Central Valley College Degree Completion Report

A team of five advisors from Central Valley College, Degree Completion program attend a Council for Adult and Experiential Learning (CAEL) conference in November 2013. Degree Competition is an undergraduate program designed for no-traditional students. We attended the conference centered on degree completion, which is one of their focus areas. One of the objectives of CAEL is to help institutions launch and progress degree completion programs (CAEL, 2016). I selected this conference to discuss because the information gleaned from the sessions, and the subsequent events that unfolded had a major impact on my professional life, the structure of the program, and the internal processes at Central Valley College.

Although CAEL was the first official

Having relevant prior knowledge offered better applicability in the sessions and the team was able to connect with the information being delivered. I recognize the importance as I reflected on the information retained from this experience that occurred over two years ago. Based on the new material and connecting it to prior knowledge made it easy to make since of the findings. Mayer (2011), mentioned how learning is shown by organizing material and connecting it to existing understanding. Participating in in professional development and the nightly discussions and feedback reinforced my understanding of the material.

Accordingly, the staff divided into various sessions during the day, but were required to delineate the information learned during our dinner meetings. Schraw & McCrudden (2006), discussed the suggestions for instruction which included configuring information, implications, and the importance of elaboration. It was especially important to discuss the particulars of each meeting and how it could tie into Central Valley College. Notably, the strategies set forth to attend the sessions, review the material, and share findings improved information

Arguinis & Kraiger (2009) discussed how quality training can improve job performance which answers the “what” question, in what manner, and how to strategically apply the information. The advising team was able start two major projects by creating a “One Stop Shop” where workers would walk students through the application process to acceptance. Although PLA- Prior Learning Assessment is familiar to some colleges, it was a concept CVC had not considered in a while. Trough recommendations and data revealing the benefits to the university, PLA was approved and achieved within three