Students learn how to identify, analyze, and document prior experiential learning for academic credit in a portfolio format. Essential portfolio components include a chronological record of life experiences since high school, a life experience analysis of college level learning and documented evidence that this learning has occurred. Students also identify and equate their knowledge of courses taught at Harford Community College.

In this seminar, students work one-on-one with the instructor to develop a comprehensive portfolio. Students develop appropriate goal statements, chronological tables, autobiographies, and delineation of college-level learning for each course to be assessed for credit.