With the Prior Learning Assessment (PLA), your life experiences can earn you college credits. Whether you already have a career, are serving or have served in the military, or are someone with diverse volunteer and work experiences, PLA offers a chance to turn your real-world knowledge into academic credit. Through the PLA, you can showcase your expertise and get the credit you deserve.
But for the PLA portfolio, you’ll need to craft a compelling narrative that demonstrate your mastery of course objectives. Crafting a story that showcases your skills and knowledge involves 7 basic steps.
Step #1: Understanding the Task
Writing about your learning experiences for the PLA portfolio starts with grasping the purpose behind it. The PLA portfolio is not just about listing what you’ve done; it’s about showing how you’ve mastered the skills described in the course objectives.
Step #2: Using the Power of Examples
One of the most effective ways to convey your understanding of course objectives is through detailed examples. Let’s say, for instance, your course objective involves using productivity software like Microsoft Word.
Instead of simply stating that you’ve used Word, delve deeper. Talk about specific tasks you’ve accomplished with Word, such as creating charts or mail merges.
Step #3: Demonstrating Your Acquisition of Specific Skills
To truly showcase your mastery of certain skills required in the course objectives, focus on the specific skills you’ve acquired. Provide step-by-step instructions if necessary, and don’t shy away from including technical details. For instance, if you’ve used Word to create charts, explain the process in detail.
Step #4: Incorporating Visual Evidence of Your Work
Incorporating visual evidence into your PLA narrative is key to helping the subject matter expert who evaluates your portfolio. If possible, include examples of your work directly within your writing. Whether it’s an Excel chart you’ve created or a Word document you’ve formatted, visual evidence adds credibility to your claims of subject mastery.
Step #5: Adding Supporting Documentation to the Prior Learning Assessment Narrative
Sometimes, you may not be able to include everything in your PLA narrative. That’s where supporting documentation comes in. Referencing the appendices in your portfolio allows you to provide additional context without overwhelming the subject matter expert who will decide whether to award you academic credit.
For the reader, ensure there’s a clear connection between what you discuss in your PLA portfolio and the supporting documents you provide. Explain how each piece of evidence relates to the skills you’re highlighting.
Step #6: Including Course Materials in Your Prior Learning Assessment Portfolio
Don’t forget to leverage course materials such as course syllabi, readings and resources in your portfolio. These materials can help you better understand course expectations, fill any gaps in your knowledge and are available online.
Step #7: Checking That Your Work Demonstrates Course Objective Mastery
Ultimately, the aim of crafting the PLA portfolio is to show that you understand the course objectives and have reached the highest level of learning. You’ll need to go beyond comprehension and apply your knowledge in creative ways.
Toraj Rozbeh’s Prior Learning Assessment Journey
Toraj Rozbeh is currently pursuing an online master of science in cybersecurity studies at American Military University (AMU). His journey from Afghanistan to the United States, coupled with his six years of service in the U.S. Army, involves a rich tapestry of experiences. His decision to pursue his degree at the University stemmed from the strong recommendations of colleagues and fellow servicemen.
Discovering the PLA program was a turning point for Toraj. Introduced to PLA by a coworker who benefited from it, Toraj realized the immense potential in translating his military service and educational background into academic credit.
However, Toraj encountered his share of challenges. One significant challenge Toraj encountered was describing his learning experiences in the Narrative section of the INTL647 Cyber Intelligence Prior Learning Assessment portfolio.
Translating the intricacies of his military training and practical cybersecurity knowledge into academic language proved daunting. Aligning these experiences with course objectives required careful reflection and clarity, a task that demanded patience and precision.
Toraj had to write an inventory of his cyber intelligence learning through the narrative section. Here are some examples of course objectives and charts that helped him to clearly organize his thoughts.
Course Objective 1: Examine the history and development of cyber intelligence operations and how those operations are integrated with intelligence operations.
| Learning Activity | Description | KSAs |
| Study the Morris Worm Incident (1988) | Analyze early vulnerabilities and their impact on cybersecurity strategies. | Knowledge of early cyber threats, the evolution of cybersecurity, and analytical skills. |
| Study the Role of CTIIC | Explore CTIIC’s role in government-private sector collaboration on cyber threats. | Knowledge of threat intelligence integration, public-private collaboration, and effectiveness of info sharing. |
| Academic and Professional Development in Cybersecurity | Pursue advanced education and certifications in cybersecurity. | Advanced cybersecurity knowledge, practical application skills, and continuous learning. |
Course Objective 5: Analyze the legal and policy challenges in the conduct of cyber intelligence operations.
| Learning Activity | Description | KSAs |
| Study Cybersecurity Laws | Review key laws and policies governing cybersecurity. | Knowledge of cybersecurity laws and policies, ability to analyze legal documents. |
| Collaborate with Professionals | Work with security managers and officers for practical insights. | Collaboration skills, and practical insights into cybersecurity operations. |
| Continuous Learning | Stay updated on evolving legal frameworks and policy updates. | Knowledge of current trends, ability to adapt to legal changes, and commitment to learning. |
Despite the challenges of creating a narrative for the PLA portfolio, Toraj persevered and earned college credits for INTL647. By participating in the Prior Learning Assessment, Toraj expedited his educational journey while reducing tuition expenses. Also, preparing his PLA portfolio deepened his understanding of the connections between real-world experiences and academic concepts, which enriched his learning experience.
Toraj wholeheartedly recommends the PLA program to his peers, particularly those students with relevant professional experiences. For Toraj, PLA not only validated his existing knowledge but also propelled him closer to his educational goals. By converting his practical experiences into academic credit, Toraj accelerated his progress towards completing his master’s degree.
Toraj’s journey highlights the transformative power of the Prior Learning Assessment program at the University. Despite facing challenges in crafting a narrative, Toraj’s persistence and dedication enabled him to leverage his prior experiences for academic advancement.
For more information about PLA, visit the Prior Learning Assessment page or email PLA@apus.edu.
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