2023 ASEE Annual Conference & Exposition

Changing technologies and job market dynamics have led many jobs in the transportation industry to require a higher degree of technical skills, a more diverse base of disciplinary perspectives, and adaptability. Targeted training of students in these skills and support networks for student success have been found to be critical for students, particularly those from underrepresented minority (URM) groups, who face additional constraints due to various competing goals vying for their energy, time, and attention. The ASETTS (Advancing STEM Education Through Transportation Studies) program is a digital badge program created to prepare undergraduate students with a variety of skills needed to be successful in the transportation workforce. The program uses a stackable-units framework through which students can earn digital badges (i.e., micro-credentials) that are awarded in the form of certificates and is designed to incentivize student participation in transportation career development activities. This case study addresses the question whether digital badge programs are effective in addressing the stated needs of preparing undergraduate students for a highly versatile and multi-dimensional transportation workforce within the constraints of limited time and motivation for the involved students. Over the course of last year, the program has recruited 100+ students across an array of disciplines who have demonstrated engagement in activities for primarily three badges: Transportation Awareness and Engagement, Transportation Research, and Transportation Core Skills. The program has resulted in an increase in participation in various engagement, research, and experiential learning activities. Through qualitative and quantitative feedback, we observe that digital badges facilitate the engagement of students and help prepare them for relevant skills pertaining to life/career, innovation, technology, research, and core subject matter.