Are co-op placements worth the delay in graduating?

By University Study

By Nana Haidara, Student, University of Ottawa

Before starting a co-op, I never really understood its value. The pressure of finding a placement, preparing for back-to-back interviews, and hearing people’s “horror stories” felt overwhelming. Instead of facing the challenge, I gave up and decided to remove it from my program.

As soon as I sent the email, I felt regret but didn’t know why. That all changed after talking to my friend. She told me I had made a mistake because getting into co-op itself is difficult, and it provides work experience that school alone can’t prepare you for. She convinced me to add it back.

Co-op is perfect if you’ve ever wondered, “What do I want to do after graduation?” Even if you don’t find your passion, you’ll figure out what you dislike — and that’s still progress. It’s also a great way to grow your network and connect with professionals in your field.

One of the things I appreciated most during my co-op terms was having a supervisor. They guided me, gave feedback, and helped me feel confident about my work. Co-op is all about learning and growing, so don’t be afraid to try new things or ask questions. Internships are meant for making mistakes — just don’t make the same ones twice! And even though internships are short, take every opportunity to learn something new. This doesn’t mean overworking yourself but being willing to grow with the organization.

When searching for placements, my university had a co-op job navigator that listed opportunities, requirements, and deadlines. It was super helpful, but I made sure to search every program. For example, if you’re in communications, don’t skip the engineering tab — you might find a social media role there! If your university doesn’t have a resource like this, networking and career fairs are great alternatives.

Personally, I think the application process was the most challenging part. I didn’t have much work experience and faced over 20 rejections before landing my first interview. Out of five interviews, I was ranked the top choice for one of them. My personality definitely helped me stand out because, even without experience, I showed eagerness to learn and passion for the role.

Co-op gives you a whole semester to focus on work, providing a glimpse of life after school. Co-op taught me so much about responsibility, prioritizing tasks, and being dependable.

Plus, it teaches you how to balance work and life, as they are two completely different things. In school, you have more flexibility with breaks, but, it feels like you’re working 24/7. With work, when 5 p.m. hits, you’re done. Weekends are yours, and that freedom is amazing!

If you don’t see a job position that fits you, create one for yourself.

The best advice I got during my co-op journey was from my professor, who said, “If you don’t see a job position that fits you, create one for yourself.” I applied that advice during my second co-op and contacted my department manager. I shared with her what interests me the most and how I’d like to use my interests in editing, graphic design, and creative projects. Don’t hesitate to put yourself out there if you’re passionate about something. Even if internships are unpaid, the experience and connections you gain are worth it. Whether it’s a short-term role or just a weekend internship, say yes — you never know who you’ll meet, what they’ll notice about you, or how it could help you.

Looking back, I’m glad I didn’t give up on co-op. The doubt I felt after removing it was valid because co-op has taught me so much and introduced me to experiences that I wouldn’t trade for anything.

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On-campus work opportunities

International students who hold valid study permits and who are studying full time at eligible Canadian public and private universities or colleges may also be eligible to work on-campus at the institution where they study without a work permit.

More information on work opportunities for international students

An excerpt from the publication Graduate Studies: A Practical Guide of the Canadian Association for Graduate Studies.

Graduate school includes master’s programs (typically one to two years of full time study following an undergraduate degree) and doctoral programs (approximately four to six additional years of study which may follow a master’s degree).

The graduate learning environment is distinctly different from that at the undergraduate level. It has been characterized as advanced, focused and scholarly in nature:

It is advanced because it builds upon an undergraduate education.

It is focused because the emphasis in graduate studies is on depth.

It is scholarly because it is concerned not simply with the acquisition of knowledge and skills, but with the critical analysis of existing knowledge and the creation of new knowledge. Graduate students are expected to acquire and apply advanced analytical and interpretive skills, as well understanding and/or producing research.

Although the expectations of students enrolled in graduate programs may vary, it should be recognized that graduate school represents a very different educational experience than that of undergraduate studies. Scientific discovery is seldom a linear process, and it is generally not possible to drive research directly towards a desired outcome. Discovery is a mixture of insight, effort, curiosity, and good fortune.

Male student leading a class presentation at Queen's University.
Classroom presentation at Queen`s University

Graduate programs may be separated into three broad categories:

Professional programs – provide specialized skills and qualifications for a specific profession (i.e., Speech-Language Pathology, MBA programs).
Terminal programs – master’s and doctoral degrees are achieved separately. Students apply to doctoral programs after first completing their master’s degree.
Non-terminal programs – master’s program feeds directly into doctoral program without option of stopping after master’s. May be entered into directly from undergraduate studies.

Additionally, your degree may be:

Course-based – a combination of required courses, practicum placement, qualifying exam, independent research, or capstone course or project.

Thesis-based – a combination of required courses and a thesis project under the supervision of a thesis advisor.

Thesis-based master’s programs provide an opportunity for students to explore the possibility of pursuing research as a career. The normal time to completion of this degree is two years, although completion of a high quality thesis may require a longer period of time.

Students are expected to display enthusiasm and dedication towards completing the objectives that define their research projects, which can mean working on their projects beyond a standard work week. In research, the end result is nearly always determined by the effort and commitment of the student to the project. The reward for this is the opportunity to pursue research questions and lead discovery in diverse and important areas that are directed at reducing human suffering and improving our understanding of the world.