Introduction
Employers today prioritize candidates who possess not just a college degree but also verifiable credentials that demonstrate specific skill competencies tailored to their hiring requirements In response, higher education institutions are adopting micro-credentials to align with industry expectations while equipping students with diverse and marketable skills.
As technological advancements accelerate, higher education must deliver innovative teaching methods that equip students for the workforce A blend of applied learning, credentialing, and quality degrees enhances graduates' competencies, essential for thriving in a competitive job market Micro-credentials play a vital role in fostering lifelong learning and professional growth By collaborating with industry, higher education can effectively address the preparedness gap, with micro-credentials providing a stackable skill set that complements a foundational college degree.
The SUNY system has the opportunity to lead in establishing the credibility of quality micro-credentialing, which is increasingly recognized by industry Higher education is essential in validating student learning outcomes linked to micro-credentials By taking on the responsibility of developing high-quality micro-credentials, SUNY can guarantee academic rigor, foster faculty engagement, and create a unified framework for this emerging educational trend.
About the Micro-Credentialing Task Force
The SUNY Micro-Credentialing Task Force (“Task Force”) was charged with the following:
1 Review of the current literature and growing national dialogue on micro-credentials, including evidence-based best practices and ongoing efforts to define and translate micro-credentials;
2 Examine work currently underway across SUNY’s 64 campuses to develop and/or implement micro-credentials; and
A thorough review of pertinent SUNY policies aims to identify existing barriers and explore potential opportunities for policy renewal, ultimately enhancing campus efforts to support student access and success through micro-credentialing initiatives.
The Task Force membership included broad representation from across SUNY: presidents, provosts, faculty governance, student governance, registrars, business officers, institutional
From the start, the Task Force acknowledged the potential of micro-credentials to:
enable campuses to more quickly respond to student needs and industry demands;
establish new academic/industry partnerships;
motivate students to persist toward academic and career goals; and
bridge noncredit and credit-bearing coursework and experiences
SUNY is dedicated to equipping New Yorkers with essential credentials for further education, job placement, and career advancement The Task Force's primary focus is to uphold academic rigor and maintain the quality of all credentials offered by SUNY.
What are Micro-Credentials?
Micro-credentials are designed to verify and validate specific skills and competencies, distinguishing themselves from traditional degrees and certificates by being shorter, more flexible, and focused on particular areas of expertise These credentials can be obtained through online courses, on-campus programs, or a combination of both, making them accessible to a wider range of learners.
Despite national efforts by Lumina and others to establish universal definitions around micro- credentialing, there remain inconsistencies The
The Task Force has outlined a detailed definition of terms in Appendix A, promoting a standardized taxonomy across SUNY However, on a national level, terminology is frequently used interchangeably, as seen with the term "badging," which is commonly equated with "micro-credential."
Micro-credentials often overlook the essential role of faculty in shaping curriculum and standards, as they are provided both within and outside of university settings The Task Force aims to address this gap by ensuring that the issuance of micro-credentials throughout SUNY aligns with the University's dedication to shared governance, emphasizing the vital responsibilities of faculty members.
Motivate students toward completion of a credential or degree program by highlighting progressive attainment of competencies
Support academic/industry partnerships through credentials that meet industry requirements and/or are designed to meet a specific need
Provide more specificity to potential employers about skills and competencies learned
Supplement an existing degree program with complementary skill sets
Ladder from noncredit to credit
Ladder from a stand-alone credential to a degree program
Provide short-term, immediate competency development opportunities valuable for ongoing professional development
Most definitions of micro-credentials lack specific acknowledgment of students' best interests It is crucial for campuses to clarify what each micro-credential entails, including details on cost, financial aid eligibility, transferability, mastered competencies, and its relevance to degree programs If a micro-credential represents only a portion of credit-bearing courses, students should be informed about all available options to stack these credentials toward a registered certificate or degree.
As a result, this Task Force recommends the following definition of micro-credentials, and associated taxonomy of terms, for use across SUNY:
Recommended SUNY Micro-Credential Definition
Micro-credentials serve to verify and validate specific skills and competencies, ensuring they are endorsed by the issuing institution These credentials are developed through established faculty governance processes, guaranteeing their quality and significance.
Micro-credentials encompass both credit and noncredit study options, available as digital badges, MOOCs, or micro-awards These credentials can be delivered online, on-campus, or through hybrid formats Recognized by specific industries, micro-credentials offer validation and proof of in-demand competencies, enhancing their value in the job market.
Each micro-credential awarded must be represented clearly and accurately, addressing all associated costs, financial aid, transferability, and applicability
(e.g., stack-ability) toward a formal award(s) (i.e., registered degree, certificate)
Micro-credentials serve multiple purposes in education, including showcasing competencies gained through credit-bearing programs, which can motivate students to continue their studies and enhance their appeal to potential employers They can act as an entry point to degree programs, allowing for stackable learning pathways Additionally, micro-credentials can be issued as standalone credentials, such as for proficiency in the latest programming languages, or support ongoing professional development for educators seeking to advance their skills.
To establish a unified understanding of micro-credentials within the SUNY community, this report includes Appendix A, which features definitions of key micro-credentialing terms This list is subject to future updates and will be accessible online at http://system.suny.edu/academic-affairs/microcredentials.
III GUIDING PRINCIPLES FOR CREATING MICRO-CREDENTIALS AT SUNY
The principles outlined below guided the work of the Task Force and also constitute Task Force recommendations to guide the development of micro-credentials at SUNY
1 Academic quality is paramount for micro-credentials, and faculty governance participation is required.
SUNY micro-credentials are required to uphold rigorous academic standards and must undergo a shared governance process to achieve recognized academic legitimacy The development and approval of these credit-bearing micro-credentials necessitate the involvement of curriculum committees and local faculty governance bodies, in alignment with SUNY policies and New York State regulations.
2 Micro-credentials are initiated locally, developed, and approved according to local campus policies and procedures, consistent with campus mission and strategic goals
Micro-credentials harness local opportunities and expertise, allowing campuses to create programs tailored to their specific communities instead of adhering to a one-size-fits-all approach The Task Force emphasizes the importance of consulting with the SUNY System Program Review and Planning Office during the development of these micro-credentials to ensure they effectively meet local needs.
3 Micro-credentials designed to meet market needs should be informed by current data from appropriate markets and align with relevant industry/sector standards
Micro-credentials, especially open digital badges, effectively highlight applicants' skills and competencies to potential employers By aligning with specific market demands, it is essential to integrate data on industry needs and standards into the planning and development of these micro-credentials.
4 Micro-credentials can provide opportunities for industry/education connections and partnerships.
Micro-credentials should emphasize specific skills and competencies, necessitating significant collaboration with industry partners and employers Engaging with business representatives and gathering insights from local employers can enhance their relevance The effectiveness of micro-credentials is maximized when they embody strong academy-industry partnerships.
5 Micro-credentials are inherently more flexible and innovative.
Micro-credentials, being smaller in scale than traditional degrees, have less stringent requirements, allowing for greater innovation in education They facilitate the development of creative courses and programs that can quickly adapt to market demands Additionally, micro-credentials leverage unique partnerships and technology to enhance learning opportunities.
6 Micro-credentials should be portable.
Micro-credentials should have value beyond their initial context, aiding students in securing jobs or advancing in their careers They should also contribute towards obtaining higher-level credentials, whether from the same institution or others The concepts of portability and transferability are essential, highlighting the credential's relevance in the workplace and its ability to be recognized across different academic settings.
7 Micro-credentials should be stackable.
Micro-credentials are designed to be stackable, allowing individuals to accumulate qualifications over time that contribute toward a registered certificate or degree This sequence of credentials enhances career pathways and supports further educational advancement.
IV COMMON TYPES OF MICRO-CREDENTIALS
The term ‘micro-credential’ is often used interchangeably with the terms ‘badge,’ or ‘digital badge,’ as badges are one of the most common types of micro-credentials issued today
Badges represent mastery of specific skills and competencies, earned by meeting specific learning outcomes
Common Types of Micro-Credentials
The term ‘micro-credential’ is often used interchangeably with the terms ‘badge,’ or ‘digital badge,’ as badges are one of the most common types of micro-credentials issued today
Badges represent mastery of specific skills and competencies, earned by meeting specific learning outcomes
Web-based badges are interactive and connect users to comprehensive meta-data outlining the criteria for earning them The most impactful badges link directly to student work, portfolios, and the assessments that validate their competencies It is essential that badges are verifiable, featuring links to the issuer's relevant webpages for authenticity.
Badges have become increasingly popular due to their ability to be showcased on personal profiles across various social media platforms like LinkedIn, Twitter, and Facebook Numerous companies now offer badge hosting services, allowing users to highlight their achievements and skills effectively.
Credly, Mozilla Backpack, Accredible, GlobalSign, 1 etc
Several SUNY campuses have begun to offer badges Stony Brook
The university offers a range of badges, including noncredit options for professional development and credit-awarding badges that contribute to graduate certificates or degree programs Students outside the related degree program must obtain departmental permission to enroll For instance, the "Social Entrepreneurship Badge" from Stony Brook signifies the completion of three for-credit courses that enhance skills in entrepreneurship, leadership, communication, and marketing This stackable credential serves as a valuable asset for students and professionals, and can also be applied towards an advanced graduate certificate and subsequently a master’s degree Earning the initial badge may inspire students to pursue further academic achievements.
Several SUNY campuses offer badges to acknowledge student involvement in extracurricular activities or to honor exceptional achievements The Task Force advises that these campuses should clearly distinguish between badges that signify the completion of learning standards, which is the primary focus of this report, and those that represent service contributions.
1 Mention here in no way constitutes an endorsement Company names are provided for informational purposes
A screen shot of a badge offered by Stony Brook University in Design Thinking
(http://www.stonybrook.edu/c ommcms/spd/badges/catalog php)
Stackable credentials provide a flexible pathway for individuals to progressively advance towards a degree and achieve their career aspirations Unlike traditional degree transitions, these credentials are offered in smaller, manageable segments that accommodate various schedules and learning formats By stacking these credentials, students can effectively build upon their skills and qualifications, unlocking new job opportunities and enhancing their professional growth.
Since these courses are integrated into approved degree programs similar to a minor, they do not need NYSED registration Nonetheless, the Task Force highly advises campuses to collaborate with their liaison in the SUNY System Program Review and Planning Office when creating micro-credentials, as outlined in Section VII of this report.
Stony Brook University, as noted above, offers both for-credit and professional development badges (http://www.stonybrook.edu/spd/badges/index) One example is Stony Brook’s
The "Corporate Financial Management Badge" includes two graduate courses: FIN 552 Mergers & Acquisitions and FIN 536 Financial Management This badge can be pursued independently or applied towards a finance or MBA degree Students who are not enrolled in Stony Brook's Finance Advanced Graduate Certificate or MBA programs must obtain consent from the program director to register.
Some stackable credentials provide pathways from noncredit to credit, allowing students to develop competencies within industry-related areas and then continue on in a degree program
Noncredit micro-credentials should be developed through collaboration among continuing education professionals, faculty, and industry or community partners According to existing SUNY policy, academic consultation and shared governance are essential for noncredit courses that align with credit-bearing programs Faculty in the relevant field must initially assess whether a micro-credential can be classified as credit-bearing If deemed credit-bearing, the final approval should come from a curriculum committee or an equivalent academic governance body.
SUNY campus examples of noncredit-to-credit articulation follow Note that these could also be classified as a career pathway approach to micro-credentials:
1 At SUNY Orange, after successful completion of the A+ Computer Repair Technician curriculum and obtaining industry certification, there is an articulation with the Applied Technician Department to receive college credit
2 Certified Production Technician is approved for three credits in SUNY Ulster’s Industrial Design and Manufacturing Certificate program
SUNY Sullivan launched a Hospitality bridge program funded by a 2015-16 SUNY Workforce Development demonstration grant The faculty proposed that graduates of this program receive one credit upon enrolling in a hospitality-related certificate or degree program at Sullivan.
4 At Dutchess Community College, there is an articulation agreement for the HSE
Construction Skills Program for four credits into its associate degree program in
Construction Management, provided that students complete the skills certificate
Many SUNY institutions have articulation agreements with Boards of Cooperative Educational Services (BOCES), which grant credit for noncredit work assessed by faculty to be equivalent
Massive Open Online Course (MOOC)
Massive Open Online Courses (MOOCs) are an online learning model that allows unlimited participation from anyone interested in taking a course The State University of New York (SUNY) has partnered with Coursera to assist faculty in providing MOOCs For more information, visit the SUNY Coursera page or the Open SUNY MOOC FAQ.
A collaboration between six professors from the University at Buffalo and the Digital Manufacturing and Design Innovation Institute (DMDII) has led to the creation of a "Digital Manufacturing & Design Technology Specialization" offered through a 10-course MOOC This flexible program allows students to complete the courses in any order, featuring project-based assignments that enhance practical skills Upon completion, students earn a course designation that can be showcased on their resumes or LinkedIn profiles, boosting their professional credentials.
The specialization offered by UB is designed for a diverse audience, catering to high school graduates interested in manufacturing careers as well as operations managers seeking insights into the latest manufacturing technologies This program lays a solid foundation on how digital advancements are transforming factories, featuring ten industry-informed courses that cover essential topics such as digital manufacturing and design practices, the digital thread concept, the Internet of Things, and Big Data.
Another example of a noncredit MOOC micro-credential at SUNY is Buffalo State College’s,
Ignite Your Everyday Creativity is a transformative six-week program designed to enhance your innate creative skills, which are essential for success in the 21st century This course aims to help you recognize and cultivate the creativity within yourself and others By the end of the program, participants will be able to identify personal creative traits, develop effective problem-solving skills, and understand the qualities of a creative environment Additionally, students will learn to evaluate ideas using established creative product criteria Upon completion, participants receive a designation that can be proudly displayed on resumes or LinkedIn profiles.
MOOCs can be important gateways to introduce a campus and its faculty to entirely new audiences; generating interest for continued study
Industry-recognized credentials serve as micro-credentials that enhance relevant degree programs, adding significant value to applied degrees These credentials provide students with greater portability of their learning outcomes, ensuring they can effectively demonstrate their mastery of skills in various professional contexts.
Micro-credentials are increasingly valued by employers as they confirm that students have acquired verified skills and knowledge through assessments designed by industry professionals Earning these credentials allows students to showcase their mastery of professional competencies, while colleges with high pass rates gain a positive reputation among industries Faculty members with industry experience often facilitate these opportunities, understanding that obtaining such certifications enhances students' job search prospects.
How are Micro-Credentials Used Nationally?
Micro-credentials are being utilized in various ways across the country, showcasing their growing importance in education This overview highlights a selection of current applications, though it is not an exhaustive list Similar initiatives can also be found at SUNY campuses, reflecting a broader trend in credentialing practices.
The University Learning Store is a collaborative initiative involving several prestigious institutions, including the Georgia Institute of Technology, University of California, Davis, University of California, Irvine, UCLA, and University of Wisconsin-Extension This partnership aims to enhance educational opportunities and resources for learners.
The University Learning Store provides non-credit online learning credentials that emphasize skill development and include necessary assessments Course offerings range from Communicating and Deliberating in Work Teams to Creating a Stakeholder Management Plan for Projects, categorized into Power Skills, Technical Skills, and Career-focused training.
Course-takers can directly access the assessment if they believe they have mastered the necessary competencies in the Advancement and Compliance course Upon successful completion, they receive an online credential that resembles a badge, highlighting their acquired skill sets and displaying the name of the partner university that offers the course.
The University Learning Store offers two types of credentials, each available for $25:
“verified competency” represents completion of one badge assessment, and “skills certifications” for completing a series of assessments
(http://universitylearningstore.org/faqs/) College credit is not currently available
The University of Utah offers Degree Plus Certificates, which are noncredit credentials aimed at equipping graduates with additional skills that enhance their employability These certificates enable students to explore diverse career paths, such as transitioning a history degree into web design or digital marketing, or leveraging an English degree for roles in operations or project management Currently, the program provides certificates in areas like Data Analysis for the Modern Workforce and Instructional Design, catering to the evolving demands of the job market.
Content Marketing and Management, Operations Analyst, and Digital Communication Tools for
The Data Analysis for the Modern Workforce program emphasizes the importance of data analysis as a distinct field Participants will benefit from personalized career counseling that guides them on effectively utilizing their credentials Upon completion, they will earn a digital badge, which can be showcased on various social media platforms.
Students inPurdueUniversity’s online Master of Science in Education – Learning
Design and Technology offer digital badges for various technology tools, which can be earned through a one-week, full-day, three-credit summer course or on a self-paced, noncredit basis Available tools include Adobe Captivate, Premiere, Animoto, Camtasia, Evernote, iMovie, Mendeley, Poll Everywhere, Prezi, and Socrative These badges are stored in Passport, an e-portfolio system, and can be showcased on platforms like Mozilla Backpack, LinkedIn, and Facebook For more information, visit http://online.purdue.edu/ldt/learning-design-technology/digital-badges.
Admission to the Illinois State Honors Program allows students to utilize an electronic portfolio on Credly, highlighting their achievements and skills The badge program, designed to enhance skill development and encourage student growth, offers both stand-alone and stackable benefits Students can earn badges by completing specialized one-credit Presidential Scholar Seminars on various topics, including Innovation and Inquiry.
Interdisciplinary investigations and leadership initiatives, along with the completion of Honors Experiences in areas like Human and Computer Interaction and the Legend of Faust, are essential components of the program Students must maintain a specific GPA and complete three Honors Learning Experiences to earn the Program Scholar badge Additional badges can be obtained through international travel, participation in a series of Mindset seminars, and engagement in community service.
The University of Michigan's digital badging initiative, known as "Mblem," functions at the departmental and program levels, such as the Engineering Program of M-STEM Academies This program has created a range of badges aimed at recognizing, validating, and sharing the co-curricular learning experiences of undergraduate engineering students.
(http://www.mblem.umich.edu/v/badges)
The department defined eight broad categories of badges: community service, cross- cultural experiences, entrepreneurial mindset, ethics, intellectual curiosity, leadership, professional development, and science and engineering research
Mblems are stackable badges that signify various levels of competency, awarded based on specific evidence such as written work, videos, or other reflective formats Each badge is linked to the corresponding evidence submitted The University also provides a dedicated webpage for employers that outlines the value of these badges.
Non-Profit Partnerships with Higher Education
edX, founded and governed by colleges and universities, is a non-profit entity that supports the offering of MOOCs on an open-access platform (https://www.edx.org/)
edX provides a diverse selection of over 1,300 courses in humanities, mathematics, and computer science, catering to more than 10 million learners worldwide The platform offers both scheduled and self-paced courses, with some eligible for academic credit and others culminating in a verified digital certificate that enhances professional resumes.
LinkedIn In addition, EdX offers over 30 MicroMaster’s programs—a name they have trademarked—that can be stacked toward a degree (often requires some onsite work at the instructing University)
Among edX’s 52 original founding university partners are MIT, Harvard, University of California Berkeley, the University of Texas System, Arizona State University, the
The University System of Maryland and Cornell University are key members of a growing network that now includes numerous U.S and international universities, alongside various for-profit and non-profit organizations This expansion also features prominent partners such as Amnesty International and Microsoft, who contribute to the offering of Massive Open Online Courses (MOOCs).
The non-profit Digital Promise offers a series of micro-credentials targeted at educators that they categorize as “competency-based recognition for professional learning”
Each educator micro-credential targets a specific competency and requires participants to submit evidence, such as lesson plans, student work samples, and classroom videos, accompanied by a detailed scoring guide.
Digital Promise has teamed up with several universities to provide graduate-level credit for specific micro-credentials The participating institutions include Fresno Pacific University, Brandman University, Portland State University, and the University of the Pacific For more information, visit Bloomboard.
Best Practices to Consider When Developing Micro-Credentials
According to the American Council on Education’s report Quality Dimensions for Connected
Credentials (http://www.acenet.edu/news-room/Documents/Quality-Dimensions-for-
The six dimensions of quality that underpin connected credentials include transparency, modularity, portability, relevance, validity, and equity These interrelated concepts are essential for ensuring the effectiveness and integrity of connected credentials, as outlined by the Task Force.
Transparency is essential for both prospective employers and students, as it involves clearly defining competencies, including specialized knowledge and soft skills such as communication, teamwork, and independent work Additionally, it is important to highlight the connections between micro-credentials, showcasing pathways to earn credits, pursue further credentials, or gain entry into degree programs.
Modularity - This is the important feature that the credential can be stackable, that additional credentials can be added to offer value
Portability refers to the effort to guarantee that credentials hold value at local, national, and international levels The transfer of credit or noncredit micro-credentials adheres to SUNY Policy 1008 on Transfer and Articulation, as well as MTP 13-3, which promotes seamless transfer.
The SUNY Task Force emphasizes that transitioning from noncredit to credit must focus on assessing learning outcomes rather than simply recognizing experience This articulation process is academic in nature and should adhere to the established shared governance procedures within the institution.
The Task Force emphasized the importance of ensuring that SUNY micro-credentials are meaningful and beneficial for students, aiding in the advancement of their educational, professional, and personal goals These micro-credentials should hold significant value and gain recognition from key stakeholders, including the campus community and potential employers.
When developing micro-credentials, it is essential to ensure their validity through verifiable means, similar to how employers and academic institutions confirm degree attainment Incorporating meta-data that links specific learning outcomes to the issuing institution can enhance both relevance and validity Additionally, documented assessments of learning outcomes and their evaluation methods are crucial for other types of micro-credentials The ACE report, "Quality Dimensions for Connected Credentials," emphasizes the importance of considering predictive and concurrent validity in this context.
Predictive validity refers to the extent to which a credential's claims are supported by real-world evidence, indicating that assessments for obtaining the credential effectively forecast an individual's future performance in their job or community practice This evidence is usually collected by analyzing whether individuals who achieve a passing score on an assessment or earn the credential possess the knowledge and skills that were asserted.
- Concurrent Validity: “There is parallel evidence supporting the claims made in the credential Evidence of concurrent validity is typically gathered by looking at other
Micro-credentials serve as a valuable pathway to for-credit coursework and career advancement, emphasizing the need for equitable support systems that enable all students to succeed.
The Task Force offers the following additional guidance regarding transparency and portability for SUNY micro-credentials:
Tuition for credit-bearing micro-credentials will align with the approved rates for existing credit-bearing programs, while noncredit micro-credentials will follow standard noncredit tuition practices at the campus It is essential that total costs are transparently disclosed and easily accessible to prospective students.
The transition from noncredit to credit courses must focus on assessing learning outcomes rather than solely recognizing prior experience This academic process should adhere to established shared governance procedures within the institution Additionally, the transfer of credit or noncredit micro-credentials aligns with SUNY Policy 1008 on Transfer and Articulation and MTP 13-3 for Seamless Transfer.
The development of transcripts for micro-credentials and industry-recognized credentials, along with noncredit-to-credit pathways, is essential for enhancing the portability of these credentials To address this, various colleges and universities nationwide have initiated efforts to create a comprehensive student record (CSR) This digitized format goes beyond the traditional transcript by documenting validated evidence of students' learning outcomes, competencies, and experiences outside the classroom For further details, Appendix B provides multiple examples for review.
To effectively market micro-credentials, campuses must ensure clarity and transparency in their communications It is essential to accurately describe and fully disclose policies, procedures, and criteria related to micro-credentials, including fee structures and relevant financial aid information This information should be readily available to prospective and enrolled students, as well as faculty and staff involved in the assessment process, and must be included in academic catalogs and prominently featured on college websites.
VIII PROGRAM APPROVALS AND MICRO-CREDENTIALS
All academic programs, whether credit or noncredit, full or partial, must adhere to the policies set by the SUNY Board of Trustees, as well as comply with New York State regulations, federal laws, and regional accreditation standards, necessitating careful development and implementation.
The review and approval process for noncredit micro-credentials is primarily managed at the local level, requiring adherence to campus shared governance procedures, course evaluation standards, and prior learning assessment protocols Additionally, it must align with SUNY policies and comply with state and federal regulations.
The review and approval process for for-credit micro-credentials is similar to that of developing a minor, usually not needing off-campus approvals However, because these micro-credentials are credit-bearing and can contribute to formal curricula in Certificate or Degree programs, it is crucial to carefully consider potential issues Key areas of focus include student financial aid eligibility, academic advisement, credential titles, and advertising practices.
Who Should be Involved in Developing Micro-Credentials?
Micro-credentials can originate from various sources within SUNY campuses, including individual faculty members, collaborative departmental efforts, and specialized task forces engaging with business and industry partners Additionally, students and alumni may highlight specific needs, while the enrollment or admissions office can respond to frequent inquiries about credentials in particular fields Career development officers may also contribute by leveraging new industry connections to identify relevant micro-credential opportunities.
The Task Force underscores the significance of collaborative design, quality assurance, and a well-considered communications plan, regardless of whether the initiative pertains to non-credit, non-credit to credit, or for-credit credentials.
Figure X Example: Possible Campus Engagement Strategy for the Micro-Credential Design, Campus Review, and Implementation Process
Recommendations
1 The System Provost should encourage and support campus development of micro- credentials consistent with the core principles identified in this report:
Academic quality is paramount for micro-credentials, and faculty governance participation is required;
Micro-credentials should be initiated, developed, and approved according to local campus missions, policies, strengths, and guidelines
Micro-credentials designed to meet market needs should be informed by data from appropriate markets and align with industry standards
Micro-credentials should provide opportunities for industry connections and partnerships
Micro-credentials should be flexible and innovative, and planning should ensure their portability
Micro-credentials should be stackable
Campuses need to establish clear criteria for developing micro-credential articulations, emphasizing the importance of shared governance in this process It is essential to consider various factors that contribute to effective articulation of these credentials.
Existing noncredit into existing credit courses;
Existing noncredit into new credit courses;
New noncredit into existing credit courses; and
New noncredit into new credit courses
3 Strong partnerships between Continuing Education/Workforce Development and
Academic Affairs may be necessary to achieve optimum results in the development of certain micro-credentials Examples of issues to consider include:
Assessment of student learning outcomes and alignment of these between noncredit and credit
Establishment of business/financial guidelines to ensure financial viability and program sustainability and renewal
Identification of the role of noncredit instructors and campus faculty in the determination of noncredit to credit micro-credentials, involving shared governance where appropriate
Guidelines and standards for faculty and curriculum that are consistent across the institution, as called for by MSCHE
Inclusion of industry standards in the assessment of programs which are linked to industry-recognized credentials
Business and industry involvement as a part of development, assessment, and ongoing support of such programs
4 Campuses are encouraged to consider the six dimensions of quality that support connected credentials as described in this report and by the American Council on
The quality dimensions of education for connected credentials include transparency, modularity, portability, relevance, validity, and equity To effectively attract students and verify credentials, educational institutions must ensure clarity regarding tuition, financial aid, learning outcomes, assessments, and the relationships between different credentials.
To enhance clarity and transparency throughout the SUNY System, campuses are urged to adopt the Recommended SUNY Definition of Micro-Credentials, along with the relevant definitions outlined in this document.
Micro-credentials serve to verify and validate specific skills and competencies, endorsed by the issuing institution Developed through established faculty governance processes, these credentials are designed to ensure quality and meaningful learning experiences.
Micro-credentials encompass credit and noncredit studies, manifesting as digital badges, MOOCs, or micro-awards, and can be delivered online, on-campus, or in a hybrid format They are often recognized by specific industries, offering validation of in-demand competencies that are highly sought after in the job market.
Each micro-credential must be clearly represented, including associated costs, financial aid, transferability, and applicability towards formal awards, such as registered degrees or certificates Micro-credentials can serve various purposes, including introduction to a degree program, stacking towards a degree, or as standalone credentials complementing a degree program They can also provide continuing professional development opportunities, such as an English major benefiting from a micro-credential in computer science or a computer science major gaining a micro-credential in business writing.
To establish a shared understanding of micro-credentials within the SUNY community, this report includes a comprehensive list of definitions for key micro-credentialing terms in Appendix A This list is subject to future updates and will be accessible online at http://system.suny.edu/academic-affairs/microcredentials.
Campuses are encouraged to consult with their liaison in the System Program Review and Planning Office for guidance when developing micro-credentials, despite having local flexibility in the process For assistance, visit the official site to find your campus reviewer.
The Task Force established a sub-committee to evaluate existing System, campus, or federal policies that could hinder or facilitate the development of micro-credentials on campus Based on the sub-committee's findings, the Task Force advises the Provost to implement a formal policy review process This process should involve a System-wide Task Force or Committee that includes representation from faculty and student governance, along with an open-comment period for proposed policy revisions concerning specific SUNY Trustee policies.
The 1305 Credit/Contact Hour policy is based on the Carnegie Unit framework, emphasizing the importance of time in education Proposed revisions suggest incorporating language that focuses on learning outcomes and competencies related to credit awarding.
The proposed revisions for the 1301 Continuing Education Unit suggest that CEUs and other credentials should undergo evaluation through the shared governance process of awarding institutions This approach aims to facilitate the development and granting of micro-credentials that can provide both CEUs and college credit.
MTP 13-3 Seamless Transfer may benefit from revisions that explicitly acknowledge the Provost's statements regarding the transfer of both for-credit and noncredit micro-credentials, in alignment with SUNY Policy 1008 on Transfer and Articulation.
The Task Force has evaluated the SUNY TAACCT Grant Prior Learning Assessment Advisory Board's report, which highlights the potential of prior learning assessment to recognize learning gained through micro-credentials that have not yet been credited towards college courses They recommend that the findings from this report undergo a formal policy review process to ensure effective implementation.
The Task Force suggests that SUNY should actively advocate for the inclusion of micro-credentials as eligible activities for state and federal financial aid Additionally, it recommends exploring a comprehensive system for digital transcripts that feature micro-credentials and clarifying the transferability and portability of digital badges.
The System Provost should assign the SUNY Faculty Advisory Council on Teaching and Technology (FACT2) the responsibility of creating a readiness assessment and providing resources to assist faculty in the development and effective delivery of micro-credentials.