Credit for Prior Learning

The City University of New York recognizes the value of prior learning in the achievement of academic goals and acknowledges a student’s right to clear and concise information concerning how Prior Learning Credit (PLA Credit) might help them meet their full potential. As such, it is the University’s policy that a student’s college level learning shall be evaluated for college credit at the student’s request.

Through this policy, the University accepts the following educational principles:

1. Learning occurs both within formal educational settings and outside the classroom. Recognizing all learning as valuable supports diverse pathways to degree attainment.
2. The criteria for evaluation of such learning should take into consideration the educational goals which are identified by the student, as well as institutional and CUNY requirements.
3. Evaluation of prior learning should provide substantive information about the knowledge and competencies, the individual possesses.

To this end, the University’s Minimum PLA Credit standards shall be based on the following criteria:

1. The prior learning shall be assessed in accordance with national standards and best practices for college level credit.
2. Prior learning shall be assessed and awarded through challenge exams, standardized testing, the recommendations of nationally recognized noncollegiate credit evaluators and portfolio evaluation.
3. The credits earned through accepted PLA credit methods shall be treated equally in their application towards degrees and use in course equivalencies as that of credit bearing college courses.
4. The PLA Credit granted shall be accepted as transfer credit by all of the CUNY colleges. The college doing the original assessment will evaluate the knowledge, preferably as course equivalents but certainly as general elective credit. Any subsequent college will accept the credits as a transfer course but may convert general elective credit to a course. No college, however, may convert to elective credit a PLA exam or course assessed by another institution as a course equivalent.
5. The knowledge and skills being assessed shall fulfill degree requirements. If the assessment does not apply to unfulfilled general education, major requirements or electives, the college does not have to accept the credits toward the degree. It must fulfill a degree requirement.

And the University’s award of credit through acceptable PLA Credit methodologies will be as follows:

1. Credit shall be awarded by all colleges and schools at CUNY.
2. Credit shall be awarded when they apply towards degree requirements (major, general education or electives).
3. Since PLA Credit is viewed as a form of transfer credit, it shall not be utilized to fulfill institutional residency requirements. Students will be required to complete successfully the minimum number of credits in coursework offered by the college or school awarding their degree.
4. The cost of assessing student learning for PLA Credit shall be standardized across all CUNY colleges as determined by the Chancellor or designee and approved by the Board of Trustees.

The Policy for the Use of Credit for Prior Learning will establish university-wide policy for awarding credit for college level learning acquired through

1. degree- and non-degree granting institutions;
2. university and college based continuing education programs;
3. professional and military training;
4. work and life experiences; and
5. other non-collegiate opportunities for learning.

This policy will engage CUNY faculty in the clarification of credit equivalencies as they relate to the specific institution’s curriculum as well as the student’s selected program of study. Faculty and campus-based administrators will be invited to participate in the design of a student appeal process, in order to help ensure transparency and equity for students.

The Policy for the Use of Credit for Prior Learning applies to all colleges of The City University of New York. The Chancellor shall promulgate procedures as necessary to implement this policy. The awarding of credit for the various nationally recognized standardized examinations will be implemented immediately, but colleges and schools will be permitted to phase in the requirement of awarding credit for non-credit coursework as they establish campusbased procedures to do so and in alignment with university-wide standards and criteria that will be developed during the 2020/2021 academic year. The awarding of credit via portfolio, while encouraged, remains voluntary at this time.

The Policy for the Use of Credit for Prior Learning sets the principles, definitions, criteria and guidelines to assist institutional officials in validating learning achieved through nontraditional educational environments. In recognition of the need to evaluate learning acquired from other sources such as, but not limited to non-degree granting organizations, university and college-based continuing education programs, as well as professional and military training programs, the City University of New York will adopt the following principles, policies and implementation guidelines.

1. The University shall provide a systematic and comparable means through which students shall be awarded academic credit for prior learning.
2. CUNY policy shall assure the maintenance of uniform academic standards regarding the evaluation of prior learning and provide for uniform transfer of credit for prior learning between and among CUNY institutions.
3. These policies and practices will include provisions for oversight and periodic evaluation to protect the integrity and credibility of this program and academic credits.
4. Students eligible to receive credit for prior learning must be matriculated or be matriculating at the institution awarding the credit.
5. While general elective credit may be given, it should be understood that in the interest of accurate recognition of learning as well as being welcoming to adult students, every effort should be made to give credit for specific courses or disciplines in the college’s offerings. General elective credit should be given only when no other option is available.
6. Credits for demonstrated knowledge earned through any prior learning method do not fulfill the college’s or school’s residency requirements.
7. Credit for prior learning, must apply towards degree requirements and once recorded at a CUNY institution, is transferable to another CUNY institution on the same basis as if the credit had been earned through regular study at the awarding institution.
8. Institutions shall only award specific course credit for prior learning in disciplines in which they have faculty expertise, although general elective credit may be given for prior learning achieved outside the bounds of the institution’s collective expertise.
9. Institutions shall assign their own course title and number to the credit awarded and the neutral grades of CR (credit) shall be utilized to designate credit awarded for prior learning. Conventional letter grades shall not be used.
10. All awarded credit for prior learning shall be appropriately identified by source and method on the transcript by University-wide codes established by the University Registrar.
11. Credits assessed and awarded by one CUNY institution will transfer to every other CUNY institution. Applicability of the credit award at any subsequent college or school is dependent upon the requirements of the individual student’s program of study. Hence, credits awarded and applied at an institution may or may not, as is the case with all credits earned prior to enrolling at an institution, be they credit bearing courses or not, be applicable to the program of study at another institution, depending upon the student’s degree requirements and the number of elective credits in the program of study at the transfer institution.

CUNY institutions will award credit for prior learning by reviewing and validating the learning on an individual basis using recognized or approved tools and methods. While the Office of the Executive Vice Chancellor and University Provost will regularly promulgate the list of standardized examinations and national and international credentials, at this time the following nationally recognized methods shall be used for validating prior learning for the purposes of awarding credit:

A. Standardized Examinations

Nationally recognized examinations are used to validate prior learning from non-collegiate schools as well as independent learning. Examination scores, used to validate prior learning, must meet or exceed the minimums recommended by ACE for national examinations. Those minimums are: a four (on a seven-point scale) in the Higher-Level course in the International Baccalaureate Organization Diploma Program, and a grade level of C or better for locally developed examinations that validate non-technical coursework. Cutoff scores for locally developed and administered advanced standing examinations shall be established. If a student achieves the score listed on an AP, AICE, IB, DSST, DLPT, or CLEP exam, CUNY institutions shall award credit even if they do not offer the subject area.

1. Credit by examination may not duplicate credit previously earned through non-collegiate courses, examinations or through postsecondary courses in which a transferrable grade has been earned.
2. If an exam is not listed, the awarding of credit is at the discretion of the institution.
3. Institutions may not award credit for scores below those listed.
4. Credit for prior learning, once recorded at a CUNY institution, is transferable on the same basis as if the credit had been earned through regular study at the awarding institution. 5. For purposes of quality control and consistency across the university, no college may award credit for any scored or graded PLA tool when a student earns less than the published score or grade.

Below is the list of approved standardized examinations by this policy.

1. Advanced Placement (AP). Advanced Placement exams are curriculum-based, and generally are taken after students complete the corresponding Advanced Placement course in high school. Advanced Placement courses are challenging, college-level courses that are designed to parallel typical lowerlevel undergraduate courses. Exams are developed by committees of college and secondary faculty and are given to test groups of students in actual college courses to determine appropriate passing scores. More information about Advanced Placement, including descriptions of courses and sample examination questions, is available at http://apcentral.collegeboard.com/apc/Controller.jpf. The CUNY Board of Trustees adopted a policy in 2017, that all undergraduate colleges and schools at the University shall grant course credit for advanced placement courses offered in secondary schools provided the student scores 3 or above on the advanced placement test. (BTM Policy 1.071 Advanced Placement)
2. Advanced International Certificate of Education Program (AICE). The AICE program is an international, advanced secondary curriculum and assessment program equivalent to the British system of “A-Levels.” AS-Level courses are comprised of curricula lasting one academic year. A-Level courses encompass all AS-Level curriculum as well as additional topics. A-Level coursework is completed over two academic years. Information about the program, including course syllabi, can be found on-line at http://www.cie.org.uk/countries/usa. Credits shall be awarded for grades of E or better (US equivalent of C or better).
3. DSST (DANTES). The DSST exams, unlike Advanced Placement, are not built around curricula, but rather are designed to test students’ knowledge on a variety of college-level subjects, regardless of where they may have learned the material. Exams are developed by committees of college faculty. More information about DSSTs, including descriptions of test content and sample examination questions, is available at http://www.getcollegecredit.com/. Credits shall be awarded for minimum score of 400 on Criterion Referenced test or 45 on Norm Referenced test.
4. Defense Language Proficiency Test (DLPT). As part of the Army Training and Doctrine Command, the Defense Language Institute Foreign Language Center (http://www.dliflc.edu/) provides resident instruction at the Presidio of Monterey in two dozen languages, five days a week, seven hours per day, with two to three hours of homework each night. Courses last from 26 to 64 weeks, depending on the difficulty of the language. DLIFLC is a multi-service school for active and reserve components, foreign military students, and civilian personnel working in the federal government and various law enforcement agencies. To attend DLIFLC one must be a member of the Armed Forces or be sponsored by a government agency. DLIFLC students are taught by approximately 1,800 highly educated instructors, 98 percent of whom are native speakers of the languages they teach. Aside from classroom instruction, faculty also write course materials, design tests called the Defense Language Proficiency Test, and conduct research and analysis. Credits shall be awarded for minimum score of 3.
5. College Level Examination Program (CLEP). The College-Level Examination Program, unlike Advanced Placement, is not built around a curriculum, but rather is designed to test students’ knowledge on a variety of college-level subjects, regardless of where they may have learned the material. CLEP exams are developed by committees of college faculty who design questions based on what is typically covered in lower-level college courses and who set passing standards for the exams. More information about CLEP, including recent test information guides, can be found online at http://www.collegeboard.com/student/testing/clep/about.html. Credits shall be awarded for minimum score of 50.
6. Higher Level courses in the International Baccalaureate (IB) Organization Diploma Program. The International Baccalaureate program is a challenging curriculum offered in high schools around the world that is designed to prepare students for advanced work in many countries’ postsecondary systems. Many subjects have both Standard Level (SL) and Higher Level (HL) versions, which are taught over two academic years and typically require additional specialized research or independent work. More information about the IB program is available at http://www.ibo.org/. The CUNY Board of Trustees adopted a policy in 2017, that all undergraduate colleges at the University will award 30 credits to students who have completed an International Baccalaureate (IB) diploma with a score of 30 or higher. Students who have completed an IB diploma with a score of 29 or less and students who did not complete a diploma will be guaranteed credit for higher-level IB exams with scores of “5” or better. The credit awarded will apply toward the overall number of credits required for graduation and in some cases toward major and general education requirements, as determined by each college. (BTM Policy 1.192 International Baccalaureate Transfer Credit Award)

[NOTE: As of 2022, Excelsior College no longer offers UEXCEL exams.] While not mandatory, colleges may also opt to use Excelsior College Exams (UEXCEL)to award credit. All credits awarded via UExcel must transfer from one institution to another as with all other PLA credits. These examinations are developed by Excelsior College which was founded in 1971 by the New York State Board of Regents and was then known as the Regents External Degree Program. Excelsior College uses national committees of faculty consultants and national studies to assess how well their tests measure the performance of students in actual college courses. UExcel examinations are approved by the American Council on Education and Excelsior College itself is accredited by the Middle States Association of Colleges and Schools (MSACS). Credits shall be awarded for minimum grade of C. More detailed information about Excelsior College Examinations can be found on-line at the following sites:

• https://www.excelsior.edu/Excelsior_College/Excelsior_College_Examinations

B. Non-collegiate Credit Evaluators

Noncredit coursework taken within or outside the realm of degree granting institutions, such as in rigorous employer and military training and education programs or continuing education programs offered at universities and colleges, is evaluated by nationally recognized organizations who offer a recommended credit equivalency to degree granting institutions.

1. American Council on Education (ACE) Guide to Evaluation of Educational Experiences in the Armed Forces, National Guide to College Credit for Workforce Training, and ACE recommendations of college credit by examination, as well as ACE credit recommendations on the Joint Service Transcript, and other publications as recommended by ACE. When evaluating programs offered by the armed forces, the following military records shall be used by college academic departments to verify successful completion of military service, and military training courses: a. Army/American Council on Education Registry Transcript System (“AARTS”). b. Sailor/Marine American Council on Education Registry Transcript (“SMART”). c. Community College for the Air Force (“CCAF”) transcript. d. Coast Guard Institute Military Education Transcript. e. DD Form 295, Application for the Evaluation of Learning Experiences During Military Service. Military Education offices can provide this form to active-duty and reservists. This form must be certified by an authorized commissioned officer or his/her designee. f. DD Form 214, Certificate of Release or Discharge for Active Duty.
2. The University of the State of New York’s National College Credit Recommendation Service (NCCRS). Formerly known as National PONSI (Programs on Non-collegiate Sponsored Instruction) operates in a similar manner as ACE, evaluating non-credit coursework and offering recommendations for college credit equivalencies.

C. Institutionally Prepared Assessments

Institutionally prepared assessments of prior learning such as challenge or final examinations as well as a faculty expert’s analysis of a course syllabus, may be used to review non-credit certificate or training programs when no recognized evaluator is available. These assessments should be developed and conducted by qualified faculty with content expertise. The institutional procedures used to validate prior learning should be objective to the extent that external evaluators would reach the same conclusion and are in line with national norms and standards. The University Implementation Committee will set up guidelines for the development of this type of assessment, but the colleges and schools will be responsible for overseeing the quality control and successful implementation of these assessments. The University will maintain a list of assessments of these non-collegiate courses of study and credit will be granted accordingly as needed.  Credit bearing coursework taken at an institution accredited by a body not recognized by the college or school may be assessed for PLA credit by a qualified member of the faculty.

CUNY encourages its colleges and schools to recognize that college-level learning may occur through unstructured educational opportunities such as professional work, extensive travel, and volunteer opportunities, or through self-study and that college credit may be awarded for that knowledge. Colleges may opt to evaluate and award credit for prior learning through a portfolio assessment process managed by an academic department, program or office at the institution or the college may opt to use the portfolio assessment methodology of the Council of Adult and Experiential Learning (CAEL). [Note: CAEL’s LearningCounts Program ended in 2021; contact CUNY’s Office of CPL for more information on portfolio assessment methodology recommendations.] Consistent with the policy on credit via standardized examinations, credit for prior learning assessment by means of a portfolio should preferably be through a course-equivalency model, however, general elective credit may be given. Students demonstrate college-level learning by submitting a portfolio consisting of an organized collection of evidence that demonstrates mastery of the learning outcomes of a specific course offered at the Institution. Institutions that choose to award credit by portfolio assessment must follow the guidelines outlined here. Additional policies, models, standards and guidance will be developed by the central administration in consultation with faculty.

1. Knowledge and experiences eligible for credit as courses or electives by internal portfolio assessment are determined by the department that offers courses in the respective content area.
2. All portfolio assessments will be completed by discipline-appropriate faculty trained in assessing portfolios for credit. Departments offering prior learning assessment by portfolio will establish rubrics to guide faculty assessment and scoring.
3. Fees shall be consistently applied throughout the university and will cover transcription as well as administration. These will be posted on the CUNY OAA/PLA website.
4. Credit for prior learning, once recorded at a CUNY institution, is transferable on the same basis as if the credit had been earned through regular study at the awarding institution.

To protect the integrity and credibility of this policy, CUNY institutions shall make detailed entries of all PLA awards into CUNYfirst in accordance with coding designed by the Office of the University Registrar:

1. Documentation for all credit awarded for prior learning, to include the method(s) used, the classification of the credits awarded, the amount of credit awarded by each method, and the total number of credit hours awarded through this policy.
2. Summary information of credit awarded through prior learning assessments will be regularly queried and monitored by the OAA.

Subsequent to the approval by the CUNY Board of Trustees, the Chancellor will direct the central Office of Academic Affairs to oversee the following subsequent actions that will follow, in order to assure the successful implementation, oversight and evaluation of this policy.

1. The University Implementation Committee, comprised of faculty and staff from the campuses as well as central office personnel, will be established to address the following topics:
2. Uniform implementation policies that consider individual campus needs;
3. Uniform fee structure for the operational costs of specific PLA activities where appropriate;
4. Uniform PLA student appeal process that promotes transparency and equity;
5. Guidance for campuses who wish to develop internal assessment tools for educational experiences for which there is no existing tool;
6. Monitor the implementation of campus-based procedures, in alignment with University standards, for awarding credit for non-credit coursework by the end of the 2020/2021 academic year.
7. The central Office of Academic Affairs:
8. Through its Office of Academic Programs and Policy, will maintain and update a list of acceptable standardized examinations and international and national credentials as well as other approved resources for the evaluation of non-credit coursework;
9. Through its Office of Continuing Education and Workforce Development in conjunction with the Office of Academic Program Review will maintain a list of campus-based evaluations of educational experiences where no external evaluation was available;
10. Through its Office of the University Registrar, will develop standardized CUNYfirst coding for purposes of clearly and uniformly recording PLA experiences on students’ transcripts;
11. Through its Office of Academic Programs and Policy and the Office of the University Registrar, will periodically monitor the compliance with and success of the implementation of this policy on each campus.