1. Charting the Future for CPL: A Minnesota State Approach
Adult Learner Institute
June , 2018
Charting the Future for CPL: A Minnesota State Approach
Introduce Dr. Annette Parker, President South Central College, Board Member Council for Adult and Experiential Learning (CAEL)
At the Council for Adult and Experiential Learning (CAEL), everything we do supports one goal: Making it easier for people to get the education and training they need. We do this by finding practical ways to link people’s education to their jobs or future careers. We also support ways to link learning from their work and life experiences to their educational goals—so they earn their degrees and credentials faster. Here are the specific ways CAEL works to help adults get the education they need:

2. Goals for Today’s Session
Overview and progress of Minnesota State’s CPL initiatives
Understanding how CPL supports strategic enrollment management – the “value proposition”
Use a guide to measure your institution’s progress
Update on Board policy 3.35, CPL procedures and other business practices
Learn about faculty engagement and other resources!

3. Cpl across Minnesota state timeline
Individual campus practices and policies; Some regional organization
Charting the Future Team focus on CPL
CPL Round 1, 2, and 3 roll-out of business practices, policy and procedure changes, toolkit, and professional development
Support from ASA Liaison Team
Future: CPL network of campuses and student service center (Metro State and network partners)
Support from ASA
Launch fall, 2018
Cpl across Minnesota state
timeline

4. Charting the future: Implementation Team Recommendations
Identify and engage college and university CPL subject matter experts
Develop policy and procedure recommendations for the system; create a business practices guide
Apply and refine a CPL toolkit and online searchable resource site
Offer CPL professional development opportunities
Apply and refine a CPL toolkit and online searchable resource site covering topics essential for consistency and implementation of CPL within the MnSCU system;
• Identify college and university CPL subject matter experts (SME’s) including faculty evaluators, registrars, advisors, financial aid and student services staff;
• Develop policy recommendations for the system regarding coding, transfer, price and compensation structure to provide consistency, cost-effectiveness and smooth transfer of credits;
• Develop networks for CPL professional development opportunities through collaboration among MnSCU colleges and universities.

5. Online Toolkit and Resources
Checklist for Readiness
Plans, Policies and Procedures
Adult Friendly Campus Elements
Identify Team Members
Communication and Marketing
References and Resources
Best Practices Repository
Faculty Evaluators

6. CPL Students persist and graduate at higher Rates
Source: CAEL, Measuring the Benefits of Prior Learning Assessment for the Adult Learner, 2010

7. Campus cpl business model
First stop:
What do we mean by a “value proposition”?
What does it have to do with strategic enrollment management?
Example from a state university
Apply and refine a CPL toolkit and online searchable resource site covering topics essential for consistency and implementation of CPL within the MnSCU system;
• Identify college and university CPL subject matter experts (SME’s) including faculty evaluators, registrars, advisors, financial aid and student services staff;
• Develop policy recommendations for the system regarding coding, transfer, price and compensation structure to provide consistency, cost-effectiveness and smooth transfer of credits;
• Develop networks for CPL professional development opportunities through collaboration among MnSCU colleges and universities.

8. Building credit for prior learning at the campus level*
Research and planning: accessing external resources
American Council on Education (ACE)
Council for Adult & Experiential Learning (CAEL)
Competency-Based Education Network (CBEN)
CPL champions
Identify faculty champion and believers
Identified three contacts on all information
Anticipate barriers
Review campus policy & procedure
Engagement and development: building internal capacity
Faculty champion professional development (CAEL Conference)
Regional professional development (included private colleges in area)
VETS / military crosswalks
CPL team – dean, registrar, transfer coordinator, faculty, counselor, advisor, administrative assistant, director of admissions, financial aid)
Mini- grants to develop course CPL/competence assessments
** Thank you to Rochester Community and Technical College
Research & Planning, CAEL, ACE resources for research, conference, sample policy, procedure, forms from leading CPL institutions
Admin Support- Faculty Champions (LAS & Technical); Barriers; advice & direction of approval process for policy & procedure, fee structure and faculty compensation Not in policy or procedure so administration decision, not approved by AASC (comparison grids with benchmarked institutions)
Faculty Engagement- Faculty driven, recruit senior faculty who are respected, send to conferences CAEL faculty assessment workshops (LAS & Technical), Vets first pride in helping Vets
AQIP Action Project: Faculty led, foundational tools for Faculty to do assessments: concept map, process and form development, templates for faculty assessment, faculty compensation recommendations; on-campus faculty professional development (small group discussion, presentations,)
CPL CORE group not standing committee just task force to develop and draft P & P
Mini Grants pay faculty $500 stipend per course to develop assessments (surveyed for willingness first)

9. BUILDING CREDIT FOR PRIOR LEARNING AT THE CAMPUS LEVEL*
Policy and Procedure Framework
Aligned to Minnesota State DRAFT policy and procedure
Infrastructure
CPL faculty lead
CPL Advisory Team
eForms and process mapping
Ongoing faculty and staff training
Website redesign, marketing, social media
Data Collection and Continuous Quality Improvement
E.G., persistence, time to completion, students served, credits awarded, CPL method, GPA, % failed CPL, external CPL
Plan, Do, Check, Act – review each year
** Thank you to Rochester Community and Technical College

10. Credit for prior learning (CPL) Proposed board policy changes
Part 4: Opportunities for Students
Part 5: Awarding Credit for Prior Learning
Part 6: Transfer of CPL
Part 7: CPL Appeals

11. CPL definition
Current definition: The outcome of a prior learning assessment by which a student is awarded credit for college-level learning gained in non-credit or experiential settings.
New proposed definition: Academic credit awarded for demonstrated college/university-level learning gained through experiences outside a college or university credit-bearing course and assessed by academically sound and rigorous methods and processes.
Minnesota State Board Policy 3.35

12. Policy 3.35 CPL proposed system procedure changes
Procedure CPL External Assessments
AP, IB, CLEP, and other national standardized assessments
world languages seals and certificates
industry recognized credentials, licenses, and certifications
registered apprenticeships, continuing education, and customized training
Procedure CPL Internal Assessments
credit by exam
course-equivalency assessment; individualized-subject assessment
portfolio assessment
group or seminar assessment
competency-based assessment
Procedure Military Courses and Military Occupations

13. CPL proposed procedure changes
External Assessments
Internal Assessments
Responsibility (Who conducts?)
Agency/organization, postsecondary institution, or noncredit instruction; Minnesota State faculty evaluate the instrument, examination, curriculum, program, credential, license, or certification and determine a credit award.
Minnesota State Faculty
Credit Award
Awarded credit as a course-equivalency or as an individualized subject area.
May fulfill general, technical, Minnesota Transfer Curriculum (MnTC), program/major/minor and/or elective courses.
Process: single-subject process or a process that reviews multiple subjects in one documentation and assessment process
Level of award: lower division, upper-division or graduate level
Awarded credit as a course or as an individualized subject area.
Residency credit No
Yes
Recording of credit awarded
As transfer credits
Source is designated and course-equivalency, when applicable, is designated on student transcript
As a course on official student transcript
Source entered in student record and not displayed on student transcript
Credit limit
None
Tuition and fees (processing)
Tuition and/or fees

14. CPL proposed board policy and system procedure changes - timeline
October 2018: BOT Policy 2nd reading; Policy final and posted
June 2018: Procedure final and posted; BOT Policy 1st reading
April-May 2018: 30-day all systems review and comment
Spring March 2018: ASA Policy Council review
: Round 1 and 2 review and recommendations
: CPL CTF discussions and recommendations

15. CPL policy and procedure changes – what’s next
After final approvals, ASA communication to campuses on final Board Policy 3.35 and System Procedures , , and
Campus policies and procedures to align with new Board Policy 3.35 and System Procedure , , and
ASA develop Operating Instructions 3.35.x.1 to address business practices

16. Professional Development for Faculty and Staff
Multiple Approaches to Assessing Prior Learning (MAAPL)
The Big Picture on CPL
Speed Dating
Military Member/Veterans
Industry Credentials
Transfer/DARS
CPL Advising
Campus Champions
Students in the Admission Process

17. Professional Development for Faculty and Staff
Multiple Approaches to Assessing Prior Learning (MAAPL) (con’t)
Diving Deeper
Multiple Approaches to CPL
Assessment Options Focus
CPL Prior Learning Academy
CPL Student Services
CPL Advising
Campus Climate

18. Professional Development for Faculty and Staff
Credit for Prior Learning Academy
Understand key credit for prior learning (CPL) concepts, principles, options and approaches, and apply to advising students about CPL possibilities.
Know system and institutional CPL policies and procedures, and professional standards and criteria for assessment of prior learning.
Develop skills to evaluate student factors and the criteria for viability of use of prior learning, and skills and methods to evaluate the academic validity of learning outcomes for internal CPL assessment.
Apply principles and practices of credit for prior learning to analysis of case studies for advising students and to developing materials for assessment of prior learning in one’s discipline.

19. Credit for Prior Learning Academy

20. Credit for Prior Learning Academy

21. Credit for Prior Learning Academy

22. Credit for Prior Learning Academy

23. Credit for Prior Learning Academy

24. Next steps: C-plan (CPL – PLA Network)
Metropolitan State and network of colleges and universities
Staged implementation (Summer 2018 – 2023)

25. Today’s Presenters
Mary Rothchild, Senior System Director, Workforce Development
Susan Carter, Interim Senior System Director, Research
Pakou Yang, System Director, P20 and College Readiness
Gina Sobania, Director Military, Veteran, and Adult Learner Services