Council for Adult and Experiential Learning (CAEL)
Bay Path University bases the PLA process on standards established by the Council for Adult and Experiential Learning (CAEL). This nonprofit organization established more than 40 years ago to work with colleges, corporations, public policy makers, government agencies, philanthropic and community organizations, and labor unions to assist adult learners with developing the education, training, and credentials necessary for lifelong learning. You will learn more about CAEL and the national standards for Prior Learning Assessment through the course textbook.
College-level Learning
Bay Path University firmly believes that college-level knowledge, no matter how acquired, warrants credit. CAEL standards help to determine whether knowledge gained from your life experiences is at the college-level. During the prior learning course, you will learn how to present your learning to earn college credit. The knowledge presented must be well-articulated, verifiable and, based on theory as well as practice. For example, if you seek credit for supervising several employees at work, you should be able to explain supervisory concepts, employee motivation, management styles, and job evaluation techniques as well as the day-to-day operational processes. The learning from life experiences must be equivalent to college-level work in terms of content and quality. An expert in the field will confirm the learning to be at the college level. Students will demonstrate proficiency through examinations, essays, and/or other documentation that support the claim for college-level credit.
Defining college-level learning can be a complex task. Through your participation in PLA250, you will learn how to assess your college-level learning and align that learning with the course competencies of college courses. Below, you will find an example of how to identify college-level learning for two colleagues with similar but very different experiences.
Example:
Mary and Allen each own a restaurant. They are both involved in the day-to-day operations of their businesses. Since their experiences are similar, one might expect them to have the same knowledge and skills. Although there are some similarities, Allen, who began cooking in the military, has a focus on preparing gourmet meals. He also started a local cooperative so he could buy fresh local products. Because of some health problems, Allen has also learned a lot about nutrition and he has been incorporating what he knows into his menu choices.
Mary, on the other hand, has focused totally on the business aspect of her restaurant. Mary has handled the accounting processes for the business, developing a marketing plan, and is trying to expand into the catering business. She is also on the board of directors for a local homeless shelter that she became involved with when she realized she could donate food not used by her restaurant.
When both students began to explore the credits they could possibly claim through prior learning, they discovered that their knowledge about the restaurant business was quite different. Both of them may choose to take a standardized examination (CLEP) in Accounting or English, but they will each explore other ways to demonstrate the very different knowledge and skills that they have acquired through their own personal experiences. Allen will focus on identifying college-level skills related to nutrition and the economics of cooperatives while Mary will focus on accounting and marketing competencies that are equivalent to college-level courses.
The example shows that even though both individuals are in the restaurant business, the specific learning that each has acquired is unique. They will explore their sources of learning, responsibilities, and competencies to develop their claims for credit.
Possible Sources of College-Level Learning
Students acquire college-level learning in any number of settings throughout their careers. Possible sources of college-level learning include past employment experiences, military service, seminars, and in-service training programs, travel, volunteer work, community and civic activities, hobbies, recreational activities, independent reading, and research. In addition, there may be other experiences that lead to college-level learning.
What is not College-Level Learning?
Not all learning is college-level. While participating in regular activities such as driving a car, maintaining the family budget, putting up bookshelves, buying a house, or planning a party may, in fact, teach individuals something, the knowledge, and skill required for these activities are typically not at the college-level.
