The PowerPoint deck describes how Houston Community College is leveraging industry credentials to drive quality, equity, and completion. Among the resources included are a quality indicator model, a sample opportunity gap analysis and a graphic describing the industry credentials of value ecosystem.

The Some College, No Credential (SCNC) report series from the National Student Clearinghouse Research Center seeks to understand the educational trajectories of millions of U.S. adults who left postsecondary education without receiving a postsecondary credential and are no longer enrolled. As the fourth in series, this report identifies the levels of opportunity within each state for re-engaging SCNC students in the postsecondary attainment pipeline by tracking SCNC student outcomes annually: “Re-Enrollment” after stop-out, completion of “First Credential,” and “Perseverance” as indicated by continuous enrollment beyond first re-enrollment.

The purpose of this policy is to allow digital badging at MSU Denver for approved micro-credentials in order to increase the visibility and marketability of MSU Denver students, their knowledge, and their skillsets while also incentivizing increased participation in campus initiatives by students, faculty, staff, alumni, and university community partners. Under Pillar II of the University’s 2030 strategic plan goals, “MSU Denver will further develop and maintain […] micro-credentials, badges and other flexible ‘on- and off-ramps,’ […]”. This policy will contribute to the implementation of this objective. In addition, the goal of this policy is to maintain consistency across badges earned at MSU Denver, establish a common, university-wide custodian, and create procedures to ensure that badges earned at MSU Denver are recorded for the foreseeable future.

Learning obtained outside the classroom can be assessed and documented through a variety of types of Prior Learning Assessment (PLA). The purposes of this policy are 1) to set statewide expectations for awarding college credit for PLA, 2) to ensure that credits awarded for PLA by one institution are not lost in transfer, and (3) to provide transparent information to students, families, and advisors. This policy supports the Colorado Commission on Higher Education’s 2017 strategic plan, Colorado Rises, Goals 1 and 2 to increase credential completion and erase equity gaps.

The Western Interstate Commission for Higher Education (WICHE) received funding from Lumina Foundation and Strada Education Network from 2018-2020 to partner with several organizations to conduct original research and a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. One of the research projects was conducted in partnership with the Council for Adult and Experiential Learning (CAEL), examining the use and impact of prior learning assessment (PLA) on adult student outcomes at 72 postsecondary institutions. This work resulted in this report.

The entire landscape initiative produced a series of briefs, reports, and actionable toolkits that can be found here: wiche.edu/recognition-of-learning.

Workcred and its partners identified opportunities, challenges, and practical examples associated with integrating high-quality, industry certifications into bachelor’s degree programs in order to create more opportunities for students to earn credentials with labor-market value.

By: Workcred, Association of Public and Land-grant Universities, Coalition of Urban Serving Universities, and University and Professional Continuing Education Association

This Action Guide describes the phases and steps that stakeholders can take to develop and sustain trusted LER ecosystems. It is based on Credential Engine’s widely and successfully used State Roadmap and Action Guide for Transparency

Education Strategy Group (ESG) designed this guide to help institutional leaders examine their internal processes related to stackability and provide guidance for developing stackable credentials to ensure that current and future students have the on- and off-ramps needed for equitable access to learning while working. The Guide is structured around four evidence-informed pillars: 1) Data Infrastructure and Systems,(2) Mapping and Alignment of Curriculum, 3) Credential Pathway Communication, and 4) Student Centered Supports. [2023]