PHILADELPHIA, PA JUNE 2-4, 2015

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1 Day-Date time Hilton Philadelphia at Penn s Landing PHILADELPHIA, PA JUNE 2-4, 2015 with an optional preconference workshop on June 2 1

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3 THE NATIONAL INSTITUTE ON THE ASSESSMENT OF ADULT LEARNING June 2-4, 2015 Hilton Philadelphia at Penn s Landing, Philadelphia, Pa., with an optional preconference workshop on June 2. Program 8:30 a.m. - 9:30 a.m. 9:30 a.m. - 4:00 p.m. Tuesday, June 2 Preconference Registration Location: Columbus Foyer Continental Breakfast Location: Riverview Room C Preconference Workshop Prior Learning Assessment Theory and Practice: An Overview of Program Essentials for New Practitioners Location: Riverview Room C Alan Mandell College Professor of Adult Learning and Mentoring SUNY Empire State College Theresa Hoffmann Consultant, PLA Consulting Former Prior Learning Program Director and Collegiate Associate Professor University of Maryland University College Designed for participants who are new to PLA, the workshop will focus on best practices, new skills, understanding and insights that can strengthen institutional PLA activities. This day-long workshop will provide participants with an overview of the basic tools of the PLA practitioner, including standards and procedures of assessing learning. It will also include working with an evaluation rubric and sample student narratives Throughout the day, time will be provided for participants to discuss their program models, reflect on their experiences and raise concerns about PLA. 1

4 Tuesday, June 2 3:30 p.m. - 5:30 p.m. 5:30 p.m. - 7:00 p.m. Conference Registration Location: Columbus Foyer Welcome Reception Location: Grand Ballroom D All attendees are invited to the Welcome Reception, where participants can network with colleagues and enjoy hors d oeuvres and beverages while taking in the waterfront views from the comfort of the Hilton s Grand Ballroom. Wednesday, June 3 7:30 a.m. - 8:45 a.m. 7:30 a.m. - 9:00 a.m. 9:00 a.m. - 10:15 a.m. Networking Breakfast Location: Columbus Ballroom/Foyer Conference Registration Location: Columbus Foyer Keynote Presentation Location: Columbus Ballroom Introduction of Keynote Speaker Alan Mandell College Professor of Adult Learning and Mentoring SUNY Empire State College Keynote Speaker Meg Benke, PhD Professor and Mentor, School of Graduate Studies SUNY Empire State College Learning Intersects: PLA, Competency-Based, Adaptive and Open Learning Meg Benke, PhD, is a professor and mentor in SUNY Empire State College s School of Graduate Studies, and coordinator of Master of Arts in Adult Learning and Master of Arts in Learning and Emerging Technologies. Benke has also had an extensive administrative career at Empire State College, starting out in prior learning assessment and academic services, serving as dean of the Center for Distance Learning, vice provost, provost and acting president. 2

5 Wednesday, June 3 Benke has been awarded a Fulbright for 2016 to work in Ireland on adult learning. In 2013, Benke was inducted into the International Adult and Continuing Education Hall of Fame for her contributions to adult and online learning. Benke was recognized in 2007 for the Most Outstanding Achievement in Online Learning by an Individual, by Sloan-C, a national consortium for distance learning providers. She also serves as a commissioner for the Middle States Association for Higher Education, and participated as a commissioner for The Commission on Regulation of Postsecondary Distance Education. Benke s presentations and publications focus on adult learning, online learning, prior learning assessment and progressive education. Recent book chapters include, Leading Change in Distance Education, Optimizing Student Success Through Student Support Services, Leading Beyond the Institution, Foreseeing an Actionable Future, and, in Game Changers: Education and Information Technology, edited by Diane Oblinger, SUNY Empire State College: A Game Changer in Open Learning, with Alan Davis and Nan Travers. 10:15 a.m. - 10:45 a.m. 10:45 a.m. - 12:00 p.m. Morning Break Location: Columbus Foyer Sponsored by Graduate!Philadelphia Concurrent Sessions I Sankofa: Looking Back to Move Forward Location: Riverview Room A Jessica Kindred Instructional Staff in Psychology The College of New Rochelle, Brooklyn Campus Looking back in order to move forward, we will consider the application of the Ghanaian symbol of Sankofa to the process of prior learning assessment and to the movement of PLA overall. Just as we guide students to look at their own history of experiential learning, we will reflectively consider what lessons of portfolio based PLA can be taken forward maintained and transformed in the decade to come. Using Adult Learning Principles to Evaluate the Prior Learning Process and Improve Candidate Portfolio Performance Location: Riverview Room B Renee Babcock Professor, Psychology Central Michigan University Ray Francis Professor, Teacher Education and Professional Development Central Michigan University 3

6 Wednesday, June 3 10:45 a.m. - 12:00 p.m. (continued) Concurrent Sessions I Using Adult Learning Principles to Evaluate the Prior Learning Process and Improve Candidate Portfolio Performance (continued) Participants will explore the effective use of Adult Learning Principles in the prewriting and portfolio organization stage through a structured graphic organizer analysis process. In addition, session participants will explore the use of Adult Learning Principles as a part of the portfolio development process through a directed scenario-based activity. Lastly, participants will employ several strategies to critique existing prior learning support materials to identify strengths and weaknesses related to the implementation of Adult Learning Principles. NJ PLAN, the New Jersey PLA Network: the Need, the Benefits, the Challenges Location: Riverview Room C William Bajor Professional and Lifelong Learning New Jersey City University Rory McElwee Associate Vice President for Student Retention Rowan University Marc Singer Vice Provost, Center for the Assessment of Learning In 2014, several public institutions in New Jersey launched NJ PLAN, a consortium whose goals are to provide students across the state with opportunities for earning college credit for their prior learning, increase the number of adults in the state with a college credential, and address workforce development and industry needs. This panel will focus on three members of NJ PLAN: New Jersey City University, Rowan University, and. Each has unique reasons for joining NJ PLAN and unique challenges in implementing the new programs and processes on its campus. The presenters will discuss their goals and plans, how PLA will integrate into their systems, and the obstacles they have been navigating along the way to full implementation. 4

7 Wednesday, June 3 12:00 p.m. - 1:30 p.m. Lunch Location: Columbus Ballroom Sponsored by The College Board Lunchtime Panel: Emerging Directions in PLA Elizabeth Gauffreau Lecturer & Program Director for Individualized Learning Granite State College Tina Grant Executive Director, Center for the Assessment of Post-Traditional Instruction, Training, and Learning Excelsior College Jeanine Nagrod Director, Office for the Assessment of Professional and Workplace Learning Nan Travers Director of Collegewide Academic Review SUNY Empire State College Linda Wilder Prior Learning Assessment Coordinator Charter Oak State College The Consortium for the Assessment of College Equivalency (CACE) is a newly formed partnership focused on the review and application of college-equivalent learning achieved through non-credit bearing structured learning experiences and credential examinations. The goal is to develop new pathways of cooperation among adult-centered colleges and universities, including the promotion of rigorous common standards, to facilitate degree completion of adult learners. Panelists will discuss their institutions approaches to the assessment of professional learning and the challenges of aligning practices in order to recognize credit awarded by partner institutions, the identification of guiding principles and the development of assessment standards. 5

8 Wednesday, June 3 1:30 p.m. - 2:45 p.m Concurrent Sessions II Critical Policy and Practice Considerations: Facing our Problems, Finding Solutions Location: Riverview Room A Alan Mandell College Professor of Adult Learning and Mentoring SUNY Empire State College Nan Travers Director of Collegewide Academic Review SUNY Empire State College The goal of this session is to present a five-point model (five critical factors: mission, infrastructure, process, professional development and evaluation) that might help us think carefully, systematically and critically about our PLA policies and practices. Using the model as a foundation, we will invite participants to identify and, together, grapple with issues, questions, concerns and problems (large and small!) that we confront as PLA practitioners and PLA thinkers. Pennsylvania Community Colleges: Creating a Statewide Framework, Website and e-portfolio Portal for Prior Learning Assessment Location: Riverview Room B Kathrine Swanson Vice President of Student Affairs and Enrollment Management Montgomery County Community College Denise Collins Project Director, TAACCCT Grant Montgomery County Community College Susan Hauck Dean for Flexible Learning Options and Academic Technology (FLOAT Division) Community College of Philadelphia Dawn MacClay Andrews Assessment Advisor Delaware County Community College Lisa Mathason Assistant Director of Transfer and Advising Bucks County Community College 6

9 Wednesday, June 3 1:30 p.m. - 2:45 p.m (continued) Scott Aquila Associate Dean of Professional Accreditation and Curriculum Lehigh Carbon Community College In 2012, PLA was identified by the Pennsylvania community college presidents as a priority of service area for increasing student success, especially among the underemployed and unemployed adult population. During this session, members of the Pennsylvania PLA Workgroup will share the challenges and solutions they have encountered while creating a statewide framework for prior learning assessment and the website and e-portfolio portal ccfasttrack.org. Competency-Based MBA Degree: A Skunk Works Experience Location: Riverview Room C Michael Williams Dean, School of Business and Management Steve Phillips Assessment Strategist Increasingly, colleges and universities are implementing competency-based degrees. The Master of Business Administration (MBA) degree has emerged as a prime experimental candidate. The competency-based literature and current market conditions suggest that the popularity of the MBA degree is fueled by employer s ability to accurately measure student learning and quickly assess job performance. This presentation traces the evolution of TESC s competency-based MBA degree. It offers developmental insights, challenges and tips. 2:45 p.m. - 3:15 p.m. Afternoon Break Location: Columbus Foyer Sponsored by StraighterLine 7

10 Wednesday, June 3 3:15 p.m. - 4:30 p.m. Concurrent Sessions III Rising to the Occasion: Learning the Needs of Adult Students and PLA Location: Riverview Room A Ahmad Sims Coordinator of Academic Services, MacArthur School of Leadership Palm Beach Atlantic University Developing and implementing a PLA program for adult students must first start with conducting a needs assessment. What is a needs assessment? Mi and Gilbert (2007) emphasize that a needs assessment is a systemic set of procedures undertaken for the purpose of setting priorities and making decisions about program or organizational improvement. By attending this session, participants will learn the many ways to conduct a needs assessment for developing a PLA program. Extending the Global Learning Qualifications Framework: Examples of Implementation Projects Location: Riverview Room B Nan Travers Director of Collegewide Academic Review Ross Garmil Academic Review Specialist/TAACCCT Grant Coordinator Tom Kerr Enrollment Specialist Louise Levine Director of Academic Review Michele Forte Assistant Professor and Mentor SUNY Empire State College The Global Learning Qualifications Framework (GLQF) is a competency-based framework developed to assess college-level learning acquired outside of the traditional academic setting. This panel will begin with an overview of the GLQF and share some implementation projects that are using the GLQF to assess prior learning using e-portfolio templates. Each project approached template development differently; the presenters will discuss how this approach can be adapted to various academic settings and cultures. Participants will discuss ways in which they see utilizing similar or adapted activities at their institution. 8

11 Wednesday, June 3 3:15 p.m. - 4:30 p.m. (continued) Registered Apprenticeship College Consortium: Providing a Pathway to College Credit Location: Riverview Room C Laura Ginsburg Team Leader Office of Apprenticeship U.S. Department of Labor R. Michael Snider Project Coordinator Ohio Association of Community Colleges Jeanine Nagrod Director, Office for the Assessment of Professional and Workplace Learning The Registered Apprenticeship-College Consortium (RACC) was launched last year at the American Association of Community Colleges and has grown to more than 200 colleges and more than 950 apprenticeship training centers. This partnership facilitates the application of the Registered Apprenticeship completion certificate toward college credit on a national scale. President Barack Obama has made growing the RACC a priority. This session will describe the RACC, highlight the standards used in evaluating apprenticeship for college credit and describe the experience of the Ohio Association of Community Colleges and the Ohio Board of Regents in implementing articulation. 5:30 p.m. - 7:30 p.m. Dinner and Panel Session Location: Columbus Ballroom Sponsored by CAEL Community PLA: PLA as Part of Local Initiatives to Promote College Completion Roland Anglin Director, The Joseph C. Cornwall Center for Metropolitan Studies Rutgers University, Newark Barbara Mattleman Executive Director Graduate!Philadelphia Tina Grant, Moderator Executive Director, CAPITAL Excelsior College (continued on page 10) 9

12 Wednesday, June 3 5:30 p.m. - 7:30 p.m. (continued) Dinner and Panel Session (continued) This dinner panel will feature the leaders of initiatives in Newark, N.J., and Philadelphia to encourage adult students to return to school and increase the numbers of residents with college credentials. Our discussion will include panelists thoughts on community partnerships, the use of PLA, the need for alignment with workforce development goals and the role institutions of higher education play in community-based initiatives. Thursday, June 4 7:30 a.m. - 8:45 a.m. 7:30 a.m. - 9:00 a.m. 9:00 a.m. - 10:15 a.m. Networking Breakfast Location: Columbus Ballroom/Foyer Conference Registration Location: Columbus Foyer Keynote Presentation Location: Columbus Ballroom Introduction of Keynote Speaker Marc Singer Vice Provost, Center for the Assessment of Learning Keynote Speaker Rich Roberts, PhD Vice President and Chief Scientist, Center for Innovative Assessments Professional Examination Service Noncognitive Skills: From Assessments to Intervention in Education and the Workplace Rich Roberts, PhD, is currently vice president and chief scientist, Center for Innovative Assessments, Professional Examination Service, New York, N.Y. A former National Research Council Fellow who conducted research at Brooks Air Force Base, he has also been a Senior Lecturer at The University of Sydney, and a Managing Principal Research Scientist at the Educational Testing Service. He has worked on traditional human assessments such as the Armed Services Vocational Aptitude Battery (ASVAB), SAT, and GRE, as well as new assessments related to big data, the gamification of education, affective computing, wearable intelligence, multimedia 10

13 Thursday, June 4 9:00 a.m. - 10:15 a.m. (continued) 10:15 a.m. - 10:45 a.m. 10:45 a.m. - 12:00 p.m. assessments, cross-cultural competence, cognitive biases (i.e., thinking fast, thinking slow), critical thinking, teamwork and collaboration, and emotional intelligence. His main area of specialization is an especially dry topic measurement with a special emphasis on developing and researching innovative new item types for the assessment of both cognitive (e.g., SAT scores) and noncognitive (e.g., grit, resilience) factors as well as constructs with elements that straddle these two domains (e.g., emotional intelligence). Roberts has published more than a dozen books and approximately 200 peer-review articles/book chapters on these topics in diverse sub-disciplines, with nearly 400 presentations across the globe. He has received significant grants and contracts as a principal investigator; funders have included the Organization for Economic Co-operation and Development, Army Research Institute and Intelligence Advanced Research Projects Activity. Among professional honors are two ETS Presidential Awards, two PROSE book awards and various early (and then later) career awards. He is currently secretary-treasurer of the International Society for the Study of Individual Differences while trying to write some decent trade texts and serving on the boards of various international journals. Morning Break Location: Columbus Foyer Session IV: Learning Exchange Roundtable Discussions Location: Columbus Ballroom Thomas Edison s PLA-100 and PLA-200: How You Can Offer Them at Your Institution Antoinette Lewis Prior Learning Assessment Specialist Steve Phillips Assessment Strategist In 2012, launched two online courses introducing students to prior learning assessment: PLA-100: Introduction to Prior Learning Assessment, and PLA-200: Introduction to Portfolio Development. The idea was to give students a better idea as to how they could succeed in the PLA process. Simultaneously, we began exploring open education resources to see what role they could play in our curriculum. In doing so, we set up a number of pathways that combined extant OER with our PLA methods, such as TECEP and other credit-byexam programs; as well as our portfolio assessment process. Eventually through this work, the idea dawned on us to combine the two efforts and re-license our PLA courses as open courses. This roundtable session will provide a deeper dive into both our courses, and the process that led to them being made openly available. We ll show (continued on page 14) 11

14 Schedule at a Glance... COLUMBUS BALLROOM Wednesday, June 3, 2015 KEYNOTE SPEAKER 9:00 a.m. 10:15 a.m. Learning Intersects: PLA, Competency-Based, Adaptive and Open Learning Meg Benke Wednesday, June 3, 2015 CONCURRENT SESSIONS I 10:45 a.m. noon Wednesday, June 3, 2015 LUNCHTIME PANEL Noon 1:30 p.m. Emerging Directions in PLA Elizabeth Gauffreau, Tina Grant, Jeanine Nagrod, Nan Travers, Linda Wilder Wednesday, June 3, 2015 CONCURRENT SESSIONS II 1:30 p.m. 2:45 p.m. Wednesday, June 3, 2015 CONCURRENT SESSIONS III 3:15 p.m. 4:30 p.m. Wednesday, June 3, 2015 DINNER & PANEL SESSION 5:30 p.m. - 7:30 p.m. Community PLA: PLA as Part of Local Initiatives to Promote College Completion Roland Anglin, Barbara Mattleman Thursday, June 4, 2015 KEYNOTE SPEAKER 9:00 a.m. 10:15 a.m. Noncognitive Skills: From Assessments to Intervention in Education and the Workplace Rich Roberts Thursday, June 4, 2015 SESSION IV: ROUNDTABLE/LEARNING 10:45 a.m. noon See page 11 and pages for a comprehensive list of Learning Exchange Roundtable Sessions in the Columbus Ballroom. Thursday, June 4, 2015 CONCURRENT SESSIONS V 1:30 p.m. 2:45 p.m. Thursday, June 4, 2015 CONCURRENT SESSIONS VI 3:15 p.m. 4:30 p.m. 12

15 RIVERVIEW ROOM A RIVERVIEW ROOM B RIVERVIEW ROOM C Sankofa: Looking Back to Move Forward Jessica Kindred Using Adult Learning Principles to Evaluate the Prior Learning Process and Improve Candidate Portfolio Performance Renee Babcock, Ray Francis NJ PLAN, the New Jersey PLA Network: the Need, the Benefits, the Challenges William Bajor, Rory McElwee, Marc Singer Critical Policy and Practice Considerations: Facing our Problems, Finding Solutions Alan Mandell, Nan Travers Rising to the Occasion: Learning the Needs of Adult Students and PLA Ahmad Sims Pennsylvania Community Colleges: Creating a Statewide Framework, Website, and e-portfolio Portal for Prior Learning Assessment Kathrine Swanson, Denise Collins, Susan Hauck, Dawn MacClay Andrews, Lisa Mathason, Scott Aquila Extending the Global Learning Qualifications Framework: Examples of Implementation Projects Nan Travers, Ross Garmil, Tom Kerr, Louise Levine, Michele Forte Competency-Based MBA Degree: A Skunk Works Experience Michael Williams, Steve Phillips Registered Apprenticeship College Consortium: Providing a Pathway to College Credit Laura Ginsburg, R. Michael Snider, Jeanine Nagrod From PL what? to Program Launch in One-Year Discussing the Tips and Trips of our Journey Christopher Bounds, Myrna Gantner, Amber Smallwood Opening New Doors to PLA for Underserved Minorities Frances Boyce, Becky Klein-Collins, Cathy Leaker, Rick Olson PLA, Old and New Learning and the Possibilities of Change Alan Mandell Co-Design, Co-Development and Piloting of a Work Readiness Strength Assessment and Training System Jane Shore, Jennifer Lentini CORE Competency Assessment: Translating Workplace Competencies to Personalized Adult Learning Tiffany Denton, Kelli Bratton Prior Learning Assessment and The Erotics of Immersion: Exploring the Experiences of Autodidacts Sb Sowbel 13

16 Thursday, June 4 10:45 a.m. - 12:00 p.m. (continued) Thomas Edison s PLA-100 and PLA-200: How You Can Offer Them at Your Institution (continued) participants how they can use these open courses at your own institution to provide your students with an introduction to prior learning assessment, and an on ramp to success. Preparing for Launch: One Criminology Department s Journey to Establish a PLA Program from the Ground Up Christopher Bounds Adult Learning Coordinator University of West Georgia The Criminology Department at the University of West Georgia is preparing to launch a prior learning assessment program. Over the last year, preparation has focused on portfolio development, assessment, selection of appropriate courses, pilot programs and the development of quality control measures. As we approach the launching of this program, we would like to share our journey with those interested. We welcome the advice, encouragement and warnings of those who have gone before us. A Guide to Assessment of Professional and Workplace Learning Jeanine Nagrod Director, Office for the Assessment of Professional and Workplace Learning Regina Riccioni Director, Corporate Education and Training Middlesex County College Demand to equate organized, structured learning experiences with college credit has been on the rise as on-line platforms and electronic media have broadened their scope and reach. As we work to acknowledge college level learning outside of the traditional classroom, we must also create structure for academics and professionals involved in this process. The current and past directors of the Office for the Assessment of Professional and Workplace Learning (OAPWL) at recently created an Academic Program Review Guide containing rubrics and resources for reviewers. At this roundtable, the authors hope to open a dialogue on the guide and gain insight from our colleagues working in the academic review space regarding its usability and usefulness. 14

17 Thursday, June 4 10:45 a.m. - 12:00 p.m. (continued) Providing Instructional Flexibility for Adult Learners A Program to Provide Learner Choice of Modality Cathy Littlefield Associate Professor of Organizational Leadership and Management in Graduate Studies Peirce College Adrian Zappala Dean of Graduate Studies Peirce College Peirce College, an established leader in providing educational opportunities for working adults seeking career advancement, has piloted a new learning modality offering enhanced flexibility. In this instructional modality, students completing eight-week 3 credit courses are able to choose, on a week-by-week basis throughout the course, whether to attend class on campus or asynchronously online. During this roundtable session, we will discuss preliminary results of the pilot as well as opportunities for innovation and improvement. Financial Aid for Prior Learning Assessment Linda Wilder Prior Learning Assessment Coordinator Charter Oak State College Charter Oak State College conducted a pilot project to provide scholarships for prior learning assessment (PLA) to increase awareness and overcome barriers created by the lack of financial aid available for PLA. This was one of our projects funded by a Breakthrough Model Incubator (BMI) Educause/Gates Foundation grant. Student participation was tracked and the participants were surveyed. We plan to implement the lessons learned and sustain the PLA scholarship through the College Foundation. Exploring the Benefits of Using PLA Programs to Aid in Retention and Marketing Efforts Theresa Hoffmann Consultant, PLA Consulting Former Prior Learning Program Director and Collegiate Associate Professor University of Maryland University College (continued on page 16) 15

18 Thursday, June 4 10:45 a.m. - 12:00 p.m. (continued) 12:00 p.m. - 1:30 p.m. 1:30 p.m. - 2:45 p.m. Exploring the Benefits of Using PLA Programs to Aid in Retention and Marketing Efforts (continued) PLA is an essential element to creating and simplifying new pathways to degree attainment, and research has shown that PLA aids retention efforts and is efficient and effective for adult learners, especially for workforce and military students. PLA programs that build technology-friendly learning venues accommodate stateside and global student environments, and can enhance marketing efforts. This presenter will offer her experience in consulting, teaching, faculty training, and developing/ administering PLA programs to foster active group discussion and strategies that could benefit your institution. Participants will learn time-tested methods utilizing PLA as a marketing tool to increase access and promote retention for both classroom and online programs. Lunch Location: Columbus Ballroom Sponsored by SUNY Empire State College Concurrent Sessions V From PL what? to Program Launch in One-Year Discussing the Tips and Trips of Our Journey Location: Riverview Room A Christopher Bounds Adult Learning Coordinator University of West Georgia Myrna Gantner Associate Vice President for Academic Affairs University of West Georgia Amber Smallwood Associate Dean for the College of Social Sciences University of West Georgia The University of West Georgia prodded by Complete College America/Georgia and the Go Back, Move Ahead state initiative encouraging degree completion sent faculty and administrators to the 2014 NIAAL to learn about PLA. From PL... what? to Program Launch explores what UWG, led by its College of Social Sciences, accomplished in one year. From garnering faculty buy-in; to identifying vital campus and community partners; to bringing student voices to the conversation; to finding resources; and lessons learned. 16

19 Thursday, June 4 1:30 p.m. - 2:45 p.m. (continued) Opening New Doors to PLA for Underserved Minorities Location: Riverview Room B Frances Boyce Mentor SUNY Empire State College Becky Klein-Collins Associate Vice President of Research and Policy Development Council for Adult and Experiential Learning (CAEL) Cathy Leaker Associate Dean, Metropolitan Center SUNY Empire State College Rick Olson Research Associate Council for Adult and Experiential Learning (CAEL) The session will begin with a presentation of findings from a study on the use of PLA by Latino students. Presenters will then share what they learned in a pilot workshop series providing support for minority women seeking PLA and the particular strategies used to help students articulate their experiential learning. Finally, workshop participants will take part in interactive exercises that will provide hands on practice assessing experiential learning through alternative models. PLA, Old and New Learning and the Possibilities of Change Location: Riverview Room C Alan Mandell College Professor of Adult Learning and Mentoring SUNY Empire State College We think about PLA as old learning. We contrast that to new learning. But aren t there connections between old and new learning? For students: Can the process of reflecting on past learning affect their academic work now? For faculty: Can the process of evaluating a student s past learning affect their ways of teaching? How does PLA work change student and faculty perceptions? In this session, we will explore the deep links between PLA and the possibilities of change. 17

20 Thursday, June 4 2:45 p.m. - 3:15 p.m. 3:15 p.m. - 4:30 p.m. Afternoon Break Location: Columbus Foyer Concurrent Sessions VI Co-Design, Co-Development and Piloting of a Work Readiness Strength Assessment and Training System Location: Riverview Room A Jane Shore Research Scientist Educational Testing Service (ETS) Jennifer Lentini Research Associate Educational Testing Service (ETS) Adult workers both first time and experienced bring a wealth of prior learning and experience to new work settings. Building on this foundation, further awareness and skill building of noncognitive competencies have been found to lead to success in the workplace. In this presentation, we will describe the foundational research and development work, and share innovative features, of the ETS Work Readiness Strength Assessment and Training System. The system is designed to build on prior knowledge and experience in life and work settings, and to aid in the holistic preparation of adult learners for 21st century demands in the workplace. CORE Competency Assessment: Translating Workplace Competencies to Personalized Adult Learning Location: Riverview Room B Tiffany Denton Director of Assessment and Prior Learning College of Professional Studies Lipscomb University Kelli Bratton Assessment Center Coordinator Lipscomb University Lipscomb University s CORE Assessment Center is a form of competency-based assessment that allows for the evaluation of previously learned knowledge, skills and abilities. This unique avenue of prior learning assessment increases access of postsecondary education to adult learners as well as underserved populations, reduces time to completion and improves affordability. Allowing for student demonstration of competency in 15 specific areas, it also drives development of soft skill competencies on an individualized basis. 18

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