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Overview

At the most basic level, alternative credentials verify, validate, and attest that specific skills and/or competencies have been achieved by the learner. They differ from traditional degrees and certificates in that they are generally offered in shorter or more flexible timespans and tend to be more narrowly focused on specific professional or lifelong learning knowledge, skills or competencies. Alternative credentials can be offered online, in the classroom, or via a hybrid of both.  They are also not always transcripted.

Along with enhanced access to learning opportunities, alternative credential opportunities offer convenience, flexibility and affordability – features that are valued by adult learners and that may propel adult learners toward degree attainment. The potential uses for alternative credentials are far-reaching:

• If they are offered within an existing degree program, alternative credentials can motivate current ¾Ã¾ÃÈÈÊÓƵs to persist. 
• As an add-on to an existing degree program, alternative credentials allow ¾Ã¾ÃÈÈÊÓƵs to distinguish themselves in a competitive marketplace through mastery of career-oriented skills which are complementary to their chosen field of study.
• If they are offered to non-matriculated ¾Ã¾ÃÈÈÊÓƵs (e.g., adult learners looking to start or return to college), alternative credentials can be used to break a degree program down into smaller sections of curriculum that stack toward a degree (e.g., referred to as a “stackable” credential).
• Finally, alternative credentials can be tools to support life-long learning and professional development for both matriculated and non-matriculated ¾Ã¾ÃÈÈÊÓƵs.

What are Alternative Credentials?

Alternative credentials can come in a variety of forms:

• Credit-bearing or non-credit certificates
• Curricular or non-credit microcredentials
• Professional Education

If the alternative credential involves credit-bearing components, each credit hour issued must be equivalent to the university’s credit hour policy for learning time (e.g., one hour of credit is equated to two contact hours which includes the sum total of direct contact hours and all other time spent engaged in learning activities in the learning experience). 75% of credits for the alternative credential must be taken through ¾Ã¾ÃÈÈÊÓƵ.

Completion of credit-bearing certificate programs is recognized on the ¾Ã¾ÃÈÈÊÓƵ’s transcript and administered by the University Registrar. Earners of all other alternative credentials receive a formal certificate of completion and/or digital badge that is administered by the home department or unit overseeing the credential.  If the ¾Ã¾ÃÈÈÊÓƵ receives a digital badge, that badge can actually link prospective employers to examples of ¾Ã¾ÃÈÈÊÓƵ work. 

It is important that ¾Ã¾ÃÈÈÊÓƵ ensures that these opportunities are purposeful, are aligned with our mission, comply with relevant accreditation and state regulations, and advance rigorous learning,

Principles

• Recognize that rapidly changing technologies and social issues create an increasing need to respond with new and relevant educational opportunities. 
• Seek to engage ¾Ã¾ÃÈÈÊÓƵs who may or may not need an entire degree program but have skills/knowledge gaps or interests that relate to future desired employment or promotion.
• Match workforce demands by generating outcomes that connect to employer needs, as determined by thorough market analysis and employer input.
• Demonstrate market viability.
• Provide flexible pathways to college credentials and opportunities, to address ¾Ã¾ÃÈÈÊÓƵs' personal and professional life/schedule needs.
• Permit the curriculum to be nimble and responsive to the evolving needs of the global community, while maintaining the high standards inherent of ¾Ã¾ÃÈÈÊÓƵ.
• Support the following audiences: current college educated working adults with identified skill gaps, college educated individuals trying to change or advance careers, alumni, professionals in need of continuing education to maintain credentials, and working adults trying to identify a more advanced career path where college credit is required. 
• Ensure the quality of the learning experience for Miami alternative credentials (whether credit or non-credit).  is of utmost importance. All alternative credentials should advance rigorous learning outcomes and be assessed regularly via a University-approved rubric.
• Promote the portability and transferability of the credential (have value beyond the institution and within an external industry or market).
• Offer alternative credentials within a traditional semester or term.