From Practice to Research to Practice

Presenters: Alan Mandell Alan Mandell
College Professor of Adult Learning and Mentoring
SUNY Empire State CollegeCo-editor of Prior Learning Assessment Inside Out (PLAIO) a scholarly online journal devoted entirely to the recognition and assessment of prior experiential learning.

Research Review for Boot Camp: Around the world in 20 minutes . . . Read more

Alan Mandell is College Professor of Adult Learning and Mentoring, and was during the years 2008-2009, the first Susan Turben Chair in Mentoring at ESC. For more than three decades, Alan has served as administrator (associate dean [1987-1992] and associate dean/director [1992-1997]), mentor in the social sciences (from 1975), and director of the college’s Mentoring Institute (1997-2007). He edits the journal, All About Mentoring and is also co-editor (with Nan Travers) of the on-line journal, PLA Inside-Out. Alan regularly makes presentations at conferences and trainings on adult learning, mentoring and experiential learning and has served as a consultant/reviewer on many projects. With colleague Elana Michelson, he is the author of Portfolio Development and the Assessment of Prior Learning (two editions); with colleague Lee Herman, he has given many presentations and written essays and book chapters on adult learning and mentoring, including From Teaching to Mentoring: Principle and Practice, Dialogue and Life in Adult Education. His ongoing writing on adult learning with ESC colleague, Xenia Coulter, includes a recent chapter, “Rediscovering the North American Legacy of Self-Initiated Learning in Prior Learning Assessments” that is part of the recent edited volume, Open Learning & Formal Credentialing in Higher Education (2016). Among other awards, in 2009, Alan was honored by the City University of New York with an Alumni Achievement Award and by the Adult Higher Education Alliance with the Eugene Sullivan Award for Leadership in Adult Higher Education. He is the recipient of the Chancellor’s Award for Excellence in Teaching (2001), the Chancellor’s Award for Excellence in Professional Services (1991) and the Excellence in Mentoring Award (2000).

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 , College Professor of Adult Learning and Mentoring, SUNY Empire State College; Leah Moss Leah Moss, PhD.
Treasurer
CAPLALeah has studied and worked in the domain of Recognition of Prior Learning (RPL) for over15 years. She completed her doctoral studies at McGill University in the area of Prior Learning Assessment and Recognition (PLAR) and globalization. She has obtained mastery certificates in the area of Prior Learning Assessment (PLA) and as an evaluator of PLA from the Council for . . . Read moreAdult and Experiential Learning (CAEL) provided by DePaul University’s continuing education program (Chicago, Illinois). In her career, she has held the position of coordinator of Recognition of Acquired Competencies (RAC) for the English school boards in Quebec and as a consultant with the Centre of Expertise for Recognition of Acquired Competencies (CERAC) with Champlain College Saint-Lambert. She was a research associate with the SSRCH 2005-2009 project entitled Leveraging Immigrant Talent to Strengthen Canadian Business and is currently contributing to the SSRCH project currently titled projet de développement d’un partenariat de recherche dirigé par France Houle, Faculté de droit, Université de Montréal. In a volunteer capacity, Leah has held the position of President of the Quebec Association for Adult Learning (QAAL) and serves on the Executive as Treasurer of the Canadian Association for Prior Learning Assessment (CAPLA). Her most recent publications include the chapter Prior learning assessment for immigrants in regulated professions in Handbook on the Recognition of Prior Learning: Research into Practice (NIACE, 2014); Moss; Brown (2014), Transformative learning: Immigrant learners who participated in Recognition of Acquired Competencies in International Journal of Adult Vocational Education and Technology; Moss; Brown, Malbogat, Tsomko (2016), Assessment strategies in the Recognition of Prior Learning: The practitioner’s perspective Prior Learning Assessment Inside Out (PLAIO).

Leah is currently an education consultant and teaches part-time in the Department of Education, Concordia University, Montreal.

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 , Treasurer, CAPLA

In this workshop, we will discuss and share ideas about how to move from our daily RPL/PLA practices to developing plans for and carrying out research regarding what we do and what we learn as practitioners. We would like our time together to really focus on the kinds of questions, problems and issues we all confront every day in the field so that we can begin to imagine a research agenda that will, in the end, also enhance our practice.

CAPLA’s MANUAL and VAMETRIC: quality, efficiency and confidence for today’s assessment and recognition needs

Presenters: Frank Vandenburg Frank Vandenburg
Vice-Chair
CAPLAFrank Vandenburg has worked in Education, Marketing/Communications and Technology for over 20 years. From conceptual designs for online PLA self-assessment tools, and the NB Credit Transfer Portal, he served as the Associate Director of the Council on Articulation and Transfer of NB and the NB PLAR Action Group. Currently Vice Chair of CAPLA Frank is also the Executive Director, Citizen Engagement for the NB Health Council.68>500, Vice-Chair, CAPLA; Robert Smart Robert Smart
CEO/Founder
VAMERTICRobert left the British Army after 9 years service and became lead Assessor and Verifier for BMW /Rover Group. During this time, he developed the worlds first e-portfolio’s and APL assessment tools over 20 years ago and now provides some of the worlds largest companies with advanced APL, APR and Competency based solutions.54>500, CEO / Founder, VAMERTIC

For many organizations doing RPL or competency assessment today there are new challenges, such as:

• Performance requirements and targets, and providing appropriate documentation
• Alignment with strategic plans or quality assurance programs
• Requests to provide services to new or non-traditional client groups
• Assessing a broader scope of subjects, requiring more interaction with multiple subject matter experts
• Increased requests for assessment from pre-arrival individuals or those in branch locations

Quality Assurance in PLAR: Assessing Technology Professionals in Alberta

Presenter: Jennifer Bertrand Jennifer Bertrand
Registrar
Association of Science and Engineering Technology Professionals of Alberta (ASET)Jennifer serves in a leadership, liaison, and advisory role to manage the certification, registration and professional practice of applied science, information, and engineering technicians and technologists in the province.

Jennifer is a Certified Association Executive with 12+ years . . . Read moreof experience in the public and not-for-profit sectors. She has worked with a variety of employers, from the Government of Alberta to professional associations at both the provincial and national level, including a secondment as Managing Director of Technology Professionals Canada. An active volunteer, Jennifer has served in a variety of roles in the not-for-profit sector, most recently as a Director of the Canadian Society of Association Executive (CSAE)’s Alberta chapter and a committee member on the CSAE’s Communications Awards Task Force. She currently serves as the Chair of the Governance and Audit Council of Technology Accreditation Canada (TAC) and as a member of the TAC Standards Council.

Jennifer is a student at Athabasca University (AU) where she is completing a second degree. She is a recipient of the AU Academic Leadership Award for contributing to leadership and the local community via volunteerism and active participation in extracurricular cultural activities.

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 , Registrar, The Association of Science and Engineering Technology Professionals of Alberta (ASET)

The Association of Science and Engineering Technology Professionals of Alberta (ASET) has adopted competency-based assessment to create a modern, objective, and defensible process for evaluating the skills and knowledge of qualified technology professionals in the province. One of the key elements of this new assessment model is a Prior Learning Assessment and Recognition Portfolio to provide applicants without formal academic training or applicants who cannot produce academic documentation with a means to demonstrate theoretical knowledge in relation to national benchmarks for technology education in Canada. The workshop will explore ASET’s competency-based assessment model, with particular emphasis on the PLAR Portfolio, and how ASET used the 2015 Quality Assurance Manual published by the Canadian Association for Prior Learning Assessment to evaluate its new processes.

A Rookie's Perspective

Presenter: Selene Wray Selene Wray
RPL Facilitator
Saskatchewan Polytechnic (SIAST)Selene has a liberal arts degree from the University of Calgary and a Master’s Certificate in Organizational Leadership. She is currently a graduate student at the Kenneth Levene Graduate School of Business, University of Regina. Prior to joining Saskatchewan Polytechnic last year, she was responsible for student-centred supports that addressed the needs and concerns of student transitions, engagement and . . . Read moresuccess at a federated college of the University of Regina. In 2015, she presented at the national Education Developers Caucus as a co-investigator on a research project entitled Development and evaluation of an instructor toolkit of pedagogical strategies for student transition and engagement in introductory courses.

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 , Recognition of Prior Learning Facilitator, Saskatchewan Polytechnic

Saskatchewan Polytechnic has been doing RPL for many years and has well-established policies and processes. So how can CAPLA's Quality Assurance MANUAL be of use in a post-secondary education setting like ours? I went to the 2015 CAPLA conference to find some answers to that question and can now provide an overview of how our institution has begun integrating pieces of the MANUAL into our current RPL processes, in the interests of continuous improvement. For example, I will compare and contrast the MANUAL's 6-steps for quality RPL with Sask. Polytechnic's 10-step process and share how the MANUAL can be used in other ways, to not only validate and improve current practice, but to advocate for the creation of new RPL within an organization. All this will be done through the eyes of an RPL newcomer, as I highlight some of my brief yet meaningful experiences as a facilitator at Saskatchewan Polytechnic.

Ontario Colleges and McDonald’s Restaurants of Canada Using Recognition of Prior Learning Methods to Facilitate Student Transfer to Business Diploma Programs

Presenter: Mary Pierce Mary Pierce
Chair, Lawrence Kinlin School of Business
Fanshawe CollegeMary has held her current position as Chair of the Lawrence Kinlin School of Business at Fanshawe College in London, Ontario since 2007. She has been innovative and tireless in her efforts to build a dynamic and thriving business school, resulting in a 93% increase in student enrollment and the development of 14 new programs over that time, including the launch of four new Bachelor of Commerce Degrees in the School. . . . Read more

Mary has been a leader in the development of online education, international exchange programs for students, pathway opportunities and community partnerships. She was the Chair of provincial ONCAT transfer project for business programs in Ontario as well as Chair of the Ontario Heads of Business. 2016 In June Mary was recognized with a Leadership Excellence Award by Colleges and Institutes Canada.

Mary has extensive community involvement and enjoys spending time with her family at the Beaver Valley Ski Club as well as travelling to France to visit her two young grandchildren whenever possible.

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 , Chair, Lawrence Kinlin School of Business

This groundbreaking agreement is the first of its kind in Ontario, allowing McDonald’s employees who have completed the McDonald’s Management Development Program Level 2 (MDP), to complete a 2-year Ontario College Business Diploma in as little as 1-year.

This project explored the similarities between the McDonald’s Restaurants of Canada Management Development training program and Ontario College Business Diploma programs. Vocational learning outcomes and essential employability skills within the program standards were used to create a mapping process to grant credit recognition.

The outcome of the project is a unique opportunity allowing McDonald’s employees access to further education and training without repeating learning and granting credit recognition for the learning already acquired through workplace training. This project has created a systematic approach for utilizing RPL practices for all Ontario Colleges offering the Business Diploma program, as each applicant who has completed the specified McDonald’s training program will be guaranteed the credit outlined in the agreement and will not be required to apply for RPL individually.

This agreement is an example of how RPL can facilitate collaborative partnerships. This session will outline the project from beginning through to implementation and discuss how RPL has been utilized to facilitate the process.

RPL as a Tool to Assist Newcomers Find Suitable Alternate Careers

Presenters: Denis Gravelle Denis Gravelle
Chair of Continuing Education and Training
Seneca CollegeDenis Gravelle is the Chair of Continuing Education and Training at Seneca College where he leads Academic Program Teams in IT, Engineering and Technology. He is also responsible for Employment Services, IEP Bridging Programs, Government Projects, and Corporate Training. Denis has previously worked at Humber and Fanshawe College leading adult education, online . . . Read morelearning, and corporate training initiatives. He is passionate about newcomer education and leveraging technology to remove barriers in teaching and learning. Please visit LinkedIn.

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 , Seneca College Faculty of Continuing Education and Training; Nicole Pereira, Seneca College Faculty of Continuing Education and Training

Internationally Educated Professionals’ skills transferability and competency matching is key for their successful transition to alternative careers. Seneca College received Ontario Ministry of Citizenship and Internal Trade (MCIIT) funding to investigate IEP access to alternate career pathways by recognizing prior learning, which would assist immigrants in securing employment and contributing to the economy of Ontario. Our goal is to improve the foreign qualification recognition and transition of IEPs into Ontario’s labour market by:

• Investigating career pathways/transferable skills for occupations that fall within the NOC for natural and applied science-related careers for IEPs that will enable them to employ their previous skills, education and experience in a related occupation/sector at a commensurate level of employment
• Engaging meaningful input and participation from employers in the occupation/sector for the suggested alternative/related career option(s) and program design.
• Incorporating Competency Mapping and Recognition of Prior Learning into a program design

RPL/Portfolio and Our Work with the Canadian Forces Community

Presenters: Elizabeth Nicholas, Trenton Military Family Resource Centre; Sandy Novroski, Loyalist College; Priscilla Tremblay, Trenton Military Family Resource Centre Elizabeth Nicholas, Sandy Novroski, and Priscilla Tremblay

Elizabeth Nicholas Employment & Education Coordinator, Trenton Military Family Resource Centre

Elizabeth Nicholas is the Employment and Education Coordinator, HR Support for the Trenton Military Family Resource Centre. She combines her natural passion for empowering . . . Read moreothers with more than 16 years of professional employment & educational counselling, a background in marketing and a certification as a certified human resource leader to help members of the military community to successfully aspire and attain their transitional goals.

Priscilla Tremblay Employment & Education Assistant, Military Family Resource Centre

Priscilla Tremblay uses her strong interpersonal and administrative talents coupled with her bilingualism to assist Elizabeth within the role of Employment and Education Assistant. A strong advocate for the military community, Priscilla has recently attained her Advisor and Assessor Certification and has been credited with taking a hands-on approach with many of the program offerings including Portfolio Development sessions.

Sandy Novroski Second Career, PLAR Advisor, Transfer Credit Coordinator, Loyalist College

Sandy Novroski is a dedicated Loyalist College employee of over 30+ years. Currently in the role of Second Career, PLAR Advisor, Transfer Credit Coordinator, Sandy has Social Service Worker and Accounting Diplomas. A driving force in partnering with the Trenton MFRC’s Portfolio Development program, Sandy is a subject matter expert and she has met with numerous participants seeking to have their learning assessed and recognized for academic credit. Fully bilingual, Sandy’s talents for making people feel appreciated and supported makes her an invaluable part of the team.

Liz and Sandy met during Portfolio/PLAR Advisor and Assessor Training in 2010 and developed a quick bond in their love for helping others succeed. Steadfast in their belief and commitment to portfolio and PLAR over the past 6 years, Elizabeth, Sandy and most recently Priscilla have facilitated a number of Portfolio Development Sessions for Military Spouses. In 2015, the Trenton MFRC was named as one of 7 Veterans Family Services Pilot sites. In attaining this privilege, Employment and Education services were enhanced to cover Military Members who are Medically Releasing. Realizing the success brought about by Portfolio Development sessions of the past, the curriculum was enriched for this population. An agreement was created to build a formal partnership with Loyalist College which was announced at the 2015 Fall SCAN (Second Career Assistance Network) session at CFB Trenton. In seeking to have 8 participants join our premier session, we had 14 attend. The feedback was incredible and currently a formal MOU (Memorandum of Understanding) is under review to bring both the Trenton MFRC and our steadfast partner, Loyalist College together.

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For over 6 years the Trenton MFRC (Military Family Resource Centre) has been offering Portfolio Development Courses designed specifically for the unique needs of the military community. What started as an enhanced employment support offered to military spouses has now been adapted for working with military members who are medically releasing from the Canadian Forces.

The program has consistently evolved based on ongoing evaluation and community need assessment. In partnership with Loyalist College, the facilitators are certified and utilize their backgrounds as both a CHRL (Certified Human Resource Leader) and a College PLAR Advisor to share expertise and foster knowledge in both the career and academic arenas.

Sustainability of this process has been fostered as we support those seeking Advisor and Assessor training by offering them a chance to co-facilitate sessions and gain their Loyalist College certification.

Utilizing the creative and innovative nature of RPL we have created a tailored program built on adult learning principles. We work with clients with diverse backgrounds on the cusp of transitioning to the civilian workforce or post-secondary education, ultimately offering them the potential to transform their future by acknowledging, articulating and gaining recognition for the past.

Designing RAC instruments adapted to the specific context of the RAC process: Presenting the methodology used in the province of Quebec

Presenters: Chantale Lemay Chantale Lemay
Education Consultant
Commission scolaire de la Beauce-EtcheminEducational consultant at the Beauce-Etchemin School Board since 2005, responsible for the recognition of acquired competencies (RAC) from 2005 to 2014. Expert advisor for the Centre of Expertise for the recognition of acquired competencies (CERAC) since 2014. Expert for designing specific instrumentation for RAC since 2012. Chantale has a Baccalaureate Degree in Psychoeducation, Sherbrooke University, 1990.56>60, Centre d’expertise en reconnaissance des acquis et des compétences; Charbel Mourad Charbel Mourad
Coordinator
Lester B. Pearson School BoardCoordinator at the Lester B. Pearson School Board, responsible for several projects and a team of seven professionals. Sessional lecturer at the University of Sherbrooke for courses on Quebec’s educational system and the recognition of acquired competencies. Expert Advisor for the Ministry of Education Centre’s of Expertise for RAC (CERAC) representing the nine . . . Read moreEnglish School Boards and the Cree and Kativik School Boards. Charbel has a Master’s Degree in Public Policy & Administration, Concordia University.

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 , Centre d’expertise en reconnaissance des acquis et des compétences

Evaluations within the context of a recognition of acquired competencies (RAC) process are conducted in relation to a program of study. However, given that the evaluations are centered on competencies that have been acquired through personal or professional experiences, it is essential to develop evaluations that take these different types of learning into consideration.

The Ministère de L’Education et de l’Enseignement supérieur du Québec published “A guide to designing RAC instruments: a harmonized approach to the recognition of acquired competencies”. An expert in that methodological approach, mandated by the Ministry to develop the instrumentation, will present the five steps in the development process.

• Determining the central elements of each competency in the program of study;
• The conception and production of self-descriptive forms;
• Determining conditions for recognition;
• The conception and production of evaluation forms;
• The companion guide.

Strengthening Opportunities for Workplace-focused RPL: Lessons Learned

Presenters: Kara Finney, WPLAR / Workplace Education Manitoba; Lindsay Laidlaw, WPLAR/WEM

Employers need an effective way to confirm that a worker’s skills and knowledge are appropriate to the needs of their workplace in a way they can trust. Conversely, individuals need an efficient and effective way to clearly show that they are capable of performing in the workplace to the levels required. RPL philosophy and practice integrated into a workplace-focused skills recognition strategy can support the needs of both workplaces and workers (existing and future) by providing a valid process for identifying and giving value to an individual’s ability to apply essential knowledge and skills against identified workplace competencies. Any thought given to workplace-focused RPL though must take into consideration fit for purpose. Opportunity and need provide direction and the ability to implement dictates the type and level of support provided. The approach taken and tactics used must be systems-based and include a well-thought out plan to operationalize any response - large or small - to successful implementation. The Workplace Prior Learning Assessment and Recognition (WPLAR) Committee was established in 2001 as a business, labour and government partnership providing leadership for work-focused RPL in Manitoba. WPLAR has a long history of supporting the integration of RPL across a continuum of need and model response. Recent activity builds on this foundation‚ strengthening opportunities, increasing responsiveness and enriching foundational knowledge and expertise. This workshop provides an opportunity to learn more about WPLAR’s latest projects, how the QA MANUAL can be integrated and the lessons learned along the way.

Developing a Pan-Canadian Competency Framework that can be used to assess learning acquired in other countries

Presenters: Nigel Lloyd Nigel Lloyd
Principal
CamProf Inc.Nigel’s interests: competencies, professionalism, professional development / regulation, occupational standards, assessment, qualifications / open badges, learning through experience, recognition of prior learning, quality, cultures, refugees, migration, qualification frameworks, international project design / management, employability of older workers. . . . Read more

After 13 years as civil engineer on rural development projects in Kenya, Indonesia and Bangladesh, he became a development specialist, setting up Cambridge Professional Development (CamProf) in 1994.

Nigel helped develop the UK’s competency-based National Vocational Qualification (NVQ) system, and has promoted the uptake of occupational standards (competency profiles) for business and professions, across Europe and Canada. He is both Canadian and British.

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 , CamProf Inc; Kevin Taylor Kevin Taylor
CEO and Registrar
College of Respiratory Therapists of Ontario (CRTO)Kevin Taylor holds an MBA specializing in Strategic Management in the Health Care Industry.

Beginning his career as a practicing clinician both in Canada and abroad, Kevin has explored a diverse path in health care. Through positions ranging from the bedside to the boardroom, he has developed expertise in . . . Read moremany facets of today’s health care system, approaching them all with a firm belief in the value of diversity, a passion for education, and a commitment to serving the public interest.

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 , College of Respiratory Therapists of Ontario (CRTO)

Respiratory Therapy is regulated in 8 provinces with 11,250 practitioners. In 2014 the profession began a self-financed fundamental revision of the competency profile developed in 2011. CamProf was engaged to prepare the new profile for the National Alliance of Respiratory Therapy Regulatory Bodies (NARTRB).

Innovative aspects are:

1. a focus on the “patient at the centre”
2. the entry to practice profile, extended into a framework covering 4 principal career stages
3. the overall structure, with a consolidated statement of “Attitudes and Values”, Core Competencies, Clinical Competencies, and Foundation Science
4. using “Bloom’s Trajectory” to define the mastery expected at each career stage
5. trends in the profession identified and represented by an info graphic
6. 2 parallel working groups (Francophone and Anglophone)
7. validation including a one day Workshop, a provincial review and a national validation survey
8. although the bilingual survey required 2 hours to complete, it achieved an astonishing 25% participation rate (as a result of the NARTRB provincial and national members’ support).

The Centres of expertise for RAC (CERAC): A contribution to the development and harmonization of RAC practices in Quebec

Presenters: Charbel Mourad Charbel Mourad
Coordinator
Lester B. Pearson School BoardCoordinator at the Lester B. Pearson School Board, responsible for several projects and a team of seven professionals. Sessional lecturer at the University of Sherbrooke for courses on Quebec’s educational system and the recognition of acquired competencies. Expert Advisor for the Ministry of Education Centre’s of Expertise for RAC (CERAC) representing the nine . . . Read moreEnglish School Boards and the Cree and Kativik School Boards. Charbel has a Master’s Degree in Public Policy & Administration, Concordia University.

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 , Lester B. Pearson School Board; Chantale Lemay Chantale Lemay
Education Consultant
Commission scolaire de la Beauce-EtcheminEducational consultant at the Beauce-Etchemin School Board since 2005, responsible for the recognition of acquired competencies (RAC) from 2005 to 2014. Expert advisor for the Centre of Expertise for the recognition of acquired competencies (CERAC) since 2014. Expert for designing specific instrumentation for RAC since 2012. Chantale has a Baccalaureate Degree in Psychoeducation, Sherbrooke University, 1990.56>60, Commission scolaire de la Beauce-Etchemin

In 2014, the ministère de L’Education et de l’Enseignement supérieur du gouvernement du Québec, put in place a network of Centres of Expertise for RAC (CERAC). The network is comprised of four French School Boards and an English School Board associated with the Centres that have developed a particular expertise in the field. The CERAC network supports RAC consultants and managers on matters pertaining to RAC.

In this workshop we will present the mandate of the Centres, the values that underpin their actions, the obstacles to overcome, the issues facing the CERACs and the impact the centres have had on the school boards RAC practices.

The actions undertaken by the centres of expertise for RAC over the last two years have been taken in line with the principle of harmonization and with the objective of:

• Increasing the RAC service offering
• Improving the quality of service in RAC
• Developing RAC

Breaking Preconceptions: guiding and assessing those from another culture - the Immigrant Pathways to Alternative Careers in Technology (IMPACT) project

Presenters: Emily Lewis Emily Lewis
Senior Program Manager, Foreign Qualifications Recognition
Ministry of Jobs, Tourism and Skills Training
Province of British ColumbiaEmily Lewis, CPA, CMA, has worked for the BC Public Service for 9 years, the last two of which have been in foreign qualifications recognition. Her career has included project management, policy development, public education, an awful lot of work on consumption taxes, . . . Read moreand an accounting designation that is only tangentially used to manage the budget in her current shop. Emily is keenly interested in improving labour market outcomes for internationally trained workers. She believes strongly in the sharing of information and experience across projects between stakeholders, all aimed at enhancing workplace integration and labour market outcomes for internationally trained workers in BC.

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 , British Columbia Ministry of Jobs, Tourism & Skills Training; Gwen Pawlikowski Gwen Pawlikowski
IMPACT Project Coordinator, Highlight Communication
ISSofBCA former Vancouver employment counsellor, Gwen Pawlikowski, M.A., develops learning tools to help newcomers achieve their employment goals in Canada. Her accomplishments include assisting professional newcomers to communicate their own success stories in resumes, interviews and eportfolios. This communication specialist has also produced three . . . Read moremini-documentaries on newcomers in mining and has most recently developed resources to support newcomers from regulated fields seeking alternative careers. In addition, she has taught English Communication to adult learners in Canada, Japan and Korea. Linking newcomers to rewarding opportunities in the labour market, whether it’s in regulated, unregulated or self-employment roles, drives Gwen’s enthusiasm.

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 , IMPACT Project Coordinator, Highlight Communication; Constance Lim Constance Lim
Consultant
CamProf Inc.Constance Lim is a consultant in the areas of skills development, labour mobility, foreign qualification recognition, and international human resource development. She has conducted research for federal and provincial government and completed many assignments for national associations, business, and non-profits in these areas. She has developed many tools and resources for both newcomers and employers . . . Read moreto promote the integration of newcomers in the labour market. Prior to consulting, Constance worked in international human resource development for the International Development Research Centre. Constance has an MBA from the University of Ottawa and is fluent in English, French and Chinese.

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 , CamProf Inc.

This BC Government-funded pilot project was delivered by Immigrant Services society of BC, North-Pacific and CamProf. Employment is arguably the most significant recognition of prior learning. The session presents a bundle of support to individual newcomers for the psychological transition to accepting an unintended career, and necessary steps in identifying and pursuing alternative careers:

• success stories (case studies) illustrating the variety of pathways immigrants follow to successful (but unintended) careers
• webinar recordings, talking through opportunities, one for each of our 3 exemplar sectors (ICT, Life Sciences, Engineering)
• ‘Prezis’ for the 3 sectors, taking you through the ‘pathways’ followed by immigrants to find a satisfying career, plus ‘Thinking your way to an alternative career’
• a self-assessment quiz for an immigrant newcomer
• 4 info graphics (case studies on becoming a water plant operator, and a project or maintenance coordinator, ‘Guide to Power Networking in ICT’, ‘Alternative Careers: What personal skills help?’)
• tools for employers, to make well informed and objective decisions
• sector Guides for the 3 sectors; giving information for 3 sample countries of origin: China, Iran, Philippines
• the Employers’ Toolkit: 11 tools for recruiting immigrants eliminating bias, ensuring fairness and thinking flexibly about the jobs they can do

Information Technology/Learning Management System Facilitated Competency Based Education in Action! A Collaborative Approach to IT Enhanced Course Design: Our Story

Presenter: Andy Brown Andy Brown
Advisor – Transportation and Logistics
Champlain CollegeAndy coordinates the Transportation and Logistics Recognition of Acquired Competencies (RAC) services at Champlain College in Montreal.

After 25 years of teaching he is still fascinated by the teaching/learning interface. Presently he is studying for a Master’s degree in Education and believes that education is . . . Read morea vehicle through which clients can realize their own potential and professional goals, and that the classroom is a place of flux, of professional challenge, of continued professional development, of meaningful relationships and ultimately a place of joy. Andy is at his happiest guiding and supporting the clients and content specialists who make up the T&L RAC Team: to him, this is both a pleasure and an honor.

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 , Champlain College Saint-Lambert

Competency-based education and adaptive learning are rapidly gaining popularity. They make great sense on paper, but what do they look like in reality? The use of recognition of acquired competencies at Champlain College has allowed Transportation and Logistics services to align both. This study shares the collaborative experiences in the design and implementation of a LMS facilitated approach to partial training (gap filling) and online assessment. The online course design uses individualized pathways, targeted resources, automated emails, self-assessment activities, and formative and summative authentic assessments to evaluate candidates’ competencies. Champlain has found a way to not only enrich the learning experience and motivational levels of candidates, but also be a great deal more efficient pedagogically and administratively.

A national advanced placement and prior learning portal: A new development in prior learning technology

Presenters: Kevin Wainwright Kevin Wainwright, PhD
Director
BCITKevin Wainwright, PhD is the director of the BCIT SITE Centre, which carries out research in human capital. He created the Advanced Placement and Prior Learning Program, which assists veterans and reservists in transitioning to civilian life. Since 2010 APPL has been expanded to include First Responders, McDonald’s Managers, mature students and trades-to-degree. . . . Read more

In 2012 Kevin appeared before the Canadian Senate Committee on Veteran Affairs as a subject matter expert. This resulted in the development of a national program. The program is known as N-APPL (National Advanced Placement and Prior Learning) with twelve partner institutes from across Canada.

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 , British Columbia Institute of Technology;
Sonia Dhaliwal Sonia Dhaliwal
Program Administrator
British Columbia Institute of Technology’s (BCIT) School of BusinessIn her current role of Program Administrator at British Columbia Institute of Technology’s (BCIT) School of Business, Sonia manages the Advanced Placement and Prior Learning (APPL) Program for Mature Student. She also created and manages BCIT’s First Responder Career Development Program. . . . Read more

Her interests are in the areas of human capital, adult education, and recognition of non-formal and informal learning and education. Sonia’s formal education includes a Bachelor Degree in Business Administration majoring in Human Resource Management, and she is currently pursuing her Master of Education with a focus in Adult Learning and Education at UBC.

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 , British Columbia Institute of Technology; Justine Arsenault Justine Arsenault
Program Administrator
BCITJustine is a graduate of the BCIT Bachelor of Business Administration degree specializing in Human Resource Management. She is the Program Administrator for the BCIT Legion Military Skills Conversion Program which is designed to help Canadian Armed Forces members accelerate and advance their civilian career. In this role, she is responsible for assessing the . . . Read moreknowledge, skills and experiences of transitioning military members and advising them on educational pathways based on the APPL method. Justine also provides support services to military students as they attend BCIT.

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 , British Columbia Institute of Technology

In 2012 BCIT appeared before the senate sub-committee on veteran transition to report on an alternative advanced placement and prior learning approach, known as the BCIT Legion Program. As a result Employment and Social Development Canada funded BCIT to develop a national network allowing the BCIT model to be adopted by post-secondary institutes across Canada. The result has led to the development of a recognition of prior learning tool known as the “N-APPL portal.”

This technology has several benefits with respect to quality RPL practices. It is an accessible, cost-efficient and systematic way to conduct prior learning assessments. Further, the portal allows partner institutes to share and learn from each other with respect to recognizing military training. Moreover, it allows for greater consistency for assessors and a respectful and fair RPL process. The system also reduces barriers for transferability of individuals throughout the network of post-secondary institutes.

While this system was developed specifically for transitioning military veterans, it is believed that this technology is applicable to a wide range of applications within the world of prior learning assessments; in particular, the portal has been identified as being very compatible in the area of foreign credential recognition.

Injecting Quality Assurance Practices into Prior Learning Assessment (PLA)

Presenter: Bessie Carydis Bessie Carydis
Director of Certification and Prior Learning Assessment
Canadian Society for Medical Laboratory ScienceBessie Carydis is Director of Certification and Prior Learning Assessment (PLA) at Canadian Society of Medical Laboratory Science (CSMLS). She holds a CSMLS Advanced Certification in Diagnostic Cytology (ART), a bachelor degree in Health Administration & Health Services Management (BHA) and a Masters in . . . Read moreMedical Science in Cytology (MMSci Cytol).

In addition to diagnostic microscopic interpretation, served as Adjunct Professor at the Michener Institute; appointed by an order in council by the Government of Ontario to the Transitional Council of the College of Medical Laboratory Technologists of Ontario; and served as and assessor for the College of American Pathologists accreditation process and Ontario Laboratory Accreditation Assessor and Team Leader.

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 , Canadian Society for Medical Laboratory Science

The Canadian Society for Medical Laboratory Science (CSMLS) is the national certifying body and association for medical laboratory technologists and assistants in Canada.

The PLA process conducts credential reviews to establish eligibility to the national certification exam.

As leaders on the PLA stage, the CSMLS injected quality assurance best practices to the PLA process in 2013. This session will provide an overview of the quality assurance (QA) practices that have been implemented at the CSMLS since 1999. QA practices that align with the recommendations outlined in the RPL QA MANUAL