ABSTRACT
The last decade has seen several innovations in engineering education: from how it is designed and delivered to the pedagogical practices incorporating experiential and project-based learning and, correspondingly, to new approaches to acknowledge and recognize learning and competencies. Non-degree credentials – stackable educational credentials that may be offered for credit or as part of non-credit programming – can enhance the educational opportunities for both degree-seeking and non-degree-seeking learners across their academic and professional career trajectories in engineering. Though still early in their development, non-degree credentials have the potential to broaden access to engineering, support the knowledge, skills, and abilities of diverse learners, and strengthen the engineering education-to-workforce continuum. Overall, this chapter aims to make a stronger case for why engineering educators should care about the potential of non-degree credentials in their courses, degree programs, and institutions.
