Credit for Prior Learning in the Community College: A Case from Colorado. Recognition of Prior Learning in the 21st Century
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| Title: | Credit for Prior Learning in the Community College: A Case from Colorado. Recognition of Prior Learning in the 21st Century |
|---|---|
| Language: | English |
| Authors: | McKay, Heather A., Douglas, Daniel, Western Interstate Commission for Higher Education (WICHE), Rutgers, The State University of New Jersey, Education and Employment Research Center (EERC) |
| Source: | Western Interstate Commission for Higher Education. 2020. |
| Availability: | Western Interstate Commission for Higher Education. P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-541-0200; Fax: 303-541-0291; Web site: http://wiche.edu |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Lumina Foundation Strada Education Network |
| Document Type: | Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Prior Learning, Community Colleges, Recognition (Achievement), College Credits, Program Implementation, Two Year College Students, Federal Government, Academic Achievement, Grants, Federal Aid, Equal Education |
| Geographic Terms: | Colorado |
| Abstract: | This brief is part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. This brief examines an effort by the federal government to promote credit for prior learning (CPL) in community colleges. It also looks at how colleges implement CPL and the impacts of that implementation on student success. The brief identifies practices and challenges in implementation of CPL. Findings suggest that community colleges can make important changes to policy and practice in CPL and that this work helps students complete postsecondary credentials. However, the authors' work also suggests that creating policy is not enough to ensure that students are using and benefiting from CPL. Attention must be paid to implementation and to creating awareness of CPL policies among students, faculty, and staff at colleges. Additionally, the brief notes that more attention must be paid to the outcomes for students of color, students from low-income backgrounds, and other underrepresented groups to ensure that policies and practices are being implemented in ways that address equity. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | ED611037 |
| Database: | ERIC |
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