Transcript Credit for Prior Experiential Learning

Credit for Prior Experiential
Learning (CPEL)
Proposed Policy Draft Highlights
College Recognition for Existing
Practice
• “The College recognizes that students may learn
college-level knowledge and skills in a variety of
situations: employment, military experiences,
internships, externships, independent research,
volunteer or civic work, certifications, licensure
experiences and training, and college courses not
previously transcripted. To minimize the loss of
credit to students and repeated coursework, the
College has created a process for the awarding
of credit for prior experiential learning.”
Required Parameters of CPEL
• CPEL is awarded only for college-level learning and
must be related to the theories, practices, and content
of the academic field. Assessed learning must take
place after high school. Faculty members in the
discipline/program in consultation with the program
chair and division dean will determine which courses
are eligible. Only faculty who are Subject Matter
Experts (SMEs) will determine when CPEL is granted.
Comprehensive, verifiable, authentic, up-to-date
documentation of learning req. Assessment processes
will be consistent with contemporary methodologies in
the respective fields.
Student Eligibility Requirements for
Applying for CPEL
• Current enrollment (may be waived with
instructor permission)
• Good academic standing (cumulative 2.0 GPA)
(may be waived with instructor permission)
• CPEL credits apply towards a degree or
certificate
Process
• A Student considering CPEL will meet with an
advisor to discuss the feasibility, all available
options, and the application process.
• Before the student applies for any type of
CPEL, he/she must first meet with the
appropriate faculty member(s) or the program
chair to determine the optimal approach for
demonstrating knowledge, skills and abilities in
the program.
CPEL Restrictions
• Not for prior failed or audited courses
• Transfer as restricted elective credits (except C-by-E)
• Non-duplication of course credits earned in the U.S. or
abroad
• Official documentation of learning required
• Credits limited to 25% of those required for program,
certificate or degree
• One-time petition
CPEL Restrictions (cont.)
• No vertical credit (prerequisite or lower level course
credits) for courses already taken
• No partial credit
• Unavailability of CPEL in some courses
• No statute of limitations but a focus on current
knowledge and skills
• Credits for college-level learning
• No other CPEL options available for courses with
challenge exams
Oversight
• Division or department and faculty
responsibility to set criteria (congruent with
guidelines of the Washington State Community
and Technical College Guidelines for Prior
Learning Assessment and the Northwest
Commission on Colleges and Universities’ Policy
on Credit for Prior Experiential Learning).
Oversight cont.
• The VPAA’s Office, in consultation with faculty,
staff, and learners, will review, monitor and reevaluate the CPEL policy annually to ensure the
quality of CPEL credits awarded to students.
• The College will continue to streamline the
process and improve accessibility over time.
• The College will monitor, review, reevaluate and
revise the program, including the policy and
procedures, to reflect faculty and learner needs.
Record-keeping
• Enrollment Services will maintain the relevant
records for all applications for CPEL and for
granted credits for at least a year after the last
quarter the student would be attending Shoreline
Community College
Available Courses and Who May
Conduct PLA
• CPEL petitions may only be done for preexisting
courses with up-to-date MCOs and syllabi
• A faculty member with expertise in a particular course
and field may serve as a Subject Matter Expert (SME)
for a particular CPEL application
• The faculty must maintain a regular appointment with
the college on a continuing basis
• Off-campus evaluators may be brought in as requested
by the faculty member
• All faculty assessors must be trained to evaluate
portfolios
Two CPEL Methods
• Individual advisement: setup of assessments
including possibly standardized testing,
competency exams, role plays, demonstrations,
product creation, interviews, or others
• Portfolio development: summary letter,
comprehensive resume, list of official courses
taken, verification of learning and skills, job
descriptions, personal essays, official
documentation of competencies
CPEL Costs
• Processing fee
• Faculty evaluation fee
• Portfolio course tuition, textbooks, and related
costs
• Formalized testing fees and proctoring costs
Scheduling and Cancellations
• Required submittal of portfolio or performance thru
individual assessment process must be complete by 7th
week of the quarter
• Decision by the end of the quarter, or with a possible
one-quarter extension based on faculty need to verify
portfolio contents, attain translation services, request an
addendum, or other reasons. Students granted an
extension must submit materials by the 7th week of the
following quarter.
• No-shows must reapply. Advance notification of
cancellations required
Academic Dishonesty
• Disqualification based on fraud: Any
dishonesty will disqualify a portfolio or
examination from consideration and result in
transcription of the failure to attain credit
through CPEL.
• Retraction of CPEL credits: Credits found to
have been gained fraudulently may be retracted
by the College at any time.
Grading
• Pass (performance level of at least 2.0 in the
course)
• No credit (performance level below a 2.0 in the
course)
• Numeric grades will be given for credit through
examinations as recommended for transfer
courses (except when P/NC grades are allowed)
What May be Appealed?
•
•
Students may appeal grade given.
Students may appeal amount of credit given.
CPEL Awarded Credit Decision
and/or Grade Appeals Process
1.
2.
3.
4.
Student and faculty member meet.
The division dean strives to work out a mutually satisfactory
resolution of the issue. The applicant must write out the
grievance for this step.
Within 10 days of end of discussion, a meeting is held with a
rep of the student body association and the student and
faculty member (who may bring a member of the bargaining
unit).
A committee of 1-2 faculty members from the course-relevant
division will evaluate the portfolio blind for a final
judgment…OR the CRAG Option (Committee for Resolution
of Academic Grievances) per Policy 5035 will be activated.
College Credit Transcription and
Transferability
• Unique transcription as demonstrated
competency credit or vertical credit (albeit not
for courses for which higher level courses have
been taken) or course petition credits
• Transferability limitations made known through
clear advising, publicity and articulation work
Remuneration for Faculty
• In accordance with the negotiated Faculty
Agreement, assessors will be paid a fee for
assessing and evaluating the petitioner’s
portfolio, presentation, examination or any other
process for demonstrating knowledge, skills and
abilities in a program or discipline. The rate of
pay for this work will be determined by the Joint
Union Management Committee.
Roles and Responsibilities
• Instructor of the portfolio course
• CPEL Advisor—Faculty, Counselor, or
Librarian
• CPEL Administrator
• CPEL Assessor/Subject Matter Expert (SMEs)
faculty members
Where is the Process Now?
• Trial Run in Fall 2004: Professor Betty PeaceGladstone worked with several students who took the
portfolio course created by Professor Bonnie Frunz
(with consultation and advisement from CAEL)
• Support Materials: Creation of draft materials and
forms
• Draft Policy: Honing of the proposed draft CPEL
policy
• Publicity: Publicizing policy to campus (since 2003)
• Faculty Handbook: Developing a Faculty Handbook
for CPEL with Professor Janet Colvin (CAEL consult.)
CPEL Committee Members
Chair: Andrea Rye
Members: Clarita Bhat, Becky Collord, Bonnie
Frunz, Shalin Hai-Jew, Mark Hankins, Susan
Kolwitz, Berta Lloyd, Stephen Mihalick, Marty
Olsen, Tim Payne, Betty Peace-Gladstone, Cindi
Price, Donald Schultz, Cecily Sherritt, Susan
Sparks, and Alicia Zweifach
Conclusion
• What questions do you have about this
proposal?