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Descriptors:
Educational Certificates; Graduates; Time to Degree; Degree Requirements; Credits; Undergraduate Students; Student Characteristics; Enrollment; Employment; Education Work Relationship; Salaries; Unemployment; Job Satisfaction; Working Hours; Occupations; Fringe Benefits

Abstract:
The number of certificates conferred by U.S. postsecondary institutions increased 64 percent in the last decade, from 572,000 in 2000-2001 to 936,000 in 2009-2010, surpassing the 850,000 associate's degrees conferred in 2009-2010. Certificates are overwhelmingly conferred in vocational fields and are intended to prepare students for the growing number of jobs requiring education at the subbaccalaureate level. National statistics on certificate requirements are reported in three broad categories of completion time (less than 1 year, 1 year to less than 2 years, and 2 years or more) but do not indicate credit requirements in detail or actual time to completion. Therefore, few statistics exist on how long it actually takes students to earn a certificate, in contrast to more extensive estimates of completion time for associate's degrees and bachelor's degrees. Because time spent earning a certificate may equate to reduced time in the labor market, accurately measuring time to certificate is critical in understanding certificate students' true investment when earning this form of human capital. These Web Tables provide estimates of certificate credit requirements, completion times, and labor market outcomes for undergraduate students who entered postsecondary education for the first time in 2003-2004 and whose postsecondary transcripts indicated the first credential earned by spring 2009 was a subbaccalaureate certificate (certificate completers). The results are based on data from about 1,700 certificate completers representing a population of approximately 311,000 students in the 2003-2004 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003-2004 academic year and followed over a period of 6 academic years. Table 1 presents empirically derived credit hour requirements for certificate completers. Given the wide range in the number of required credits, table 1 displays the number required at the 10th percentile, the 25th percentile, the 50th percentile (median), the 75th percentile, and the 90th percentile among certificate completers. The credit requirements are presented for certificate completers overall and by selected field of study, the sector of institution where the student earned the certificate, and various enrollment, demographic, and employment characteristics. Table 2 describes certificate completers overall and separately for each of three categories of credit requirements. For each category, the table shows the percentage distribution by sector of the institution awarding the certificate and selected student characteristics. These distributions are also reported for the 23 percent of certificate completers whose certificate requirements were missing. Tables 3-5 report the time certificate completers took to complete their certificates in terms of the average number of months elapsed (table 3) and the median number of months elapsed (table 4) from first enrollment to certificate completion. The estimates in both of these tables are broken out by enrollment, demographic, and employment characteristics. The estimates in table 5 present the time to certification completion by credits required for certificate completion. Tables 6 and 7 focus on employment outcomes for certificate completers and noncompleters (that is, students who initially enrolled in a certificate program in 2003-2004 but had not completed any degree or certificate and were not enrolled as of spring 2009). Table 6 shows median and average salaries, labor force participation and unemployment rates, past unemployment, and satisfaction with various aspects of employment by categories of credit requirements. Table 7 reports additional employment characteristics, including full-time employment status, occupation, and availability of employer-provided benefits, by credits required for certificate completion. (Contains 14 tables and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adults; Educational Attainment; Postsecondary Education; Adult Education; Certification; Educational Certificates; Noncredit Courses; Credentials; National Surveys; Pilot Projects; Incidence; Individual Characteristics; Age Differences; Employment; Comparative Analysis; Error of Measurement

Abstract:
Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Online Courses; Teaching Methods; Program Evaluation; Program Effectiveness; Student Surveys; Educational Technology; Technology Integration; Educational Certificates; Teacher Education Programs; Education Courses; Conventional Instruction; International Education; Graduate Study

Abstract:
The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master's of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and face-to-face). We also present student feedback and survey data that inform a critical evaluation of the program's effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Certification; Recognition (Achievement); Skill Analysis; Outcome Measures; Student Evaluation; Open Source Technology; Academic Achievement; Outcomes of Education; Educational Certificates; Portfolios (Background Materials); Electronic Publishing

Abstract:
As changing student demographics make it harder for today's learners to earn a four-year degree, educators are experimenting with smaller credentialing steps, such as digital badges. Mark Milliron, chancellor of Western Governors University Texas, advocates the creation of a "family of credentials," ranging from digital badges to certifications, that provide steppingstones for students to advance their education--all the way to advanced degrees in many cases--without forfeiting everything if they need to drop out. Secretary of Education Arne Duncan has hailed badges as "a game-changing strategy," particularly for veterans returning to civilian life with skills and accomplishments that do not appear on their resumes. While industry certifications are already highly valued in business, there is a lot more uncertainty about how digital badges will fit into the larger marketplace of credentials. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Surveys; College Faculty; Distance Education; Online Courses; Research Design; Faculty Development; Educational Certificates; Teacher Competencies; Educational Research; Outcome Measures; Instructional Design; Electronic Learning; Web Based Instruction; College Instruction; Program Descriptions; Program Development; Program Implementation; Statistical Analysis

Abstract:
This article describes the design and development of a professional development program based upon research on the competencies necessary for online teaching success conducted at Penn State University in 2009-2010. The article highlights how the results of this research are being aligned with various professional development courses comprising the certificate program for online faculty at Penn State's World Campus. This article describes the process of research design and implementation to the direct application for professional development. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Handheld Devices; Computer System Design; Guidelines; Administrative Organization; Professional Education; Instructional Design; Distance Education; Online Courses; Web 2.0 Technologies; Educational Certificates; Quality Assurance; Educational Quality; Nontraditional Students; Coaching (Performance); Models; Faculty Development; Program Administration; Instructional Development; Military Training; Adult Students; Asynchronous Communication; Courseware; Electronic Learning; Videoconferencing; Blended Learning; Web Based Instruction; Computer Mediated Communication; Synchronous Communication; Virtual Classrooms; Social Networks; College Instruction; College Faculty; Program Effectiveness; Program Descriptions; Aviation Education

Abstract:
Embry-Riddle Aeronautical University--Worldwide serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online and via blended delivery modes. The centralized model of online course production and management produces and maintains more than 200 high quality turnkey-style courses, including several award winners. Faculty members in partnership with an instructional design production team design worldwide courses, working together to ensure course goals and learning objectives are achieved. The more than 800 geographically dispersed faculty members are monitored and coached throughout the course delivery process by a quality management team. With a student satisfaction rate above 85%, how does Worldwide ensure that quality is pervasive at every stage in the distance learning process? In addition, how does Worldwide innovate and continue to ensure the quality of design and instruction remains our top priority? The article addresses quality assurance components of the distance learning model at Worldwide, including administration, course design, instructor professional development, and course delivery. The actors and processes employed to harness Web 2.0, mobile, and cloud technologies to facilitate distance learning administration, teaching, and learning are detailed. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Faculty Development; Electronic Learning; Online Courses; Journal Writing; Reflection; Theories; Web Based Instruction; Distance Education; Virtual Classrooms; College Faculty; College Instruction; Case Studies; Educational Certificates; Teacher Attitudes

Abstract:
Using Fuller's concerns-based model for teacher development, this study identifies concerns and strategies experienced by 103 online instructors in a six-week online professional development course offered multiple times over a three-year period. The study reveals that online instructors identified concerns related to self, task, and impact. In the end, this study provides practical strategies for the rapidly rising population of online instructors who aspire to design and deliver effective online instruction. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Equivalency Programs; Educational Certificates; Role; Difficulty Level; Nontraditional Education; Educational Attainment; Educational Change; Mixed Methods Research; Factor Analysis; Structured Interviews; Dropouts; Credentials; Student Attitudes; Social Values

Abstract:
A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] student perceptions of credential value. An exploratory factor analysis (n=326) extracted four factors and then a MANOVA procedure was performed with a stratified quota sample (n=158). There were statistically significant differences (p less than 0.05) by student status for the academic and economic dimensions of value for the diploma. There was also a statistically significant difference by ethnicity for the social value of the GED[R]. Structured interviews (n=24) supported quantitative results regarding the diploma. Overall, participants ascribed higher value toward the credential they themselves pursued. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Preservice Teacher Education; Classroom Environment; Audience Response; Student Attitudes; Learner Engagement; Technology Uses in Education; Synchronous Communication; Handheld Devices; Electronic Learning; Educational Media; Educational Certificates; Special Education; Behavior Problems; Emotional Problems; Lecture Method; Student Participation; Recall (Psychology); Role Models; Instructional Effectiveness

Abstract:
The effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts was investigated in an undergraduate teacher preparation course. Participants were undergraduate students enrolled in a special education initial certification program. Student performance on quizzes and self-reports of engagement were compared between lectures given with and without the SRS. Findings regarding short-term recall were mixed, while performance on quiz questions testing intermediate and long-term recall were significantly improved with use of the SRS. Weekly self-reports showed no association between SRS and improved engagement in class sessions. However, at the conclusion of the class, students reported favorable opinions of the SRS and believed it helped improve their learning and attention in class. Implications for teaching and future research are discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Presidents; Compulsory Education; Age; Attendance; Compliance (Legal); School Attendance Legislation; Dropout Rate; Dropouts; Goal Orientation; Educational Attainment; Secondary Education; Educational Certificates; High School Equivalency Programs; Academic Achievement; Systems Approach; Learner Engagement; Student Motivation

Abstract:
President Barack Obama's call for every state to require school attendance until age 18 may spark a flurry of action in some statehouses, but changing attendance laws will do little by itself to drive down the nation's dropout rates, experts on the issue say. In his State of the Union address last month, President Obama said states should require that "all students stay in high school until they graduate or turn 18," and said that when students aren't allowed to drop out, "they do better." Twenty-one states and the District of Columbia already require students to remain enrolled until they are 18 years old, while 11 others require attendance until age 17, according to the Denver-based Education Commission of the States. The other 18 states still use the traditional age of 16 as their attendance requirement, though lawmakers in several of those states have tried unsuccessfully in recent years to raise it. While bumping up the compulsory-attendance age in state laws sends a strong message to students and parents about the obligation to remain in school, experts and educators alike say that states and districts won't make much of a dent in their dropout problem without comprehensive strategies for making school engaging and relevant and for spotting and addressing early signs of dropping out. Whether President Obama's exhortation to states will gain any traction remains to be seen. Setting school attendance requirements has traditionally been the purview of states and local districts, and many efforts have run into fierce opposition to budging from an attendance age of 16. A major reason is cost and issues around local control of schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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