The higher education landscape has changed significantly over the past decade as advances in technology and the proliferation of data have rapidly reshaped the work of the registrar. Despite these innovations, many registrars steadfastly resist changing the academic transcript, arguing that it must reflect the highly structured curriculum that characterizes contemporary higher education. Many registrars struggle to maintain consistency in the face of faculty and student demands for a comprehensive credential that documents more accurately the full breadth and depth of a student's academic experience. Yet many employers would argue that the academic transcript is of little or no use in predicting whether a candidate has the knowledge and skills to succeed. Moreover, the academic transcript has never captured the broad scope of student learning that occurs in the course of completing a college degree. This deficiency has become a more significant concern as institutions confront increasing skepticism about the value of higher education. The media, the public, and some politicians have asked pointed questions about whether students are getting what they pay for; whether they're acquiring the knowledge, skills, and abilities needed to be successful in their chosen careers; and how employers can be sure that recent graduates ate prepared to enter the workplace. The evolution of academic credentials is already underway with transcript innovations appearing at institutions across the country. Developments in co-curricular transcripts and data-enabled electronic transcripts have laid a foundation for a new generation of electronic credentials that represent learning in a manner very different from that of conventional transcripts.