1. Prior Learning Assessments
A Student’s Perspective

2. What in the world is a PLA, and how does
it apply to me?
 A PLA, or Prior Learning Assessment, is an avenue a
student can take to demonstrate any College-Level
Learning they may have gain from…
 Work experience
 Community Participation / Volunteering
1. Hobbies / Recreational activities
 Military Training
 Non-credit courses and seminars
 While participating in educational planning with your
Mentor and building your degree program, you work
together to identify any subject areas in which you may
have College-Level Knowledge

3. What are some options that exist to
demonstrate College Level Learning?
1. Transcript Credit
 Must be a grade of C- or higher
2. Standardized Examinations
 CLEP, Excelsior Exams, Dantes etc.
3. Evaluated NonCollegiate-Sponsored
Learning
 ACE and PONSI
4. Individualized Prior Learning Assessment
(PLA)

4. Transcript Credit
 Can transfer in credits from a
Regionally accredited College
or University
 Need a grade of C- or higher
unless whole associate
degree transferred in
 Official transcript must be sent
from that institution directly to
Admissions
 Foreign institution transcripts
need to be sent through WES
(World Education Services)
 www.wes.org/esc.asp

5. Standardized Examinations
 Common exams that translate to credit:
CLEP www.collegeboard.com/clep/
DSST (DANTES) www.dantes.doded.mil/
Excelsior College Exams (ECE)
www.excelsior.edu/ - click on exams
Thomas Edison College Examination Programs
(TECEP)
www.tesc.edu
Advanced Placement Program (AP)
www.collegeboard.com/ap/students
Graduate Record Subject Examinations (GRE)
www.gre.org
 If student results meet those established by the
college for credit, that credit can be included in your
degree program

6. Evaluated NonCollegiate – Sponsored
Learning
 College-Level learning you have acquired from
educational experiences that have been previously
evaluated.
 A student may have credit for pre-evaluated learning
from:
 1. A license or certificate of completion of a training program
 2. Completion of formal educational courses offered by business,
 industry, professional associations, labor unions, and other non-
 collegiate organizations evaluated by PONSI and ACE
 3. Completion of formal military training and/or possession of
 military occupational rating or specialty evaluated by ACE

7. Common Licenses, Certificates, and
Trainings that have already been evaluated
 ESC Generic Evaluations:
 Licenses and Certificates
 1. American Red Cross Certification
 2. Credentialed Alcoholism and Substance Abuse Counselor
 3. Emergency Medical Technician Certification
 4. Insurance Licenses (NYS)
 5. Real Estate Licenses (NYS and other states)
 6. Series 7 Stockbroker’s License: General Securities
 Registered Representative (NASD)
 Training Activities and Apprenticeships
 1. Apprenticeships (NYC Locals) Evaluated by ESC’s Harry
 Van Arsdale Jr. Center for Labor Studies
 2. New York City Police Department – Officer Promotions
 Complete list available on the College’s web site:
www.esc.edu, search for “generic evaluations.”

8. Common Licenses, Certificates, and
Trainings that have already been evaluated
cont…
 PONSI www.nationalponsi.org
 1. New York City Fire Department
 2. New York City Police Department
 3. Verizon
 ACE Guide to Educational Credit for workforce training
www.acenet.edu/nationalguide
 1. FEMA
 2. Center for Financial Training Atlantic States
 ACE Guide to Educational Credit by Examination
www.acenet.edu
 1. CollegeBoard Advanced Placement Examinations

9. Individualized PLA Process
 What is the established process ?
Student and Mentor work together to
create an appropriate request.
• Generic Request forms available at: request Form
What should be included in the request?
• 1. Include the “What” and “How” of the student’s learning
 What are the specific knowledge, skills, and abilities
associated with the requested topic?
• 2. Also include information in regards to what the student is
requesting
 Specific Title
 # and type of Credits
• 3. Any documentation student can provide for the evaluator
• 4. Submit Requests through PLA Planner after you have
reviewed them – This link is also available on the Academics tab
of MYESC under the link to DP Planner. Max of 8 credits per
topic, unless Language, which has a max of 16 credits (8 upper
& 8 lower)
 FYI: There is a one-time $300 fee associated with process payable to student
accounts

10. Individualized Prior Learning Assessment
What is the Mentor’s Role in all Individualized PLA’s ?
 1. To act as a resource
for the student – help determine
what the difference is between
learning and experience.
 2. Reflect with students on what
College-Level Learning is.
 3. Review Individualized CBE
Requests before submission to
Assessment Office
4. Help students formulate
ideas for topics and how they
may fit into their Degree
ProgramBloom’s Taxonomy

11. Ready
 Most students come to the PLA process thinking about
what they do (i.e. manage, train, lead, paint, perform
etc.). This is a great place to ready yourself for the
process, but it can’t stop there.

12. Set
 Armed with what you do, it is time to talk to your mentor
about how the what you do can equate to credit. This is
the time to set the wheels in motion.

13. Think Broadly
 Your knowledge does not have to match a course
description, but it is your responsibility to demonstrate
that it is college-level
 Don’t think too narrowly! Many people have coached
their children’s sports teams, been involved with
community organizations, had leadership roles in
church/community/school, but don’t think about the
knowledge gained as potential credit. Talk all
possibilities over with your mentor, but never forget its
about the knowledge gained, not the experience.

14. Go
 Now that you have talked with your mentor and have a
list of potential topics, it is time to think about what you
know about these topics. To do this you can go to the
specific or generic guides to Credit by Evaluation or
simply begin by writing what you know.

15. Individualized Prior Learning Assessment
How do I know what I know?
 There are a number of ways to help you think
academically about what you know. Below is a list of
options. This is not an exhaustive list, but will get you
moving in the right direction.
 Course Syllabus
 CDL Guides to Credit by Evaluation
 Sample Exams (i.e. CLEP/DANTES etc.)

16. Individualized CBE: Using the Sources
 Course Syllabus – simply review the content included in
the course syllabus to determine if you are familiar with
such content. If so, elaborate on this.
 CDL Guides to Credit by Evaluation – simply answer
the questions from each specific guide or the generic
guide.
 Sample Exams – most exams offer a list of the content
and often have sample practice test. Look over the list
to see if the topics listed are something you are familiar
with.

17. A Practical Example:
Beginning to explore your areas of learning
Let’s say you have experience as a manager. As your mentor, I
will ask you what knowledge you have gained from this
experience? Below are some questions you might ask yourself to
help you flush out what you know. Answers to these types of
questions will also help you move from what you do to what you
know.
1. What is Management (define)?
2. What do managers do?
3. What roles to managers play?
4. What is the difference between Management and Leadership?
5. What are the primary challenges for managers?
6. What are the Organizational Aspects of Management?
7. What are the Operational Aspects of Management?
8. What historical facts or theories do you know about Management?

18. Be Specific
 When developing your request, be specific about the
details. You need to let your evaluator know if you are
requesting:
 Introductory or Advanced Credits
 Liberal Credits
 General Education Consideration

19. PLA Planner
 On-line Submissions Platform for Prior
Learning Assessment Requests
 1. Student Submits request to mentor
 2. Mentor reviews and submits to Assessment office
 3. Assessment office reviews and assigns an
appropriate area expert (Evaluator) to work with student
 4. Student and Evaluator arrange a mutually convenient
time for a telephone interview
 5. Once evaluator has enough information in regards to
the student’s knowledge they submit a recommendation
report back to the Assessment office

20. What type of questions will the Evaluator
be asking?
 1. They may ask you to provide further documentation
 2. They may ask questions to clarify the knowledge that
you have
Bottom Line: They are trying to find out if you can
demonstrate the knowledge that might otherwise be
gained in a college-level course on this subject

21. So after I speak with the evaluator, I get
the credit?
 Not quite! The evaluator will make their
recommendation based on the information you provide.
What they recommend could be greater than or less than
what you requested, depending on your demonstrated
knowledge. However, what they provide is just that …
“A Recommendation”
 This recommendation goes to committee with the rest of
your Degree Program before it reaches Final Approval.

22. Some good resources …
Resources for information:
A Student Guide: Credit for Prior College-Level
Learning
• A Student Guide: Credit for Prior College-Level Learning
• See attached Sample
ESC Website – “Credit for Prior Learning”
• Credit for Prior Learning

23. Facts
 You must be a matriculated student to use this process
 The evaluator will make a recommendation regarding
credit, but only an Assessment Committee and the Office
of College-wide Academic Review can approve the
credit
 Before your PLA credit can become part of your ESC
transcript, you must complete an appropriate
Educational Planning course and have an approved
degree program

24. Questions?