Dr. Teresa Bagamery Clark Lipscomb University October 1, 2012

  Higher education since 2003  Adult learning since 2006  Research, design and teaching position last fall  Educated at Geneva College and Vanderbilt University Background

  Review (or discover) portfolio background  Develop a process map  Reassess to try again Outcomes

  (No) Surprise: Adult learners on the rise  G.I. Bill  Presidential Goal  Lumina Foundation  Workforce Needs National Context

  Veterans  Women  20-somethings  Baby-Boomers National (2)

  Over 200 students  Has grown 238% since 2006  93% retention rate fall to spring (all)  74% retention rate fall to fall (first time) Lipscomb Adult Program

  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 What is PLA?

  What types of PLA does your institution offer or grant credit for?  Does your institution have a portfolio system in place? Your Experience

  Motivate  Move faster toward degree  Save time  Save money  Persist  More than twice as likely to graduate PLA Benefits

  A collection of documents and essays that seek to demonstrate college-level learning completed outside the classroom.  Documentation  Essays  Letters  Certificates  Samples of work What is a Portfolio?

  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 Portfolio History

  More students  Recruited  Retained  Graduated  Enter the arena  Competitive advantage  Repertoire Our Goals

  Proposal in 2011 following CAEL conference  Resistance  Resurgence with new college Portfolio Groundwork

  December 2011 new proposal  Spring 2012 one-on-one meetings with deans/VPs  Spring 2012 joined state task force Road to Approval

  CAEL advisor and assessor training  Policy committee (Provost-appointed)  Summer 2012 Approval for Adult Degree Program Road to Approval (2)

  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. Mission Statement

  Required course  Course-match system (vs. block credit)  4000-level courses and field study ineligible  Fees and compensation Policy Highlights

  Student completes self-evaluation  Student completes Portfolio Workshop  Student submits portfolio  Portfolio reviewed by assessor  Portfolio approved by assessor and reviewed by department chair Portfolio Quick Steps

  Student may revise and resubmit  Assessor and department chair sign off  College of Professional Studies and Registrar sign off  Account charged and credit posted Quick Steps (2)

  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. Portfolio Workshop

  Catalog  Policies and procedures  Forms Paper Trail

  Word of mouth  Website  Radio  Information session Advertising

  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 Staff

  Assessor training  Provost’s letter  Deans’ selection  CAEL’s Prior Learning Assessment: Ensuring Academic Quality  Policies and procedures  Scheduled for October Faculty

  Recruitment  Student participation  Credit awarded  Retention  Graduation Measurement

  Research to give an answer  Capitalize on receptive culture  Secure a respected spokesperson  Individual meetings with key players for buy-in  Prepare to compromise Recommendations

  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 Discussion

  Dr. Teresa Bagamery Clark  Lipscomb University  One University Park Drive, Nashville, TN  Thank You

  CAEL (2012). Advising the adult learner toolkit.  CAEL (April 2011). Research brief.  Colvin, J. (2006). Earn college credit for what you know, 4 th ed. CAEL and Kendall-Hunt.  Fiddler, M., Marienau, C. and Whitaker, U. (2006). Assessing learning: Standards, principles and procedures, 2 nd ed. CAEL and Kendall-Hunt. Resources

  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:  Wertheim, J. (2012). Faculty assessors’ workbook. CAEL. Resources (2)