A discussion with Shirley Adams and Carol Lacey
around granting credit for lifelong and lifewide
learning experiences.
WCE...
 Kicking off discussions with a short quiz
(there will be prizes)
 Understanding prior learning tools and
strategies at:...
Shirley Adams
Carol Lacey
• Started in 1973
• Degree Completion College
• Liberal Transfer and Limited Residency
Requirements
• 95% student satisfac...
• Credit for learning, not experience
• Course Specific
• Content must be college-level
• Appropriate balance of theory an...
• Students take a 3 credit course
• Students can earn an additional 3
credits
• Student continues to submit their
portfoli...
Adult Students & PLA
•Increased satisfaction
•Greater retention rates
•Higher graduation rates
Graduation Rates:
•70% of s...
 The concept of prior learning is not new, but current
factors such as economic and workplace challenges,
and decline of ...
 CAEL compared PLA students with non-PLA students in terms of earned
degrees, persistence, and time to degree.
 PLA stud...
 MNSCU's (Minnesota State Colleges and Universities) Board of
Trustees procedure affirms PLA assessment through varied
me...
 eFolio™s new Minnesota Transfer Curriculum
questionnaires map learning outcomes for the goal
areas required at MNSCU 2 a...
 Testing (CLEP/DANTES)
 Getting Credit for What You Know (1-credit
class: identify and document credit-potential
learnin...
So tell us your PLA stories! Both the
successes and challenges….
2010 Prior Learning Assessment Tools and Strategies
2010 Prior Learning Assessment Tools and Strategies
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2010 Prior Learning Assessment Tools and Strategies

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2010 Prior Learning Assessment Tools and Strategies

  1. 1. A discussion with Shirley Adams and Carol Lacey around granting credit for lifelong and lifewide learning experiences. WCET 2010
  2. 2.  Kicking off discussions with a short quiz (there will be prizes)  Understanding prior learning tools and strategies at: ◦ Charter Oak State College (www.charteroak.edu) ◦ Metropolitan State University (www.metrostate.edu)  Resources, links, stuff to check out  Energized discussion among participants!
  3. 3. Shirley Adams Carol Lacey
  4. 4. • Started in 1973 • Degree Completion College • Liberal Transfer and Limited Residency Requirements • 95% student satisfaction rate • 58% 6 year grad rate • 88% Course completion rate
  5. 5. • Credit for learning, not experience • Course Specific • Content must be college-level • Appropriate balance of theory and practice • Recommendations by academic subject matter experts • Appropriate to the academic context
  6. 6. • Students take a 3 credit course • Students can earn an additional 3 credits • Student continues to submit their portfolio • Fee per credit evaluated ($85/$110)
  7. 7. Adult Students & PLA •Increased satisfaction •Greater retention rates •Higher graduation rates Graduation Rates: •70% of students with PLA graduated •39% of students without PLA graduated CAEL 2009 Study
  8. 8.  The concept of prior learning is not new, but current factors such as economic and workplace challenges, and decline of traditional post-high school college enrollment accelerated by President Obama's goals to increase significantly the number of Americans with post-secondary credentials provide catalysts for expansion and strengthening of quality PLA assessment options.  Pamela Tate, CAEL's president and CEO, acknowledging that more than half of all colleges award some credit for prior learning, but few offer this to significant numbers or students . Inside Higher Ed (3/1/10)
  9. 9.  CAEL compared PLA students with non-PLA students in terms of earned degrees, persistence, and time to degree.  PLA students in the study had much higher degree-earning rates than non-PLA students over a seven-year time period, regardless of institutional size, level or control, age, gender or race/ethnicity. This was also true when comparing students with similar academic abilities.  Re persistence among students who did not earn degrees within the seven year: PLA students accumulated more credits than non-PLA students. In addition, non-degree-earning PLA students re-enrolled more consistently than non-PLA students without degrees.  PLA students earning bachelor's degrees save an average of between 2.5 and 10.1 months of time in earning their degree, depending upon the number of PLA credits earned, compared to non-PLA students earning degrees.
  10. 10.  MNSCU's (Minnesota State Colleges and Universities) Board of Trustees procedure affirms PLA assessment through varied means, specifying some statewide standards while providing for individual institutional determination on other areas.  PLA has been a hallmark of Metropolitan State University, one of the universities in the MNSCU system, since it began in the early 1970s. Its work and leadership is recognized within the state system, but also nationally by CAEL (Council on Adult and Experiential Learning), the Peace Corps and other organizations. New impetus on providing opportunities or strengthening existing efforts for PLA as part of adult degree completion initiatives (including a new Lumina-funded initiative) has accelerated Metropolitan State's AND MNSCU’S PLA commitment, development and leadership in this area.
  11. 11.  eFolio™s new Minnesota Transfer Curriculum questionnaires map learning outcomes for the goal areas required at MNSCU 2 and 4 year institutions, providing a structured framework for students to document and reflect on how their experiential learning meets those outcomes.  This framework also provides faculty with a process they can integrate with rubrics they have established for quality evaluation of learning outcomes.  This also addresses workload concerns because faculty do not have to individualize competence and assessment framework for each student.  While these outcomes reflect the Minnesota Transfer Curriculum, they can be adapted to general education requirements at other higher education institutions.
  12. 12.  Testing (CLEP/DANTES)  Getting Credit for What You Know (1-credit class: identify and document credit-potential learning and best avenue for assessment)  Assessment workshops (Early Childhood and Public Speaking)  Theory seminars (add theory to experience)  Individualized PLA (portfolio or other)
  13. 13. So tell us your PLA stories! Both the successes and challenges….

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