@article{6c04b2ab824b4415b33e88aa57da34e1,
title = "Future directions for prior-learning assessment: Taking essential learning outcomes into consideration",
abstract = "Through the case example of the Learning Recognition Collaborative, this article examines possible connections between Essential Learning Outcomes, prior-learning assessment, and equity in learning for today's students.",
author = "Baker, {Gianina R.} and Erick Montenegro and Jankowski, {Natasha A.}",
note = "Funding Information: Each of these design elements are infused throughout the information presented in the toolbox, which is structured into a developmental path of implementation. For foundational elements of success, institutional representatives are provided with resources on Implementation Planning, Awareness and Value, Policy, and Stakeholder Engagement and Support. Without clear policy, statements on why this work matters, and engagement of multiple stakeholders, little movement will occur towards meaningful recognition of learning. Further, implementation planning provides the roadmap upon which the rest of the work is built. Supported by the foundational elements, are pillars, which include Infrastructure (i.e., business models, staffing models, technology, student outreach), Student Supports, Academic Integration, and Evaluation. There are a number of processes and practices to assist in guiding institutions in the development, adoption, and sustainment of learning recognition work. When aligned with and connected to institutional work on ELOs, there is great opportunity to advance learning and outcomes for students of all backgrounds. Publisher Copyright: {\textcopyright} 2021 Wiley Periodicals LLC",
year = "2021",
month = jun,
day = "1",
doi = "10.1002/tl.20450",
language = "English (US)",
volume = "2021",
pages = "33--42",
journal = "New Directions for Teaching and Learning",
issn = "0271-0633",
publisher = "John Wiley & Sons, Ltd.",
number = "166",
}