A program provides the framework and resources necessary to support and facilitate student learning.


An ACPE accredited program creatively and effectively utilizes the context in which learning takes place, drawing upon available technological support, private office space for educators, use of classroom space, learning sites, library, and internet, as well as other contextual and local means by which student learning is both supported and enhanced.


In assessing this area, reviewers will look at the program’s:

A. Student Support Services/Academic Resources and how students are made aware of and utilize these resources.
B. Utilization of its physical setting as a learning environment, including private office space for certified educators, use of private classroom space, work space for students along with options for secure storage, and specific clinical contexts. For programs utilizing video conferencing for any portion of their program, how the program provides for private space for educators, and the required resources for a unit of CPE.
C. Determination of educator workload and peer group size (See the Definition of Terms for the minimum number required for a peer group.)
D. Professional development plan for its faculty. For programs utilizing video conferencing for any portion of their program, the annual professional development plan must include training in the effective use of video conferencing.
E. Fulfillment of the policies related to changes in centers

Items that must be included in the program’s portfolio:

  1. A complete description of Student Support Services and Academic Resources provided in the center and evidence from student survey/interview data and analysis showing the impact on a student’s experience
  2. A presentation of the unique components of the center as a learning environment, with examples of how these impact student learning as evidenced in student survey/interview data and analysis
  3. An analysis of current educator workload and peer group size
  4. Documentation of faculty’s completion of the 50-hour requirement for continuing education and a presentation about the engagement of its faculty in professional development