Running head: PRIOR LEARNING FOR COLLEGE CREDIT

Critical Issues in Higher Education:

Prior Learning for College Credit
Cheryl DePaolo
Georgia Southern University
EDLD 7431, Spring 2014

PRIOR LEARNING FOR COLLEGE CREDIT

Abstract
There are many students on college campuses today that are forced to repeat classes due to a
glitch in the transfer system. Students may have prior learning experience that allows them to
exempt from a particular class.

Students that have served in the military may also have

experience that can earn them college credit. In the current economic state, many colleges need
to re-evaluate the way in which they retain their students. Allowing students to earn college
credit for prior learning is one way in which this can be accomplished.

PRIOR LEARNING FOR COLLEGE CREDIT

The concept of earning college credit for prior learning, or life experience, is not new. It
is unfortunately, under-utilized in higher education. Often, students are required to complete the
same course multiple times due to a glitch in the transferability of classes, or due to the inability
of the institution to offer prior learning credit (PLC). As Vice President for University Affairs at
the University of North Georgia, I feel that we need to re-evaluate our ability to offer PLC to
students in order to increase retention. President Obama is calling for the United States to have
the highest proportion of college graduates in the world by 2020. (The White House, 2013) We
are going to have to make changes to the way that we evaluate learning in order to meet this
goal.
Although we currently accept prior learning assessment (PLA) credit for CLEP, ACE,
and FLATS, to name a few, we are lacking in our ability to offer a complete selection of PLA for
our students. (University of North Georgia Prior Learning Assessment (PLA) Student Manual
2013-2014) Our current offerings for PLA are limiting for our students. We need to re-focus our
energies in order to make this a viable system for our students. According to Muller (2012),
Adult learners bring a wealth of experience and prior learning to college (p. 181). We need to
find ways to incorporate this learning into credit for our students, which will save them time and
money when completing their education.
The Council on Adult and Experiential Learning (CAEL) reports an increase in
graduation rates, as well as higher persistence and faster degree completion with PLA credit.
(CAEL Linking Learning and Work) As educators, we should be measuring student learning.
Travers (as cited in Kamanetz, 2011) states,
Across the board what weve found is that clearly students who are participating in PLA
have greater reflection skills, better problem solving skills, more tacit knowledge, more

PRIOR LEARNING FOR COLLEGE CREDIT

self-regulated learning, more self-direction, better study skills, and a better understanding
of the role of faculty. (p. 9)
It is my opinion that this is exactly what we expect our students to attain with traditional
classroom instruction. If this can be achieved through PLA, we have succeeded in developing
that student.
Our mission is to provide a culture of academic excellence in a student-focused
environment that includes quality education, service, inquiry and creativity. (UNG Mission) I
believe that by increasing our support of prior learning assessment credit, we are creating an
environment that reflects a true student-focused environment. We are helping students to learn,
as opposed to instructing them. As stated in Barr (1995) when discussing the Learning
Paradigm, a college degree would represent not time spent and credit hours dutifully
accumulated, but would certify that the student had demonstrably attained specific knowledge
and skills. (p. 21) I fully support this type of learning environment, as I believe it benefits the
student, as well as our institution.
It is my opinion that our students need our support to achieve their goals. Many of our
students can offer their knowledge in exchange for college credit, which will allow them to
complete their degree while saving their tuition dollars. Prior learning assessments are a winwin for all.

References
Barr, R. B. (1995, November/December). From Teaching to Learning-A New Paradigm
for Undergraduate Education. Change , pp. 12-25.

PRIOR LEARNING FOR COLLEGE CREDIT

CAEL Linking Learning and Work. (n.d.). Retrieved April 1, 2014, from www.cael.org:
http://www.cael.org/What-We-Do/Prior-Learning-Assessment
Kamenetz, A. (2011). The Transformation of Higher Education Through Higher
Learning Assessment. Change .
Muller, T. (2012). Prior Learning Narrative: Facilitating Reflection to Connect
Experience to Learning. The Journal of Continuing Higher Education , 181185.
The White House. (2013, August 22). Retrieved November 22, 2013, from
whitehouse.gov: http://www.whitehouse.gov/the-press-office/2013/08/22/factsheet-president-s-plan-make-college-more-affordable-better-bargainUNG Mission. (n.d.). Retrieved April 3, 2014, from University of North Georgia:
http://ung.edu/about/mission.php
University of North Georgia Prior Learning Assessment (PLA) Student Manual 20132014. (n.d.). Retrieved April 1, 2014, from www.ung.edu: http://ung.edu/adultlearners-military/_uploads/files/2013-14-PLA-Student-Handbook.pdf