Current Programming Partnerships Across Academic

Issuers also have an opportunity to include projects to work on or an assessment so learners can apply and better retain what they are learning. 92% of learners want this but only 34% of issuers offer this.

issuers should track learner engagement post-launch to optimize their courses. Unfortunately, most issuers aren’t tracking engagement metrics and don’t have a sense of where learners are finding value and where they’re dropping off. Less than half of issuers track what content or courses learners are most engaged with (34%), which learners are most engaged (25%), course completion time (24%), and where learners drop off (14%) — missing out on critical insights to improve their programs

Northeastern University President Joseph Aoun outlines as essential literacies in Robot-Proof: Higher Education in the Age of Artificial Intelligence. In addition to technical and data literacies, he shares two key components of human literacy. First, a set of “catalytic capacities” that include: Initiative and self-reliance Comfort with risk Flexibility and adaptability Second, a set of “creative capacities” that include: Opportunity recognition, or the ability to see and experience problems as opportunities to create solutions Creative innovation, or the ability to create solutions without clearly defined structures Future innovation, or the disposition to orient toward future developments in society

Unlike traditional degrees, digital credentials allow potential employers to verify skills and students to showcase these skills

For existing students, the priority is immediate recognition of skills and knowledge in the major or complementary to the major, helping the student earn a fellowship or prepare for graduate school, to encourage persistence and completion, and to help students compete in the job market

Each microcredential is a substantive learning experience with set learning outcomes and assessments where student work is produced. While community building or participation in meetings or events can be important parts of the student experience, they do not rise to the level of a SUNY microcredential.

All work is aligned with key pillars set by SUNY’s Board of Trustees and Chancellor John B. King, Jr., including student success; research and scholarship; diversity, equity, and inclusion; and economic development and upward mobility

employer verification

Our vision is for members of the UMBC community to amass hundreds of microcredentials throughout their careers

alternative credential programming and financialmodels are highly decentralized across an institution – so much so that it may bedifficult for an institution to have a good grasp of its entire portfolio. Adding alternativecredentials to an institution’s strategic priorities will firm up program and business modelplanning and execution

First is the strategic priority within their institution. Ifalternative credentials have been embraced by senior leadership and included in thestrategic plan, they are more likely to have the necessary resources allocated to them

This six-part series tells the ACD story of exploration, innovation, and learning

approaches to align data analytics microcredentials with undergraduate experiences;

WCET

gauge the value of the microcredentials they offer, a step I suspect many have not yet been brave enough to take. That calls for tracking how often learners claim their awarded microcredential and share it to a professional networking site like LinkedIn, and for collecting feedback on why they did or didn’t. Another suggestion from the primer: track the number of microcredential learners who go on to enroll in a degree program

Appendix F: Questions Universities Can Ask Certification Bodies to Assess Quality of Certifications

“Public research universities are committed to improving the workforce outcomes of their students and to addressing the workforce needs of local economies. This approach can ensure students that their credentials will have value to the labor market, and it can ensure employers that graduates have the skills required to perform in the workplace.”

t be issued for unevaluated learning accomplishments, such as the mere completion of a series of tasks, attendance at events, or for learning that has not been assessed, as competency and learning accomplishment evaluation is very important.