Why Become Accredited?

Why should your program pursue ACCE accreditation? You are in the best position to answer that for yourself but here are what others who have achieved accreditation through ACCE have to say about why it was important to them.

Thomas M. Akins, Executive Director, Georgia Institute of Technology
Kettil Cedercreutz, Associate Provost and Director, University of Cincinnati
Dr. Luther B. Epting, Director, Mississippi State University
Debbie Fatica, Assistant Dean, Case Western Reserve University
Geri D-S Moers, Associate Director, University of West Florida
Col Warren Lee Riles, Director, Georgia Southern University

 

Why Georgia Tech Pursued Co-op Accreditation - August 6, 2003
Since the inception of its program in 1912, Georgia Tech has striven to be a leader in the field of Cooperative Education. Consequently, when the possibility of a formal accreditation of the Co-op Program arose, this institution wanted to be among the first to be recognized in such a manner. The question that seemed to resonate in the minds of Tech’s administration was not “Why pursue ACCE accreditation?” but rather, “Why NOT pursue it?” In contemporary vernacular, it was a “no-brainer” for Georgia Tech to desire this recognition of its Co-op Program. Being the largest totally optional program in the country, with a rich tradition among the students and alumni, it is considered a privilege to be among the leadership in the co-op community. With that privilege comes responsibility.

Since the Accreditation Board for Engineering and Technology (ABET) no longer provides any type of standards or real benchmarking specifically geared toward co-op programs, it seemed only fitting that co-op practitioners develop a mechanism by which such programs might be able to gauge their effectiveness and quality. Thus, it seemed necessary to the leaders in co-op that a set of attributes, or some benchmarking tools, be developed to determine the quality level of any school that applies for accreditation. These were finalized in 1998 with the first “class” of accredited programs announced in 1999.

However, the emphasis here is not just on the formal acknowledgement that one’s program meets certain criteria. Rather, Georgia Tech viewed it as a way to perform a self-assessment of sorts, and follow that up with outside evaluators (appointed by ACCE) who conducted a thorough review of all aspects of the program. The gathering of information through introspection and self-study was invaluable and the report given by the visiting practitioner team has been of great assistance.

But “How has this process helped?” one may ask. Actually, three great benefits have resulted from this effort:

1. A certain level of credibility and respect among the academic units and higher administration has come about, as they have learned of the program’s accreditation status. This is not to say it did not exist prior to accreditation, but the relationship has been enhanced.
2. The Co-op Program is able to enforce its policies, procedures, and requirements much better with its students and employers. When operating an optional program this can be difficult, as students can enroll and withdraw with much flexibility. Employers sometimes attempt to operate in a manner that may not benefit the educational aspects of co-op. Having standards set forth by an independent organization, that one can refer to, makes that enforcement more palpable and sends a definite message to students, parents, and employers.
3. Accreditation has also helped in developing resources for the Co-op Program at Georgia Tech. Not that accreditation criteria sets things such as student to advisor ratios, or budgetary needs. However, the administration at Georgia Tech knows that in order to maintain quality standards, it is important to supply the necessary resources to adequately support programs to the optimum level.

Georgia Tech operates a world-class co-op program. Accreditation by ACCE is a method to provide the necessary feedback to continue to operate in a world-class fashion. Why would a school seek ACCE accreditation for its co-op program? The real question is: why wouldn’t it?

Thomas M. Akins
Executive Director
Georgia Institute of Technology
Division of Professional Practice
Atlanta GA 30332-0260
Phone: 404/894-3320
Fax: 404/894-7308
tom.akins@profpractice.gatech.edu

Quality is the most important measure of success when evaluating higher education. For universities committed to offering quality cooperative education programs, it is important that their work be acknowledged, and the quality of their pedagogy recognized. At the University of Cincinnati, the Accreditation Council for Cooperative Education (ACCE) guidelines have proven to be an invaluable help when expanding Cooperative Education to the graduate level. The framework offered by ACCE is well established and wins resonance within the greater academic community.

ACCE must be recognized as having done extensive work in defining the processes that characterize quality Cooperative Education. ACCE has made it possible for the public to distinguish between multiple forms of experiential learning, such as Cooperative Education, Internships, Service Learning, etc. When standardizing their processes, building blocks, and vocabulary, the groundbreaking work of ACCE stands as a model for faculty and practitioners who are engaged in other experiential learning methodologies. A coherent model of experiential learning accreditation, which I hope the future will bring us, would contribute to establishing a defined set of definitions within higher education. As of today, however, ACCE is still the forerunner in this area of academic process definition.

Kettil Cedercreutz
Associate Provost and Director
University of Cincinnati
P.O. Box 210115
Cincinnati, OH 45221-0115
Phone: 513/556-4636
Fax: 513/556-5061
kettil.cedercreutz@uc.edu

The impact of ACCE accreditation on the Mississippi State University Cooperative Education Program has been very positive. The impact has been greater internally within the university than that experienced externally. In addition to being extremely valuable to the Co-op staff, the components of the accreditation process (self study, site visit, exit report, etc.) have individually and collectively elevated the program’s prestige and status within the university, particularly with the faculty and administration. The recent Southern Association of Colleges and Schools accreditation review noted the accreditation status of the Co-op program by the Accreditation Council for Cooperative Education.

Dr. Luther B. Epting
Director
Mississippi State University
Box 6046
Mississippi State, MS 39762
Phone: 662/325-3823
Fax: 662/325-8733
LEpting@career.msstate.edu

At Case Western Reserve University, we are very proud to have an accredited Cooperative Education Program. We talk about it when speaking to prospective students and parents. They look at other universities when conducting their college search and when we mention we have an accredited Co-op Program, they perk up and seem very impressed that we have this unique distinction to our Program. This sets us apart from others. When speaking with current students, either those inquiring about Co-op or those who have applied to the Program, they are very aware of this distinction in our Program and the adherence we have to the guidelines for maintaining an accredited Program. They are very respectful of these standards and also seem proud to be affiliated with an accredited Co-op Program. In speaking with faculty, they are also pleased of our Co-op accreditation. They can surely relate with the process that is undertaken when applying for accreditation and what it takes to maintain and sustain this status. Faculty members play such a critical and integral role in our Co-op Program at Case and are also proud that we have the accreditation status. When interviewing prospective employees for programs within our office, they are told of the accreditation status and most are not aware of it and are very interested in hearing more about it and being affiliated with an office which houses an accredited Co-op Program. We and our Deans of Engineering worked very hard to prepare the self-study and host the accreditation team. We are quite proud to have this standard of excellence associated with our Co-op Program and proudly display this in our written literature and communications with students, faculty, staff, and prospective students and employees of Case Western Reserve University.

Debbie Fatica
Assistant Dean
Mary Rose Tichar, Director
Case Western Reserve University
10900 Euclid Ave
Cleveland, OH 44106-7240
Phone: 216/368-5119
Fax: 216/368-0327
dxf3@pop.cwru.edu

Two different employers wanted to change the length of time and terms mandated in the University of West Florida's Co-op Program. We showed them, as well as our university president whom they had called to complain, the criteria for The ACCE accreditation and the issue was dropped.

Geri D-S Moers
Associate Director, Career Services
University of West Florida
11000 University Parkway
Pensacola, FL 32514
Phone: 850/474-2258
FAX: 850/473-7255
gmoers@uwf.edu

What are the benefits and impact of the accreditation process for Georgia Southern University? Let me list them:

Reasons Georgia Southern University applied for ACCE Accreditation:

• Improve the quality of GSU’s CO-OP Program
• Obtain additional University support from senior management
• Support the University Accreditation process
• Attract Quality Employers with a long-term CO-OP commitment
• Provide enhanced services to our Customers
• Competitive advantage: Recognized as one of the best Cooperative Education Programs in the country
• Demonstrates high-quality standards
• An efficient and cost effective recruiting tool for high ability high school students

What we learned by going through ACCE’s Self-Assessment and Peer Review Process:

• Strengths
• Weaknesses
• Threats
• Opportunities
• Marketing strategies
• Force you to develop a long term strategy plan

Program improvements that came about as a result of the Process:

• Addition of a “Parallel” CO-OP Program
• Additional manpower support
• Realistic CO-OP budget
• Addition of a “Combination CO-OP Program

The Campus-Wide Dynamics and impact of applying for accreditation and having a site visit:

• Learn which Deans placed CO-OP above their Internship Program
• Senior management support/commitment
• Employers support
• Faculty support

Impact of Gaining ACCE Accreditation:

• Job promotions
• Status increased on campus
• More employers are requesting the establishment of a CO-OP with GSU
• Increased resources for CO-OP Program
• Expanded the program to include Job Shadowing and Summer Paid Internships
• Cost: $ 4,500

Col Warren Lee Riles
Director, Career Services
Georgia Southern University
P.O. Box 8069
Statesboro, GA 30460-8069
Phone: 912/681-5197
Fax: 912/681-0564
rileswl@gasou.edu