Center for the Advancement of Innovative Teaching and Learning (CAITL)

1. Center for the Advancement of Innovative Teaching and Learning (CAITL) February, 2009

2. Contents • CAITL, Vision, Mission, Goals • Framework and Available Resources to support the model • Top PD Goals • Current Initiatives Example • Next Steps

3. CAITL Vision • The Laureate CAITL will be a model environment where LIU faculty and educational administrators will explore professional development opportunities in order to innovate, enliven, and develop teaching skills that enhance learning through the LIU network. CAITL will be dedicated to both supporting high levels of faculty academic achievement and fostering partnerships between LIU by providing educational opportunities and training for our faculty members. CAITL will be seen as a facilitator who will provide a repository of exemplars and best practices in faculty development training and resources which may help educational endeavors of each university within the LIU. Page 3

4. CAITL Mission • The Laureate CAITL will promote and facilitate the improvement of teaching and learning throughout the LIU Network by facilitating communication and sharing of faculty development resources across the LIU network as well as facilitating the creation of new products and services. It will serve as institutional facilitator for faculty development initiatives at both local and Laureate-wide levels. The CAITL will provide opportunities for sharing scholarship in teaching and learning; connecting people with similar interests, and mentoring faculty to help them reach their full potential as effective teachers. The new products and services developed jointly will be multimodal applications to allow more flexibility in the faculty’s schedules and provide for the needs in training and degree seeking opportunities.

5. CAITL Academic Goals • The Laureate CAITL will seek to achieve the following goals: • promote excellence in teaching and learning of both full-time and part-time LIU faculty by using appropriate instructional strategies that enhance student success • provide LIU faculty professional advancement opportunities • support innovative teaching techniques, the creation of educational materials, and the use of instructional technology.

6. CAITL Corporate Goals • The Laureate CAITL will seek to achieve the following goals: • streamline collaborative endeavors within LIU network by facilitating contact between the Laureate’s various member institutions regarding professional development • actively market and promote professional development activities Laureate-wide, thereby making CAITL visible and accessible to all faculty • explore and disseminate new initiatives within and outside of the network • reduce cost of professional development initiatives at a local level and augment the development and re-use of products and services throughout the network

7. Core Teaching Competencies

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

11. Action Plan

12. Revise Revise YES YES Make Consistent Make Consistent Is repurposing Is repurposing LCAE LCAE - - ize ize needed? needed? Globalize & Globalize & Specialize as Specialize as NO NO Needed Needed Use Use as is as is Internal Development or Outsourcing Decision-Making Flowchart Identify Need Identify Need Revise Revise YES YES Make Consistent Make Consistent YES YES Do we have Do we have LCAE LCAE - - ize ize Use Use an Internal an Internal Globalize & Globalize & YES YES them them Is content Is content Expert? Expert? Is repurposing Is repurposing Specialize as Specialize as Available Available needed? needed? Needed Needed internally? internally? Use Use NO NO NO NO as is as is NO NO Do we have Do we have Time/potential Time/potential NO NO Make Consistent Make Consistent Recruit Recruit YES YES candidates candidates LCAE LCAE - - ize ize Outside Outside Develop Develop CIP CIP to develop to develop Globalize & Globalize & Internally? Internally? Process Process Within? Within? Specialize as Specialize as Needed Needed YES YES NO NO Revise Revise Revise Revise Identify Identify Train Train YES YES YES YES Make Consistent Make Consistent Make Consistent Make Consistent External External Is repurposing Is repurposing Is repurposing Is repurposing LCAE LCAE LCAE LCAE - - - - ize ize ize ize vendor & vendor & needed? needed? needed? needed? Globalize & Globalize & Globalize & Globalize & Negotiate Negotiate Specialize as Specialize as Specialize as Specialize as Contract Contract NO NO NO NO Needed Needed Needed Needed Use Use Use Use as is as is as is as is

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: • Maintaining in-depth knowledge of content (6 out of 6*) • Improving familiarity in educational technology (6 out of 6*) • Broadening knowledge of effective teaching and learning (5 out of 6*) as well as specialized teaching techniques (3 out of 6) • Improving English (Present among all non-English Needs Assessment surveys**; 4 out of 6) • Broadening knowledge of Andragogy (3 out of 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)

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?

15. Example Need #2: Improving familiarity in educational technology

16. Technology Importance: Administrators *n=6

17. Technology Importance: Administrators and Faculty Compared (50% administrators’ importance rating or more)

18. Technology Importance: Administrators and Faculty Compared (less than 50% administrators’ importance rating)

19. Technology Importance: Administrators and Faculty Compared • Administrators see video possibilities as one of the most important educational technologies, yet Needs Assessment surveys (pilot and final) placed it in 5th place. • One interesting detail is that data revealed that the use of Wikis(3rd) and Blogs(5th) are seen as important educational technologies by administrators, but faculty did not give these technologies the same importance. (Final Survey: Wiki – 15th, Blogs18th; Pilot Survey: Blog 15th, Wiki 9th)

20. Final Needs Assessment Versus Inventory: Technology Importance and “No Skill” Levels 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.

21. 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.

22. Need #2: Current Initiatives Institutional Program for Teaching & Pedagogy training

23. Need #2: Current Initiatives Educational Technology

24. Need #2: Current Initiatives Integrating Technology in the Classroom

25. Need #2: Current Initiatives Use of IT in the Virtual Classroom

26. Need #2: Improving familiarity in educational technology • Follow-up • Seek out additional information about the program delivery format, objectives, etc.

27. Need #2: Improving familiarity in educational technology • Budgeted items FY 2009 • Some of these programs are needed in other universities and could be included in the first deployment of the CAE. Additional information needed.

28. Next Steps • FY 2009-2010 • Develop LIU Core Faculty Competencies • Focus on Top Priorities • Maintaining knowledge of content • Educational Technology • Effective teaching and learning • Improving English • Andragogy • 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 • Comprehensive Checklist Instrument • Visiting Schools • Evaluate for transferability and scalability • Prepare for upload into CAITL • Re-purpose, modify delivery format, translate, customize, translate • Development of new products

29. Next Steps • SharePoint Site • Navigation and Structure • Web Art and Design • Feed in the data