USM Center for Academic Innovation - Alternative Credentials

USM and Google Announce Partnership

admin-jennifer — Tue, 24 Jun 2025 01:00:11 +0000

The �鶹��ý (USM) and Google announced a new partnership today that will help thousands of USM students and other Maryland learners earn Google Career Certificates in high-growth fields including cybersecurity, data analytics, and project management at no cost. USM will also offer learners Google’s new AI courses, designed and taught by AI experts at Google to teach foundational skills in artificial intelligence technology. All 12 of USM’s public universities and two of its regional higher education centers will offer this training.

The partnership comes at an opportune time for USM in amplifying its role in preparing learners for an AI-focused economy. By offering the Google Career Certificates program, USM is also providing learners access to industry-recognized credentials in high-demand fields, which can help boost learners’ career readiness across many different sectors.

Keeping pace with in-demand skills has become a defining factor in workforce readiness. A recent industry report found that 96% of a global sample of employers reported that micro-credentials strengthened a candidate’s job application, and 9 in 10 said they were willing to offer micro-credential holders a higher starting salary. In the realm of AI, 75% of these employers said they would hire a less experienced candidate with a GenAI credential over someone more experienced without one, illustrating GenAI’s impact on hiring decisions (Micro-Credentials Impact Report, Coursera, 2025).

“We’re excited to partner with Google, one of the most trusted leaders in industry certificates. This collaboration will boost the career readiness of our learners across the System and give them an undeniable competitive edge,” said USM Chancellor Jay A. Perman. “It supports our vision for the future of higher education and the critical role the USM plays in upskilling and reskilling Maryland’s workforce—never more important than right now.”

The USM-Google partnership will have a special emphasis on bringing Google Career Certificates and AI courses to active military, veteran, and military family learners. This unique emphasis recognizes USM’s long-standing commitment to these learner populations, which recently culminated in six USM universities being cited as “Best for Vets” by the Military Times, which looked at student success metrics, availability of military-specific resources, and financial assistance, among other factors, in developing its rankings. Only 300 institutions were recognized nationally.

"Google is thrilled to partner with the �鶹��ý to bring Google Career Certificates and AI Essentials courses to thousands of learners, active military, and veterans across the state," said Lisa Gevelber, Founder, Grow with Google. “This collaboration is a significant step in equipping Maryland’s current and future workforce with skills needed for an increasingly digital economy.”

Google Career Certificates can be completed within three to six months of part-time study, with no experience required. Designed and taught by Google employees, each certificate includes 100+ practice and graded assessments, quizzes, or writing assignments to ensure rigor and mastery. Students who complete the program gain access to our employer consortium of more than 150 companies – including Booz Allen Hamilton, Siemens, and of course, Google – committed to considering certificate graduates for relevant roles. More than 1 million people globally have graduated from the Google Career Certificate program, and over 70% report positive career outcomes within six months of completion, such as a new job, promotion, or raise.

“This partnership signals the value of blending robust degree programs with recognized industry training and extending opportunities for lifelong learning,” said Delegate Stephanie M. Smith, Chair of the Education & Economic Development Subcommittee within the Maryland House of Delegates. “Partnering with the System to coordinate this effort will ensure that Google’s Career Certificates and AI courses reach Marylanders far and wide.”

Several schools in the system, including the University of Maryland, College Park and the University of Maryland, Baltimore County, also have provided access to Gemini App—Google's generative AI with enhanced security and privacy, included with Workspace for Education at no cost. Students and educators can use Gemini to assist in learning across various subjects.

"What an exciting day for Maryland,” said U.S. Senator Angela Alsobrooks (D-Md.). “This partnership between the �鶹��ý and Google is designed to support thousands of Maryland students, create opportunities to learn artificial intelligence technology, and spur innovation. As our state continues to lead the nation in technology and higher education, this partnership advances Maryland's leadership in AI and cybersecurity.”

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USM News

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Alternative Credentials

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/newsroom/news/2495

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News

Interprofessional Education (IPE) Digital Badging Project

admin-annika — Mon, 23 May 2022 20:54:51 +0000

In collaboration with a working group of Interprofessional Education leaders from 2-year and 4-year colleges and universities across Maryland, the William E. Kirwan Center for Academic Innovation and the University of Maryland, Baltimore Center for Interprofessional Education are leading the first phase (18 months) of a statewide project aimed at increasing the availability, quality, and visibility of Interprofessional Education (IPE) in health care academic programs through digital badging.

A Need to Make IPE Competency Development More Robust and Visible
In today’s collaborative, patient-centered health care environment, studies have demonstrated that team-based care improves patient-related clinical outcomes, especially for patients with chronic medical conditions and historically inequitable access to health care. As such, healthcare practitioners need to have the knowledge and skills to function capably in interprofessional teams. An international movement to offer interprofessional education (IPE) to health professions students has taken hold in response to this workforce need for collaborative practice. IPE is defined as “occasions when two or more professions learn from, with, and about each other to improve collaboration and the quality of care.” Student participation in IPE activities for health professions disciplines is paramount to preparing them for team-based care.

While many two-year and four-year institutions of higher education in Maryland offer an array of IPE experiences for their students, these experiences are often elective and can be sporadic. Relatively few health professions students will participate in IPE activities with the duration and intensity necessary to build competency. Moreover, even with robust IPE programs, there is a need to help students “connect the dots” across their IPE experiences and help make their competency development more visible, to themselves and to prospective employers.

Resources:

Download the Interprofessional Education (IPE) Digital Badging Project Concept Paper

For more information, please email cai@usmd.edu

Digital Badging as a Means to Strengthen IPE Competency Development

To address this challenge and help ensure that all health professions students graduate with core competencies needed for the provision of team-based care, an IPE working group from across two-year and four-year colleges and universities in Maryland have embarked upon the creation of an IPE Digital Badging system. An IPE Digital Badging system will provide a means by which faculty and staff can align existing and newly developed IPE activities with nationally recognized IPE competencies and ensure sustained opportunities for students to practice and improve. Just as importantly, an IPE Digital Badging system will provide the means by which students can more clearly communicate their achievement of IPE competencies to employers.

The Maryland IPE Digital Badging system will capitalize on the ability of digital badges to signal evidence of students’ competency as well as the institution’s validation of students’ proficiency in a given competency area. This allows employers and others more insight into exactly what the badge earner accomplished to achieve that badge. Additionally, because they are openly accessible, these badges can be shared through digital portfolios and social and professional networks such as Facebook and LinkedIn. Badges are also “stackable,” which means that students can display earned badges as they go and follow a trajectory to higher levels of competency. This organizing principle for conveying levels of competency to others aligns well with existing tiered frameworks for IPE skill development.

The Maryland IPE Digital Badging System

The Maryland IPE Digital Badging system draws on the IPEC Core Competencies for Interprofessional Collaborative Practice and focuses on developing students’ skills in four domains:

Interprofessional Communication Practices
Roles and Responsibilities for Collaborative Practice
Values/Ethics for Interprofessional Practice
Interprofessional Teamwork and Team-based Practice

The four domains would each span three tiers of IPE experiences that help students develop increasing levels of competency. An IPE digital badge could be earned for each tier for a total of three badges per domain:

Exposure IPE (introductory IPE experiences)
Immersion IPE (simulation experiences to practice skills learned in the Exposure IPE tier)
Competence IPE (experiential/clinical practice IPE experiences with direct patient care)

In phase one, the intent behind the IPE Digital Badging System is for participating institutions to:

Test a draft digital badging framework that is being developed based on IPEC competencies. Initial development is being undertaken by Dr. Heather Congdon, co-director of the UMB Center for Interprofessional Education, with input from the IPE working group.
Curate and make visible the existing curricular, co-curricular, and experiential/clinical experiences that constitute the “landscape” of badge-earning opportunities at their institutions. Additionally, new IPE experiences would be developed where necessary to meet IPE Digital Badging system parameters.
Design the parameters for achievement of each of the three “tiers” in the badge-earning process.
Develop assessments that, in addition to requiring students to present artifacts from the activities in which they have engaged, asks them to reflect on their growth, articulate the skills they have developed and areas for improvement, and support their claims with evidence.

2023-2024 Participating Institutions

Coppin State University
Salisbury University
Towson University
University of Maryland, Baltimore
University of Maryland Eastern Shore

Areas of Focus:

Alternative Credentials

Initiatives Type:

projects

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Story

USM / Greater Washington Partnership Capital CoLAB Project

admin-annika — Fri, 15 May 2020 17:24:56 +0000

In collaboration with the Greater Washington Partnership, the William E. Kirwan Center for Academic Innovation partnered with seven USM institutions in a systemwide project aimed at addressing the region’s digital technology workforce needs.

Background

The Greater Washington Partnership (GWP) is a first-of-its-kind civic alliance committed to making the Capital Region one of the world’s best places to live, work, and build a business. The GWP seeks to increase access to well-paying technology-related jobs, diversify technology-related companies, retain talent, and elevate the region as an innovation hub. The GWP’s Capital CoLAB initiative1 is working with university partners between Richmond, VA and Baltimore, MD to create robust opportunities for individuals to acquire in-demand digital skills credentials, to diversify the digital workforce through intentional talent identification and development of students from both STEM and non-STEM programs, and to scale educational opportunities to meet the region’s significant need for technology workers.

As the only system-level partner in the Capital CoLAB initiative, USM was selected because of our institutions’ rich program offerings in these high-demand areas as well as our outstanding and diverse student talent pool. The GWP recognizes this advantage and sees great value in the USM institutions working closely together to leverage our collective expertise and resources, share best practices, increase effectiveness and efficiency, and help advance GWP’s mission to improve the quality of life in the Capital region. The GWP is an enthusiastic supporter of this systemwide initiative, coordinated by the Kirwan Center for Academic Innovation, to address the development of digital skills credentials.

Digital Generalist and Digital Specialist Credentials

There are two types of credentials being organized through the GWP. The Digital Generalist credential is geared towards non-STEM majors to prepare students for job roles that require an understanding of data analysis and visualization as well as data security. The Generalist is geared toward undergraduate students pursuing degrees in non-technical fields such as HR, logistics, and finance. It incorporates knowledge, skills, and abilities needed by industry for entry-level positions in a wide variety of occupations.

The set of four Digital Specialist credentials are intended to prepare students for jobs involving specialized technical skills in Cybersecurity, Machine Learning, Cloud Computing, and Data Analytics. These credentials are geared toward undergraduate students pursuing 4-year degrees in STEM majors such as computer science, statistics, and engineering. The Specialist credentials include baseline knowledge, skills, and abilities needed by industry for entry-level technical careers.

See http://www.greaterwashingtonpartnership.com/capital-colab/ for more information on the specific credentials.

Scaling Training and Talent Identification to Meet Regional Digital Technology Needs

Several of the inaugural CoLAB partner institutions have begun aligning their curricula to the GWP credentials –including UMBC, who has started work on the Digital Generalist and is a lead partner in the USM effort. As the next “wave” of institutions offering Capital CoLAB credentials, USM promises to greatly expand and speed up the work to develop these credentials, particularly with respect to the Digital Specialist credentials. To that end, the Kirwan Center is coordinating a system-wide effort and supporting participating institutions with:

mapping existing curricula to the GWP’s industry-identified knowledge, skills, and abilities (KSAs) associated with one or more digital credentials;
curating and developing a library of shared online instructional modules to fill curricular gaps;
developing processes for consistently and rigorously assessing students’ acquisition of these skills; and
ensuring that graduates’ knowledge, skills, and abilities in these areas are made transparent to employers through GWP-endorsed digital badges.

The development process will be unique to each institution based on their existing programs. Matriculated students who demonstrate mastery of the CoLAB KSAs will be issued a GWP-endorsed digital badge from their institution to accompany their regular university degree and transcript. These digital badges will carry with them a snapshot of the evidence used to assess students’ proficiency for employers to view. Students with Digital Generalist and Digital Specialists credentials will be sought out for recruitment by CoLAB companies and provided access to exclusive professional development opportunities, including mentoring/coaching, job shadowing, networking with senior executives, resume reviews, priority interviews for internships and jobs, and financial incentives for new hires.

Areas of Focus:

Alternative Credentials

PDF:

GWP CoLAB Concept Paper_UpdatedApril2021.pdf

Initiatives Type:

projects

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Story

Comprehensive Learner Records

admin-annika — Sat, 01 Jun 2019 04:00:00 +0000

The �鶹��ý (USM) has been invited to partner with the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA (Student Affairs Administrators in Higher Education) to participate in their Lumina-funded national project to develop pilots for the Comprehensive Learner Record (CLR).

The goal of the Comprehensive Learner Record is to capture a student’s complete picture of learning, from the earliest stages of planning to their achievements and competencies. The Comprehensive Learner Record standard (formerly called Extended Transcript) is a new generation of secure, verifiable digital records for learners that contain all nature of learning experiences and achievements including courses, competencies, skills, co-curricular achievements, prior learning, internships, and experiential learning. For a quick overview, EDUCAUSE recently published a “7 Things You Should Know About the CLR.”

The IMS Global Consortium in partnership with IMS members are collaborating on designing this next-generation digital transcript that provides relevant and verifiable information to institutions and employers. UMUC was one of early adopters and did a pilot among business students using the CLR. The outcome is an example of a modern, web-friendly learner record, structured yet flexible enough to meet the needs of learners, registrars, and employers. The vision for the learner record is transformative in its potential, beyond providing relevant student competencies and skills.

Based on IMS Global's work in digital credentials, the Comprehensive Learner Record closely follows developing guidance from AACRAO (registrars) and NASPA (student affairs), while leveraging the Open Badges standard and those of the W3C. The vision for the Comprehensive Learner Record is a secure, student-centered digital record that is future-ready and future-proof.

(https://www.imsglobal.org/initiative/advancing-digital-credentials-and-competency-based-learning#clr)

Areas of Focus:

Alternative Credentials

Initiatives Type:

projects

Cross Post:

Story

Badging Essential Skills for Transitions (B.E.S.T.)

Anonymous — Fri, 26 Jan 2018 14:54:41 +0000

News outlets frequently report on the concerns employers have about the workplace readiness of recent college graduates. Some articles suggest that college graduates think more highly of their skills than employers do (“Well-Prepared in Their Own Eyes”), while others pinpoint the “soft skills” as the area most in need of development (“The Real Reason New Grads Can’t Get Hired”; “Employers: New College Grads Aren’t Ready for the Workplace”).

Resources:

Download Badging Essential Skills for Transitions (B.E.S.T.) Summary

While it is likely true that some recent graduates lack these skills, it may also be the case that students who actually do possess critical career-ready skills struggle to synthesize what they have learned and to articulate their curricular and co-curricular accomplishments in terms of the specific competencies employers seek. As a way to help bridge the gap between students’ accomplishments in college and their workplace readiness, the �鶹��ý’s William E. Kirwan Center for Academic Innovation is working with institutions within the System to develop digital badges that will help students choose experiences aimed at developing career-ready skills and better communicate what they know and are able to do once they enter the world of work.

Awarded by institutions or organizations, digital badges signify accomplishments such as the completion of a project or mastery of a skill and “make visible and validate learning in both formal and informal settings” (MacArthur Foundation, n.d.). Because they are digital, badges include access to viewable artifacts that provide evidence of learning to employers and other key audiences. Being digital and openly accessible means these badges can be shared through electronic portfolios, social and professional networks such as Facebook and LinkedIn, or other online venues.

Badging Essential Skills for Transitions (B.E.S.T.) consists of eight badges focused on career readiness competencies that align with those developed by the National Association of Colleges and Employers:

	The Collaborator: Advances the work of a team by being a successful and contributing member. The Collaborator advances the work of a team by effectively: Articulating one’s own role on the team and the roles of others. Integrating team members’ diverse viewpoints. Motivating and supporting others on the team. Building upon or synthesizing the contributions of others. Offering ideas, suggestions, alternative solutions, and feedback. Accounting for one’s own assigned role and responsibilities on the team. Negotiating, managing, and resolving conflicts when they arise.
	The Communicator: Articulates thoughts and ideas clearly and effectively in written and/or oral forms. The Communicator expresses thoughts and ideas by effectively: Using syntax, grammar, and/or vocabulary appropriate to the context and modality. Ensuring messages are organized, clear, and consistent with any supporting material. Tailoring the message and delivery method to the topic, audience, purpose, and context. Reflecting on one’s own messages and adjusting as appropriate. Critically analyzing others’ messages. Engaging diverse and competing perspectives and the ways they influence communication.
	The Critical Thinker: Analyzes evidence and perspectives in relation to a situation and evaluates one’s own reasoning over time. The Critical Thinker excels in the art of analyzing and evaluating thinking with a view to improving it by effectively: Raising vital questions and problems, formulating them clearly and precisely. Gathering and assessing relevant information, using abstract ideas to interpret it effectively. Coming to well-reasoned conclusions and solutions, testing them against relevant criteria and standards. Thinking open-mindedly within alternative systems of thought. Recognizing and assessing, as need be, one’s own assumptions, implications, and practical consequences. Communicating effectively with others in figuring out solutions to complex problems.
	The Globalist: Demonstrates ethical, social and environmental awareness of global systems and takes actions with personal and civic responsibility. The Globalist demonstrates global awareness by effectively: Recognizing differences across and within world cultures and the diverse viewpoints that emerge from these differences. Identifying developments and trends associated with historical or contemporary global issues. Developing a sense of personal and civic responsibility with respect to global issues. Applying communication skills and strategies, including the ability to use another language, to interact effectively with people from other cultures. Analyzing the power structures, complexities and interdependencies of global systems. Evaluating solutions to global challenges using interdisciplinary perspectives.
	The Interculturalist: Navigates cultural boundaries by valuing, respecting, and learning from diverse people and perspectives. The Interculturalist navigates cultural boundaries by effectively: Identifying one’s cultural norms and values. Articulating how one’s experience shapes cultural norms and values and how culture shapes personal experience. Analyzing how cultural norms and values affect one’s interactions with others. Recognizing the commonalities and differences that exist among people and cultures and how these factors influence one’s relationships with others. Understanding the influence of history, geography, religion, gender, race, ethnicity, and other factors on one’s identity and the identities of others. Questioning explicit and implicit forms of power, privilege, inequality, and inequity. Engaging with people and ideas from other cultures with courage, sensitivity, openness, and curiosity.
	The Leader: Leverages the strengths of others to achieve common goals and uses interpersonal skills to coach and develop colleagues. The Leader leverages the strengths of others to achieve common goals by effectively: Assessing individual and collective strengths, weaknesses, and capacities to achieve the desired goal. Engaging diverse or competing perspectives. Motivating others. Articulating a vision and strategy. Organizing, prioritizing, and delegating work, roles, and responsibilities. Reflecting on how one’s leadership affects process and outcomes and adjusting as appropriate. Reviewing outcomes and assessing implications for future plans.
	The Problem-Solver: Resolves complex problems through exercising sound reasoning to analyze issues and make decisions. The Problem Solver tackles challenges alone or in teams by effectively: Articulating the problem. Identifying the desired end result. Brainstorming creative options for achieving the desired end result. Analyzing and selecting the option that best achieves the desired end result. Developing a plan of action that will achieve the desired end result. Enacting the plan of action and adapting as needed. Evaluating the outcomes in relationship to the desired goals.
	The Professional: Exhibits personal accountability, effective work habits, integrity, and commitment. The Professional strives for excellence by effectively: Taking responsibility for one’s actions and outcomes. Examining the implications of one’s own behavior and decisions. Acknowledging mistakes and learning from them. Following through on commitments. Persevering in the face of challenges and changes. Acting with the interest of the larger community in mind. Evaluating one’s own performance over time and making adjustments.

Piloting Institutions and Badges
Several USM institutions are exploring digital badge pilots this year with small, targeted groups of students. Each institution will be developing one or more pathways by which students can earn a badge, the criteria for earning a badge, and rubrics and other assessment tools to evaluate whether a student has met the criteria. Students who earn a badge will be able to claim them publicly via Credly, an online platform for recognizing, storing, and sharing digital badges and associated artifacts.

2017-18 Pilots

Bowie State University: The Leader, The Professional (Fall 2018)
Frostburg State University: The Problem-Solver
Towson University: The Collaborator
University of Baltimore: The Professional (Fall 2018)
University of Maryland, Baltimore County: The Collaborator, The Professional
The Universities at Shady Grove: The Collaborator (Fall 2018), The Communicator, The Leader (Fall 2018)

Areas of Focus:

Alternative Credentials

Cross Post:

Story

UMUC Pilots Extended Transcripts

Anonymous — Mon, 19 Jun 2017 13:52:19 +0000

Traditional transcripts provide basic information about the courses students took: course names, dates of the course, credit earned, and grades. What traditional transcripts don’t provide is more in-depth information on the skills students learned and their competency in these skills. In Fall 2016, the University of Maryland University College (UMUC) piloted a digital “extended transcript” to better reflect student’s progress and competency of defined learning outcomes. UMUC is one of twelve institutions around the country to take part in a $1.27 million Lumina Foundation grant to participate in the Comprehensive Student Record Project, a partnership between the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA: Student Affairs Administrators in Higher Education, to develop different models to track students’ academic progress.

For UMUC, the goal is to offer a digital record of students’ competencies that allows employers to understand the skills and knowledge that potential employees have gained through their college experience. Instead of a static transcript, employers would be able to view artifacts that reflect students’ outcomes and knowledge and see how students’ activities outside their majors apply towards the skills desired by employers. The extended transcript allows students and employers to focus on the outcomes students gained by taking particular courses and to see evidence of students’ competencies and skills – in essence, helping employers make the connection between the work potential employees have done and the skills gained through their college education and the skills they are looking for in their workplace.

In the future, the extended transcript would allow students to highlight the parts of their transcript that demonstrate the skills and competencies needed for a particular job they are seeking. UMUC has created a prototype that shows the academic objectives that students have mastered and evidence of what students have accomplished. As the prototype is refined, determinations need to be made on the type of data that is made available and how it should be presented so it provides value and insight for employers and allows students to demonstrate the skills they have learned that can be applied to the workplace. A successful extended transcript will help students and employers connect skills gained in college with the skills needed in the workforce.

For more information:

Inside Higher Ed, "Transcript of Tomorrow," February 29, 2016
The Daily Record, "UMUC to test extended transcripts with more data," February 29, 2016
UMUC, "Rethinking the Transcript: The Next Step in Higher Ed Reform," June 15, 2016
Bringing the Competency Transcript to Life: Updates on Emerging Standards and Proof-of-Concept Implementations at UMUC and UW-Extensions (SlideShare)
AACRAO, "Extending the Transcript: Creating a Framework for Institutions"

Areas of Focus:

Alternative Credentials

Cross Post:

Story

Alternative Credentials

admin-annika — Thu, 29 Oct 2015 19:21:10 +0000

Alternative credentials offer institutions a way to validate a range of knowledge, skills, and abilities students have developed, deepening the level of information otherwise provided through student transcripts or resumes. Well-designed alternative credentials help students to articulate their skills and academic accomplishments and make visible, through digital badging or other means, the specific learning outcomes students have achieved, what artifacts students produced to demonstrate their learning, and how those outcomes were assessed.

Within this area of focus, the Kirwan Center has recently launched the Interprofessional Education (IPE) Digital Badging Project. The project brings together teams of leaders from Maryland 2-year and 4-year colleges and universities to increase the availability, quality, and visibility of IPE through digital badging. The project will provide a means by which faculty and staff can align IPE activities with nationally recognized IPE competencies and ensure there are sustained opportunities for students to practice and improve in the competency areas. Moreover, the project will provide the means by which students can more clearly communicate their achievement of IPE competencies to employers. Seven Maryland institutions are currently involved in the initiative.

Past projects include the Badging Essential Skills for Transitions (B.E.S.T.) initiative, which was designed to more clearly communicate graduates’ career-ready skills to employers through digital badging. B.E.S.T. focuses on eight essential career-ready skills—Collaboration, Communication, Critical Thinking, Globalism, Interculturalism, Leadership, Problem Solving, and Professionalism—with a system-wide, scalable approach to career preparation aimed at maximizing the value of curricular and co-curricular opportunities already available to students. Nine USM institutions participated in the initiative.

Also within this area of focus, the �鶹��ý partnered with the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA (Student Affairs Administrators in Higher Education) to participate in their Lumina-funded national project to develop pilots for the Comprehensive Learner Record (CLR).

Finally, the Kirwan Center led a partnership of seven USM institutions in a systemwide project aimed at addressing the region’s digital technology workforce needs, through a collaboration with the Greater Washington Partnership's Capital CoLAB. Digital Generalist and Digital Specialist credentials are now being offered across the seven USM institutions and development work continues in this area.

Initiative Type:

Alternative Credentials