Prior Learning Assessment – Brief overview of an extensive learning advantage

Prior Learning Assessment – Brief overview of an extensive learning advantage

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What is PLA?

prior-learning-assessmentThe Prior Learning Assessment (PLA) is a systematic approach of comparing and evaluating formal and informal learning accumulated through various situations and activities carried on at work, in school and throughout life against the requirements of an academic program of studies. Its history and beginnings go all the way back to post-World War II era when veterans requested that their formal and informal learning achieved during military service be recognized with academic credit normally reserved for formal learning (Shelton and Armistead, 1989).

How does it work?

There are many methods of substantiating and evaluating prior learning, from documentation via portfolios, transcripts, certificates, and licenses to demonstration through standard exams, oral interviews, product samples, and performance tests (Knapp and Sharon, 1975).

The University of Louisville has incorporated the PLA element into its Bachelor of Science in Organizational Leadership and Learning (BSOLL) online program, and works with each student individually to identify the best evaluation method for granting college credit.

At UofL, PLA also aligns with the concept that learning is the product of various activities and situations and that learning is continuous. Even when your life gets in the way of your educational goals or you are forced by life circumstances to put your education on hold, you continue to learn and accumulate knowledge and skills that can translate into college credits.

As you begin the BSOLL online program, in the first major course, ELFH 300 – Prior Learning Assessment, you can document and evaluate learning from work experiences, existing course credits and associate degrees, technical and specialized training to receive credit for the specialization.

During this 3 credit hour course, you may earn up to 48 credit hours in the specialization component at no cost (equivalent of 16 courses tuition-free!). That could amount to more than a third of the entire degree credit requirement, which could get you even closer to reaching your end-goal. After completing the PLA course, you can proceed to the remaining courses in the designated track.

“Our first priority is our students’ success and ensuring that they capitalize on all the time spent learning throughout their career. The BS OLL PLA Class gives our students the opportunity to reflect and show evidence of their workplace knowledge from training, development, continuing education, and overall work experience. Each student has the opportunity to share the value of their work-related experiences, and infuse these experiences in the PLA Portfolio.” says Dr. Terri Rowland, Bachelor of Science in Organizational Leadership and Learning (B.S. OLL) Program Director and Clinical Assistant Professor.

She added “The culmination and successful completion of a PLA Portfolio can lead to earning up to 48 hours of college credit and we believe that this makes it cost-effective and is a great opportunity for our BS OLL students who are working full-time, serving our country or raising a family!”

While the definition and application of PLA is somewhat fluent and may vary from one field to another, most experts agree that PLA is based on five core norms:

  1. learning is continuous and occurs across the lifespan
  2. learning can happen in formal, informal, and non‐formal contexts
  3. learning can be equally valuable and significant whether gained from a formal or informal context
  4. formal learning outcomes can serve as a measure for all other types of learning
  5. if learning from various contexts is equivalent to format learning, it should be recognized and credited as such.

Because all learning is considered valuable, PLA reflects learning from sources such as family, school, work, community, volunteer, hobby, military, and even travel. Most often, the university prior learning credit is given for learning from on-the- job training and development, continuing educational units, or unaccredited college courses, as well as CLEP tests. Credit is not awarded for work experience per se, but for the learning and transferable knowledge that occurred as the result of work or life experiences which are comparable to college-level courses. These credits may not be used for Organizational Leadership and Learning core courses or general education requirements, but are used to develop the required 48-hour specialty area.

The Bachelor of Science in Organizational Leadership and Learning is specifically designed for experienced professionals who have an associate degree or equivalent college hours and extensive work history but they lack the college credentials to secure their current job of pursue a leadership position in the future. If you are one of those professionals, give our program a try and move closer to completing your bachelor’s degree in a convenient, efficient and affordable manner.

Visit our BSOLL online program page to learn more. To review application requirements and deadlines for this program visit Apply Now page.

 

References

Knapp, J. and Sharon, A. (1975), A Compendium of Assessment Techniques, Cooperative Assessment of Experiential Learning, Princeton, NJ.

Shelton, S.E. and Armistead, L.P. (1989), “The practice of awarding credit for prior learning in the community college”, Community/Junior College Quarterly, Vol. 13 No. 1, pp. 23‐31.

 

Accelerated Courses in Master’s in Higher Education Administration Online

Accelerated Courses in Master’s in Higher Education Administration Online

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olweb1411_mahea-facebook2-publish11314In response to student interest, the College of Education and Human Development at the University of Louisville will be piloting an accelerated curriculum for the Master of Arts in Higher Education Administration online program. Students will have the opportunity to enroll in a select few graduate courses delivered in an 8-week accelerated format beginning in Spring 2017. This pilot program is available to all students interested in experimenting with this format, including active duty military.

The main benefit of the accelerated courses is that students will be able to focus on one course at the time. These courses will cover the same materials and have the same learning outcomes as the traditional 16-week courses and will be offered in two terms within the semester, January 9 – March 3 and March 6 – April 28.

Accelerated Courses Available:

  • Legal Issues in Postsecondary Education (ELFH 680-50)
  • Resource Management in Postsecondary Education (ELFH 684-50; ELFH 684-51; ELFH 684-52; ELFH 684-53)
  • Diversity in Higher Education (ELFH 694-50; ELFH 694-51; ELFH 694-52, ELFH 694-55)

For federal financial aid purposes, students must be enrolled in both terms, for the entire 16 weeks. Grades for the first accelerated term will not be officially posted on transcripts until the end of the regular academic semester (after May 2, 2017), but students may receive information about grades from the instructor following the conclusion of a first accelerated term/class.

Optional weekend meetings will be available for two of the courses, Resource Management and Diversity in Higher Education, to allow students to further accelerate their studies by completing much of the course content over one weekend. The weekend meetings will be offered via videoconference as well as in person at the University of Louisville Belknap Campus.

This semester-long pilot program will allow the Higher Education Administration online program team to evaluate the demand, student outcomes and effectiveness of the accelerated courses and formulate a strategy for opening this opportunity to more courses and online programs offered within the College of Education and Human Development at UofL.

For more information about deadlines and the synchronous weekend meetings, visit the College of Education and Human Development website.  To learn more about the Master of Arts in Higher Education Administration online program, visit our website.

Business Law…For Engineers?

Business Law…For Engineers?

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Why a Course that Surprises Students Often Becomes Their Favorite

Business law and engineering managers – sounds like odd bedfellows, but the experiences and knowledge engineering students take away from their Business Law class speak for themselves.

This course is a key part of the core curriculum for the Master of Engineering in Engineering Management online program at the University of Louisville. When students review their degree map, this course is the one that surprises them the most. But for many, it’s also the one they end up loving most … the class that sticks with them for years to come.

The course is taught by Rachel Hansen, an attorney for more than 20 years. Rachel was in private practice for three years, then served as a prosecutor for five more. Her experience with the judicial process led her to teach pre-law and justice administration for online programs, a path that eventually led her to UofL.

“Engineers are probably my favorite group to teach to,” she says. “I love teaching graduate students for starts. And I love seeing how an engineer’s mind processes legal problems.”

Many students say it’s a treat to break the routine and focus on law instead of strict engineering, especially considering the diverse career paths that bring them to the program. Engineering management online students come from healthcare, the armed forces, private contractor firms and many other fields. It’s a program with broad application and a flexible focus.

Rachel tunes into that need for flexibility with every student she supports. “It’s more to me than typing back and forth,” she says. “I strive to build a relationship. I want to find out where my students want to go and what they want to learn, to ask questions, to get to know them and what they envision for their career.”

“Some students are looking for an internal promotion.  Others are going into self-employment of some type. They have different paths and many different perspectives.”

While Business Law may not seem like a standard engineering course, the importance of the class soon becomes evident. “Many students have interacted at some point with a compliance department,” says Rachel.“ When they look at their work experience through the legal perspective, they figure out why compliance is such a big deal in the industry, whether it’s about business structure, taxes, regulations or product liability. Plus, many of my students have a side business or a franchise. They tell me how much this class helped them achieve the dream of owning their own business or becoming a private engineering contractor. This knowledge gives them confidence and it prepares them for the next step.”

So what makes the course so unique? “For one thing, it’s very different than what they are used to,” Rachel notes. “They’re used to concrete terms—to saying ‘here’s the answer.’ This course challenges them to think more flexibly … to focus on the grey area … to debate and analyze, and take part in spirited online discussions with their peers.”

Sample topics discussed in the class include debates over court rulings: a review of the ruling and analysis of the how the students might rule differently. Much of the emphasis is on taking legal concepts and applying them to real work situations, including ethical scenarios.

The final exam offers students a chance to read and process a business profile, a case study. They must then identify the legal issues facing the company and, from their own perspective as an attorney, advise the “client” of the laws that are at work and how they should proceed. They are in the driver’s seat, delivering the legal advice, and are assessed on how the information they deliver was absorbed and processed.

“I’ve taught online before but I’m struck by the level of dedication I see from engineering management graduate students at UofL,” Rachel says. “They’re working full time jobs. Many have families. Some are even deployed overseas. Yet I’m so impressed with the quality of their work and how much effort they put into it. Students even take the initiative to review state law in their own state versus Kentucky law. They are so engaged and it’s awesome.”

“Engineering students have changed the way I teach online. I am much more engaged than I ever have before. I love to write recommendation letters. I even take phone calls to discuss LSAT scores and review law school options. I feel very engaged and connected with my students. I absolutely love teaching Business Law. Many times, a former student will reach out to me to let me know how they’ve applied what I’ve taught them in their own career … it’s the best feeling in the world!”

To learn more about the Master of Engineering in Engineering Management 100% online program at UofL visit the program pages.

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