June 13, Ms. Loh-Sze Leung, SkillWorks Director. Dear Loh-Sze,

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1 June 13, 2014 Ms. Loh-Sze Leung, SkillWorks Director Dear Loh-Sze, The ational College Transition etwork (CT) at World Education, Inc., in partnership with the Council for Adult Experiential Learning (CAEL) and the ational Council for Workforce Education (CWE), is pleased to submit this final report on the findings of our environmental scan of Prior Learning Assessment (PLA) policies and practices in Metro Boston. The goal of this environmental scan was to learn about current policies and practices at the selected institutions, and to identify how they might be strengthened, expanded, and promoted as an effective acceleration strategy in creating bridges to college completion and job attainment for lowskilled adults. We learned through our investigation that there is still substantial work to be done at each college to expand knowledge of Prior Learning Assessment and to improve systems for institutionalizing Prior Learning Assessment policies that are aligned with standards and best practices. Among the community based adult education providers that we interviewed, familiarity with prior learning assessment is varied. All providers expressed a strong interest in learning more about PLA options so that they can better prepare and advise program graduates going on to college. We are confident that we can provide the technical assistance and support to postsecondary and community based educators to better guide adult learners along an educational pathway that includes the potential to earn credit for prior learning. We will reach out to the new Skillworks Director to discuss the timing of a special projects proposal to address the recommendations outlined in this report. We wish you every success as you transition out of your position, and thank you for all that you have done to build and sustain career pathways for low income adults in Metro Boston. All the best, Sandy Goodman Director of Career Pathways

2 Planning Grant Report to SkillWorks (January June, 2014) Environmental Scan of Prior Learning Assessment Policies and Practices in Metro Boston Submitted by ational College Transition etwork/ World Education, Inc.in collaboration with Council for Adult and Experiential Learning, and ational Council for Workforce Education I. BACKGROUD The ational College Transition etwork (CT) at World Education, Inc., in partnership with the Council for Adult Experiential Learning (CAEL) and the ational Council for Workforce Education (CWE) is pleased to submit this report on our investigation of policies and practices related to Prior Learning Assessment (PLA) in Metro Boston. The goal of this environmental scan was to learn about current policies and practices at the selected institutions, and to identify how they might be strengthened, expanded, and promoted as an effective acceleration strategy in creating bridges to college completion and job attainment for low-skilled adults. Prior Learning Assessment is an underutilized strategy for accelerating college completion and the attainment of industry-recognized credentials and shorter term degrees by low-income adults deemed low-skilled by academic assessments. A CAEL study of 48 postsecondary institutions found that 56% of the students who earned some credit through prior learning completed a degree within seven years, compared to only 21% of students who received no credit for prior learning. Latino students are 7 ½ times more likely to persist if they receive some credit via PLA. 1 ationally, a renewed interest and investment in Prior Learning Assessment is emerging because of the potential it has to contribute to our college completion and economic competiveness agendas, specifically as it relates to performance-based funding to state colleges and universities. Further, PLA can be an effective tool for helping veterans to translate military training to civilian credentials. Reinvigorating PLA has emerged as a priority in Massachusetts landscape as well. The Massachusetts Board of Higher Education Commissioner, Richard Freeland, has made PLA and adult degree completion one strategic focus for public higher education institutions this year. 1 The Council for Adult and Experiential Learning Fueling the Race to Postsecondary Success. 1

3 Similarly, The ew England Association of Schools and Colleges (EASC) Standards for Accreditation recognize the value of credit earned for prior learning and assert that when the assessment is conducted with appropriate faculty oversight, student learning and achievement are demonstrated to be at least comparable in breadth, depth, and quality. Further, EASC advises that policies and procedures related to PLA should be clearly stated and available to students 2. Loosely defined, there are four general categories of methods of assessing prior learning (learning that takes place outside the classroom): Portfolio assessments to collect and document prior learning. Portfolios typically include an essay that describes the learning and ties it to educational goals or alignment with existing courses. ACE credit recommendations based on corporate or military training programs Reviews and testing out conducted by individual college departments, usually referred to as challenge exams. Exams used to verify learning achievements. (e.g., CLEP, Excelsior College Exams and the DATES Subject Standardized Tests) While the use of PLA does not obviate the need to strengthen adults academic skills, it validates the college-level skills and knowledge many adults possess. Credit earned for prior learning can help recover lost time for those whose path to college credit is delayed by placement into developmental education. Gaining credit through PLA has also been shown to boost the confidence of returning adults and contribute to their success in degree attainment. This sub-population of adults, who are often referred to as low-skilled, are those working in low wage jobs, participating in Skillworks and adult education programs, and seeking to upgrade their basic and occupational skills. Some of them are veterans. While the onus of implementation lies on postsecondary institutions, adult college transition and SkillWorks programs also need to become informed about this process. They can raise adult learners awareness that prior learning, training, and military experience matter and may translate into college-level credit. Coaches and navigators should be able to identify potentially eligible adults and encourage and assist them to pursue PLA as part of the college enrollment process. Instructors should engage adults in examining their prior learning through reflection, readings, writing, and discussions. EVIROMETAL SCA The activities under this planning grant consisted of an environmental scan of how PLA policies are structured, implemented, and promoted in Metro Boston. In addition to gaining an understanding of the extent to which PLA is implemented at area colleges, we interviewed 2 Commission on Institutions of Higher Education, ew England Association of Schools and Colleges Standards for Accreditation. 2

4 community based adult education providers to understand the extent to which they are aware of local PLA policies and practices that might benefit their students who are considering postsecondary education. We interviewed representatives from six postsecondary institutions in Metro Boston: Bunker Hill Community College, Roxbury Community College, Quincy College, Cambridge College, Benjamin Franklin Institute of Technology, and the University of Massachusetts, Boston. These institutions represent a mix of public and private two- and four-year colleges, and SkillWorks partner institutions. The goal of the interviews was to learn about the existing policies and practices, the challenges faced by the colleges and their interest in strengthening PLA. In addition to learning about options for assessing credit, we were interested in understanding the practices used to promote and market those options to students. Prior to the interviews we scanned each institution s website and catalogue to document the type of information available to students about PLA. Because our goal is to strengthen the bridge to college for adults enrolled in career pathways and Adult Basic Education transition programs, we interviewed staff from Jewish Vocation Services, outhbuild Boston, Asian American Civic Association, Xcel Adult Education, ear UP Financial Services, MCA International Learning Center and the Community Learning Center in Cambridge. From these interviews we gained insight into these community based adult education providers perspective on the benefits and challenges program participants have encountered or could anticipate in attempting to gain credit through PLA. We also interviewed Paul Feltman, Director of the Global Talent Bridge program at World Education Services, to glean his perspective on PLA as another avenue for high skilled immigrants to leverage their educational and professional backgrounds. II. SUMMAR OF FIDIGS There is a great deal of variation in the approach to Prior Learning Assessment across the six institutions and across departments within each institution. While all offer some form of prior learning assessment options, in most cases, the policies and procedures are not clearly outlined and uniformly implemented nor are they actively or universally promoted across the all departments. Each institution has developed its program independently and has only intermittently benefitted from the expertise and guidance of external organizations, such as CAEL or other colleges, to inform broader institutional practice. We directed our request to the academic dean or vice chancellor in the absence of a designated PLA coordinator listed on the college website. In some cases, the person we spoke to was able to speak to policy at the entire institution as was the case at Cambridge College and Bunker Hill Community College. However, at Quincy College and UMass Boston, there is discretion and 3

5 variation across departments that we were unable to capture. The lack of cohesion within an institution makes it impossible to develop a systematic approach to ensure that all students receive the same information about the available options for PLA regardless of their program of study or advisor assignment. The scope of our work didn t allow for us to schedule multiple interviews at each college. As a result, we were not able to determine whether specific industry sectors or education programs are more or less responsive and amenable to the use of PLA. All of the administrators we spoke with recognize PLA s value and acknowledge that it warrants greater attention and standardization at their institution. Some have worked to clarify policy and promote PLA as an important option to help students accelerate their progress towards a credential. Several have relied on CAEL s publications and resources to guide their policy development and to provide training to faculty evaluators. They expressed interest in participating in a forum and other activities to validate and advance PLA policy standards. Topics of interest include: local and national policies and best practices portfolio development and assessment transferability of PLA credits training and compensation for faculty evaluators marketing and promotion of PLA options institutionalizing PLA across all departments Among the community based education providers, familiarity with prior learning assessment is varied. The majority of graduates from all six programs who go on to college enroll at Bunker Hill Community College, which has the most well-established and marketed, though likely underutilized, PLA system. One CBO advisor was quite familiar with the options at BHCC and knew where the PLA office is located. Another had general awareness of CLEP testing, but was unaware that BHCC information about the PLA process is available on the BHCC website. Others were entirely unfamiliar with the concept or process. Invariably, as the interviews progressed, most of the adult educators had an aha moment and remembered that a graduate had reported taking some exam or testing out of some course, but they didn t know what this was. Our interview prompted them to follow up and learn more about the students who have found their way to PLA at their colleges. Similarly, many recognized that they could flag information, for example, student s veteran status, prior training and certifications during intake, career exploration, and exit/transition phases of the program. This information would help them to better advise students and recommend they speak with a college advisor about potential prior learning credit. 4

6 While it s good to know that some students have found their way to PLA, with a more standardized approach to marketing on the college side and more information to guide community providers, many more students could benefit. All of the community based education providers thought it was likely that some portion of their program graduates entering college have knowledge and skills that might be eligible to be assessed for credit. In addition to the high skilled immigrant English Language Learners who have attended institutions of higher education in their native countries, others have work and community experience, workplace training and industry certifications, and even some previous college courses, that merit further exploration with a college advisor. At the same time, they recognize potential barriers for their program graduates seeking credit for prior learning. These include: Anxiety related to test taking and test taking skills for students seeking credit through CLEP or challenge exams. Additional costs of assessments. Lack of information about the process, the type of learning they can present for assessment, and how they would document it. Lack of self-confidence and awareness to recognize and promote their knowledge and skills. Limited writing skills needed to reflect on and articulate skills and knowledge through a college level portfolio essay. Challenges in documenting prior learning. Many, especially immigrants, may not have possession of or be able to access past training certificates, educational transcripts or even verification letters from past employers. Cultural norms against boasting about skills and knowledge. Difficulty in accessing services; for example, the BHCC Center for Self Directed Learning has moved to a satellite building that s not geographically available to most participants. Daunting assessment process without assurance that you ll come out with credit at the end. The barriers described above are consistent with the types of college and career readiness skills that these education providers work to address in their program curricula. All expressed a strong interest in learning more about the options so that they can better prepare and advise program graduates. They would like to see colleges clarify and promote their PLA policies to all students, to ensure that it is not just the more assertive and confident students who can take advantage of it. Providers want to be able to inform students about any processes that have the potential to save them time and money along their chosen career and educational pathway. Paul Feltman was equally enthusiastic about the potential for high skilled immigrants to benefit from a variety of PLA methods. He agreed that there is work to be done to fortify PLA implementation and marketing on campuses. In addition, since many immigrants seek initial 5

7 English instruction and educational guidance from community based providers, these providers also need to be well informed about PLA options. III. RECOMMEDATIOS We learned through this investigation that there is still substantial work to be done at each college to expand knowledge of Prior Learning Assessment and to improve systems for institutionalizing Prior Learning Assessment policies that are aligned with standards and best practices. Even the colleges with clearly written policies and procedures for PLA identified gaps in their systems for informing students about the process; as a result the numbers of students who take advantage of these opportunities remain small. To ensure that students who are eligible and interested in seeking Credit for Prior Learning have the opportunity to accelerate progress toward their educational and career goals, we recommend the following: 1. Strengthen pathways to college, credential attainment, and employment by increasing the understanding of PLA fits within industry, workforce agencies, college faculty and staff, and community based education providers and their workforce training and career pathway strategies. 2. Tie capacity and leadership of local colleges to Board of Higher Education priorities and efforts to promote PLA and opportunities for adult learners. 3. Facilitate capacity-building and cross-training activities among workforce, higher education, and adult education systems to improve outreach, marketing, intake, coaching, and advising practices as it relates to PLA opportunities. 4. Support colleges to develop clear, uniform policies that allow for a greater variety of methods for assessing Prior Learning and articulation to credit. 5. Develop systematic approaches and procedures for marketing Prior Learning Assessment methods across all departments so that all students who are eligible can access opportunities for credit attainment. 6. Cultivate leadership in the colleges that have stronger PLA systems in place and develop mechanisms for regional collaboration and peer learning as well as targeted capacity building 7. Provide training to community based education providers so that they can better guide program graduates to PLA options when they transition to college. We will follow this report with a proposal to Skillworks for a special project grant to address the systemic gaps we ve identified here through technical assistance and training events. 6

8 IV. SUMMARIES OF ITERVIEWS WITH POSTSECODAR ISTITUTIOS 1. BEJAMI FRAKLI ISTITUTE OF TECHOLOG (BFIT) (Marvin Louiseau, Associate Dean of Admissions) There are limited options at BFIT for students to earn credit for prior learning and that it is at the discretion of department chairs and faculty. He explained that most of the adults who enroll are making significant career changes, so their prior learning and work experience would not likely be directly applicable to their new program of study. Many of the graduates from BFITs two-year programs go on to four-year schools, and Mr. Louiseau expressed concerns that credits for prior learning granted by BFIT wouldn t be transferable The younger students that are recruited from the Vocational-Technical high schools have limited prior learning, though they may receive a credit for basic certifications such as OSHA. CLEP testing is allowable, but since tuition is not based on credit hours, students don t save any money by testing out of a class, so it s rarely worth the $100 CLEP testing fee. While they do enroll a fair number of veterans, counseling is focused primarily on financial aid and tuition benefits rather than Counseling for enrolling veterans is focused primarily on accessing financial aid and tuition benefits and credit for military training is not systematically discussed. Mr. Louiseau recognizes that more attention might be paid to reviewing military training in the advising for veterans. Another program where he recognized a greater potential for PLA is in the Optician program, because those students come directly from the field. The Program Director uses an informal process of individual student interviews and assessments to identify creditable prior learning. He expressed an interest in learning more about best practices and policies, though wasn t sure that they would be relevant to the BFIT setting outside of these examples. 2. BUKER HILL COMMUIT COLLEGE (BHCC) (Faeizeh Amini, Director, Center for Self-Directed Learning; Kelli Clancy, Prior Learning Program Coordinator) Bunker Hill Community College has been offering PLA for 25 years and has developed a system for implementing and communicating the various assessment options. The college recognizes the recruitment potential of PLA because it provides opportunities for acceleration to older, returning students, to improve skills, and advance and enter new careers. They have a observed an increase in the number of students inquiring about and using prior learning assessment methods, but have not tracked this data formally. BHCC employs a full-time PLA Coordinator, housed in the Center for Self-Directed Learning, who acts as a liaison between students and academic departments and provides training to faculty evaluators. The extent to which prior learning credits may be applied to degree or certificate programs is at the discretion of each department. 7

9 In developing their policies they looked to CAELs standards and ACE Guidelines and aligned them with overarching school policy. In aggregate, BHCC offers a large variety of assessment methods, but specific methods used are at the discretion of each department. The most popular methods are CLEP and challenge exams, designed by the academic departments. They have a well-developed portfolio assessment process that is posted on the website. Any collegelevel prior learning that can t be assessed through CLEP, challenge exams or ACE credit recommendations, would be considered for a portfolio assessment. The Coordinator provides training to evaluators. Although portfolio assessment provides the most flexibility for demonstrating prior learning, they find that students struggle with the documentation and writing needed for a portfolio, so it is less used than the testing methods. In addition to posting information about PLA on their website, there are a variety of channels through which students are informed of opportunities for prior learning assessment, such as through the admissions, assessments, veterans services, or student support, and advising departments. In addition, many faculty and department chairs support and promote it and will refer a student with substantial prior learning to the PLA office. When asked about which departments or sectors were most resistant or amenable to the process, the PLA Coordinator said that she has not encountered resistance from any specific department. However, she rarely works with the engineering department because the requirements for degree completion are quite rigid and there is little room for credits earned outside of the program curriculum. The Director of the Center for Self-Directed Learning and the Prior Learning Coordinator see themselves and BHCC as champions of PLA and would welcome an opportunity to share their work with others and learn strategies for increasing the numbers of students accessing PLA. 3. CAMBRIDGE COLLEGE (Jeff Hogan, Coordinator of LR and Academic Advising) Cambridge College offers CLEP, DATE, and Portfolio methods to assess prior learning. Jeff Hogan has been charged with reinvigorating the process and ensuring that it has a solid foundation in academic standards. Cambridge primarily allows the use of portfolio assessments to challenge specific courses rather than to demonstrate broader learning. The college does allow for some block crediting, but typically six credits are the most awarded for a portfolio. In the past, the college allowed for larger blocks of credit to be earned through a portfolio and then went into a period of retraction to develop standards for assessment and credit awards. Jeff Hogan drew on CAELs standards and materials to develop the current process. All prior learning assessment referrals and results go through him, which allows for a measure of quality assurance and alignment with standards. The process is centralized but department chairs and faculty contribute to process as appropriate. 8

10 Faculty have a key role in determining what content will be assessed and how learning will be demonstrated through the portfolio, which helps reduce their skepticism of the process. Jeff works hard to communicate that PLA is awarded for professional learning (orlearning from unpaid volunteer work), but not simply for general life experience, As a result faculty are becoming more proactive in referring students to Jeff when they recognize substantial prior learning. Faculty evaluators don t get formal training, but Jeff works with the department chairs to cultivate faculty evaluators and he provides a standardized format and guidance for them. They received about 40 portfolio submissions in the past year, and that number has been increasing. Jeff hasn t observed any differences in buy-in across the four departments. Portfolio assessment has been most commonly used to demonstrate computer skills because the learning outcomes and methods for demonstrating them are more clear in that subject area. Of the CLEP tests, language exams are the most common and Jeff transcripts 3-5 CLEP tests each week. Cambridge has a considerable number of veterans who have received training that has been evaluated for credit by ACE. Cambridge College publicizes general information on the website under Prior Learning Assessment. CLEP test information is also available in several locations on the website under admissions and specific programs of study and courses that may be challenged. The college promotes PLA during the student orientation, the first term course, and other presentations. Mr. Hogan has found that adult learners tend to spread information about PLA options through word of mouth. Mr. Hogan ensures that each student who approaches him about prior learning assessment is thoroughly advised about the pros and cons of seeking credit for prior learning. For example, in some cases, while a student might be eligible for credit, if it s not applicable to their degree, it s probably not worth the effort to obtain. His goal in centralizing the process is to avoid scenarios where students take a CLEP exam without consulting him only to learn afterwards that they are duplicating a block of credit they have already obtained through coursework. 4. QUIC COLLEGE (Aundrea Kelley, Vice President of Academic Affairs; Sandra Smales, Division of Professional Education) Quincy is a small college with a racially and culturally diverse student body with an average age of 27. Quincy College has a strong interest in PLA, according to the Vice President of Academic Affairs. There is a PLA policy posted in the college catalogue under admissions policies, stating that the first step is to approach the dean of the specific division, who has sole discretion over the process. Currently only a small number of students take advantage of it, in part because it is utilized primarily in the Professional Studies Division. Secondly, it is not systematically promoted in orientation or by academic advisors, who could play a larger role in informing students of the option. The Vice President is coming to recognize that promoting PLA during the admissions process could advance recruitment efforts as the college expands its outreach 9

11 to nontraditional students in Boston and along the Red Line Bio Tech Corridor running between Cambridge and Quincy. The Dean of the Professional Studies Division is an advocate of PLA and has the discretion to grant credit in her division. She oversees the process and gets referrals from some advisors and faculty. She has developed a standard portfolio application and approval form, which are referenced in the college catalogue, but customizes the specific components of the portfolio documentation based on the individual student and the type of prior learning they wish to demonstrate. She calls on faculty with the relevant subject matter expertize to evaluate portfolio submissions, as needed, but does not provide any systematic training for faculty evaluators. The Dean has never encountered resistance from faculty in promoting or evaluating prior learning within her division. Although the number of students accessing credit through prior learning is small, her observation is that there has been a big increase in interest over the past few years, Although she has not collected any data.. She typically receives requests from students who want to challenge computer science and business courses since they have some industry training and certificates to document their learning. Skills based courses, such as Introduction to Business and Customer Service, are most likely to be challenged by Business majors seeking credit for prior learning. There is no consistent policy or practice for assessing or promoting prior learning across the college. The academic advisors work across all divisions, with the exception of advisors working specifically with veterans. There has been no system wide training for advisors on how to promote or market prior learning assessment, refer students for more information, or evaluate prior learning. It is likely that the nursing program does not consider credit for prior learning because the program is so regimented. Criminal justice programs are not allowed to accept credit for prior learning. One concern the Quincy administrators shared is that many four year schools that Quincy students transfer to won't accept PLA credits. They would be very interested in learning more about how other colleges address this and other issues related to PLA policy and practice. 5. ROXBUR COMMUIT COLLEGE (RCC) (Cecile Regner, Vice President of Enrollment Management & Student Affairs) Roxbury Community College continues to be in a period of transition and realignment. We spoke with Cecile Regner, Vice President of Enrollment Management & Student Affairs, who was hired by the new RCC President, Valerie Roberson. Both recognize that PLA could be extremely helpful in broadening access to the college as well as supporting the president s retention and completion strategy. 10

12 Currently, CLEP is the only assessment method that is publicly listed or used routinely. Information about CLEP testing dates is on the assessment page of the college s website, but there is no information about the programs that accept CLEP for course exemptions. Administrators are renewing outreach efforts to partner with community based organizations and clarifying and promoting prior learning assessment procedures might enhance these outreach efforts. 6. UIVERSIT OF MASSACHUSETTS BOSTO (UMB) (Dr. Winston Langley, Provost and Vice Chancellor of Academic Affairs; Dr. Phillip DiSalvio, Dean of the College of Advancing and Professional Studies) There is no university-wide policy or system for prior learning assessment at UMB, though different methods may be used and credits awarded at the discretion of each department chair. Information about CLEP testing and a portfolio process that may be used to waive the undergraduate writing proficiency requirement can be found on the website, but not under information about credit for prior learning. The UMB Veterans Affairs webpage doesn t include information about credit for military training. There is a renewed interest in prior learning assessment spearheaded by the founding Dean of the College of Advancing and Professional Studies, Dr. Phillip DiSalvio. His goal is to build is college as a portal into the university for nontraditional adult students and recognizes the role that systemic, institutionalized PLA policies and procedures can play in creating diverse pathways. He is Chair of a university-wide Degree Completion Task Force and also advocates for the role that PLA can play to achieve increased degree completion. V. SUMMARIES OF ITERVIEWS WITH COMMUIT BASED EDUCATIO PROVIDERS 1. ASIA AMERICA CIVIC ASSOCIATIO (AACA) (Richard Goldberg, Program Director) AACA serves many high skilled immigrants with college degrees in their advanced ESOL class. Typically, they are fairly new to this country and want to remain in their field in the US. AACA advisors assist with transitions to postsecondary transitions and the majority of students who enroll in college go to BHCC. Some also attend Mass Bay CC, RCC, Quincy and Ben Franklin. AACA has Memoranda of Understanding (MOU) with BHCC and RCC, primarily for the purpose of cross referrals. The colleges have offered special open houses for AACA students, guest lecturers for ESL classes, and assisted with aligning ESL curriculum with developmental education. To assist immigrant students with college backgrounds, AACA typically starts with referrals to World Education Services and Center for Educational Documentation to inquire about transcript evaluations. Typically, students find that only partial credits from their bachelors degree will 11

13 be acceptable. AACA advisors also direct immigrant students with professional training to the appropriate professional licensure organizations and recommend that they use these sites to get exposure to the field and establish professional networks in the US as they work towards relicensing. Outside of international transcript evaluation, AACA advisors are not familiar with other PLA processes that might benefit students who are unable to transfer all of their credits through credit evaluation. Other PLA processes might also benefit students who have knowledge and skills gained outside of formal postsecondary courses in their country or in the US. 2. COMMUIT LEARIG CETER (CLC) (Mina Reddy, Executive Director) The CLC Bridge to College program does not prepare students to enter a specific career pathway, though they have done special projects with health care and business. The students are a mix of US born and immigrants with a broad range of education and work experience. Some of the immigrant students have some college or professional credentials from their native countries and CLC advisors assist them to inquire about transcript evaluation services, when appropriate. BHCC is the primary receiving college, and Bridge students receive a personal tour of the campus. They are also encouraging enrolled students to take advantage of BHCC s free summer Boot Camps. In the past they saw more graduates enroll directly into a 4-year university, but it s no longer academically or financially feasible. They have many students with potential transfer credit, mostly immigrants with some college or college credentials in their native countries. They would like to have a better understanding of PLA options, so they can better advise their graduates. Before our interview, they had not considered that PLA might be another vehicle for immigrant students to demonstrate prior learning for credit (in cases where transcript evaluation doesn t yield full credits toward credential). CLC administered the Adult Diploma Program, a portfolio-based high school credential, so have some understanding of how one develops a portfolio to demonstrate professional and community-based learning. They are not aware of the college policies and procedures for portfolio assessment. 3. JVS- BOSTO (Jacqueline Chernoble, Manager of Workplace Education; elda Quigley, Academic and Career Coach; Danielle Asselin, Academic and Career Coach) We spoke with the manager of workplace education and two of the career coaches who work with incumbent hospital workers in entry level positions who have enrolled in college. The majority of them are enrolled at BHCC, though a handful is enrolled in other colleges in the 12

14 region. They don t have any formal partnerships with any colleges, but work closely with the navigator at BHCC. The Bridge to College program offered at JVS has a partnership with BHCC wherein program graduates who enroll at the college are eligible for 2 credits. They also have a partnership with Quincy College to build a Bio Tech pathway. The coaches were somewhat familiar with the concept of PLA, but are not aware of the specific policies or methods available or the process for accessing. Speaking to an academic advisor about prior learning and potential for credit is not on the checklist of college enrollment items that they go over with clients. Rather, they focus on immediate enrollment steps and look to the PIC College avigator to help students once they get to BHCC. The JVS coaches have had clients who have had their credentials evaluated for credit. Some have taken CLEP tests to earn math or language credit. However, they do not have the sense that the options for PLA are routinely introduced to students when they enroll at the colleges. The coaches think that their clients might have creditable prior learning through work that would be worth exploring and would welcome the opportunity to learn more about how they can best advise students about pursuing PLA options. 4. X-CEL ADULT EDUCATIO (Kelly Folsom, Instructor and Advisor) We spoke with X-Cel s college prep instructor and coach. The majority of X-Cel graduates who go on to college enroll in BHCC. A much smaller number go to RCC and a handful are scattered at other local colleges. A partnership with BHCC provides the coach with office space, phone, and computer. Kelly is most familiar with CLEP testing available at BHCC, though he is aware of other methods as well. He learned about CLEP because he took the Accuplacer to become familiar with the test and based on his high scores, a screen message popped up suggesting that he consider taking a CLEP test to pass out of some basic courses. He has also had some program graduates test out of language course requirement. These students learned about the CLEP option from Kelly and from their academic advisors. He had a student who took the challenge exam for keyboarding 101, a 3-credit pre-requisite and he has seen this challenge exam posted in the course catalogue, but he isn t aware of any other challenge exam subjects offered. He is aware of the Veterans Services office at BHCC, but doesn t routinely inquire about veteran status of program participants. 13

15 5. EAR UP (U) (Smajl Cengic and Lyndsey O Hara, Student Success Team) The ear Up program focuses on preparing participants for internships in the financial and information technology sectors, but graduates pursue further training and work in these areas and others of interest. ear Up is intensifying its focus on helping graduates transition to higher education and offers a Bridge to College class during the internship phase of the program. The majority of program graduates who enter college enroll in BHCC, and some go on to ortheastern or UMB for four-year degrees. More typically, program graduates pursue certificates or Associate degrees in Information Technology or Business Management. ear Up has an agreement with Cambridge College wherein ear Up graduates earn 18 credits for the training they receive at ear Up. They have an articulation agreement with the IT Department at BHCC that enables U graduates to transfer 15 of these credits to BHCC if they enroll in the IT program. U has submitted the curriculum for the 27-week internship to BHCC and asked the college to consider granting U program graduates an additional 3 credits because the skills and knowledge gained from the internship are different from the learning credited through the U classroom instruction. U staff would like to learn more about PLA policies because portfolio assessment or challenge exams might provide an alternative route for individual students to obtain credit for their internship learning. 6. MCA ITERATIOAL LEARIG CETER (Susan Arida, Director; Sarah Jefferson, Counselor) The MCA s ESOL Bridge to College program is not focused on a specific career pathway. The students are all English Language Learners with a broad range of education and work experience. Some have earned college credit, Bachelor s degrees or professional credentials from their native countries. Primarily, program graduates who go on to college enroll at BHCC, though some do attend other two- and four-year colleges in Metro Boston. The MCA has informal partnerships with some of the colleges that provide campus tours, guest speakers in the ESL classroom, and cross referrals. The staff are aware of life learning credit offered by Urban College, but the process appears unclear and they haven t looked into it closely. They were not aware of what the opportunities available for PLA at BHCC. They refer students who attended college in their home countries to the Center for Educational Credentialing to inquire about transcript evaluation, but, until our interview, had not considered that PLA might be another vehicle for students to demonstrate prior learning for credit (in cases where transcript evaluation doesn t yield full credit or credential). 14

16 7. OUTH BUILD BOSTO (B) (Greg Mumford, Deputy Director) The primary goal of B is to get program graduates, aged 16-21, into the building trades and landscaping sectors. They have had a partnership with RCC Destination College where B graduates can take their first four college courses tuition free. But most graduates focus on getting jobs first, rather than going on to college. B recognizes that postsecondary education will lead to better wages, so they encourage participants during career exploration activities to consider both their short- and long-term career goals, including obtaining postsecondary training in related fields such as sustainable landscaping or construction management. Staff are interested in learning more about PLA especially because B graduates earn a number of industry certifications that might translate to credit. These include, OSHA 30, First Aid CPR, 201C Forklift, Rigger certifications. The program prepares participants for the appropriate certificates based on those most desired by local employers in the industry. The program is trying to broaden the range of certifications it trains participants for, so that they have more employment options. B case managers follow up with program participants for four years post-graduation, and find that interest grows in continuing their education and training over time. Staff would benefit from knowing more about the PLA options to better advise graduates because over those years they have gained substantial workplace knowledge and skills. ATTACHMETS Interview Protocol for Postsecondary Education Interview Protocol for Community Based Education Providers Roster of Interviewees College Website and Catalogue Scans 15

17 Environmental Scan of Prior Learning Assessment (PLA) Policies in Metro Boston Postsecondary Institutions Following are the questions we will use to guide our interview about how your institution addresses prior learning assessment. We realize that the information we seek may reside in and across multiple departments. Feel free to invite others to join our meeting, if that would be helpful to describing the full range of PLA policy and practice. What are the policies that guide prior learning assessment (PLA) processes at your institution? Which types and methods of prior learning assessment are offered at your institution? Do you have a formal written set of policies on prior learning assessment? How often do you review your PLA policies? What department(s) or office(s) have the responsibility for establishing your PLA policies? How are policies about PLA implemented? How are PLA credits transcripted? Does your student record system capture data on PLA usage? In what ways do the policies and practices vary across departments? Which departments are more likely to promote and use PLA? In what ways can PLA credits be applied at your institutions? Is there a limit to the number of PLA credits that can count toward a degree? If so, what is that limit? What types of financial supports are in place for students to cover PLA costs? How does the institution inform students about PLA options and policies? Which departments and offices take the lead in promoting PLA options and policies to students? Is there a formal process by which students request consideration for PLA? 1

18 If portfolio assessment is offered at your institution, who conducts the portfolio assessment? How do students learn to develop a portfolio? How are faculty trained to evaluate portfolios? In general, what are the attitudes among faculty towards prior learning assessment? What are the barriers or challenges to a wider adoption of credit for prior learning? 2

19 Environmental Scan of Prior Learning Assessment (PLA) Policies in Metro Boston Postsecondary Institutions Interview Questions for Community Based Education Providers 1. Is a goal of your program to help students gain postsecondary training and credentials? 2. Sectors targeted 3. What sorts of credentials? How did you validate the value of these credentials in local labor market. 4. Of your program graduates who continue to postsecondary education, which schools do they enroll in? 5. Do you have formal partnerships or MOUs with any of these schools? Which one? 6. What is the scope of the formal partnership activities with these schools? 7. What is the scope of informal partnership activities with schools w/out MOUs? 8. What is your understanding of these types of prior learning assessments? Standardized exams to validate learning gained in standard subjects (e.g. Composition & Literature, Math, World Languages, Business) Challenge exams that enable a student to earn credit for an existing course without taking it. Portfolio assessment to reflect learning gains in any setting Credit for certifications or licenses earned through workforce and occupational training courses, apprenticeship, and military training, e,g, nationally recognized industry credential exams. Transfer credit from US accredited schools International credit transfer (through transcript evaluation) 9. Are you aware of any options for attaining credit for prior learning that are available at the institutions you and your students engage with? Standardized exams to validate learning gained in general education subjects (e.g. Composition & Literature, Math, World Languages, Business) 1

20 Challenge exams that enable a student to earn credit for an existing course without taking it. Portfolio assessment to reflect learning gains in any setting Credit for certifications or licenses earned through workforce and occupational training courses, apprenticeship, and military training, e,g, nationally recognized industry credential exams. Transfer credit from US accredited schools International credit transfer (through transcript evaluation) 10. Which ones would you be interested in learning more about? 11. Which ones might be relevant to your program participants prior learning? 12. Have you had any program graduates who have tried to obtain credit for prior learning at a local postsecondary institution? Which school? 13. Do you know (in general terms) what the process and outcome was? 14. Who in your program is primarily tasked with helping program graduates navigate college admissions, enrollment, financial aid, etc.? 15. Do you advise students/employees to look into options for Prior Learning Assessment? 16. Employer partners what sorts of training and certifications are required of entry- mid-level employees in your industry? Have you worked with any higher ed institutions (e.g. ACE) to see if your internal training or the national certifications you require can translate to credit. 17. Thinking about program participants and their backgrounds when they enter your program and by the time they graduate do you think they might have attained skills and knowledge that could translate to college-level learning in some area of their lives (including in your program)? What types of skills and knowledge? 18. Should they be advised to investigate for potential credit when they are enrolling in postsecondary education? Why or why not? 19. What barriers do you think your program graduates would have in seeking existing opportunities to demonstrate prior learning that might merit college credit? Lack of college level experiential learning 2

21 o industry credentials or outside training certificates earned Lack of information about the process Lack of self-confidence/ awareness to recognize and promote their knowledge and skills Lack of interest in postsecondary education Limited writing skills needed to write a college level portfolio essay Unable to document prior learning (no record of training attendance, certificate, letters of verification) 20. Would it be valuable to you and your staff and partners to learn more about the policies and practices for prior learning assessment at local colleges? 21. Would it be valuable to you and your staff and partners to learn more about how to students consider whether they have prior learning that might translate to college credit? 22. Would it be helpful to participate in discussion with local colleges around issues related to PLA and college and career advancement for low skilled adults and adult learners. 3

22 Environmental Scan of Prior Learning Assessment Roster of Contacts January - June, 2014 College /Organization ame Title Benjamin FranklinInsitute of Technology Marvin Loiseau Associate Dean of Admissions mloiseau@bfit.edu Bunker Hill Community College Kelli Clancy Prior Learning Program Coordinator kaspoor@bhcc.mass.edu Bunker Hill Community College Faeizeh Amini Director of the Center for Self-Directe famini@bhcc.mass.edu Cambridge College Jeff Hogan Coordinator of LR and Academic Advising Jeff.Hogan@cambridgecollege.e du Quincy College Aundrea Kelley VP for Academic Affairs akelley@quincycollege.edu Quincy College Roxbury Community College Sandra Smales Cecile Regner Dean, Division of Professional Programs VP of Enrollment Management & Student Affairs ssmales@quincycollege.edu cregner@rcc.mass.edu University of Massachusetts, Boston Winston Langley Provost and Vice Chancellor for Academic Affairs janette.white@umb.edu University of Massachusetts, Boston Phillip Disalvio Dean, College of Advancing and Professional Studies Philip.disalvio@umb.edu Asian American Civic Association Richard Goldberg Program Director richard@aaca-boston.org Community Learning Center of Cambridge Mina Reddy Director mreddy@cambridgema.gov JVS Jacqueline Chernoble Manager of Workplace Education JChernoble@jvs-boston.org JVS elda Quigley Academic and Career Coach nquigley@jvs-boston.org