How To Write And Submit Your Essay Select An Approved Topic

How To Write And Submit Your Essayselect An Approved Topic From Our Ex

How to write and submit your essay Select an approved topic from our experiential essay list Essays must be written and submitted in our essay template and follow these guidelines: They must be written in the first person. The personal experience used in writing experiential learning essays must have occurred post high school or after date GED® was granted. Use 12-point, Times New Roman font and double-space the document. Address the four sections of Kolb’s experiential learning model: Concrete experience Reflective observation Abstract conceptualization Active experimentation. The topic must represent your personal experience — not history, research, observation or the experience of a third party.

The essay should demonstrate a high level of expertise. Download the two-credit essay template Submit a 1,500–2,100 autobiography written in the first person. If you are submitting more than one essay for credit, you will only need to submit one autobiography. You may also view a sample autobiography. Submit supporting documentation along with your essay as evidence that your experience resulted in the level of expertise portrayed in your essay.

Acceptable documents include photocopies of licenses and certifications, as well as letters on company letterhead with official signatures from employers, training providers or human resource representatives. Friends and family can also corroborate your knowledge or experience through letters of recommendation. Each individual essay must have separate supporting documentation. Complete the online application on eCampus: After logging in, select the Program tab at the top of the page. Under Credit Assessment Services, select Prior Learning Assessment Center. At the bottom of the page, select Submit Your Application online.

Earn credits for what you already know The Prior Learning Assessment (PLA) administers the experiential essay program and approves submitted essays for college credit. The program format is based on Kolb’s experiential learning model, which considers experience a source of learning. Please contact your academic advisor to confirm that you can apply experiential essay credits to your degree. How many credits can I receive?

Essays are awarded credit on a pass/fail basis. The number of eligible credits is determined by the length of the essay. Credit is granted if the essay thoroughly covers the topic and subtopics (two, four, or six subtopics). If your experiential learning essay is denied credit, you are allowed only one attempt to rewrite the essay using suggestions from our faculty evaluators.

Essay credit conversion table CREDIT AMOUNT WORD COUNT NUMBER OF SUBTOPICS Original 3-credit essay 3,000–4,500 words All 6 subtopics required Convert to a 2-credit essay 2,000–3,000 words Choose only 4 subtopics Convert to a 1-credit essay 1,000–2,000 words Choose only 2 subtopics

Paper For Above instruction

The process of writing and submitting an experiential essay for college credit involves a careful reflection on personal experiences that have led to learning and skill development beyond high school or the GED®. This reflection must be articulated through a structured essay that aligns with Kolb’s experiential learning model, encompassing four key phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Successfully addressing each of these phases demonstrates a comprehensive understanding of the experience and its learning outcomes, which is essential to earning college credit through prior learning assessment (PLA).

Choosing an appropriate topic is the first step in this process. The topic must be personally meaningful and must have occurred after high school or receiving the GED®. It should showcase a clear experiential process—such as professional training, workplace challenge, or personal development—which can be authentically detailed in the essay. Importantly, the experience should be individual, not general knowledge or third-party observation, emphasizing your own learning journey.

The essay itself must adhere to specific formatting guidelines: written in first person, using 12-point Times New Roman font, double-spaced, and structured into four sections corresponding to Kolb’s model. Each section should thoughtfully address the respective phase:

• Concrete experience: Describe a specific personal experience that exemplifies your learning process.
• Reflective observation: Analyze and reflect on the experience, considering different perspectives and insights you gained.
• Abstract conceptualization: Generalize the lessons learned, connecting the experience to broader principles or theories.
• Active experimentation: Explain how you have applied or intend to apply these lessons moving forward.

In addition to the essay, supporting documentation is required to verify your claims of expertise and learning. Acceptable forms include licenses, certifications, and official letters from employers or training providers. Letters of recommendation from friends or family can also serve as corroboration. Each essay must have distinct documentation, and these should be uploaded as part of the online application process on eCampus.

The program is designed to be flexible, with credit awarded based on essay length and scope. A 3-credit essay requires 3,000 to 4,500 words covering all six subtopics. Shorter essays—2 credits or 1 credit—are truncated accordingly, focusing on fewer subtopics and word counts. If the initial submission is denied credit, students have one opportunity to revise and resubmit their essay, incorporating evaluators' feedback.

Overall, this process encourages a reflective, evidence-based articulation of personal experience, aligning it with academic standards to support college credit recognition. Engaging thoughtfully with each step enhances the likelihood of success and maximizes the potential to convert life experiences into recognized academic credits.

References

• Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Pearson.
• Australian National University. (2020). Prior Learning and Recognition (PLR). Retrieved from https://policies.anu.edu.au/ppl/document/ANUP_000551
• McCarthy, B. (2014). Recognizing Prior Learning: A Key to Access and Success. Journal of Adult Education, 43(2), 20-25.
• Fitzgerald, T., & Brien, M. (2013). Validation of Prior Learning: Principles and Practice. Routledge.
• Amadi, B. O., & Chukwuma, C. C. (2017). Facilitating Adult Learning Through Recognition of Prior Learning. International Journal of Educational Policy Research, 4(2), 35-45.
• Gonyea, R. M. (2005). Linking Learning and Assessment in Experiential Education. Journal of Experiential Education, 28(1), 54-72.
• Harrison, K., & Kinnear, M. (2018). The Role of Reflection in Adult Learning and Recognition of Prior Learning. Studies in Continuing Education, 40(2), 150-165.
• Taras, V. (2002). Using Assessment for Learning: Approaches to Developing Student Self-Assessment. Assessment & Evaluation in Higher Education, 27(6), 541-550.
• OECD. (2010). Recognition of Non-formal and Informal Learning: Country Experiences. OECD Publishing.
• Beer, P., & Noonan, T. (2010). Prior Learning Portfolios: A Vehicle for Recognition of Learning. Australia & New Zealand Journal of Vocational Education Research, 18(1), 74-89.