The Keys to Unlocking Prior Learning Transformation of UMUC’s Portfolio Assessment

1. The Keys to Unlocking Prior Learning Transformation of UMUC’s Portfolio Assessment

2. Presenters • Shawna Acker-Ball, PhD • Director, Experiential Learning and Student Engagement University of Maryland University College • Cheryl Horton, MS Ed • Associate Director, Experiential Learning University of Maryland University College

3. Why Prior Learning Assessment? • UMUC’s mission and student population • Open admission university • Non-traditional learners • Adult learners bring a wealth of prior learning experiences to the classroom. • Prior learning assessment values students’ knowledge.

4. Overview of PLA Program • UMUC and Prior Learning Assessment • Program was established in 1978. • All student portfolios were submitted in hard copy binders and mailed to each evaluators. • CD’s are now used. • Students provide multiple copies of portfolios to coincide with the number of academic disciplines they target.

5. Changes Over the Years The School of Undergraduate Studies underwent a division wide assessment initiative in 2008. Academic majors and general education courses were included. The Prior Learning Assessment program participated. Development of grading rubrics for faculty Review of course curriculum Creation of common assignments for students

6. Program Background • Program eligibility • Degree Audit Team • Official evaluation • Grade point average • Writing requirement • Resident credits

7. EXCL 301-Learning Analysis and Planning • The three (3) credit course guides students through exercises toward the preparation of a written portfolio that describes and documents their college-level learning. • Three (3) months in duration • Satisfactory/D/Fail - grading method • If student receives the grade of “D” for the course, the portfolio is not moved forward for evaluation. • Students who pass the course with an “S” or “D” are not permitted to re-take EXCL 301 • Up to 30 credits can be earned (15 for second bachelor’s degree)

8. Evaluation Process • Faculty evaluation • All faculty evaluators are approved by respective academic disciplines. • All faculty evaluators are provided an Evaluator’s Manual to guide the evaluation process. • All credit recommendations from evaluators are reviewed and approved by the Degree Audit Team.

9. Evaluation Process • Faculty members make credit recommendations based on the learning narratives and supporting documentation. • Credit is granted for verifiable college-level learning from one’s experiences, but not for the experiences themselves.

10. EXCL Credit Awards How many credits are students guaranteed to earn? • Successful completion of EXCL 301 will earn three credits for the course. • There is no guarantee that students will receive credit from the evaluation of their portfolio. • The average credit award is between 15 and 18 credits. • Assessment fees are applied. • PLA tuition is offered at a reduced cost.

11. Transformation • Assessment process • EXCL 301 underwent review • Changes to the program mission, program and course objectives • Creation of common assignments • Development of grading rubrics and portfolio scoring guides • Changed business process • Established faculty work group • Adjustments to the course curriculum • Mapped program outcomes to the course objectives

12. Shift in Paradigm • Establish prior learning culture and attitude • Require substantive written evaluations to support the recommendation or denial of credits. • What is considered passing? • Does all learning have to be “A” level? • Require that all evaluations are mapped to course syllabi and learning outcomes.

13. Shift in Paradigm • Department review of all portfolio evaluations from faculty. • Ensure portfolio evaluations adhere to department standards. • Required participation in faculty/evaluator Wimba workshops.

14. And More Assessment • Academic Program Review • Deeper look at all systems and processes • Review of textbook • Evaluator pay • Determined deficiencies and strengths • Quantitative evaluation rubrics • Redesign of Evaluator Manual

15. Assessment • Developed a plan and timeline to address issues. • Used external reviewer to provide feedback about the program (CAEL – Dr. Judith Wertheim).

16. Immediate Changes • Building faculty bench • Hiring focus for faculty well versed in prior learning assessment and writing. • Established peer shadowing for all new faculty hires. • Built syllabi repository • Include all UMUC course offerings eligible for PLA. • Periodic update of syllabi.

17. Next Steps • Supporting Educational Goals for Undergraduate Excellence (SEGUE) • School wide curriculum redesign • All academic disciplines • Review and redesign courses to better meet the needs of non-traditional learners • New delivery format • EXCL/Portfolio redesign to begin in December 2010

18. Questions and Answers Shawna Acker-Ball sacker-ball@umuc.edu Cheryl Horton chorton@umuc.edu Telephone (240) 684-2890