Presenter:
Theresa Hoffmann, LCPC, NCC
PLA Consultant/Former PLA Director at UMUC/ Currently PLA Mentor at
Thomas Edison College/ Behavioral Sciences Faculty at UMUC and Psychology
Faculty at Carroll County Community College
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Political goals to educate our workforce efficiently and effectively while
keeping costs down and including PLA
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“Going Green” and incorporating technology
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Competing in the marketplace especially with other schools who can offer
more PLA credit options, less tuition and who have more funding
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Moving outside the traditional models – “Direct Assessment” moving away
from the credit-hour and impact on financial aid
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Targeting course/degree offerings to the workforce and employers
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Innovations in education to expedite degrees (e.g. course modules and
competencies instead of course credits)
We’re told we have to have PLA, now what?
We are course-based so how do we use PLA? Do we need a new
model just for PLA or can we make it fit?
How do we move beyond standardized testing for PLA?
What do we do with MOOCS, Badges, Modules, Competencies and
how do we weave the into our system…or do we start over?
Who is going to monitor PLA? The departments? A central office?
How do we connect learning from experience to courses?
What is beneficial about using competencies instead of credits to
earn a degree?
What do the accrediting agencies expect of us?
Are there any Best Practices?
Incorporate new flexible degree options (e.g. accelerated
plans using PLA, competency-based modules)
Promote student centered learning with option to design
their own degree
Increase access through online delivery systems
Provide a mentor for the whole experience
Create retention plans that include veteran students to
partner with
Encourage students from the start through Orientations to
know their options to earn a degree
Provide options with “Direct Assessment”
“A direct assessment program is an instructional program that, in
lieu of credit hours or clock hours as a measure of student
learning, utilizes direct assessment of student learning, or
recognizes the direct assessment of student learning by others.
The assessment must be consistent with the accreditation of the
institution or program utilizing the results of the assessment.”
Source: U.S. Government Printing Office
Read more:
http://www.insidehighered.com/news/2014/02/21/direct-
assessment-and-feds-take-competency-based-education#ixzz307fBSrgU
Inside Higher Ed
Klein-Collins & Baylor (2013)“Meeting Students Where They Are: profiles of students in
competency-based degree programs”
Summary: Studied competency based education (CBE) programs across multiple
institutions and found they can consist of:
“direct assessment” models – competency-based assessments (e.g. tests, portfolio,
problem-solving scenarios, case studies, projects, independent study, apprenticeships,
certifications, licenses, MOOCS, Badges)
Flexible delivery formats (online, 24/7, open resources, face-to-face, hybrids, videos)
Self-paced, no timelines
Guided study, mentors, coaches
Peer interactions
Employer input in creating competencies
Online resources with/without books
Assessments when either competency or module completed
Can retake competency
http://www.americanprogress.org/wp-content/uploads/2013/11/CAEL-student-report-corrected.pdf
Westminster College (Utah)
Southern New Hampshire University
Western Governor’s University (Utah & National)
De Paul’s School for New Learning
University of Maryland University College
Excelsior College’s School of Nursing
Pay for blocks of time every 6 months – flat rate
Competencies completed as needed– especially with PLA
Project have multiple competencies
Transcript it all as coursework
Graduate with competencies which they say are course
equivalents
Offer Bachelors and Master’s degree that are CBE
Human Resources requires 123 competencies with 6 bodies
of knowledge: strategic management, workforce planning,
human development, compensation and benefits, employee
and labor relations, occupational health, safety, and security
http://www.wgu.edu/why_WGU/competency_based_approa
ch
Degrees totally competency based in Business
and Writing areas and Masters in BusAdmin
Based on project model that translates to a
Module. (e.g. Business Administration degree has
5 projects and costs $7,152/project or $596/credit
hour.
Mentor stays with each student until graduation
http://www.westminstercollege.edu/projectbased/i
Can be organized into projects or modules that are
aligned to courses or credits
Even if other institutions are still using credits, it works
for articulation – perhaps course equivalents are easier
to transfer?
User-friendly
How will competencies work with Financial Aid?
What issues do you see with this if any?
Massive Open Online Course
http://www.extension.harvard.edu/open-learning-initiative
- free Harvard Open
Learning courses
http://oyc.yale.edu/
- free Yale Open Learning courses
Iversity ( http:// www.iversity.org/ ) Global MOOC free courses offered online
that incorporates videos.
Eliademy ( https:// eliademy.com/ ) You can create your own free classroom
Prior learning can be gained from any experience whether self-study, training,
etc. The issue is how to apply the learning. Can one create examples of how to
use the theory or information and generalize it to another setting.
Can this be incorporated into your PLA program? Check them out and see
what you think.
MOOC sites for elite schools –
http://www.bdpa-
detroit.org/portal/index.php?Itemid=20&catid=29:education&id=57:moocs-
Institutional support
Institutional image - concern over it watering down the
degree
Who sets the criteria for a course or module? The academic
department or the student?
Quality control issues
Are the benefits worth it for our institution?
Do we have the infrastructure?
What are the costs involved?
How long will it take to get on board?
What kinds of PLA options are available right now at your
institution?
Are there new options you would like to see implemented?
Identify some roadblocks to creating more flexible PLA
options for students at your institution.
What are some potential solutions to overcoming the
obstacles?
Evans, M., Hoffmann, T., Travers, N., Treadwell, A. (2009). Researching Critical Factors Impacting PLA Programs: A Multi-Institutional Study to Identify Best Practices. CAEL Forum and News, September, 2009.
Hoffmann, T., Legrow, M. & Sheckley, B.G. (1999). Making Prior Learning Assessment Pay Its Way: Three Case Studies. M.T. Keeton (Ed.): Efficiency in adult higher education: Case studies. Adelphi, MD: Institute for Research on Adults in Higher Education.
Hoffmann, T., LeMaster, J., & Flickinger, S. (1996). The Effectiveness of the EXCEL Program in Supporting Efficient
Learning for Adults. Study of UMUC’s Prior Learning Program linking UMUC’s Best Practices in PLA to Student Retention to their degree. UMUC.
Hoffmann, T., LeMaster, J., & Flickinger, S. (1997). Efficiency of the EXCEL Program In Enhancing Effective Learning. UMUC.
Hoffmann, T., & LeMaster, J. (2002). Are Faculty Really Recognizing College-Level Learning? Research presented at the CAEL Conference in 2002. UMUC.
Hoffmann, T., & LeMaster, J. (1996). What percentage of EXCEL students earn lower and upper level credits? Research presented for Montgomery Community College. UMUC.
Hoffmann, T., & Michel, K. (2009). Survey of Best Practices in Portfolio Evaluation. Summary of Preliminary Results to be presented at CAEL Conference in November, 2009.
Hoffmann & Michel (2010) Recognizing Prior Learning Assessment Best Practices for Evaluators: An Experiential Learning Approach. The Journal of Continuing Higher Education. 50 (2), 113-120.
Hoffmann, T., (2013). Reflecting on the Importance of Reflection and Critical Analysis in Prior Learning Portfolios: Instructional Materials Designed To Enhance and Guide the Portfolio Development and Evaluation Process. The Journal of Continuing Higher Education. (Estimated publication date: June 18 (online) and July 8, 2013 (in print)
Hoffmann, T. (2013). Review of the Types of Portfolio Reflection Sections Used Across Select Institutions. Review taken from Institutions in Hart, D. M., & Hickerson, J. H., (2008). Prior Learning Portfolios: A Representative Collection. Chicago: CAEL and Michelson, E., Mandell, A., & Contributors (2004). Portfolio development and the assessment of prior learning: Perspectives, models and practices. Sterling, Virginia: Stylus.
Klein-Collins, R. (2010). Fueling the Race to Postsecondary Success – 48 Institution Study of Prior Learning Assessment and Adult Student Outcomes. (CAEL).
Klein-Collins, R. (2011). Underserved Students Who Earn Credit Through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree. CAEL, April 2011.
LeGrow, M., Sheckley, B., & Kehrhahn, M. (2000, fall). Comparison of Problem-Solving Performance Between Adults Receiving Credit via Assessment of Prior Learning and Adults Completing Classroom Courses. The Journal of Continuing Higher Education. 50 (3), 2-13.