Portfolio PLA in a Private University

1. Portfolio PLA in a Private University Dr. Teresa Bagamery Clark Lipscomb University October 1, 2012

2. Background • Higher education since 2003 • Adult learning since 2006 • Research, design and teaching position last fall • Educated at Geneva College and Vanderbilt University

3. Outcomes • Review (or discover) portfolio background • Develop a process map • Reassess to try again

4. National Context • (No) Surprise: Adult learners on the rise • G.I. Bill • Presidential Goal • Lumina Foundation • Workforce Needs

5. National (2) • Veterans • Women • 20-somethings • Baby-Boomers

6. Lipscomb Adult Program • Over 200 students • Has grown 238% since 2006 • 93% retention rate fall to spring (all) • 74% retention rate fall to fall (first time)

7. What is PLA? • Prior Learning Assessment (PLA): “A process for evaluating knowledge and skills in order to award college credit for college-level learning gained from like experiences.” (Wertheim, 2012) • Types: • CLEP • CBE • DSST • AP • IB • ACE • Portfolio

8. Your Experience • What types of PLA does your institution offer or grant credit for? • Does your institution have a portfolio system in place?

9. PLA Benefits • Motivate • Move faster toward degree • Save time • Save money • Persist • More than twice as likely to graduate

10. What is a Portfolio? • A collection of documents and essays that seek to demonstrate college-level learning completed outside the classroom. • Documentation • Essays • Letters • Certificates • Samples of work

11. Portfolio History • Council on Adult and Experiential Learning (CAEL) founded in the 1970s • Increase in overall enrollment in ‘60s • Rise of community colleges • University of Phoenix • Portfolios 1980s • New G.I. Bill • More specialization • Declining liberal arts colleges

12. Our Goals • More students • Recruited • Retained • Graduated • Enter the arena • Competitive advantage • Repertoire

13. Portfolio Groundwork • Proposal in 2011 following CAEL conference • Resistance • Resurgence with new college

14. Road to Approval • December 2011 new proposal • Spring 2012 one-on-one meetings with deans/VPs • Spring 2012 joined state task force

15. Road to Approval (2) • CAEL advisor and assessor training • Policy committee (Provost-appointed) • Summer 2012 Approval for Adult Degree Program

16. Mission Statement • Lipscomb University acknowledges certain adult learners come to the university with a significant body of professional or voluntary experience that may have equipped them with knowledge and learning that can be demonstrated through the portfolio process. Therefore, the mission of prior learning assessment through portfolio evaluation is to recognize and grant undergraduate academic credit for demonstrated achievement of higher learning objectives.

17. Policy Highlights • Required course • Course-match system (vs. block credit) • 4000-level courses and field study ineligible • Fees and compensation

18. Portfolio Quick Steps • Student completes self-evaluation • Student completes Portfolio Workshop • Student submits portfolio • Portfolio reviewed by assessor • Portfolio approved by assessor and reviewed by department chair

19. Quick Steps (2) • Student may revise and resubmit • Assessor and department chair sign off • College of Professional Studies and Registrar sign off • Account charged and credit posted

20. Portfolio Workshop • Non-credit, four-week, flat-fee, online • Offered fall and spring • Description: • Online course for students planning to prepare a PLA portfolio. • Through one-on-one meetings and regular communication with the professor, students will work to organize an initial portfolio.

21. Paper Trail • Catalog • Policies and procedures • Forms

22. Advertising • Word of mouth • Website • Radio • Information session

23. Staff • Information session approved by Provost • Guests: Admissions, Registrar, Veterans Affairs, Financial Aid, Student Accounts • CAEL’s Advising the Adult Learner Toolkit • Policies and procedures • Scheduled for October

24. Faculty • Assessor training • Provost’s letter • Deans’ selection • CAEL’s Prior Learning Assessment: Ensuring Academic Quality • Policies and procedures • Scheduled for October

25. Measurement • Recruitment • Student participation • Credit awarded • Retention • Graduation

26. Recommendations • Research to give an answer • Capitalize on receptive culture • Secure a respected spokesperson • Individual meetings with key players for buy-in • Prepare to compromise

27. Discussion • Share your portfolio stories, successes, roadblocks • Discuss how Lipscomb’s journey mirrors your experience, how it might encourage you, how it could save you some headaches • General questions

28. Thank You • Dr. Teresa Bagamery Clark • Lipscomb University • One University Park Drive, Nashville, TN 37211 • Teresa.clark@lipscomb.edu

29. Resources • CAEL (2012). Advising the adult learner toolkit. • CAEL (April 2011). Research brief. • Colvin, J. (2006). Earn college credit for what you know, 4th ed. CAEL and Kendall-Hunt. • Fiddler, M., Marienau, C. and Whitaker, U. (2006). Assessing learning: Standards, principles and procedures, 2nd ed. CAEL and Kendall-Hunt.

30. Resources (2) • Hart, D.M. and Hickerson, J.H. (2008). Prior learning portfolios: A representative collection. CAEL and Kendall-Hunt • Lederman, D. (2010). The ‘prior learning’ edge. Inside Higher Education. Retrieved from: http://www.insidehighered.com. • Wertheim, J. (2012). Faculty assessors’ workbook. CAEL.