This edited volume builds on the foundational insights from Volume I, delving into specific case studies that highlight the practical implementation of STEM microcredentials across various contexts. With sections focused on educators and non-educators, this volume offers an in-depth look at real-world applications. Readers will gain practical insights and strategies illustrating how microcredentials can be effectively developed, implemented, and recognized. This volume equips readers with the knowledge and tools to navigate the world of microcredentials, supporting their educational and career aspirations. By connecting theory with practice, Volume II enhances the understanding of the potential and challenges of STEM microcredentials, offering a complete resource for navigating the evolving landscape of targeted, competency-based education.
Part
4. Educator-focused Case Studies.-
18. Integrating
Micro-credentials into STEM Professional Development for K-12 School
Principals (Hengtao Tang).-
19. Empowering Educators Through Teacher-Directed
Professional Learning in STEM: A Case Study of Micro-credential
Implementation (Erin West).-
20. Project ACCLaIM: A Case Study on Developing
and Implementing Microcredentials as a Pathway to Teacher Professional
Learning (Leanna Archambault).- Part
5. Institution-focused Case Studies of
Non-Educators.-
21. A Customer Value-Based Approach to Building Trust and
Clarity in Micro-Credentials (Lora Bucsis).-22. Evaluating the Role of STEM
Microcredentials in Enhancing Public Workforce Development Outcomes (Ani
Meliksetyan).-
23. Advancing Workforce Development through Micro-Credentials:
Insights from South Koreas STEM Education Ecosystem (Hyewon Jang).-
24.
Sustainability as a Core Component of Micro-credentials in Open, Flexible,
and Distance Education in Mauritius (Chitisha Gunnoo).- Part
6.
Discipline-focused Case Studies of Non-Educators.-
25. Microcredentials in AI
and Data Literacy Education: Insights from Germany (Marc Egloffstein).-
26.
The Power of and through Micro-credentials (Kristen Vanselow).-
27. A Case
Study on Collaboration Between Academia and Industry in STEM Education to
Create Industry-aligned Biotechnology Microcredentials (Cynthia LaBrake).-
Part
7. Program- and Course-focused Case Studies of Non-Educators.-
28.
iTEACH: A Case Study in Health Sciences Microcredentials for Competency-Based
Nurse Educator Workforce Development (John McKenzie).-
29. AI Fundamentals:
Building AI Literacy through High-Impact Microcredentials (Aleshia Hayes).-
30. Harnessing Communities of Practice and Open Recognition Systems for
Workforce Development and Digital Equity (Krystal Rawls).-
31. Attainable,
Applicable, Actuating Education in STEM Through Engineering Microcredentials:
A Program Planning Approach (Amanda Major).-32. Enhancing the STEM Ready
Pathway Program with Microcredentials: Empowering Diverse Learners through
Industry-Aligned Credentials (Collin Sullivan).-
33. Nurturing Critical
Thinkers: A Freshman Seminar Microcredential for STEM Exploration (Stacy
Ybarra).- Part
8. Credential-focused Case Studies of Non-Educators.-34.
Building Trust in Digital STEM Microcredentials: Technological Innovations
and Future Directions (Kerri Lemoie).-
35. Building the STEM Workforce:
Beyond Technical Skills (Naomi Boyer).- Part
9. Visions of the Future.-
36.
Advancing Microcredentials through Higher Education-Industry Partnerships A
Vision for the Future (Michelle Head).-
37. The Role Of Micro-Credentials in
Future STEM Professional Learning and Development (Paula Marcelle).
Rob Moore is an Assistant Professor of Educational Technology in the School of Teaching and Learning at the University of Florida, USA and the director of the Investigating Digital Ecologies to Advance Transformative Education (IDEATE) Research Lab in the Institute for Advanced Learning Technologies, University of Florida, USA. His research focuses on how processes and structures affect learner experiences in digital environments, with a particular interest in microcredentials as transformative pathways for education and careers. He investigates the impact of technology integration on learner experiences and outcomes.
Kent Crippen is a Professor of STEM Education in the School of Teaching and Learning at the University of Florida, USA. His research program embraces the grand challenge of providing an inclusive and robust science, technology, engineering, and mathematics (STEM) workforce through designing and evaluating learning environments that offer authentic experiences through networked learning technologies. He is a Fellow of the American Association for the Advancement of Science (AAAS) and Editor-in-Chief of the Journal of Science Education and Technology.
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