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Alternative Digital Credentials in Higher Education: Bridging the Skills Gap Through Workforce, Employer, and Education Partnerships

Alternative Digital Credentials in Higher Education: Bridging the Skills Gap Through Workforce, Employer, and Education Partnerships

Courtney Breckenridge, Mary Ettling, Tony Fuhrmann, Robert P. Dixon, Wyatt E. Bridger
Copyright: © 2022 |Pages: 14
ISBN13: 9781799876977|ISBN10: 1799876977|ISBN13 Softcover: 9781799876984|EISBN13: 9781799876991
DOI: 10.4018/978-1-7998-7697-7.ch006
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MLA

Breckenridge, Courtney, et al. "Alternative Digital Credentials in Higher Education: Bridging the Skills Gap Through Workforce, Employer, and Education Partnerships." Innovations in the Design and Application of Alternative Digital Credentials, edited by Daniel Piedra, IGI Global, 2022, pp. 131-144. https://doi.org/10.4018/978-1-7998-7697-7.ch006

APA

Breckenridge, C., Ettling, M., Fuhrmann, T., Dixon, R. P., & Bridger, W. E. (2022). Alternative Digital Credentials in Higher Education: Bridging the Skills Gap Through Workforce, Employer, and Education Partnerships. In D. Piedra (Ed.), Innovations in the Design and Application of Alternative Digital Credentials (pp. 131-144). IGI Global. https://doi.org/10.4018/978-1-7998-7697-7.ch006

Chicago

Breckenridge, Courtney, et al. "Alternative Digital Credentials in Higher Education: Bridging the Skills Gap Through Workforce, Employer, and Education Partnerships." In Innovations in the Design and Application of Alternative Digital Credentials, edited by Daniel Piedra, 131-144. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7697-7.ch006

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Abstract

Alternative digital credentials (ADCs), also known as digital badges, demonstrate great promise as a strategy for closing the skills gap and supporting the alignment of industry skills with traditional and nontraditional higher education programs. The authors seek to highlight advances in ADC development in a public university setting, demonstrating how higher education institutions can weave ADCs into both traditional classrooms and larger community initiatives such as workforce development and non-credit offerings. The chapter details the institution's ADC pathway from conception to a workforce development project awarded in response to the COVID-19 pandemic including key project objectives, strategies, and best practices. The authors also discuss the use of existing learning resources and tools such as EMSI, Jove, and augmented reality technology, including learner reviews from current program participants. Finally, institutional strategies for prior learning assessment and integration of digital badges into undergraduate degree programs are discussed.

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