Faculty Development Gap Analysis and Product Development Report

Faculty Development Gap Analysis and Product Development Report on Findings 2/3/2009 Confidential 1

Faculty Development Gap Analysis Laureate Higher Education Group Network Products and Service Project Staff Carmen (Lizy) Lamboy, Ed. D. Director Faculty Development February, 2009 Laureate Higher Education Group Network Products and Service To request additional information, please contact Laureate Higher Education Group Network Products and Service 701 Brickell Ave. , Suite 860 Miami, FL 33131 (786) 425 -0370 2/3/2009 Confidential 2

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. 2/3/2009 Confidential 3

Topics • • Vision-Macro-View CAITL Framework Sources of information Current initiatives as related to Faculty Needs Assessment 2/3/2009 Confidential 4

Local CAE Processes Local Profile (Core Competencies) Needs Assessment Inventory 2/3/2009 Confidential 5

Professional Development Plans Inventory Survey CAE local Initiatives Third Party Agreements Reports Laureate -Wide Inventory Needs Assessment Core Teaching Competencies 2/3/2009 For specific results and detailed 6 information on each resource, refer to Appendix A.

Center for the Advancement of Teaching and Learning ( CATL) Training 8 5 9 SYNCHRONOUS 6 Same Time – Same Place Same Time – Different Place Different Time- Different Time – Same Place Different Place Long-term education (degrees) L O C A L Short-term training 7 R E M O T E Certification 4 Screen Professors 3 Certifying Trainers 2 Training Trainers Sourcing Trainers & Content 1 ASYNCHRONOUS Brand Quality Assurance – University Impact 2/3/2009 11 Global Portal Resource Creation 10 12 Flexible Execution Confidential Credential 7

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? 2/3/2009 Confidential 8

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. 2/3/2009 Confidential 9

Current Professional Development (PD) Activities Matched against Faculty Needs Assessment results 2/3/2009 Confidential 10

Top PD Goals Related to Teaching as seen by Administrators* Highest Ranking Goal 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% 2/3/2009 Confidential *n=6 11

Top PD Goals Related to Teaching as seen by Administrators* • Important Note: There are six items ranked at the same level (3 rd 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%) 2/3/2009 Confidential 12

Top PD Goals Faculty and Administrators Compared Spanish Pilot (F) English Pilot (F) Spanish Final (F) English Final (F) Portuguese Final (F) Inventory Survey (A) Maintaining indepth knowledge of content (87. 1%) Maintaining in-depth knowledge of content (70. 7%) Maintaining indepth knowledge of content (82. 8%) Maintaining indepth 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%) 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%) Educational technology / Content Knowledge / Andragogy Knowledge / Specialized teaching techniques / Working with students experiencing academic difficulty /Improving English 2/3/2009 Confidential *50. 0% F = Faculty A= Administrators 13

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) 2/3/2009 Confidential 14

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? 2/3/2009 Confidential 15

Need #1: Maintaining in-depth knowledge of content 2/3/2009 Confidential 16

Need #1: Maintaining in-depth knowledge of content • Details about these programs and workshops are needed: Title, Objectives, Delivery Format, etc. 2/3/2009 Confidential *n=6 I=Internal E=External 17

UEM Research and Development Area- Aim to Professors completing Doctoral Work Description: Need #1: Current Initiatives Facilitate requests in: (a) Project requests, (b) Publishing, (c) Registering patents, (d) Providing services Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UEM □ English □ Spanish □ Portuguese □ Other ______ ■ All □ Short term Delivery Format: □ Long term □ Local □ Remote ■ All □ Blended Provide # hours or months)______ Support, Discipline, Research Confidential 18

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 2/3/2009 Confidential 19

LASPAU hosted Website for UNITEC Professors Description: Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Need #1: Current Initiatives Exchange of information and resources Solangel Corpeno @ UNITEC; LASPAU UNITEC ■ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local ■ Remote □ All □ Blended Provide # hours or months)______ Discipline, Content repository Confidential 20

Faculty Development Website Description: Need #1: Current Initiatives Exchange of information and resources Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Kendall ■ English □ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local ■ Remote □ All □ Blended Provide # hours or months)______ Discipline, Content repository Confidential 21

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 2/3/2009 Confidential 22

Faculty Development opportunities specific to the discipline Description: Need #1: Current Initiatives Exchange of information and resources Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Kendall ■ English □ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months)______ Discipline-specific training Confidential 23

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. 2/3/2009 Confidential 24

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. 2/3/2009 Confidential 25

Need #2: Improving familiarity in educational technology 2/3/2009 Confidential 26

Technology Importance: Administrators Technology 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% Power. Point 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% 2/3/2009 Confidential *n=6 27

Technology Importance: Administrators and Faculty Compared (50% administrators’ importance rating or more) Technology Administrators Faculty Pilot Faculty 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% Power. Point 50. 0% 70. 5% 76. 4% 2/3/2009 Confidential 28

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% 2/3/2009 Confidential 29

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 5 th place. • One interesting detail is that data revealed that the use of Wikis(3 rd) and Blogs(5 th) are seen as important educational technologies by administrators, but faculty did not give these technologies the same importance. (Final Survey: Wiki – 15 th, Blogs 18 th; Pilot Survey: Blog 15 th, Wiki 9 th) 2/3/2009 Confidential 30

Final Needs Assessment Versus Inventory: Technology Importance and “No Skill” Levels Spanish Final Technology Importance Rating English Final Portuguese Final 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% Power. Point 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. 2/3/2009 Confidential 31

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. 2/3/2009 Confidential 32

Institutional Program for Teaching & Pedagogy training Description: Need #2: Current Initiatives The Program deals mainly with educational strategies and use of technology in classroom Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UVM □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months)______ Educational Technology Confidential 33

Educational Technology Description: Need #2: Current Initiatives The Program deals mainly with educational strategies and use of technology in classroom Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UEM □ English ■ Spanish □ Portuguese □ Other ______ □ All ■ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) 10 hours Educational Technology, Cross referenced to Need #3 Confidential 34

Integrating Technology in the Classroom Description: Need #2: Current Initiatives Added component to LASPAU training Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UNITEC □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ____ Educational Technology Confidential 35

Use of IT in the Virtual Classroom Description: Need #2: Current Initiatives Continuing Education Program Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UPC □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) _______ Educational Technology Confidential 36

Need #2: Improving familiarity in educational technology • Follow-up – Seek out additional information about the program delivery format, objectives, etc. 2/3/2009 Confidential 37

Need #2: Improving familiarity in educational technology • Budgeted items FY 2009 Kendall College Training on specific classroom applications of technology, especially new tools in Blackboard UDLA Some courses are planned for teachers on Power. Point/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. 2/3/2009 Confidential 38

Need #3: Broadening knowledge of effective teaching and learning/Specialized Teaching Techniques 2/3/2009 Confidential 39

Need #3: Current Initiatives Teacher 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: Language: Program Type: Descriptor: 2/3/2009 UEM □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) 60 hours Teaching strategies • See next slides for description of each module Confidential 40

Need #3: Current Initiatives Active 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: Language: Program Type: Descriptor: 2/3/2009 UEM □ English ■ Spanish □ Portuguese □ Other ______ □ All ■ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) 16 hours Teaching strategies, Problem-based learning, project-based learning, case study, cooperative learning Confidential 41

Assessment of Learning (Module 2/5) Description: Need #3: Current Initiatives Using alternative assessments such as portfolios, projects, collaborative projects, reflexive diary among others. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UEM □ English ■ Spanish □ Portuguese □ Other ______ □ All ■ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) 12 hours Assessment, alternative assessments, portfolio, collaborative projects, reflexive diary Confidential 42

Developing Student Competencies (Module 3/5) Description: Need #3: Current Initiatives 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: Language: Program Type: Descriptor: 2/3/2009 UEM □ English ■ Spanish □ Portuguese □ Other ______ □ All ■ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) 12 hours communication skills, collaboration, work place skills Confidential 43

Educational Research (Module 4/5) Description: Need #3: Current Initiatives 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: Language: Program Type: Descriptor: 2/3/2009 UEM □ English ■ Spanish □ Portuguese □ Other ______ □ All ■ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) 10 hours Reflection, research, qualitative, quantitative, research methods Confidential 44

Educational Technology Description: Need #3: Current Initiatives The Program deals mainly with educational strategies and use of technology in classroom Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UEM □ English ■ Spanish □ Portuguese □ Other ______ □ All ■ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) 10 hours Educational Technology, cross-referenced to Need # 2 Confidential 45

Need #3: Current Initiatives Pro-Academic Excellence Initial 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. 2/3/2009 Confidential 46

Need #3: Current Initiatives Quality 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: Language: Program Type: Descriptor: 2/3/2009 UDLA □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Standards, quality assurance Confidential 47

Change in Education (Module 2/7) Description: Need #3: Current Initiatives Managing change in Education: Effective and productive Team building, Solving organizational problems, and decision-making, Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UDLA □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies, change management, team-building, PBL, decision-making processes Confidential 48

Managing Knowledge (Module 3/7) Description: Need #3: Current Initiatives Managing Knowledge: Institutional purposes and diverse pedagogical strategies – based on problems, knowledge management and learning through service, among others. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UDLA □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies, knowledge management Confidential 49

Valuing and Education (Module 4/7) Description: Need #3: Current Initiatives Valuing and Evaluation: methods to develop rubrics to evaluate student work and grade them Contact: LIU School: Language: UDLA □ English ■ Spanish □ Portuguese □ Other ______ □ All Program Type: □ Short term Descriptor: Delivery Format: Assessment 2/3/2009 □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Confidential 50

Instructional Design (Module 5/7) Description: Need #3: Current Initiatives Instructional Design, Syllabus, Objectives and results: Methods based on competencies. Delivery strategies. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UDLA □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies, instructional design, objectives, syllabus Confidential 51

Learning Families (Module 6/7 Description: Need #3: Current Initiatives Learning Families, Learning styles, meta-cognition, collaboration, cognitive load, motivation, memory tools and other principles used in designing learning Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UDLA □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies, learning styles, team-building, memory tools, instructional design Confidential 52

Learning Objects (Module 7/7 Description: Need #3: Current Initiatives Learning objects: guidelines for class, workshop, seminar, case study, games, audiovisual aids, projects, role plays and other objects used for teaching and learning. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UDLA □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies, Learning Objects Confidential 53

Need #3: Current Initiatives Monthly faculty development workshops Description: Monthly faculty development workshops throughout the academic year focused on specific topics related to teaching and learning. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Kendall ■ English □ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies Confidential 54

Need #3: Current Initiatives Faculty development workshops Description: Action Strategies in the Classroom. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Anhembi Morumbi □ English □ Spanish ■ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies Confidential 55

Need #3: Current Initiatives UPC Educational Model Description: Continuing Education Program. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UPC □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies Confidential 56

Need #3: Current Initiatives Course Design Description: Continuing Education Program. Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UPC □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ______ Teaching strategies, instructional design Confidential 57

Need #3: Current Initiatives Competencies Evaluation Description: Continuing Education Program. Contact: LIU School: Language: UPC □ English ■ Spanish □ Portuguese □ Other ______ □ All Program Type: □ Short term Descriptor: Delivery Format: Assessment 2/3/2009 □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) ____ Confidential 58

Need #3: Current Initiatives SENECA (Sistema de Educación para la Excelencia) Program UNITEC Seneca Program Components • Institutional Component • Professional Development Component • Communication Component. (Note: Classified under Need #1 - Disciplinespecific 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 2/3/2009 Confidential 59

LASPAU/UNITEC Institutional Component* Description: Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Need #3: Current Initiatives 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 Solangel Corpeno @ UNITEC; LASPAU UNITEC □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term □ □ Long term Delivery Format: □ Local □ Remote □ All □ Blended Provide # hours or months)______ Needs Assessment, Active Learning, Syllabus, Evaluation, Teaching Confidential 60 *More detailed information needed-Modules

LASPAU/UNITEC Professional Development Component* Description: Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Need #3: Current Initiatives 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) Solangel Corpeno @ UNITEC; LASPAU □ UNITEC □ English ■ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months)______ Needs Active Learning, train the trainer program Confidential 61 *See next slides for specific titles and topics.

Need #3: Current Initiatives LASPAU/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 Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Participation Case Study Teaching to promote Critical Thinking Continuous Assessment: How to evaluate active learning Writing Skills development Syllabus: Active learning guide Solangel Corpeno @ UNITEC; LASPAU UNITEC □ English ■ Spanish □ Portuguese □ Other ______ □ All Delivery Format: □ Local □ Remote □ All □ Blended □ Short term □ Long term Provide # hours or months)______ Needs Active Learning, train the trainer program 62 *Additional information needed for detailed description of each module. Confidential

Need #3: Current Initiatives Competencies Evaluation Description: Continuing Education Program. Contact: LIU School: Language: UNITEC □ English ■ Spanish □ Portuguese □ Other ______ □ All Program Type: □ Short term Descriptor: Delivery Format: Assessment 2/3/2009 □ Long term □ Local □ Remote □ All □ Blended Provide # hours or months) _____ Confidential 63

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 2/3/2009 Confidential 64

Need #3: Current Initiatives Faculty Zone Description: Online showcase for faculty development Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 Kendall ■ English □ Spanish □ Portuguese □ Other ______ □ All □ Short term Delivery Format: □ Long term □ Local ■ Remote □ All □ Blended Provide # hours or months) _____ Teaching strategies, online repository Confidential 65

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 2/3/2009 Confidential 66

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). 2/3/2009 Confidential 67

Language Lab Description: Need #4: Current Initiatives 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 knowhow) Contact: LIU School: Language: Program Type: Descriptor: 2/3/2009 UEM ■ English □ Spanish □ All □ Portuguese □ Other ______ Delivery Format: □ Local □ Remote □ All ■ Blended □ Short term □ Long term Provide # hours or months) _____ Teaching strategies, online repository, Placement tests Confidential 68

Need #5: Broadening knowledge of Andragogy • Next Steps: – Identify Walden sources – Product Development 2/3/2009 Confidential 69

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. 2/3/2009 Audience Importance 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 70

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 2/3/2009 Audience Helpfulness Rating Administrators 100. 0% Spanish Final 94. 1% Portuguese Final 84. 1% English Final 43. 8% Confidential 71

Post-Graduate Degrees Description: Need #6: Current Initiatives Faculty training - by semester Post-graduate course in educational area Contact: LIU School: Language: Program Type: Anhembi Morumbi □ English □ Spanish □ All ■ Portuguese □ Other ______ Delivery Format: □ Local □ Remote □ All □ Blended □ Short term □ Long term Provide # hours or months) _____ Descriptor: 2/3/2009 Confidential 72

Post-Graduate Degree Description: Need #6: Current Initiatives 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: Language: Program Type: UPC □ English □ Spanish □ All ■ Portuguese □ Other ______ Delivery Format: □ Local □ Remote □ All □ Blended □ Short term □ Long term Provide # hours or months) _____ Descriptor: 2/3/2009 Confidential 73

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 for upload into CAITL – Development of new products – Share. Point Site Confidential 74