This research focuses on undergraduate students’ perceptions of a “Pathways of Distinction” (PoD) transdisciplinary program concept that leverages both course and ‘un-course’ learning experiences in competency-based learning (CBL) with digital badging systems. Using a stratified random sampling method, we organized three in-depth-focus group interviews to explore students’ perceptions of 1) co-designing their pathway plan, 2) their willingness to choose learning experiences that allow them to both acquire, demonstrate & reflect on how they have met the competencies for their selected pathway, and 3) how they perceive and relate to credit, non-credit, CBL and badging systems. The factors affecting students’ availability or interest in joining extracurricular learning activities and how the AAC&U Value Rubrics would be perceived were also addressed to help educators design program outcomes and to what extent can digital badging be attractive to collegiate students. Our observations suggest that students demonstrate relatively high interest in graduating with distinction when their chosen degree program is well aligned with this goal without extending their time to graduation. However, they show limited understanding of the distinctions of skills and competencies, as well as of the AAC&U framework of values. Participants expressed high interest, but a low understanding of how competencies might be ‘badged’ for professional development. CBL offers a meaningful way to recognize students’ distinguished achievements through experiences aligned with the AAC&U VALUE Rubrics, both within and beyond credit-bearing courses. Further research is needed to understand students’ perceptions of credit versus non-credit learning within transdisciplinary pathways supported by digital badging systems.

Authors:
J.R. Campbell, Kent State University, United States
Chinara Alasgarova, Kent State University, United States
Frank Congin, Kent State University, United States

About the Presenter(s)
Chinara is a PhD student in the HIED Administration program and a Graduate Assistant with the Design Innovation at KSU. Her research interests include competency-based learning, micro-credentialing, and employability issues in higher education.

Connect on Linkedin
https://www.linkedin.com/in/j-r-campbell-7736a814/

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