91ÉçÇø

The following questions are frequently asked by proposal submitters, and inadequate responses to the questions listed are often why proposals are sent back for revision. We encourage you to access the resources listed to help you craft the best possible proposal. Please contact the Office of Microcredentials for any other questions. 

• Why offer microcredentials?

  Microcredentials are a method students can use in articulating the value of various content areas and competencies in their degree to prospective employers. They might also be used for developing a skill set that can be marketed as complementary to an existing degree or perhaps offered beyond the scope of our current students (both for credit and non-credit). For example, it might be worthwhile to partner with a community or business partner to offer specialized microcredentials tailored to their needs.

• What is the scope of a credit-bearing microcredential?

  Credit-bearing microcredentials are intentionally somewhat narrow in focus. SUNY has indicated that, to date, microcredentials across SUNY average 6 credits.  For credit-bearing microcredentials, SUNY requires a notation on the transcript.   

  A note on NYS Education Department (NYSED) rules: microcredentials are considered an unregistered set of credit-bearing courses and therefore do not require NYSED approval. 

• What is the scope of a non-credit bearing microcredential?

  Non-credit-bearing microcredentials are more closely aligned with continuing education/workforce development. They can be considered microcredentials provided that they meet the basic SUNY definition - clear learning outcomes, assessments, and faculty governance review. Please note, non-credit microcredentials will not be transcripted. 

• Why is their faculty governance review of non-credit microcredentials?

  SUNY requires campus governance for all microcredentials, regardless of if the microcredential is credit-bearing or non-credit bearing.

  
  

  1. Academic quality is paramount for microcredentials, and faculty governance participation is required.
  2. Microcredentials are initiated locally, developed, and approved according to local campus policies and procedures, consistent with campus mission and strategic goals.
  3. Microcredentials designed to meet market needs should be informed by current data from appropriate markets and align with relevant industry/sector standards.
  4. Microcredentials can provide opportunities for industry/education connections and partnerships.
  5. Microcredentials are inherently more flexible and innovative.
• If my unit does not have a department chair/director or fall within a school/college/division, who will approve the proposal at that level?

  The Office of Microcredentials will approve the proposal at that level. Examples may include TAEs or Institutes which do not fall within a specified division or HARP courses which do not fall within a specific department.  

• Question 6 - I am having difficulty with responding to question 6 (learning and career objectives) of the proposal form. What resources can I consult?

  (What are the learning and career objectives of the microcredential? Ensure your listed objectives are both measurable and observable.)

  For assistance in writing learning objectives that are both measurable and observable, consult the . 

• Question 9 - I am having difficulty with responding to question 9 (diversity and inclusive pedagogy commitment) of the proposal form. What resources can I consult?

  (91ÉçÇø is committed to inclusive pedagogy, diversity, international perspectives, and addressing systemic bias in all of its programs, including microcredentials. Please explain how this microcredential or the broader program in which it is housed reflects this commitment and, more specifically, how issues of diversity, equity and inclusion are reflected in the content of the proposed microcredential.)

  Although proposers are often able to highlight how their specific program reflects a commitment to issues of diversity, equity and inclusion, they often struggle with sufficiently answering how their microcredential’s content does the same. 

  Linked below are some suggested resources that you can access to address how the content of the proposed microcredential course addresses issues of diversity, equity and inclusion.

• Question 14 - Part of the course I am proposing has a group project as the assessment. I see on question 14 that final artifact must be produced by an individual, not a group. Does this mean I cannot have group projects as part of the course?
   

  (Provide a detailed description of the final product learners must produce to earn this microcredential. The artifact must be individual (not produced by a group) and showcase the skills and competencies acquired by the earner.)

  Group projects are permitted as a form of assessments as long as the individual contribution is assessed separately to determine if the skills and competencies detailed in question 6 have been met. 

   
• Are there any sample proposals that I can view to get a sense of what the committee is expecting?

  The following proposals  have been submitted by campus units. They have been shared with their permission. All three are non-credit bearing. As of December 11,2020, the OMC has not reviewed credit-bearing proposals.

  Nursing, Public Health - Antigen Testing for SARS-CoV-2

  Harpur Edge - Harpur Edge-Finder

  Watson Continuing Education - Linux Command Line Foundations