Microcredentials are intended to endorse the achievement of specific learning outcomes relative to a given standard. Microcredentials provide tailored learning experiences for students, faculty, and staff that supplement and enrich current curricular and professional development offerings. Digital badges are the visual representation of having earned a microcredential. Within that broad framework, microcredentials can vary widely in scope and content; for examples, please consult the microcredential catalogue of Florida International University and the University of Central Oklahoma's Intercultural Competency micro-credential.
This community of practice is an opportunity to prepare and build a ready-to-launch microcredential during the 2024-2025 academic year. The ideal participant in this community of practice has an idea for a microcredential as well as learning outcomes and assignments and is interested in developing the credential with support from fellow faculty and staff.
During this Community of Practice, members will:
• Deepen their understanding of microcredentialing and PSU's process and share their planned microcredential with fellow participants.
• Connect their microcredential's learning outcomes with microcredentialing program goals and career readiness best practices.
• Explore different assessment methods for student learning and identify appropriate types for their microcredential.
• Design a microcredential Canvas shell with assistance from Instructional Designers.
• Share and provide feedback to fellow participants on Canvas content.
• Explore marketing strategies and processes for launching the microcredentialing program.
Members will attend six 90-minute Zoom meetings over the course of the Fall and Winter terms. All sessions will be remote. Some asynchronous work will be required between meetings, with a total time commitment of 40 hours over the two terms. Members are required to attend 5 of the 6 sessions in order to participate. The meeting schedule will be as follows:
Meeting 1: Friday, November 22, 2024 from 10:00 - 11:30 am
Meeting 2: Friday, December 6, 2025 from 10:00 - 11:30 am
Meeting 3: Friday, January 17, 2025 from 10:00 - 11:30 am
Meeting 4: Friday, February 7, 2025 from 10:00 - 11:30 am
Meeting 5: Friday, February 21, 2025 from 10:00 - 11:30 am
Meeting 6: Friday, March 21, 2025 from 10:00 - 11:30 am
Community of Practice members will each receive $1,259 for their work and participation. All PSU Faculty are encouraged to apply. Please review the Terms of Compensation for PSU Instructor Development Programs to confirm your eligibility.
Questions? Contact Raiza Dottin, Associate Director of Teaching, Learning, and Assessment (dottin@pdx.edu)
Applications are due by:
Thursday, October 10, 2024
Facilitators:
Raiza Dottin
Associate Director of Teaching, Learning, and Assessment, Office of Academic Innovation, PSU
Raiza Dottin has a doctorate in Learning and Leading with a concentration in Neuroeducation. She has a background in K-8 education as well as post-secondary and higher education. Raiza's prior professional work includes a diverse background in program management and support within research, public, and medical universities. Through her professional and educational work, she has established a strong track record of educational leadership, working with programs to create the student-centered environments and active teaching and learning spaces that form the core of her education beliefs. In her current research, Raiza strives to facilitate lifelong learning in higher education through the development of student-centered environments, with a focus on innovative assessment practices that examine critical thinking through experiential learning.
Grant Scribner
Grant Scribner is an Education Development Specialist in the Office of Academic Innovation, supporting faculty on a wide range of pedagogical issues through individual consultations, facilitating student feedback, and programming. Grant holds a Ph.D. in Education from the University of Nebraska-Lincoln, an M.A. in History from Temple University, and a B.A. in History from Haverford College. Grant's commitment to promoting equity in education has informed his research on pedagogies of historical violence, his work as a teacher educator, and a K-12 teacher.