Life-long Learning
This module discussed how some applicants will want course credit for life experiences. I have found this to be a complex issue.
At some level, there is value for having experienced real-world experiences. However, as an educator I must know "how is this knowledge measured?"
My school doesn't offer life long learning, primarily for this reason. I know some undergrad schools utilize CLEP, which seems like a good idea. However, it would be interesting to learn more about how other admissions reps deal with this issue.
Stephanie,
Thank you for your post. Life credits is such a controversial topic. The school has to make the determination of equivalency.
Patty Aronoff
In a way I think I am personally opposed to life credits. The reason being is that it could cause resentment that is misled in the end. For example,
let's say that a student tested out of a specific course, and didn't have to take it. A few years later in the workforce, they struggle to keep a job because one aspect of their jobs requires knowledge of some sort that they would have been taught during the class that they tested out of. That student would hold their anger toward the college for not being taught that, but really it was their choice to test out of the class.
I did the IB program in high school, so when I started college, there were certain classes that were "given" to me that I didn't have to take. Two of those classes were English Composition I and II. I started out with a junior-level literature class which I actually ended up doing poorly in. Our first assignment was supposed to be typed in a specific format, which I had never learned during high school, but which was covered during English Comp I and II. I struggled all semester to self-teach myself how to use this format so that my grades wouldn't suffer all through out college.
Diane,
Thank you for posting your school's life-long learning process.
Our institution has an entire department dedicated to working with life experience credit. I believe the only credit we give is general education credit, such as humanities credits for parenting essays, etc. Also, if someone has clock hours with an institution where they can prove the time spent, with a signed document, that shows the date, the course, the description of the course, how many hours were spent in the class, etc. Those can be turned in portfolio style and so many credits are granted for so many clock hours. It is a very wide ratio of clock hours to credits, I know that, but that is one area that I leave to the experts, telling the student the wide parameters and giving them further places to find out more.
I totally agree with this and I feel it's fair. Ultimately you cannot consider something "learned" unless you're able to demonstrate that you understand it.
Whitney,
Life credits should only be given when the student can demonstrate the objectives and outcomes of the curriculum just as if they took the course. Very hard to do these days.
You are right!! I encounter a lot of students who want credit because they have been working in a particular field for 10 years. The only fair way for the student to earn credits in a particular course is to allow them to test out of that course. That keeps the standards fair across the board.
Matthew,
Unfortunately life long learning or life experience credits usually are the draw for diploma mills. There is a dark road followed when a person is given a degree based on their life experiences.
