QEP Micro-Credential Model
UHD’s QEP, Beyond the Bayou: Transferable Skills for the 21st Century, will be implemented through a micro-credential model. This page explains how the
model works, how the university is organizing implementation, and what students, faculty,
and staff can expect.
Why a Micro-Credential Model
After reviewing multiple implementation proposals and reflecting on feasibility, impact,
and alignment with existing efforts, UHD selected a micro-credential model to support
the QEP’s four transferable skills.
The model allows UHD to create a flexible, scalable approach that helps students develop
workforce-relevant skills in ways that are practical, measurable, and meaningful.
What Students Earn
Students can complete self-paced modules focused on transferable skills and earn a
micro-credential and digital badge upon completion.
Benefits include:
- Free participation
- Self-paced learning
- Skill-based recognition
- Digital badges for LinkedIn, resumes, and portfolios
The Four Transferable Skills
The Quality Enhancement Plan (QEP) is a key component of UHD’s reaffirmation process,
but it’s not just about fulfilling a requirement–it’s about asking big questions,
listening closely, and identifying where we can make a real difference.
These modules will help students master important competencies employers are looking
for, including:
Our graduates are prepared to exchange information, ideas, facts and perspectives
effectively and ethically with a variety of audiences. Examples include:
- Asking appropriate questions for specific information from supervisors, specialists,
and others
- Employing active listening, persuasion, and influencing skills
Our graduates are prepared to lead in informed and ethical decision-making by accurately
identifying a problem, gathering and analyzing information, considering multiple courses
of action, and evaluating the effectiveness of their chosen path for continued learning
and improvement. Examples include:
- Problem solving, critical thinking, analytical reasoning
- Creativity, collaboration, logical reasoning
Our graduates are prepared to meet all of the discipline-based and ethical standards
of their vocation in serving the interest of humankind. Examples include:
- Maintaining a positive personal brand in alignment with organization and personal
career values
- Demonstrating dependability (e.g., report consistently for work or meetings)
Our graduates are prepared to leverage technologies effectively and ethically to deepen
understanding, enhance efficiency, complete tasks, and accomplish goals. Examples
include:
- Quickly adapting to new or unfamiliar technologies
- Navigating change and being open to learning new technologies
Micro-credential working groups
Faculty:
- Rob McKee: Associate Professor, Dept. of Management
- Charles French, Lecturer, Dept. of Arts & Communication
- Natacha Poggio, Associate Professor, Dept. of Arts & Communication
- Shahnjayla Connors, Assistant Professor, Dept. of Social Sciences
- Katharine Jager, Professor, Dept. of English
Staff:
- Naomi Berger-Perez, Director, Counseling Services
Faculty:
- Joanna Kaftan, Professor, Dept. of Social Sciences
- Xiaoying Li: Clinical Assistant Professor, Dept. of Management
- Joseph Sample: Associate Professor, Dept. of English
- Kit Cho, Associate Professor, Dept. of Social Sciences
Staff:
- Jesus Serrato, Information Literacy Coordinator Librarian, Library
Faculty:
- Edmund Cueva: Professor of Classics and Humanities, Dept. of History, Humanities &
Languages
- Richard Simonds: Assistant Professor of Social Work, Dept. of Criminal Justice & Social
Work
Staff:
- Donald Kesterson: Manager, Organizational and Talent Development, Dept. of Human Resources
- Camille McCall, Career Counselor II, Center for Career & Profession
- Wendy Cooper, Career Counselor II, Center for Career & Profession
Faculty:
- Irene Linlin Chen: Professor, Dept. of Urban Education
- Felicia Harris: Associate Professor, Dept. of Arts & Communication
- Abdelnasser Hussein: Assistant Professor, Dept. of Urban Education
Staff:
- LoShon Harvey: Manager, Technology Learning Services
QEP Implementation/Logistics Team
Handles badge design, implementation logistics (e.g. Canvas), recruiting students:
- Timothy Redl
- Sedef Smith
- Divya Bhati
- April Frank
- Brett Hobby
- John Lane
- Said Fattouh
- Greg Dement
- Toye Simmons
- Daniel Maxwell
FAQs About our Implementation Model
A: There will be four micro-credentials, each focused on sharpening a distinct transferable skill that
we decided as a UHD community we value most: communication, decision making, professionalism,
and technology.
Communication
Our graduates are prepared to exchange information, ideas, facts, and perspectives
effectively and ethically with a variety of audiences.
Decision Making
Our graduates are prepared to lead in informed and ethical decision making by accurately
identifying a problem, gathering and analyzing information, considering multiple courses
of action, deciding upon the optimal course of action, and evaluating the effectiveness
of their chosen path for continued learning and improvement.
Professionalism
Our graduates are prepared to meet all of the discipline-based and ethical standards
of their vocations in serving the interests of humankind.
Technology
Our graduates are prepared to leverage technologies effectively and ethically to deepen
understanding, enhance efficiency, complete tasks, and accomplish goals.
A: These micro-credentials are standalone offerings. While faculty already emphasize
these and other transferable skills in their coursework, the micro-credentials provide
a structured, focused way for students to deepen their skills in these four areas. Having these as standalone options allows for flexibility in how and when students choose to grow these skills. What faculty are doing in their
classrooms will continue; this just adds another path to skill development and recognition.
A: Students who complete a micro-credential will earn a digital badge which can be
added to resumes, digital portfolios, LinkedIn profiles, and job applications to highlight skills in a validated way.
A: That’s a fair question, and one we have considered. While the micro-credentials are standalone, they will be intentionally designed to
be part of the broader learning ecosystem at UHD. They will be promoted through Advising,
Career Services, faculty champions, student organizations, etc. In this communication, we will ensure that they are not seen as “extras”, but rather as valuable, relevant additions to students’ learning journeys.
A: The micro-credentials are being developed by a cross-functional design group made
up of faculty and staff experts from our campus community. These individuals were
identified through a careful stakeholder identification process that considered their research,
teaching, and professional expertise in each skill area. We are grateful that they graciously accepted the invitation
to shape these micro-credentials in ways that are meaningful and relevant to students’
professional and personal lives.
A: We are aiming to have at least one micro-credential fully developed by the end
of Summer 2025. This early version can serve as a pilot, helping us refine the structure
and approach before scaling up to the other three.
A: Our QEP Proposal will be submitted to SACSCOC in January 2026. We anticipate receiving feedback or approval by March 2026. Once approved – it’s game on. Full implementation (Year 1) will begin shortly thereafter, with all four micro-credentials rolling out as part of our broader student success strategy. The QEP formally spans 5 years, but its impact is intended to last well beyond that.
Over time, the micro-credentials will be woven into the fabric of the university and
become a broader culture of student development.
A: They are designed for all UHD students – anyone interested in sharpening their transferable skills in these four areas. To get things started, the initial rollout might be with specific student groups such as UHD student employees, Honors Program students, or Scholars Academy members.
These groups offer a practical starting point for testing and refining the micro-credentials.
While some may see this as selective sampling, our aim is to build momentum, gather
feedback, and refine our approach before expanding access to the entire student body.
A: They are a broader effort to prepare students for success, by focusing on skills that matter, now and in the future. The end goal is to help students develop critical skills, earn
recognition through digital badges, and grow personally and professionally. As mentioned earlier, these micro-credentials are not isolated efforts but rather are designed as a part of the larger learning ecosystem at UHD, reinforcing what students
are already learning in classrooms, co-curricular activities, and on the job. It is about creating more intentional
pathways for students to build and highlight skills that will serve them beyond graduation.
A: Approximately 10-15 hours.
A: Yes! Students can take as many micro-credentials as they wish, depending on their
interests, goals, and availability.
A: Each micro-credential will be designed to be completed within an 8-week part of term session, and offered during the fall, spring, and summer semesters.
A: That is a valid concern. The purpose is not simply to add extra work or more pressure, but to offer targeted, flexible opportunities for
growth that students can choose to pursue on their own terms. They allow students
to build confidence, sharpen skills, and earn recognition – opportunities that many students welcome as a chance to stand out, grow, and take ownership of their development on their own terms.
A: They will be built and delivered through Canvas, which is a platform familiar to both
students and designers. By building within a system that is already integrated into
UHD’s academic life, we are making it easier for students to focus on learning, not
on navigating a new platform.
A: Yes. While each micro-credential focuses on a different skill, they will be built
using a shared design framework. When we invited faculty and staff experts to design
these micro-credentials, we provided a clear set of design parameters. This means
that although the content and activities may vary, each micro-credential will:
- Include formative assessments that give students feedback as they learn;
- Conclude with two shared summative assessments: a written assignment and a confidence
assessment; and
- Require completion of all these assessments to earn a digital badge.
A: No. These micro-credentials will be designed to be self-paced. Once of the key
parameters given to designers was to build the micro-credentials in a format that
allows students to complete them on their own schedules, without the need for scheduled
class meetings or discussions. That said, some skill areas (like communication) may
naturally involve more two-way interaction. In those cases, a facilitator may provide
feedback or reinforcement. However, this is the exception, not the norm. Typically, the formative assessments will be self-graded and overall experience
will be designed for maximum flexibility and independent process.
A: We have built a structured assessment plan to ensure we can measure student learning
and overall impact. At the student level, each micro-credential includes two required summative assessments
(a written assignment standardized across all micro-credentials and a confidence assessment)
Both will be collected, and the written assignment will be evaluated by trained volunteer graders using a standardized rubric aligned with the overarching QEP student learning outcomes (see the right column in the table below). At the institutional level, we are aligning this initiative with our strategic planning
goals and reinforcing its relevance to our broader mission. To understand the overall
impact, we will also collect and analyze survey data and other metrics related to our institutional priorities (see the left column in the table below). We are not just offering micro-credentials – we are tracking their effectiveness, refining them over time, and demonstrating their value to our entire learning ecosystem.
A: That’s a thoughtful and timely question. The reality is: we cannot fully control
how students choose to complete their work. The micro-credentials will be designed
to be valuable learning opportunities, not just transactional experiences. The assignment
instructions are crafted to prompt personal reflection, application, and synthesis
– things that are hard to outsource and more meaningful when done authentically. Ultimately,
the value students get out of the micro-credential (what they learn, how they grow,
and how they can speak to these skills) depends on their engagement. While they will
receive a digital badge upon completing the required components, the deeper benefit comes from the use value of the experience, not just the exchange value of earning the badge. We trust students to engage with the process in a way that supports their growth,
and our designers will structure the learning experiences in ways to make them worthwhile.
