Faculty Guide to Stackable Microcredentials

What Are Stackable Microcredentials?


Stackable microcredentials are short, skill-focused learning experiences that allow learners to gain and demonstrate expertise in specific areas. These credentials can be accumulated over time, enabling individuals to build their qualifications progressively and enhance career mobility.

At Arizona State University’s Fulton Schools of Engineering (FSE), microcredentials are designed to meet the evolving needs of students and industry professionals. They provide
flexible, accessible, stackable, affordable, and agile learning pathways that support lifelong learning and professional development.

 

Badge

Earn the full badge within a topic area by completing four micro-badges within an approved sequence. Badges are offered across many topic areas, aligned to the needs of industry.

 

Micro-badge

Earn a micro-badge by successfully completing one short course and assessment, typically requiring 10 hours of instruction alongside 5–10 hours of additional study. Micro-badges are offered at four distinct levels, culminating with experiential learning activities to ensure you can apply the skills you gain. 

Microcredential Levels

Each microcredential is structured across four levels, allowing learners to progress from foundational knowledge to highly specialized industry applications.
 

The Four Levels of Micro-badges

Level 1: Hands-on Introduction to Key Skills

  • Designed for learners with no prior experience in the subject.
  • Focuses on foundational concepts and essential skills, using interactive and applied learning methods.

Level 2: Applying Skills in Real-World Contexts

  • Moves beyond theory by requiring learners to apply skills to structured, real-world scenarios.
  • Introduces problem-solving exercises, industry-relevant tools, and hands-on applications.

Level 3: Skill Refinement Toward Industry Readiness

  • Deepens technical expertise and critical thinking by engaging learners in more complex applications including industry-driven case studies and problem sets.
  • Focuses on higher-order problem-solving and integration of multiple skill sets.

Level 4: Advanced Industry Application & Troubleshooting

  • Prepares learners for real-world problem-solving in industry settings.
  • Emphasizes troubleshooting, optimizing solutions, and working with industry-relevant technologies.

A Flexible and Stackable Approach

This structured approach ensures that learners can:

  • Start at the appropriate level based on their prior experience.
  • Build competencies progressively through skill-based learning.
  • Stack micro-badges of similar levels to earn full badges in a given topic.
  • Develop job-ready expertise that aligns with industry needs.

Why ASU Offers Microcredentials

ASU is committed to fostering innovation and workforce readiness. Our stackable microcredentials align with ASU’s charter by:

  • Expanding access to education for diverse learners, including working professionals, students, and career pivoters.
  • Supporting workforce development by equipping learners with industry-relevant skills.
  • Enhancing career mobility with modular learning that allows learners to gain new expertise without committing to a full degree program.

For learners

Microcredentials offer a cost-effective, time-efficient way to develop in-demand skills, providing them with industry-recognized digital badges that can boost their résumés.

For faculty

Microcredentials allow instructiors to create focused, high-impact learning experiences while engaging with industry needs and expanding their influence beyond traditional coursework.

What makes a strong microcredential?

A well-designed microcredential is more than just a short course—it is a focused, skill-based learning experience that prepares learners to apply their knowledge in real-world scenarios. To ensure microcredentials remain engaging, relevant, and valuable, they should be built around the following principles:

1. Skill-Based Learning, Not Passive Instruction

Each microcredential should center on what learners can do, not just what they know. Content should be designed so that learners actively demonstrate skills rather than passively consuming lectures.


Do:

  • Design activities where learners perform, create, build, analyze, or solve problems in real-world contexts.

Avoid:

  • Relying on traditional lecture-heavy formats with only quizzes or discussion questions for assessment.

2. Compact, Hands-On Learning Experiences

Microcredentials should provide concentrated, high-impact learning in just 10 hours of instruction. This means prioritizing interactive, application-driven formats such as: 

  • Guided simulations 
  • Hands-on projects 
  • Case studies 
  • Practical labs and exercises

Each course should include structured practice, ensuring learners apply new skills immediately rather than waiting until the end of the course.

3. Flexible & Stackable Pathways

Microcredentials should be modular and adaptable, allowing learners to take them in any sequence based on their needs and prior knowledge. To maintain this flexibility:

  • Each micro-badge should stand alone while contributing to broader learning goals.
  • Learners should be able to start at any level if they have prior experience.
  • Courses should focus on transferable skills that apply across industries.

4. Meeting Industry Demand Through Real-World Application

A strong microcredential aligns with workforce needs and ensures learners can apply skills in professional settings. This means assessments should mirror industry-relevant challenges rather than just testing theoretical knowledge.


Do: 

  • Use project-base assessments, practical demonstrations, and real-world problem-solving. 

Avoid:

  • Multiple-choice quizzes as the primary assessment method.

5. Developed Collaboratively for Maximum Relevance

To ensure microcredentials remain rigorous and practical, they should be developed in collaboration with industry experts, instructional designers, and faculty peers. Faculty are encouraged to work with:

  • Industry partners to identify critical skills gaps.
  • Learning experience designers to incorporate best practices for skill-based learning.
  • ASU’s microcredential support team (GOEE) to ensure assessments are designed for real-world application and for alignment with the established microcredential design.

6. Empowering the Learner Journey

Microcredentials should be designed to serve a wide range of learners—from those just getting started to professionals looking to deepen their expertise. A well-structured course balances clarity and accessibility with opportunities to stretch and grow.

 

Do:

  • Build content that welcomes beginners without oversimplifying.
  • Include optional advanced activities for learners ready to go deeper.
  • Offer scaffolding that allows learners to progress at their own pace.

Avoid:

  • Designing for a single learner profile or assuming everyone starts from the same level of experience.

By designing content that scales with the learner’s confidence and ability, microcredentials become more engaging and impactful for all.

Microcredential Development Process

Microcredentials are developed across four phases. Each phase is completed collaboratively with the Instructor, the GOEE Team, and the Domain Expert. The time needed for each phase varies based on the complexity of the microcredential, idea readiness and alignment, and audience demand. Typically takes 2-6 months before implementation.

 

Get Started—Schedule Now


Phase 1: Ideation and Approval

The instructor submits a microcredential proposal which is reviewed by a domain expert and assessed for industry demand. Typically takes 2–5 weeks.

  • Meet with the GOEE Team to discuss Microcredential Structure
  • The instructor completes Badge Overview Form
  • Domain Expert reviews proposal and provides feedback
  • The GOEE Team conducts market research

Phase 2: Design and Planning

The instructor collaborates with the GOEE Team and Domain Expert to design the microcredential including logistics, assessments, and instructional methods. Typically takes 3–10 weeks.

  • Hold a Kickoff Meeting to discuss expectations and logistics
  • Set course dates and finalize agreements
  • Complete the Micro-badge Planning Form to outline content, structure, and assessments.

Phase 3: Content Development and Marketing

The instructor develops all course materials and prepares the Microcredential in Canvas. GOEE develops marketing collateral. Typically takes 4–16 weeks.

  • The instructor creates lecture materials, activities, and assessments.
  • The GOEE Team reviews material to ensure alignment with FSE and the Microcredential standards
  • The GOEE Team develops flyers, landing pages, and registration information
  • Marketing material is distributed through available channels by the GOEE Team and the instructor.

Phase 4: Implementation & Evaluation (Launch & Post-Course)

Deliver the microcredential, award digital credentials, and gather feedback for continuous improvement. Typical time is determined by the structure of the microcredential.

  • Launch the microcredential in synchronous, asynchronous, or hybrid format
  • Award digital credential upon completion of the microcredential
  • Identify and document opportunities for improvements of future offerings based on feedback from learners, the instructor, and the GOEE Team.

Proposal Deadlines

We encourage faculty to schedule their introduction touchpoints by the following dates in order to support scheduling, development, and marketing timelines.

 

Spring 2026

Schedule your initial touchpoint by August 1, 2025
Course launch after Feb 1, 2026

 

 

 

Summer 2026

Schedule your initial touchpoint by Nov 1, 2025
Course launch after May 15, 2026

 

 

Alternatives to Microcredentials

Certificates

Longer programs that provide a more in-depth learning experience.

 

Custom Training Programs

Tailored educational solutions developed in collaboration with industry partners.

 

Professional Development Courses

Standalone courses that may not be stackable but provide valuable skill-building opportunities.

          

 

Support & Resources

Key Resources for Microcredential Development 

To ensure a seamless experience for faculty, ASU provides the following tools and resources:

Understand the rules and expectations for developing and delivering microcredentials. Details on the financial model will be discussed in the initial touchpoint with the GOEE Team.
 

View the FSE Microcredentials Policy

Microcredential are developed across four phases, completed collaboratively with the instructor, the GOEE Team, and the domain expert.

View the Development Process

Get guidance on creating competency-based assessments that effectively measure skill acquisition.

This guide provides recommendations, self-checks, and key considerations to ensure microcredentials meet industry, learner, and institutional expectations.