1. PLA: A Systems Approach NCWE Conference October 29, 2014 1

2. Council for Adult and Experiential Learning A 501(c)(3) non-profit, international organization with 40 years of experience in lifelong learning National leader in PLA best practices, research, and writing Dedicated to removing barriers to adult learning Standards recognized by regional accrediting bodies Who Is CAEL? 2

3. 3 Change is Good?

4. Another Look at the Degree Completion Gap ** Best performance is the average of the top three states. 63,127,642 41,860,914 020406080 Degrees Needed to Meet Best Performance** (55%) Degrees* Produced from 2005 to 2025 with Current Rate of Production plus Population Growth Millions * Degrees includes both Associates and 4-year degrees. We need to increase the rate of degree production in the U.S. by 50.8%. Source: NCHEMS and JFF, Adding it Up, 2007 4

5. http://www.adultcollegecompleti on.org/content/degreeGapMode l Youth alone won’t cut it 5

6. What is PLA? P rior L earning A ssessment is a process for evaluating knowledge and skills in order to award college credit for learning from: On-the-job learning Corporate training Independent study Military service Volunteer service 6

7. PLA Takes Many Forms Transfer credit ACE recommended credit Standardized tests Student Portfolio College Credit 7

8. 8 Learning, not Experience

9. Credit is for LEARNING, not for experience Subject matter experts make credit recommendations Any fees are for assessment, not for the amount of credit awarded Key CAEL Standards 9

10. Fueling the Race to Postsecondary Success 2010 48 higher education institutions 60,000 student records Complete study: http://www.cael.org/pdfs/PLA_Fueling-the-Race PLA Research 10

11. Graduation rates are 2 ½ times higher for students with PLA credit Fueling the Race to Postsecondary Success, March 2010 PLA Helps Students Graduate 11

12. Total Credits Earned at Institution Average for All PLA Students 53.7 credits Average for All Non-PLA Students 43.8 credits 12

13. Time to Degree (PLA vs. Non-PLA): Bachelor’s Degree: Saved 2.5 to 10.1 months to attain degree Associate’s Degree: Saved 1.5 to 4.5 months to attain degree Impact on Costs: An adult student who earned 15+ credits through PLA applied to a degree saved $1605 to $6,000 on tuition costs Other Important Findings 13

14. Emerging Trends in PLA More state and system PLA initiatives to align policies, procedures and transfer and articulation Increased interest and support from government and philanthropy Creation of degree pathways that incorporate prior learning credits Evolving strategies to scale up PLA and extend application across broader range of program and disciplines New sources of learning for prior learning assessment 14

15. CAEL’s Work to Scale PLA Work with individual colleges and universities Offer LearningCounts.org Promote policy change Support state system efforts 15

16.  www.LearningCounts.org www.LearningCounts.org  On-line PLA service  Free PLA Credit Predictor  Complimentary student guidance on all forms of PLA  Courses to teach students how to discover and document their own college-level learning and build portfolios online Overview of LearningCounts.org 16

17. America’s Call for Higher Education Redesign – Feb 2013. Lumina/Gallup Survey 87% 75% of Americans think students should be able to receive college credit for knowledge and skills acquired outside the classroom would be more likely to enroll in postsecondary education if they could receive credit for what they already know 17

18. Shifts in the PLA Policy Wind July Congressional Hearing President’s Plan for College Affordability Veterans Benefits Administration WIAO 18

19. A “System” Approach  Colorado  Indiana  Minnesota  Mississippi  Montana  Ohio  Oregon  Pennsylvania  Tennessee  Texas  Utah  Vermont  Washington  Wisconsin 19

20. Establishing taskforce or working group Requiring HE systems & institutions to develop policy Directing HE institutions to award credit for learning State Policy Approaches 20

21. Overarching Goal: Expand state adoption of PLA and LearningCounts Participating state systems: –Ohio – Montana –Texas A & M State PLA Adoption Project 21

22. Gloria 22

23. Impacting Veterans through LearningCounts.org “This was a great experience for me, saving thousands of dollars and a year of school.” -Jason Wolfe (2013) 23

24. Amy Sherman asherman@cael.org 312-499-2635 Questions? 24

25. Tennessee’s PLA Story: Wilson Finch, Tennessee Higher Education Commission Building PLA Statewide 25

26. Higher Education in Tennessee: Structure Governor University of Tennessee System (UT) Governing Board 3 Universities 4 Specialized Institutes TN Board of Regents (TBR) Governing Board 6 Universities 13 Community Colleges 28 TN Colleges of Applied Technology TN Higher Education Commission (THEC) Coordinating Board General Assembly 26

27. The Completion Agenda in TN: Background Complete College Tennessee Act (CCTA) – 2010 Institution Missions Revised – 2010 Master Plan Developed – 2010 Tennessee Transfer Pathways Developed – 2010-2011 100% Performance-Based Funding Formula Developed and Implemented – 2010-2011 –Tennessee Focus Groups and Adult Strategies Group Tennessee PLA Initiative – fall 2011-present –PLA Standardization – fall 2011-fall 2013 –PLA Technical Assistance – spring 2014-present Drive to 55 – 2013-present –Adult-focused Initiatives – fall 2014-present 27

28. Why Focus on PLA? PLA targets adult learners. And adult learners are important to Tennessee. State educational attainment goal Jobs Better performing students 28

29. The PLA Initiative: Goals Reduce time-to-degree for adult students Expand access to and options for PLA to adult learners in all Tennessee colleges and universities Use PLA as an incentive for adults to return to school and as a tool to pursue increased degree attainment Help institutions implement and execute their PLA programs more effectively and achieve their goals 29

30. The PLA Initiative: Focus Increasing consistency Increasing access Increasing awareness 30

31. Tennessee’s Approach to PLA PLA Task Force Statewide PLA Standards Trainings Workforce Outreach Central Website and Marketing Campus and System Outreach Campus Capacity Building and Resource Development Campus Technical Assistance 31

32. Tennessee PLA Task Force 21 of 22 public institutions –Voluntary –Diverse –Charged with drafting the Standards Subcommittees for different subjects –Transcription and Transfer –Structures –Outreach and Communications –Finance –Student Support 32

33. Campus and System Outreach Direct messaging –Faculty and staff –Professional groups –Systems councils Campus champions and advocates 33

34. Campus Capacity Building and Resource Development PLA Toolkit Orientation Marketing Materials PLA Program Evaluations and Technical Assistance 34

35. Campus Technical Assistance –Increasing demand by students –Aligning current institutional and departmental policies with PLA Standards and best practices –Addressing faculty concerns and awareness –Promoting PLA as an integral part of some degrees and a default way of awarding credits 35

36. Next Steps: Capacity Building Supporting institutions –Direct efforts –Materials –External resources 36

37. Lessons Learned Common understanding of the value of PLA Wide consensus building PLA is a solution to campus problems and goals Faculty concerns about diminished roles Transferability and confidence Get the word out Support campuses and build capacity 37

38. Questions? Wilson Finch Wilson.Finch@tn.gov 615-741-2204 Key documents: http://www.tn.gov/thec/PLA/policydocuments.htm 38

39. PLA: Montana’s Systems-Based Approach 39

40. Background: Reaching Out to Montana’s Adults Why? Montana’s Aging Population Traditional High School Pipeline Decreasing Need for increase in affordable, high-quality educational opportunities 40

41. MONTANA’S DEGREE GAP 41

42. MUS – A Commitment to be “Adult Friendly” 42

43. PLA Task Force Data, Reporting, Transcripts, Portability PLA Policy, Definitions, and Handbook Structure, Transparency, Financial/Fees Student Experience and Communication Possible Work Groups 43

44. Lessons Learned to Date Key players in shaping the work come in all sizes! Timing is everything! Education is critical and ongoing. Keep the end result in sight – students, better job, better life. 44

45. Web Links: http://www.mus.edu/ Montana University System Home Page http://www.mus.edu/2yr/PLA/default.asp Montana’s Prior Learning Assessment Initiative http://www.aarp.org/content/dam/aarp/livable- communities/plan/planning/montana-state-plan-on- aging-2011-2015-aarp.pdfhttp://www.aarp.org/content/dam/aarp/livable- communities/plan/planning/montana-state-plan-on- aging-2011-2015-aarp.pdf Montana’s Aging Population 45

46. For More Information: Susan K. Jones Director of Two Year Mission Integration Montana University System V 406-444-0318 M 406-925-2057 E-mail: sjones@montana.edusjones@montana.edu 46