By Mikayla Overton, Iain Pardoe, and Susan Forseille
Introduction
The Prior Learning Assessment and Recognition (PLAR) process at Thompson Rivers University (TRU) enables students to earn academic credits for life and work experience learning. In this session we will reflect on lessons learned from surveys of PLAR participants in 2018 and 2023 exploring persistence. We consider participant motivations, goals, and future plans; progress through the process; factors impacting completion; and access/support. The goal of this research is continual refinement of TRU’s PLAR process to enhance inclusivity and student engagement.
The goal of this research is to better understand the factors that impact PLAR completion. We knew that about 86% of students who began a PLAR process in 2018 didn’t complete it. If we can better understand the variables that impact completion rates, we can enhance our practices, support, and resources to increase PLAR completion.
A survey was administered in 2018, which included 176 respondents. 14 of those respondents were interviewed. A second survey was administered in 2023, which included 360 respondents. Initial findings from 2018 have already led TRU Open Learning to create resources to address these impacts.
