Adult learners, mobile learners, and other nontraditional students often come to postsecondary education with learning acquired outside of the traditional classroom. They have learning that comes from noncredit programs, corporate or military training, workplace-based learning, volunteering, and other activities. But these students often end up paying for and taking courses in subjects that they already know—wasting both their money and time.
Prior Learning Assessments, or PLAs, measure what a student has learned outside of the college classroom, evaluate whether that learning is college level, and then determine the equivalent number of college credits.
There are upstart leaders in higher education who are blazing a trail in the effective use of PLAs that helps students succeed in college by rewarding learning wherever it occurs. Today’s session takes an in-depth look at these solutions at both the systemic and individual institution level. How did they get started? How are they demonstrating effectiveness? What models do they suggest for best practice replication?
Louis Soares, Director of the Postsecondary Education Program, Center for American Progress
Gerri Fiala, Deputy Assistant Secretary for Employment and Training, U.S. Department of Labor
Chari Leader Kelley, Senior Consultant Higher Education Services, Council for Adult and Experiential Learning
Greg von Lehmen, Provost, University of Maryland University College
Joyce M. Judy, President, Community College of Vermont
Amy Sherman, Associate Vice President for Policy and Strategic Alliances, Council for Adult & Experiential Learning