Future College

Dr. Wirth is an active leader in Future College
Future College builds on new thinking of what higher education might become – just-in-time learning for career progression.  Input from employers, student feedback, and job/position requirements drive the curriculum while internet technology lowers student cost and opens access to new pathways to learning.  However, quality remains very important to our mission.  Clearly defined Learning Objectives establish the framework for courses, supported with transparency of the Instructor's qualifications to teach the course.  



 To provide adult learners a pathway that is

·       relevant & job-focused while not forgoing integration of learning,

·       supports stackable learning along a career progression, and is

·       competency-based with demonstration of learning.











Guiding Principles

What might a college look like if there were no legacy model to cloud our vision?

·       Mission – meet the growing need for lifelong learning as people move through a series of jobs that have evolving levels of knowledge and skills

·       Values – student-centric with transparency of curriculum design and academic quality

·       Open admission – equality of opportunity

·       Educational experience –

o   Learning that is tailored to student needs, whether career or life goals

o   A learning environment that engages the student in peer interaction, facilitated by the instructor with timely feedback for questions and assessment of learning.

·       Includes liberal arts & vocational – balances job-specific competencies with the ability to apply that learning in a practical way

·       Community building – virtual, peer-learning groups that support learning

·       Curriculum design – crowdsourced micro-degrees that are built around the requirements for a narrow group of similar jobs

·       Learning style(s) – wide range of possibilities for effective learning

·       Assurance of learning – portfolio based with specified competencies and demonstration of learning

·       Assurance of academic quality – at the instructor & course level (not by institution)

o   Content – peer-assessment of instructors and courses with transparency of those doing the evaluation (reputation based)

o   Engagement – student feedback on ability to engage with the learning

·       Teaching Faculty – qualified narrowly by graduate credentials and professional experience (do not teach across the curriculum)

·       Faculty driven and collaborative within a teaching discipline and across all faculty with shared focus on teaching effectiveness

·       Administrative functions – minimized through elimination of what is not required, outsourcing that which is not strategic, and shared among those who are capable