Alternative Credentials Prior Learning 2.0 Dr. Jill Buban Sr. Director Research & Innovation Online Learning Consortium This study was commissioned by the Distance Education Accrediting Commission (DEAC) and the President’s Forum, made possible through the generous support of USA Funds. In mid-2016, this group of organizations commissioned the Online Learning Consortium’s Center for Research in Digital Learning & Leadership to conduct a study on alternative credentials. This research provided by the Online Learning Consortium Research Center for Digital Learning and Leadership. © 2017 Table of Contents Foreword……………………………………………. 3 Background…………………………………………. 4 Participating Institutions……………………………. 5 Introduction to Case Studies………………………... 6 Definition of Terms………………………………… 7 SUNY Empire State College…………...................... 8 Excelsior College…………………………………… 11 Charter Oak State College……………...................... 14 Rio Salado Community College……………………. 16 American Public University System…...................... 19 Thomas Edison State University…………………… 21 Findings……………………………………………. 23 Recommendations………………………………….. 26 References………………………………………….. 27 Appendix A: Study Design…………………………. 29 2 In today’s higher education environment, the path to degree attainment frequently involves a myriad of credit alternatives, including MOOCs, micro-credentialing (badges), non-credit bearing certificate programs, and various other opportunities. As these alternatives evolve from their experiential learning predecessors, institutions are faced with the challenge of how to treat them as credit-bearing learning experiences. Options include prior learning assessment such as CAEL’s LearningCounts, institution-specific credit evaluation services and credit recommendation services such as those of the American Council on Education (ACE) or the National College Credit Recommendation Service (NCCRS), as well as micro-credentialing such as MOOCs and badges. Also relevant is how distance education is increasingly utilized as a primary vehicle for engaging in credit-bearing learning experiences. Along with enhanced access to learning opportunities, alternative credential opportunities offer convenience, flexibility and affordability – features that are valued by adult learners and that may propel them toward degree attainment. However, while these alternatives are believed to expand learning opportunities, several critical questions remain unanswered. Beyond the province of anecdotal accounts of student experiences, little is known about how institutions accept and document these learning opportunities and whether the opportunities result in meaningful progress toward degree completion. The objective of this study is to provide a better understanding of how adult learning institutions address students who possess alternative credentials and seek to apply these experiences to a degree. The findings of this study will not only allow for a better understanding of how alternative credentials are defined and used at adult learning institutions but will also serve as a useful tool for education planners, policy makers, administrators, researchers, and government leaders to help shape future ideas about how to serve adult learners in their quest for degree attainment and student success. We are very pleased to introduce this study and would like to thank Dr. Jill Buban, Senior Director of Research & Innovation at the Online Learning Consortium for providing a foundation upon which our organizations can build collaborative ways of assuring quality in these important alternative learning experiences. Leah K. Matthews Tina Goodyear Executive Director Chief Operating Officer Distance Education Accrediting Commission The Presidents’ Forum At Excelsior College 3 Julie, a thirty-something mother and and certifications, to name a few. In wife who has held positions requiring 2013, through renewed federal policy, training and skills, returns to college the Obama Administration provided after 10 years. During those 10 years, $260 million “First in World” innovation Julie was in the workforce, volunteered funding “to test and evaluate promising at a variety of organizations, completed new models of higher education” some work-related trainings, and (Soares, 2013). The policy agenda, received badges for conference and Making College Affordable: A Better professional development workshop Agenda for the Middle Class, outlines participation. Additionally, Julie ways in which colleges might promote participated in a Massive Open Online innovation and competition, including Course (MOOC), but never completed three-year degree programs, flipped assessments in the course. Like most and/or hybrid programs, and MOOCs adult learners, Julie has acquired her (Office of the Press Secretary, 2013). learning in a variety of ways, and re- The agenda included specific ways in enters college with transcript credit, as which an institution might adopt well as prior experiential learning. Julie practices that reduce cost and/or time to hopes to use her variety of learning degree, such as awarding credit based on experiences, in addition to her learning, not seat time; using technology transcripted credits, in a flexible degree to redesign courses; using technology for plan so that she can earn credit for the student services; and recognizing prior knowledge she has acquired and earn her learning and dual enrollment. (Office of degree more quickly than she would if the Press Secretary, 2013). she only utilized her college credits. Earlier in 2013, in cooperation with The Center for Educational Measurement at Julie is the typical adult learner: in her Excelsior College, the Council for Adult thirties with personal and employment and Experiential Learning hosted a obligations. She has some college credit summit that focused on assessing but has been away from formal learning outcomes and competencies. The settings for quite some time. Julie has keynote at the summit, John Cavanaugh, been learning through a variety of president and CEO of the Consortium of informal learning opportunities, but is Universities of the DC Metropolitan not certain those will help her complete Area and former chancellor of the her degree. Julie could be a student at Pennsylvania State System of Higher any of the institutions included in this Education, discussed the role of prior study. learning assessment (PLA) and MOOCs in contemporary postsecondary Background education. He discussed three necessary steps to increase completion rates and There is a vast array of formal and help achieve attainment goals: (1) informal learning opportunities for defining postsecondary credentials in which students can attempt to receive terms of specific learning outcomes or credits or credential their learning, competencies that are assessed, (2) including standardized tests, volunteer meeting students at the edge of their experience, professional development, learning, and (3) designing personalized 4 learning pathways to credentials through diploma (National Center for Education learning gap analysis (Cavanaugh, Statistics, 2015). 2013). The summit included panel presentations that addressed topics such The purpose of this study is to examine as mass customization and the role of the use of alternative credentials at adult- advising, dependence on the quality of friendly higher education institutions in assessment, the role of MOOCs and the United States: The study explores the other low-or-no-cost education options, use of alternative credentials and the role of employers, and accreditation variances of practice at different issues (Cavanaugh, 2013). These topics institutions, how and if they are are echoed in many of the case studies evaluated for credit, and whether or not presented in this study. they are being accepted for credit in the degree program. In order to do this, the Dating back to the early 1970s, use of alternative credentials at adult alternative ways of seeking and granting friendly higher education institutions in credit for prior learning experiences the United States was explored through have been successfully instituted at six case studies of adult learning adult-friendly higher education institutions and an analysis of institutions. Since 2013, accreditors and information provided on these media have devoted much attention to institutions’ websites. The study alternative credentials and how these provides information regarding the credentials might be used toward degree evolution of prior learning assessment completion or credentialed by higher (PLA). education institutions. The focus of this study is extremely significant to those Participating Institutions working in higher education institutions, accrediting bodies, government The study was conducted at six higher agencies, or organizations associated education institutions in the United with higher education, as well as the States that have been serving adult media, and, of course, all those learners for decades, representing the individuals who champion alternative grandfathers of adult learning ways of learning. institutions: American Public University System (APUS), Charter Oak State There are many definitions of the non- College, Excelsior College, Rio Salado traditional or adult learner (Cross, P.K, Community College, SUNY Empire 1974, 1981). Typically categorized as 25 State College, and Thomas Edison State years or older, the National Center for University. As adult friendly institutions, Education Statistics (NCES) states that they have offered distance learning for adult learners have at least one of the decades and have established prior following seven characteristics: (1) have learning assessment (PLA) programs. delayed enrollment into postsecondary PLA allows for the evaluation of formal education, (2) attend part time, (3) are training, such as military training, financially independent of parents, (4) corporate training, American Council on work full time while enrolled, (5) have Education (ACE) credit, and transcript dependents other than a spouse, (6) are a review, as well as informal learning such single parent, and/or (7) lack a standard as on-the-job learning, volunteerism, 5 self-interest activities (e.g., reading, art), The multiple case study approach allows and, for some institutions, alternative for within-case analysis, cross-case credentialing opportunities such as analysis, and purposeful sampling MOOCs and coding camps. All of these (Creswell, 2007). In other words, it types of learning are potential sources of allows both a focus on the individual college-level learning through the PLA institution and a broader analysis of process (Buban, 2013). qualitative data across institutions. The institutions were chosen using a Interviews were conducted over a one- convenient, yet representative, sample of month period both in person and via institutions that have been classified as telephone. Semi-structured interviews adult-friendly institutions for decades. included the same five questions on The sample includes two-year and four- alternative credentialing in higher year institutions that serve learners in education, with a variety of sub- face-to-face and online modalities. questions, depending on the Interview participants were provided interviewee’s responses. The five through their institutional representative questions were: to the Presidents’ Forum. (a) How are alternative credentials reviewed and processed at this How are alternative institution? (b) If applied to the degree, are they credentials defined and used being evaluated for lower- and/or at adult learning institutions upper-level credit? in the United States? (c) Are alternative credentials speeding the time to degree completion? The main research question was: How (d) What types of alternative are alternative credentials defined and credentials are seen most often? used at adult learning institutions in the (e) What are the predictions for the United States? While the main goal of future inclusion of alternative this study was to better understand the credentials in the degree? use of alternative credentials at adult- serving higher education institutions, The interviews were analyzed in two answers to questions about current prior steps. First, the individual interviews learning models and student-institution were analyzed for themes related to communication prompted discussion alternative credentialing, and second, the about models that best serve adult interviews were compared and learners and more specifically, adult contrasted regarding the respondents’ learners in online environments. understanding of alternative credentials and their use in higher education and at Introduction to Case Studies their specific institutions. From the original 19 themes, five overarching The multiple case study approach was themes emerged from the analysis: data, chosen to obtain in-depth information non-traditional v. traditional, prior about the state of alternative credentials learning assessment (PLA), competency- at six institutions in the United States. based education (CBE), and alternative 6 credentials. The five themes are explored in each institutional case study, as they relate to each institution and holistically in the findings. Definition of Terms Adult-Friendly Institutions Institutions founded to serve adult learners, often with non-traditional programs that focus on the self-directed, over-25-year-old learner, such as the evaluation of experiential learning. Many of these institutions were founded in the 1970s. Alternative Credentials For the purpose of this study, the definition of alternative credentials includes those personal and professional development experiences defined as MOOCs, badges, and coding or boot camps. Competency-Based Education Demonstration of the mastery of concepts and skills rather than performance measurements in classroom and online settings during fixed calendar times. While varying in design, successful programs include the following: explicit articulation of what students need to know and do upon graduation; robust and valid competencies; varied pace of learning; valid, reliable assessments; strong advising/mentoring; personal education plans; effective learning resources that are available any time; and 7 SUNY Empire State College accurately capture data on specific credentials or types of prior learning. SUNY Empire State College has served adult learners since 1971. The average Prior Learning Assessment. Since its age of an Empire State College student founding, the college has offered is 35 at the undergraduate level and 40 at students prior learning assessment (PLA) the graduate level. The institution has 35 options, which have evolved and become locations across the state of New York, more robust over the past 46 years. The as well international and online college’s website describes the ways in programs. Empire State College began which a student can gain credit for offering distance learning courses nearly “verifiable learning, but not the 30 years ago via correspondence experience itself” (SUNY Empire State courses, so not only is it one of the College, 2017). Students can elect to grandfathers of adult learning have their knowledge of a subject area institutions, it is also a founding evaluated through the individualized institution of distance learning delivery. prior learning assessment process, but they are not awarded credit simply by Dr. Nan Travers, Director of the Center providing evidence of an experience; for leadership in Credentialing Learning they must demonstrate that there is at Empire State, explained that all types college-level learning contained within of college-level experiential learning are the experience. The college provides evaluated, verified, and transcribed information to students on the process through the college’s prior learning through the Individualized Prior assessment process. Themes that Learning Assessment (iPLA) guide. The emerged during this interview included guide provides information on the data, prior learning assessment (PLA), process, including sources of college- competency-based education, and level learning, how to identify college- alternative credentials. level learning, and how to describe and document knowledge, as well as Data. As with many institutions, data information about working with an collection and dissemination is a evaluator. challenge for the college. One challenge identified by the Executive Director for For the purpose of this study, the Institutional Research and Effectiveness college’s list of sources of prior college- was the fact that the college uses many level learning was of interest: systems to identify, track, and validate • Work experience; prior learning. These multiple systems, • Licenses, certifications and other combined with the number of functional credentials; offices that interact with student records • Continuing professional during the degree program planning education, including some process, make it difficult to analyze prior continuing education units learning sources on a consistent basis. (CEUs); Additionally, alternative credentials, • Noncredit courses; such as MOOCs, are not always tagged • Seminars and in-service training as such; therefore, the college cannot programs; 8 • Learning acquired through Open the credential, we will determine how to Educational Resources (e.g. best evaluate it.” MOOCs); • Volunteer work in the In many ways, SUNY Empire State community; College is on the cutting edge in this • Hobbies and recreational area as it seeks to stay ahead of the activities; current state of prior learning • Independent reading and assessment. This is evident in the institution’s involvement in CACE, as research; well as its focus on bridging the divide • Military training that has not between the workplace and higher been evaluated by ACE; education by working with industries • Study at that have developed high-level postsecondary/proprietary professional competencies and schools that may be licensed but evaluating those competencies for not accredited; college-level learning. • Other In addition, the college continues to These sources clearly identify alternative experiment with applications of its credentials, including certifications, Global Learning Qualifications other credentials, and MOOCs. Framework, a framework for assessing learning acquired outside the learning Within these learning sources, there are environment, which was created through both externally evaluated and internally funding from the Lumina Foundation. evaluated forms of prior learning. Through this work, the college Empire State College students can apply discovered that there is a disconnect learning that has been evaluated by between what students know and how to external sources such as the American translate what they know into academia. Council of Education (ACE) and the The college constructed prompts that National College Credit allowed students to translate their prior Recommendation Service (NCCRS). learning or experiences into Internally, Empire State College competencies that are aligned to the evaluates training and certifications that framework. This helps students take contain college-level learning so that what they know and demonstrate their students do not need to re-demonstrate college-level learning. their knowledge. The college is also a member of the newly formed While the institution wants to provide a Consortium for the Assessment of robust array of externally and internally College Equivalencies (CACE), which pre-evaluated sources of credit, there provides students access to the credits continues to be a focus on flexibility and from training, certifications and licenses, individualization, a hallmark of adult granted according to evaluations learning institutions, so that students conducted by the member institutions. have the opportunity to document their Travers stated, “As long as the student unique learning experiences. One such can provide the right documentation of opportunity is through the portfolio process. The college has 4,000 to 5,000 9 students working on portfolios at any Connecting Credentials is seeking to given time. Travers believes that is the create “a credentialing ecosystem” that largest number in the United States and shows how all types of credentials— one of the largest in the world, However, from micro-credentials to industry she stressed that although the portfolio certifications to digital badges process provides Empire State College representing the achievement of a skill— with highly individualized and authentic are verifiable, valid types of learning and assessments of student learning, the can be compared, stacked, and aligned evaluation of student portfolios can be through the common language of the very time intensive. framework competencies. Granted that the college offers a vast According to the Connecting Credentials array of possibilities for prior learning, website, the Connecting Credentials: A both individualized and pre-evaluated, Beta Credentials Framework, was the question arises: Must the learning be created, “to enhance the utility of completed prior to attending the college? credentials, reduce costs for individuals The answer is no: At Empire State and employers, and to create a common College, learning is viewed as a language through the use of continuum and, as long as the student competencies” (Connecting Credentials, has room in her degree plan and it fits 2017). The Framework was developed academically, the student can continue to through a grant from the Lumina include external sources of learning. The Foundation by experts from the combination of flexible and prescribed Corporation for a Skilled Workforce sources of prior learning assessments is (CSW) and the Center for Law and what provides the most opportunities for Social Policy (CLASP). a diverse student body. In addition to the college’s involvement in national-level work on credentialing, What we’re talking about is being its graduate-level faculty are completing able to recognize, assess, validate projects with badging, and the institution has offered MOOCs for nearly a decade, and credential learning that’s been most recently in partnership with acquired outside the traditional Coursera. classroom” and, in doing so “provide high quality education To summarize SUNY Empire State that’s equitable and holds integrity College’s position regarding alternative in such ways that it meets the credentials and their use at the institution, Dr. Travers said, “What variety of our student body. we’re talking about is being able to recognize, assess, validate and credential Alternative Credentials. Evidence of the learning that’s been acquired outside the college’s leadership in this area is traditional classroom [and, in doing so, demonstrated by its participation in the to] provide high-quality education that’s Connecting Credentials Initiative, which equitable and holds integrity in such includes the Connecting Credentials ways that it meets the variety of our Framework. Travers explained that student body.” 1 0