| | JUNE 20249Earth and establish an explicit commitment to exploring emerging educational futures. Furthermore, investing in faculty development and pedagogical innovation is essential to ensure quality teaching and learning experiences. One framework was initially envisioned in 1967 by Herbert Simon in his paper "The Job of a College President." He wrote about the need to develop faculty as learning engineers. We have adopted and expanded on this approach through a framework to guide faculty in developing and facilitating STEM courses, "Engineering Learning" (Spiegel, Sanders, & Sherer, 2018). Through support from our Board of Trustees, we have been able to educate our faculty and show significant changes in both teaching and learning in more than 60% of our faculty. By empowering faculty with the tools and skills to become effective learning engineers, institutions can enhance their capacity to meet the diverse needs of learners in the digital age.Moreover, the shift towards personalized, on-demand learning requires fundamentally reimagining educational delivery methods. While traditional approaches centered on information dissemination remain prevalent, there is a growing recognition of the need to prioritize skill acquisition and competency development. Initiatives like the establishment of a dedicated division for Professional Education underscore a commitment to delivering relevant, industry-aligned learning experiences in a rapidly changing landscape.To address these, we are in the process of launching a new division focused on Professional Education. This division will offer a substantial collection of on-demand learning opportunities. To facilitate rapid course development, we are implementing a new workflow that ensures each course equips learners with meaningful skills and competencies. Our inaugural trial of this process is scheduled to commence in May 2024. We aim to develop about 200 courses between May and October, utilizing the expertise of five Online Experience Designers and various content providers. While we recognize that we will not have the perfect solution initially, we are committed to continuous refinement through iterative processes.In conclusion, the future of education hinges on institutions' ability to adapt and innovate in response to evolving technological, economic, and societal trends. By embracing change, fostering faculty development, and leveraging emerging technologies, universities can position themselves as agile, responsive entities capable of meeting the dynamic needs of learners and industries alike. Only through such proactive measures can educational institutions remain relevant and effective in unprecedented change and uncertainty. The future of education hinges on institutions' ability to adapt and innovate in response to evolving technological, economic, and societal trends
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