Dr. Cristy SugarmanNorth Shore Community College

THE START OF SOMETHING BIG

Credit for Prior Learning:

Dave ColaizziFive Star Development Inc

The Roots of Credit forPrior Learning

Shall I go back to school?

Credit for Prior Learning (CPL)

• College-level knowledge, skills, and abilities gained through work and life experience, military training and experience, and formal and informal education and training

• Credit for Prior Learning (CPL) provides a range of options from evaluation of military and workforce training, to national and local examinations and certifications, as well as portfolios for academic credit

Some Proven Benefits of CPL

From a study of 62,475 students at 48 postsecondary institutions students with CPL:

• Register for and earn institutional credits at a higher rate, 53.7 credits, than non-PLA peers, 43.8 credits;

• Are two and a half times more likely to graduate than students without CPL;

• Are 6% more likely to have GPAs of 3.0 or higher and 10% more likely to have GPA’s of 2.0 or higher

• The opportunity for CPL credit will attract adult students who might not otherwise enroll

SOURCE: CAEL 2010 FUELING THE RACE FOR POSTSECONDARY SUCCESS

CP

L St

age

Mat

rix

CPL Stages (1) Exploratory:

(2) Developing: (3) Effective:

Cult

ure

Recognizes that college-level learning is possible outside of traditional classroom settings; begins CPL-focused discussions.

Acknowledges role of prior learning in relation to organizational mission and strategic goals; promotes CPL across organization.

Integrates CPL with organizational mission and values; embeds common CPL language reflecting broad and deep understanding; systematizes cross-departmental collaboration and review; adopts fully transparent CPL activities and communications

Impl

emen

tati

on A

reas

Infr

astr

uctu

re

Scans the landscape for current and informal institutional CPL practices; seeks policy and practice models among peer institutions.

Expands current policy and practice; puts people and structures into place to manage programs; begins to coordinate CPL-related programs and services across administrative, student service, and academic spheres.

Selects appropriate CPL tools to match context and curriculum; recognizes learners’ diversity and experiences; promotes active use of CPL in all programs; established policies and practices promote effective CPL program and administrative management.

Facu

lty

Enga

gem

ent Forms advisory group to study and craft

policy and practice; goes to conferences to learn more; invites experts to provide overviews.

Creates venues for information sharing across institutional constituencies and committees; involves faculty groups in developing and vetting policies/practices, such as crosswalks, mapping, and articulations.

Provides professional preparation for faculty and staff, including participation in conferences, research, and writing; encourages faculty to include CPL activities in annual reviews, and promotion/tenure evaluations; implements incentives and areas of recognition.

Stud

ent

Succ

ess

Academic advisors and program coordinators help direct students to current CPL options.

Shares some information on website and uses other venues to communicate with students, such as orientation and advising.

Informs students of CPL options prior to and after admitted; provides expert advising about prior learning assessment; and uses multiple communication tools to share information with students, from outreach with potential students to graduation.

1. Promote CPL: Use Data to Demonstrate Success to Stakeholders

2. Identify Champions: Use Internal Champions to Promote CPL

3. Use Existing Practices: Leverage Institutional Process and Experience

4. Build a CPL Culture: Create Shared CPL Language and Strategy

Culture

Culture: Focus on Macro Student Outcomes

College

Offerings

High-Demand

CareersIndividual

Experience &

Pursuits

College programs

matched to high-demand

careers and interested,

qualified students

Infrastructure

Res

earc

h, C

olle

ct, &

Tra

ck

CP

L D

ata

Dev

elo

p W

ork

ing

Cro

ssw

alks

CP

L Le

ader

to

Co

ord

inat

e R

esea

rch

& P

rogr

amm

ing

Enga

ge a

n E

xper

ien

ced

CP

LC

ente

r o

f Ex

celle

nce

Iden

tify

Ava

ilab

le F

un

din

g So

urc

es

Form

a T

hin

kTan

kR

epre

sen

tin

g V

arie

ty o

f St

akeh

old

ers

Credit for Prior Learning

Infrastructure: Part of Student Pathway Ecosystem

Faculty Engagement

Build a Knowledge BaseArticulate benefits to

faculty and staff

Provide Institutional IncentivesStipends for training, compensation

for evaluation

Develop Faculty TrainingUse CPL Specialists in

Professional Development

Faculty Engagement: Clarity on Roles/Process

Get Orientation on CPL Process

Complete the Prior Learning

Wizard

View Possible College & CPL Opportunities

Complete one or more CPL

Petitions

Counsel Adult Student on CPL

Eligibility & Enrollment

Create & Manage CPL

Petition

Submit for Credit and

Close Petition

Work With Adult Student to Complete

ePortfolio

Determine if College Credit Should be Awarded

for ePortfolio Petition

Adult Student

CPL Specialist(Local College)

Portfolio Coach(North Shore CC)

Portfolio Evaluator(Statewide SME)

If Petition is ePortfolio

Student Outreach & Support

Technology to support students

and to build awareness

Community outreach to build

strategic partnerships

Student engagement in

academic planning and advising

Early, ongoing mentoring and

advising by staff and faculty

Centralized and accessible CPL

offices and centers for student support

Student Outreach & Support: Hybrid Personal/Technical

Tactical Planning CPL Stages

(1) Exploratory

Cultu

re

Recognizes that college-level learning is possible outside of traditional classroom settings; begins CPL-focused discussions

Impl

emen

tatio

n Ar

eas

Infr

astr

uctu

re

Scans the landscape for current and informal institutional CPL practices; seeks policy and practice models among peer institutions.

Facu

lty E

ngag

emen

t Forms advisory group to study and craft policy and practice; goes to conferences to learn more; invites experts to provide overviews.

Stud

ent S

ucce

ss

Academic advisors and program coordinators help direct students to current CPL options.

Thank You!

The GPSTEM project is funded by a $20,000,000 grant awarded by the U.S. Department of Labor’s Employment and Training Administration, Grant # TC-26450-14-60-A-25. This product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor.

ReferencesAmerican Council of Education (2017), Credit for Prior Learning. Retrieved from http://www.acenet.edu/higher-education/topics/Pages/Credit-for-Prior-Learning.aspx

Crandell, J., Lakin, M., Nellum, C., Seymour, D. (2015). Credit for Prior Learning: Charting Institutional Practice for Sustainability. Washington D.C.: American Council on Education

Kulasiewicz, J. (2016) Acceleration Strategies Series: Prior Learning Assessment Practice Brief. Retrieved from http://www.etagrantees.workforce3one.org

Klein-Collins, Rebecca (2010). Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes. Chicago, IL: CAEL

Klein-Collins, Rebecca & Sherman, A. (2015). State Policy Approaches to Support Prior Learning Assessment. Chicago, IL: CAEL

Travers, N. (2015). Prior Learning Assessment Handbook. Retrieved from http://achievingthedream.org/resource/14894/prior-learning-assessment-pla-handbook