Assessing Prior Learning of Adults in a Coordinated Program

Abstract

Adult students entering a coordinated program may have already acquired extensive knowledge and skills from previous college coursework and work experience. Evaluating that learning in order to award college credit has been successfully accomplished by traditional and nontraditional means. Transcript and course description evaluation, College Level Examination Program (CLEP) tests, Dantes tests and challenge exams developed by course professors have been used to award credit for didactic courses. Adapting methods used throughout the college, faculty members assess knowledge acquired through experiential learning for students 25 years and older by using portfolio evaluation or performance appraisal. Using competencies from the first food service management supervised practice, students develop a portfolio including their resume, examples documenting proficiency for each competency and a letter from employer substantiating achievement. To obtain credit for the health care systems supervised practice, where interviewing skills are developed, students document work experiences and obtain a diet history from a diabetic patient at a local hospital while being observed by two faculty members. Students analyze findings using a computer program and complete the nutrition care plan, recommending appropriate medical nutrition therapy. Faculty members assess prior learning at least one semester before course is to be scheduled. Partial or complete credit and hours may be awarded for supervised practice. Credit cannot be obtained for final supervised practices in medical nutrition therapy, food service systems management or community nutrition, as these supervised practices are the hallmark of the program. Students achieving credit by these methods have been successful in higher level courses and supervised practices as well as on the registration exam.