Towards the advancement of teaching and learning

Abstract

Designing professional development programs to improve the quality of education require that faculty members actively participate in reflective processes. In the past, professional development (PD) programs have been applied in numerous Higher Education Institutions (HEI). Many higher educational institutions have created units to support professional development and quality growth. These centers usually referred to as centers for Teaching Learning, have become popular during the past decade. These units serve institutionally and provide strategies for faculty members to update their practices and reflect on their role as educators in the 21st Century. The purpose of this qualitative case study is to explore how an intrapreneurial project was designed to enhance teaching and learning to promote an ongoing cycle of development, reflection and innovation among faculty at learning at University Equator in Ecuador a higher education institution. The research was a qualitative descriptive case study and was reviewed by the lens of Crossan, Lan and White (1999) of Organizational Learning theory Framework. Among the findings from this research, three key observations were found: 1. Growth happens through community to foster a learning organization, 2. Innovation is the driving force to promote change and 3. Reflective and active experiential activities leverage change and transformation.