Workcred senior director of research Isabel Cardenas-Navia recently published insights on why engineering educators should care about the potential of non-degree credentials in their courses, degree programs, and institutions, within a new academic publication: International Handbook of Engineering Education Research.
Cardenas-Navia’s chapter, titled “Enabling a Skilled and Diverse Engineering Workforce with Non-Degree Credentials” and co-authored with researchers Helen L. Chen and Abisola C. Kusimo, underscores how the last decade has seen several innovations in engineering education: from how it is designed and delivered to the pedagogical practices incorporating experiential and project-based learning, and, correspondingly, to new approaches to acknowledge and recognize learning and competencies.
Workcred, which focuses its efforts on educating academia and the workforce about the value of non-degree credentials, reports that the demand for these credentials is likely to expand among engineers. To that end, the chapter highlights how these non-degree credentials can enhance educational opportunities for both degree-seeking and non-degree-seeking learners across their academic and professional career trajectories in engineering.
“Though still early in their development, non-degree credentials have the potential to broaden access to engineering, support the knowledge, skills, and abilities of diverse learners, and strengthen the engineering education-to-workforce continuum. Overall, this chapter aims to make a stronger case for why engineering educators should care about the potential of non-degree credentials in their courses, degree programs, and institutions,” reads the chapter’s abstract.