Student-facing workforce-focused skills and language are factored into all facets of the design and development of the programs.
Published in Chapter:
Laying the Foundation for a Micro-Credential Strategy: Lessons Learned
Michelle Alvarez (Southern New Hampshire University, USA), Tracey F. W. Osborne (Southern New Hampshire University, USA), Karen Mayeu (Southern New Hampshire University, USA), Katie Cullen (Southern New Hampshire University, USA), Emily Masterson (Southern New Hampshire University, USA), and MaryEllen Stevenson (Southern New Hampshire University, USA)
Copyright: © 2022
|Pages: 24
DOI: 10.4018/978-1-7998-3820-3.ch002
Abstract
In 2019, Southern New Hampshire University (SNHU or University) convened a Digital Credentials Lab (DCL) team to research, design, and pilot micro-credentials. The goal was to determine if there was a demand for this type of “alternative” learning experience in the market to see if it could be sustainable within the current higher education framework at the University. Through rigorous research, including both internal and external interviews, multiple pilots, and testing, the DCL sought to answer these questions and determine if micro-credentials could add more diversity to the SNHU catalog. In this chapter, the authors offer insight and experience, including findings from various pilots and learner feedback, to help inform other institutions that may be considering offering micro-credentials.