A statewide faculty development project initiated in Oregon is described. Suggestions for planning faculty development programs--ranging from how to select faculty to how to discuss faculty concerns about experiential learning--are provided. A variety of new roles and tasks for faculty are suggested. (MLW)

A description is given of the system developed by the College Board during the past three decades through which, on the basis of examination, more than 1,500 colleges award degree credit for prior learning. Over 140,000 individuals take the examinations each year. (Author/MSE)

Experiences in prior learning programs are discussed by three adult learners. The College of New Rochelle's Life Experience Portfolio Program, Marylhurst Education Center's Prior Learning Program, and Ohio University's Prior Learning Program are summarized. (MLW)

The unique opportunities and problems that come with serving diversely prepared learners are discussed. The concept of "diverse preparation" is illustrated with brief sketches of three students, and the ways in which institutions respond to diversity or preparation are examined. (MLW)

Prior learning assessment programs are characterized as having a highly individualized service or a more standardized pattern. Three model programs are described: Webster College in St. Louis, Adelphi University in Garden City, Long Island, and Sinclair Community College in Dayton. (Author/MLW)

Portfolio assessment, designed after the model disseminated originally by the Cooperative Assessment of Experiential Learning (CAEL) project, has become the assessment technique of choice in prior learning programs as well as the foundation for adult degree programs. Innovations and changes in the assessment process are discussed. (Author/MLW)

Starting programs for new kinds of adult students without delay is one of the urgent actions recommended for the college by a college president widely known for his success in this area. (Author)

Prime features of sound college programs that assess for credit the prior experiential learning of adults are outlined. Faculty judgment underlies all evaluation methods, which include oral exams, written reports, actual performance, or appraisals of advanced professional knowledge. Work of the Council for the Advancement of Experiential Learning…

The composite-portfolio approach, combining all major systems of assessing prior learning of adults for degree credits, is described as exemplified by methods of Empire State College of the State University of New York. Illustrations include evaluation statements, outline of an actual degree program, and an evaluation policy statement. (MSC)

A model of graduate experiential learning assessment is proposed, based on the work of the Council for the Advancement of Experiential Learning. Present program practices in 12 programs are related directly to the model so that sound practices can be identified and replicated in other programs. (MLW)

The issue of the costs and financial aspects of the assessment of prior learning is discussed from the point of view of program managers and others responsible for ensuring high quality, cost-efficient academic programs. Rationales and models currently in use are examined. (MLW)

A discussion is given of competency-based programs of innovative colleges, including the role of assessment of prior learning in such programs, drawing on the experience of Justin Morrill College of Michigan State University. (Author)

The consortial approach to assessment of prior learning can reduce costs and increase the availability of service. CLEO (Compact for Lifelong Educational Opportunities), a consortium of 38 colleges and universities in the Delaware Valley region, is described. (Author/MLW)

Three prior learning program directors relate their experiences with program implementation. Three different types of institutions are represented: Sinclair Community College, State University of New York at Cortland, and American University, Washington, DC. Vital statistics and program descriptions are presented. (MLW)

The new Continuing Education Unit as a quantitative measure of noncredit coursework is explained, and it is indicated how the college should consider CEU transcripts in assessing prior learning for credit. (Author)