Students are informed of the Standard E2.3 requirements for student-developed jobs. Appendix 21 21) Describe the processes used to Guiding principle 2 & communicate to employers their integral 4 role in co-operative education and that Rational 2.1 that students are engaged in paid and 2.3, 4.1 – – productive full-time work which is related 4. 4 to their academic and/or career Standard objectives. E3.3, 3.4, 3.6 Standard E4.2 Appendix 22 22) Provide co-op statistics that Standard E1.2, 2.4, 2.5 demonstrate the scope of your program(s) in the following capacities: - the percentage of available students employed each work term, for the last three terms and, - a three-year co-op employment summary (number employed and not employed) by discipline and by employment period; and, - the number of students graduating with a co-op designation from the program(s) over the past three years Monitoring and evaluation are critical to co-operative education objectives and in ensuring quality program delivery. Employers, as major partners in the educational process, are made aware of their educational role, including their part in the evaluation process. Monitoring and evaluation are a critical part of ensuring quality program delivery. Show how: CEWIL CANADA Criteria Our Program(s) - Narrative Supporting CANADA Materials document reference Appendix 23 23) Demonstrate how employers and Guiding Principle 4 students understand the importance and Standard integration of the partnership through the F1.1 1.7 – practice of a) site visits and b) monitoring student performance. Appendix 24 24) Demonstrate how students' Guiding principle 5 progress/learning and performance on a Standards work term are monitored and evaluated F1.1 F1.7, – through a work term visit. For co-op
Students are informed of the requirements for student-developed jobs. Standard E2.3 21) Describe the processes used to communicate to employers their integral role in co-operative education and that that students are engaged in paid and productive full-time work which is related to their academic and/or career objectives. Guiding principle 2 & 4 Rational 2.1 – 2.3, 4.1 – 4. 4 Standard E3.3, 3.4, 3.6 Standard E4.2 Appendix 21 22) Provide co-op statistics that demonstrate the scope of your program(s) in the following capacities: - the percentage of available students employed each work term, for the last three terms and, - a three-year co-op employment summary (number employed and not employed) by discipline and by employment period; and, - the number of students graduating with a co-op designation from the program(s) over the past three years Standard E1.2, 2.4, 2.5 Appendix 22 Monitoring and evaluation are critical to co-operative education objectives and in ensuring quality program delivery. Employers, as major partners in the educational process, are made aware of their educational role, including their part in the evaluation process. Monitoring and evaluation are a critical part of ensuring quality program delivery. Show how: CEWIL CANADA Criteria CANADA document reference Our Program(s) - Narrative Supporting Materials 23) Demonstrate how employers and students understand the importance and integration of the partnership through the practice of a) site visits and b) monitoring student performance. Guiding Principle 4 Standard F1.1 – 1.7 Appendix 23 24) Demonstrate how students' progress/learning and performance on a work term are monitored and evaluated through a work term visit. For co-op Guiding principle 5 Standards F1.1 – F1.7, Appendix 24
CEWIL_Co-Op_Accreditation_Application_July_2018.docx