Lifelong learning programs such as the one at the College of New Rochelle recognize the need to examine the potential student and enhance the concept of community. The philosophy and methods of the School of New Resources are outlined. (JMF)

This presentation focuses on impressions and findings resulting in activities in the Cooperative Assessment of Experiential Learning Project, which is briefly described. Comments are made about nontraditional programs in higher education that provide opportunities and assessment for experiential learning particularly and centers on five topics:…

The School of Education at the University of Wisconsin- Milwaukee has refined its method of granting college credit for community experience. Prior Professional Educational Experience (PPEE) credits are granted for knowledge in competency areas offered by the department. The program has given students a sense of accomplishment about learning…

The need to build experiential learning into external degree programs is examined in terms of the framework identifying the functions of experiential elements of a program. Successful forms are defined and models of these are described. (JMF)

This report presents guidelines developed by a task force at William Rainey Harper College (Illinois) for translating experiential learning into academic credit. Introductory sections describe the institutional commitment to granting credit for non-traditional learning experiences, a new related Associate in Liberal Studies degree, the current…

Following a literature review, this article analyzes the financial impact of credits for experiential learning on a major midwestern university. Both students and the institution appear to have benefited economically. Questions are raised concerning who should benefit from publicly supported education--students, society, or all three. Includes 28…

Describes programs that allow adult students to acquire academic credit without attending formal classes. Instead, students can study part-time, at home and at their own pace, and also earn credit for knowledge, experience, and noncollegiate courses. (NRJ)

Millsaps College inaugurated an Adult Degree Program to compensate for the predicted diminishing number of traditional age students and to establish a degree program incorporating a number of innovations of value to working adults. Issues considered before implementing the program included the impact of such a degree offering on existing programs,…

Lifelong learning has great political and social implications for formal educational institutions. Imported from Europe, lifelong education stresses education for all ages offered at the time the learner needs the competencies being taught and supplied by the society as a whole rather than just from the schools. The forces that produce the growing…

The first campus of a college (College of New Rochelle) to be established in the headquarters of a union (American Federation of State, County, and Municipal Employees) is described as a pioneering model of cooperation between labor and higher education. (MLW)

It is suggested that student learning through cooperative education programs should be evaluated in terms of stated objectives, and that it should be the basis for awarding degree credit. Purposes of, responsibility for, time of, and means of evaluation are discussed. (Author/LBH)

Results of a 13-item questionnaire mailed to Iona College graduates who had received "life experience" credits as part of their undergraduate degree are presented. The purpose of the study was to determine the acceptability of life-experience credits by graduate schools to improve advising and advocacy activities. (Author/LBH)

Colleges and universities have responded to the need of adults to possess academic credentials by designing programs flexible enough to fit any situation. Portfolio assessment, independent study, credit-by-exam, and credit for prior learning are among the ways people earn degrees. Some women's experiences and sources for study cited. (MLW)

This report contains suggestions on how adults can secure college credit for past education and life experience. According to the report, there are eight categories of life experience that can be worth credit: work; homemaking; volunteer work; noncredit learning; travel; recreational activities and hobbies; reading, viewing, and listening; and…

A cost/benefit analysis of the assessment of experiential learning was performed at Webster College, Missouri. An undergraduate and a masters degree program were studied; the costs of evaluating experiential learning were compared to the costs of traditional college programs. Total costs for experiential learning assessment were found to be…