Major Updates
Department of Education Warns Institutions on Misleading Representations, Urges Compliance
The US Department of Education’s Federal Student Aid (FSA) recently released an announcement bulletin that highlights activities that could indicate institutions are engaging in substantial misrepresentations—such as misleading claims about program costs, job placement, or licensure—and as such, face serious penalties. The bulletin emphasizes that institutions must avoid false or unsubstantiated statements to potential students, as violations can result in fines or restrictions on federal financial aid participation. Institutional staff should carefully review marketing materials and statements to ensure compliance and avoid misleading representations that could harm students and the institution’s standing. Please share this information with your institutional leadership and marketing teams, and be sure to also note our brand new resource below—Marketing Considerations Through the Lens of Regulations, Policies and Compliance.
The following are, according to the Department, “examples of instances observed by FSA in its oversight activities that could result in non-compliance. This is not an exhaustive list and other conduct not included may constitute actionable substantial misrepresentations.
- Schools have compared their job placement rates to that of peer institutions without sufficient and demonstrable substantiation.
- Schools have stated or implied that their degrees or certificates will help students become licensed in a field that does not require licensure.
- Schools have made unsubstantiated claims about their “ranking” compared to other schools, for example by claiming without any basis that they are the number one liberal arts college in the country.
- Schools have marketed certain characteristics of their faculty that are inaccurate or unrepresentative.
- Schools have made statements that may mislead prospective students into thinking they are a public school or a non-profit school.
- Schools have advertised or published documents stating a program’s cost of attendance or net price that are inaccurate or pertain only to a minority of students.”
For more details, you can access the full announcement here.
Marketing Considerations Through the Lens of Regulations, Policies and Compliance – NEW Primers and Insights Resource
Introducing a new resource tailored for higher education marketers and recruiters: Marketing Considerations Through the Lens of Regulations, Policies and Compliance. This guide provides an introduction to regulations that can impact marketing in online and professional education. It provides key insights on compliance essentials, as well as highlights the risks of noncompliance and strategies for navigating these laws and regulations. Whether you want to assess or refine existing campaigns or launching new initiatives, this resource is designed to help ensure your marketing practices are transparent, effective, and aligned with regulatory requirements. Explore it now to boost your compliance and marketing success! Access our new Policy Matters: Primers and Insights – Marketing Considerations Through the Lens of Regulations, Policies and Compliance.
The US Department of Education has announced it will formally withdraw its proposed guidance to regulate third-party servicers (TPS), which had aimed to extend oversight to companies contracting with colleges, including online program managers (OPMs). Originally issued in February 2023, the guidance faced pushback from higher ed groups, including UPCEA, citing negative impacts to institutions. The Department delayed the guidance, and then announced it would be replaced, and it never officially took effect. The withdrawal will be finalized within weeks, but the potential for change still is looming, as the department shifts its focus to a formal negotiated rulemaking process for updating TPS regulations. Read more.
Other News
- Stress Testing the FAFSA (Inside Higher Ed)
- ED Releases Proposed Student Loan Debt Forgiveness Regulations for Borrowers Experiencing Hardship (NASFAA)
- Under Borrower Defense, Ed Dept. Forgave $17.2B in Student Loans (Inside Higher Ed)
- Revised Draft NSLDS FVT GE Completers List Available by Oct. 28, 2024 (Federal Student Aid)
Higher Education Institutions Invited to Join the Leading Association in Online and Professional Education
Washington, D.C. (October 30, 2024) – UPCEA, the association for online and professional education, proudly announces its upcoming week-long virtual event celebrating the impact of membership and invites higher education institutions to become members. Taking place from Wednesday, November 13 through Tuesday, November 19, this event will showcase the connections, opportunities, and benefits that UPCEA membership offers institutions and professionals across the higher education landscape.
The centerpiece of the celebration is a LinkedIn testimonial contest, where current members will share their UPCEA stories and connect with peers, and an Informational Coffee Chat on UPCEA Membership for non-members interested in learning more about the association.
UPCEA Member LinkedIn Testimonial Contest
Running from November 11-15, this contest encourages UPCEA members to share their UPCEA story. Members will post about what brought them to the association and why they continue to engage, using the hashtag #MyUPCEA. Participants have a chance to win free registration for an UPCEA professional development course (valued at $459) or a $100 gift card.
Informational Coffee Chat on UPCEA Membership
On Thursday, November 14, at 4:00 PM (ET), the higher education community is invited to join an informal coffee chat, UPCEA Membership: Your Key to Advancement, Connection, and Strategic Growth. The event will provide insight into how institutional membership with UPCEA can benefit higher education leaders through exclusive research, professional development, mentorship opportunities, and more. Attendees will meet current UPCEA members and staff who will share real-life examples of how membership has advanced their careers and their institutions. Individuals affiliated with institutions that are not currently UPCEA members are welcome to attend; pre-registration is required.
“UPCEA’s membership community is an incredible network of peers who are deeply committed to advancing online and professional continuing education,” said Mel Edwards, Director of Membership and Business Development for UPCEA. “By joining UPCEA, you not only gain access to invaluable resources and professional development opportunities, but you also become part of a collaborative group of leaders dedicated to supporting one another’s growth. We invite any institution considering membership to join us during this special week, connect with experts in the field, and experience firsthand the power of the UPCEA community.”
Membership Benefits
UPCEA members enjoy a wide array of benefits designed to help leaders in online and professional continuing education grow, connect, and thrive. Key membership advantages include:
- Expert Consultation: UPCEA members receive access to free 30-minute consultations with the association’s lead consultants, as well as discounted rates for custom consulting, program reviews, and market research.
- Exclusive Leadership Councils: Member institutions are granted representation on UPCEA’s leadership bodies, such as the Council for Chief Online Learning Officers and the Council for Credential Innovation, giving them direct input into key initiatives shaping the future of online and professional education.
- Research & Benchmarking: The association provides members-only access to extensive benchmarking tools, including marketing trends, budget insights, and real-time comparative data to help institutions make informed decisions.
- Networking Opportunities: With access to UPCEA’s national conferences, virtual Salons, professional affinity networks, and the 24/7 online community (CORe), members connect with peers to collaborate, share best practices, and seek advice on challenges facing the field.
- Professional Development: UPCEA offers members special pricing on professional development opportunities, including certificate programs and webinars focused on essential topics like credential innovation and student success. Additionally, speaking slots at UPCEA’s national conferences are only available to members.
- Mentorship and Career Growth: Members can participate in the UPCEA UPlift mentorship program, connecting with seasoned professionals or mentoring the next generation of leaders. UPCEA’s Career Center also provides a platform for job seekers and employers in the field.
By joining UPCEA, higher education professionals gain access to the most vibrant community of thought leaders, expert resources, and opportunities for strategic growth.
About UPCEA
UPCEA is the leading association for online and professional education, with members from institutions large and small, public and private. Through cutting-edge research, professional networking, mentorship, and advocacy, UPCEA members continuously reinvent higher education to positively impact millions of lives. Membership benefits include access to expert consulting, exclusive research and benchmarking tools, national and regional conferences, and numerous networking opportunities. UPCEA also offers corporate memberships and partnerships for companies that provide solutions in online and professional continuing education.
For a full list of current members, visit UPCEA’s Membership Page.
Learn More and Join UPCEA
To learn more about UPCEA and how membership can enhance your online and professional continuing education portfolio, please visit upcea.edu/membership. UPCEA membership is organizationally based, and membership rosters are unlimited, allowing access to benefits by every professional staff member, faculty member, and administrator at an institution.
Contact
Molly Nelson, UPCEA Vice President of Communications, [email protected]
By Bob Hansen
A Movement, Not Just a Community
Convergence is emerging as the place where the credential innovation community for higher ed comes together. But more than a community, it’s a movement. Not a movement to make degrees less valuable, let alone obsolete. Rather, it’s a movement to complement degrees by meeting the needs of those for whom a traditional credential is neither practical nor desired.
42 Million Reasons Why Credential Innovation Matters
Credential innovation matters because of the 42 million people in the United States alone with some college but no credential. Think of all those who started but did not finish, often saddled with debt but also the lost opportunity for those individuals and their families, for their employers or would-be employers, and ultimately for the greater public good.
42 million people left behind. Imagine the scale of that lost opportunity! In fact, let’s try to put that staggering number in context.
To help us visualize the impact, let’s start by adding up the total population of cities we know. There’s almost 9 million people living in our largest city, New York. Ever visit New York? Imagine everyone you meet having some college and no credential. Even then, that number is a fraction of the total figure nationwide.
So, let’s add the next four largest cities in the U.S.: Los Angeles, Chicago, Houston and Phoenix.
Still not close. Now let’s add most of our other large cities.
That’s still short of the total number. There’s plenty of room to fit everyone living in your own college town or city.
Our Social Imperative
There is a new social imperative to move beyond binary thinking about credentials, where you either have a degree or you don’t. Credential innovation is the work of mapping the space between degrees and no credential of any kind—with multiple avenues for starting, pausing, and yes, finishing whatever learning outcome was intended, whether it’s a professional master’s degree or a skills-based microcredential.
Let’s talk about these 42 million people caught in the space between, all those with some college but no degree or quality credential of any kind. But first, let’s leave behind all the terms that are used to describe these learners. We have called them “nontraditional” or “nonresidential” students. Let’s say what they are instead of what they are not.
Let’s talk about lifelong learners and working adults whose schedules do not permit commuting to campus on a regular basis. Let’s talk about caregivers, veterans, and those striving to advance their career and family circumstances. These are all today’s learners, just as residential students are today’s learners.
And while we’re at it, let’s retire the terms “noncredit” and “nondegree.” Instead, let’s call them by their names: microcredentials, badges, professional certificates, stackable credentials. And let’s call this mapping of the space between “credential innovation.”
The New Frontier in Higher Ed
And finally, let’s talk about another reason why what we are doing to advance credential innovation matters to our colleges and universities. Credential innovation is an exciting new frontier, potentially as dynamic as online learning was a generation ago.
In some ways, this new frontier is more familiar to us than online was at the time. After all, online learning was entirely new to us, whereas certificates and other credentials have been a core competency of UPCEA members for more than a century.
So, what is new about credential innovation today? First, online learning is the great enabler for scaling credential innovation. Without scale, it is difficult or impossible to make a strong business case.
Second, credential innovation is the tip of the spear in the shift to outcomes-based learning and skills-based hiring practices. This is critical because today’s global economy—and therefore our national competitiveness—has certain acute needs that are addressed most effectively by short-term, skills-based training needs.
And third, more and more institutions are seeing credential innovation as a major form of research and development, an incubator with profound implications for reimagining the full spectrum of credentials, including traditional degrees. In other words, it’s increasingly understood that credential innovation is a laboratory for the future of learning itself.
Preparing for the future of learning requires of us a sense of urgency. If our institutions do not proactively advance or support the work of credential innovation, other players will dominate this new frontier and thus jeopardize the special role of higher education in our society.
This is the community—the movement—that is rising to meet this generational challenge. If not us, then who? We met the challenge of building the online learning enterprise, and now we are meeting the challenge of credential innovation.
By Jim Fong
I am part of Generation X. I was born in 1965 and which makes me one of the cohort’s older members. Although I am a part of Generation X, I at times align with the “Next Generation” … the Boomers. Growing up around Boomers and being an older Gen X’er meant watching I Dream of Jeannie, Gilligan’s Island, Batman, I Love Lucy, and yes, Star Trek. While some of these shows have had reboots and become modernized movies, the Star Trek franchise has been a mainstay with a more successful legacy spanning almost 60 years. During this time, there have been 13 feature-length films and 12 television or cartoon series. It has been successful because the Starship crews in each series adapted to adverse situations, were guided by strong leadership, followed a clear mission, took reasonable risks, and (with the help of the producers and writers) modernized for the contemporary preferences of society.
Higher education is a lot like the crews of the Star Trek fleet. We have smart people working for us. We build strong, diverse teams. We use science and reason to solve problems. We are the hubs for new technologies and advancements. We also have strong ethics, values and moral responsibility. Like the “Prime Directive,” we value the culture of others. Unlike the crews of Enterprise, Voyager or Discovery, however, we often are unwilling to take necessary risks to avoid the clear and eminent dangers ahead. Given where we are today with automation and artificial intelligence, the time may be now to take more risks … “to boldly go where no one [or other college or university] has gone before.”
In 2010, times were good for colleges and universities (and also for the Star Trek movie which had grossed over $250M the year prior). Institutions of higher education enrolled 18.6 million students[i] in undergraduate programs. Fast forward to the fall of 2023, where that number declined to 15.2 million. After 2025, the number of high school-age graduates will also drop. Given the politicization of higher education, demographics, the economy, and the criticism of high tuition, will 2025 to 2030 bring enrollments into the 14-million range … or even lower? There are ways to reverse the anticipated decline in enrollments.
This negative enrollment forecast is based on a solid-state situation of a degree-only higher education system. If we really want to save higher education, we have to look towards others for help and not just the 18-year-old high school graduate. We could look to international or immigrant populations, as Canada has, but that is unlikely due to today’s political volatility. We have millions of Americans who didn’t go to college that we could also invite. Many of our current acceptance systems and curricula may not be ready for the masses needed. That leaves us with only two realistic audiences that could be engaged quickly, but with some major retooling needed. These are the future graduate population (for another discussion, as more UPCEA research is on the way) and the adult learner, specifically the Some College, No Credential (SCNC) audience.
While the Enterprise crew encountered problems that could be resolved quickly and simply in the length of an episode or movie, higher education faces a more complicated problem. Solutions do exist and the numbers are there. First, we need to save higher education and not just preserve what is slowly failing. Colleges and universities need to go beyond just extending the product lifecycle of the 120-credit degree into perpetuity. The concept of the 120-credit degree as the threshold was created over a century ago[ii] when performance metrics were nonexistent. In a modern economy, degrees may not matter for every job and person. We certainly want our engineers, scientists, nurses, and educators, among others, to have degrees, but should every degree require 120-credits? Degrees take a lot of time. Non-stackable, 120-credit degrees are risky to the potential consumer and are currently an all-or-nothing badge of honor. Our economy is changing at such a rapid pace that the traditional degree shoe will no longer fit many occupations. Personal economics are at play, as the ROI and cost/value equation has been disrupted due to the emergence of an AI and automation economy which challenges the qualifications of the future workforce.
With colleges and universities at the doorstep of the demographic cliff, many institutions are banking on the part-time online adult learner to offset the enrollment losses and soften the economic blow. On paper, this makes sense, especially at the undergraduate level. Recent National Student Clearinghouse (NSC) data[iii] shows that credit enrollments have recovered slightly for Spring 2024, primarily due to a post-pandemic bounce from those returning to community colleges, undergraduate certificate seekers, and savvy dual enrollment students getting college credit while enrolled in high school. However, while colleges and universities benefitted from this enrollment rebound, the number of individuals with some college but no credential under the age of 65 also increased. NSC data from 2022-23[iv] showed an increase of 2.9% to 36.8 million individuals.
Recent StraighterLine/UPCEA research identifies many of the hurdles slowing or halting the entry of the part-time adult learner to colleges and universities. In short, the research shows a number of major themes. I’ve included my commentary with each.
- The perception of needing a college degree has changed for the learner. This could be a result of economic uncertainties brought about by growth in automation and artificial intelligence.
- There are trust issues between the learner and the institution. This could be a result of historically high tuition, job placement uncertainties, and communication issues.
- Major financial barriers exist. Salaries haven’t kept pace with the cost of many goods and services, and it is likely that the adult learner has less disposable income as a result. While financial barriers are cited by learners, value and return on investment are also questioned as part of the financial decision-making process.
Colleges and universities are going to need bigger and better changes to tap into a multi-generational some college, no credential population. The majority of the SCNC audience are members of Generation Z or Millennials, yet some of our processes and systems are legacy-based. To engage the nearly 37 million members of SCNC, colleges and universities will need to:
- Stack Toward a Degree. An all-or-nothing 120-credit degree carries with it too much risk. Meaningful milestones where stackable certificates are awarded on their way to a degree have Millennial and Generation Z appeal. In their formative years, these generations were rewarded more frequently, and committing and paying for the high-risk, all-or-nothing degree runs against the grain.
- Welcome the Adult Learner. Communicate on Their Terms, Not Yours. If colleges and universities want the adult learner, they should not put them through their traditional student systems at the earliest opportunity. They should greet and welcome them promptly while developing a relationship along the way. Many current systems and processes are either too cold, too aggressive, too slow, or even non-responsive.
- Engage the Learner Early and On Their Platforms. Love it or hate it, social media is foundational to reaching the adult learner who is often segmented and difficult to reach through generic one-message mass media approaches. Modern social media has the ability to target key messages based on many criteria whether it’s age, gender, geography, likes/dislikes, interests, etc. The StraighterLine/UPCEA research shows that learners are clustered in at least five major groupings, each of which has different primary or secondary triggers.
- Artificial Intelligence (AI) Will Likely Play a Greater Role. AI has the ability to better link the learner with the right institution. AI can help the learner make better institutional decisions. AI has the potential to direct better information to the learner in a more timely and meaningful manner and help the institution communicate better with the learner. AI will help assess what skills a learner has or needs for a specific career objective. AI will have the ability to distinguish which noncredit learner can be transferred into credit learning. Higher education needs to embrace and invest in new technologies, as many in the education landscape are anticipating a greater role for and impact through AI.
If we don’t confront demographic, competitive, and economic forces accordingly, our field will continue to see losses and declines, most likely to the corporate sector. Higher education can change the trajectory, but it will require adaptation, innovation, teamwork, strategy, and doing things that have never been done before … or “to boldly go where one has gone before.”[v]
[i] https://nces.ed.gov/pubs2012/2012280.pdf
[ii] https://www.forbes.com/sites/michaeltnietzel/2024/01/02/has-the-time-for-three-year-college-degrees-finally-arrived/
[iii] https://nscresearchcenter.org/current-term-enrollment-estimates/
[iv] https://nscresearchcenter.org/some-college-no-credential/
[v] Star Trek: The Next Generation
We may be just months away from an influx of embodied AI robots (EAI). Those are, in many cases, humanoid bots powered by autonomous AI.
Generative AI (GenAI) continues to advance with reasoning power, competing with Ph.D.-level knowledge in math and several of the science fields. We are beginning to see autonomous agents that can perform tasks that require multiple steps as well as stacked tasks that are increasingly complex. The next step seems to be to embody that knowledge and those skills.
Shaoshan Liu and Shuang Wu write in the Communications of the ACM, “Embodied Artificial Intelligence (EAI) integrates artificial intelligence into physical entities like robots, endowing them with the ability to perceive, learn from, and dynamically interact with their environment.” Liu and Wu go on to describe that the “foundational studies highlight three principles for developing EAI systems. First, EAI systems must not rely on predefined, complex logic to manage specific scenarios. Second, it is essential that EAI systems incorporate evolutionary learning mechanisms, enabling them to adapt continuously to their operational environments. Lastly, the environment plays a pivotal role in shaping not just physical behaviors, but also cognitive structures.”
Certainly, we have had robots on the assembly line, across cities providing key transportation functions, and even some designed to provide limited services in our homes. Principal Engineer Taco Cohen of Qualcomm, explains we are poised to expand the capabilities of EAI through enhanced awareness of their environment:
“While robots have proliferated in recent years in smart cities, factories and homes, we are mostly interacting with robots controlled by classical handcrafted algorithms. These are robots that have a narrow goal and don’t learn from their surroundings very much. In contrast, artificial intelligence (AI) agents — robots, virtual assistants or other intelligent systems — that can interact with and learn from a physical environment are referred to as embodied AI. These agents are equipped with sensors (cameras, pressure sensors, accelerometers, etc.) that capture data from their surroundings, along with AI systems that can analyze and “learn” from the acquired data.”
The Lamarr Institute for Machine Learning and Artificial Intelligence is focused on the merging of the research and development of high-performance, trustworthy, and resource-efficient applications of Machine Learning (ML) and Artificial Intelligence (AI). Regarding EAI, the Institute publishes on its website: “Just as human learning is based on exploration and interaction with the environment, embodied agents must improve their behavior from experience. Thus, embodied AI brings together multiple fields, such as computer vision, environment modeling, and prediction, planning, and control, reinforcement learning, physics-based simulation, and robotics.” And, that’s just what we are seeing today.
Notably, Elon Musk earlier this month featured “Optimus,” saying of the $20,000 to $30,000 robot, “It’ll basically do anything you want. So, it can be a teacher or babysit your kids. It can walk your dog, mow your lawn, get the groceries, just be your friend, serve drinks, whatever you can think of, it will do.” That “be a teacher” caught my eye. Forbes’ Dan Fitzpatrick observed in the article “Could Elon Musk’s AI Robots Save a Troubled Education System?”:
“Could Optimus change how classrooms operate? As a teaching assistant, it could handle tasks like preparing materials and supervising students during activities. This could reduce the administrative burden on teachers, allowing them to engage more with students. In special needs education, Optimus could provide personalized instruction and physical assistance, improving the learning experience for students requiring extra support.”
In short, Fitzpatrick envisions the we in education may soon be working shoulder to shoulder with EAI in teaching, research, administration and related duties.
I would add to that list, library services. I can imagine EAI staffing the Reference Desk. Interpreting and responding to patron requests for data, pulling the relevant resources, and assisting in identifying the specific information that is sought. With multi-lingual capabilities, there is the potential for EAI to communicate effectively with those students for whom English is not their first language.
Would EAI be equally, or more effective in some cases with such services that are now provided by the Web-bound Khanmigo? In some cases, I think so. There is the potential for EAI, with careful visual and auditory observation, to interpret the level of frustration and the specific sticking point in understanding, of the students it is tutoring. Those observation abilities can elevate the engagement and quality of service beyond that of text-based apps.
In research, not only does the EAI work 24 hours a day, 365 days a year affording much greater productivity, but it can also conduct follow-up with direct phone, Zoom, or in-person interviews. The additional recorded, non-verbal information that can be gathered by such engagements may have the potential to add significantly to many research projects. Further, the multi-lingual capabilities may be useful in more complete communication than we might be able to acquire on our own.
In two or three years, I can imagine that such EAI in person or video-mediated engagements will be as commonplace as our Zoom and phone communications today. Elon Musk envisions the price-point in the neighborhood of a modest new car today will be appealing for many in the middle class. His Optimus “coming-out” party earlier this month included multiple Optimus units circulating among those attending the event as described in AI Business:
“I think this will be the greatest product ever of any kind because I think every one of the 8 billion people on Earth, everyone is going to want their own Optimus buddy, maybe two. ”Thursday night he gave attendees a first-hand experience with humanoid robots. We’re going to show tonight that Optimus is not a canned video,” he said. “It’s not walled off. The Optimus robots will walk among you. Please be nice to the Optimus robots. You will be able to walk right up to them, they’ll serve drinks at the bar … it’s a wild experience just to have a humanoid robot there in front of you.”
While Optimus is currently gaining much of the publicity, it is important to note that the largest of AI companies, including OpenAI, Google and Meta are progressing with their own research in this area. If the price point holds in the range Musk suggests, we are likely to see these EAI units in higher education even sooner than they populate private homes. Have you begun making plans for how you might most effectively use such an intelligent robot to enhance your work in higher education? Is this a topic that should be addressed by your institution before competing universities feature their use of EAI units in recruiting students to their campus?
This article was originally published in Inside Higher Ed’s Transforming Teaching & Learning blog.
UPCEA and Instructure recently released the results of a survey on whether institutions are utilizing AI to enhance learner outcomes and records, and if so, how? Most survey respondents are heavily involved in developing learner experiences and tracking outcomes, though nearly half report that their institutions have yet to adopt AI-driven tools for these purposes. Among those using AI, common applications include predictive analytics and feedback systems, but challenges like academic integrity, data privacy, and insufficient training remain significant concerns. Digital comprehensive learner records are largely unimplemented across institutions, though there is some movement towards adoption. Meanwhile, digital credentials are more commonly issued, driven by strategic goals, student demand, and the need for skills validation by employers.
In recent years, higher education has undergone rapid transformation, with many institutions embracing new forms of credentials, online learning modalities, and the integration of AI-driven technologies into both curricula and staff operations. Increasingly, more students are pursuing badges, certificates, and other alternative credentials, enabling them to pursue higher education without committing to a full degree program. While traditional bachelor’s and associate degrees saw a decline over the past academic year, certificates experienced a 3.9% increase from the 2021-2022 academic year to 2022-2023.
While degrees are typically recognized by employers, they can vary across different institutions in focus and the specific skills taught. Additionally, certificates, badges, and other alternative credentials may be less familiar, often requiring additional context to clarify the specific competencies learners have gained through their studies. To holistically represent these achievements and accurately document a student’s academic and professional journey, some institutions have implemented Comprehensive Learner Records (CLRs) which provide a complete overview of an individual’s lifelong learning experiences, from early education through their professional career. CLRs can include academic accomplishments, co-curricular activities, competencies, skills, certifications, and other learning milestones. They are not only invaluable in showcasing an individual’s talents and achievements to potential employers and organizations, but they are also verifiable and trusted to accurately reflect these accomplishments. As digital records, CLRs are easy to update, share, and verify, aligning with the broader trend of adopting more flexible and inclusive methods for documenting and recognizing learning in today’s society.
“Digital comprehensive learner records could act as a passport for learners, allowing them to travel through the course of their educational lifetime, obtaining stamps of knowledge sets and skill bases,” said Bruce Etter, Senior Director of Research & Consulting at UPCEA. “As a community, we have work to do to eliminate barriers to creating digital CLRs, such as resource limitations, staff readiness and resistance to change.”
Six individuals selected for grant-funded work helping advance University-to-Business credential innovation strategies
WASHINGTON (October 23, 2024) – UPCEA, the online and professional education association, is thrilled to announce the selection of six individuals to be Peer Learning Leaders for the association’s grant-funded “Expanding Institutional Capacity for Employer Engagement in Credential Innovation” project. The project will drive adoption of new models for higher ed engagement with employers, including major initiatives to meet the pressing need for a skilled talent pipeline. This will help colleges and universities bolster their capacity to develop sustainable and scalable strategies for engaging employers as well as embrace innovation in skills-based credentialing.
The selected Peer Learning Leaders are:
- Brandon Chavez, University of California, San Diego
- Alex Lowrie, University of California, Davis
- Charles McGinnis, Goodwin University
- Annette Roberts Webb, University of California, Merced
- Kristen Vanselow, Florida Gulf Coast University
- Jocelyn Widmer, Los Alamos National Laboratory
“We are incredibly excited by the exceptional qualifications and passion demonstrated by our new Peer Learning Leaders,” said Co-Principal Investigator for the grant, Amy Heitzman, UPCEA Deputy CEO & Chief Learning Officer. “The leaders selected for this project bring a wealth of expertise and a deep commitment to advancing credential innovation. Their involvement in shaping future strategies for employer engagement and credential co-creation will be pivotal, and we are eager to collaborate with them to drive meaningful, scalable change that will influence the future of education.”
The Peer Learning Leaders will play a central role in developing and delivering training modules across participating institutions, mentoring other participants, and guiding institutions in advancing their University-to-Business (U2B) credential innovation strategies. These leaders will ensure the engagement and professional growth of both mentors and mentees and drive impactful change.
These Leaders will work with UPCEA and the association’s design partner, Education Design Lab (EDL), to contribute to the creation of a scalable framework and model for employer engagement and credential innovation. They will also mentor and support cohort members in U2B engagement and credential innovation training and strategies, and share key insights and best practices. EDL is a national nonprofit that co-designs, prototypes, and tests education-to-workforce models through a human-centered design process focused on understanding learners’ experiences, addressing equity gaps in higher education, and connecting learners to economic mobility.
The Peer Learning Leaders will be present at key UPCEA events, such as the 2025 UPCEA Annual Conference (March 24-26, 2025, Denver, CO) and 2025 Convergence: Credential Innovation in Higher Education (September 29-October 1, 2025, Washington, DC), to disseminate best practices, and share insights and lessons learned.
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About UPCEA
UPCEA is the online and professional education association. Our members positively impact millions of lives by continuously reinventing higher education. We advance the professional field through cutting edge research, professional development, networking and mentorship, conferences and seminars, and stakeholder advocacy. Our collaborative, entrepreneurial community brings together decision makers and influencers in education, industry, research, and policy interested in improving educational access and outcomes. Learn more about us at UPCEA.edu and follow us on social media @UPCEA.
Survey conducted by Instructure and UPCEA explores the intersection of AI and credentialing in Higher Education
SALT LAKE CITY — October 22, 2024 — Instructure, the leading learning ecosystem and UPCEA, the online and professional education association, announced the results of a survey on whether institutions are leveraging AI to improve learner outcomes and manage records, along with the specific ways these tools are being utilized. Overall, interest in the potential of these technologies is far outpacing adoption. Most respondents are heavily involved in developing learner experiences and tracking outcomes, though nearly half report their institutions have yet to adopt AI-driven tools for these purposes. The research also found that only three percent of institutions have implemented Comprehensive Learner Records (CLRs), which provide a complete overview of an individual’s lifelong learning experiences.
Among institutions using AI, typical uses include predictive analytics and feedback mechanisms. Yet, persistent issues like academic integrity, data privacy and inadequate training pose significant challenges. Implementation of digital comprehensive learner records is still sparse across institutions, though some are starting to adopt them. In contrast, digital credentials are increasingly issued and influenced by strategic objectives, student demand and employers’ need for skills validation.
Below are some of the key findings:
- 45% of respondents work in academic technology, 42% in learning design, 16% in information technology and 12% in student support roles. The breakdown by institution size is: 40% from small, 30% from medium and 30% from large institutions.
- 61% of respondents are highly involved in developing learner experiences and tracking outcomes; 36% are somewhat involved.
- 49% of participants report their institution does not use AI-driven tools; 31% do use them, and 21% are unsure.
- Among users of AI tools: 52% use predictive analytics, 52% use AI-driven feedback systems, 39% use adaptive learning platforms and 39% use simulated classroom experiences.
- Top challenges with AI tools include academic integrity concerns (71%), data privacy (57%), insufficient training (52%), and tool effectiveness (52%).
- Among those who said their institution issues digital credentials, 55% said strategic institutional goals have influenced the adoption of these credentials, 52% said student demand for digital credentials and 45% said employer demand for skills validation.
“This research indicates institutional staff recognize the potential benefits AI technology offers, especially for improving student success,” said Melissa Loble, chief academic officer at Instructure. “To address academic integrity or quality concerns about AI-driven tools, institutions can invest in training for staff and faculty on AI-powered tools, enabling education professionals to use them effectively and ethically. Institutions need internal champions who have the freedom and latitude to test the limits of these systems and their impact on learner outcomes and records.”
The Challenges and Benefits of AI in Higher Ed
The implementation of AI-driven tools in higher education is still in its early phases. It’s clear that institutional staff either are still learning how to incorporate the tools into the learning process or are encountering obstacles in optimizing their use. Incorporating AI into academic processes is a recent development, and like any new technology, it often faces initial reluctance and doubts about its efficacy. The introduction of AI in higher education has generated diverse responses, presenting both benefits and obstacles. On the positive side, AI can enrich personalized learning, deliver data-driven insights and provide academic support. Yet, challenges such as accuracy, intellectual property concerns, copyright issues and a lack of transparency remain significant considerations.
“Digital comprehensive learner records could act as a passport for learners, allowing them to travel through the course of their educational lifetime, obtaining stamps of knowledge sets and skill bases,” said Bruce Etter, senior director of research & consulting at UPCEA. “As a community, we have work to do to eliminate barriers to creating digital CLRs, such as resource limitations, staff readiness and resistance to change.”
Comprehensive Learner Records (CLR) & Learner Outcomes
Higher education has experienced significant changes over the past few years as institutions have adopted new types of credentials and online learning methods, including integrating AI technologies into their curricula and administrative processes. More students are now opting for badges, certificates and alternative credentials, allowing them to pursue higher education without enrolling in full degree programs. Although traditional bachelor’s and associate degrees declined last academic year, certificates saw a 3.9% increase from the 2021-2022 academic year to 2022-2023.
Survey Methodology and Objective
The survey was conducted by UPCEA and Instructure to better understand how institutions are leveraging AI to improve learner outcomes and learner records. The survey aimed to understand respondent perspectives, challenges and obstacles associated with these systems and the adoption of AI-driven tools. The survey took place from May 13 to June 26, 2024. It was sent to members of both UPCEA and Instructure. Overall, the survey was sent to 4,407 individuals. Eighty-six participated in the study, and 70 completed the entire survey. Click here to access the full survey.
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ABOUT INSTRUCTURE
Instructure (NYSE: INST) powers the delivery of education globally and provides learners with the rich credentials they need to create opportunities across their lifetimes. Today, the Instructure ecosystem of products enables educators and institutions to elevate student success, amplify the power of teaching, and inspire everyone to learn together. With our global network of learners, educators, partners and customers, we continue to deliver on our vision to be the platform that powers learning for a lifetime and turns that learning into opportunities. We encourage you to discover more at www.instructure.com.
About UPCEA
UPCEA is the online and professional education association. Our members are continuously reinventing higher education, positively impacting millions of lives. We proudly lead and support them through cutting edge research, professional development, networking and mentorship, conferences and seminars, and stakeholder advocacy. Our collaborative, entrepreneurial community brings together decision makers and influencers in education, industry, research, and policy interested in improving educational access and outcomes. Learn more at upcea.edu.
CONTACT:
Brian Watkins
Corporate Communications
Instructure
(801) 658-7525
[email protected]
SOURCES: Instructure, UPCEA
The recent Convergence Conference in New Orleans brought together thought leaders from across the higher education spectrum, offering profound insights on how institutions can evolve to better meet the needs of learners in an era of rapid change. This was our fourth UPCEA-hosted event and the second time at Convergence, but my first time attending. As the educational landscape shifts, key voices like Bob Hansen and Melanie Gottlieb stressed the urgency of moving beyond traditional models and embracing flexible, learner-focused alternatives like micro-credentials and stackable courses. The biggest takeaway was that all learning matters, whether part of a degree or a short course, and institutions must be prepared to support learners throughout their lifelong learning journeys.
Addressing Non-Traditional Learners
Bob Hansen, CEO of UPCEA, set the tone by addressing the growing number of individuals in the U.S. who have completed some college but do not hold a degree. An astounding 42 million people are in this position and find themselves caught in a system that still relies heavily on the binary notion of “degree or no degree.” Hansen urged institutions to recognize the shifting tide, where non-traditional learners are becoming the new norm, demanding more flexible, skills-based educational pathways. According to Hansen, online learning will play a critical role in scaling these opportunities, serving as a “laboratory for the future of learning,” where innovation can flourish and learning can be tailored to specific career and personal goals.
The Importance of Flexibility
Melanie Gottlieb, CEO of AACRAO, echoed this call for flexibility, highlighting how the Convergence Conference had doubled in attendance this year—a clear indication of growing interest in alternative credentials and learning pathways. Gottlieb emphasized the importance of learner mobility, particularly through the lens of quality credentials. These micro-credentials and stackable courses enable learners to showcase their competencies in a way that resonates with employers. However, this only works if institutions are willing to “bend and stretch” without fear of breaking their established norms. She cautioned that while institutions are uniquely positioned to keep learner records secure, they must now address the challenge of making these records more adaptable and accessible for non-traditional learners.
Exploring Micro-Credentials
In her recent post, “Addressing the Real Challenges of micro-credentials“, Glenda Morgan offers an insightful exploration of these same challenges. She argues that while micro-credentials are an exciting development in higher education, their true value will only be realized when institutions can address practical issues such as program coherence, quality assurance, and seamless alignment with employer expectations. Her reflections align with the conversations at Convergence, emphasizing that innovation alone isn’t enough—there must be structural and cultural shifts within institutions to accommodate these new learning pathways.
Collaboration and Shared Vision
At the conference, it was stressed that universities and institutions must collaborate more closely to develop a shared language and vision around credentials. The true value of micro-credentials lies not just in their issuance but in how well they align with employer needs, helping learners advance in their careers. Institutions should act as enablers of success, listening intently to the needs of learners and employers alike and holding themselves accountable for creating flexible, scalable solutions. Whether through non-credit courses, for-credit offerings, or degree enrichment, every educational product should be a stepping stone toward meaningful career outcomes.
Panel Insights: Approaches from the University of St Andrews and Online Workforce College
This theme of institutional collaboration and flexibility was particularly evident during the panel presentation Eduframe co-hosted with representatives from the University of St Andrews and OWC at Jones College. Despite their differences—one a prestigious, centuries-old university in Scotland, the other a U.S. community college focused on workforce training—both institutions shared surprising commonalities in how they approach the design and delivery of their educational offerings. Each institution has embraced the stackable credential model, allowing learners to accumulate skills incrementally and demonstrate them through micro-credentials.
The progress made by OWC in this space is awe-inspiring. They have awarded over 106,500 micro-credentials to 4,000 learners, a testament to their commitment to workforce development through short, stackable courses. Their collaboration with local governments and companies has accelerated their course offerings, ensuring that their micro-credentials directly meet employer needs. This partnership has been essential in creating stackable courses that provide tangible career opportunities.
St Andrews, while catering to a different demographic, is also exploring how stackable credentials can enhance the value of its prestigious programs. They recognize the growing demand for alternative credentials that can complement or substitute for a full degree, especially for learners looking to upskill or reskill quickly. Both institutions underscored the importance of creating educational offerings that are accessible and recognized by employers.
One key lesson from our panel discussion was the need for institutions to focus on proof of learning. The digital wallets and Learning and Employment Records (LERs) that accompany micro-credentials will be crucial in making the skills and competencies learners acquire more transferable and understandable. These tools will help bridge the gap between what learners know and what employers seek, making acquired skills more visible and valued in the marketplace.
Speed-to-Market and Learner Expectations
The breakout sessions also reinforced that speed-to-market is one of the most significant advantages of short, stackable courses, whether for-credit or non-credit. Learners today are not just asking, “What should I learn?” but increasingly, “Why should I learn this?” Institutions must be prepared to answer this “why” by offering courses that are relevant, timely, and directly aligned with career goals. The traditional model of long, degree-based education does not always meet the needs of today’s learners, who expect one-click access, flexibility in when and where they learn, and the ability to start and stop learning as their schedules allow.
Challenges Ahead for Micro-Credentials
Despite the clear advantages of short courses and micro-credentials, some challenges still need to be addressed. As Glenda Morgan pointed out, the coherence of micro-credentials within a larger educational framework is critical. Instructors and institutions must work to ensure that these shorter credentials complement, rather than compete with, traditional degrees. As Gottlieb noted at the conference, appreciation equals acceptance. The more instructors, administrators, and employers experience the value of micro-credentials firsthand, the more they understand their potential to transform lives and careers.
Conclusion: All Learning Matters
The overarching message of the conference was that all learning matters, and learners should not be judged solely by whether they have completed a degree. Whether pursuing micro-credentials, non-credit courses, or traditional degrees, the goal should be to help learners build a personal learning pathway to success. In this new era of education, institutions must be prepared to support learners at every stage, offering a combination of stackable credentials, micro-credentials, and traditional degrees that allow them to continue growing, adapting, and thriving in an ever-changing world.
Looking Ahead to UPCEA Annual Conference 2025
We cannot wait to join the UPCEA annual conference in March to see how other topics evolve. Will Convergence triple in size by next year? We certainly hope so—this year’s event was truly inspiring. A special thanks to UPCEA for hosting us and to those who attended our session or visited our stand. Special gratitude goes to Michael Trest and Andrew Wilson for their insights during the panel session.
As Veterans Day approaches, universities and colleges nationwide often reflect on how to honor student veterans on their campuses. Instagram posts may already be scheduled with some version of “Thank You for Your Service” typed across a proudly waiving American flag. While expressions of gratitude are a step in the right direction, going beyond annual platitudes is required to create meaningful and lasting impact.
How can colleges and universities focus on better supporting student veterans on Veterans Day and throughout the year?
Listen to Their Stories
Understanding the unique experiences of student veterans begins with listening. Many veterans bring life experience, resilience, and leadership skills to the classroom. However, they also face challenges in transitioning from military to academic life.
A 2023 survey by the RAND Corporation found that nearly 60% of veterans feel that civilians do not understand the issues faced by those who have served in the military. Creating opportunities for dialogue can help bridge this gap on campus. Military service holidays provide a natural platform for engaging the campus community in meaningful discussions about military service and its broader implications. Consider these ideas:
- Host Listening Sessions: Create spaces for veterans to share their stories with peers, faculty, and administration.
- Veteran Mentorship Programs: Pair incoming student veterans with veteran alumni or upper-level students to foster a sense of belonging.
- Incorporate Veteran Voices in Curriculum: Encourage faculty to integrate veteran narratives into course discussions where relevant.
Stay Current on Military Issues
Higher education professionals must stay informed about current military issues that impact veterans. These issues range from the nuances of the GI Bill®️ to evolving mental health needs. The GI Bill®️ and other veteran benefits undergo regular updates, which can directly affect student veterans’ financial planning. The transition to civilian life, mental health care, and housing insecurity require ongoing attention and adaptation. Implement the following:
- Professional Development: Offer faculty and staff workshops and seminars on current military issues.
- Resource Hubs: Create an easily accessible online portal with up-to-date information on veteran benefits and resources.
- Engage Military Experts: Invite military personnel or veteran advocacy groups to speak on campus about emerging issues affecting veterans.
Support Veteran-Focused Organizations
Supporting organizations focusing on veteran issues is a tangible way for institutions to demonstrate their commitment to veterans. These organizations often provide resources and support that complement the institution’s offerings. Veteran-focused organizations can offer specialized services like mental health support, job placement, and legal advice.
Engaging with these organizations helps create a broader support network for student veterans.
- Partnerships: Establish formal partnerships with veteran-focused organizations to offer joint programs or services.
- Local Area Events: Ensure your campus event marketing includes local military organization events that are open to the public
- Volunteer Opportunities: Encourage students, faculty, and staff to volunteer with veteran-focused organizations, enhancing community involvement.
Engage in Veterans Causes
Active engagement in veteran-related causes benefits student veterans and strengthens the institution’s commitment to social responsibility. This can range from supporting veteran-focused legislation to participating in community events. Active engagement offers visibility and helps raise awareness about veterans’ issues within the campus community.
Ways to engage:
- Veterans Day Events: Go beyond symbolic gestures by hosting panel discussions, workshops, or forums on veterans’ issues.
- Community Service: Organize campus-wide service projects that directly benefit veterans in the local community.
Advocate for Better Policies
Ultimately, higher education institutions play a crucial role in championing improved policies that support veterans. This advocacy can take place at both the institutional and governmental levels. Effective advocacy can significantly change how veterans are supported on and off campus. Institutions that take a stand on veterans’ issues can position themselves as leaders in higher education. Here are a few ways how:
- Policy Review: Regularly review campus policies to ensure they are veteran-friendly and make adjustments as needed.
- Government Relations: Engage with local, state, and federal legislators to advocate for policies that benefit student veterans.
- Campus Advocacy Groups: Support student-led advocacy groups focused on veteran issues, providing resources and platforms to amplify their voices.
While saying “Thank you for your service” is a start, in order to be known as truly “veteran-friendly,” colleges and universities must take meaningful actions to support student veterans. These efforts benefit veterans and enrich the entire campus community, contributing to a more inclusive, aware, and engaged academic environment. This Veterans Day, let’s commit to going beyond words and taking actions that make a lasting difference.
How VVC Can Help
Virtual Veterans Communities (VVC) is a mission-driven organization dedicated to improving higher education and employment outcomes for military-connected students. We exist to support institutions serving the students who serve our country. Whether you need a proven approach to on-base marketing, a turnkey online community, one-on-one coaching for military-connected students or team development, VVC stands ready.