Career-Connected Experiences (CCE)

• To Request the CCE Attribute
• CCE Quality Standards
• Catalog Attribute and Attribute-Value Definitions (short version)
• Expanded Attribute-Value Definitions for Course Design
• Career-Connected Experience Policies
• Support Resources

At UMass Lowell (UML) a Career-Connected Experience (CCE) provides an applied opportunity that intentionally connects academic learning to career development and demonstrably aligns with the National Association of Colleges and Employers (NACE) Career Readiness Competencies (communication, teamwork, professionalism, technology, leadership, critical thinking, equity and inclusion, career and self -development).

The CCE attribute may be applied to a course that includes an experiential learning element and meets the CCE framework. The attribute CCE is the umbrella attribute for all types of career-connected experiences.

Under the CCE attribute umbrella, courses may add a more specific attribute-value. See the Definitions of Attribute-Values further below.

Examples include internships, co-ops, faculty-mentored research, service-learning with reflection, credit-bearing global placements, and on-campus employment with defined outcomes. Research experiences such as Emerging Scholars, faculty-led lab work, and honors research may also qualify when paid or credit-bearing and meeting supervision, reflection, and learning outcome criteria.

To Request the CCE Attribute⁠

To request the CCE attribute for a career-connected experience, use the relevant Curriculog form, as described below.

• New Course - If your course does not yet exist in the catalog, use the form titled "COURSE - Add a New Course to the Catalog" and include in your proposal a request for the CCE attribute.
• Change Course - If your course already exists in the catalog, and you are requesting other changes to the course in addition to the CCE attribute, use the form titled "COURSE - Change an Existing Course in the Catalog".
• CCE Attribute short form - If your course already exists in the catalog, and your only request is the CCE attribute, use the form titled "ATTRIBUTE CCE - Request the Career-Connected (CCE) attribute for an existing course".

All forms are located in Curriculog. Log in to Curriculog and click the "+ New Proposal" button to start a proposal.

CCE Attribute Criteria: Quality Standards⁠

The following Quality Standards will be used to assess requests from faculty to apply the CCE attribute to a course. A successful proposal needs to satisfy the first two standards, and at least two of the remaining standards.

1. Career Readiness Alignment: the course develops at least four of the eight NACE competencies and provides broader impact beyond the students' personal learning and development.
2. Impact Beyond Self: through the experience in the course, the student intentionally has a broader impact beyond their personal learning and development.
   • For the remaining four criteria, at least two must be demonstrated:
     1. Structured Supervision: the course incorporates oversight by faculty/staff/professional with feedback.
     2. Reflective Practice: the course facilitates guided reflection during or after the experience.
     3. Academic or Career Relevance: the course connects to the student's program or goals.
     4. Defined CCE Learning Outcomes: the course demonstrates how these are articulated and assessed.

Below please find further information about each of the Quality Standards.

Quality Standard 1: Career Readiness Competencies (required)

There are eight career readiness competencies each of which can be demonstrated in a variety of ways.

To qualify for the CCE attribute, a course needs to develop at least four of the eight National Association of Colleges and Employers (NACE) competencies noted below. On the Curriculog form you will be asked to check all applicable competencies that student work will demonstrate and will be assessed.

You will also be asked to briefly describe the course content and/or assignments that develop the identified competencies.

Competency #1 - Career and Self-Development

Proactively develop oneself and one's career through continual personal and professional learning, awareness of one's strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one's organization.

Learning outcomes that a course might use to develop the Career and Self-Development competency include:

• Show an awareness of own strengths and areas for development.
• Identify areas for continual growth while pursuing and applying feedback.
• Develop plans and goals for one’s future career.
• Professionally advocate for oneself and others.
• Display curiosity; seek out opportunities to learn.
• Assume duties or positions that will help one progress professionally.
• Establish, maintain, and/or leverage relationships with people who can help one professionally.
• Seek and embrace development opportunities.
• Voluntarily participate in further education, training, or other events to support one’s career.

Competency #2 - Communication

Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization.

Learning outcomes that a course might use to develop the Communication competency include:

• Understand the importance of and demonstrate verbal, written, and non-verbal/body language, abilities.
• Employ active listening, persuasion, and influencing skills.
• Communicate in a clear and organized manner so that others can effectively understand.
• Frame communication with respect to diversity of learning styles, varied individual communication abilities, and cultural differences.
• Ask appropriate questions for specific information from supervisors, specialists, and others.
• Promptly inform relevant others when needing guidance with assigned tasks.

Competency #3 - Critical Thinking

Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information.

Learning outcomes that a course might use to develop the Critical Thinking competency include:

• Make decisions and solve problems using sound, inclusive reasoning and judgment.
• Gather and analyze information from a diverse set of sources and individuals to fully understand a problem.
• Proactively anticipate needs and prioritize action steps.
• Accurately summarize and interpret data with an awareness of personal biases that may impact outcomes.
• Effectively communicate actions and rationale, recognizing the diverse perspectives and lived experiences of stakeholders.
• Multi-task well in a fast-paced environment.

Competency #4 - Equity and Inclusion

Demonstrate the awareness, attitude, knowledge, and skills required to equitably engage and include people from different cultures and backgrounds. Engage in anti-oppressive practices that actively challenge the systems, structures, and policies of racism and inequity. This competency is currently under reviewby the National Association of Colleges and Employers (NACE).

Learning outcomes that a course might use to develop the Equity and Inclusion competency include:

• Solicit and use feedback from multiple cultural perspectives to make inclusive and equity-minded decisions.
• Actively contribute to inclusive and equitable practices that influence individual and systemic change.
• Advocate for inclusion, equitable practices, justice, and empowerment for historically marginalized communities.
• Seek global cross-cultural interactions and experiences that enhance one’s understanding of people from different demographic groups and that leads to personal growth.
• Keep an open mind to diverse ideas and new ways of thinking.
• Identify resources and eliminate barriers resulting from individual and systemic racism, inequities, and biases.
• Demonstrate flexibility by adapting to diverse environments.
• Address systems of privilege that limit opportunities for members of historically marginalized communities.

Competency #5 - Leadership

Recognize and capitalize on personal and team strengths to achieve organizational goals.

Learning outcomes that a course might use to develop the Leadership competency include:

• Inspire, persuade, and motivate self and others under a shared vision.
• Seek out and leverage diverse resources and feedback from others to inform direction.
• Use innovative thinking to go beyond traditional methods.
• Serve as a role model to others by approaching tasks with confidence and a positive attitude.
• Motivate and inspire others by encouraging them and by building mutual trust.
• Plan, initiate, manage, complete and evaluate projects.

Competency #6 - Professionalism

Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace.

Learning outcomes that a course might use to develop the Professionalism competency include:

• Act equitably with integrity and accountability to self, others, and the organization.
• Maintain a positive personal brand in alignment with organization and personal career values.
• Be present and prepared.
• Demonstrate dependability (e.g., report consistently for work or meetings).
• Prioritize and complete tasks to accomplish organizational goals.
• Consistently meet or exceed goals and expectations.
• Have an attention to detail, resulting in few if any errors in their work.
• Show a high level of dedication toward doing a good job.

Competency #7 - Teamwork

Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities.

Learning outcomes that a course might use to develop the Teamwork competency include:

• Listen carefully to others, taking time to understand and ask appropriate questions without interrupting.
• Effectively manage conflict, interact with and respect diverse personalities, and meet ambiguity with resilience.
• Be accountable for individual and team responsibilities and deliverables.
• Employ personal strengths, knowledge, and talents to complement those of others.
• Exercise the ability to compromise and be agile.
• Collaborate with others to achieve common goals.
• Build strong, positive working relationships with supervisor and team members/coworkers.

Competency #8 - Technology

Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.

Learning outcomes that a course might use to develop the Technology competency include:

• Navigate change and be open to learning new technologies.
• Use technology to improve efficiency and productivity of their work.
• Identify appropriate technology for completing specific tasks.
• Manage technology to integrate information to support relevant, effective, and timely decision-making.
• Quickly adapt to new or unfamiliar technologies.
• Manipulate information, construct ideas, and use technology to achieve strategic goals.

Quality Standard 2: Impact Beyond Self (required)

CCE courses must intentionally provide students the opportunity to use their learning for the benefit of others. You will be asked to briefly describe how the course will enable students to contribute to society, industry, or a body of knowledge beyond their own personal and professional development.

For the remaining four criteria, at least two must be demonstrated.

Quality Standard 3: Structured Supervision

The course incorporates oversight by faculty / staff / professional with feedback. You will be asked to briefly describe the structured supervision provided. Responses should answer the questions: How is oversight structured? Who will serve as the supervisor? If the faculty is not the supervisor, how will expectations be shared? In what format, how often, and by whom will feedback be given?

Quality Standard 4: Reflective Practice

The course facilitates guided reflection during or after the experience. You will be asked to demonstrate how students will practice critical reflection. Responses should answer the questions: What types of reflection will be required? What format will the reflection take, and how will it be assessed? How will the course ensure that students have the tools for critical reflective practice?

Quality Standard 5: Academic or Career Relevance

The course connects to the student's program or goals. The student will have firsthand engagement with the tasks required in a given career or with the application of academic program learning outcomes. You will be asked to demonstrate how the course provides practice of career-relevant tasks and decision making. Responses should answer the questions: What firsthand engagement with the career tasks will students have? How will the course engage synthesis of career skills and academic knowledge?

Quality Standard 6: Defined CCE Learning Outcomes

The course demonstrates how these are articulated and assessed. You will be asked to state the learning outcomes for the CCE. You will be asked to describe how students and supervisors will contribute supplemental outcomes. Consider how the explicit learning outcomes will establish a shared understanding of expectations between the student, faculty, and any supervisor(s) and guide mutual feedback.

⁠Catalog Attribute and Attribute-Value Definitions (short version)⁠

Below is a list of attribute-values. These will supplement the "CCE" attribute to identify in the catalog the specific type of experiential learning the course provides, for example: CCE-INTERN for an internship course. In the Curriculog form you will be asked to select the attribute-value that best describes the course. Multiple attributes may be chosen.

Expanded Attribute-Value Definitions for Course Design⁠

As the Career-Connected Experience Committee (CCEC) works through proposals, they will refine these definitions and add examples to aid faculty in designing CCE courses.

Internship (CCE-INTERN)

An internship involves work experience relevant to the students' academic program or career interests. Students may either design, deliver, manage, or evaluate a specific project as part of their work experience or partake in and contribute to the regular day-to-day activities of the workplace. Internships are typically part-time (less than 30 hours per week). UMass Lowell (UML) internship courses range from a minimum of 60 to 120 hours per semester, as determined by the academic department.

Co-op (CCE-CO-OP)

A co-op involves work experience relevant to the students' academic program or career interests. Students may either design, deliver, manage, or evaluate a specific project as part of their work experience or partake in and contribute to the regular day-to-day activities of the workplace. Co-ops are full-time (30 or more hours per week) for 12-20 weeks.

Practicum (CCE-PRACTICUM)

A practicum involves work experience under the supervision of an experienced registered or licensed professional (for example: preceptor) in any discipline that requires practice-based work experience for professional licensure or certification.

Career Development Course (CCE-CAREER-DEV)

A Career Development Course is a credit or non-credit course that proactively develops a student's awareness of self, career, or career planning, rather than applied work. For a credit or non-credit course to be considered for this attribute-value, it must meet at least one of the following criteria:

1. Self-awareness - The student develops knowledge about and understanding of their own personal development. In a career context, it involves an understanding of what they bring to the world.
2. Opportunity awareness - The student develops an understanding of the world of work, including career possibilities and alternative pathways.
3. Decision-making and planning - The student develops an understanding of how to make career decisions and an awareness of pressures, influences, styles, consequences, and goal setting.
4. Implementing plans - The student develops the appropriate skill level in a range of areas to be able to translate job and career planning into reality. Areas may include resumes, LinkedIn, networking, cover letters and other job search correspondence, interviewing, job search strategies, and job, graduate school, military or service applications.

Community Service Learning (CCE-SERVICE)

Community Service Learning (CSL) integrates meaningful community service with classroom instruction and critical reflection to enrich the learning experience and strengthen communities. In practice, students work in partnership with a community-based organization to apply their disciplinary knowledge to a challenge identified by the community.

Community and Industry Research and Projects (CCE-PRTNR-PROJ)

In Community and Industry Research and Projects, students are engaged in research that contributes primarily to workplaces, including consulting projects, design projects, and community-based research projects.

Study Abroad (CCE-ABROAD)

In study abroad experiences, students engage in academic and cultural immersion experiences that expand global perspectives and understanding.

Entrepreneurship (CCE-ENTREPREN)

An entrepreneurship course allows a student to leverage resources, space, mentorship and/or funding to engage in the early-stage development of business start-ups and/or to advance external ideas that address real-world needs for academic credit.

Creative Endeavor (CCE-CREATIVE)

A creative endeavor allows a student to create artistic, written, or performance-based projects with the intent for the project to be available to the public and aligned to professional norms.

Faculty-led Research, Scholarship, or Creative Endeavor (CCE-RESEARCH)

A faculty-led research, scholarship, or creative endeavor allows a student to pursue novel research, scholarship, or a creative endeavor under the direct supervision of a faculty member.

Career-Connected Experience Policies⁠

• College of Fine Arts, Humanities, and Social Sciences (FAHSS) policy catalog page
• Manning School of Business policy catalog page

Support Resources⁠

• Career-Connected Work and Experiential Learning
• Transformative Internships and Engagement (TIE) Hub

Updated July 30, 2026.