him a tour of the site;
  • Meet with the co-op student to review the tasks he is expected to accomplish;
  • Inform the co-op student of your expectations, the work schedule and the dress code;
  • Plan an information session on the current regulations on health and safety at work and have the co-op student follow the required training;
  • Check weekly to ensure that he is on the right track.

Your co-op student will be more motivated if his mandate is clear and diverse and the work term allows him to put new concepts into practice.

During the co-op work term

Co-op coordinator visit

• Plan a meeting with the coordinator and the co-op student.
• Fill in the online assessment form. It should be submitted at the end of the work term.
   

Relationship between the co-op supervisor and the student

• Be more present and available in the first weeks. The supervision can become more discreet as the co-op student gains in autonomy.
• Keep the student informed of his performance:
  • If it is satisfactory, share your satisfaction with him. Give him encouragement and motivation;
  • If it needs to improve: evaluate and adjust as required the supervision, objectives and tasks to be performed and, if applicable, notify the coordinator of any deviation in behaviour or gap in terms of skills.
• Answer the student's questions to maximize his learning and the quantity of work performed;
• Clearly inform the student what is expected of him; increase his responsibilities gradually and in an appropriate manner;

A supervisor who is attentive to the needs of his co-op student and provides the required explanations will obtain good performance. The supervisor must want to convey his knowledge and guide the student.

A qualified co-op supervisor

Although there are many styles of supervision, some basic qualifications and skills are necessary to guide and evaluate an co-op student. These include the ability to listen and the will to engage with the student by questioning him and promoting discussion.

The co-op supervisor must be able to assess the student in a constructive manner by taking care to value his achievements and progress, while highlighting aspects needing improvement.

Conflict management: Don’t hesitate!

It is your responsibility to promptly notify the coordinator as soon as a problematic situation occurs.

The majority of co-op work terms go smoothly. Both co-op supervisors and students are generally very satisfied. Nevertheless, difficulties such as personality conflicts, disagreement on the tasks, a mandate that doesn’t start, unavailability of the co-op supervisor, inadequate attitude of the student and learning difficulties do sometimes arise.

There are many possible causes for these situations: a gap between the student's profile and the requirements of the position, unforeseen changes in the mandate, the departure of a colleague that results in an overload for the co-op supervisor, unrealistic expectations of his experience by the student, unrealistic expectations of the student by the supervisor.

It is very important to discuss this with the co-op coordinator as soon as the first signs appear, regardless of their nature. The coordinator will make an appointment with you in order to help reach a solution that satisfies both parties. He can play a supporting role or one of mediator.

End of the work term

• Discuss the evaluation of the co-op work term that you will send to the coordinator with the student.
• Read the Departure Interview [in French, PDF].

Don’t hesitate to contact us, we’re happy to answer your questions!

The Code of Ethics for participants in the ÉTS co-operative education regime defines for students and employers the rules regarding placement of interns under this regime.

It is inspired by the Code of Ethics of Co-operative Education and Work-Integrated Learning Canada (CEWIL Canada, formerly the Canadian Association of Co-operative Education or CAFCE) and the Canadian Association of Career Educators and Employers (CACEE).

View the Code of Ethics [in French, PDF].