Transcript Slide 1

Not Just for Gen Ed Anymore:
Expanding PLA to include Masters Level and
Undergraduate Major Courses
Sara Leiste, MS ● Kathryn Jensen, MBA
CAEL Certified Prior Learning Assessors
Agenda
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Background of Capella University
Competency Model
Undergraduate Upper Division and Master’s PLA
Examples
Creating Buy-in
Discussion
© 2011 Capella University
Capella University at a glance
Background
• Solely online institution serving adult learners
• Capella University is accredited by The Higher Learning Commission and is
a member of the North Central Association of Colleges and Schools (NCA),
www.ncahlc.org.
• The degree programs focus on learning outcomes that are based on
professional standards and employer recommendations
© 2011 Capella University
Capella University
Background
• PLA must match to existing courses at Capella
• Offers PLA in all undergrad (upper division and general education) and
select master’s level programs
• Prior learning assessments are based on the course competencies
© 2011 Capella University
Competency
Model
Undergraduate
Major & Master’s
level PLA
Examples
Creating
Buy-in
Discussion
© 2011 Capella University
Course match competency model
Competency Model
• Course content and competencies are standardized
• Competencies form the core of the curriculum
• Course content is developed based on the competencies
• The competencies in PLA assessments are the same as in the course to
ensure that learners in PLA are assessed against the same standards as
learners who complete the course.
© 2011 Capella University
Competency comparisons
Undergrad vs. Master’s
Competency Model
© 2011 Capella University
Managing PLA without established
competencies
Competency Model
• Start with areas where faculty are more receptive, and that have a
population of learners with relevant expertise
• Review syllabi and textbooks, to determine commonalities across
instructors
• Establish competencies for each course
based on commonalities
• Review the competencies with the faculty
for approval
© 2011 Capella University
Managing PLA without established
competencies
Competency Model
• Consider using a case study method, where instructors could construct a
case study that requires the learner to demonstrate knowledge through
solving a problem or addressing an issue
Example: You have been hired by a small law firm to provide the best
practices of network and security architectures. Your job is to develop
the team and the process to create the architecture.
How would you go about creating a network and security architecture
and what would it entail? What do you need to consider as you are
gathering information for the architecture?
© 2011 Capella University
Competency
Model
Undergraduate
Major & Master’s
level PLA
Examples
Creating
Buy-in
Discussion
© 2011 Capella University
Why PLA in more than General
Education curriculum?
Undergraduate Major &
Master’s level PLA
Many adult learners have knowledge and credentials that surpass their
academic level
• The economy has driven many of them to go back to school
• They want to get a promotion, but need a degree (or higher-level degree) to be
promoted
• They need to get the degree to keep their current job or match their current job
description
• Many learners have high level certifications, or hold multiple
certifications, but no degree
• As their industry has changed, more employers are looking for a combination of
academic degrees and industry certifications in job requirements
© 2011 Capella University
Characteristics of undergraduate
and master’s level PLA
Undergraduate Major &
Master’s level PLA
• All of the PLA structure, rules, etc, including CAEL standards, apply in the
same way to master’s and undergraduate programs
• More theory in undergraduate upper division courses and even more in
graduate programs
• The course competencies determine the level of knowledge required in
each PLA assessment
© 2011 Capella University
Learner challenges
Undergraduate Major &
Master’s level PLA
• Many learners have practical experience, but not the theoretical
knowledge
o Some learners are frustrated by this because they feel the practical knowledge
is not being valued
• While the bulk of the assessment should be the learner’s description of
their own knowledge, there are times when it is acceptable and necessary
to cite outside sources
o Plagiarism can become a significant issue as learners rely on resources
regarding theory
© 2011 Capella University
Importance of high-quality faculty
feedback
Undergraduate Major &
Master’s level PLA
Feedback from faculty member becomes more important to the learner in
higher level courses:
• The feedback adds context to and provides rationale for the faculty reviewers
decision
• Undergraduate upper division and master’s level courses are more integrated
into learners’ professional lives
• Faculty may suggest areas of further study, or other materials that may be helpful to the
learner and their career development by understanding any weak areas in their knowledge
• The faculty feedback portion of the assessment can validate the learners’
knowledge and be a self actualizing experience
© 2011 Capella University
Undergraduate Major &
Master’s level PLA
PLA Learner Lifecycle at Capella
ENROLLMENT COUNSELOR
Program selection and
introduction to PLA
ACADEMIC ADVISOR
Plan degree, discuss requirements,
hand off to PLA team
GRADUATE
PRIOR LEARNING ASSESSMENT TEAM
FINANCIAL AID + REGISTRAR’S OFFICE
Answer questions on credit
application and billing
Describe process, answer questions,
register learner for PLA lab
PLA LAB
Centralized resources and step-by-step
guidance in petition development
LAB FACILITATOR
FACULTY EXPERT REVIEWER
Detailed formative and summative feedback,
Approval/Denial decision
Answer questions, provide feedback, and
support in revision and editing process
© 2011 CAPELLA UNIVERSITY
Prior Learning Assessment Labs
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Brings learners together in a familiar
environment
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Provides resources and step-by-step guidance
through the PLA process
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Reduces anxiety about the process and viability
Undergraduate Major &
Master’s level PLA
o Feedback from PLA expert
o Examples of successful petitions
o Testimonials
© 2011 Capella University
Prior Learning Assessment Labs
Undergraduate Major &
Master’s level PLA
© 2011 Capella University
Competency
Model
Undergraduate
Major & Master’s
level PLA
Examples
Creating
Buy-in
Discussion
© 2011 Capella University
Example: Undergrad in Business
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Examples
Suzanne is in the undergrad business program. She has 12 years of experience in HR
She is a compensation and benefits manager
She has taken several certificate programs on Compensation Management,
Personnel Policy and Legal Issues, Compensation and Benefits, Project Management
training, 360 Leader Training, and incentive pay
• She petitioned 3 major courses, and shortened her
program by 3 quarters
• Suzanne appreciated the recognition of her
substantial knowledge and skills and was able to
focus on courses where she would learn new
information
© 2011 Capella University
Example: Undergrad in Public Safety
Examples
• A leader in fire fighting and public safety with more real-world knowledge
than formal academic background, Anthony had little college credit to
transfer into his Capella bachelor’s program
• He utilized his 20 years of knowledge and experience as a fire fighter,
first responder and incident commander to successfully earn credit for 6
undergraduate major courses
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Anthony is already thinking about how Prior
Learning Assessment will translate some of
his more advanced workplace training into
his master’s level PLA at Capella
© 2011 Capella University
Example: Undergrad in Public Safety
Course
PS3200 Introduction to Emergency
Management
PS4210 Principles of Emergency
Management
PS4230 Leadership in Emergency
Management
PS4250 Decision Management in
Critical Incidents
PS4260 Hazard Identification and
Vulnerability
PS4265 Hazard Mitigation and
Preparedness
Examples
Anthony’s Experience
His career as a whole
His career as a whole
Fire department training & incident
commander experience
Incident commander, fire fighting and
first responder experience
Specialized training after 9/11
Specialized training after 9/11
© 2011 Capella University
Examples of Master’s PLA
Examples
• Robert has been a project manager for 17 years
• Earned his PMP (Project Management Professional)
Certification through tuition reimbursement from his
company
• Volunteered as a consultant at the small business
development center
• Read extensive amounts of literature about project
management to deepen his knowledge
• Robert earned credit for four master’s level courses
in his project management specialization courses
which shortened his degree by one year
© 2011 Capella University
Examples of Master’s PLA
Examples
Courses Robert earned through PLA
TS5331 - Project Management Fundamentals
TS5332 - Project Management Planning, Execution, and Control
TS5333 - Project Budgeting, Procurement, and Quality
TS5335 - Project Leadership and Management
© 2011 Capella University
Major & Master’s level PLA
Brainstorming
Examples
This exercise is to brainstorm different areas where learners could apply
their prior learning to upper division and master’s level courses
• Write down five academic areas, one per sticky note, where you think your
student population could utilize their career experience and knowledge in their
undergrad major or master’s level curriculum
• We will post them in the front of the room and each table can share their ideas
© 2011 Capella University
Competency
Model
Undergraduate
Major & Master’s
level PLA
Examples
Creating
Buy-in
Discussion
© 2011 Capella University
External viewpoints on undergrad
major and master’s level PLA
Creating Buy-in
Some believe that content cannot be learned outside of academic
coursework
• The course competencies determine the level of knowledge required in each
assessment
• In some academic areas, there are more opportunities to learn outside the
courseroom
o Self-study, training programs, certifications, learning on the job, etc.
© 2011 Capella University
External viewpoints on undergrad
major and master’s level PLA
Creating Buy-in
Some are concerned that by allowing PLA in undergraduate
major and master’s level courses, learners are missing the most important
part of the learning experience represented by a diploma in a specific
major
• Academically speaking, there should be no
difference in the quality of assessment
between PLA and course assessments
• Articulating knowledge in a prior learning
assessment can be more challenging than
course assessments
© 2011 Capella University
Creating stakeholder buy-in
Creating Buy-in
• Getting acceptance of PLA is a continual challenge
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You first need to understand
stakeholder needs and viewpoints to
know how to create “buy-in”, position
your initiatives, or ask for support
• Mutual goals and reliance are the best
incentive for others to help you in
achieving your goals
© 2011 Capella University
Discussion
Discussion:
• Do you currently offer PLA in the major and masters courses at your
institution?
o How has it been received?
o If you don’t currently offer it, how would it be received?
• What challenges have you had in expanding your PLA offerings?
o How have you addressed those challenges?
Competency
Model
Undergraduate
Major & Master’s
level PLA
Examples
Creating
Buy-in
Discussion
© 2011 Capella University
Summary
Take Away Thoughts…
• PLA in master’s and major courses is the same as PLA in any academic
discipline
• The level of the curriculum determines the rigor of the assessment
• You can create buy-in through finding common ground and mutual
initiatives
o Demonstrate the integrity of your PLA process
Competency
Model
Undergraduate
Major & Master’s
level PLA
Examples
Creating
Buy-in
Discussion
© 2011 Capella University
For more information, please contact:
[email protected]
Sara Leiste, MS ● Kathryn Jensen, MBA
CAEL Certified Master Prior Learning Assessors