PLA Student Guidebook Graduate Programs 2017-18

PRIOR LEARNING ASSESSMENT (PLA) PORTFOLIO STUDENT GUIDEBOOK FOR DU GRADUATE PROGRAMS Revised April 2018 by: Dr Wayne Sneath Program Director Experiential Learning & Prior Learning Assessment Coordinator TABLE OF CONTENTS Page I Description of Credit for Prior Learning and Prior Learning Assessment II Overview of the Graduate Prior Learning Assessment Portfolio  The PLA Process  What is the difference between learning and experience? 4-5 III Descriptions and Requirements of the PLA Portfolio 6-10 IV After the Portfolio is Complete 10 V Forms  Portfolio Letter of Transmittal Template  Learning Verification Letter Template  PLA Student Authentication and Release of Information Form 11 12 13 Appendices:  Appendix A: Graduate Program Credit for Prior Learning Policy 14-16 VI 11-13 Description of Credit for Prior Learning and Prior Learning Assessment in DU Graduate Programs What is Credit for Prior Learning? Davenport University recognizes and supports the validity of prior learning Documented, authenticated, and demonstrated college-level learning outcomes will be assessed for credit as part of the Davenport University’s graduate programs in all colleges Credit will be awarded based on the method of prior learning demonstrated by the student College-level learning is defined as demonstrated, measurable achievement of learning outcomes grounded in a current knowledge base which has conceptual or theoretical as well as a practical understanding applicable outside the specific job or context in which it was learned and evaluated by subject matter expert faculty (Hoffmann, 2012) Types of Credit for Prior Learning in Graduate Programs:  Professional Certifications Students demonstrate college-level learning through passing nationally recognized certification examinations Students holding certifications should work with graduate program faculty and the Program Director Experiential Learning to have these certifications reviewed for possible credit toward their graduate degree  Non-Sponsored Collegiate Learning Students may have demonstrated college-level learning through alternative learning experiences, including, but not limited to, trainings, badges, MOOCs, military training, etc., which equate to college credit Students with evidence of these experiences should work with their graduate program faculty and the Program Director Experiential Learning to have them reviewed for possible credit toward their graduate degree  Prior Learning Assessment Portfolios Students may demonstrate college-level learning by submitting a collection of evidence that documents the match between their prior learning and learning outcomes of specific graduate program courses offered in their degree Prior Learning Assessment (PLA) portfolios are assessed by subject matter faculty experts and are described in detail in this Student Guidebook What are the policies related to Credit for Prior Learning in DU Graduate Programs? Please see Appendix A for the complete Credit for Prior Learning Policy in DU Graduate Programs 4 OVERVIEW OF THE GRADUATE PROGRAM PRIOR LEARNING ASSESMENT (PLA) PORTFOLIO Davenport University recognizes that adult graduate students may have acquired college-level learning on the job, during training, and/or by participating in community/volunteer projects Prior learning credit is awarded for graduate-level learning appropriate to the subject with a balance between theory and practical application Credit is awarded for demonstrated learning, not for experience or time on the job The Graduate Program Prior Learning Assessment (PLA) Portfolio is designed for students who are requesting credit for up to 12 credits in a DU graduate program Students may write a portfolio for multiple graduate-level program courses PLA portfolios are evaluated by Davenport University graduate program faculty members whose academic expertise matches the course(s) for which students are requesting credit It is important to be focused and specific when writing a portfolio Evaluators will not assume anything about a student’s graduate-level learning Learning that is not described and documented will not count toward credit Written portfolios may be supplemented by other means of assessment such as simulations, demonstrations, interviews, or oral defenses of learning as deemed necessary by the faculty evaluators THE PLA PROCESS Students interested in PLA should: Contact their graduate program faculty director about their desire to pursue PLA and to review the learning outcomes for the course(s) for which they wish to write a portfolio Contact Dr Wayne Sneath, Program Director Experiential Learning & Prior Learning Assessment Coordinator, before beginning to write a Prior Learning Assessment (PLA) Portfolio to inform him of the intent to apply Dr Sneath may be reached at: Wayne D Sneath, Ph.D Davenport University 6191 Kraft Avenue SE Grand Rapids, MI 49512 wayne.sneath@davenport.edu OR (616) 871-3968 Meet with a subject matter expert faculty for the course(s) which they are interested in developing a portfolio for This faculty member will be assigned by Dr Sneath and will conduct a brief interview with the student to discuss his/her experience and what documentation of learning he/she has available or can obtain Review all the required sections of this Student Guidebook to be sure they understand the requirements of the portfolio All portfolios will be submitted by e-mail as a single PDF document Also review the rubric which will be used to evaluate the portfolio available at https://www.davenport.edu/academics/credit-life-experience/pla-students 5 Communicate with Dr Sneath about progress toward completing the portfolio WHAT IS THE DIFFERENCE BETWEEN LEARNING AND EXPERIENCE? The core of the Graduate Program PLA portfolio is a Learning Narrative Essay demonstrating competency related to graduate program course learning outcomes As students will be evaluated on how well they demonstrate learning, it is critical that they understand the difference between “experience" and "learning.” “Experience” can be looked upon as “what we did” or the tasks performed in certain contexts “Learning” is the knowledge gained from the task or the experience Two people could attend the same class on photography, for instance When asked what was learned, one person could have said she learned about the mechanics of a camera The other person might report that he learned about photo composition The fact that two people sit in the same class does not mean both take away the same knowledge from the class Let’s say that one of the Learning Outcomes for a course for which a student is requesting credit states, “Students will learn how to interview applicants for a job.” The student’s task that relates to this Learning Outcome may read, “I have interviewed over twenty people in my position as Office Manager.” That is the “what I did.” The “what I learned” may read something like this: “I learned that it is important to make a job candidate relax by greeting her as soon as possible upon arrival I structure the interview by preparing questions in advance that relate to the person’s skill level as well as to how she may fit into my company I give an introduction to the company and to the job and then ask open-ended questions to encourage the candidate to talk as much as possible As the candidate talks, I look at body language and listen to the tone of voice to determine her level of enthusiasm for the job At the conclusion of the interview I tell the candidate when I will be making a decision I always ask for references and then check them In learning how to complete all of these steps, I have hired some very effective individuals for my company.” Remember that credit is granted for demonstrated graduate-level learning, not for experience or time on the job Thus, in addition to demonstrating what students have learned, they should also consider the theories which underlie their knowledge or skill Faculty evaluators never assume If student not discuss and document their learning, evaluators not assume they have the knowledge or skill called for related to the course learning outcomes 6 DESCRIPTIONS AND REQUIREMENTS OF THE PLA PORTFOLIO All elements of the portfolio should follow the style guidelines of the 6th edition of the APA Style Manual and include clear headers for each of the following sections: I Letter of Transmittal Description This is a letter of introduction to the portfolio which identifies the student, his/her academic program, the course(s) for which he/she is seeking credit, and provides the student’s pertinent ID #, and contact information See p.11 for a sample Letter of Transmittal Requirements:  No longer than one page and must follow the sample format on p 11 II Table of Contents Description This is a bulleted list of the contents of the portfolio, including titled and numbered Appendices (1, 2, 3, etc.) of provided documentation Requirements:  Appendices should be labeled by number (i.e Appendix 1, 2, 3, etc.) and also include a title (i.e Appendix 1: Sample Financial Analysis) and included at the end of the portfolio III The Prior Learning Autobiography Description The autobiography focuses on the student’s professional and personal learning endeavors In writing the autobiography, students begin to analyze their past experiences in terms of critical incidents that led to learning This part of the portfolio helps the faculty evaluator to understand when, how, and why the student’s learning has occurred Requirements: At least pages addressing the following topics:  A description of the contexts (workplace, training, education) in which students have acquired graduate-level learning related to the course outcomes  Critical incidents in students’ learning related to the skills necessary to be successful in their career field, including what specifically they have learned  Areas of accomplishment in students’ professional careers and the learning acquired from those accomplishments  Describes how students’ intend to progress in their academic and professional lives IV The Prior Learning Resume Description A resume allows students to highlight more detail about responsibilities and accomplishments that have supported learning The resume provides the faculty evaluator with a time line and demonstrates the progression of learning Requirements:  A hybrid skills-based and traditional format resume which also includes detailed position descriptions/duties related to all relevant employment, training, volunteer, etc positions held related to learning applicable to the graduate program course(s) as well as a list of professional references  Includes, as applicable, descriptions of previous certifications, trainings, or other experiences relevant to the PLA petition V The Learning Narrative Essay Description When writing the narrative, students focus on the learning outcomes for a specific graduate program course(s) Students must address EACH learning outcome and make reference to documentation in support of each Students must be able to demonstrate that they have met the learning outcomes to the same extent as students who have completed the equivalent graduate program course Requirements: For each learning outcome, students must address all four stages of the Kolb Experiential Learning Model below The narrative should be at least pages for EACH course learning outcome and all narratives must be supported by at least one piece of documentation or supplemental assessment identified in Section VII below Explanation of the Kolb Learning Model The Kolb Experiential Learning Model may be thought of as answering three fundamental questions related to how we learn: WHAT? What experiences led to our learning of particular knowledge or skills? SO WHAT? What was actually learned and why was it important? NOW WHAT? What has, could, or should the student with the new learning in situations after the learning occurred? The following is a visual representation of the Kolb Model followed by descriptions of each stage in the cycle: Figure 1: The Experiential Learning Cycle Adapted from “Kolb Learning Styles” by S McLeod (2013) at http://www.simplypsychology.org/learning-kolb.html Kolb Model Stage I: Concrete Experience (WHAT?) Describe what experiences led to the learning related to the learning outcome:  Identify employment, professional, and/or life experience(s) where learning related to the specific outcome occurred (i.e include names, dates, places)  Describe activities/tasks performed related to the learning outcome  Indicate organizational, institutional, or program results/outcomes related to the learning outcome Kolb Model Stage II: Observation & Reflection (SO WHAT?) Explain what was actually learned and its impact on the student:  Reflect on what the student learned about the subject  Explain who/what influenced his/her thinking and why  Point to specific samples of documentation of learning (i.e Appendices)  Explain clearly how the documentation is evidence of learning  Discuss effects of experience(s) on the student and/or other persons Kolb Model Stage III: Forming Abstract Concepts (SO WHAT?) Argue why the learning was important and how it relates to other learning:  Explain conclusions draws from experience(s) which reflect a depth and breadth of the learning outcome  Discuss the important academic theories, concepts, models, or principles related to the learning outcome described  Explain how the learning described reasonably corresponds to the learning outcome  Describe and discuss new knowledge and skills acquired Kolb Model Stage IV: Testing in New Situations (NOW WHAT?) Describe how the learning was applied in new situations or contexts:  Explain how the new learning was applied in professional or other contexts  Describe formations or reformations of concepts and ideas as a result of their application to professional situations  Describe how the new learning changed the student’s professional practice  Discuss how this new learning can or should be applied in future professional situations Required Structure of Learning Narrative for Graduate Program Course Learning Outcomes A narrative should be a minimum of pages for EACH learning outcome, including: I II III IV V VI List the learning outcome for the course(s) Kolb Stage I Kolb Stage II Kolb Stage III Kolb Stage IV Documentation (Submitted as Numbered Appendices) Description Students supply documentation to support the Learning Narrative Essay Documentation is as individual as the learner It may include items such as work products (reports, projects, plans, etc.), training certificates or programs, performance evaluations, letters of recommendation and letters of learning verification, etc Requirements:  Each learning outcome for a course(s) described in the Learning Narrative Essay must be supported by at least one piece of documentation or Supplemental Assessment Activity indicated in Section VIII below  All portfolios must include at least two Verification of Learning Letters from current and/or past employers which follow the required template for Letters of Verification on p 12 VII Authentication and Release of Information Form Description This form allows students to authenticate that the information provided in the portfolio is their work, allows for release of information to DU faculty/staff, including permission to contact former employers, and indicates that they have permission to share documentation provided in their portfolio Requirements: 10  Students must sign the Authentication and Release of Information Form on p 13 in order for the portfolio to be complete and to be assessed VIII Supplemental Assessment Activities Description Additional activities may be required by the evaluating faculty member to assess a student’s knowledge or skills related to a course(s) learning outcome These may involve simulations, demonstrations, interviews, or oral defenses of learning as deemed necessary by the graduate program director and/or faculty evaluators in collaboration with the student Requirements:  List and describe any Supplemental Assessment Activities agreed upon with the graduate program director and/or faculty evaluator, including a timeline for completion of these assessments If none, simply list NONE AFTER THE PORTFOLIO IS COMPLETE Follow these steps: Send the completed portfolio via e-mail in a single PDF document to both the faculty you have been working with and Dr Sneath When the portfolio is received and reviewed as complete, a $125 non-refundable evaluation fee will be added to your student E-Bill The fee covers the cost of faculty evaluation of your portfolio Once the portfolio is received and deemed complete, it will be assigned to a faculty evaluator(s) Evaluators are DU faculty members whose area of expertise matches the course(s) for which you are requesting credit Evaluators will determine if the portfolio demonstrates college-level learning providing feedback using a rubric Depending upon what point in the academic year your portfolio is submitted, it may take 2-4 weeks for the evaluator(s) to assess it Once an evaluator reviews the portfolio, students will receive a letter indicating whether or not credits were granted If a student is not granted credit for a course(s) via a PLA Portfolio, he or she may revise and resubmit the portfolio by the end of the next full semester from the time of receiving the evaluation results The resubmitted portfolio must have been substantially revised in content, and contain an addendum detailing revisions The student must also file an appeals process form with the PLA Coordinator A portfolio may not be revised and resubmitted more than once and the same assessment process will be followed Any portfolios submitted under the appeals process will also be reviewed by the Associate Dean of the appropriate college Students will not be charged an additional fee for a revised and resubmitted portfolio or for an appeal 11 Student concerns regarding the assessment process should be submitted in writing to the PLA Coordinator FORMS Portfolio Letter of Transmittal Template [Insert Date] Wayne D Sneath, Ph.D Program Director Experiential Learning & Prior Learning Assessment Coordinator Davenport University 6191 Kraft Avenue SE Grand Rapids, MI 49512 Re: Graduate Program Prior Learning Assessment Portfolio [insert student’s name] [insert student’s DU ID#] [insert name of student’s DU graduate program (i.e MSN, MSIA, MBA, etc.] [insert student’s home address] [insert student’s telephone number] [insert student e-mail address] [insert student’s DU campus location] Dear Dr Sneath: Enclosed please find my Prior Learning Assessment (PLA) portfolio for the DU graduate program course(s) listed below: [Insert Graduate Program Course Numbers and Titles Here (i.e MKTG 610: Marketing Strategies] Following the portfolio instructions, I have provided evidence of achievement of each course learning outcome through a combination of descriptive narrative and documentation Furthermore, as noted in my resume, I have demonstrated my knowledge of these outcomes through a variety of professional employment assignments and tasks Thank you for the opportunity to petition Davenport University for credit in recognition of demonstrated professional learning Regards, 12 [insert student’s typed name] [insert student’s signature] Learning Verification Letter Template (Please Provide on Organizational Letterhead) [Insert Date] Wayne D Sneath, Ph.D Program Director Experiential Learning & Prior Learning Assessment Coordinator Davenport University 6191 Kraft Avenue SE Grand Rapids, MI 49512 Re: Learning Verification Letter for [insert learner’s name] Dear Dr Sneath: I am writing to provide a Learning Verification Letter for [insert learner’s name] as part of his/her Prior Learning Assessment (PLA) portfolio in Davenport’s graduate programs Please include the following information in the letter and also please keep in mind that the Learning Verification Letter is NOT a personal recommendation or testimony of character, but rather an outline of facts to support the learner’s PLA narrative  Provide an introduction of how you are acquainted with the learner and the length of time you have known him/her  Provide a description of the learner’s experience and responsibilities, and a detailed explanation of the learning related to the learning outcomes of the course(s) the learner is seeking credit for through the PLA portfolio How has the learner demonstrated his/her learning through the responsibilities?  Explain why you are qualified to verify the learner’s learning and experience  Verify that any project, report, etc., submitted by the learner as documentation for academic credit from his/her experience with your organization is authentic Sincerely, [insert your typed name] [insert your signature] 13 [insert your address] [insert your telephone number] [insert your e-mail address] PLA Student Authentication and Release of Information Form I hereby acknowledge that the information submitted in this DU Graduate Program PLA Portfolio is my own work and true and correct to the best of my knowledge Willful failure to give accurate information or plagiarism is considered adequate grounds for dismissal from Davenport University and/or revocation of credits granted as a result of falsified information I hereby acknowledge that I have permission to provide the documentation included in my PLA portfolio, including any information considered confidential and/or proprietary I hereby authorize Davenport University (the "University") to make any investigation into my background for the purposes of evaluating my application for Prior Learning Assessment (PLA) credit I authorize former employers, educational institutions, and any other third party referenced in my Portfolio to give the University any information they have regarding me without providing me notice of the same Such information may include educational transcripts and records, verification of employment records, verification of learning references, information about my job performance, and other information that may be relevant to my application for Prior Learning Assessment (PLA) credit I hereby waive my right to access any such information, and without limitation, hereby release the University, its employees, representatives and agents, and the reference sources from any liability in connection with the release or use of such information Student’s Printed Name Student’s Signature _ Date 14 Appendix A Graduate Program Credit for Prior Learning Policy* Davenport University Wayne Sneath 2014-15 Policy Statement Davenport University recognizes and supports the validity of prior learning Documented, authenticated, and demonstrated college-level learning outcomes will be assessed for credit as part of all graduate programs at the university Credit will be awarded based on the method of prior learning demonstrated by the student College-level learning is defined as demonstrated, measurable achievement of learning outcomes grounded in a current knowledge base which has conceptual or theoretical as well as a practical understanding applicable outside the specific job or context in which it was learned and evaluated by subject matter expert faculty (Hoffmann, 2012) Purpose of Policy To establish the awarding of Credit for Prior Learning (CPL) in graduate programs at Davenport University Scope Graduate students in all university graduate programs, EXCEPT the Competency-Based Masters of Business Administration (CMBA) Program which is governed by a separate policy and Student Guidebook Types of Credit for Prior Learning Credit may be obtained in the DU graduate programs by demonstrating prior learning through the following assessment methods:  Professional Certifications Students demonstrate college-level learning through passing nationally recognized certification examinations which will be reviewed for possible credit by graduate program faculty and the University’s Registrar  Non-Sponsored Collegiate Learning 15 Students may have demonstrated college-level learning through alternative learning experiences, including, but not limited to, trainings, badges, MOOCs, military training, etc., which equate to college credit The University will review these experiences and may grant credit based on faculty evaluation and/or recommendations from the American Council on Education (ACE)  Prior Learning Assessment Portfolios Students may demonstrate college-level learning by submitting a collection of evidence that documents the match between their prior learning and learning outcomes of specific graduate program courses Prior Learning Assessment (PLA) portfolios are assessed by subject matter faculty experts in the consideration of awarding credit CPL Procedure Prior learning credit will be coordinated through the University’s PLA Program which will adhere and maintain best practices in assessing prior learning as recommended by the Council for Adult and Experiential Learning (CAEL) and appropriate accrediting bodies The Director of Prior Learning Assessment, in collaboration with subject matter faculty experts in DU’s graduate programs, will provide consultation and resources for CPL and all recommendations will be reviewed and approved by Associate Deans of the Colleges Student Eligibility To earn prior learning credit through portfolio, certification exam, or other means of CPL, students must be currently enrolled and registered at Davenport University Students are required to have the signature approval of their graduate program director and the Program Director Experiential Learning before beginning the process of pursuing prior learning credit A CPL faculty evaluator will be assigned after students have obtained these approvals Prior Learning Types and Limits  Professional Certifications, Non-Sponsored Training, and Transfer Credit A student may earn up to 12 credits of a combination of professional certifications, noncollegiate training, and transfer credits at the discretion of each college, but no more than credits of formal course work may be transferred from another university Transfer credits NOT accepted from another university include: Capstone, Internships, Thesis Credit, and Independent Study courses  Prior Learning Assessment Portfolios A student may earn up to 12 credits through Prior Learning Assessment (PLA) Portfolios Only credits earned through Davenport University’s Prior Learning Assessment (PLA) Portfolio process will fulfill college residency requirements Review of CPL Granted By Other Institutions The University will review course credit granted by other colleges or universities through their Prior Learning Assessment (PLA) Portfolio process via an evaluation of transcripts AND a 16 review of the submitted portfolio by subject matter expert faculty in the appropriate DU graduate program Students must provide both an official transcript AND the complete PLA portfolio from the credit-granting institution to the Director of Prior Learning Assessment in order to be considered for possible credit This type of CPL does NOT fulfill university residency requirements Prior Learning Evaluation Process The Prior Learning Assessment (PLA) Program will follow a graduate program course equivalency model for all possible types of CPL Students will need to demonstrate and document their college-level learning toward specific outcomes of the graduate program’s courses Faculty evaluators will be identified and assigned by the Prior Learning Assessment Coordinator and the Associate Dean of the appropriate college Graduate program faculty will work with the PLA Director and the student to determine which assessment method would be most effective to demonstrate and document the learning outcomes of the graduate program course(s) Some subjects and content areas lend themselves to competence demonstration rather than written assessment In instances when performance is clearly the best demonstration of a learning outcome, it will be arranged through the PLA Director in consultation with the subject matter expert faculty evaluator and the student Grading and Transcription of Credit for Prior Learning Graduate program credit earned through any type of CPL will be posted during the term in which it is granted The graduate program course title, grade, and type of CPL distinction will be transcripted to the student’s record Graduate PLA portfolios will be graded on an A, B or N/C (No Credit) scale Graduate students must receive a B or better grade to receive CPL credit Appeals Process If a student is not granted credit for a graduate course via a PLA Portfolio, he or she may revise and resubmit the portfolio by the end of the next full semester from the time of receiving the evaluation results The resubmitted portfolio must have been substantially revised in content, and contain an addendum detailing revisions The student must also file an appeals process form with the PLA Director A portfolio may not be resubmitted more than once and the same assessment process will be followed Any portfolios submitted under the appeals process will also be reviewed and approved by the Associate Dean of the appropriate college Student concerns regarding the assessment process need to be submitted in writing and will be addressed by the PLA Director, Faculty Evaluator, and the Associate Dean of the appropriate college Assessment Fees and Processing The student will pay a one-time PLA Portfolio Assessment Review fee of $125 for each portfolio submitted This fee only covers the assessment of the prior learning portfolio by a faculty member and does not guarantee that graduate program course credit will be granted Assessment fees are nonrefundable There is no fee for review of other types of CPL 17 _ _ *Adapted from: Hoffmann, T (2012) Defining College-Level Learning: Prior Learning Assessment Student Workbook 2nd Edition The University of Toledo (2011) “Credit for Prior Learning Policy.” Retrieved from https://www.utoledo.edu/policies/academic/undergraduate/pdfs/3364-7117%20%20Credit%20for%20Prior%20Learning%20Policy.pdf ... Learning in DU Graduate Programs? Please see Appendix A for the complete Credit for Prior Learning Policy in DU Graduate Programs 4 OVERVIEW OF THE GRADUATE PROGRAM PRIOR LEARNING ASSESMENT (PLA) PORTFOLIO... Re: Graduate Program Prior Learning Assessment Portfolio [insert student? ??s name] [insert student? ??s DU ID#] [insert name of student? ??s DU graduate program (i.e MSN, MSIA, MBA, etc.] [insert student? ??s... the awarding of Credit for Prior Learning (CPL) in graduate programs at Davenport University Scope Graduate students in all university graduate programs, EXCEPT the Competency-Based Masters of