Alternative credentials (AC) which are high-quality, portable, and recognizable inside and outside of an institution of higher education can make visible the discrete skills, knowledge, and mindsets acquired by learners. The ability ACs provide to deconstruct and name not only large areas of content knowledge but also the more elusive yet highly sought after “soft” or “human” skills is a boon to students and employers alike. Pedagogically, ACs offer an opportunity for faculty to think deeply and creatively about learning outcomes across projects and assignments rather than entire semesters only, even integrating experiential learning that occurs beyond classroom walls. Further, due to their modular nature, the stackability of ACs can illustrate for students numerous learning pathways to achieving a specific goal, certificate, or even degree. Whether by providing on-ramps to courses or certificates, allowing non-graduating students to demonstrate–and eventually complete–their learning, or providing learner voice and choice, ACs are harbingers of a more equitable, student-centered, and creative way to assess and credential learning.

In the second of three webinars in the series "Imagining the Innovative University of the Future," join us for a conversation about the future of alternative credentials with Noah Geisel, Micro-Credentials Program Manager in the Office of the Registrar, University of Colorado Boulder and Duke alumnus.

About the series:

Imagining the Innovative University of the Future

Institutions of higher education are facing numerous stressors and challenges in an evolving landscape of learner and employer needs. Newly established universities and colleges may have certain advantages to well-established institutions, in that they can focus their programs, curricula and pedagogies on what learners need now and will need in the future. How can established and respected institutions such as Duke evolve and innovate based on strong foundations, to expand their quality offerings to reach new audiences of learners, teach new skills and capabilities, and develop new ways of recognizing and tracking learner accomplishment? 

This webinar series will highlight some of the ways that innovation can and is happening in higher ed -- at the university scale (macro innovation), program scale (mezzo innovation), and individual course scale (micro innovation). 

Please register below, and also join us for remaining webinar in the series:

• Applied Research and Classroom-Based Innovation, Friday April 19, 12 - 1 PM EDT

Earlier webinar in the series:

• New Universities of the 21st Century, Friday April 5, 12 - 1 PM EDT

Speaker biography

Noah Geisel

Noah Geisel is the Micro-Credentials Program Manager in the Office of the Registrar at University of Colorado Boulder. He co-founded the annual Badge Summit Conference and is a lecturer at the University of Colorado Denver. With a background as a world languages, edtech, and digital badges consultant, Noah is passionate about helping educators and students make awesome happen. He has 19 years of experience teaching Spanish, English, and technology and was recognized as the 2013 ACTFL National Language Teacher of the Year. He is a learner, sharer, traveler, and giver of high fives. Noah received his BA in English from Duke University, and has a Masters in Education Leadership from Regis University.

Session facilitator

Hilary Culbertson, Senior Director of Marketing and Communications in Learning Innovation & Lifetime Education (LILE), leads marketing and communications efforts for LILE, serving on the Executive Leadership Team. This includes oversight of all LILE program marketing, as well as consulting for schools and other campus units on marketing online and/or lifelong learning programs.

Previously, Hilary led marketing and communications for UNC-Chapel Hill Digital and Lifelong Learning, where she oversaw the inquiry management, learner recruitment, market analysis, communications and marketing functions. She is passionate about how professional, continuing, and online education can extend access to nontraditional students.