The Future of Learning at JMU

Practical and Professional Learning

A new vision for student learning: using on-campus engagement, innovative technologies, and workplace experiences to create holistic student development and context-based learning opportunities that apply to real-world environments.

Pandemic 2.0: Is JMU Prepared?

Imagine 2031

Residential learning has decreased AND access to technology has increased

In 2031, we are just exiting our second pandemic in a ten-year span. COVID-19 taught the world that the ability to transition seamlessly between online and in person academic experiences is essential. As a result, JMU invested heavily in increasing access to technology, and created distinct undergraduate and graduate student development models that emphasize JMU’s reputation as a residential campus that offers engaged learning experiences.

The JMU Student Development Model (left) recognizes that employers require employees to have 21^stCentury Skills, including creative problem solving, teamwork, collaboration, innovation, and technology and that JMU students’ needs are changing. Students experience a combination of on-campus, hybrid, and internship learning opportunities to develop the full gamut of discipline specific and 21^st Century Skills over a 4-year period. The Graduate Student Development model is similar, but occurs over a different time frame. Both models recognize the need for a robust socialization experience only made possible through engaged in-person and hybrid learning opportunities. These models seek to maintain the residential learning experience that JMU highly values, while developing specific skills valued by the job market of 2031.

To prepare faculty for this new world, JMU has required all faculty to take mandatory training on online teaching and innovative technologies combined with training on interdisciplinary collaboration and discipline-specific pedagogies.

Assumptions

For this scenario to be realized in ten years, we make the following assumptions (click to learn more):

Another pandemic is likely to occur in the next 10 years
Administration is invested in online learning
Administration is aware that faculty and students will need interdisciplinary training to effectively teach and learn online
Demand for online is high
The value of a bachelor’s degree is low
Administration is invested in extended reality
Job market trends have changed following COVID-19 in that employers expect certain 21st century skills from applicants

Implications

Implications of Scenario for Team Vision: In 10 years, the curriculum of higher education will advance to meet the professional needs of each student. Four-year structured programs will be put in place that enable students to get the most out of in-person experiences while also learning practical and professional skills in their field. Intentionally training faculty and students about new technologies will promote hybrid learning and interdisciplinarity. Assigning freshmen to teams of eight upon arrival, with each student representing a different College of JMU, will teach important interpersonal and professional skills that will prepare students for employment after graduation.

Key Takeaways for Planning Purposes:

Administrative investment in online infrastructures and faculty training enables future innovations that strategically engage nontraditional and international students
JMU should anticipate a continued shift toward demanding transferable skills along with a continued societal demand for interdisciplinary, complex problem-solving
JMU should leverage its strength in assessment to develop methods for embedding assessment into courses in ways that facilitate credentialing
JMU should expect the completely face-to-face experienced to be phased out due to a continued shift toward virtual competencies and a job market that has an emphasis on technology-based skills
Increased virtual course options create space for students to pursue their passion projects and practical learning experiences outside of class
Innovative strides in schedule flexibility and course delivery formats could be used to attract non-traditional students
To remain competitive with big name companies offering professional certifications, JMU should develop virtual spaces that allow students to pursue professional opportunities and partnerships, potentially even with those companies
Learning is a partnership and the faculty-student relationship is about the co-construction of knowledge

Methodology

Our methodology consisted of scenario planning and design thinking to ensure that we fully worked through every aspect of our scenario. We began by brainstorming factors that play a role in higher education. After that, we worked to combine factors and create design crosses in order to analyze differing factors together. From there, we worked to narrow down a scenario that would be inclusive of our practical, professional topic. From there, we conducted interviews with key stakeholders to gather information. We also collected peer-reviewed articles that had systematically researched residential learning, online and hybrid options, and professional learning and worked to implement their findings in our scenario. We now have a scenario that is backed by both interviews with key stakeholders and research.

Meet the Team

Alex Van Meter

Educational Technology Masters Program

Alex Van Meter is a graduate student in the Educational Technology program graduating in May 2021. She currently works as the Assistant Director of Operations at JMU in the Orientation Office and completed her undergraduate degree at Bridgewater College in Family & Consumer Sciences.

Brooke Solderich

Geographic Sciences Major, Geology Minor

Brooke Solderich is an undergraduate Geographic Science major with a Geology minor from Alexandria, Virginia. Her concentrations are in Applied Geographic Information Science as well as Environmental Conservation, Sustainability and Development. She plans on graduating in Spring of 2022.

Gabby Wilson

Theatre Major, Minor in Creative Writing, Concentration in Theatre Studies

Gabby Wilson is currently pursuing her B.A. in Theatre at James Madison University, with a concentration in Theatre Studies. She is minoring in Creative Writing and plans on pursuing poetry, dramaturgy, playwriting, and performance in her future.

Samantha Conner

Psychology Major, Anthropology Minor

Samantha is currently a junior at JMU. She is pursuing a bachelor’s degree with a major in psychology and a minor in anthropology. She is from Richmond, VA, and is employed as a student athlete tutor.

Sawsan Elajarmeh

Adult Education and Human Resources Development Masters Program

Sawsan Elajarmeh will be graduating from James Madison University with a Master’s of Adult Education and Human Resources Development. She was born and grew up in Amman, Jordan. A Jordan University graduate with a B.A. in Nursing. Worked as a medical interpreter and served the Arabic community in Harrisonburg city.

Rachel Smith

Writing, Rhetoric and Technical Communication Major, German Minor

Rachel plans to continue her studies as a student of the WRTC Graduate Program following her graduation in May of 2021. Her time as a Double Duke will be spent refining her skills in editing, designing content for social media, and researching the rhetoric of mental health.