Co-op Program: Employers

Two students are working on a mechanical project, with their co-op mentor looking on.

Co-op Teaching Partner Benefits

Our participating companies are able to connect with Clemson University in a meaningful way when they become Teaching Partners in our program. They gain a higher visibility on campus and can connect with motivated young talent.

In addition, our teaching partners:

  • Participate in the education of potential future employees
  • Evaluate a student’s on-the-job performance before making a long-term commitment
  • Reduce costs and time associated with recruiting and training new graduates
  • Recognize unique talent and skills through co-op rotations that coincide with a student’s natural maturation process through college.
  • Obtain immediate productivity from co-op graduates who offer real assistance to senior professionals, releasing them for more complex responsibilities.
Contact Us to Become a Partner
Become a Co-op Sponsor

Want your company featured on our website or promotional materials? Send us photos of your Co-ops at their desk, work site, giving a presentation, near your logo/sign/mascot, or by a product! We ask that photos contain only Clemson students and not large groups of co-ops/interns from multiple schools.

A student gives the thumbs up at Charleston Water Systems
4 Co-op students on site at Thermo Fisher Scientific

What does the Co-op Program expect of our Teaching Partners?

Co-op students should be challenged with work that allows them to apply what they’re learning in the classroom. Students should be given the opportunity to learn new concepts in their chosen field of study. Each student’s experience is monitored by the program’s academic staff to ensure learning is taking place. Projects should require them to think critically and solve problems creatively.

  1. Evaluate the student at least twice each semester by providing a midterm review and an end-of-rotation evaluation. End-of-rotation evaluations are submitted to the Co-op Program.
  2. Assign the student to a mentor supervisor who holds a similar undergraduate degree, understands his/her role as a teacher, and is willing to meet with the student regularly to set and review semester learning goals.
  3. Communicate with the program’s academic staff concerning student performance issues and notify the staff of remedial and corrective actions employed.
  4. Pay a competitive wage to the students working on co-op assignments.  A salary survey is regularly updated by the Program and is provided to all employers.
  5. Provide a full-time experience (typically 40 hours per week) and pay overtime when students are expected to work more than a normal work week.
  6. Ensure the co-op rotations coincide with the University academic terms by beginning and ending at approximately the same time as the semesters.
  7. Commit to the required rotations for the student’s academic discipline provided that the student’s performance is satisfactory as determined by the teaching partner.
  8. Follow the program’s instructions to interview students and extend offers only during the semester before their rotations begin.

  1. Interview
    • Interviews are exactly 30 minutes. Balance getting to know the student with promoting your opportunity.
      • Students should have done research ahead of time and are likely to know the basics of your company.
      • Focusing on departments/team roles within your larger organization (relevant to the majors interviewing) can be helpful.
    • Send engaging interviewers
    • Consider bringing a current co-op with you
  2. Salary
    • Offer competitive pay – Our Salary Survey is updated every August
    • Increase hourly pay each rotation
  3. Monetary perks
    • Provide stipends: housing, gas, etc.
    • Cover the $300 Co-op course fee
    • Offer a signing bonus
    • Offer a program completion scholarship or bonus (awarded after the requisite rotations are completed)
  4. Other Benefits
    • Onsite perks like gyms or cafeterias
    • Access to professional training opportunities
    • Insurance or retirement benefits
      • Keep in mind this is likely a student’s first professional position and they may not know all the terms/vocabulary related to these benefits.
  5. Housing
    • Provide company housing
    • Provide housing recommendations
    • Connect past and incoming co-ops to assist in coordinating roommates or sub-leasing

  1. Use Specific Position Names
    • Manufacturing Eng. Co-op vs. “Co-op” or “Eng Co-op”
    • Design Eng Co-op vs. Mechanical Eng Co-op
    • Process Improvement Co-op vs. Industrial Eng Co-op
  2. Interviewing for more than one department? Consolidate your different positions into a single PD.
    • Companies with multiple positions should consider submitting one position description organized in a chart format.
    • The ideal position description will include all departments/areas.
      • Students will look into all your positions instead of eliminating any based on the title.
      • More details for these sections and a suggested chart for multiple positions is available below
  3. Salary/perks
    • We do not share the salary information with students ahead of time. They only find out the pay when you make them an offer.
    • We do share what benefits you offer (housing, gas, bonus, scholarship etc.) so please be sure to include this information during registration

  1. Brief Position Description
    • Describe what this team or department does and how it fits into the larger company. Try to keep terminology appropriate for a layperson as the students do not usually know any industry terms when they enter the program.
    • Projects – What kinds of projects or tasks does the department focus on?
      • Long-term or short-term? What aspects of engineering/business do the projects include (i.e., coding, design software, hands-on testing, technical writing)? Describe a few past projects co-ops have worked on or potential projects in the future.
    • Setting – What does it look like to co-op on your team?
      • How much work is hands-on, and how much is at a computer? Do the students work in a manufacturing floor, testing lab, or office? Is the work of the department team-focused or more individually focused? Do your co-ops do projects independently, with other co-ops, with their mentor?
  2. Co-op Skill Development
    • What technical or professional skills will a student leave with after their rotations? What value will your experience add to their future careers?
    • Clemson Core Competencies
      • Include 2-3 competencies that students will have a chance to improve on in this specific position

    We suggest using this format in a Word or Excel document if interviewing for multiple positions.

    Listing mentor names is optional.

    The relevance of GPA has declined drastically over the last five years, and it is generally viewed as but one element of a student’s broader university experience.

    • Only 39% of employers will use GPA as an initial criterion/requirement for selecting candidates.
      • *2023 NACE Job Outlook – Spring update
    • Companies who accept lower GPAs generally have more diverse co-op applicants
    • Keep in mind that most new co-op students are sophomores and may have struggled with adjusting to the study requirements of college during their freshman year, and their GPAs may not have yet recovered yet.
    • We know you want the best and we work hard to get you the best candidates, however GPA is only one measure of success.

    Download our Guide for Mentors and Supervisors so you always have our expectations and guidelines in one place.