2016-2017 Tempo Learning Addendum (Revised November 2017) 
    Feb 06, 2023  
2016-2017 Tempo Learning Addendum (Revised November 2017) [ARCHIVED CATALOG]

Tempo Learning™


Tempo Learning™ is an alternative modality of learning to Walden’s existing course-based modality. Instead of courses, the Walden Tempo Learning™ Program is comprised of Competencies and rigorous Assessments. Students progress through the Tempo Learning™ model by successfully passing Competency Assessments. A student must successfully pass all Competency Assessments in order to graduate from the program.

Students who have prior knowledge of a specific Competency may choose to use this knowledge or experience to complete the Assessment at any time. Each Competency is broken down into Sub-Competencies and Learning Objectives that have Learning Resources and Activities designed to help students prepare for their Competency Assessment.

Most Assessments present performance-based tasks or situations, such as case studies. Several of the Assessments are more authentic “work products” designed as showcases for students to present to their current or prospective employers as credible proof of their new learning, skills, and abilities.

The order in which students take their program Competencies is dependent upon the program and the students’ individual preferences.  While some Competencies are prerequisites for others, in general, students can select the order in which they prefer to work on their Competencies and Assessments.

Learning Model

The Walden Tempo Learning™ model is a hierarchical framework that provides students with a connected learning experience. This hierarchy connects the degree’s program outcomes all the way down to the very granular building blocks of knowledge and skill sets that students must demonstrate to graduate.

Working through the hierarchy, a program is first divided into several domains or “Areas of Expertise.” An Area of Expertise comprises multiple related Competencies that are each directly mapped to the program outcomes. Each Competency is then broken down into discrete Sub-Competencies. Sub-Competencies are scaffolded to provide the student with the necessary knowledge and skills required to demonstrate proficiency of the full Competency. Sub-Competencies are further broken down into Learning Objectives, which act as the basic building blocks of knowledge and skills that direct student learning and guide the successful completion of the final Assessment for each Competency. Each Learning Objective is accompanied by a set of Learning Resources and Learning Activities. Learning Resources include articles, video, audio, websites, and text chapters. Learning Activities include quizzes, interactive tools, critical reflection prompts, learning games, mini case-study analyses, and guided practice.