Faculty Micro-Credential Program

Project Overview

The Challenge

The faculty professional development offerings relied on broad, time-bound, synchronous workshops that were recorded and shared for those who could not attend the live sessions offered. Expand for more details
  • Recorded synchronous sessions provided access but only at a surface level
  • The format did not accommodate varied faculty schedules
  • It limited opportunities to build a shared learning community between full-time and adjunct instructors
  • There were no structured opportunities for real-time or asynchronous collaboration
  • Sessions were episodic and unsequenced
  • This prevented skill scaffolding
  • It also did not support the sustained, deep work needed for meaningful instructional change

The Design Approach

We decided that building asynchronous trainings aligned with faculty needs would create flexible opportunities for engagement among both full-time and adjunct instructors, regardless of schedule constraints. Micro-credentialing could also incentivize participation and serve as a formalized way to document training for rank advancement. The process involved collaborating with deans to identify training needs based on course data and faculty evaluation outcomes. The micro-credentials were then developed directly from these identified priorities. Expand for more details
  • Consulted deans to identify training needs as reflected in course and faculty evaluation efforts
  • Decided on micro-credential topics and which of the following pathways they would fall under: Assessment, Instructional Planning/Engagement, Community of Inquiry, Innovations in Teaching, or Universal Design for Learning
  • Designed scaffolded modules with tasks geared toward immediate application of the targeted skills and products
  • Leveraged the framework to develop two separate onboarding spaces- one for full-time faculty and one for adjunct faculty- to account for differences in roles, responsibilities, and time constraints
  • Structured each micro-credential course into consistent module sections (content, task, discussion) to both reduce faculty cognitive load and to intentionally model this instructional practice
  • Embedded opportunities for discussion to support reflective practice and build a community of inquire across fulltime and adjunct faculty
  • Implemented Canvas Credentials systems to formally recognize completion and provide documentation that could support future rank advancement opportunities
  • Courses Developed So Far: Artificial Intelligence & Authentic Assessments, Artificial Intelligence Literacy, Online Teaching Presence and Teaching with Technology Tools

Outcomes and Impact

The micro-credential program’s asynchronous design supported sustained, focused engagement, allowing faculty to apply new strategies thoughtfully and over time. As a result, instructors reported increased student participation after implementing what they learned. The format also fostered meaningful cross-curricular collaboration, bringing together full-time and adjunct faculty in shared learning spaces. Overall, participants noted increased confidence and greater satisfaction with their instructional skill sets following completion of the training. See linked testimonials below for specific feedback. Expand for more details
  • The asynchronous course design supported sustained deep work, allowing faculty to translate learning into meaningful instructional change over time
  • The first micro-credential course required about 30 hours of work, the subsequent courses were designed to be more quick with 10 hours of work
  • Notable artifacts from the courses include: overhauled assignments and assessments, communication plans, faculty reflections
  • Faculty reported increased student participation after implementing strategies developed through the micro-credentials
  • Instructional changes that occurred as a result of the courses: required question asking, use of rubrics, implementation of AI policies, development of assessments that were responsive to AI practice
  • The micro-credential format supported robust, cross-curricular interaction, bringing together full-time an adjunct faculty in shared learning spaces
  • Instructors reported increased confidence and satisfaction with their instructional skill sets following completion of the training

Project Walkthrough


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Reflection and Transferability

This project reinforced the value of designing professional learning that prioritizes deep work supporting lasting pedagogical changes. While faculty responded positively to the asynchronous, scaffolded structures, future iterations would benefit from clearer pathways for advance or follow-up credentials to support continued growth. The micro-credential framework is highly transferable and can be applied to student skill-based badges, adjunct onboarding, or compliance-driven training where sustained engagement is required instead of “sit-and-get” training. “Sit-and-get” training still serves a valuable purpose for efficient training options; however, adding micro-credentials allows an institution to support long-term change goals.

Relevant Testimonials

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Faculty Micro-Credentialing Program Dr. Kirk Young President, Western Wyoming Community College

Upon my arrival here at the college, I immediately began exploring the topic of incorporating badging into our institutional framework. I came from a higher education system where badging had been proven to be a highly successful way to track and encourage professional and academic growth. I was very grateful to see that Rhonda was already highly invested in this topic, and had already implemented some steps toward utilizing this concept to strengthen faculty growth and development. Soon after discussing this subject, Rhonda produced a paper that provided an extensive review of the concept, along with several recommendations for ways we could expand the practice here at the college. I can confidently say that Rhonda possesses significant expertise in this subject matter and would definitely be an asset to any organization considering the implementation of a badging program.

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Faculty Micro-Credentialing Program Eva Hedger English Adjunct Instructor, Western Wyoming Community College

Participating in the first Online Teaching Presence badge course, developed by Dr. Rhonda Gamble, was a really valuable experience for me, and a big part of that was the way it was facilitated. Dr. Gamble created a space that felt supportive, engaging, and genuinely open to ideas and feedback. It didn’t feel like a one-way training—there was real collaboration, and I appreciated how responsive she was to participant input, particularly from me. Being part of that first cohort made it feel like we were helping shape something meaningful, and her approach made it easy to stay engaged and invested throughout the process.

The badge itself has become one of the more unique additions to my resume and annual evaluations, especially as a way to highlight the importance of engaging with students—and with each other—when teaching virtually. It also was highly responsible for the enhancements I was able to make to my course and to engage in a more meaningful way with my students.

I’ve also really valued the additional professional development opportunities Dr. Gamble has continued to offer, particularly around Artificial Intelligence and digital accessibility. These sessions have been timely and thoughtfully designed, giving us a chance to connect with colleagues while also learning in a way that feels both rigorous and manageable. As someone balancing a more than full workload, I’ve appreciated how accessible they are while still helping me strengthen how I design courses that better connect with students.

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Impacts on Teaching Practices Christopher Propst Professor of English, Western Wyoming Community College

I know Rhonda through her role as Director of the Center for Teaching and Learning (CTL) at Western Wyoming College. Since she’s taken over that role, she’s created a great resource for instructors at our college, truly creating both a space and program that nurtures and inspires educators to be the best teachers they can be.

Near the beginning of her tenure, Rhonda solicited the faculty about whether they might need help in their classes. As an English instructor who took over a larger role with our college’s development students, I went to the CTL for help in engaging my face to face students. Rhonda and her staff were very helpful and gave me some good advice , especially in summarizing class material at end of classes and making sure to allow in-class work with a wandering, engaged presence. Their feedback helped me to increase the retention rate in those classes.

Because of that positive experience, I decided to join the “Online Teaching Presence” cohort, and again received a great learning experience in strengthening my online classes. One thing I really appreciated was how much Rhonda, and through her leadership, her staff, “walk the talk” in modeling great structure, assessment, and student mindedness in how the cohort was setup like an online class. In teaching us the COI (Community of Inquiry) model, she was keenly aware of all three aspects of the model: social, cognitive, and teaching presence. In the social realm, she gave us all chances to learn and meet with one another (some instructors were part time and/or off campus). For the “cognitive” aspect, she frequently gave us time to reflect on our own work in creating tangible, practical changes in our courses. Lastly, in her teaching presence, the course was a perfect model of using videos, direction icons, self-paced study, and the best practices in engaging students; moreover, she frequently was responsive to our reflections, adjusting class material as needed. In all of my online courses, I made several specific changes, adding more videos, and in asking students about the feedback I give them on their assignments—that has raised my class evaluation scores, and I’ll see at least 4-5 comments from students at the end of the year about how “this is their favorite class.” I credit that to Rhonda and the CTL staff, and it was great to get a real badge for Online Learning Presence!

Aside from all the expertise and teaching knowledge that makes Rhonda such a great professional, I’ve also appreciated her kind demeanor and accessibility, not to mention the leadership she’s given in her position.

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