Confidential 12/3/20091 Faculty Development Gap Analysis and Product Development Report on Findings

Confidential 12/3/2009 1

Faculty Development Gap Analysis and Product

Development

Report on Findings


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


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.


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

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TrainingS

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Cer

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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

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Lo

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7

12

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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?


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.


Current Professional Development (PD) Activities

Matched against Faculty Needs Assessment results


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%


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%)





Broadening knowledge of effective teaching and learning (100.0%)

Improving familiarity in educational technology (77.9%)


Improving familiarity in educational technology(63.6%)



Improving skills in syllabus, objectives, assessment construction (66.7%)

Achieving a higher academic degree (70.8%)


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%


Improving skills in designing online courses (35.6%)


Working with students experiencing academic difficulty (44.8%)



Broadening knowledge of Andragogy (34%)

Broadening skills in specialized teaching techniques. (55.6%)


Broadening skills in specialized teaching techniques. (52.4%)

Top PD Goals Faculty and Administrators Compared

F = Faculty A= Administrators


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)


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?


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)


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



• 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


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


Descriptor: Discipline, Content repository


Need #1: Current InitiativesFaculty Development Website


Contact:

LIU School: Kendall


□ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

■ Remote

□ All

□ Blended


Descriptor: Discipline, Content repository



• 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


Need #1: Current InitiativesFaculty Development opportunities specific to the discipline


Contact:

LIU School: Kendall


□ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Discipline-specific training



• Follow-up• Evaluation of resources and alignment to each of

the needs could provide some support to CAE shared resources.



• 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.


Need #2: Improving familiarity in educational technology


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


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%



(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%



• 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)


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.


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.


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Educational Technology


Need #2: Current InitiativesEducational Technology


Contact:

LIU School: UEM


■ 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


Need #2: Current InitiativesIntegrating Technology in the Classroom

Description: Added component to LASPAU training

Contact:

LIU School: UNITEC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended

Program Type: □ Short term □ Long term Provide # hours or months) ________



Need #2: Current InitiativesUse of IT in the Virtual Classroom

Description: Continuing Education Program

Contact:

LIU School: UPC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended

Program Type: □ Short term □ Long term Provide # hours or months) _______




• Follow-up – Seek out additional information about the

program delivery format, objectives, etc.



• 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.


Need #3: Broadening knowledge of effective teaching and learning/Specialized Teaching

Techniques


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


■ 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


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Teaching strategies, Problem-based learning, project-based learning, case study, cooperative learning


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Assessment, alternative assessments, portfolio, collaborative projects, reflexive diary


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: communication skills, collaboration, work place skills


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Reflection, research, qualitative, quantitative, research methods


Need #3: Current InitiativesEducational Technology


Contact:

LIU School: UEM


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Educational Technology, cross-referenced to Need # 2


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.


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended

Program Type: □ Short term □ Long term Provide # hours or months) ____________

Descriptor: Standards, quality assurance


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


■ 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


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Teaching strategies, knowledge management


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Assessment


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Teaching strategies, instructional design, objectives, syllabus


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Teaching strategies, learning styles, team-building, memory tools, instructional design


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


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Teaching strategies, Learning Objects


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


□ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Teaching strategies


Need #3: Current InitiativesFaculty development workshops

Description: Action Strategies in the Classroom.

Contact:

LIU School: Anhembi Morumbi


□ Spanish

■ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended




Need #3: Current InitiativesUPC Educational Model

Description: Continuing Education Program.

Contact:

LIU School: UPC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended




Need #3: Current InitiativesCourse Design


Contact:

LIU School: UPC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Teaching strategies, instructional design


Need #3: Current InitiativesCompetencies Evaluation


Contact:

LIU School: UPC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended

Program Type: □ Short term □ Long term Provide # hours or months) ________



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


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


LIU School: UNITEC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Needs Assessment, Active Learning, Syllabus, Evaluation, Teaching

*More detailed information needed-Modules

□


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)


LIU School: UNITEC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Needs Active Learning, train the trainer program

*See next slides for specific titles and topics.

□


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


LIU School: UNITEC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor: Needs Active Learning, train the trainer program

*Additional information needed for detailed description of each module.


Need #3: Current InitiativesCompetencies Evaluation


Contact:

LIU School: UNITEC


■ Spanish

□ Portuguese

□ Other ______

□ All

Delivery Format:

□ Local

□ Remote

□ All

□ Blended

Program Type: □ Short term □ Long term Provide # hours or months) __________




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


Need #3: Current InitiativesFaculty Zone

Description: Online showcase for faculty development

Contact:

LIU School: Kendall


□ 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



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


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


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


□ Spanish

□ All

□ Portuguese

□ Other ______

Delivery Format:

□ Local

□ Remote

□ All

■ Blended


Descriptor: Teaching strategies, online repository, Placement tests


Need #5: Broadening knowledge of Andragogy

• Next Steps:– Identify Walden sources– Product Development


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%


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%


Need #6: Current InitiativesPost-Graduate Degrees

Description:Faculty training - by semester Post-graduate course in educational area

Contact:

LIU School: Anhembi Morumbi


□ Spanish

□ All

■ Portuguese

□ Other ______

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


Descriptor:


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


□ Spanish

□ All

■ Portuguese

□ Other ______

Delivery Format:

□ Local

□ Remote

□ All

□ Blended


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

Documents

Confidential 12/3/20091 Faculty Development Gap Analysis and Product Development Report on Findings