Costing the Crediting of Life Experiences

The seventies has seen the emergence and acceptance of the principle of granting students college credit for learning achieved outside classrooms. Traditionally not considered sources of credit, work, community service, independent study, travel, and other activities are now examined for learning to be considered for credit. This interest has been aided by the pressure to make higher education more responsive to the needs and circumstances of an increasingly diverse population of students. Despite such pressure, however, and a growing feeling that it is legitimate to accredit nontraditional modes of learning, there are difficulties that must be addressed before such accreditation will be generally acceptable. One of these difficulties involves establishing an efficient and effective means of cost assessment. If the cost per credit is too high, students will very likely ignore the possibility of accrediting nontraditional learning, for as the results of a national survey by the Educational Testing Service demonstrate [3, p. 46], 53 percent of would-be students projected costs as the greatest obstacle to their enrolling. On the other hand, if the cost per credit is too low, financially hardpressed institutions will not be likely to offer or continue any accreditation program, not merely because their return will be small, but because they will undercut their regular offerings. No wonder, then, that the Cooperative Assessment of Experiential

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• The University of Illinois Placement and Proficiency System

  William M Stallings, Lawrence M Aleamoni et al.•The Journal of Higher Education•1972

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• Financing the External Degree

  Howard E Bowen•The Journal of Higher Education•1973

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• Awarding College Credit for Non-College Learning

  Charles W Meinert, Charles W Meinen et al.•The Journal of Higher Education•1976

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• Financing the External Degree

  Peter B Mann•The Journal of Higher Education•1973

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