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From Just-in-Time to Just-in-Sequence—Modular Course Delivery for Personal and Professional Pathways to Opportunity

Friday, November 4, 2022

8:30 AM – 9:00 AM

Location: Kennedy & Jefferson

Co-Presenter(s)

Joanna Beth Tweedy

Program Chair, General Education, Humanities, & Social Sciences Domain and College of IT Liaison
Western Governors University, United States
Kandi Duff (she/her/hers)

Program Chair, General Education, Math Domain, Teachers College Liaison
Western Governors University, Idaho, United States
Dave Huff (he/him/his)

Associate Dean and Director, Academic Programs, College of IT
Western Governors University
ALBUQUERQUE, New Mexico, United States
SH

Sherri Hartzell

Lead Skills Architect, Skills Architecture
Western Governors University, United States
Nina M. Rupert (they/her)

Math Instructor, General Education
Western Governors University
Tacoma, Washington, United States
Heather Burdsal

Instructional Designer
Western Governors University, United States
LS

Lauren Serpati

Lead Assessment Strategist, General Education, Academic Product Management & Business Engagement
Western Governors University, United States

Program Abstract: The Colleges of Information Technology and General Education at Western Governors University (WGU) partnered with multiple departments across the enterprise to conduct a market skills analysis for their undergraduate Network Engineering Program. This data-driven initiative led to a cross-functional effort that modularized and sequenced high-demand STEM skills into the curriculum at the most relevant points in the degree path.

Our concerted skills-based approach, modular sequencing, and cross-functional collaboration leveraged partnerships among Academics, Operations, Credential Integrity, Skills Architecture, Program Development, Assessment, and Evaluation.

The modular design allowed us to sequence the STEM skills precisely ahead of the degree-specific content where they are needed. The "just-in-sequence” strategy is the first of its kind at WGU, which has served over 435,000 students.

Several aspects of this work are transferrable to traditional university settings: the skills-based approach, "just-in-sequence" design, galvanization of highly effective cross-functional teaming, and commitment to creating pathways to opportunity.