How Prior Learning Credit Opens Pathways to Higher Education Access

Outline

Content Outline
Introduction (5-7 minutes)
• Welcome and session overview
• Interactive poll: "What prior learning experiences have shaped your professional expertise?"
• The changing landscape of higher education and adult learners

Section 1: What is Credit for Prior Learning? (10-12 minutes)
• Defining CPL and PLA: Key terminology
• The philosophy behind CPL: Honoring lifelong learning
• CPL vs. traditional transfer credit
• Real-world example: A working professional's CPL journey

Section 2: Types of Credit for Prior Learning (12-15 minutes)
• Standardized Examinations: AP, CLEP, IB, DANTES
o How they work and who benefits most
o Credit equivalencies and institutional policies
• Military Service: JST and CCAF transcripts
o Translating military training to college credit
o Supporting veteran and active-duty service members
• Third-Party Recommendations: ACE and NCCRS approved programs
o Examples: Straighterline, Study.com, Sophia Learning
o The role of national credit recommendation services
o Quality assurance in third-party evaluations
• Institutional Prior Learning Assessment (PLA): Faculty-evaluated portfolios and assessments
o Portfolio development processes
o Faculty training and evaluation criteria
o Multiple case studies illustrating each type and their impact on diverse learners

Section 3: The Benefits and Impact of CPL (10-12 minutes)
• Student Benefits:
o Accelerated time to degree completion
o Significant cost savings (statistics and examples)
o Increased access for underserved populations
o Validation of professional expertise and life experience
o Enhanced motivation and academic confidence
• Institutional Benefits:
o Supporting mission around access and equity
o Improved retention and completion rates
o Attracting and serving adult learner populations
o Differentiation in competitive higher education market
• Societal Impact:
o Validating workforce development and professional learning
o Strengthening the lifelong learning ecosystem
o Economic mobility for individuals and communities
• Research and data on CPL outcomes and effectiveness
• Connection to andragogic principles: experience-based learning and authentic application

Section 4: Quality Assurance and Best Practices (8-10 minutes)
• Higher Learning Commission (HLC) recommendations, policies, and assumed practices
• Council for Adult and Experiential Learning (CAEL) ten standards for quality assurance
• The critical role of qualified, trained faculty in PLA evaluation
• Ensuring academic rigor while honoring diverse learning experiences
• Partnership model: CPL services working with academic departments
• Credit policies, program requirements, and exclusions
• Maintaining institutional standards and accreditation compliance

Section 5: Practical Applications Across Educational Contexts (10-12 minutes)
• For K-12 Counselors and Advisors:
o Preparing college-bound students for CPL opportunities
o Advising non-traditional students returning to education
o Understanding CPL when guiding military-connected students
• For Higher Education Professionals:
o Implementing or expanding CPL programs at your institution
o Advocating for CPL policies and processes
o Training faculty and staff on CPL evaluation
o Marketing CPL opportunities to prospective and current students
• For Educational Leaders and Administrators:
o Strategic planning for access and equity through CPL
o Resource allocation and program development
o Building institutional culture that values diverse learning pathways
• Cross-sector collaboration opportunities
o Examples from American College of Education's CPL implementation
o Resources and tools for getting started

Conclusion (3-5 minutes)
• Key takeaways: The transformative potential of CPL
• Action steps participants can take immediately
• Additional resources for learning and implementation
• Contact information and follow-up opportunities

Q&A (Remaining time)
• Open question and answer period
• Addressing specific institutional contexts and challenges
• Clarifying technical aspects of CPL processes

Materials and Resources Provided
• Comprehensive handout with CPL types, definitions, and processes
• Case study collection
• Resource list with links to CAEL, HLC, and CPL program information
• Implementation guide and checklist
• Sample templates for CPL evaluation and portfolio development
• Digital access to all materials via QR code or conference platform

Outcomes

Purpose
To empower educators, counselors, and administrators with knowledge about Credit for Prior Learning as a transformative tool for expanding access to higher education and supporting diverse learner pathways.

Learning Objectives
By the end of this session, participants will be able to:
• Objective 1: Explain how Credit for Prior Learning validates and values experiential and non-traditional learning experiences
• Objective 2: Describe at least four different types of prior learning assessments accepted in higher education (standardized exams, military transcripts, ACE/NCCRS recommendations, and institutional PLA)
• Objective 3: Analyze how CPL reduces barriers to degree completion for adult learners, including time and financial savings
• Objective 4: Connect CPL principles to andragogic learning theory and authentic, real-world application of knowledge
• Objective 5: Identify ways to advocate for or implement CPL awareness in their own educational settings
• Objective 6: Evaluate the quality assurance mechanisms (HLC and CAEL standards) that maintain academic integrity in CPL programs

Supporting research

American College of Education PowerBI Dashboard. Total student population demographics, 2025 (Internal).

Association for Talent Development. (2025, May 15). ATD Research: Optimism remains strong for future of learning in organizations [Press release]. https://www.td.org/content/press-release/atd-research-optimism-remains-strong-for-future-of-learning-in-organizations

Causey, J., Gardner, A., Pevitz, A., Ryu, M., & Shapiro, D. (2025). Some College, No Credential: A 2025 Snapshot for the Nation and the States (6th ed.). Lumina Foundation. https://www.luminafoundation.org/wp-content/uploads/2023/04/SCNCReport2025.pdf

Freifeld, L. (Ed.). (2024, November 20). 2024 Training Industry Report. Training Magazine. https://trainingmag.com/2024-training-industry-report/

Klein-Collins, R., Taylor, J., Bishop, C., Bransberger, P., Lane, P., & Leibrandt, S. (2020, December). The PLA Boost Fact Sheet: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes (Revised). CAEL & WICHE. https://www.wiche.edu/wp-content/uploads/2020/12/PLA-Boost-Fact-Sheet-CAEL-WICHE-Revised-Dec-2020.pdf

Lumina Foundation. (2019). Today’s student summary. Lumina Foundation. https://www.luminafoundation.org/files/resources/todays-student-summary.pdf