PLA Student Guidebook Undergraduate Programs 2017-18

PRIOR LEARNING ASSESSMENT (PLA) PORTFOLIO STUDENT GUIDEBOOK FOR DU UNDERGRADUATE 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 Undergraduate Prior Learning Assessment Portfolio • Before you begin • What is the difference between learning and experience? 4-5 III Descriptions and Requirements of the PLA Portfolio 6-10 IV After Your Portfolio is Complete 10 V Forms • Portfolio Letter of Transmittal Template • Learning Verification Letter Template • Authentication and Release of Information Form 11 12 13 Appendices: • Appendix A: Undergraduate Program Credit for Prior Learning Policy 14-17 VI 11-13 Description of Credit for Prior Learning and Prior Learning Assessment in Undergraduate 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 Davenport University’s undergraduate 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 of the specific job or context in which it was learned and is evaluated by subject matter expert faculty (Hoffmann, 2012) Types of Credit for Prior Learning in Undergraduate Programs:  Professional Certifications Students demonstrate college-level learning through achievement of passing scores on nationally recognized certification examinations Students holding certifications should work with undergraduate program faculty and the Program Director Experiential Learning to have these certifications reviewed for possible credit toward their undergraduate 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 can 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 undergraduate 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 undergraduate program courses offered in their degree Prior Learning Assessment (PLA) portfolios are assessed by subject matter faculty experts in the consideration of awarding credit and are described in detail in this PLA Student Guidebook What are the policies related to Credit for Prior Learning in DU Undergraduate Programs? Please see Appendix A for the complete Credit for Prior Learning Policy in DU undergraduate Programs 4 OVERVIEW OF THE UNDERGRADUATE PROGRAM PRIOR LEARNING ASSESMENT PORTFOLIO Davenport University recognizes that as an adult student you 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 college-level learning appropriate to the subject with a balance between theory and practical application Credit is awarded for learning, not experience Students may write a portfolio for multiple undergraduate-level courses PLA portfolios are evaluated by Davenport University faculty members whose academic expertise matches the course(s) for which you are requesting credit It is important to be focused and specific when writing a portfolio Evaluators will not assume anything about your college-level learning Learning that is not discussed 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 in consultation with you BEFORE YOU BEGIN Contact Dr Wayne Sneath, Program Director Experiential Learning & Prior Learning Assessment Coordinator, before you begin to write your Prior Learning Petition to inform him of your 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) you are interested in developing a portfolio for Dr Sneath will refer this faculty member to you by and he/she will conduct a brief interview with you to discuss your experience, including what documentation of your learning you have available or can obtain Review all the required sections of this PLA Student Guidebook to be sure you understand the requirements of the portfolio All portfolios must be submitted via a single PDF document Finally, review the rubric which will be used to evaluate your portfolio which is available at this website: https://www.davenport.edu/academics/credit-life-experience/pla-students Communicate with Dr Sneath and your assigned faculty member about your progress toward completing the portfolio 5 WHAT IS THE DIFFERENCE BETWEEN LEARNING AND EXPERIENCE? The core of the undergraduate program PLA portfolio is a Learning Narrative Essay demonstrating your mastery of the course learning outcomes As you will be evaluated on how well you demonstrate learning, it is critical that you understand the difference between “experience" and "learning.” “Experience” can be looked upon as “what I did” or the task performed “Learning” is the knowledge or skills 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 or skills from the class Let’s say that one of the Learning Outcomes for a course for which you are requesting credit states, “Students will learn how to interview applicants for a job.” The 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 college-level learning, not for experience Thus, in addition to demonstrating what you have learned, you should also consider the theories which underlie your knowledge or skill Faculty evaluators never assume If you not discuss your learning, evaluators not assume you have the knowledge or skill called for in 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.), include a title (i.e Appendix 1: Sample Financial Analysis), and be provided 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 you have acquired college-level learning related to the course outcomes • Critical incidents in your learning related to the skills necessary to be successful in your career field, including what specifically you have learned • Areas of accomplishments in your professional career and the learning acquired from those accomplishments, including a description of how you intend to progress in your academic and professional lives IV The Prior Learning Resume Description A resume allows you to highlight in more detail the responsibilities and accomplishments that have supported your learning The resume provides the faculty evaluator with a time line and demonstrates the progression of your learning 7 Requirements: • A hybrid skills-based or traditionally-formatted resume which also includes detailed position descriptions/duties related to all major work, training, volunteer, etc positions held related to learning applicable to your academic program as well as a list of professional references • Includes, as applicable, descriptions of previous certifications, trainings, or other experiences relevant to the PLA portfolio V The Learning Narrative Essay Description When writing the narrative, you must focus on the learning outcomes for a specific course(s) You must address EACH learning outcome and make reference to documentation in support of each You must be able to demonstrate that you have mastered the learning outcomes to the same extent as other students who have completed the course Requirements: For each learning outcome, you must address all four stages of the David 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 you learn: WHAT? What experiences led to your learning of particular knowledge or skills? SO WHAT? What did you actually learn and why was it important? NOW WHAT? What have you done or could you with your new learning in situations after it 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 your learning related to the course outcome(s): • Identify the professional or life experience(s) (i.e names, dates, places) where your learning related to the specific outcome(s) occurred • Describe the activities/tasks you performed related to the learning outcome(s) • Indicate the organizational, institutional, or program results/outcomes related to your learning Kolb Model Stage II: Observation & Reflection (SO WHAT?) Explain what you actually learned and its impact on you: • Reflect on what you have learned about the subject • Explain who/what influenced your thinking and why • Point to specific samples of documentation of your learning (i.e Appendices) • Explain clearly how the documentation is evidence of your learning • Discuss the effects of experience(s) on you and/or other persons Kolb Model Stage III: Forming Abstract Concepts (SO WHAT?) Argue why your learning was important and how it relates to other learning: • Explain conclusions you have drawn from the experience(s) which reflect a depth and breadth of the learning outcome(s) • Discuss the important academic theories, concepts, models, or principles related to the learning outcome(s) described • Explain how the learning you describe reasonably corresponds to the course(s) learning outcome(s) • Describe and discuss the new knowledge and skills you have acquired Kolb Model Stage IV: Testing in New Situations (NOW WHAT?) Describe how your learning has or could be applied in new situations or contexts: • Explain how you have applied or could apply your new learning in professional or other contexts • Describe any formations or reformations of concepts and ideas you have had as a result of an application of your learning to professional situations • Describe how your new learning has changed your professional practice • Discuss how your new learning could be applied in future professional situations Required Structure of Learning Narrative for Undergraduate 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 You must 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 VII 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 you to authenticate that the information provided in your portfolio is your work, allows for release of information to DU faculty/staff, including permission to contact your former employers, and indicates that you have permission to share documentation provided in your portfolio Requirements: • You must sign the Authentication and Release of Information Form on p 13 in order for your 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 your knowledge or skills related to a course learning outcome(s) These may involve simulations, demonstrations, interviews, or oral defenses of learning as deemed necessary by the faculty evaluator in collaboration with you 10 Requirements: • List and describe any Supplemental Assessment Activities you have agreed upon with your faculty evaluator, including a timeline for completion of these assessments If none, simply list NONE AFTER YOUR 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 assesses your portfolio, you will receive a letter indicating whether or not credits were granted If you are not granted credit for a course(s) via a PLA Portfolio, you may revise and resubmit it by the end of the next full semester from the time of receiving the assessment results The resubmitted portfolio must have been substantially revised in content based on the faculty evaluator’s feedback on the rubric, and contain an addendum detailing revisions A portfolio may only be revised once after initial review and the same assessment process will be followed You will not be charged an additional fee for a revised portfolio Any concerns you have regarding the assessment process should be submitted in writing to the Program Director Experiential Learning 11 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: Undergraduate Program Prior Learning Assessment Portfolio [insert student’s name] [insert student’s DU ID#] [insert name of student’s DU undergraduate program (i.e MKTG, HIM, 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 portfolio for the DU course(s) listed below: [Insert Course Numbers and Titles Here (i.e MKTG 412: Marketing Research)] Following the portfolio instructions, I have evidenced the achievement of each learning outcome through a combination of descriptive narrative and documentation and letters of learning verification Furthermore, as noted in my resume, I have demonstrated my knowledge of these outcomes through a variety of professional assignments and tasks Thank you for the opportunity to petition Davenport University for credit in recognition of demonstrated professional learning Regards, [insert student’s typed name] [insert student’s signature] 12 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 portfolio for Davenport University 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 knowledge and skill competencies • Provide an introduction of how you are acquainted with the learner and the length of time you have known and/or worked with 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 • Explain why you are qualified to verify the learner’s learning and experience • Verify that any project, report, etc., submitted by the learner from his/her experience with the organization as documentation for academic credit is authentic Sincerely, [insert your typed name] [insert your signature] [insert your address] [insert your telephone number] [insert your e-mail address] 13 Authentication and Release of Information Form I hereby acknowledge that the information submitted in this DU Undergraduate 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 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 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 Undergraduate 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 undergraduate 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 is evaluated by subject matter expert faculty (Hoffmann, 2012) Purpose of Policy To establish the awarding of Credit for Prior Learning (CPL) in undergraduate programs at Davenport University Scope Students in all university undergraduate programs Types of Credit for Prior Learning Credit may be obtained in DU undergraduate programs by demonstrating prior learning through the following assessment methods: • Professional Certifications Students demonstrate college-level learning through achievement of a passing score on nationally recognized certification examinations which will be reviewed for possible credit by undergraduate program faculty and the University’s Registrar • 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 can 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 15 on Education (ACE) or other appropriate organizations • 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 undergraduate 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 adheres to best practices in assessing prior learning as recommended by the Council for Adult and Experiential Learning (CAEL) and appropriate accrediting bodies The Program Director Experiential Learning, in collaboration with subject matter faculty experts in DU’s undergraduate 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 undergraduate program Chairperson 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, Limits, and Residency Requirements There is no maximum limit on credits to be earned through DU’s PLA portfolio process as well as internal DU competency/challenge exams or through transfer credits earned through CLEP/DSST testing, professional certification exams, non-collegiate training, PLA granted by other institutions, and military credit However, the following rules apply to CPL and Davenport University Residency requirements: • CLEP/DSST or other external to Davenport exams, COMPASS exams, professional certifications, PLA portfolio credit granted by other institutions, non-collegiate training, and military credit will remain designated as transfer credit and NOT count toward DU’s residency requirements • Credit earned through Davenport’s PLA portfolio process, as well as internal DU competency/challenge exams, WILL count toward DU’s residency requirements with no credit hour restrictions, except the following: 16 Students may NOT write a PLA portfolio or sit for a challenge/competency exam in any DU program-level capstone course Review of PLA Credit Granted By Other Institutions The University will review course credit granted by other colleges or universities through their Prior Learning Assessment Portfolio process via an evaluation of transcripts AND a review of the submitted portfolio by subject matter expert faculty in the student’s academic program Students must provide both an official transcript AND the complete PLA portfolio from the creditgranting institution to the Program Director Experiential Learning in order to be considered for possible credit If credit is awarded, this type of CPL does NOT fulfill university residency requirements Prior Learning Evaluation Process The Prior Learning Assessment Program will follow a 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 course(s) for which they are seeking credit Faculty assessors will be identified and assigned by the Program Director Experiential Learning and the Associate Dean of the appropriate college Undergraduate program faculty will work with the Program Director Experiential Learning and the student to determine which assessment method would be most effective to demonstrate and document the learning outcomes of the course(s) Some subjects and content areas lend themselves to competence demonstration rather than written assessment In instances when demonstration is clearly the best evidence of competency in a learning outcome, it will be arranged through the Program Director Experiential Learning in consultation with the subject matter expert faculty evaluator and the student Grading and Transcription of Credit for Prior Learning Undergraduate program credit earned through any type of CPL will be posted during the term in which it is granted The undergraduate program course title, grade, and type of CPL distinction will be transcripted to the student’s record Undergraduate PLA portfolios will be graded on an A, B, C, or N/C (No credit) scale Undergraduate students must score a C or better grade to receive CPL credit Revision Process If a student is not granted credit for an undergraduate 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 based on the faculty evaluator’s feedback on the rubric, and contain an addendum detailing revisions A portfolio may only be revised once after initial review and the same assessment process will be followed Students will not be charged an additional fee for a resubmitted portfolio Any student concerns regarding the assessment process need to be submitted in writing and will be addressed by the Program Director Experiential Learning 17 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 undergraduate program course credit will be granted Assessment fees are nonrefundable There is not a fee for review of other types of CPL _ _ *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 ... (CPL) in undergraduate programs at Davenport University Scope Students in all university undergraduate programs Types of Credit for Prior Learning Credit may be obtained in DU undergraduate programs. .. Portfolio [insert student? ??s name] [insert student? ??s DU ID#] [insert name of student? ??s DU undergraduate program (i.e MKTG, HIM, etc.] [insert student? ??s home address] [insert student? ??s telephone... this PLA Student Guidebook What are the policies related to Credit for Prior Learning in DU Undergraduate Programs? Please see Appendix A for the complete Credit for Prior Learning Policy in DU undergraduate