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

2. Confidential 22/3/20092 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

3. Confidential 32/3/20093 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.

4. Confidential 42/3/20094 Topics Vision-Macro-View CAITL Framework Sources of information Current initiatives as related to Faculty Needs Assessment

5. 52/3/2009Confidential5 Local Profile (Core Competencies) Needs Assessment Inventory Local CAE Processes

6. 62/3/20096 Laureate- Wide Inventory Needs Assessment Reports Inventory Survey Professional Development Plans CAE local Initiatives Third Party Agreements For specific results and detailed information on each resource, refer to Appendix A.

7. Center for the Advancement of Teaching and Learning ( CATL) 2/3/20097 7 Certification Training Sourcing Trainers & Content Training TrainersCertifying TrainersScreen Professors Resource Creation 12 34 CredentialFlexible Execution Quality Assurance – University Impact 5 Brand Global Portal LOCALLOCAL REMOTEREMOTE SYNCHRONOUS ASYNCHRONOUS Same Time – Same Place Same Time – Different Place Different Time – Different Place Different Time- Same Place Short-term training Long-term education (degrees) 7 12 8 6 9 10 11

8. Confidential 82/3/20098 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?

9. Confidential 92/3/20099 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.

10. Confidential 102/3/200910 Current Professional Development (PD) Activities Matched against Faculty Needs Assessment results

11. Confidential 112/3/200911 Top PD Goals Related to Teaching as seen by Administrators* *n=6 Goal Highest Ranking Broadening in-depth knowledge of effective teaching and learning100.00% Improving skills in syllabus, objectives, assessment construction66.67% Improving familiarity with skills in using educational technology50.00% Maintaining in-depth knowledge of content50.00% Broadening in-depth knowledge of Andragogy50.00% Broadening skills in specialized teaching techniques50.00% Working with students experiencing academic difficulty50.00% Improving English proficiency for teaching and learning50.00%

12. Confidential 122/3/200912 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%)

13. 132/3/2009Confidential13 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 / Andragogy Knowledge / 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

14. Confidential 142/3/200914 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)

15. Confidential 152/3/200915 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?

16. Confidential 162/3/200916 Need #1: Maintaining in-depth knowledge of content

17. Confidential 172/3/200917 Need #1: Maintaining in-depth knowledge of content Details about these programs and workshops are needed: Title, Objectives, Delivery Format, etc. *n=6 I=Internal E=External

18. Confidential 182/3/200918 Need #1: Current Initiatives UEM 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 termProvide # hours or months)______ Descriptor: Support, Discipline, Research

19. Confidential 192/3/200919 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

20. Confidential 202/3/200920 Need #1: Current Initiatives LASPAU 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 termProvide # hours or months)______ Descriptor: Discipline, Content repository

21. Confidential 212/3/200921 Need #1: Current Initiatives Faculty 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 termProvide # hours or months)______ Descriptor: Discipline, Content repository

22. Confidential 222/3/200922 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

23. Confidential 232/3/200923 Need #1: Current Initiatives Faculty 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 termProvide # hours or months)______ Descriptor: Discipline-specific training

24. Confidential 242/3/200924 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.

25. Confidential 252/3/200925 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.

26. Confidential 262/3/200926 Need #2: Improving familiarity in educational technology

27. Confidential 272/3/200927 Technology Importance: Administrators TechnologyImportance Rating Video possibilities66.67% Microsoft Word66.67% Wikis in education66.67% Course and Learning Management Systems66.67% Blogs50.00% Microsoft Outlook50.00% PowerPoint50.00% Adobe software packages33.33% Microsoft Excel33.33% Microsoft Windows Movie Maker33.33% Macromedia Flash and other animation software33.33% (Webcam Casts/Screenshots33.33% Webinars33.33% Data base16.67% Using PDAs16.67% Social Networking tools16.67% Synchronous communication tools16.67% *n=6

28. Confidential 282/3/200928 Technology Importance: Administrators and Faculty Compared (50% administrators’ importance rating or more) TechnologyAdministrators Faculty Pilot Faculty Final Digital Video66.7%39.6%41.1% Microsoft Word66.7%71.9%73.3% Wikis For Education66.7%28.7%24.4% LMS66.7%56.5%45.0% Blogs50.0%21.3%19.8% Microsoft Outlook50.0%33.8%36.0% PowerPoint50.0%70.5%76.4%

29. Confidential 292/3/200929 Technology Importance: Administrators and Faculty Compared (less than 50% administrators’ importance rating) TechnologyAdministratorsFaculty PilotFaculty Final Adobe Software33.3%37.3%38.0% Microsoft Excel33.3%51.8%51.2% Microsoft Windows Movie Maker33.3%24.8%21.7% Flash33.3%30.8%26.4% Webcams33.3%0.0%39.1% Webinars33.3%0.0%29.1% Databases16.7%25.2%35.3% PDAs16.7%22.5%25.2% Social Networking16.7%0.0%27.9% Synchronous Tools16.7%0.0%26.7% Microsoft Access0.0%24.5%21.3% Microsoft Publisher0.0%23.0%18.6%

30. Confidential 302/3/200930 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(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)

31. Confidential 312/3/200931 Final Needs Assessment Versus Inventory: Technology Importance and “No Skill” Levels Spanish Final English Final Portuguese Final Technology Importance Rating No Skill Video possibilities66.67%51.50%69.00%3.20% Microsoft Word66.67%3.00%6.90%50.80% Wikis in education66.67%76.80%82.80%4.80% Course and Learning Management Systems66.67%78.80%31.00%7.30% Blogs50.00%42.40%55.20%9.70% Microsoft Outlook50.00%25.30%31.00%19.40% PowerPoint50.00%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.

32. Confidential 322/3/200932 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.

33. Confidential 332/3/200933 Need #2: Current Initiatives Institutional 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 termProvide # hours or months)______ Descriptor:Educational Technology

34. Confidential 342/3/200934 Need #2: Current Initiatives Educational 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 termProvide # hours or months) 10 hours Descriptor:Educational Technology, Cross referenced to Need #3

35. Confidential 352/3/200935 Need #2: Current Initiatives Integrating 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 termProvide # hours or months) ________ Descriptor:Educational Technology

36. Confidential 362/3/200936 Need #2: Current Initiatives Use 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 termProvide # hours or months) _______ Descriptor:Educational Technology

37. Confidential 372/3/200937 Need #2: Improving familiarity in educational technology Follow-up –Seek out additional information about the program delivery format, objectives, etc.

38. Confidential 382/3/200938 Need #2: Improving familiarity in educational technology Budgeted items FY 2009 Kendall CollegeTraining on specific classroom applications of technology, especially new tools in Blackboard UDLASome courses are planned for teachers on PowerPoint/Excel/Word at basic & advanced levels UEMTeam Net.UEM deals with the introduction of new technologies in teaching activities. Anhemi MorumbiSpecial program - Blackboard resources UPCContinuing 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.

39. Confidential 392/3/200939 Need #3: Broadening knowledge of effective teaching and learning/Specialized Teaching Techniques

40. Confidential 402/3/200940 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:UEM Language:□ English ■ Spanish □ Portuguese □ Other ______ □ All Delivery Format: □ Local □ Remote □ All □ Blended Program Type:□ Short term□ Long termProvide # hours or months) 60 hours Descriptor:Teaching strategies See next slides for description of each module

41. Confidential 412/3/200941 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:UEM Language:□ English ■ Spanish □ Portuguese □ Other ______ □ All Delivery Format: □ Local □ Remote □ All □ Blended Program Type:■ Short term□ Long termProvide # hours or months) 16 hours Descriptor:Teaching strategies, Problem-based learning, project-based learning, case study, cooperative learning

42. Confidential 422/3/200942 Need #3: Current Initiatives Assessment 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 termProvide # hours or months) 12 hours Descriptor:Assessment, alternative assessments, portfolio, collaborative projects, reflexive diary

43. Confidential 432/3/200943 Need #3: Current Initiatives Developing 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 termProvide # hours or months) 12 hours Descriptor:communication skills, collaboration, work place skills

44. Confidential 442/3/200944 Need #3: Current Initiatives Educational 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 termProvide # hours or months) 10 hours Descriptor:Reflection, research, qualitative, quantitative, research methods

45. Confidential 452/3/200945 Need #3: Current Initiatives Educational 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 termProvide # hours or months) 10 hours Descriptor:Educational Technology, cross-referenced to Need # 2

46. Confidential 462/3/200946 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.

47. Confidential 472/3/200947 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:UDLA Language:□ English ■ Spanish □ Portuguese □ Other ______ □ All Delivery Format: □ Local □ Remote □ All □ Blended Program Type:□ Short term□ Long termProvide # hours or months) ____________ Descriptor:Standards, quality assurance

48. Confidential 482/3/200948 Need #3: Current Initiatives Change 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 termProvide # hours or months) ______ Descriptor:Teaching strategies, change management, team-building, PBL, decision-making processes

49. Confidential 492/3/200949 Need #3: Current Initiatives Managing 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 termProvide # hours or months) ______ Descriptor:Teaching strategies, knowledge management

50. Confidential 502/3/200950 Need #3: Current Initiatives Valuing 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 termProvide # hours or months) ______ Descriptor:Assessment

51. Confidential 512/3/200951 Need #3: Current Initiatives Instructional 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 termProvide # hours or months) ______ Descriptor:Teaching strategies, instructional design, objectives, syllabus

52. Confidential 522/3/200952 Need #3: Current Initiatives Learning 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 termProvide # hours or months) ______ Descriptor:Teaching strategies, learning styles, team-building, memory tools, instructional design

53. Confidential 532/3/200953 Need #3: Current Initiatives Learning 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 termProvide # hours or months) ______ Descriptor:Teaching strategies, Learning Objects

54. Confidential 542/3/200954 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:Kendall Language:■ English □ Spanish □ Portuguese □ Other ______ □ All Delivery Format: □ Local □ Remote □ All □ Blended Program Type:□ Short term□ Long termProvide # hours or months) ______ Descriptor:Teaching strategies

55. Confidential 552/3/200955 Need #3: Current Initiatives Faculty 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 termProvide # hours or months) ______ Descriptor:Teaching strategies

56. Confidential 562/3/200956 Need #3: Current Initiatives UPC 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 termProvide # hours or months) ______ Descriptor:Teaching strategies

57. Confidential 572/3/200957 Need #3: Current Initiatives Course 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 termProvide # hours or months) ______ Descriptor:Teaching strategies, instructional design

58. Confidential 582/3/200958 Need #3: Current Initiatives Competencies 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 termProvide # hours or months) ________ Descriptor:Assessment

59. Confidential 592/3/200959 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- 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

60. Confidential 602/3/200960 Need #3: Current Initiatives LASPAU/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 termProvide # hours or months)______ Descriptor: Needs Assessment, Active Learning, Syllabus, Evaluation, Teaching *More detailed information needed-Modules □

61. Confidential 612/3/200961 Need #3: Current Initiatives LASPAU/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 termProvide # hours or months)______ Descriptor: Needs Active Learning, train the trainer program *See next slides for specific titles and topics. □

62. Confidential 622/3/200962 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 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 termProvide # hours or months)______ Descriptor: Needs Active Learning, train the trainer program *Additional information needed for detailed description of each module.

63. Confidential 632/3/200963 Need #3: Current Initiatives Competencies 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 termProvide # hours or months) __________ Descriptor:Assessment

64. Confidential 642/3/200964 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

65. Confidential 652/3/200965 Need #3: Current Initiatives Faculty 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 termProvide # hours or months) _________ Descriptor:Teaching strategies, online repository

66. Confidential 662/3/200966 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

67. Confidential 672/3/200967 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).

68. Confidential 682/3/200968 Need #4: Current Initiatives Language 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 termProvide # hours or months) _________ Descriptor:Teaching strategies, online repository, Placement tests

69. Confidential 692/3/200969 Need #5: Broadening knowledge of Andragogy Next Steps: –Identify Walden sources –Product Development

70. Confidential 702/3/200970 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. Audience Importance Rating Administrators100.0% Spanish Final91.4% Spanish Pilot91.0% Portuguese Final86.4% English Final59.4% English Pilot33.2%

71. Confidential 712/3/200971 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 Audience Helpfulness Rating Administrators100.0% Spanish Final94.1% Portuguese Final84.1% English Final43.8%

72. Confidential 722/3/200972 Need #6: Current Initiatives Post-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 termProvide # hours or months) _________ Descriptor:

73. Confidential 732/3/200973 Need #6: Current Initiatives Post-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 termProvide # hours or months) _________ Descriptor:

74. 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

75. Confidential 75 Next Steps SharePoint Site –Navigation and Structure –Web Art and Design –Feed in the data