PLA Student Guidebook Graduate Programs 2017-18

Types of Credit for Prior Learning in Graduate Programs:  Professional Certifications Students demonstrate college-level learning through passing nationally recognized certification ex

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 3

II Overview of the Graduate Prior Learning Assessment Portfolio 4-5

 What is the difference between learning and experience? 5

III Descriptions and Requirements of the PLA Portfolio 6-10

 PLA Student Authentication and Release of Information Form 13

VI Appendices:

 Appendix A: Graduate Program Credit for Prior Learning Policy 14-16

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

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:

1 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

2 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

3 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

4 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 do not discuss and document their learning, evaluators do not assume they have the knowledge or skill called for related to the course learning outcomes.

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 3 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 2 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 do 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 2 pages for EACH learning outcome, including:

I List the learning outcome for the course(s)

II Kolb Stage I

III Kolb Stage II

IV Kolb Stage III

V Kolb Stage IV

VI 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:

 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:

1 Send the completed portfolio via e-mail in a single PDF document to both the faculty you have been working with and Dr Sneath

2 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

3 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

4 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