Graduate PLA options for Professionals in Education National Institute on the Assessment of Adult Learning 2011 Adrian C. Zappala, Ph.D. Thomas Edison State College

2 PLA essentials Demonstration of college-level learning acquired through professional experiences Portfolio-centered narrative Assessment by subject matter experts Validation of needs of adult learners

3 Why PLA? Conducive to needs of adult learners Higher graduation rates (CAEL, 2010) Shorter time to degree completion (CAEL, 2010) Most traditionally for undergraduate degree completion for those with varied and extensive professional experiences

4 Graduate education issues  Many graduate programs (MA level) are already conducive to the needs of adult learners  Evening / part-time face-to-face programs  Online / hybrid programs (the growing majority)  Synchronous  Asychronous  Designed for immediate career applicability  Degree completion programs not the sole focus  Most PLA options designed for undergraduates

5 To consider…  “E-learning environments do not represent the best option in all situations.... Some tailoring of it is required to suit different student groups.” Mills, et al.  “E-learning environments need to take full account of the culture and context in which it is offered.” Mills, et al.

6 More food for thought…  In practice……does this happen? Consider issues such as course design, instructional practices, and use of contingent faculty.  Are ‘one size fits all’ approaches used? In course design? In course facilitation?  For ‘whom’, exactly, are graduate online courses developed?

7 Resolving issues of educational access and removing barriers, alone, does not address the problem of persistence Anecdotally, some adult learners who would seem to prefer distance learning express a need for a classroom-based approach, even given the advantages of distance learning What does this tell us?

Graduate PLA audiences Not a non-traditional degree completion student but still an adult learner Most existing options are already conducive to their needs Prior academic success at UG level, either traditional or non-traditional Current and/or recent professional experiences without accompanying transcripted credit

A unique Graduate PLA learner An accomplished professional who is in a position that requires a credential but does not have the credential An accomplished professional who is in a position not requiring a credential but would like the accompanying credential for professional advancement No need to take courses to acquire knowledge, but a need for a credential

Such as…. Educators with experience in pre-K settings whose positions do not require a degree or certification Educators in private school or charter school settings that do not require certification Teachers without enough content-area preparation but with experience teaching the subject School administrators without graduate degrees or certification in positions not requiring such

Considerations… Need to ensure that outcomes and course titles remain identical to those offered for certification Most often a professional portfolio Evaluation by a faculty SME with certification and experience Not appropriate for required practicum experience Best fit when the learner is in the professional position but does not have the certification

Questions?