Faculty Development Gap

Analysis and Product

Development
Addendum

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

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 Sources of Data
• Faculty Development Needs Assessment
• UNITEC and UDLA Report on LASPAU
Activities
• UEM Professional Development Plan
Report
• Inventory Survey

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 Faculty Development Needs
Assessment

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 Faculty Development Needs
Assessment
• NPS identified the needs at each university by
administering an online Needs Assessment
instrument to faculty members of several LIU
schools in Latin America, US, and Brazil
• Created specifically to identify the needs of each
institution from the perspective of the professors
• Global report available upon request
• Reports per institution are also available
• N=883

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 Findings
• Professional development activities in the area of online teaching
should be explored due to the possibility of impacting a large
group of instructors and the need is great in most segments of the
population.
• Attention should be provided to the achievement of advancing the
academic degrees of the faculty, especially in Education and
Business Administration. NPS should be an instrument that opens
up possibilities for assisting schools to advance the degrees of
their faculty by 1) offering high-quality, discounted or tuition
assisted programs to all faculty notwithstanding the type of
contract, 2) internally communicating degree-seeking
opportunities to faculty across the network.

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 Findings
• The top three professional development activities are: 1) offering in-depth
knowledge seminars pertaining different fields of study; 2) providing
workshops at different levels of educational technology; and 3) providing
faculty with opportunities to improve their English skills for teaching and
learning.
• NPS should utilize and recognize local efforts and strategic plans as
priorities and vision are set and leverage best-practices by sharing ideas
and adopting processes from different universities as well as respect the
diversity and uniqueness of some of the LIU partners.
• Due to the richness of resources available in the LIU network and the
perception faculty has of current initiatives, NPS should follow a
systematic process of identifying not only if current assets are available
within the network, but making decisions on whether to develop these
assets internally or outsource them.

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 UNITEC and UDLA Report on
LASPAU Activities

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 UNITEC and UDLA Report on
LASPAU Activities
• UNITEC and UDLA representatives (n=2) responded to a survey which
asked specifically about their relationship with LASPAU.
• LASPAU provides consultant services by providing 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.
• Customized programs
• In the case of their work with UDLA, they are also working on developing
math content-specific training.

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 Findings
• Considering both UNITEC and UDLA professors who have been trained to
facilitate workshops on LASPAU materials, LIU counts with 52 trainers.
• Content for training involves both administrators and faculty. 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.

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 Findings
• Program Evaluation piece in order to identify QA and University Impact not
clear.
• Creation of LASPAU hosted communications Web site to promote the
interchange of current information on student-centered learning, provide
access to resources which are useful for faculty, Serve as support
mechanism to the SENECA (UNITEC) program was not effective due to
server problems and additional log in for faculty.
• Investment with LASPAU $731,296.00.

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 UEM Professional
Development Plan Report

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 UEM Professional Development
Plan Report
• UEM provided a report that summarized the Faculty Professional
Development Plan
– Based on Needs Assessment
– Description of programs being developed since the incorporation of
UEM to the Laureate Network
– Current and Future Evaluation of programs
• It is part of the “Vicerrectorado de Política Científica y Profesorado y
por el área de Desarrollo de Recursos Humanos”
• Plan for Professional Development was created based on the
results of the Needs assessment and Survey on Work Environment
carried out in 2007

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 Ideal Faculty profile
• Design and plan the teaching-learning process
• Select and present content appropriately
• Offer comprehensible information and explanations
• Integrate technology in education
• Use appropriate teaching methods and learning
strategies
• Relate constructively with students
• Provide assistance and guidance to students
• Evaluate learning and the skills acquired
• Reflect and carry out research about learning: theirs and
their students.

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 Contents
• Active methodologies (16 hours)
– Active learning methods and techniques
• Evaluating Learning (12 hours)
– Assessment of Learning, Alternative Assessments
• Developing Student Competencies (12 hours)
– How to develop competencies for real world: communications
abilities, team building, values, ethics and other transversal
competencies which all alumnae should present
• Educational Research (10 hours)
– Develop the ability of systematically reflect on their teaching in
order to innovate and measure results in a variety of formats
(qualitative, quantitative, research in action, etc.).
• Educational Technology
– Incorporating virtual environments and technology

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 Complementary Activities
• Teacher Training Program (In English)
• Research and Development (Doctoral
Seeking students)
• Academic Advising Skill Development
• English Language Training

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 Faculty Development
Inventory

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 Faculty Development Inventory
• Target sample: CAE Directors, CAO,
Academic Directors (Anyone in charge of
Faculty Development within the University)
(From here on referred to as Administrators)
• The Faculty Development Inventory collected
input and feedback on:
– Types of faculty development programs and activities
in place
– Future plans for faculty development
– Needs to offer professional development

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 Faculty Development Inventory
• Purpose
– Understanding the needs and perceptions of
the different institutions regarding faculty
development
– identify best practices throughout the LIU
network.

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 Participants (n=6)
• Universidad del Valle de Mexico
• UDLA-Ecuador
• Universidad Europea de Madrid
• Kendall College
• Universidade Anhembi Morumbi
• Universidad Peruana de Ciencias
Aplicadas (UPC)

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2/3/2009 Confidential 21
 Defining the Laureate-Wide Profile
• What is the faculty profile at each LIU
university?
• What traits are found across the board?
• What is the profile of an LIU Faculty?

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 Initial Profiles: UVM
– 1. Amplio conocimiento y dominio actualizado de la disciplina que imparta, avalado por las credenciales académicas
expedidas por instituciones reconocidas.
– 2. Tener conocimiento y conciencia sobre la realidad del país.
– 3. Ser altamente competente como profesionista, teniendo por lo menos cinco años de experiencia laboral reconocida.
– 4. Contar con experiencia docente como mínimo de tres años.
– 5. Tener amplia cultura general.
– 6. Compromiso con la formación de los estudiantes y verdadera vocación docente.
• Técnico-pedagógicas
– 1. Dominio de las estrategias didácticas de vanguardia.
– 2. Incorporación de las TIC en el proceso educativo
– 3. Capacidad emprendedora, creativa y de innovación en la práctica docente.
• Interpersonales
– 1. Capacidad en el manejo de relaciones interpersonales, creando un ambiente de armonía y respeto.
– 2. Vinculado con el contexto social y el mercado laboral.
– 3. Visión internacional, apertura hacia la interculturalidad, así como conocimiento del contexto global.
– 4. Disposición y habilidad para el trabajo colegiado.
– 5. Dinámico y Motivador.
– 6. Apertura y capacidad de autocrítica.
– 7. Comunicación efectiva oral y escrita tanto en el idioma español y en buena medida en el idioma inglés.
– 8. Ser modelo positivo a seguir por los estudiantes demostrando tener una participación responsable en la sociedad.
– 9. Respeto y apego al código ético y a los valores institucionales.
• De aprendizaje permanente
– 1. Capacidad de investigar y aprender por cuenta propia.
– 2. Cultura de formación continua y permanente
– 3. Aprende por iniciativa e interés propio a lo largo de la vida.

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 Initial Profiles: UEM
• Estas competencias docentes se concretan en que el
profesor sea capaz de:
– Diseñar y planificar el proceso de enseñanza-aprendizaje
– Seleccionar y presentar adecuadamente contenidos
disciplinares
– Ofrecer informaciones y explicaciones comprensibles
– Manejar didácticamente las TIC
– Gestionar los métodos didácticos y estrategias de aprendizaje
– Relacionarse constructivamente con los alumnos
– Tutelar eficazmente a los alumnos
– Evaluar los aprendizajes y los procesos para adquirirlos
– Reflexionar e investigar sobre la enseñanza (incluyendo la suya
propia)

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 Benefits

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 Tuition Assistance or
Reimbursement Programs
• 100% of the sample mentioned University Aid
that they do offer some type of UVM 100%
tuition assistance or
reimbursement program but UDLA 50% Full-time Faculty
differ by university Some free workshops
• Important to note is that all for part-time faculty
formats of the needs UEM 100%
assessment survey
demonstrated that a large Kendal $300 full time faculty
percentage, ranging from 75%
to 96% of faculty expect the Anhembi Morumbi Scholarships for
university to offer tuition completion of Masters
assistance or reimbursement, Degree
but 40% to 62.6% do not know UPC 51-99%
that their university offers any
type of aid.

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 Policies for Tuition Assistance
Programs
• At UVM, it is sometimes required to receive a
recommendation by the Chief Academic Officer

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 Other Considerations…
Sponsor some part-time faculty
members

Requests are treated on a case-

by-case basis

Provide tuition assistance or

reimbursement for all the
development activities, which have
been previously approved, due to
their relevance.

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 Tuition Assistance or
Reimbursement Programs
• Data from the needs Assessment reveals that an
overwhelming majority in all universities
described themselves as part-time faculty;
ranging from 45.2% in the final English survey to
84.3% in the pilot English survey.
• These findings demonstrate that tuition
reimbursement or tuition assistance program of
some kind would be important to further the
professional development of the faculty, and that
the assistance should include part time and full
time faculty.
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 Benefits of seeking professional
Development
University Benefit

UVM Participation in program affects annual evaluation of faculty

UDLA No directly linked benefits, but the university considers the

staff labor history and advancement potential when
deciding to provide tuition assistance
Kendall Culinary faculty who attain ACF certifications earn an
increase in pay.

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 Additional findings

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 Perspectives from administrators
• In need for a comprehensive system, in particular for hourly
teachers. Hourly teachers, don't necessarily feel the Laureate brand
as a differentiator.
• A big plus for the Laureate network would be a system whereby
teachers could receive workshops or programs, mostly online (for
example from Walden) with a "Laureate" label and in Spanish.
• Include the Laureate brand in these activities to foster the teacher’s
loyalty.
• Link the individual assessments with workshops or programs to
enhance faculty’s pedagogical skills

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 Perspectives from administrators
• Follow up sessions on PBL methodology
application
• Session on evaluation of student learning
• Workshop on assessment of general
competencies
• Sessions on academic best practices presented
by professors of the different schools.

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 Professional Development
Plans for FY 2009

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 PD Plans FY 2009
• The aim at UVM is to link the weaknesses and
strengths detected through the teacher
evaluation system with a formal training scheme
to enhance the teachers´ pedagogical skills and
effective teaching techniques.
• An added plus would be to find a concrete way
to give the teachers a feeling of being part of a
worldwide network such as Laureate

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 PD Plans FY 2009
• UEM has defined a global training plan for
the UEM employees for 2009, allocating
the required budget.
• As it regards development activities for
faculty, priorities will be:
– Teacher training
– English improvement plan
– Management skills for faculty managers

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 PD Plans FY 2009
• UPC has included in their plan:
– Continuing education for professors
– Assessment of General Competencies
– Development of virtual tools for education
– Development of an educational model for on
line programs
– Diploma and Magister on Higher Education for
full time UPC professors

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 A word of guidance to
Laureate CAE
Measures of Success
Quality Assurance & Positive
Impact

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 Measuring Success
Importance
Criteria Rating

More local market prestige 85.71%

Student satisfaction with their professors 85.71%
Improved relations with faculty 71.43%
Foster partnerships that provide educational
opportunities and trainings for faculty 57.14%
Increased employee retention 42.86%

• When including Quality Assurance piece in each of the initiatives on

the CAE, it is important to use these criteria to measure QA and
Institutional Effectiveness.

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Additional measures of Success
• Laureate CAE should consider the following
when measuring positive impact or quality
assurance
– Interaction with and sense of being part of the
Laureate network for hourly teachers
– Increased student engagement and retention
– Exchange of educational best practices among
Laureate Universities.
– Number of participants in the training programs
offered by CAE
– Increased number of Accredited Laureate Universities

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 Investments with LASPAU

UNITEC and UDLA

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 LASPAU @ UNITEC
Investment
Activity 2006 2007 2008 2009
Program Design 12,000.00
Institutional Assessment 20,435.00

Revision and Follow-up 12,565.00

Workshop of Leadership 64,675.00
(15 participants)

General Workshop 43,389.00 15,000.00 30,000.00

Specialized Workshop 77,210.00 77,210.00

Video-conferences and 3,000.00 3,000.00

Forums
Per Year Sub-totals 45,000.00 108,064.00 95,210.00 110,210
Total Cost 358,484.00
• This does not include transportation of participants if workshops are outside of Honduras, nor translations or
translation equipment when the facilitator only speaks English. To date, budget for 2006 and 2007 have been
used, and 30% of the budget for 2008.

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 LASPAU @ UDLA
Investment
• US 372,812.00
– It has been two years
• 2006 – Agreement signed
• 2007 – Initial steps
• 2008 – facilitators developed

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