Why PLAR or RPLA Holland College February, 2006 Dr. Ingrid Crowther

Top Eight Myths of PLAR Myth One You are giving credit away.

Giving Credit Away? Giving credit where credit is due Enable life-long learning Increased motivation to learn

Top Eight Myths of PLAR Myth Two PLAR decreases the credibility of the credential.

Decreased Credibility of Credential? Decreased Credibility of Credential? Students with PLAR embedded Obtain as high or higher grades than their contemporaries Take more classes Have higher rates of graduation Transfer effectively to other post- graduate programs

Top Eight Myths of PLAR Myth Three PLAR decreases revenue of students who should be attending classes.

Decreases Revenue? Increased revenue as different student base is attracted to college programs – mature students, immigrant populations Increased revenue through skill/knowledge gap educational/training opportunities Fee generating for portfolio development and assessment Increased opportunities for partnerships to fill training/education needs

Decreases Revenue? Findings from Best Practices of PLAR – Alberta Recruitment tool Perk to students Excellent retention strategy Increased need for part time study – estimated 60% of students enrolled in part-time education Europe – an e-portfolio in the hands of every worker by 2010.

Top Eight Myths of PLAR Myth Four Graduates with PLAR embedded in their credential will find it more difficult to get employment.

Lack of Employment? Changed preference – value individual with PLAR embedded Meets changing market demands of information age skills

Top Eight Myths of PLAR Myth Five PLAR is non-sustainable.

Non-Sustainable? Excellent methodology for sustainability Collaborative process Responsive to current research on adult learning and assessment of learning Part of a demand driven educational system Suitable for individual or sector implementation

Top Eight Myths of PLAR Myth Six We are oversubscribed. We do not need it.

Do not Need It? Aging population Fewer children to fill seats Increased immigration Move toward demand driven educational system Continued training needs Competitiveness in global economy

Top Eight Myths of PLAR Myth Seven This adds additional load on already overburdened faculty.

Additional Load PLAR needs to become an integral part of each program Policies set to acknowledge work loads Procedures put in place

Top Eight Myths of PLAR Myth Eight Can’t do because of lack of expertise to mentor and assess

Lack of Expertise? Best practices dictate Training of mentors and assessors Support structures – mentors for mentors, resource materials

System Needs Collaborative process – faculty, administration, support staff, government, employers PoliciesProcedures Establishment of target field and market Support structures

System Needs Articulations – external and internal Flexibility Review process Enabling environment Infrastructure Assessor/mentor training Resource development Quality assurance Outcome-based program and course outcomes/competencies

Decision Making Type of PLAR? Skill-gap possibilities Paradigm shift FlexibilityUniqueness