The Babson-Equal Exchange Cooperative Curriculum for Graduate Schools is designed for students in professional graduate schools. The curriculum is presented in three modes: As a semester-long course, typically consisting of 14 class sessions; as a half-semester course, lasting 7 class sessions; and as a two-part workshop, the parts of which may be attended individually or together in sequence. The semester-long course provides a reasonably thorough treatment of most cooperative issues consistent with what would be expected at the graduate school level. The half-course is designed as an introductory course on cooperatives. The Introduction to Cooperatives Workshop is meant to provide a rapid overview of cooperatives, differentiating them from other types of organizations, and providing students with information on how to find jobs with cooperatives and a brief treatment of how to start a cooperative with other cooperators.  This Curriculum was funded by a grant from Equal Exchange, a fair trade cooperative, as part of accelerating the fulfillment of its 20 year vision adopted in 2006, that in 2026 there will be: “A vibrant mutually cooperative community of two million committed participants trading fairly one billion dollars a year in a way that transforms the world.”

Course documents written by John Whitman, Lecturer in Entrepreneurship, include

• Introduction to the Course
• Evolutionary and Historical Considerations
• The Worker Cooperative Life Cycle: Equal Exchange

The CoopZone Developers' Network Co-operative is pleased to announce that it will offer a two-level on-line training program on co-operative development, beginning in September, 2011.  The first level, called the Foundations Program will last for one year (September - April).  The second level, or the Advanced Program, will last for two years.  Each level is designed to take 2 - 3 hours per week.  For more information, please read the attached brochure, which provides a high-level summary of the program, and practical information about it (application deadline, tuition, etc.). 

• Brochure Co-op Development Training Program
• Co-op Development Foundations Module Outline & Learning Objectives
• Co-op Development Advanced Module Outline & Learning Objectives
• CoopZone Development Training Program Powerpoint Information Slides

"This course provides an introduction to the modern cooperative movement. (More than 800 million people around the world are members of co-operatives, including an estimated 1 in 4 Americans) Our goal is to acquaint students with the historical context and philosophical ideas that gave rise to co-operation; the evolution of the co-operative enterprise; comparative co-operative models and practice; the relevance of the co-operative alternative to modern economic and social issues such as globalization, climate change and the financial crisis; and case studies in co-operative business. Specific co-ops will be examined, with a focus on the ways they have worked to address community needs, create change, and support economic development".

"The Economics Department of the University of Massachusetts Amherst and the Valley Alliance of Worker Cooperatives (VAWC) are working to create an applied research program in worker cooperatives.  Over the past ten months a unique educational opportunity geared towards introducing undergraduate college students to cooperative economic enterprises has been in the works. It is a joint project of the Economics Department of the University of Massachusetts Amherst (UMass) and the Valley Alliance of Worker Cooperatives (VAWC). Both are located in the Pioneer Valley of western Massachusetts. VAWC is the regional organization of worker cooperatives.  The program will be focusing on worker-owned cooperatives as one kind of economic firm, the field of cooperative enterprises in general, the history of the movement, and its sharing in the building of a solidarity economy."

"The Economics Department proposes an Undergraduate Certificate in Applied Economic Research that will provide undergraduates with new opportunities for practical, field-based research while also promoting local economic development."

This course will examine literature and practice regarding community-owned enterprise as an alternative means of increasing community participation and development. The use of cooperatives, credit unions, land trusts, and limited stock ownership enterprises for increasing community participation and empowerment will be examined.  Lynn Benander and Shakoor Anjawani of the Cooperative Development Institute present MIT Urban Studies and Planning 11.954: Community-Owned Enterprise and Civic Participation.  Readings.  Assignments.  Seminars. 

Lack of formal curricula for learning about worker cooperatives can be a barrier to movement building and movement legitimacy.  In California  Deb Gray taught a course on cooperatives from the UC Berkeley Education department, which would sometimes deliver an interested student to sit in on a NoBAWC meeting.  UWCC posted the syllabus.  For those autodidacts out there, here's the syllabus  revised to link to many of the materials mentioned.     

Cooperatives and Community Development Education for Ownership

SYLLABUS: EDUCATION 187

Social and Cultural Studies, UC Berkeley

Fall 1998

Instructor: Deb Goldberg Gray

Cooperatives and Community Development Education for Ownership will explore the critical role of education in creating member-owned, democratically-controlled organizations. The course will survey cooperative development strategies which strengthen communities, create economic opportunity and provide needed services.

Format

Students will engage in active discussion and analysis of weekly topics, informed by readings, presented material and their own life experiences. Two short writing assignments will assist students in defining their pemona1 views on the subject matter. In addition, students will form work groups to identify and carry out a cooperative feasibility and planning project. These groups will work together the entire semester, and discuss their findings in both written and oral form at the end of the term. Students who come up with viable proposals will be offered the option to implement their plans in future semesters.

This course will focus on development of informed analytical skills with real life application on the part of students. Students will have the opportunity to learn from current practitioners with critical expertise in the field, who will be invited as guest speaker.

Requirements

1. Readings and Class Participation - Come prepared to actively participate in a critical analysis of the week's topic, informed by thoughtful consideration of the assigned readings. (30% of grade.)
2. Papers 2 short papers (2-3 pages) reflecting personal responses to the topic. (10% of grade)
3. Group Project Small groups will select an area for cooperative feasibility analysis and planning. Groups will present their findings in writing and through classroom presentation and discussion. (30% of grade)
4. Midterm and Final Exams Exams will require students to draw on their knowledge from lectures and readings, and apply the analytical skills gained through class discussion and feasibility projects. (30% of grade)