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Recognizing Professional
Learning: Standards, Processes, Education Pathways & Partnerships
ASHLEY FRANK, PROGRAM COORDINATOR, CENTER FOR LEADERSHIP FOR CREDENTIALING LEARNING,
SUNY EMPIRE STATE COLLEGE
LISA SAX MAHONEY, DIRECTOR, NATIONAL COLLEGE CREDIT RECOMMENDATION SERVICE,
UNIVERSITY OF THE STATE OF NEW YORK, REGENTS RESEARCH FUND
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Today’s Students
➢ Students aged 25-34 comprise nearly 40% of current enrollment
➢ NCES projections indicate a significant increase in adult learner enrollment
➢ 31 Million Americans have some college credit but no degree
➢ 3.3 Million adults hold industry certifications
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Education Ecosystem
Consumers
Employers
Apprenticeship sponsors
Military
Government
Faith based organizations
Arts and cultural organizations
Workforce development practitioners
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Recognizing Professional Learning?
Recognizing and Validating LearningRecognizing &
Validating Learning
Pre-Evaluated Learning
Standardized Exams
Military Credit
Professional Learning
Evaluations
Individualized Portfolio
Assessment
Course Challenge
The award of academic credit based on the evaluation
of verifiable college-level learning achieved outside of a
traditional academic environment.
A non-collegiate training, non-credit curriculum, license,
certification or other credential is evaluated by an
organization or higher education institution to determine the
extent of college-level learning.
Professional Learning Evaluations (PLE)
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Benefits for Institutions,
industry and students
Let’s look a little deeper
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Institutions:
Benefits to Recognizing and Validating Learning
Recruitment Retention
Partnership Development
Academic Process
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Students:
Benefits to Recognizing and Validating Learning
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Recognition Pathways
Expense Management
Cohort Groups
Industry partners:
Benefits to Recognizing and Validating Learning
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Skills need/gap addressed
Career/degree pathways for employees
Faculty assessment of
training curriculum
HR recruitment and retention
strategy
EVALUATION PROCESS
National College Credit
Recommendation
Service
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National College Credit
Recommendation Service
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Founded in 1973, NCCRS is a program conducted by the
University of the State of New York (USNY), Board of Regents,
Regents Research Fund. USNY is a 501(c)(3) not for profit
corporation and US Department of Education recognized
accrediting body.
NCCRS was established to help working adults and other
students earn credit for learning acquired outside of the
college classroom.
Sample: NCCRS Member
Organizations
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NCCRS Evaluation eligibility
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Formal, documented
learning
Operating for at least one year
Properly licensed and registered
Administrative control
Student records
College-level subject matter
Assessment methods – varied
and rigorous
Sufficient contact hours
Appropriate, relevant, and
current instructional
materials
Instructor credentials
Proctoring policies and procedures
Grading policiesLearning outcomes
and objectives
Higher learning aligned with
Bloom’s Taxonomy
Applicable to degree or certificate programs
Organization
eligibility
Learning
experience
eligibility
Overview
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• Preliminary assessment
• Evaluation
• Dissemination
• Follow-up
• Annual review
• Five-year revalidation
CCRS Online Directory: Exhibitswww.nationalccrs.org
Investigative Techniques I (CSG-1060) Formerly Investigative Techniques I (CS106-0)
Location: The Learning Center, 43-82 Vernon Boulevard, Long Island City, NY
Length: Version 1: 64 hours; includes 32 hours of supervised laboratory experience and field trips. Version 2: 72 hours; includes 32 hours of supervised laboratory experience and field trips.
Dates: Version 1: December 1990 - November 2003. Version 2: December 2003 - Present.
Learner Outcomes: Version 1 and 2: Upon successful completion of the course, students will be able to use drawings and electrical test equipment to locate and diagnose control problems in an electrical power distribution system substation.
Instruction: Version 1 and 2: Lecture/demonstrations and associated laboratory exercises cover the following topics: basic control circuit schematics, substation drawings and manuals; electrical maintenance safety procedures; circuit breaker and disconnect switch control circuits; using electrical test equipment and schematics for troubleshooting; air and gas compressor control circuits; tap changer troubleshooting; alarm and fire protection systems; operation and troubleshooting of station DC systems and AC light and power systems.
Credit recommendation: Version 1 and 2: In the lower division baccalaureate/associate degree category, 2 semester hours in Electrical Power Technology or Industrial Technology (4/91) (5/96 revalidation) (8/01 revalidation) (8/06 revalidation) (10/14 revalidation) (9/19 revalidation).
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SUNY Empire State
CollegePROFESSIONAL LEARNING EVALUATIONS (PLE)
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SUNY Empire State
College Perspective -
How did we get here?
C.A.C.E
(Consortium for the
Assessment of College
Equivalency)
Review of
Processes
Alignment with
ACE, NCCRS,
Consortium
Institutions
Development of
Standards
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• Charter Oak College of CT
• Community College of VT
• Granite State College of NH
• SUNY Empire State College
(NY)
• Thomas Edison State
University
Consortium Institutions:
www.nationalccrs.orgwww.acenet.edu
Developed standards address
Evaluator Administrative Standards
Relationship between the Evaluator and Sponsor
Learning Experience Oversight
Components of a review
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http://cacereviews.org/
Evaluator: The educational institution or organization that
conducts the assessment of Non-Collegiate Instruction.
Sponsor: The organization that administers and delivers
the organized, structured learning experience or issues
the credential being evaluated.
Learning Experience: The specific Non-Collegiate
Instruction or related learning that is being evaluated.
Non-Collegiate Instruction: Organized, structured learning
experiences not sponsored for credit by an accredited
college or university. Non-Collegiate Instruction can take
different forms including instructor-led training programs
such as workplace learning and/or experiential learning
verified through exam or other measurement of
competencies such as professional licenses or
credentials.
Terminology used in the Standards:
PLE Areas and Process
Steps in the Process
1. Initial conversations with organization
2. Determine whether to pursue
3. PLE Proposal and Approval Process
4. PLE Team Development
5. PLE Evaluation Process & Report
6. PLE Final Approval Process
7. College Notification and
Communication Process
Adult Education Programs
Industry Training
State or National Certifications and Licenses
Workplace Competencies
Open Educational Resources
Badges
MOOCS
Etc.
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PLE Evaluation
Team Process
Develop articulation of learning to titles, credits and designations
Identify college-level learning
Identify learning outcomes / competencies
Conduct site visit with interviews (as appropriate)
Review required materials
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Partnership Examples
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CVS Health
Partnership
Store Manager Training Program
MCIRCC JATC
Apprenticeship
OnlineDegree
Transportation
Learning Center
National College Credit
Recommendation Service SUNY Empire State College
How can PLE’s
be integrated
into the future
at Higher
Education
Institutions?
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Competency based degrees
Convergence of student, industry and
Institutional needs
Reciprocal relationship between Higher Ed
institutions and Industry
Micro credentials
We’d love to hear from you!
What Questions do you have?
What would you like to discuss?
Ashley Frank
Program Coordinator
SUNY Empire State College
(518) 580 - 2909
Lisa Sax Mahoney
Director
NCCRS
(518) 486-2084
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