Papers on credit for prior learning and competency-based education practices to be released.
New research released Friday (February 20th) sheds light on how two approaches to creating alternative pathways to college graduation for post-traditional students are working.
The American Council on Education’s (ACE) Center for Education Attainment and Innovation and Center for Policy Research and Strategy are co-hosting an event with Blackboard on this topic and released research findings with implications for the future of higher education and degree completion.
The first paper is “Credit for Prior Learning: Charting Institutional Practice for Sustainability,” which identifies and addresses some of the cultural barriers and successful strategies to institutions incorporating CPL. Interviews with leaders and practitioners from a diverse group of seven institutions located across the U.S. offer insights into common challenges, successful strategies and innovative CPL practices.
“Embracing CPL initiatives means first acknowledging that college-level learning can occur outside the traditional classroom setting,” said Soares. “For many institutions, this requires a shift in thinking from how credit has been awarded historically.”
CPL allows students to progress through school more quickly and to take advantage of what they have already learned, says the report. As a result, campuses have the opportunity to increase persistence to degree and improve college affordability. The report found, however, that there is a lack of clearly defined CPL options and services on campuses. The findings suggest a common understanding of CPL terms and definitions within and outside of higher education be developed to ensure administrators and students are aware of all the CPL options at their institutions.
The report also offers recommendations for improving CPL efforts on campuses, including on how to get faculty buy-in, build a sustainable infrastructure and collect data to demonstrate success.
(Next page: The second paper)