Introducing Portfolio-Evaluation PLA to a Private University
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Transcript Introducing Portfolio-Evaluation PLA to a Private University
Dr. Teresa Bagamery Clark
Lipscomb University
October 1, 2012
Background
Higher education since 2003
Adult learning since 2006
Research, design and teaching position last fall
Educated at Geneva College and Vanderbilt
University
Outcomes
Review (or discover) portfolio background
Develop a process map
Reassess to try again
National Context
(No) Surprise: Adult learners on the rise
G.I. Bill
Presidential Goal
Lumina Foundation
Workforce Needs
National (2)
Veterans
Women
20-somethings
Baby-Boomers
Lipscomb Adult Program
Over 200 students
Has grown 238% since 2006
93% retention rate fall to spring (all)
74% retention rate fall to fall (first time)
What is PLA?
Prior Learning Assessment (PLA): “A process for
evaluating knowledge and skills in order to award college
credit for college-level learning gained from like
experiences.” (Wertheim, 2012)
Types:
CLEP
CBE
DSST
AP
IB
ACE
Portfolio
Your Experience
What types of PLA does your institution offer or
grant credit for?
Does your institution have a portfolio system in
place?
PLA Benefits
Motivate
Move faster toward degree
Save time
Save money
Persist
More than twice as likely to graduate
What is a Portfolio?
A collection of documents and essays that seek to
demonstrate college-level learning completed
outside the classroom.
Documentation
Essays
Letters
Certificates
Samples of work
Portfolio History
Council on Adult and Experiential Learning (CAEL)
founded in the 1970s
Increase in overall enrollment in ‘60s
Rise of community colleges
University of Phoenix
Portfolios 1980s
New G.I. Bill
More specialization
Declining liberal arts colleges
Our Goals
More students
Recruited
Retained
Graduated
Enter the arena
Competitive advantage
Repertoire
Portfolio Groundwork
Proposal in 2011 following CAEL conference
Resistance
Resurgence with new college
Road to Approval
December 2011 new proposal
Spring 2012 one-on-one meetings with deans/VPs
Spring 2012 joined state task force
Road to Approval (2)
CAEL advisor and assessor training
Policy committee (Provost-appointed)
Summer 2012 Approval for Adult Degree Program
Mission Statement
Lipscomb University acknowledges certain adult
learners come to the university with a significant
body of professional or voluntary experience that
may have equipped them with knowledge and
learning that can be demonstrated through the
portfolio process. Therefore, the mission of prior
learning assessment through portfolio evaluation is
to recognize and grant undergraduate academic
credit for demonstrated achievement of higher
learning objectives.
Policy Highlights
Required course
Course-match system (vs. block credit)
4000-level courses and field study ineligible
Fees and compensation
Portfolio Quick Steps
Student completes self-evaluation
Student completes Portfolio Workshop
Student submits portfolio
Portfolio reviewed by assessor
Portfolio approved by assessor and reviewed by
department chair
Quick Steps (2)
Student may revise and resubmit
Assessor and department chair sign off
College of Professional Studies and Registrar sign off
Account charged and credit posted
Portfolio Workshop
Non-credit, four-week, flat-fee, online
Offered fall and spring
Description:
Online course for students planning to prepare a PLA
portfolio.
Through one-on-one meetings and regular
communication with the professor, students will work
to organize an initial portfolio.
Paper Trail
Catalog
Policies and procedures
Forms
Advertising
Word of mouth
Website
Radio
Information session
Staff
Information session approved by Provost
Guests: Admissions, Registrar, Veterans Affairs,
Financial Aid, Student Accounts
CAEL’s Advising the Adult Learner Toolkit
Policies and procedures
Scheduled for October
Faculty
Assessor training
Provost’s letter
Deans’ selection
CAEL’s Prior Learning Assessment: Ensuring Academic
Quality
Policies and procedures
Scheduled for October
Measurement
Recruitment
Student participation
Credit awarded
Retention
Graduation
Recommendations
Research to give an answer
Capitalize on receptive culture
Secure a respected spokesperson
Individual meetings with key players for buy-in
Prepare to compromise
Discussion
Share your portfolio stories, successes, roadblocks
Discuss how Lipscomb’s journey mirrors your
experience, how it might encourage you, how it
could save you some headaches
General questions
Thank You
Dr. Teresa Bagamery Clark
Lipscomb University
One University Park Drive, Nashville, TN 37211
[email protected]
Resources
CAEL (2012). Advising the adult learner toolkit.
CAEL (April 2011). Research brief.
Colvin, J. (2006). Earn college credit for what you know,
4th ed. CAEL and Kendall-Hunt.
Fiddler, M., Marienau, C. and Whitaker, U. (2006).
Assessing learning: Standards, principles and procedures,
2nd ed. CAEL and Kendall-Hunt.
Resources (2)
Hart, D.M. and Hickerson, J.H. (2008). Prior learning
portfolios: A representative collection. CAEL and
Kendall-Hunt
Lederman, D. (2010). The ‘prior learning’ edge. Inside
Higher Education. Retrieved from:
http://www.insidehighered.com.
Wertheim, J. (2012). Faculty assessors’ workbook.
CAEL.