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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. Â鶹ӰԺ 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 Â鶹ӰԺ to have their employees take advantage of these experiences.

First, Â鶹ӰԺ 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.

Â鶹ӰԺ 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, Â鶹ӰԺ 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 Â鶹ӰԺucky 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 Â鶹ӰԺ 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 Â鶹ӰԺ, 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.