PLA as a Tool

2021 ◽  
pp. 149-163
Author(s):  
Michelle Horton ◽  
Monica E. Vandenberg ◽  
Ann Dziadon ◽  
Allison Romer ◽  
Karen Rasmussen
Keyword(s):  
Prior Knowledge ◽  
The State ◽  
Prior Learning ◽  
College Credit ◽  
Learning Assessments ◽  
Innovation Project

Prior learning assessments provide students with the opportunity to demonstrate their competence related to knowledge, skills, and abilities that might lead to the awarding of college credit, documenting a pathway to alternative credentials, or earning credit for what they know. Complete Florida, an innovation project in the state of Florida, sought to help adults with some college but no academic credentials, working with students and institutions to identify opportunities for earning non-traditional credit based on an individual's prior knowledge and experience. PLA opportunities help jumpstart an individual's CBE journey and can help to accelerate a student's progress toward completion. Complete Florida, established in 2013 and defunded in 2019, leveraged a discussion to help institutions and students proactively consider how PLA can be used to leverage prior education, knowledge, skills, and abilities for earning college credit.

scholarly journals CLEP Me out of Here: The Impact of Prior Learning Assessments on College Completion

2017 ◽  
Author(s):  
Angela Boatman ◽  
Michael Hurwitz ◽  
Jason Lee ◽  
Jonathan Smith
Keyword(s):  
College Completion ◽  
Prior Learning ◽  
Learning Assessments ◽  
The Impact

The Impact of Prior Learning Assessments on College Completion and Financial Outcomes

2019 ◽  
Vol 55 (4) ◽  
pp. 1161-1193
Author(s):  
Angela Boatman ◽  
Michael Hurwitz ◽  
Jason Lee ◽  
Jonathan Smith
Keyword(s):  
College Completion ◽  
Prior Learning ◽  
Financial Outcomes ◽  
Learning Assessments ◽  
The Impact

scholarly journals State regulation of sustainable innovation project funding in the EU countries and Ukraine

2021 ◽  
Vol 18 (2) ◽  
pp. 374-390
Author(s):  
Viktor Oharenko ◽  
Anzhela Merzlyak ◽  
Viktoriia Tomareva-Patlakhova ◽  
Iuliia Vikhort ◽  
Daria Skriabina
Keyword(s):  
State Regulation ◽  
The State ◽  
Innovation Activity ◽  
Horizon 2020 ◽  
Eu Countries ◽  
Sustainable Innovation ◽  
Funding Program ◽  
Innovation Project ◽  
The Impact ◽  
The Eu

The effective implementation of innovations is broadly determined by the ways of their financing, among which project funding is particularly important today. This paper examines the impact of project funding on the innovative growth of the state in the EU countries and Ukraine in the context of sustainable development. Using theoretical and empirical methods, this study identifies and systematizes traditional and innovative forms of sustainable innovation project funding, which are practically used by the EU member states and Ukraine. Based on statistical methods, data analysis for the period from 2014 to 2020 and indicators characterizing the participation of countries in the largest European project funding program Horizon 2020 and other similar programs, the study revealed a close relationship between the conditions created by the state for participation in project funding programs and indicators of innovation activity and the climate of the state. The study allowed determining that funding from international sources, including funds from leading European institutions, which support the dissemination of sustainable innovations, can be a good alternative for innovation project funding under limited domestic resources. The study concluded that diversification of sources and forms of project funding, use and support from the state influences and accelerates the development of innovation infrastructure in a country (clusters, business incubators etc.), as well as the interaction between various participants in a sustainable innovation process (state, regions, large enterprises, small and medium-sized businesses, communities).

scholarly journals Value of Case-Based Learning within STEM Courses: Is It the Method or Is It the Student?

2020 ◽  
Vol 19 (3) ◽  
pp. ar44
Author(s):  
Ashley Rhodes ◽  
Abigail Wilson ◽  
Timothy Rozell
Keyword(s):  
Prior Knowledge ◽  
Student Characteristics ◽  
College Credit ◽  
Credit Hours ◽  
Case Based Learning ◽  
Subject Material ◽  
The Relationship ◽  
Case Based

This study explores the relationship between the benefits of case-based learning and specific student characteristics such as prior knowledge of subject material and number of college credit hours completed.

Proven Leadership = College Credit

2016 ◽  
Vol 19 (1) ◽  
pp. 78-87 ◽  
Author(s):  
Matt Bergman ◽  
Ann Herd
Keyword(s):  
Adult Learners ◽  
Formal Education ◽  
Student Veterans ◽  
Learning Assessment ◽  
Prior Learning ◽  
College Credit ◽  
Civilian Workforce ◽  
Military Members ◽  
Portfolio Development ◽  
The Military

The Problem As service men and women transition to the civilian workforce because of a major drawdown of combat forces, many will face challenges with education requirements necessary to gain employment they desire in the civilian sector. The Solution Consequently, colleges and universities are adapting to this group of adult learners with convenient, flexible, and structured pathways to greater levels of educational attainment. One method of assisting military-connected students and student veterans is acknowledgment of credit for prior learning in the military. Portfolio development for prior learning assessment (PLA) has become a practice for adult learners in many institutions. The Stakeholders This article provides a review of the literature on PLA and discusses how it may address a multitude of challenges faced by transitioning military members who wish to consider formal education as an avenue to move forward in their careers and lives.

scholarly journals Inclusivity Instead of Exclusivity

2018 ◽  
pp. 109-127 ◽  
Author(s):  
Rose Baker ◽  
David L. Passmore ◽  
Brian Martin Mulligan
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Advanced Placement ◽  
Work Experience ◽  
Skill Development ◽  
Prior Learning ◽  
Financial Barriers ◽  
College Credit ◽  
Model Programs ◽  
To Receive

Higher education has been perceived as exclusive to those who have the means to purchase the coursework. Many students globally have been alienated from advancing their education, not because of a lack of access, but due to financial barriers. Online education has already transformed the delivery and accessibility of courses for traditional credit toward degrees. MOOCs have been proposed to help bring education to global audiences at little or no cost, creating an inclusive environment for education and skill development. MOOC offerings by colleges provide a method that is disrupting the ways to receive academic credit. Using third-partner vendors to certify knowledge in a similar manner to assessment processes for advanced placement, credit for work experience, and prior learning, MOOC completion is being accepted for college credit. This chapter reviews the extant model, programs, and available outcomes for the MOOC credit acceptance process.

scholarly journals CLEP Me Out of Here: The Impact of Prior Learning Assessments on College Completion

2017 ◽  
Author(s):  
Angela Boatman ◽  
Michael Hurwitz ◽  
Jason Lee ◽  
Jonathan Smith
Keyword(s):  
College Completion ◽  
Prior Learning ◽  
Learning Assessments ◽  
The Impact

Rediscovering the North American Legacy of Self-Initiated Learning in Prior Learning Assessments

2016 ◽  
pp. 34-58 ◽  
Author(s):  
Xenia Coulter ◽  
Alan Mandell
Keyword(s):  
United States ◽  
Adult Education ◽  
Ways Of Knowing ◽  
The United States ◽  
Prior Learning ◽  
Learning Assessments ◽  
The North ◽  
The University ◽  
Competent Self ◽  
University Setting

Throughout history, particularly in the United States, adults have engaged in deliberate acts of learning so as to meet their particular needs or interests. Education has been viewed simply as an integral part of being alive and, until the professionalisation of adult education, adults were considered competent self-reliant learners. In this chapter, we will argue, firstly, that this legacy is continued when prior learning assessments of student-initiated learning do not match extant, already-established knowledge. Secondly, this chapter posits that the recognition of uniquely acquired knowledge is not only appropriate within the university setting, but that the process itself may begin to free the university from an unhealthy preoccupation with what is already known and open it up further to new and multiple ways of knowing.

scholarly journals Going online to make learning count

2011 ◽  
Vol 12 (1) ◽  
pp. 139
Author(s):  
Cathy Brigham ◽  
Rebecca Klein-Collins
Keyword(s):  
Adult Students ◽  
Military Service ◽  
Learning Assessment ◽  
College Level ◽  
Online Service ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
College Credit ◽  
Self Study ◽  
Philanthropic Organizations

Adult students often come to higher education with college-level learning that they have acquired outside of the classroom – from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards a degree. However, for a range of reasons, not every institution can offer prior learning assessment (PLA) in every discipline or for every student. With funding from several U.S. philanthropic organizations, the Council for Adult and Experiential Learning (CAEL) is launching Learning Counts, a national online service that will offer students a range of opportunities to have their learning evaluated for college credit. This online service will expand the capacity of institutions offering PLA to students and provide an efficient and scalable delivery mechanism for the awarding of credit through PLA.

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