žžÀ²

Micro-credentials refer to a set of coherent learning experiences that are non-degree bearing but are credentialed (i.e. there has been a validation process that skills/competencies have been earned). Micro-credentials can be credit or non-credit and sometimes are equated with the concept of digital badges. They tend to be offered in shorter or more flexible periods and designed to meet a specific need required in the workplace. They tend to focus on a skill or competency and thus are frequently interdisciplinary in nature. They can be offered online, on-ground or a hybrid of both.

Individuals interested in earning micro-credentials are likely to substantially grow in the coming years. This includes a variety of potential audiences, including current students, former students (both completers and non-completers), industry/community partners, current faculty/staff (e.g. onboarding, professional development), as well as adult learners. žžÀ² is well positioned to offer micro-credentials as the colleges already offer a large number of non-degree experiences (e.g. workshops, short-term courses, teacher licensure programs), and there is great interest by faculty to start offering credit-bearing micro-credentials. In addition, business partners have been reaching out to žžÀ² to have their employees take advantage of these experiences.

First, žžÀ² State does not have a university-wide academic process for the development and approval of curricular proposals for credit-bearing micro-credentials. Thus, academic units that want to offer a credit-bearing micro-credential cannot do so, and students are not in a position to have such a program recognized by the university (via a transcript or digital badge) for having demonstrated a skill or competency through a credit-bearing micro-credential.

žžÀ² State currently does not have a coherent vision and strategy for micro-credentials. In addition, the university’s current offering of digital badges is decentralized, and there is no central and deliberate plan for marketing, branding and communicating about the programs. Therefore, žžÀ² State is not well positioned to be competitive in the current marketplace.

Following a number of conversations with interest groups and key stakeholders, consultation with several other universities (University of Buffalo, Northern žžÀ²ucky University, Wichita State University) and consultation with Faculty Senate Executive Committee, Academic Leadership Group and Chairs & Directors during Fall 2019, a committee was put together in November 2019 (see Appendix A for membership).

This committee is currently working on a number of items including

• (a) the faculty submission and approval process to establish micro-credentials and the pathways for students to apply micro-credentials toward žžÀ² State certificate and degree programs
• (b) the student process (from admission to graduation) and the technology infrastructure to support that process
• (c) crafting a vision for micro-credentials at žžÀ², including
  • (a) purpose/goals of micro-credentials
  • (b) audience
  • (c) alignment of micro-credentials with the university’s strategic plan
  • (d) staffing/infrastructure
  • (e) fee structure
  • (f) branding/marketing

As the committee moves through the items, we will provide regular updates to various university committees.