Credit for Prior Learning: Understanding Cultural and Structural Barriers to Serving Post-Traditional Students

• In Event: Roundtable Session 38
  In Roundtable Session: Reflections on Adults' Ways of Thinking and Learning

Abstract

This study explores policies and practices necessary for institutions to identify and address barriers to implementing credit for prior learning (CPL) practices in order to serve adult, post-traditional undergraduates. It fills a void by highlighting successful strategies to establish and maintain necessary infrastructure, outreach to and support students, and faculty engagement with CPL programs.

Authors

• Christopher James Nellum, American Council on Education

• Jennifer R. Crandall, University of Pittsburgh

• Mary Beth Lakin, American Council on Education