Moving from a Degree-Centric Postsecondary System to an Incremental Credentialing System: What Happens to Learners’ Financing Options?

Organization Case Study

CREDENTIAL AS YOU GO ORGANIZATION CASE STUDY

Automotive Technician Fundamentals

SUNY Rockland Community College

CREDENTIAL TITLE

Automotive Technician Fundamentals

ACADEMIC PROGRAM

Automotive Technology

STAGE OF DEVELOPMENT

Launched

CREDIT/NON-CREDIT # OF CREDITS (IF CREDIT BEARING)

3 credits

LENGTH OF CREDENTIAL

6 weeks

TYPES OF PARTNERSHIPS

Industry

INCREMENTAL CREDENTIALING FRAMEWORK APPROACHES

  • Stack As You Go
  • Partner As You Go

CREDENTIAL COMPONENTS

Why the Credential was Developed

  • Automotive technician shortages are expected to grow to over 800K by 2025. Ford Motor Company, Ford ASSET Program indicates the need for 86K technicians in the larger region and 4,100 technicians in the specific region of the college.
  • Ford Motor Company is a SUNY Rockland Community College industry partner and the college offers the Ford ASSET program.Industry modules for Subaru, Chrysler, and Ford are included in the automotive technology curriculum. Ford ASSET students must be sponsored by a Ford dealership prior to entering the program. This microcredential prepares students for the interview to obtain sponsorship as the end result and allows the college to assist Ford to build their talent pipeline with new employees. It also attracts current entry level employees to the program for career advancement. The automotive technology program has a 100% placement rate.

How the Credential was Developed

  • Ford ASSET faculty, Program Director, Department Chair, Dean, and Ford Motor Company representatives were part of the development team.
  • The microcredential stacks into the Automotive Technology degree program on all tracks; the credential is listed on a student transcript, which can be shared with employers. The micro to degree pathway allows students to earn while they learn and demonstrate successful achievement of skills for career advancement.
  • Upon successful completion of all microcredential requirements, a digital badge is issued to display by the student on social media platforms.

The Targeted Learners

  • High School students in the 11th and 12th grades
  • Anyone in the general public, who is interested in learning about the automotive industry and entry level positions.
  • Students learn about the microcredential through the Ford representatives, college fairs, school visits. The college offers student support services, i.e., tutoring, reading/writing center, connection center, individual advisement to ensure student success.
  • Students are prepared to enter express lane change positions.

Lessons Learned

  • Ensuring that faculty are a part of the development process ensures academic integrity of the microcredential and that the student is prepared with the skills we proport they have learned to enter the workforce.

Improving Education and Employment Outcomes