In a 1929 speech, Herman Schneider stated, "There are no two cooperative courses the same and different tactics have to be used in different places. I hope there will never be two programs the same." Under the Accreditation Council for Cooperative Education (ACCE) accreditation guidelines, an institution's co-op offerings are allowed to be diverse without compromising the program's integrity. Truly, this is what Schneider, the founding father of cooperative education, had in mind: quality programs to enhance the quality of a student's education.
The effort behind the formation of the ACCE has been focused on improvement of the field as a whole, allowing for diversity within the co-op community, while maintaining the quality of this method of experiential education. As we all know, "a rising tide lifts all ships," and this is what the ACCE strives to do. Our aim is to assist cooperative education programs in working toward goals that can enhance the quality of the educational experience for those students who participate.
The Accreditation Council for Cooperative Education (ACCE) is an association dedicated to encouraging and recognizing excellence in programs of cooperative education. ACCE membership is comprised of programs or units that have current accreditation status as granted by ACCE. These members establish standards and procedures regarding ACCE accreditation, respond to suggestions and queries regarding those standards and procedures from recognized cooperative education organizations, and serve as the body that grants or withholds accreditation in accordance with the established standards. The Accreditation Council for Cooperative Education operates according to these established bylaws (MS Word | Adobe PDF).
Criteria for Accreditation
The Accreditation Council for Cooperative Education was founded by a group of interested co-op practitioners also created The Attributes of Cooperative Education Programs, a structural model that reflects the founding principles and distinctive definition of cooperative education. The Attributes of Cooperative Education Programs has served as the historical document for identifying the essential components of cooperative education programs. The “Attributes” were created in 1993 and adapted by ACCE as the foundation of the accreditation process. A modified set of essential components is called the “ACCE Standards for Cooperative Education Programs” and will serve as basis for the accreditation process. Five Standards address:
• Mission and Goals
• Institutional Relationships
• Employers and External Partners
• Learning Environment
• Learning Outcomes and Program Effectiveness
The program’s mission clearly defines its purpose in the context of its host institution and identifies the distinctive nature and benefits of cooperative education. In addition, the mission clearly states whom the program serves and what it seeks to accomplish. The program’s goals describe how its mission will be achieved. The program’s mission and goals are developed with and recognized by institutional leadership and in consultation with program constituents. Mission and goals are used to guide the program’s practices and policies and to evaluate effectiveness.
Guidance:
The program’s mission defines the scope of the program, its values, and character. It is prepared after thoughtful consideration of its purpose and is periodically reviewed and updated. The views of program constituents, generally students, faculty, employers, and the host institution are considered and the mission is approved by the appropriate institutional authority. For example, institutional evaluation may occur during the institutional reaccreditation self-study.
The program’s mission defines the scope of the program, its values, and character. It is prepared after thoughtful consideration of its purpose and is periodically reviewed and updated. The views of program constituents, generally students, faculty, employers, and the host institution are considered and the mission is approved by the appropriate institutional authority. For example, institutional evaluation may occur during the institutional reaccreditation self-study.
Program goals describe the benefits constituents can expect as a result of participation. Goals should be stated as outcomes or competencies. Goals are expressed in observable terms so that achievement can be evaluated. From goals, measurable objectives are developed. Objectives are the activities that programs conduct to achieve a goal. This would include effective definitions and literature that match the standard and defined parameters.
An ACCE accredited cooperative education program is expected to demonstrate mission and goals that are:
1.1 Clearly defined and guide program activities
1.2 Developed through collaborative participation
1.3 Periodically evaluated and approved by the host institution
1.4 Publicized to constituents and available to potential participants
1.5 Aligned with the institution’s mission and goals and consistent with ACCE Standards
1.1 Clearly defined and guide program activities
1.2 Developed through collaborative participation
1.3 Periodically evaluated and approved by the host institution
1.4 Publicized to constituents and available to potential participants
1.5 Aligned with the institution’s mission and goals and consistent with ACCE Standards
The institution has effectively included cooperative education as in integral part of the academic program and has implemented policies and practices appropriate to the achievement of program mission and goals.
Guidance:
Effective cooperative education programs are integrated into the academic and administrative life of the host institution. Program integration, stability and institutionalization are processes that can take decades to fully establish. All successful and sustainable cooperative education programs have attained substantial progress in these areas. Success may be demonstrated through academic and administrative policies and practices; partnerships and collaboration with faculty and other departments, such as sufficient staffing and funding; ethical standards that govern program activities; and a process for program evaluation.
Effective cooperative education programs are integrated into the academic and administrative life of the host institution. Program integration, stability and institutionalization are processes that can take decades to fully establish. All successful and sustainable cooperative education programs have attained substantial progress in these areas. Success may be demonstrated through academic and administrative policies and practices; partnerships and collaboration with faculty and other departments, such as sufficient staffing and funding; ethical standards that govern program activities; and a process for program evaluation.
An ACCE accredited program is expected to demonstrate:
- How effectively the program is integrated into the academic and administrative culture, policy, and practices of the institution
- How the academic nature of the program is ensured including the awarding of academic credit
- Effective role of faculty in program support, endorsement, development, and evaluation
- Finances, staffing, and administrative processes that are sufficient to achieve program mission and goals
- Qualified professionals to lead the program and to carry out program goals
- Ethical standards that govern behavior of all program participants are established, communicated, and periodically reviewed
- Processes used to periodically evaluate program effectiveness
STANDARD THREE: Employers
The program effectively selects, prepares, engages and monitors employers so that students achieve learning outcomes consistent with program goals. In addition, employers are included in periodic reviews of program effectiveness.
The program effectively selects, prepares, engages and monitors employers so that students achieve learning outcomes consistent with program goals. In addition, employers are included in periodic reviews of program effectiveness.
Guidance:
An essential element of effective cooperative education programs is employers who provide high quality cooperative education work assignments to students. Qualifying employers prior to the start of work assignments is essential to student safety and to determine employer willingness to support the goals of cooperative education and to abide by program requirements. Program quality is enhanced by employers who consistently hire students year after year, compensate them, and provide opportunities for students to develop knowledge and skills through multiple work terms. Employers also have an important role in the supervision and evaluation of student performance and program effectiveness. Success may be demonstrated through documentation of the level of employer involvement and effective processes for communication between the program and employers throughout the co-op cycle, reflecting commitment and promoting collaboration and student learning. Some examples may be documentation of student employment and compensation, agreement forms, tracking of interactions with supervisors and processes used to solve problems during the work term.
An ACCE accredited program is expected to demonstrate:
3.1 Employment locations are appropriate working/learning environments and employers participate in the learning aspect of the program
3.2 Work assignments are planned, professional, progressive, and supervised
3.3 Participating employers support program goals including providing compensation and opportunities for student development through multiple work assignments
3.4 Long term relationships with employers
3.5 Ethical standards that govern the conduct of program staff, employers, and students are established, communicated, and periodically reviewed
3.6 Employer recommendations for program improvement are considered in the program evaluation process
3.1 Employment locations are appropriate working/learning environments and employers participate in the learning aspect of the program
3.2 Work assignments are planned, professional, progressive, and supervised
3.3 Participating employers support program goals including providing compensation and opportunities for student development through multiple work assignments
3.4 Long term relationships with employers
3.5 Ethical standards that govern the conduct of program staff, employers, and students are established, communicated, and periodically reviewed
3.6 Employer recommendations for program improvement are considered in the program evaluation process
The program demonstrates that it provides an environment at employer locations that supports the achievement of student learning outcomes. In addition, programs demonstrate that a student learning and development focused approach guides preparation, reflection, and monitoring activities
Guidance:
Effective Cooperative Education programs provide a means for students to apply course content in real-world settings to enhance the educational process. Education occurs inside and outside the classroom where students can develop, through experience and reflection, the knowledge, skills, and attitudes needed to succeed in their academic programs and upon graduation. The alternation of courses and work experience provides a developmental model for students to apply major/career-related information from the classroom as they are learning it. Criteria for program participation serves to assure that, students have the ability to succeed academically. Ethical standards guide what programs promise and are included in student preparation and expectations for student conduct. Program policies and characteristics consistently contribute to an intentional system aimed at producing student-learning outcomes. Success may be demonstrated through productive partnerships with faculty and employers, work schedules that allow for sufficient time for learning to occur, academic documentation, sites that are focused on learning, appropriate supervision, completion of learning objectives and reflection assignments structured to enhance the development of defined learning competencies and methods to link learning from student work experience back into the classroom, Examples may include program plans, academic policies and manuals, documentation of student participation; experience identified as part of the curriculum, such as on transcripts, curriculum requirements, and grades., job descriptions that reflect relatedness to student preparation, and syllabi focused on promoting learning outcomes.
Guidance:
Effective Cooperative Education programs provide a means for students to apply course content in real-world settings to enhance the educational process. Education occurs inside and outside the classroom where students can develop, through experience and reflection, the knowledge, skills, and attitudes needed to succeed in their academic programs and upon graduation. The alternation of courses and work experience provides a developmental model for students to apply major/career-related information from the classroom as they are learning it. Criteria for program participation serves to assure that, students have the ability to succeed academically. Ethical standards guide what programs promise and are included in student preparation and expectations for student conduct. Program policies and characteristics consistently contribute to an intentional system aimed at producing student-learning outcomes. Success may be demonstrated through productive partnerships with faculty and employers, work schedules that allow for sufficient time for learning to occur, academic documentation, sites that are focused on learning, appropriate supervision, completion of learning objectives and reflection assignments structured to enhance the development of defined learning competencies and methods to link learning from student work experience back into the classroom, Examples may include program plans, academic policies and manuals, documentation of student participation; experience identified as part of the curriculum, such as on transcripts, curriculum requirements, and grades., job descriptions that reflect relatedness to student preparation, and syllabi focused on promoting learning outcomes.
An ACCE accredited program is expected to demonstrate:
4.1 How effectively student participation criteria and implementation supports student learning outcomes and applying course content.
4.2 How work is structured and learning objectives established to insure that major or career-related learning outcomes occur in real-world situations.
4.3 Formalized processes exist for the alternation of campus-based classroom study with multiple periods of work experience. Work sequences may be full time (40/hr/wk), part time (20 hr/wk) and/or combination, but others (e.g. yearlong assignments) may be acceptable if they are consistent with program goals and ACCE standards.
4.4 To what extent students are prepared for work experiences, provided opportunities to reflect and be monitored during and be debriefed at the conclusion.
4.5 Ethical standards governing student behavior are established, communicated, and periodically reviewed.
4.6 How effectively students persist in fulfilling the minimum time requirement.
4.7 How progressive responsibility is promoted and documented.
4.1 How effectively student participation criteria and implementation supports student learning outcomes and applying course content.
4.2 How work is structured and learning objectives established to insure that major or career-related learning outcomes occur in real-world situations.
4.3 Formalized processes exist for the alternation of campus-based classroom study with multiple periods of work experience. Work sequences may be full time (40/hr/wk), part time (20 hr/wk) and/or combination, but others (e.g. yearlong assignments) may be acceptable if they are consistent with program goals and ACCE standards.
4.4 To what extent students are prepared for work experiences, provided opportunities to reflect and be monitored during and be debriefed at the conclusion.
4.5 Ethical standards governing student behavior are established, communicated, and periodically reviewed.
4.6 How effectively students persist in fulfilling the minimum time requirement.
4.7 How progressive responsibility is promoted and documented.
The program demonstrates the effective use of a student learning assessment process for each work term and a cumulative one at the end of the student’s participation. In addition, the program has developed and implemented an assessment process that evaluates its overall effectiveness and its impact on its constituencies.
Guidance
Effective cooperative education programs assess that program curriculum, activities and processes are relevant and producing educational benefits. Evaluation methods and goals are consistent with the institutional environment and measure incremental and cumulative learning as they relate to personal, academic, work, and career competencies for students. All constituencies contribute to assessing overall program effectiveness and the impact of their participation on their respective entities. The effective use of assessment data toward institutional commitment and program improvement is a sign of the health of the program. Success can be demonstrated through surveys, assignments that provide documentation, measurable objectives, cumulative resumes or interviews, and examples of adjustments made in program or curriculum structure based on the analysis of assessment data to improve outcomes for all constituencies and to better align with institutional mission and goals.
An ACCE accredited program is expected to demonstrate:
Guidance
Effective cooperative education programs assess that program curriculum, activities and processes are relevant and producing educational benefits. Evaluation methods and goals are consistent with the institutional environment and measure incremental and cumulative learning as they relate to personal, academic, work, and career competencies for students. All constituencies contribute to assessing overall program effectiveness and the impact of their participation on their respective entities. The effective use of assessment data toward institutional commitment and program improvement is a sign of the health of the program. Success can be demonstrated through surveys, assignments that provide documentation, measurable objectives, cumulative resumes or interviews, and examples of adjustments made in program or curriculum structure based on the analysis of assessment data to improve outcomes for all constituencies and to better align with institutional mission and goals.
An ACCE accredited program is expected to demonstrate:
5.1 An evaluation process is in place through which results are used for improvement.
5.2 Student learning achieved compliments or advances knowledge that is in alignment with the student’s educational goals and the institution’s educational goals.
5.3 Assessment of learning outcomes is in place for each work experience and cumulative assessment for the entire co-op experience.
5.4 Assessment results are used to improve the student learning experience
5.5 Assessment results are used for program improvement.
5.6 Assessment results are used by the institution and other departments, for instance to support institutional goals or to provide feedback into the classroom.
5.7 Assessment results may be used to provide feedback into the classroom
5.8 Assessment of the impact of participating on employers and faculty partners may be used to improve relationships and to document impact on the community and the classroom environment.
5.2 Student learning achieved compliments or advances knowledge that is in alignment with the student’s educational goals and the institution’s educational goals.
5.3 Assessment of learning outcomes is in place for each work experience and cumulative assessment for the entire co-op experience.
5.4 Assessment results are used to improve the student learning experience
5.5 Assessment results are used for program improvement.
5.6 Assessment results are used by the institution and other departments, for instance to support institutional goals or to provide feedback into the classroom.
5.7 Assessment results may be used to provide feedback into the classroom
5.8 Assessment of the impact of participating on employers and faculty partners may be used to improve relationships and to document impact on the community and the classroom environment.
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