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…

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)

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…

This handbook gives the adult student information to complete portfolios that are designed to help adult students earn college credits for outside experience. Portfolio assessment is a flexible and efficient way to earn college credit. Nearly any area of learning can be converted into credits as long as it is taught at a regionally accredited…

Evaluation of prior learning for college credit towards a general studies degree is discussed in this handbook for faculty evaluators. It is suggested that the major responsibility of the evaluator is to determine if prior learning is college level and how many credits should be awarded. Credit toward the general studies degree is awarded only for…