Funded by the President’s High Growth Job Training Initiative, U.S. Department of Labor’s Employment and Training Administration

Grant AF144170460, & the State of Washington

Prior Learning Assessment Template

for Life Science Informatics Programs

BELLEVUE COMMUNITY COLLEGE

National Community College Life Science Informatics Center of Excellence

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Table of Contents

What is PLA? .................................................................................... 3Steps to Implementing a PLA Process .................................................. 4General Issues and Recommendations................................................. 6PLA assessment tools and evidence — definitions.................................. 7Assessment Criteria .........................................................................10Life Science Informatics Prior Learning Assessment..............................11PLA MAPPING TO A PROGRAM: EXAMPLE 1 .........................................14

Applying PLA ................................................................................16Assessment Methods .....................................................................17

PLA MAPPING TO A PROGRAM: EXAMPLE 2 .........................................18Applying PLA ................................................................................20Assessment Methods .....................................................................21

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Funded by the President’s High Growth Job Training Initiative, U.S. Department of Labor’s Employment and Training Administration Grant AF144170460, & the State of Washington

2

Table of Contents

What is PLA? .................................................................................... 3Steps to Implementing a PLA Process .................................................. 4General Issues and Recommendations................................................. 6PLA assessment tools and evidence — definitions.................................. 7Assessment Criteria .........................................................................10Life Science Informatics Prior Learning Assessment..............................11PLA MAPPING TO A PROGRAM: EXAMPLE 1 .........................................14

Applying PLA ................................................................................16Assessment Methods .....................................................................17

PLA MAPPING TO A PROGRAM: EXAMPLE 2 .........................................18Applying PLA ................................................................................20Assessment Methods .....................................................................21

What is PLA? .................................................................................................... 3Steps to Implementing a PLA Process ............................................................. 4General Issues and Recommendations ........................................................... 6PLA assessment tools and evidence — definitions .......................................... 7 Assessment Criteria ....................................................................................... 10Life Science Informatics Prior Learning Assessment ..................................... 11PLA MAPPING TO A PROGRAM: EXAMPLE 1 ............................................. 14 Applying PLA .............................................................................................. 16 Assessment Methods ................................................................................. 17PLA MAPPING TO A PROGRAM: EXAMPLE 2 ............................................. 18 Applying PLA .............................................................................................. 20 Assessment Methods ................................................................................. 21

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Prior Learning Assessment Template for LifeScience Informatics Programs

What is PLA?

Prior Learning Assessment (PLA) is a process that enables learners to gainrecognition and credit for knowledge and skills they have acquired through awide range of non-academic processes. It involves the identification,documentation and assessment of learning acquired through informal orindependent study, work experience, volunteering, non-credit courses andother life experiences.

Reference documents

Prior Learning Assessment Portfolio for Information Technologydocument published in XXX by Bellevue Community College gives detailedexamples of PLA tools, methods and assessment criteria. It includescomprehensive student and faculty guides.

Life Science Informatics Skill Standards document published in 2006 bythe Life Science Informatics Center at Bellevue Community College providesthe framework that supports the PLA process for the life science informaticsknowledge and skills.

http://www.bcc.ctc.edu/informatics/index.htm

in 2001 by

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Steps to Implementing a PLA Process

Decide which part of the program/curriculum qualifies for PLA:o Often PLA is applied only to lower-level courses in the program, as

upper-level courses tend to integrate a wider range of knowledgeand skills. Upper-level courses also tend to rely on complex learningprocesses such as team projects, research projects, multi-phaseprojects, that may be difficult to assess through PLA.

o Some elements of knowledge and skills may not lead themselves aseasily to PLA, as they may be difficult to assess, or may be infusedthroughout the program.

Decide what form of PLA credit award or waiver students will receive:o Credits that count towards program completion. If so, what is the

upper limit to the number of awarded PLA credits? There may belimits established by the institution and/or its governing andaccreditation bodies.

o Credits awarded that do not count towards the program completionand must be made up through program electives.

o A waiver for specific program courses without credit award.o Provisional credits awarded to the students on condition that they

successfully complete specific program courses. For instance,students could receive PLA credits for course level 1 only after theyhave successfully completed course level 2.

o Can the students receive partial credits? If students apply for PLA,can they get a variable number of credits based on the assessmentof their PLA evidence? Or is it an all-or-nothing credit award?

Develop the process for PLA administration, including PLA fees tostudents, staff/faculty responsibility for the assessment, andcompensation for the staff/faculty involved.

Develop the general PLA guidelines:o Guidelines could be drawn at the institution, department or

program level.o Assessment methods (portfolio, exams, interviews…) could be

prescribed at the institution, department or program level, or therecould be some flexibility in the selection and customization ofassessment methods by individual faculty and/or students.

o Will the PLA process be administered through a PLA course oroutside a course framework, and is there a specific time periodallocated for completion of the PLA process by individual students?

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Think through, and if possible resolve PLA implementation issuesincluding:o PLA credit transferability to other institutions or to other programs

within the same institution.o Training of PLA staff and faculty, and quality control once PLA is

implemented.o Training and support of PLA students, including advising.

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General Issues and Recommendations

There is a tendency to set higher standards for PLA students than forin-program students. Attention should be placed on using realistic andappropriate assessment methods and standards.

PLA processes can be more time and effort intensive for students thansitting through a course. Attention should be placed on making thestudent process aligned to the outcomes.

PLA processes can be very time and effort intensive for faculty andadministration involved in the PLA implementation and assessment,depending on the specific PLA process and methods. Adequateallowances for time and compensation should be made.

All programs are a combination of knowledge and skill learning. It isimportant that the PLA methods reflect a balance in knowledge andskill assessment that closely matches the balance in the curricularelements being assessed. For instance, PLA for a practicum courseshould not rely primarily on a test that assesses student knowledge.

It is usually best to rely on a range of assessment tools/processes, andif possible involve several assessors especially in assessment methodsthat have a high level of subjectivity.

It is essential to evaluate the importance of the specific tool/technology in the assessment of knowledge and/or skill. For instanceif database skills are taught through a specific database platform in theprogram, can PLA credits be given to database skills based on adifferent platform? The answer may depend on how closely learningand assignments are aligned to the technology platform in the overallprogram.

Soft skills, such as team participation and organization skills, are oftendifficult to assess through PLA. For specific recommendations,evidence options, processes and assessment criteria, refer to the PriorLearning Assessment Portfolio for Information Technology document.

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PLA assessment tools and evidence — definitions

Assessment portfolios are collections of evidences that are selected,presented and organized to demonstrate the student’s mastery of specificknowledge and skills. If well designed, portfolios have the flexibility to giveevidence for a wide range of knowledge and skills, and for a wide range oflevels of knowledge/skill complexity. They can be time consuming both forthe student and the assessor and are usually not used for simple knowledgeassessment. There is some subjectivity in the assessment due to thecomplexity of the evidences. Often, portfolio evidences include testimoniesfrom outside parties, such as employers, which may decrease the level ofreliability of the assessment process.

Tests and exams are assessments based on well defined questions andanswers. They can rely on a variety of testing protocols, including multiple-choice, true-false, fill-in-the-blank, or simple open-ended questions. Theyare usually easy to administer and grade and offer a high level of objectivity.They are better adapted to evaluate knowledge than skills, and usually arenot well suited to assess highly complex or integrated knowledge.

Hands-on demonstrations are sessions where the students are asked todemonstrate a set of skills using real-world or simulated environments. Thesessions usually rely on a defined script or scenario, and are observed by theassessors. These assessments are well tailored to assess skills with varyinglevels of complexity. They can be time consuming and difficult to set up,administer and assess, and can be expensive if specialized equipment isrequired. They involve some level of subjectivity in the assessment whichcan be mediated by including several observers/assessors.

Interviews and videos are sessions where the students demonstrateknowledge and skills primarily by talking to the audience. The level ofinteraction between the student and the assessors vary from highinteractivity in interviews to low interactivity in recorded videos. The level ofcontrol and adaptability on the part of the assessors varies accordingly. Thetime and effort required from the students also vary from high with recordedvideos to relatively low with interviews. They involve some level ofsubjectivity in the assessment which can be mediated by including severalassessors. This can be easily done as these assessments do not usuallyrequire extensive time contribution from the assessors.

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External experts and employer testimonies document the student’straining and expertise acquired through on-the-job or community-basedprojects. It is important to verify the currency and validity of the experience.Information such as title of the expert/employer, date of the project, specificrole and responsibilities of student in the project, detailed description of theproject including scope, complexity of team, technology and outcomes,issues and barriers that needed to be resolved, and final outcomes, must beprovided by the student. It is recommended to provide a template for theexpert/employer to give assessment feedback based on the desiredassessment criteria. These assessments are best suited to evaluate high skilllevels and complexity. As they rely heavily on outside assessors, they mayhave limited reliability.

Essays and presentations are developed by the student to discuss/presenta specific topic. The topic area can be specified by the assessors or thestudent can be given general guidelines for topic selection. They are bestsuited to assess attitudes and knowledge. They can be supervised and time-limited or take-home assignments. Except for communication and criticalthinking skills, they have limited application to assessing skills. Theassessment can be highly subjective depending on the knowledge/skill beingassessed. Depending on the length of the essay/ presentation and thecomplexity of the assessment, this can be time consuming for the assessors.

Case studies are complex projects that require several of the followingactivities from the student’s part: hypothesis development, research,analysis, testing, conclusion development, documentation andrecommendation development. Depending on the scope, they can be verytime and effort intensive from the parts of the students and the assessors.They are well suited to assess general employability and foundation skills,and can be designed to assess high-level technical skills.

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Certifications or professional training are standardized tests developedby industry, professional organizations, or government agencies. Trainingcan be provided by a wide range of organizations. Depending on thecertification or training, they vary in terms of industry acceptance, currencyand level of difficulty. Some certifications/training include practicaldemonstrations, but most do not. In general, they are best suited to assessknowledge and in the case of information technology, are often attached to aspecific vendor or platform. When using certification or professional trainingfor PLA, it is important to evaluate the relevance, level of recognition andrigorousness, as well as currency of the specific certification/training. Usingthese as evidences require little time and involvement from the assessorsbut can be of limited relevance depending on the curriculum content beingcovered by the PLA process.

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Assessment Criteria

Relevance of the evidence and alignment to desiredknowledge and skillsCompleteness of evidenceCurrency of the evidenceLevel of knowledge and skills demonstratedLevel of complexity and integration of knowledge andskills demonstratedReliability of the evidence sourceReliability of the outside assessor if applicableMatch to the specific technology tool or process if necessary

Level ofcomplexity insetup/administration

Applicability toknowledge/skillsassessment

Degree ofobjectivity/subjectivity inassessment

Involvesoutsideassessors

Low High Know SkillsAssessmentPortfolio

Tests andexams

Notusually

Hands-ondemonstra-tions

Notusually

Interviewsand videos

Notusually

Externalexperts andemployertestimonies

Yes

Essays andpresentations

No

Case studies Notusually

Certificationsand training

Yes

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Life Science Informatics Prior Learning Assessment

Information Technology

o IT LiteracyWired and wireless platforms, devices and peripheralsBasic hardware, operating systems, and software applicationinstallation, configuration and troubleshootingOffice software applicationsPresentation, graphic and publishing applicationsInformation management and security

o InfrastructureSystem architecture and networksDesktop, system and device hardware installation, configurationand troubleshootingOperating systems installation, configuration and troubleshootingStandard and specialized software application installation,configuration and troubleshooting

o Data ManagementDatabase applications and systemsDatabase design and testingDatabase development processDatabase administrationData mining and reportingDatabase development and maintenance documentation

o Information ProcessingBasic programmingSoftware development lifecycleSoftware specificationsSoftware development, testing and integrationData extraction, conversion and import softwareSoftware validation procedures and standard practicesSoftware documentation, reporting and acceptance processUsability and human factors

o Visual Representation and InterfacesGraphical user interfacesInteractive interfacesData representation and visualization

o Web DevelopmentBasic web authoringIntroduction to XML

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o Skill LevelPower UserUser Support and TrainingSystem/Application Administration and SupportSystem/Application development and TestingSystem/Application Integration and DeploymentSystem/Application Specification AnalysisInformatics Strategic Planning and IT Governance

Science and Matho Molecular biology and geneticso Statisticso Technical writingo Scientific process

General Employability Skillso Communication skills, verbal, written, formal and informalo Collaborative and teaming skills, in person and virtualo Project management and organization skillso General business knowledgeo Critical thinking and decision making skillso Self-direction and continuous learning skillso Professionalism and client relation skills, internal and

external clients

Biotechnology and Biomedical Devices R&Do Drugs and pharmaceutical developmento Medical devices and technologieso Biostatisticso Standards, regulations and best practiceso Gene expression and pathwayso Ethics in biotech/biomedical research and applicationso Basics of biotech lab and molecular biology tools

Bioinformaticso Basics of bioinformaticso Bioinformatics tools, databases and methodso Data analysis, modeling and visualizationo Statistical programs and analysiso Annotation elements of genomic sequenceso Bioinformatics software products and systems

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Clinical trialso Clinical trial phases and processeso Regulatory agencieso Clinical trial processes and timelineso FDA guidelineso Clinical trial protocolso Clinical records and forms

Clinical Trial Datao Data management plan and setupo Clinical data databases and data collection instrumentso Data tracking, processing and validationo Medical coding and adverse eventso Data reporting and analysiso Clinical trials data management software products and systems

Validation for Biotech/Biomedical Softwareo Software products in biotech, pharmaceutical and

biomedical applicationso Software validation in the biotech and biomedical industryo Standards, regulations and best practices in general

software validationo Standards, regulations and best practices in biotech/biomed

software validation

Healthcareo Medical terminologyo Healthcare processes, providers and customerso Clinical labs and diagnosticso Standards, regulations and best practices

Medical Informaticso Healthcare information systems, applications and processeso Healthcare informatics standards, regulations and best practiceso System lifecycle management in healthcareo Healthcare informatics products and vendorso Healthcare databases and data record systemso Project managemento Systems analysis

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PLA MAPPING TO A PROGRAM: EXAMPLE 1

Program: Bioinformatics Certificate (33 credits)

BIOIT 101 Introduction to Bioinformatics, 3 creditsBIOIT 120 Internet Metalanguages, 4 creditsBIOIT 130 Database Design and Modeling, 4 creditsBIOIT 150 Linux Fundamentals, 2 creditsBIOIT 180 Introduction to Object-Oriented Programming, 4 creditsBIOIT 200 Probability and Statistics for Bioinformatics, 3 creditsBIOIT 220 Programming for Bioinformatics, 5 creditsBIOIT 230 Bioinformatics Tools, Databases and Methods, 5 creditsBIOIT 240 Data Analysis and Visualization in Bioinformatics, 3 credits

BIOIT 101 Introduction to Bioinformatics • 3 creditsIntroduction to the tools, methods and trends in bioinformatics. Topicsinclude introduction to the storage, representation, integration, analysis, andretrieval of bioinfomatic data, current bioinformatics databases and tools,basic sequence manipulations and analyses, trends in bioinformatics industryand techniques, and ethics and intellectual property. Brief overview ofmolecular biology. Prerequisite: Familiarity with basic computer skills andworking knowledge of Windows. Basic understanding of molecular biologyconcepts and genomics.

BIOIT 120 Internet Metalanguages • 4 creditsIntroduction to the Internet and how to effectively conduct Internetsearches, and to the basics of Web authoring. Topics include Internetbrowsers and search strategies, HTML and XML and their application to webauthoring, and metalanguages and Internet techniques that specificallyapply to bioinformatics. Prerequisite: Familiarity with basic computer skillsand working knowledge of Windows.

BIOIT 130 Database Design and Modeling • 4 creditsIntroduction to database design and modeling. Topics include: basicrelational database principles, structuring and linking tables, designingqueries, basic database development process, data normalization andintegrity, and conceptual and physical modeling. Prerequisite: Familiaritywith basic computer skills and working knowledge of Windows.

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BIOIT 150 Linux Fundamentals • 2 creditsThis course provides skills necessary to quickly become proficient using theUNIX operating system. Topics include an introduction to UNIX andWindows, logging in and out, passwords, getting help, command layout andexecution, file management, and access permissions. Prerequisite:Familiarity with basic computer skills and working knowledge of Windows.

BIOIT 180 Introduction to Object-Oriented Programming • 4 creditsIntroduction to programming in an object-oriented environment. Topicsinclude controls; variables, constants and calculations; decisions andconditions; menus, subprocedures and subfunctions; creating object-oriented programs; lists, loops and printing; arrays; accessing databasefiles; programming with webforms; and saving data and objects in files.Prerequisite: Working knowledge of computers and Windows.

BIOIT 200 Probability and Statistics for Bioinformatics • 3 creditsIntroduction to probability and statistics, and their applications tobioinformatics. Topics include fundamental concepts of probability andstatistics, probability theory, probability distributions, statistical tests, linearcorrelation and regression analysis, parameter estimation, and overview ofinformation theory as it applies to bioinformatics. Prerequisite: Familiaritywith basic computer skills and working knowledge of Windows. Basicunderstanding of molecular biology concepts and genomics. College-levelalgebra, or instructor permission.

BIOIT 220 Programming for Bioinformatics • 5 creditsIntroduction to programming with PHP, MySQL, PERL and Java. PHP andMySQL are great for creating fast and stable web applications, and are easyto learn. Perl and Java are powerful languages that are used on Web-basedsystems. Prerequisites: BIOIT 120 and BIOIT 210, or instructor permission.

BIOIT 230 Bioinformatics Tools, Databases and Methods • 5 creditsIntroduction to the main public domain tools, databases and methods inbioinformatics. Topics include sequence databases, text-based andsequence-based database searches, protein databases, motif databases andmotif-based searches, pairwise and multiple alignment sequence analysistools, and structure databases and search tools. Prerequisites: BIOIT 101,120 and 130, or instructor permission.

Introduction to mathematical and computational methods to analyzebiological data. Topics include hypothesis testing, experimental design,probabilistic modeling and its application in bioinformatics, particularly insequence analysis, overview of visualization principles, formats and methodsthat are used to display large volumes of complex biological data.Prerequisites: BIOIT 101 and 200, or instructor permission.

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Applying PLA1. Determine PLA Credit Program Limits

In the example of the bioinformatics certificate, we set the PLA limit at 8credits. However, in addition, specific program courses can be waived andassociated credits made-up through program electives.

2. Assess Each Course for PLA EligibilityIn this example, BIOIT 200 Probability and Statistics for Bioinformatics;BIOIT 220 Programming for Bioinformatics; BIOIT 230 BioinformaticsTools, Databases and Methods; and BIOIT 240 Data Analysis andVisualization in Bioinformatics, are determined ineligible for PLA creditsfor the following reasons:

o These classes form the specialization tier of the certificate. It isunlikely that someone seeking to complete the program wouldalready possess the knowledge/skills emphasized in these courses.

o These courses incorporate “higher-level” knowledge and skills, andrely more heavily on team projects, case studies and studentresearch than the other program courses. As they integrate a widerange of skills/knowledge acquired in the “lower-level” courses,they are more difficult to assess through a PLA process.

o These courses also involve a stronger partnership withbioinformatics industry professionals, including industry speakers,tours, projects—experiences that are invaluable for the students.

o Most of these courses have prerequisites that include other coursesfrom the program.

3. PLA Implementation CriteriaOf the remaining courses (17 credits), we decided to give the studentsthe option of selecting up-to 8 credits for PLA, and an additional 7 creditsto be assessed for waivers but made up through program electives.Additional constraints include:

o A course can be assessed for PLA credit or waiver in its entirety.No partial credit or waiver can be received by the students.

o We advise the students to carefully review the course syllabi,especially for the BIOIT 101 Introduction to Bioinformatics coursewhich covers a wide range of knowledge and skills, before applyingfor PLA and/or waivers, as fees are not refundable.

o PLA and waiver assessment must be completed and awarded priorto the student registering for a 200-level course.

o PLA and waiver assessments must be completed by students within3 months after they apply.

o Students applying for PLA must complete a résumé/questionnaire toevaluate background (experience, education, training…) andacademic abilities.

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Assessment Methods

Course EvidencesOptions

AssessmentCriteria

Assessors

PLA ApplicantRésumé/Questionnaire

Completion of awrittentemplateOR Interview

Currency andrelevance ofexperience/backgroundEvidence ofability tosucceed in anadvancedcollege program

Program chair andfacultyProgram advisors

BIOIT 101Introduction toBioinformatics

Essay orpresentation onselected topicsAND Tests ongeneralterminology andconcepts, andskills such assearching abioinfodatabaseTrainingattended bystudent(optional)

Knowledge/skillbreadth anddepth alignmentto the classcurriculumPerformancelevel in tests

Currency,relevance andreliability of thetrainingexperience

Course faculty

BIOIT 120InternetMetalanguages

BIOIT 130Database Designand Modeling

BIOIT 150 LinuxFundamentals

BIOIT 180Introduction toObject-OrientedProgramming

Requires 2 out ofthe 3 evidenceoptions for eachcourse:

On-the-jobexperiencesupported byemployertestimoniesTests includingdemonstrationof technicalskillsTrainingattended bystudent orcertifications

Currency,relevance andreliability of thetraining or on-the-jobexperience, orcertificationKnowledge/ skillbreadth anddepth alignmentto the classcurriculumPerformancelevel in tests

Course facultyExternal expertsEmployers

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PLA MAPPING TO A PROGRAM: EXAMPLE 2

Program: Medical Informatics Certificate (30 credits)

MEDIT 110 Technology Fundamentals in Healthcare • 5 creditsMEDIT 220 Healthcare informatics Standards • 5 creditsMEDIT 230 Healthcare Information Applications and Processes • 5 creditsChoose one of the following:BTS 168 Database Applications • 5 creditsBTS 268 Database Applications: Advanced • 5 creditsChoose one of the following:DBA 130 Database Theory • 5 creditsPROG 160 Systems Analysis & Design • 5 creditsChoose one of the following:BTS 280 Project Management Applications • 5 creditsGBUS 230 Project Management • 5 credits

MEDIT 110 Technology Fundamentals in Healthcare • 5 creditsThis course covers the fundamentals of healthcare systems integration,data processing, networking and telecommunication, healthcare messagingprotocols and healthcare data security. Prerequisite: BTS 161, CS 110, orIT 101 recommended.

MEDIT 220 Healthcare Informatics Standards • 5 creditsThis course covers the fundamentals of patient records, coding andclassification issues, workflow analysis techniques, and an overview ofdecision support methods. Students learn the fundamentals to performneeds analysis and record requirements. Prerequisite: BTS 168, orconcurrent enrollment, and MEDIT 110.

MEDIT 230 Healthcare Information Applications andProcesses • 5 creditsIn this class, students learn key skills to evaluate, select, implement andmaintain healthcare applications. Risk management is emphasized. Studentsevaluate a variety of human-computer interaction issues from theperspective of the patient, provider and executive. Students will design animplementation plan with special emphasis on train-the-trainer programsand customer services. Prerequisite: BTS 280 or G BUS 230 and MEDIT 220.

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BTS 168 Database Applications • 5 creditsDevelops beginning through advanced database skills using software such asMicrosoft Access on the personal computer. Prerequisite: BTS 161 orequivalent experience recommended.

BTS 268 Database Applications: Advanced • 5 creditsCourse covers additional user interface features of a relational database.Advanced Wizards are used to create a user interface. Topics include actionqueries, macros, modules, switchboards, and startup options.Prerequisite: BTS 168

DBA 130 Database Theory • 5 creditsDevelops in-depth understanding of database concepts and terminology,emphasizing the relational databases model and understanding the role ofStructured Query Language (SQL), data modeling and normalization ofdatabase tables. Prerequisite: BTS 168 with a C- or better. Placement byassessment into ENGL 089, and ENGL 092 or 093 with a C- or better.

PROG 160 Systems Analysis & Design • 5 creditsExamines the system-development cycle in depth. Topics include problemidentification, problem solving, and information-gathering techniques.Current structured tools are used to describe business rules and objects,data flow, data structures, and process flow and documentation. Creativeproblem solving and working in a team environment are stressed.Prerequisite: IT 101 at BCC with a C- or better. Placement by assessmentinto ENGL 101, or ENGL 092 or 093 with a C- or better.

BTS 280 Project Management Applications • 5 creditsDevelops skills using computer software to plan and track complex projects.Students translate project design to an electronic format and accuratelyrecord and modify project schedules. Hands-on format from a team memberperspective. Prerequisite: BTS 161 or equivalent experience by permissionof instructor.

GBUS 230 Project Management • 5 creditsExamines the theory and practice of project management from a managerialperspective. Students define projects, determine resources requirements,write requests for proposals, outline contract requirements, define andsequence tasks, and create project schedules. Recommended: Concurrentenrollment in BTS 280

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Applying PLA1. Determine PLA Credit Program Limits

In the example of the medical informatics certificate, we set the PLA limitat 5 credits. However, in addition, specific program courses can bewaived and associated credits made-up through program electives.

2. Assess Each Course for PLA EligibilityIn this example, MEDIT 110 Technology Fundamentals in Healthcare,MEDIT 220 Healthcare informatics Standards, and MEDIT 230 HealthcareInformation Applications and Processes, are determined ineligible for PLAcredits for the following reasons:

o These classes form the specialization tier of the certificate. It isunlikely that someone seeking to complete the program wouldalready possess the knowledge/skills emphasized in these courses.

o These courses incorporate “higher-level” knowledge and skills, andrely more heavily on team projects, case studies and studentresearch than the other program courses. As they integrate a widerange of skills/knowledge acquired in the “lower-level” courses,they are more difficult to assess through a PLA process.

o These courses also involve a stronger partnership withbioinformatics industry professionals, including industry speakers,tours, projects—experiences that are invaluable for the students.

o Most of these courses have prerequisites that include other coursesfrom the program.

3. PLA Implementation CriteriaOf the remaining courses (15 credits), we decided to give the studentsthe option of selecting 5 credits for PLA, and an additional 10 credits to beassessed for waivers but made up through program electives. Additionalconstraints include:

o A course can be assessed for PLA credit or waiver in its entirety.No partial credit or waiver can be received by the students.

o We advise the students to carefully review the course syllabi beforeapplying for PLA and/or waivers, as fees are not refundable.

o PLA and waiver assessment must be completed and awarded priorto the student registering for a MEDIT 200-level course.

o PLA and waiver assessments must be completed by students within3 months after they apply.

o Students applying for PLA must complete a résumé/questionnaire toevaluate background (experience, education, training…) andacademic abilities.

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Assessment MethodsCourse Evidences

OptionsAssessmentCriteria

Assessors

PLA ApplicantRésumé/Questionnaire

Completion of awrittentemplateOR Interview

Currency andrelevance ofexperience/backgroundEvidence ofability tosucceed in anadvancedcollege program

Program chairand facultyProgramadvisors

BTS 168 DatabaseApplications

BTS 268 DatabaseApplications:Advanced

DBA 130 DatabaseTheory

PROG 160SystemsAnalysis &Design

Requires 2 out ofthe 3 evidenceoptions for eachcourse:

On-the-jobexperiencesupported byemployertestimoniesTests includingdemonstrationof technicalskillsTrainingattended bystudent orcertifications

Currency,relevance andreliability of thetraining or on-the-jobexperience, orcertificationKnowledge/ skillbreadth anddepth alignmentto the classcurriculumPerformancelevel in tests

Course facultyExternal expertsEmployers

BTS 280 ProjectManagementApplications

GBUS 230 ProjectManagement

Case studyinvolvingplanning andtracking of acomplex projectOR Portfolio ofprojectsdemonstrated ina professionalor community-based setting

Level ofcomplexity ofthe projectsUse of projectplanning andmanagementtools andmethodsRole of PLAapplicant in theproject planningandmanagementCompletenessand reliability ofthe evidencespresented in theportfolio

Course facultyExternal expertsEmployers