Writing
Where the Receipts Come From
Eight weeks into PERS 1506, 76 portfolios and 304 Skill Cards show what students reach for when asked to prove a skill, and what they leave out.
From Transcript to Track Record: How One Student's Question Became a Course
The last mile of a credential is articulation—the learned skill of naming what you can do. This fall, it becomes a course.
Academic Credit, Professional Credibility
A grade is a moment in time. What did the course leave you able to do, and can you say it out loud? The syllabus and onboarding handbook for PERS 1506, From Transcript to Track Record, Fall 2026.
Going First
This fall I teach my first course for academic credit: a hundred students learning to say what they can do, with receipts.
Close the Loop
Your curricula contain industry standards. Your students need industry credentials.
Speaking
UPCEA Convergence
Roundtable · Washington, DC
Close the Loop continues at Convergence, the UPCEA and AACRAO conference on credential innovation. Building on the SOLAR roundtable, this table works through what embedding industry certifications in existing courses revealed about institutional readiness: why participation followed how faculty integrated the credential, and what it takes for the work to scale. The case study, readiness tool, and slides are on the same page.
Aligning competencies and credit: a multi-institutional USG approach to microcredentials
Panelist · Georgia Tech College of Lifetime Learning Symposium, Atlanta
How does a learner move from “I took this class” to “here’s what I can do—and here’s the evidence”? Skills-based microcredentials can help make that connection, but how we design and use them matters. I’ll share what Columbus State is learning alongside colleagues from Kennesaw State, the University of Georgia, and Georgia State, in a panel moderated by Warren Goetzel of Georgia Tech.
Embedding industry credentials in academic coursework
Roundtable · UPCEA SOLAR, Boston
Our curricula already contain industry standards; our students need the credentials that prove they have met them. The roundtable worked through a two-semester case study from Columbus State—536 students, roughly 380 credentials—and the eight institutional conditions that let embedded credentials outlive their pilot. The case study, readiness tool, and slides are in Close the Loop.
From camps to credentials
Presenter · Georgia Tech College of Lifetime Learning Symposium, Atlanta
Continuing and professional education meets learners at nearly every stage of life, from a child’s first summer camp on a college campus to the industry credentials that move a career forward. I shared how Columbus State’s Continuing and Professional Education division connects those stages, and what that range can mean for a university’s commitment to lifetime learning.