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Standing on Common Ground
Enhancing the Prior Learning Assessment Experience Through Partnership and Service
Lindsay H. Rice III, M.B.A. – Wilmington University
Lauren M. Haas, M.S.M. – Wilmington University
National Institute on the Assessment of Adult Learning, June 2016
• Wilmington University• Creation of a new college / Vision• Why focus on PLA• Strategic Interventions• Data Tracking• Results• Final Thoughts / Next Steps
Agenda
Wilmington University• Founded in 1968, regionally accredited by MSCHE• Private, non-profit, non-sectarian, non-residential, open
enrollment university with 14 sites in DE, NJ, and MD• Main campus located in New Castle, DE• Over 20,000 non-residential students • Over 130 program options at the associate’s through
doctoral level including minors, certificates, and concentrations
• Over 100 program options are also available 100% online• Offers flexible transfer credit and extensive credit for prior
learning options
Where we were four years ago:
• Lack of consistent information about PLA/experiential learning opportunities
• No PLA data tracking• No central contact for students• Inconsistent policies, procedures, and
usage of PLA
New College: College of Online and Experiential Learning (COEL)
• Spring 2013, University President created new college, COEL
• Combined Online Learning with PLA and Cooperative Education (Co-op) for a focus on Experiential Learning
• Initial focus on creating systems to define and increase PLA and co-ops.
Identify the Needs of our Adult Students
Recognizing Prior Learning for College Credit
Educational Advising & Understanding Student
Motivation for Returning to School
Leverage Online Learning Options & Convenient
Student Support Services
Partner with Students to find the right academic
pathway according to their timeline and unique needs
COEL Vision
The College of Online and Experiential Learning will provide unique pathways to accelerate student graduation and career achievement by creating and validating innovative learning opportunities outside of the traditional classroom.
PHOTO OPTION
Strategic Interventions
• Increasing PLA Awareness among faculty and staff
• Leveraged collaborative relationships across the institution• Faculty, Registrar, Advisors,
Admissions, Sites, University Relations, Web Communications, Recruiters, Financial Services
• Emphasizing the benefits of PLA• Internal PLA reference materials • Regularly attend departmental
staff and faculty meetings
Baccalaureate students are 2.5 times more likely to persist to graduation if they have earned PLA credits1.
Why Increase Prior Learning Assessments (PLA)?
1Klein-Collins, R. (2010). Fueling the race to postsecondary success: A 48-institution study of prior learning assessment and adult student outcomes. Chicago, IL: Council for Adult and Experiential Learning.
National Higher Education Data
2 U.S. Census Bureau. (2014). Educational attainment in the United States: 2013 - Detailed Tables - People and Households - U.S. Census Bureau. Retrieved from http://www.census.gov/hhes/socdemo/education/data/cps/2014/tables.html3 Ewart, S., & Kominski, R. (2014, January). Measuring alternative educational credentials: 2012. Retrieved from https://www.census.gov/prod/2014pubs/p70-138.pdf4 Carnevale, A. P., Smith, N., & Strohl, J. (2013, June). Recovery: Job growth and education requirements through 2020. Retrieved from https://cew.georgetown.edu/wp-content/uploads/2014/11/Recovery2020.FR_.Web_.pdf
Over 55 million (2014) in U.S. 25 years or older with some college, but no
bachelor’s degree2
66% of all U.S. jobs will require a post-secondary degree or credential by 2020 and currently only 40% of U.S. achieved
that status4
Over 30 million (2012) in U.S. held a professional license, certification, or
educational certificate3
(≥ high school diploma < bachelor’s degree)
Added pressure on the credential gap are the 31 million baby boomers set to
retire between 2015 and 20204
Industry recognized credentials
Portfolio Assessments
Standardized/Challenge Exams
Extra-institutional Course Assessments
PLA Consists of a Variety of Ways to Assess Prior Learning
New PLA Policies• Identified opportunities and barriers of
existing PLA practices and policies
• Refined to make it more student-friendly and easier to access this type of credit
• Ensures that the equivalences were determined through a rigorous review process
• Collaboration with - and approval from –faculty
Strategic Interventions
• Increasing institutional acceptance and awareness of PLAo Updated PLA policy and terminology changes to the Academic Affairs Policy
Manual, and Course Catalog.o Gained approval for two new types of PLA assessments through Academic
Council and Curriculum Committee.– Industry Recognized Assessments– National College Credit Recommendation Service (NCCRS)
• Created an industry recognized credentials database with evaluated credit recommendations
o Increased industry recognized assessments 112% during FY 2014-2015.– 33 approved industry recognized assessments in FY 2013-2014 – 37 additional industry recognized assessments in FY 2014-2015 – 20 approved (90 total) industry recognized assessments in FY 2015-2016
Strategic Interventions
• Increasing PLA Awareness among students• Added PLA information request to admissions
application• Automated communications• Created Google Form for student self-
navigation from the admissions application (auto-generated email).
Strategic Interventions
• Increasing PLA Awareness among students• Updated the Credit for Prior Learning webpage
for easier student self-navigation of PLA offerings.
• Created informational videos that explain to student the opportunities and processes for PLA
• Created print marketing materials that explain PLA offerings
Credit for Prior Learning webpage
Credit for Prior Learning webpage
Informational Videos - Example
Videos embedded into webpages that explain PLA options
Marketing Materials
Marketing Materials
Personalized PLA Advising
• Personalized advising builds trust and partnership• Probing questions uncover a lot!• Use of the resume• Student contact guide• Holistic view of the student as a person• Filling a service gap• Validation, confidence
Data Tracking
• Created expansive data tracking for PLA utilization, student retention, and student attainment for reportingo Established baseline by accumulating 2 years of prior PLA data.o Measured areas of PLA strengths from utilization changes from
baseline.o Focused resources on areas of greatest impact on student success.
– Industry Recognized Assessments – Student utilization of industry assessments increased 239%
– Challenge/Standardized Exams– Student utilization of standardized exams (CLEP, DSST, etc.)
increased 76%– Military Courses/Experience (ACE/JST)
– Military student utilization of military credits increased 59%– Student acclimation to college, and developing personalized
pathways for individual students
Results
• Increased PLA student utilization 64% during FY 2014-2015o 310 students used PLA in FY 2013-2014 o 507 students used PLA in FY 2014-2015o 540 (est.) students used PLA in FY 2015-2016o Data tracking has also facilitated an evaluation of retention for
students at Wilmington University earning PLA credit.– 87% of students retained or graduated at Wilmington University that
earned PLA credit during the six months (January 1, 2014 – June 30, 2014). This was a measurement one year after students earned PLA credit at Wilmington University.
• We were recognized as LearningCounts Co-Ambassadors at the 2015 CAEL Conference!
Next Steps
• Support the creation of new and innovative academic program offerings that incorporate credit from prior learning.
• Increase industry recognized assessments.• Broaden opportunities to demonstrate prior
learning through the portfolio or project methodology.
• Increase marketing and awareness of credit for prior learning options.
Thank you!
• Questions?• wilmu.edu/COEL