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Yemen TESOL 2009 Presentation
- 1. Paths to Faculty Development in the High Yemen The English Language Higher Education Development Project- February 2008 Institute Abdullah Al Ghorbany Byrne Brewerton Deborah Healey Donna Shaw Elisabeth Wilson Higher Education Development Project- Higher Education Development Project
- 2. OSU-Yemen Higher Education Development Project The English Language Funded by World Bank and Ministry Institute of Higher Education February 2008 through June 2008 Four public universities: Sana’a, Aden, Dhamar, Taiz Higher Education Development Project
- 3. Project Goals Build local faculty-training capacity The English Language Institute Strengthen the English Language Centers and Educational Development Centers Sana’a University Aden University Taiz University Thamar University Higher Education Development Project
- 4. YEMEN The English Language Institute Higher Education Development Project
- 5. OSU Team 15 people: The English Language English Language Institute – 7 Institute traveled to Yemen; 5 home-based Oregon State University/others – 3 traveled to Yemen Higher Education Development Project
- 6. Project Structure The English Academic skills development Language Institute workshops in: Teaching and Research English Language Learning Computer/IT Skills Two weeks of OSU workshops + one week of mentored workshops at each university Higher Education Development Project
- 7. Considerations in Planning The English Very short timeframe – less than 5 Language Institute months No time for participants to develop workshops themselves Uncertain Internet access Offline and online options Uncertain number and quality of trainers Need to be directive with materials Higher Education Development Project
- 8. Teaching & Research The English Language Teaching Large Classes Institute Learning Objectives Assessment Critical Thinking Collaborative Learning (Up to 9 workshops) Higher Education Development Project
- 9. The English Language Institute Higher Education Development Project
- 10. The English Language Institute Higher Education Development Project
- 11. English Language The English Language Oral Presentation Skills Institute Vocabulary Self-study Professional Reading Techniques (6 workshops) Higher Education Development Project
- 12. The English Language Institute Higher Education Development Project
- 13. The English Language Institute Higher Education Development Project
- 14. Computer/IT Skills The English Language PowerPoint for Professional Institute Presentations Effective Web Searching Word Processing for Authors IT Tools for Collaboration and Research (4 to 5 workshops) Higher Education Development Project
- 15. The English Language Institute Higher Education Development Project
- 16. The English Language Institute Higher Education Development Project
- 17. Trainer Profile The English University tenured faculty members Language Institute University non-tenured faculty members University administrators Higher Education Development Project
- 18. Trainers Received: Flash drives with workshop materials The English Language Certificates Institute Membership in OSU-HEDP listserv Centers Received: Teaching/methodology books pertinent to workshop topics Digital video camera MP3 player/voice recorder Higher Education Development Project
- 19. Trainee Profile The English Interested faculty members Language Institute English language students Community members Higher Education Development Project
- 20. Target – Training of Trainers Training of Target Achieved The English Language Trainers Institute Teaching/Research 30 178 Skills English Language 30 171 Information 15 91 Technology Higher Education Development Project
- 21. Target - Trainees Trainees Target Achieved The English Language Institute Teaching/Research 100 - 450 507 Skills English Language 100 - 450 478 Information 100 - 450 269 Technology Higher Education Development Project
- 22. Results – Kirkpatrick Model for Assessment Reaction of attendees to workshops The English 74% excellent Language Institute 24% good Learning demonstrated by Trainers almost all followed OSU model Behavior (post project use of knowledge) 71% will use 51% to 90% of information 9% will use more than 90% of information Higher Education Development Project
- 23. Challenges The English Timeline shifts Language Institute Administrators Trainer motivation Technology/Facilities Environment Language Money/reimbursement Political situation/changes Higher Education Development Project
- 24. Lessons Learned The English Needs analysis is crucial and must be Language Institute flexible Project goals must be clear to all Reiterate project goals when talking with administrators Education change begins by modeling student participation in learning Administrator-buy in is critical Higher Education Development Project
- 25. Personal Lessons Learned The English Flexibility Language Institute Cultural sensitivity Tolerance of comfort level challenges Working as a team Being ready for anything Higher Education Development Project
- 26. What’s happening now . . . The English Language Institute Higher Education Development Project
- 27. Comments and Questions The English http://oregonstate.edu/dept/eli/osu-hedp/ Language Institute Do you have any questions for us? Higher Education Development Project
- 28. Contact Information: Abdullah Al Ghorbany , The English amagh2001@yahoo.com Language Institute Byrne Brewerton, Byrne.Brewerton@oregonstate.edu Deborah Healey, dhealey@uoregon.edu Donna Shaw, Donna.Shaw@oregonstate.edu Elisabeth Wilson, Lis.Wilson@oregonstate.edu Higher Education Development Project
Notas del editor
- Intros – 1 minute
- 30 seconds
- 1 minute; ELC and EDC at universities; focus on improving skills of university faculty rather than of students
- 2 minutes
- 30 seconds. Could add that 3 ELI people had worked in Yemen in the mid-1980s on an earlier ELI project there.
- 1 minute. The website includes workshop material (you’ll see the URL again at the end). Mentored training = hallmark. It let us see actual teaching styles so we could recommend certain trainers for more training and use as trainers
- 1.5 minutes
- 1 minute. We chose these as a result of a needs analysis and because the grant called for faculty to be better able to deal with assessment.
- Flash by – a trainer doing a workshop
- Flash by – our faculty doing a workshop
- 1 minute. These topics were called for in the grant –especially reading - and the needs analysis reflected concerns about these areas. English teachers wanted to know how to teach students; we focused on how to teach faculty members.
- Flash by – group work
- Flash by – mixed groups
- 1 minute. Needs analysis pointed us in this direction, as well as work with other teacher groups
- Flash by. Our nicest site.
- Flash by. Typical computer lab.
- 1 minute. Occasional issues with hierarchy due to the inclusion of adjunct faculty members. We held our ground to encourage inclusivity.
- 30 seconds. Part of the grant. We asked that teachers have access to the books, camera, and voice recorder in the Center.
- 1 minute. Sometimes trainers’ students. Administrative understanding of expectations and buy-in had a lot to do with the number of trainees available and whether they were faculty members or students.
- 30 seconds. Exceeded goals by a factor of 5 or more.
- 1 minute. Exceeded goals except in IT; lack of infrastructure was a problem, especially in Thamar.
- 1 minute. We had hoped to do follow-up visits, which would let us actually measure how much of what we had given the trainers was being used in workshops. They have not yet happened.
- 2-3 minutes. This is at the heart of the presentation, in some ways.
- 2 minutes. The challenges encouraged learning a variety of lessons.
- 2 minutes. Most of those who traveled to Yemen were experienced at living overseas. The uncertainties in the project itself – timing, funding, availability of resources – challenged everyone.
- 2-3 minutes.
- As long as we have left…
- Leave up at the end while we’re answering questions.