• Two‑volume scholarly synthesis of STEM microcredentials edited by Rob Moore and Kent Crippen, featuring 36 chapters and 85+ contributors across universities, industry and workforce programs.
• Centers on shared understanding and trusted recognition of skills, aligning education and labor‑market needs to strengthen equitable pathways from learning to career.

As microcredentials and digital credentialing gain momentum worldwide, the need for a shared scholarly platform to examine how these systems are designed, implemented and evaluated becomes increasingly vital to achieving positive learning outcomes.

Two college faculty, Rob Moore, Ph.D., and Kent Crippen, Ph.D., have co-edited a recently released two‑volume scholarly series, “Mapping the Landscape of STEM Microcredentials.” Published by Springer through the Association for Educational Communications and Technology (AECT) book series Educational Communications and Technology: Issues and Innovations, the volumes comprise 36 chapters and more than 85 contributors from academic, industry and workforce development experts around the world.

“Microcredentials are not new, but they are gaining increased attention as learners seek flexible ways to be competitive in a skills-based economy and as employers place greater emphasis on what individuals can do,” said Moore, assistant professor of educational technology. “The challenge is not only helping learners build skills, but enabling them to demonstrate those skills in ways that are recognized, accepted and rewarded in the workforce.”

Volume I establishes conceptual foundations, reviewing competency‑based learning models, quality‑assurance frameworks, digital credential platforms and institutional strategies for launching programs. Volume II moves from theory to practice, presenting case studies from universities, workforce partnerships, nonprofit initiatives and industry collaborations. Together, the works connect theory with actionable strategies for designing, implementing and evaluating microcredential systems.

The series offers one of the first comprehensive syntheses of STEM microcredentials. As the field expands, institutions and employers continue to seek flexible ways to recognize skills and support lifelong learning; yet, definitions, design approaches, assessment models and quality‑assurance practices continue to diverge. Through their research and cross-sector collaborations, Moore and Crippen aim to bring greater rigor and structure to how microcredentials are designed, evaluated and understood.

“This work reflects a broader commitment to strengthening connections between learning and career advancement,” said Crippen, professor of STEM education. “By focusing on how skills are communicated and valued across education and workforce contexts, we are supporting more coherent and responsive pathways for learners.”

Moore’s National Science Foundation CAREER project explores how STEM microcredentials strengthen connections among learners, education systems and career pathways. Crippen’s scholarship focuses on badge‑based professional learning systems that emphasize authentic, practice‑based STEM engagement. Their combined research underscores how technology‑enabled learning expands opportunity and prepares learners for equitable participation in the STEM workforce. 

“Microcredentials have strong potential, but without a shared understanding of their value across education and the workforce, that potential is difficult to realize,” Moore says. “Our work focuses on bringing structure and clarity to how skills are defined, demonstrated and recognized so that these credentials can more effectively support learners and institutions.”