There is no compensation for course/program development.
Revenue sharing models are being developed by the Provost and Deans.
Microcredential courses are not treated differently from any other courses taught during a term, so may be managed as part of a faculty member's load, as extra service, or taught by adjuncts, depending on the circumstances of each department and course.
Microcredential courses are not exceptional in terms of scheduling; they will be scheduled as all other courses are, by the chair of the department whose course code is assigned.
Microcredential learners will be added enrollment for any course, but will not be registered in excess of the course cap.
Added enrollments from microcredential learners will positively impact ratios, as they will result in additional students in courses.
Inclusion of applied learning is encouraged when it is appropriate to the competencies, skills, and knowledge of the curriculum being taught. Specific questions should be directed to the Lougheed Center for Applied Learning for discussion and answer.
One way to consider the distinction is one of utility. Majors, minors, and tracks all demonstrate that students learned about a defined topic.
A microcredential demonstrates that students acquired a measurable skill. Job-seeking students are eager to share what they know, but employers struggle to understand and verify their capabilities. Digital credentials provide a common language to bridge the communications gap between employers and prospective employees.