confidential 12/3/20091 faculty development gap analysis and product development report on findings
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Confidential 12/3/2009 1
Faculty Development Gap Analysis and Product
Development
Report on Findings
Confidential 22/3/2009 2
Faculty Development Gap Analysis Laureate Higher Education Group
Network Products and Service
Project StaffCarmen (Lizy) Lamboy, Ed.D.Director Faculty Development
February, 2009Laureate Higher Education Group
Network Products and ServiceTo request additional information, please contact
Laureate Higher Education GroupNetwork Products and Service
701 Brickell Ave., Suite 860Miami, FL 33131(786) 425-0370
Confidential 32/3/2009 3
NPS Mission
• The mission of NPS is to leverage the network resources using as foundational principles that a true network is one where members know about other members, members generate/provide best practices and content, best practice/content are catalogued, transactions take place among the partners, and there is continuous growth.
Confidential 42/3/2009 4
Topics
• Vision-Macro-View
• CAITL Framework
• Sources of information
• Current initiatives as related to Faculty Needs Assessment
52/3/2009 Confidential 5
Local CAE Processes
62/3/2009 6For specific results and detailed information on each resource, refer to Appendix A.
Center for the Advancement of Teaching and Learning ( CATL)
2/3/2009 77
Cer
tific
atio
n
TrainingS
ourc
ing
Tra
iner
s &
C
onte
nt
Tra
inin
g T
rain
ers
Cer
tifyi
ng T
rain
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Scr
een
Pro
fess
ors
Resource Creation
1 2 3 4
CredentialFlexible Execution
Quality Assurance – University Impact
5
Brand
Global Portal
LOCAL
REMOTE
SYNCHRONOUS
ASYNCHRONOUS
Same Time – Same Place
Same Time –Different Place
Different Time – Different Place
Different Time- Same Place
Sh
ort
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rm t
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Lo
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rm e
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7
12
8
6
9
10
11
Confidential 82/3/2009 8
Defining the Laureate-Wide Core Faculty Competencies
• What is the faculty profile at each LIU university?
• What traits are found across the board?
• What traits are commonly found (or desired) of all LIU Faculty?
Confidential 92/3/2009 9
Laureate-Wide Core Faculty Competencies
• In progress of defining. Additional research needed.
• Example:– LIU Faculty will evidence adequate use of
educational technology by demonstrating initiative and creativity en the use of electronic media.
Confidential 102/3/2009 10
Current Professional Development (PD) Activities
Matched against Faculty Needs Assessment results
Confidential 112/3/2009 11
Top PD Goals Related to Teaching as seen by Administrators*
*n=6
GoalHighest Ranking
Broadening in-depth knowledge of effective teaching and learning 100.00%
Improving skills in syllabus, objectives, assessment construction 66.67%
Improving familiarity with skills in using educational technology 50.00%
Maintaining in-depth knowledge of content 50.00%
Broadening in-depth knowledge of Andragogy 50.00%
Broadening skills in specialized teaching techniques 50.00%
Working with students experiencing academic difficulty 50.00%
Improving English proficiency for teaching and learning 50.00%
Confidential 122/3/2009 12
Top PD Goals Related to Teaching as seen by Administrators*
• Important Note: There are six items ranked at the same level (3rd place) of importance:– Improving familiarity with skills in using educational technology (50.00%)– Maintaining in-depth knowledge of content in the field (50.00%)– Broadening in-depth knowledge of principles of adult learning
(Andragogy) (50.00%)– Broadening skills and knowledge in specialized teaching techniques
(50.00%)– Working with students experiencing academic difficulty (50.00%)– Improving English proficiency for teaching and learning(50.00%)
132/3/2009 Confidential 13
Spanish Pilot (F) English Pilot (F) Spanish Final (F) English Final (F) Portuguese Final (F)
Inventory Survey (A)
Maintaining in-depth knowledge of content (87.1%)
Maintaining in-depth knowledge of content (70.7%)
Maintaining in-depth knowledge of content (82.8%)
Maintaining in-depth knowledge of content (79.3%)
Maintaining in-depth knowledge of content (88.9%)
Broadening knowledge of effective teaching and learning (100.0%)
Improving familiarity in educational technology (77.9%)
Improving familiarity in educational technology (48.2%)
Improving familiarity in educational technology(63.6%)
Improving familiarity in educational technology (51.7%)
Improving familiarity in educational technology (64.3%)
Improving skills in syllabus, objectives, assessment construction (66.7%)
Achieving a higher academic degree (70.8%)
Broadening knowledge of effective teaching and learning (39.8%)
Improving English (58.6%)
Broadening knowledge of Andragogy (44.8%)
Achieving a higher academic degree(56.3%)
Educational technology / Content Knowledge /AndragogyKnowledge /Specialized teaching techniques /Working with students experiencing academic difficulty /Improving English
*50.0%
Broadening knowledge of effective teaching and learning (66.4%)
Improving skills in designing online courses (35.6%)
Broadening knowledge of effective teaching and learning (56.6%)
Working with students experiencing academic difficulty (44.8%)
Improving English (54.8%)
Improving English (65.5%)
Broadening knowledge of Andragogy (34%)
Broadening skills in specialized teaching techniques. (55.6%)
Broadening knowledge of effective teaching and learning (41.4%)
Broadening skills in specialized teaching techniques. (52.4%)
Top PD Goals Faculty and Administrators Compared
F = Faculty A= Administrators
Confidential 142/3/2009 14
Top PD Goals Faculty and Administrators Compared
• Data reveals that both faculty and administrators perceive similar PD goals as important. Goals which persistently rank among the top six are:
1. Maintaining in-depth knowledge of content (6 out of 6*)
2. Improving familiarity in educational technology (6 out of 6*)
3. Broadening knowledge of effective teaching and learning (5 out of 6*) as well as specialized teaching techniques (3 out of 6)
4. Improving English (Present among all non-English Needs Assessment surveys**; 4 out of 6)
5. Broadening knowledge of Andragogy (3 out of 6*)
6. Achieving a Higher Degree (2 out of 6)
*Includes all Needs Assessment Surveys (Pilot and Final; English, Spanish, and Portuguese) and Inventory Survey.**Includes Needs Assessment in Spanish and Portuguese (Pilot and Final)
Confidential 152/3/2009 15
Current Initiatives responding to PD Needs
• Focus on the priorities– What does each LIU university have locally?
• Description• Objectives• Delivery Format• Length of program• Language
– Can it be transferable to a broader audience?– Is it scalable? Can it become scalable?– What modifications are needed?
• Costs? Time? Resources?
Confidential 162/3/2009 16
Need #1: Maintaining in-depth knowledge of content
Confidential 172/3/2009 17
Need #1: Maintaining in-depth knowledge of content
• Details about these programs and workshops are needed: Title, Objectives, Delivery Format, etc.
*n=6I=InternalE=External
33%
50%33%
67%
0%
20%
40%
60%
80%
100%Certificate program focused onacademic discipline (E)
Certificate program focused onacademic discipline (I)
Non-Credit Workshop focusedon academic discipline (E)
Non-Credit Workshop focusedon academic discipline (I)
Confidential 182/3/2009 18
Need #1: Current InitiativesUEM Research and Development Area- Aim to Professors completing Doctoral Work
Description: Facilitate requests in: (a) Project requests, (b) Publishing, (c) Registering patents, (d) Providing services
Contact:
LIU School: UEM
Language: □ English
□ Spanish
□ Portuguese
□ Other ______
■ All
Delivery Format:
□ Local
□ Remote
■ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Support, Discipline, Research
Confidential 192/3/2009 19
Need #1: Maintaining in-depth knowledge of content
• Follow-up:– LIU Network universities may want to establish similar
policy and processes; can contact UEM for Operationalization and administrative organizations
– Establishing collaborative links for international publishing and collaborative research
– NPS role: Provide space for publications (i.e., Online Peered-Reviewed Journal)
• Resources at UEM could serve on Editorial Board
Confidential 202/3/2009 20
Need #1: Current InitiativesLASPAU hosted Website for UNITEC Professors
Description: Exchange of information and resources
Contact: Solangel Corpeno @ UNITEC; LASPAU
LIU School: UNITEC
Language: ■ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
■ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Discipline, Content repository
Confidential 212/3/2009 21
Need #1: Current InitiativesFaculty Development Website
Description: Exchange of information and resources
Contact:
LIU School: Kendall
Language: ■ English
□ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
■ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Discipline, Content repository
Confidential 222/3/2009 22
Need #1: Maintaining in-depth knowledge of content
• Follow Up– NPS-Laureate-Based hosting through Global
Portal– Capture existing materials and knowledge
available on the LASPAU-UNITEC and Kendall website
– Create one log in for all pages– Content repository
Confidential 232/3/2009 23
Need #1: Current InitiativesFaculty Development opportunities specific to the discipline
Description: Exchange of information and resources
Contact:
LIU School: Kendall
Language: ■ English
□ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Discipline-specific training
Confidential 242/3/2009 24
Need #1: Maintaining in-depth knowledge of content
• Follow-up• Evaluation of resources and alignment to each of
the needs could provide some support to CAE shared resources.
Confidential 252/3/2009 25
Need #1: Maintaining in-depth knowledge of content
• Budgeted items FY 2009– UDLA has budgeted for the development and
implementation of an intensive session in Mathematics with LASPAU (2009)
– There is no description at this time.
Confidential 262/3/2009 26
Need #2: Improving familiarity in educational technology
Confidential 272/3/2009 27
Technology Importance: AdministratorsTechnology Importance Rating
Video possibilities 66.67%
Microsoft Word 66.67%
Wikis in education 66.67%
Course and Learning Management Systems 66.67%
Blogs 50.00%
Microsoft Outlook 50.00%
PowerPoint 50.00%
Adobe software packages 33.33%
Microsoft Excel 33.33%
Microsoft Windows Movie Maker 33.33%
Macromedia Flash and other animation software 33.33%
(Webcam Casts/Screenshots 33.33%
Webinars 33.33%
Data base 16.67%
Using PDAs 16.67%
Social Networking tools 16.67%
Synchronous communication tools 16.67%
*n=6
Confidential 282/3/2009 28
Technology Importance: Administrators and Faculty Compared
(50% administrators’ importance rating or more)
Technology AdministratorsFaculty
PilotFaculty
Final
Digital Video 66.7% 39.6% 41.1%
Microsoft Word 66.7% 71.9% 73.3%
Wikis For Education 66.7% 28.7% 24.4%
LMS 66.7% 56.5% 45.0%
Blogs 50.0% 21.3% 19.8%
Microsoft Outlook 50.0% 33.8% 36.0%
PowerPoint 50.0% 70.5% 76.4%
Confidential 292/3/2009 29
Technology Importance: Administrators and Faculty Compared
(less than 50% administrators’ importance rating)Technology Administrators Faculty Pilot Faculty Final
Adobe Software 33.3% 37.3% 38.0%
Microsoft Excel 33.3% 51.8% 51.2%
Microsoft Windows Movie Maker 33.3% 24.8% 21.7%
Flash 33.3% 30.8% 26.4%
Webcams 33.3% 0.0% 39.1%
Webinars 33.3% 0.0% 29.1%
Databases 16.7% 25.2% 35.3%
PDAs 16.7% 22.5% 25.2%
Social Networking 16.7% 0.0% 27.9%
Synchronous Tools 16.7% 0.0% 26.7%
Microsoft Access 0.0% 24.5% 21.3%
Microsoft Publisher 0.0% 23.0% 18.6%
Confidential 302/3/2009 30
Technology Importance: Administrators and Faculty Compared
• Administrators see video possibilities as one of the most important educational technologies, yet Needs Assessment surveys (pilot and final) placed it in 5th place.
• One interesting detail is that data revealed that the use of Wikis(3rd) and Blogs(5th) are seen as important educational technologies by administrators, but faculty did not give these technologies the same importance. (Final Survey: Wiki – 15th, Blogs18th; Pilot Survey: Blog 15th, Wiki 9th)
Confidential 312/3/2009 31
Final Needs Assessment Versus Inventory: Technology Importance and “No Skill” Levels
Spanish Final
English Final
Portuguese Final
TechnologyImportance
Rating No Skill No Skill No Skill
Video possibilities 66.67% 51.50% 69.00% 3.20%
Microsoft Word 66.67% 3.00% 6.90% 50.80%
Wikis in education 66.67% 76.80% 82.80% 4.80%
Course and Learning Management Systems 66.67% 78.80% 31.00% 7.30%
Blogs 50.00% 42.40% 55.20% 9.70%
Microsoft Outlook 50.00% 25.30% 31.00% 19.40%
PowerPoint 50.00% 81.00% 20.70% 44.40%
This table compares the top five technology importance ratings as responded by administrators. It compares these top technologies with the “No skill” level from faculty needs assessment (final version). Faculty training could be directed towards the top technologies and towards that “No Skill” group.
Confidential 322/3/2009 32
Technology Importance/Skill: Comparing Administrators and Faculty
• Video is seen as an important educational technology, but (Spanish/English) Needs Assessment reveal that more than half of the faculty are at the “No skill level” (51.5% and 69.0% respectively).
• Similar findings repeat for Wikis, Blogs,, CMS/LMS and Outlook; all considered important by administrators, but with a high percentage of faculty rating themselves at the “No Skill” level.
Confidential 332/3/2009 33
Need #2: Current InitiativesInstitutional Program for Teaching & Pedagogy training
Description: The Program deals mainly with educational strategies and use of technology in classroom
Contact:
LIU School: UVM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Educational Technology
Confidential 342/3/2009 34
Need #2: Current InitiativesEducational Technology
Description: The Program deals mainly with educational strategies and use of technology in classroom
Contact:
LIU School: UEM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: ■ Short term □ Long term Provide # hours or months) 10 hours
Descriptor: Educational Technology, Cross referenced to Need #3
Confidential 352/3/2009 35
Need #2: Current InitiativesIntegrating Technology in the Classroom
Description: Added component to LASPAU training
Contact:
LIU School: UNITEC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ________
Descriptor: Educational Technology
Confidential 362/3/2009 36
Need #2: Current InitiativesUse of IT in the Virtual Classroom
Description: Continuing Education Program
Contact:
LIU School: UPC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) _______
Descriptor: Educational Technology
Confidential 372/3/2009 37
Need #2: Improving familiarity in educational technology
• Follow-up – Seek out additional information about the
program delivery format, objectives, etc.
Confidential 382/3/2009 38
Need #2: Improving familiarity in educational technology
• Budgeted items FY 2009Kendall College Training on specific classroom applications of
technology, especially new tools in Blackboard
UDLA Some courses are planned for teachers on PowerPoint/Excel/Word at basic & advanced levels
UEM Team Net.UEM deals with the introduction of new technologies in teaching activities.
Anhemi Morumbi Special program - Blackboard resources
UPC Continuing education program in technology for education for the faculty
•Some of these programs are needed in other universities and could be included in the first deployment of the CAE. Additional information needed.
Confidential 392/3/2009 39
Need #3: Broadening knowledge of effective teaching and learning/Specialized Teaching
Techniques
Confidential 402/3/2009 40
Need #3: Current InitiativesTeacher Training Program (5 Modules)
Description: Teaching Training Program for the improvement of the teaching-learning process.
Develops teaching skills/ Five modules* include: a) Active Methodologies, b)
Evaluation, c) Competencies, d) Educational Research, e) New Technologies in
Higher Education**
Contact:
LIU School: UEM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) 60 hours
Descriptor: Teaching strategies•See next slides for description of each module
Confidential 412/3/2009 41
Need #3: Current InitiativesActive Leaning (Module 1/5)
Description: Problem and Project based learning, Case Study methods, and cooperative learning
as some versatile strategies to achieve student learning.
Contact:
LIU School: UEM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: ■ Short term □ Long term Provide # hours or months) 16 hours
Descriptor: Teaching strategies, Problem-based learning, project-based learning, case study, cooperative learning
Confidential 422/3/2009 42
Need #3: Current InitiativesAssessment of Learning (Module
2/5)
Description: Using alternative assessments such as portfolios, projects, collaborative projects,
reflexive diary among others.
Contact:
LIU School: UEM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: ■ Short term □ Long term Provide # hours or months) 12 hours
Descriptor: Assessment, alternative assessments, portfolio, collaborative projects, reflexive diary
Confidential 432/3/2009 43
Need #3: Current InitiativesDeveloping Student Competencies
(Module 3/5)
Description: How to develop student competencies in the usage of collaborative assignments and
the use of portfolios, communication and other skills for the work place.
Contact:
LIU School: UEM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: ■ Short term □ Long term Provide # hours or months) 12 hours
Descriptor: communication skills, collaboration, work place skills
Confidential 442/3/2009 44
Need #3: Current InitiativesEducational Research (Module
4/5)
Description: Discussion on the methodologies most commonly used in educational research.
Includes qualitative and quantitative methods, among others.) How to develop
student competencies in the usage of collaborative assignments and
the use of portfolios, communication and other skills for the work place.
Contact:
LIU School: UEM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: ■ Short term □ Long term Provide # hours or months) 10 hours
Descriptor: Reflection, research, qualitative, quantitative, research methods
Confidential 452/3/2009 45
Need #3: Current InitiativesEducational Technology
Description: The Program deals mainly with educational strategies and use of technology in classroom
Contact:
LIU School: UEM
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: ■ Short term □ Long term Provide # hours or months) 10 hours
Descriptor: Educational Technology, cross-referenced to Need # 2
Confidential 462/3/2009 46
Need #3: Current InitiativesPro-Academic ExcellenceInitial Needs Assessment (7 Modules)
UDLA Development Pro-Academic Excellence•Initial Needs Assessment by LASPAU and visit from experts to Chile•Teaching and Learning Body of Knowledge, TALBOK©
•TALBOK – Provides faculty and administrators with training in the area of competencies and standards in the design, delivery, and management of quality environments that promote effective teaching and learning at both an institutional and classroom level. •Places the student at the center of the teaching and learning process; professor is seen as a facilitator.•It aims to move the traditional university to a learning university. •TALBOK was implemented by developing professional development activities for 100 professors, who received the general aspects. 40 of those were selected to become trainers. Currently, UDLA has 20 professors trained to be trainers. In 2008, training was provided by UDLA trainers 5 times. Total: 650 professors.
Confidential 472/3/2009 47
Need #3: Current InitiativesQuality Systems in Education (Module 1/7)
Description: Management of Quality Systems in Education: Standards and Benchmarks in
effective teaching and learning in higher education
Contact:
LIU School: UDLA
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ____________
Descriptor: Standards, quality assurance
Confidential 482/3/2009 48
Need #3: Current InitiativesChange in Education (Module 2/7)
Description: Managing change in Education: Effective and productive Team building, Solving
organizational problems, and decision-making,
Contact:
LIU School: UDLA
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies, change management, team-building, PBL, decision-making processes
Confidential 492/3/2009 49
Need #3: Current InitiativesManaging Knowledge (Module 3/7)
Description: Managing Knowledge: Institutional purposes and diverse pedagogical strategies –
based on problems, knowledge management and learning through service, among
others.
Contact:
LIU School: UDLA
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies, knowledge management
Confidential 502/3/2009 50
Need #3: Current InitiativesValuing and Education (Module 4/7)
Description: Valuing and Evaluation: methods to develop rubrics to evaluate student work and
grade them
Contact:
LIU School: UDLA
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Assessment
Confidential 512/3/2009 51
Need #3: Current InitiativesInstructional Design (Module 5/7)
Description: Instructional Design, Syllabus, Objectives and results: Methods based on
competencies. Delivery strategies.
Contact:
LIU School: UDLA
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies, instructional design, objectives, syllabus
Confidential 522/3/2009 52
Need #3: Current InitiativesLearning Families (Module 6/7
Description: Learning Families, Learning styles, meta-cognition, collaboration, cognitive load,
motivation, memory tools and other principles used in designing learning
Contact:
LIU School: UDLA
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies, learning styles, team-building, memory tools, instructional design
Confidential 532/3/2009 53
Need #3: Current InitiativesLearning Objects (Module 7/7
Description: Learning objects: guidelines for class, workshop, seminar, case study, games, audio-
visual aids, projects, role plays and other objects used for teaching and learning.
Contact:
LIU School: UDLA
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies, Learning Objects
Confidential 542/3/2009 54
Need #3: Current InitiativesMonthly faculty development workshops
Description: Monthly faculty development workshops throughout the academic year focused on
specific topics related to teaching and learning.
Contact:
LIU School: Kendall
Language: ■ English
□ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies
Confidential 552/3/2009 55
Need #3: Current InitiativesFaculty development workshops
Description: Action Strategies in the Classroom.
Contact:
LIU School: Anhembi Morumbi
Language: □ English
□ Spanish
■ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies
Confidential 562/3/2009 56
Need #3: Current InitiativesUPC Educational Model
Description: Continuing Education Program.
Contact:
LIU School: UPC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies
Confidential 572/3/2009 57
Need #3: Current InitiativesCourse Design
Description: Continuing Education Program.
Contact:
LIU School: UPC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ______
Descriptor: Teaching strategies, instructional design
Confidential 582/3/2009 58
Need #3: Current InitiativesCompetencies Evaluation
Description: Continuing Education Program.
Contact:
LIU School: UPC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) ________
Descriptor: Assessment
Confidential 592/3/2009 59
Need #3: Current InitiativesSENECA (Sistema de Educación para la Excelencia) Program
UNITEC Seneca Program Components
•Institutional Component•Professional Development Component•Communication Component. (Note: Classified under Need #1- Discipline-specific materials.)
•It also includes resources for Needs #3 – Teaching and Learning)•17 facilitators participated in the original in train the trainer sessions•6 more members have been added – they were trained by the “UNITEC Trainers
Confidential 602/3/2009 60
Need #3: Current InitiativesLASPAU/UNITEC Institutional Component*
Description: Defining long-term objectives as they relate to student-centered learning and
implementation of the educational model at UNITEC. Analysis of needed processes
and actions to establish this initiative. Implementation of institutional policies that
foster active learning. Identifying human resources as well as faculty
Syllabus, Teacher Guide, Schemes for evaluation, practical resources for teaching
Contact: Solangel Corpeno @ UNITEC; LASPAU
LIU School: UNITEC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Needs Assessment, Active Learning, Syllabus, Evaluation, Teaching
*More detailed information needed-Modules
□
Confidential 612/3/2009 61
Need #3: Current InitiativesLASPAU/UNITEC Professional Development Component*
Description: Development of Human Resources (professors) to serve as leaders in the SENECA
Program. General development in the areas of conceptual and operational issues in
order to implement the UNITEC learning model, then a more specific training per
faculty area. Specific area development by content area Aims to develop an
institutional culture of active learning. The general area training is running.
Professors workshop in Cambridge to receive general training. Professors have also
received materials and training to train others. (11 Modules)
Contact: Solangel Corpeno @ UNITEC; LASPAU
LIU School: UNITEC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Needs Active Learning, train the trainer program
*See next slides for specific titles and topics.
□
Confidential 622/3/2009 62
Need #3: Current InitiativesLASPAU/UNITEC Professional Development Component (11 Modules)*
Description: Teaching Excellence
Demands of active learning and current students
Incorporating active learning elements in the class
Teacher Leadership
Debate and Class
Participation Case Study
Teaching to promote Critical Thinking
Continuous Assessment:
How to evaluate active learning
Writing Skills development
Syllabus: Active learning guide
Contact: Solangel Corpeno @ UNITEC; LASPAU
LIU School: UNITEC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months)______
Descriptor: Needs Active Learning, train the trainer program
*Additional information needed for detailed description of each module.
Confidential 632/3/2009 63
Need #3: Current InitiativesCompetencies Evaluation
Description: Continuing Education Program.
Contact:
LIU School: UNITEC
Language: □ English
■ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) __________
Descriptor: Assessment
Confidential 642/3/2009 64
Need #3: Broadening knowledge of effective teaching and learning/Specialized Teaching
Techniques
• Follow-up – Identify trainers– Include trainers on CAE as possible
resources for Laureate-wide training programs.
– Seek out availability of materials and resources and try to capture them
Confidential 652/3/2009 65
Need #3: Current InitiativesFaculty Zone
Description: Online showcase for faculty development
Contact:
LIU School: Kendall
Language: ■ English
□ Spanish
□ Portuguese
□ Other ______
□ All
Delivery Format:
□ Local
■ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) _________
Descriptor: Teaching strategies, online repository
Confidential 662/3/2009 66
Need #3: Broadening knowledge of effective teaching and learning/Specialized Teaching
Techniques
• Follow Up– NPS-Laureate-Based hosting through Global
Portal– Capture existing materials and knowledge
available on the Faculty Zone Kendall website– Create one log in for all pages– Teaching Strategy Repository Sharing
Confidential 672/3/2009 67
Need #4: Improving English- Administrators and Faculty Compared
• 81.4% of the faculty surveyed (n=883) in the Needs Assessment rated “Improving English” in the 5 to 7 ranking. As an important* goal for professional development.
• All administrators (n=6) rated “Improving English” at the highest level (7).
100.0%
84.6%81.6% 77.0%
46.9%
33.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Administrators
Spanish Pilot
Portuguese Final
Spanish Final
English Final
English Pilot
Confidential 682/3/2009 68
Need #4: Current InitiativesLanguage Lab
Description: Language Lab (UEM Lab) based on technology from Wall Street Institute Yearly program- Blended learning (Lab and Face-to-Face with language teachers.
Objectives: Faculty will be able to teach in English; Increase possibilities of faculty
exchange within Laureate network and others; Intensify research activities with
international impact; Collaborate with other universities (best-practices and know-
how)
Contact:
LIU School: UEM
Language: ■ English
□ Spanish
□ All
□ Portuguese
□ Other ______
Delivery Format:
□ Local
□ Remote
□ All
■ Blended
Program Type: □ Short term □ Long term Provide # hours or months) _________
Descriptor: Teaching strategies, online repository, Placement tests
Confidential 692/3/2009 69
Need #5: Broadening knowledge of Andragogy
• Next Steps:– Identify Walden sources– Product Development
Confidential 702/3/2009 70
Need #6 - Achieving a higher Academic degree: Administrators and Faculty Compared
• When asked to select from a group of professional development goals, all administrators rated achieving a higher degree from helpful to very important (5-7).
• When compared to faculty, data reveals that most faculty rate this in the same way (except the English Pilot Survey). It is important to note that 89.3% of the respondents of the pilot English survey already have their doctorate.
AudienceImportance
Rating
Administrators 100.0%
Spanish Final 91.4%
Spanish Pilot 91.0%
Portuguese Final 86.4%
English Final 59.4%
English Pilot 33.2%
Confidential 712/3/2009 71
Need #6 - Achieving a higher Academic degree: Administrators and Faculty
Compared• When asked to select from a
group of activities and support services which might be helpful in meeting the professional development goals of faculty, all administrators rated achieving a higher degree from helpful to very helpful (4-5).
• When compared to faculty, data reveals that most faculty rate this in the same way (except the English Pilot Survey). It is important to note that 89.3% of the respondents of the pilot English survey already have their doctorate
AudienceHelpfulness
Rating
Administrators 100.0%
Spanish Final 94.1%
Portuguese Final 84.1%
English Final 43.8%
Confidential 722/3/2009 72
Need #6: Current InitiativesPost-Graduate Degrees
Description:Faculty training - by semester Post-graduate course in educational area
Contact:
LIU School: Anhembi Morumbi
Language: □ English
□ Spanish
□ All
■ Portuguese
□ Other ______
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) _________
Descriptor:
Confidential 732/3/2009 73
Need #6: Current InitiativesPost-Graduate Degree
Description: The Diploma on Education for University Professors is offered by the Faculty of Humanities, It takes 1 year divided in 5 modules. It is offered to fulltime professors. For the completion of each module the participants have to present a product in which they apply what they have learned to their academic activities at UPC.
Contact:
LIU School: UPC
Language: □ English
□ Spanish
□ All
■ Portuguese
□ Other ______
Delivery Format:
□ Local
□ Remote
□ All
□ Blended
Program Type: □ Short term □ Long term Provide # hours or months) _________
Descriptor:
Confidential 74
Next Steps• FY 2009-2010
– Focus on Top Priorities
1. Maintaining knowledge of content
2. Educational Technology
3. Effective teaching and learning
4. Improving English
5. Andragogy
6. Opportunity to achieve a Higher Degree– Search and Identify current initiatives throughout the network
• Prepare plan for collecting missing information on identified initiatives • Identify other initiatives and to add to the database– Travel Itinerary
– Comprehensive Checklist Instrument
– Evaluate for transferability and scalability
– Prepare for upload into CAITL• Re-purpose, modify delivery format, translate, customize, translate
– Development of new products
Confidential 75
Next Steps• SharePoint Site
–Navigation and Structure–Web Art and Design–Feed in the data
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