Credit for Prior Learning: Exploring Faculty Perceptions in Career and Technical Education Credentials Presenter: Anne Kamps, Dean of Learning Solutions Northeast Wisconsin Technical College, WI

Several studies offer data supporting benefits of credit for prior learning (CPL) for adults however strong support of CPL is not pervasive in 2-year post-secondary technical education programs. Research questions: What faculty perspectives exist related to implementation and scaling of CPL How do post-secondary career and technical education faculty understand assessment in making CPL decisions What obstacles preclude faculty endorsement of CPL in their program

Credentialing of the adult learner population is crucial for the U. S Credentialing of the adult learner population is crucial for the U.S. to reach post-secondary education attainment goals. In President Obama’s first address to Congress, he called on all Americans to commit to at least one year or more of higher education or career training in recognition of the fact that in today’s economy the majority of jobs that pay a family-sustaining wage require some post-secondary education (Klein-Collins & Hain, 2009, p.187). To achieve the 2020 college completion goal of increasing the U.S. college degree attainment rate from 40% to 60% an additional 10 million Americans ages 25-34 will need to attain an associate or baccalaureate degree. In response, implementing an expedient and economical methodology, including recognition for learning already achieved in the workplace, will assist students to progress forward faster in meeting this identified workforce system need (Ryu, 2013). Importance

One of the most cited research studies on the value of PLA is Fueling the Race to Postsecondary Success: A 48-instution Study of Prior Learning Assessment and Adult Student Outcomes conducted by the Council on Adult and Experiential Learning (CAEL). The report defines PLA as the process by which many colleges evaluate for academic credit the college-level learning knowledge and skills an individual has gained outside the classroom (or from non-college instructional programs), including employment, military training/services, travel, hobbies, civic activities, and volunteer service (CAEL, 2010, p.6). A separate study conducted by Hayward and Williams after the 2010 CAEL study also confirmed a remarkable difference in graduation rates between adult PLA learners and adult non-PLA learners, uncovered striking differences in the graduation rates of adult PLA learners by PLA method, and identified a relationship between PLA method and graduation (2015, p.44). Seminal Data

Literature Identified Challenges Offering prior learning assessment is not without cost to the organization. A long standing CPL concern from institutions is loss of revenue. Part of the problem is the credit hour, which in most institutions is the building block that students collect and accumulate (Klein et. all, 2010) Funding formulas are determined by students who are enrolled, causing a disincentive for awarding credits for learning gained elsewhere. Faculty resistance within the institution and poor evaluation documentation processes lead to lack of universal support for alternative assessment models. Faculty may not understand how CPL practices align with assessment practices in relationship to classroom learning (Treis-Rusk & Smith, 2014). Lederman (2010) in the Journal Inside Higher Ed cites reasons for this including, expenses of conducting evaluation and need for faculty training to assess portfolios. At many institutions CPL is an administrative process that involves faculty only at the final stages of evaluation (Karlen, 2014). Limited professional development and faculty compensation structures further limits faculty buy-in and support for CPL development. Literature Identified Challenges

Literature Review - Barriers One barrier acknowledged in the literature is lack of faculty support. According to Sycamore Street Consulting, LLC., in a report developed for the Ohio Board of Regents, involving postsecondary faculty in the CPL design is crucial (Tafel, Van Meter, & DeMaria, 2012, pg.15). The changing nature of students, the implications of assessment on student learning and the changing role of faculty, necessitate supplementary exploration. Institutions must develop an institutional supported business model to provide an accessible and sustainable program (CAEL. 2016). According to the UW System faculty and academic instructional staff participate in the assessment of prior learning may be dependent on faculty perceptions regarding the reliability and validity of prior learning assessment tools and processes (Treis-Rusk, 2014). Literature Review - Barriers

Literature Review - Barriers One common concern articulated by faculty and staff was that utilization of PLA will negatively impact enrollment or reduce the number of students in their traditional classes ( Treis-Rusk, 2014) Critics see PLA representing a diminished higher education experience for students (DiSalvio, 2014) faculty and instructional staff did not always understand how PLA practices align with assessment practices in relation to classroom learning (Treis-Rusk, 2014). Literature Review - Barriers

Which factors are critical to achieve faculty acceptance of prior learning methods (challenge exams, demonstrations and portfolios)? What faculty perceptions exist between course outcomes and assessment methods aligned to granting credit for prior learning in CTE programs? In what ways does the institution encourage faculty engagement in supporting credit for prior learning as a viable student success, persistence and enrollment strategy? Research Objectives

Assumptions of the Study Prior Learning Assessment is recognized as an opportunity to attract and retain adult learnings in post-secondary education. CPL can save adult students time and money and CAEL’s research has found that adult students with PLA credit also have better degree completion rates (Klein-Collins, 2010). In order to realize these benefits institutions must develop an institutional supported business model to provide an accessible and sustainable program. This business model will rely heavily on faculty adoption of CPL as a worthy methodology. Assumptions of the Study

Limitations of the Study This study will be limited to technical education courses and programs at a two-year institution in the Wisconsin Technical College System. Focus will not be placed on general education or liberal arts course work. Moreover it will incorporate input of college employees who have direct contact with students and the services related to CPL processes. Limitations of the Study

Input form 50 faculty who attended training sessions at 2 WTCS colleges Initial interviews with faculty who have participated in CPL decisions at a WTCS college Research To Date

Questions?

DiSalvio, P. (2014). New Directions for Higher Education: Q&A with CAEL’s Tate on Prior Learning, Competency-Based Ed. Retrieved from www. Nebhe.org / Hayward, M. & Williams, M. (2015). Adult learner graduation rates a four U.S. community college by prior learning assessment status and method. Community College Journal of Research and Practice, 39(1), 44-54. Karlen, J. (2014). Workplace earning recognition: Make faculty part of the plan. Prior Learning Assessment Inside Out, 2(2). Klein-Collins, R., Sherman, A., & Soares, L. (2010). Degree completion beyond institutional boarders. Center for American Progress. Retrieved from https://www.americanprogress.org Klein-Collins, B., & Hain, P. (2009). Prior learning assessment: How institutions use portfolio assessment. Journal of Continuing Higher Education, 57(3), 187-189. Lederman, D. (2010). The prior learning edge. Inside Higher Education. Retrieved from www. Higered.com Tafel, J. & Van Meter, D. & Dimaria, P. (2012). Prior learning assessment: measuring what students learn outside the classroom. Retrieved from www. Ohiostate.org Treis-Rusk, D. & Smith, L. (2014). Prior learning assessment expansion initiative of the university of Wisconsin system: A systems approach to delivering a culture where PLA can thrive. Prior Learning Assessment Inside Out, 2(2) Ryu, M. (2013). Credit for prior learning-from student, campus and industry perspectives. Washington: American Council of Education Resources