2025 ASEE Annual Conference & Exposition

Work in Progress: Impact of Non-Degree Credentials on STEM Workforce Development-A Systematic Literature Review

While non-degree credentials hold the potential to revolutionize access to the STEM workforce by providing more opportunities and pathways to gain relevant knowledge, skills, and abilities [1], a critical challenge to their use lies in the ways learners, academic institutions, and employers understand and value non-degree credentialing programs. This work-in-progress paper aims to synthesize the empirical published literature on the impact of non-degree credentials related to STEM workforce development. This review aims to synthesize relevant information and develop guidelines for future research and two-year college education practice related to non-degreed workforce training credentialing and work-based learning programs for STEM degree and non-degree holders. Working with a research librarian, we developed keywords and database-specific search terms for three robust databases, Education Source, ERIC, and Scopus, to locate education-related literature within the area of STEM workforce development. To reduce self-selection bias, which is the primary threat to the validity of secondary research, the selection of articles for inclusion in the study was guided by a set of inclusion and exclusion criteria. During data extraction, we gathered and categorized information on study design, participant demographics, and outcomes. During synthesis, we will employ qualitative content analysis to assess research quality and thematically analyze study results [2]. The preliminary findings provide a comprehensive characterization of the emergent empirical literature related to non-degree credentialing programs in STEM fields. Results indicate that NDCs emerged as an area of STEM education and workforce research interest during the past ten years. Specifically, practical training, hands-on experiences, career preparation, and short-term certificate programs comprise current STEM NDC program initiatives. Moreover, the results provide guides for researchers, educators, industry leaders, and policymakers in shaping the future landscape of STEM education and workforce development.

Authors

Mr. Foeday Zinnah Utah State University [biography]

Foeday Zinnah is a graduate researcher and a PhD student in the Department of Engineering Education at Utah State University. He holds a master's degree in soil and water sciences from the Hebrew University of Jerusalem and a bachelor's degree in civil engineering from the University of Liberia. His PhD research includes engineering workforce development through non-degree credentials and work-based learning. His prior research experience includes soil hydrology, using wetting agents to enhance hydrophobic soil's wettability, and using the Hydrus 1D model to fit experimental data. Foeday has experience in non-profit organizational management, managing, monitoring, and constructing homes, shops, and public structures. Foeday is also a youth and community developer, an entrepreneur, a team player, and an ambitious person who is always eager to learn new skills.
Dr. Angela Minichiello http://orcid.org/0000-0002-4545-9355 Utah State University [biography]

Angela (Angie) Minichiello, PhD is a military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, inclusion, and identity in the formation of engineers and a diverse 21st century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering.
Dr. Muhammad Asghar P.E. http://orcid.org/https://0000-0002-2811-9172 University of Cincinnati [biography]

Muhammad Asghar is an Assistant Professor in the Department of Engineering and Computer Education at University of Cincinnati (UC). Before coming to UC, he earned a Ph.D. in Engineering Education, a master's degree in clinical psychology, a master's degree in educational psychology, and a bachelor's degree in computer information systems engineering. Muhammad’s research interests currently focus on students' mental health and well-being in engineering education. He is actively involved in research related to the use of Physiology Measurement Instruments to understand the behavior of engineering undergraduates.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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