The project, Davenport Experiential Learning Program, aims to increase utilization of Credit for Prior Learning (CPL). It is being undertaken on behalf of Davenport University by the Davenport unity group, and the client's contact is Dr. Wayne Sneath, the Program Director Experiential Learning. CPL programs are aimed at grading students' real life experiences with a goal of improving their academic standing (American Council on Education, 2016). The program by the client was as a realization that there was a low uptake of CPL programs by the students, and the group is tasked with formulating strategies to improve the uptake.
Communication between Davenport Unity and the Program Director often involved the use of emails. While it was successful, it had its challenges as responses were not immediate at times leading to delays in the group's work. The use of face-to-face communication would have drastically improved the speed and efficacy of the project. Furthermore, it is more personal and would have given the client a better understanding of the group's progress since a step by step illustration is more convenient with face to face communication.
While the objectives of the project are clear in the Letter of Engagement (LOE), the same is not the case for the methodology. Details of the methodology to be used were sketchy. The timelines for the project in the LOE were overly optimistic. The period between March 20th, and April 3rd is too short to conduct all the surveys satisfactorily given the huge population of students at the University.
The major challenge experienced by Davenport unity was the lack of interest by many students in undertaking the surveys. Coupled with scant knowledge of the client's CPL program, it presented a challenge to the group as more time than anticipated had to be spent on explaining the importance of the CPL program and convincing them to take the surveys. The group handled such challenges by informing the students in groups about the CPL program just before the beginning of lectures where a majority of them are assembled.
The project required us to work as a group, which involves a lot of coordination but most importantly requires comprises among the group members on how to get things done. Working with the client, one learns of the extent of institutional bureaucracy in the organization. It, however, teaches one the use of formal communication an important aspect of one's academic and social life. Managing a project of this magnitude requires a lot of co-ordination and teamwork. Such teamwork may involve an understanding of the division and delegation of roles to ease the workload.
Reference
American Council on Education staff. (2016). In Credit for Prior Learning. Retrieved Feb. 29, 2016, from http://www.acenet.edu/higher-education/topics/Pages/Credit-for-Prior- Learning.aspx
