Abstract:

To better prepare graduates for future-focused and career-growth pathways, Wentworth Institute of Technology takes an experiential, cooperative education learning model approach. To remain mission-driven across all areas of student and academic affairs, a strategic plan was developed in 2020 and readopted in 2025 to guide growth and development around four defined pillars: Inclusive Excellence, High-Value Learning, Transformative Student Experiences, and Next-Generation Partnerships. In response to student demographics and industry needs, online programs and workforce-aligned pathways have been developed to serve non-traditional learners.

The objective of this research is to assess how the university’s strategic plan continues to guide deployment of these programs without deviating from core brand identity and the strengths of the traditional portfolio. To do so, a case study methodology and analysis was utilized to systematically assess the ongoing implementation and evolution of these programs and pathways, ensuring continued alignment with the strategic plan.

Results from over the past year indicate that the university has made measurable progress across all four strategic areas. Within the area of Inclusive Excellence, admissions outreach, and on-boarding processes have been refined, top-level administration is providing full support of related initiatives, and a dedicated online pricing model has been developed. In the area of High-Value Learning, new courses have been developed in alignment with accreditation standards from the Project Management Institute Global Accreditation Center, while curriculum has advanced through Quality Matters assessment and expanded faculty training. To enhance the Transformative Student Experience, cross-campus collaboration has increased, admissions and marketing processes have evolved, dedicated student advising has been implemented, and co-op pathways now recognize industry and military experience for academic professional credit. Aligning with Next-Generation Partnerships, the university has expanded apprenticeship program agreements and reduced transfer review time.

Despite this progress, barriers to continued deployment and growth remain. By default, some administrative systems designed for traditional learners are still leveraged to serve non-traditional learners causing bottlenecks. Additionally, the process of course development, in alignment with Quality Matters standards, is resource demanding. Messaging from offices across campus regarding registration, plan of study advising and transfer credit evaluations remains cumbersome and creates confusion for some students during matriculation. To further bolster the pipeline of enrollment, partnership agreements, particularly with apprenticeship sponsors and community colleges, require more progress.

In summary, this case study demonstrates how collaborative initiatives guided by the university’s strategic plan have led to measurable improvements across multiple areas including: student satisfaction rates, retention rates, and campus operations. Faculty engagement with the Quality Matters framework has enhanced the delivery of high-value learning, while expanded partnership pathways have strengthened career-growth opportunities for students. These efforts underscore the university’s commitment to continuous improvement and the creation of an enriching, outcomes-driven educational environment for these non-traditional degree pathways.

Keywords:

STEM, Higher Education, Online Learning, Adult Learners, Non-Traditional Students, Strategic Planning, Partnerships, Education Framework, Best Practices, Educational Value, Curriculum Design, Quality.