Abstract:

Practice-embedded, learning (PEL) focuses on developing knowledge, skills, and expertise through direct, hands-on experiences, particularly in a professional or clinical setting. Key characteristics include learning through doing, direct experience, supervision and mentoring during practice, reflective practice, progressive complexity, regular feedback, the integration of theory and practice, and creation of a professional identity. The process for documenting this type of learning is varied between institutions. The methodology discussed in this paper uses a portfolio-based approach developed to meet program-level accreditation through ABET (the engineering and engineering technology accreditation organization) and has successfully passed two ABET review cycles. The methodology is also in line with the institutional-level accreditation as it generates a portfolio of the student’s work that satisfies all the elements required for issuing credit for prior learning.

The methodology discussed begins with establishing an understanding of the how the process is used in concurrent practice-embedded learning (cPEL) (e.g. documenting the learning of students who are currently in a co-op, internship, or working on a project) and then applying the same tools and processes to document student learning obtained during a prior practice-embedded learning (p-PEL) experience (e.g. learning acquired by the student during military experience, prior jobs, co-ops, internships, etc.). An interesting component of the process when used in p-PEL is the level of metacognition evoked while the student reflects on their prior learning during the documentation of the prior learning, transforming it into a reflection that is now part of their current learning experience. The methodology is explained from a faculty view-point perspective.

Keywords:

Credit for prior learning, practice-embedded learning.