PLA Student Guidebook Undergraduate Programs 2017-18

Overview of the Undergraduate Prior Learning Assessment Portfolio 4-5 • What is the difference between learning and experience?. Appendices: • Appendix A: Undergraduate Program Credit fo

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 3

II Overview of the Undergraduate 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

• Authentication and Release of Information Form 13

VI Appendices:

• Appendix A: Undergraduate Program

Credit for Prior Learning Policy 14-17

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

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

1 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

2 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

4 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

5 Communicate with Dr Sneath and your assigned faculty member about your progress

toward completing the portfolio

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 do not discuss your learning, evaluators do not assume you have the knowledge or skill called for in 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.), 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 3 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

• 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 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 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 do 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 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

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

• 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:

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 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

5 Any concerns you have regarding the assessment process should be submitted in writing

to the Program Director Experiential Learning