document resume ed 426 727 · latuasausuaraarithistairiairmur. 1e1 fal-7=r 4,1'1. rt...

DOCUMENT RESUME

ED 426 727 JC 990 055

AUTHOR Fawson, Kenneth D.; Abina, Armando; Alvarez, Rafael;Armstrong, William B.; Buyukkaya, Sonia; Kardos, Althea;Schubert, Cynthia

TITLE Educators Exchange Program Report, 1998-99. Program Reportand Evaluation Study.

INSTITUTION San Diego Community Coll. District, CA. Research andPlanning.; Secretaria de Educacion Publica (Mexico).

PUB DATE 1999-02-00NOTE 52p.; In partnership with Centros de Capacitacion para el

Trabajo Industrial. Funded by the Ford Foundation of Mexico.PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Community Colleges; *Cultural Exchange; Economic

Development; Educational Planning; Foreign Countries;*Institutional Cooperation; *International Education; JobTraining; *Partnerships in Education; ProgramImplementation; *Teacher Exchange Programs; *Two YearColleges

IDENTIFIERS *San Diego Community College District CA

ABSTRACTIn 1998, the San Diego Community College District (SDCCD)

completed a successful third cycle of Educators Exchange Program (EEP)activities. The goal of EEP is to promote binational cooperation, culturalunderstanding and economic development through faculty exchange and technicalassistance programs. During the last six years of program operation, theinitial goals have produced many successful outcomes, including: (1)

providing SDCCD and CECATI faculty, staff, and administrators with theopportunity to participate in international exchange and developmentactivities; (2) increasing the quantity and quality of vocational educationalcurricula in Mexico; (3) expanding existing collaborations with partnerorganizations and other institutions in the U.S. and Mexico; (4) increasingskills and experience in developing international faculty exchange andtechnical assistance programs, providing a model for other similar projects;and (5) infusing global perspectives into the curricula of participatingeducational institutions. Included in this document's discussion are partnerorganizations, prior exchange efforts, activities and outcomes of theEducators Exchange Program 1998, financial reports, and an evaluation study,including demographics and participant/instructor evaluations. (AS)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

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U.S. DEPARTMENT OF EDUCATIONOffoce of Educational Research end Improvement

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EDUCATORS EXCHANGE PROGRAM

PROJECT REPORT AND EVALUATION STUDY

Report and evaluation of the Educators Exchange Program (EEP), 1998-1999,a binational teacher exchange program conducted within the scope

of the formal cooperative agreement between the SanDiego Community College District (SDCCD) and the Centros de

Capacitación para el Trabajo Industrial (CECATI), with thesupport of the Secretaria de Educación Pilblica (SEP) de Mexico and

funding from the Ford Foundation of Mexico

Report Preparation Team:

Dr. Kenneth D. Fawson, Project Director; Armando Abilia, Project Manager;Rafael Alvarez, Bill Armstrong, Sonia Buyukkaya,

Althea Kardos, Cynthia Schubert

3

ACKNOWLEDGEMENTS

We wish to thank these people whose staunch support made the Educators Exchangenot only possible, but a success:

San Diego Community College District TrusteesKara Koby

James B. MackKenneth J. Moser

Evonne Seron SchulzeMaria Nieto Senour

Mark Jones, Student Member

Program LeadershipAugustine P. Gallego, Chancellor, SDCCD

Kenneth D. Fawson, Assistant Chancellor, SDCCDIng. Estelio Baltazar, Dirección General de CECATI

Lic. Gloria Xolot, Dirección General de CECATISDCCD Coordination

Armando Abifia, Rafael Alvarez, William ArmstrongSonia Buyukkaya, Althea Kardos, Cynthia Schubert

SDCCD InstructorsJack Bollinger, Paul Cecil, Blanca & Victor Guerra,

Deborah Jemmott, Correen Kaufman, Y.C. Kim,Ray Quon, Rosa Shook, Marina Vera, Ken Wilson

SINCERE THANKS TO COMPANIES AND INDIVIDUALS WHOCONTRIBUTED TIME AND MATERIALS TO THE PROJECT

Aeromexpress (Ing. Alberto Gómez Obregon)Associated General Contractors of America, Inc., San Diego Chapter (Leo Garcia)

Bob Baker Chevrolet (Hal Hutmacher)Courtesy Chevrolet (Norman Erb)

Cox Construction (Virginia Cox-Cantor)Del Mar Publishers (Katherine Hans)

Glencoe, McGraw Hill (Brian Mackin)Roel Contruction (John Elliot)

Toyota Motor Sales, U.S.A., Inc. (Steve Sweet)Twinhancements, Inc. (Deborah Jemmott)

Vcella Kilns, Inc. (Philip Strona)Martha de los Cobos

Gail FormanIrma Wilson

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THE EDUCATORS EXCHANGE PROGRAMPROGRAM REPORT AND EVALUATION STUDY1998-99

TABLE OF CONTENTS

1. EXECUTIVE SUMMARY 1

2. INTRODUCTION 3

Partner Organizations 3

Prior Exchange Efforts 3

Current Global Training Needs 4Emerging Educational Trends 4

3. THE EDUCATORS EXCHANGE PROGRAM - 1998Goals 7

Objectives/Activities/Outcomes 7

Site Visit Outcomes 7

Project Leadership and Coordination 10Faculty 11

4. PROGRAM EVALUATION SUMMARYAccomplishments 12

Evaluation Results 12

Recommendations 14

5. FINANCIAL REPORTBudget Summary 15

SEP Expense Summary 15

Listing of Donations 16

6. EVALUATION STUDYParticipant Demographics 17

Participant Perceptions 19

Participant Evaluation 23Instructor Evaluation 27Responses to Instructor Evaluation 31

5

THE EDUCATORS EXCHANGE PROGRAM 1998-99 1

EXECUTIVE SUMMARY

The San Diego Community College District(SDCCD), in partnership with the Centros deCapacitación para el Trabajo Industrial(CECATI) of Mexico and the Subsecretarla deEducaci6n e Investigacion Technologica,Secretaria de Educación Publica (SEP), has justcompleted a successful third cycle of EducatorsExchange Program (EEP) activities. The goal ofthe EEP is to promote binational cooperation,cultural understanding and economicdevelopment through faculty exchange andtechnical assistance programs. The EEP hasbeen funded by the Ford Foundation since 1992and represents a long-standing associationamong the partner institutions.

Activities for the EEP 1998-99 began in Marchof 1998 with an administrative planning sessionheld in Mexico City. At that time, programleaders identified instructional needs andreviewed major 1998-99 program goals whichincluded a special emphasis on the developmentof certification classes in electronics andincreased attention to commercial arts and localhandicrafts. The 1998-99 program goals alsofocused on encouraging local artisans andrepresentatives from local business and industryto participate in the training sessions.

In April, 1998, the EEP hosted more than fortyCECATI faculty and administrators at a SpringPlanning Conference in San Diego. ThePlanning Conference included faculty andadministrative representatives from bothinstitutions and served to: a) determine specificCECATI site needs, expectations and theavailability of facilities, b) confirm summer,1998, SDCCD faculty teaching assignments,travel arrangements, equipment needs andshipping requirements, c) clarify faculty,participant and CECATI outcome expectationsand d) provide participants with the opportunityto meet and discuss the development ofadditional, related projects.

6

SDCCD faculty and project administratorsconducted pre-program site visits at selectedCECATI installations in April and May of 1998,specifically at CECATI sites that requiredspecialized equipment and software. These sitevisits served to ensure smooth project operationand establish personal contacts between theCECATI personnel and EEP project leadership.At the same time, CECATI administrators andSEP officials were recruiting CECATI facultyand selected artisans, business and industryrepresentatives to participate in the Summer,1998, training programs.

During July and August of 1998, the SDCCDsent eleven SDCCD vocational education facultymembers to ten CECATI training sites in the fiveMexican states of Guanajuato, Jalisco,Michoacán, Baja California Sur, and Oaxaca.More than 195 CECATI faculty members andother participants from all 32 states in Mexicoattended the EEP classes and receivedcertificates of completion from these intensiveteacher-training programs in the followingsubjects:

Computer Numeric Control (CNC)English As A Second LanguageCeramicsElectronicsAutomobile MaintenanceJewelryCarpentryTextilesTourismCrafts/Metalsmithing.

During the program, site visits were conducted toobserve and evaluate program activities, teacherperformance and participant satisfaction.A number of SDCCD Board of Trustee membersand administrators attended the graduationceremonies in various locations throughoutMexico.

Detailed evaluation studies covering all aspectsof program planning and implementation were

2 THE EDUCATORS EXCHANGE PROGRAM 1998-99

conducted by both the SDCCD, the CECATI andthe SEP.

Evaluation results showed high levels ofsatisfaction from program participants andCECATI directors as well as SDCCD facultyand administrators. Evaluation results alsoprovided important suggestions and directionsfor future program refinements, partiQularly inthe areas of curriculum development andinstructional methodology.

In keeping with EEP objectives to seekadditional funding for program augmentation,proposal teams from both the SDCCD and theCECATI's submitted a Borderlands WorkforceDevelopment Project grant proposal to theAmerican Association of Community Colleges(AACC) and USAID. A direct outgrowth of theEEP, the two-year Borderlands WorkforceDevelopment Project grant was awarded inOctober, 1998.

The Borderlands Project has brought togetherbinational teams of faculty and industryrepresentatives who are currently in the processof developing U.S. industry approvedcertification training programs, for delivery inMexico, to certify entry-level technicians inwelding and electronics.

In November, 1998, representatives from theCECATI, SEP and the SDCCD met in SanDiego to review and evaluate the past year'sproject outcomes and discuss future EEPdirections. Recommendations for future EEPdirections included an increased emphasis on theuse of electronic technology for program supportand delivery, expanded business/industryinvolvement in training activities, thedevelopment of detailed curriculum packages foreach of the courses offered and the expansion ofefforts to develop international certificationtraining programs in specific technical subjectareas.

The steady growth and continued success of the1998-99 EEP has led to increased demand for

further program expansion. A proposal forexpanded program operation will be submitted tothe Ford Foundation of Mexico in February,1999.


INTRODUCTION

The origins of the Educators Exchange Program(EEP) predate both the North American FreeTrade Agreement (NAFTA) and the emerginginternational marketplace demand for technicallyliterate and globally competent workers.

The current EEP program reflects the spirit ofNAFTA and is the latest in a series of stepstoward improving binational cooperation,cultural understanding and economicdevelopment through quality education andworkforce training programs. Internationaleconomic development experts suggest that therewards from NAFTA will be, in large part, dueto small scale programs such as the EEP.

Experience gained and lessons learned fromsixteen years of experience in conductingbinational teacher exchange and technicalassistance programs have resulted in continuedprogram growth and improved program quality.The increasing scope and sophistication of theEEP is reflected in the following program reportwhich summarizes program goals, outcomes, andfinancial activity as well as recommendations forfuture program directions.

Partner OrganizationsThe San Diego Community College District(SDCCD) has provided education and trainingfor the citizens of San Diego for nearly 80 years.Comprised of three two-year colleges and sixContinuing Education Centers, the SDCCDserves more than 110,000 students per year.Approximately 60% of these students areenrolled in 85 technical and vocational credit,certificate and non-credit courses offeredthroughout the District. Located thirty milesfrom the Mexican border, SDCCD is committedto expanding existing ties with Mexico, inkeeping with the National Free Trade Agreement(NAFTA) and with the District's developingGlobal and International Education Program.

The Mexican Centros de CapacitaciónTecnológica Industrial (CECATI) is a large

organization of 180 Mexican technical traininginstitutes, located in all the states of Mexico.The CECATI seek to improve the economy ofMexico by linking business and industry witheducation. The Mexican CECATI are currentlyproviding technical training to 300,000 studentsthroughout Mexico. CECATI officials,administrators and faculty members are in theprocess of adding the latest electroniccommunications technology to their trainingprograms.

The CECATI operate under the administrativedirection of the Subsecretary of TechnologicalEducation and Research, a branch of theSecretariat of Public Education (SEP) for theRepublic of Mexico.

Prior Exchange EffortsEfforts to establish exchange programs betweenthe SDCCD and the CECATI began in 1979 andled to a series of activities that resulted in thesigning of a December, 1991, agreement toorganize cooperative technical trainingassistance and exchange programs. InNovember, 1993, the San Diego CommunityCollege District (SDCCD) and the Republic ofMexico formally entered into a training,technology and educational exchange pact.

This educational exchange pact agreement wassigned in Tijuana by Chancellor Augustine P.Gallego and governing board president MariaNieto Senour for the SDCCD and by the then-Secretario de Educaci6n PtIblica of Mexico,Ernesto Zedillo. The agreement, made in thespirit of the North American Free TradeAgreement (NAFTA), was designed to improveeconomic development, cultural exchange andunderstanding between the U.S. and Mexico.The 1993 agreement also allows the SDCCD; a)to enter into contract education to add the latesttechnology to Mexico's training programs, andb) to conduct exchange programs with any of the180 CECATI vocational training centers locatedthroughout the Republic of Mexico.

8


The first project completed under this agreement,was the original, 1993-94, EEP which focusedon the selection of four highly recognizedSDCCD faculty members in various vocationaland technical training areas who worked withCECATI faculty members at the CECATIfacilities in the state of Guanajuato,Mexico, during the summer of 1994. Refundedand expanded in 1995, the second EEP programsent six SDCCD faculty members to Guanajuatoand hosted a number of CECATI faculty andadministrators from the Borderland areas ofTecate, Mexicali, Tijuana and Ensenada. The1995-96 EEP also included a Spring, 1996, visitfrom CECTI instructors and administrators aswell as SEP officials and marked the beginningof formalized yearly program planning sessions.

As envisioned in the EEP's long-range plans,increased contacts and linkages formed betweenthe SDCCD, the CECATI and SEP have led tothe development of other binational educationalefforts such as the Borderlands WorkforceDevelopment Project. A direct outgrowth of theEEP, the new project was designed by facultyand administrator teams from the SDCCD, theSEP and borderland CECATI.

The Borderlands Workforce DevelopmentProject is a model curriculum development andfaculty training effort that involves businessleaders on both sides of the border in the designand evaluation of industry approved internationalcertification training programs in welding andelectronics. These courses will be taught byCECATI faculty to entry-level workers in U.S.owned businesses operating in Mexico as well asin Mexican firms using U.S. manufacturedequipment.

Current plans to augment EEP activities andexpand the SDCCD's workforce preparationefforts also include a developing InternationalMicro Enterprise Project that will support smallbusiness development in the U.S. and Mexico.

Current Global Training Needs

Leaders from the EEP partner organizations arecommitted to meeting the need for educationalprograms and services that will prepare theirstudents for successful entry into the highlycompetitive global marketplace. Both theSDCCD and the CECATI are actively seeking toinvolve their faculty and administrators inprograms and projects that will promoteeconomic development, binational cooperationand cultural understanding.

Under the direction of Chancellor AugustineGallego, the SDCCD has assumed a local,regional and state wide leadership role in Globaland International Education. The SDCCD'slong-term strategic planning efforts in this areahave resulted in the development of acomprehensive Global Education Program thatincludes faculty and student exchange programs,technical assistance projects, language and areastudy courses, faculty/staff developmentactivities and District wide efforts to infuse aglobal perspective across the curriculum.

Under the leadership of Lic. Estelio Baltazar, theCECATI of Mexico have invested significanttime, effort and financial resources to meet thetraining needs of their faculty and administrators.EEP-98 activities were supported by aninvestment of more than $229,000 from theSecretary of Public Education for the Republic ofMexico. (See Financial Report.)

Emerging Global and InternationalEducation TrendsAs evidenced by the progressive growth anddevelopment of the EEP, partner organizationsare seeking to meet the educational needs of theirstudents and provide for the in-service trainingneeds of their faculty and staff. In keeping withcurrent economic development and internationaleducation trends, EEP 1999-2000, will focus onthe following activities:

THE EDUCATORS EXCHANGE PROGRAM 1998-99

Development of professional certificationcourses in specific industry-related technicalareas.Increased faculty, staff and administrationparticipation in EEP related activities.Increased student exchange activities, toinclude the development of articulatedcollege credit offerings.Increased use of technology for providingadministrative support and instructionaldelivery.Participation in the development of regionaltraining centers to provide low-cost, year-round training options with access to distanceeducation facilities.Expansion of relationships with business,industry, professional associations andcommunity based organizations in bothMexico and the U.S.Development of demonstration projects thataddress immigration issues and help to stemthe tide of immigration through economicdevelopment and workforce preparation.

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THE EDUCATORS EXCHANGEPROGRAM - 1998-99

GoalsThe Educators Exchange Program (EEP) wasoriginally designed to promote binationalcooperation, cultural understanding andeconomic development through facultyexchange and technical assistance programs.During the last six years of program operation,the initial goals have produced many successfuloutcomes. These outcomes have beenincorporated into general program goals for allpartner institutions and include the following.

Provide SDCCD and CECATI faculty, staffand administrators with the opportunity toparticipate in relevant international educationfaculty exchange and development activities.Increase the quantity and quality of vocationaleducation curriculum and instructionalmaterials appropriate for delivery to CECTIfaculty teaching in Mexico.Expand existing collaborations with partnerorganizations, educational institutions,business, industry and community contacts inthe U.S. and in Mexico, in order to leverageresources and ensure future program growthand development.Increase skills and experience in developingand implementing successful global andinternational faculty exchange and technicalassistance programs.Provide a model for other, similar, facultyexchange and technical assistance programs.Utilize experiences gained and lessons learnedfrom EEP delivery and operation to infuseglobal perspectives across the curriculum ofparticipating educational institutions.

Specific CECATI and SEP program goals forEEP-1998 were to:

Provide training opportunities to CECATIfaculty in ten technical education areas.

Expand current program offerings andincrease program scope to a national level.Increase program focus on local handicraftsand assist in the training of communities ofartisans by providing demonstrations andinstruction in the use of new tools andtechnology in response to labor demand.Offer certification training in Electronics inorder to improve the academic level ofCECATI instructors in accord with nationaland international marketplace needs.

7

Objectives/Activities/OutcomesThe following EEP-1998 procedural objectivesprovided the structure for project operation andrelated activities as well as for the overallevaluation of EEP-1998 outcomes. Objectivesare listed below with brief descriptions ofactivities and outcomes. (Detailed evaluationstudies describing participant learning gains andindividual course results, from multipleperspectives, see page 17 of this report.)

1.0 Send thirteen SDCCD vocationaleducation faculty members to variousCECATI sites in Mexico to deliver monthlong, (120 hour), instructor trainingclasses during the summer of 1998.

Activities: Due to funding restrictions, thenumber of faculty members sent to Mexicoduring EEP-98 was reduced. SDCCD facultyand CECATI participant selection and programorientation activities resulted in eleven Districtinstructors being sent to ten CECATI sitesduring the Summer of 1998. SDCCD facultydelivered teacher training courses in Level IElectronics Certification, AutomobileMaintenance, Textiles, Tourism, Carpentry,Ceramics, Computer Numeric Control, CopperEnameling, English as a Second Language andJewelry Making to more than 195 CECATIfaculty members and other selected participants.

12

Outcomes: The increased size and scope of theEEP-98 program presented many new challenges


to program administrators and coordinators inboth the U.S. and in Mexico. In the process ofmeeting these new challenges, and overcomingvarious obstacles, partner organizations gainedvaluable new experience and expertise inplanning, implementing and evaluatinginternational technical assistance and teacherexchange programs.

By expanding the EEP-98 to a national level andoffering training programs in several states ofMexico, CECATI administrators and SEPofficials were able to increase program visibilityand access to technical training opportunities fortheir faculty and selected workforce partners. Inaddition, the expanded size and increasingdiversity of course offerings in the EEP-98project has attracted growing attention fromDistrict faculty who are increasingly interested inparticipating in this, and other, global andinternational education technical assistance andfaculty exchange programs.

2.0 Expand existing curriculum and developnew instructional materials for the EEPin the following areas.

Activities: Extensive educational materials weredeveloped for all the EEP-98 courses. Thecurriculum was expanded for previously taughtcourses such as: Computer Numeric Control,Textiles, and English as a Second Language.New curriculum and instructional materials weredeveloped for Level I Electronics Certification,Automobile Maintenance, Tourism, Carpentry,Ceramics, Copper Enameling, and Jewelrymaking.

Outcomes: District instructors and CECATIparticipants have gathered and exchanged asignificant amount of curriculum, educationalinformation, instructional resources and donatedequipment which can be utilized for future EEPtraining courses. However, EEP-98 evaluationstudies indicate a need to formalize thedevelopment of EEP instructional materials into

comprehensive instructional manuals.Development of these instructional manuals willbe a goal of future EEP efforts.

3.0 Provide opportunities for 30+ CECATIfaculty members from nearbyBorderland sites in Tijuana, Tecate,Mexicali and Ensenada to visit andobserve SDCCD training programsduring Winter, 1998 and Spring, 1999.

Activities: CECATI and SDCCD facultymembers and administrators met in a specialplanning session during the Spring, 1998,Planning Conference to discuss the need forbinational certification training programs,particularly in technical areas with industryrequired competency standards. Efforts to locateadequate funding resources for this project led tothe formation of a task force to prepare a grantproposal for submission to the AmericanAssociation of Community Colleges andUSAID.

Outcomes: The curriculum development andinstructor training grant proposal was submittedand awarded two-year funding for $50,000 inOctober, 1998. SDCCD and CECATI facultyand administrators are currently working withU.S. and Mexican business and industryrepresentatives on the development of bilingualcertification training programs for entry-levelelectronics and welding technicians. Uponprofessional industry certification, CECATIinstructors will deliver these programs topotential workers in Mexico's growing electronicand welding industries.

4.0 Conduct on-going program evaluation ofall program components. Design,develop and submit final program reportto include "lessons learned" and futurerecommendations.

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Activities: Given the expansion of EEP-98program size and scope, electronic technologyassumed an increasingly important role inprogram planning, implementation, andevaluation. Internet E-mail and Fax wereregularly used during EEP-98 to aid incommunication and facilitate the exchange ofadministrative and logistical information.In addition, computer technology was widelyused in the delivery of educational programs;specifically in Computer Numeric Control,Automobile Maintenance, Electronics, andTravel/Tourism.

Outcomes: Planning, implementation andevaluation activities were significantly improvedby the use of cost-effective electronic technologywhich will play an increasingly important role inthe development of future EEP programs. AnSDCCD Global Education Website, to includeinformation about EEP activities, is currentlyunder construction. In addition, program leadersat the partner institutions are investigating thepossibility of supporting EEP planning effortswith teleconferencing and considering thepotential for developing distance educationcourses.

Site Visit OutcomesVisits to selected CECATI sites were conductedprior to, and during, EEP-98 program operation.These site visits were particularly important toensure successful program operation. Pre-sitevisits were conducted to assess equipment needs,inspect instructional facilities and collectprogram evaluation data. Visits were also madeto CECATI sites during program operation.These visits allowed EEP-98 officials to observeand evaluate activities, resolve minorinstructional, technical and equipment problemsand make appropriate "in process" adjustmentsto program content and delivery schedules.

In addition, District officials made efforts toattend graduation ceremonies at the variousCECATIs. This allowed SDCCD and CECATI

leadership the opportunity to review and evaluateprogram outcomes and was viewed as animportant activity by all of the project partners.

1 4


PROJECT LEADERSHIP AND COORDINATION

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Augustine P. GallegoChancellor, SDCCDEducators Exchange Program Originator

Kenneth D. FawsonAssistant Chancellor for Instructional Servicesand Economic Development, Program Director

Armando AbifiaDean, Engineering, Mathematics and Technology,San Diego City College, Program Manager

Rafael AlvarezSan Diego City College, Industry LiasonEEP-98, Program Coordinator

Ing. Estelio BaltazarDirección General de Centros de Capacitaci6nPara el Trabajo Industrial (CECATI)

Lic. Gloria Xolot VerdejoDirección General de Centros de CapacitaciónPara el Trabajo Industrial (CECATI)

15


FACULTY MEMBERS

Faculty members are listed below withtheir subjects, and CECATI assignments.

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Jack BollingerSan Diego City CollegeComputer Numeric Control(Manufacturing)CECATI Site #80

Irapuato, Guanajuato

Paul CecilSan Diego Mesa CollegeCarpentry(Home Construction)CECATI Site #38

Zacfipu, Michoacan

Blanca & Victor GuerraAviva TravelTravel/TourismCECATI Site #106

San José del Cabo,Baja California Sur

Deborah JemmottSouthwestern Community CollegeCrafts/MetalsmithingCECATI Site #68

Oaxaca, Oaxaca

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Y.C. KimSan Diego City CollegeCeramicsCECATI Site #60

Dolores Hidalgo,Guanajuato

Ray QuonSan Diego Miramar CollegeAutomobile MaintenanceCECATI Site #15Guadlajara, Jalisco

4, Rosa ShookSDCCD, Continuing Ed. Ctrs.Textiles/ClothingCECATI Site #38

Zacfipu, Michoacan

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Marina VeraSDCCD, Continuing Ed. Ctrs.English as a Second LanguageCECATI Site #146

Le6n, Guanajuato

Ken WilsonSan Diego City CollegeElectronicsCECATI Site #16Guadlajara, Jalisco

Correen KaufmanSaddleback CollegeJewelryCECATI Site #166

Santa Clara del Cobre,Michoacan

11


PROGRAM EVALUATION SUMMARY

The Educators Exchange Program partnersconducted evaluation studies of the Summer,1998, training programs. Multiple evaluationmeasures and instruments were used in thesestudies which were conducted both in Mexicoand in the U.S.

AccomplishmentsOverall evaluation results of the Summer EEP-98 were excellent. Program activities metprogram goals, fulfilled expectations and left allof the partner organizations with newaccomplishments, new ideas and new directionsfor future activities. The SDCCD, the CECATIand the SEP reported many accomplishmentswhich exceeded program expectations.

For the SDCCD, increased attention to programpre-planning and coordination, including pre-program site visits and follow-up evaluationstudies, resulted in smoother program operationand higher level of instructor and participantsatisfaction. The SDCCD's gains includedincreased ability to conduct complexinternational education and teacher exchangeprograms. In addition, all District facultyinvolved in EEP-98 reported increased languageskills and higher levels of cultural understanding.

For the CECATI and the SEP, the inclusion oflocal artisans and business/industryrepresentatives as participants in the trainingcourses led to closer linkages between theCECATI, their business partners and the needsof the local work force. The expanded programscope increased educational access for CECATIinstructors and led to increased contact andcommunication among CECATI faculty fromsites throughout the Republic of Mexico.

The success of the Electronics class, in whichtwenty-three CECATI instructors receivedEnglish language Level I Electronicscertification was a notable example of program

results that exceeded expectations. Anotherexample of programs that exceeded expectationswas the Ceramics class which was well attendedand received high praise from industryrepresentatives and local artisans.

Combined evaluations conducted by both theSDCCD and the SEP/CECATI covered multipleaspects of the EEP-98 Summer program, fromboth U.S. and Mexican perspectives. (SeeSection 6, Evaluation Study). The instrumentsused for program evaluation included directobservation and interviews with all thoseinvolved in the program (state CECATIcoordinators, CECATI directors, and CECATItraining directors as well as SDCCD faculty andadministrators) plus questionnaires distributed toall course participants and instructors.

Evaluation ResultsProgram PlanningThe increased size and scope of the EEP-1998presented substantial logistic challenges andrequired additional program planning efforts onthe part of all program partners. Instructionalareas selected by SDCCD and CECATI leadersin Mexico City were based on workforce needs,number of CECATI faculty currently teaching inthe subject area and SDCCD instructoravailability. Evaluation of activities conductedduring the Spring Planning Conference werepositive; however, it was noted that visitinginstructors requested more time to observeindividual programs and classes. Also, increasedtranslation services are required to facilitatesuccessful inter-group communication.

Program ParticipantsIn order to ensure national involvement in theEEP-98, 195 participating CECATI facultymembers were selected from all states in theRepublic of Mexico, not solely on the basis oftheir academic qualifications. In addition, localartisans and business/industry representativeswere invited to participate in the trainingprograms. This resulted in a wide diversity of

1 7


educational levels and technical expertise amongthe participants which placed specialinstructional demands on the course instructor.Several SDCCD faculty members requestedmore complete profiles of participants prior tothe opening of courses.

Program ContentWhile the quality of course content receivedgenerally high ratings, suggestions from both theCECATI and the SDCCD underscored the needfor instructor flexibility in adjusting trainingmaterials to meet the diverse needs and abilitiesof the participants. Emphasizing team workamong participants and utilizing team coachesproved to be successful instructional strategies.Participants also expressed a need for morehands-on practice in applying classroom theory.Field trips, visits to industry and other non-classroom learning experiences receivedenthusiastic response from participants.

Evaluation from CECATI and SEP officialscalled for the development of modularinstructional manuals. These requested manuals,to contain precise course descriptions, specificcourse objectives, topic outlines, assessmentinstruments, bibliographies, examples anddetailed instructional materials, would be usedfor course study and subsequent review.

The need for more review of current trainingsession content and instructional materials beforemoving on to new material was frequentlymentioned by participants. Both CECATIparticipants and SDCCD instructors noted thevital importance of employing competenttranslators with appropriate knowledge oftechnical terminology to ensure successfulteaching and participant learning experiences.

Instructional DeliverySDCCD instructors were well received by theCECATI participants and administrators. Theygained excellent ratings for their technicalknowledge, motivation, willingness to share their

expertise and information. Participant surveyresults point to the need to check frequently forlearning and comprehension gains and increasedattention to developing solutions for work relatedproblems.

Administrative Support and LogisticalAssistanceProgram coordination, organization,administrative support and logistical assistancewas highly rated by all project partners. Pre-program site visits were described as "veryhelpful" for establishing contact between partnerinstitutions and laying the ground work forsuccessful program operation. Site visits andevaluations conducted by SDCCD programadministrators during course operation proved tobe important for securing additional materialsneeded, making adjustments in coursecoordination and planning future programofferings.

It was noted that graduation ceremonies were notwell attended by District representatives and thatmore participation on the part of SDCCDofficials and Board of Trustee members wouldbe appreciated and appropriate.

Some logistical problems were encountered inthe shipping of instructional materials and U.S.donated equipment. It is hoped that thesedifficulties may be resolved in the future bymaking other shipping arrangements. Hotelaccommodations and food service also presentedminor problems in some areas. A few of theSDCCD instructors noted minor difficulties withthe availability of needed supplies andequipment.

18

14

Recommendations for Future EEPPrograms


Continue to include local artisans andbusiness/industry representatives in EEPtraining programs, taking into account that thismay result in diverse levels of skill andtechnical knowledge among participants.

Increase clarity of pre-programcommunication among partner organizationsin regard to participant profiles, specificcourse content, expected learning outcomes,and the availability of instructional suppliesand materials.

Continue and increase EEP focus on thedevelopment of certification programs inelectronics and other technical areas thatrequire specific industry mandatedtraining/testing.

Develop modular instructional manuals, toinclude course goals, objectives, topic outlines,educational materials, evaluation instrumentsand bibliography for each course prior toinstructor departure.

Revise SDCCD instructor recruitment processand include faculty orientation sessions onhow to facilitate effective teacher trainingprograms in other countries.

Encourage field trips, visits to industrial sitesand interaction with local business andindustry representatives to provide hands-onpractice and relevant work-related problemsolving experience.

Continue to monitor the effectiveness andtechnical knowledge of translators.

Hold courses at sites near cities with adequatehotel accommodations.

Revise shipping procedures, particularly forthe transport of donated materials.

Continue to conduct both SDCCD andCECATI program evaluation studies, withincreased attention to the coordination ofevaluation criteria.

Consider sending CECATI faculty members towork and study at SDCCD colleges andContinuing Education sites.

Increase the involvement of SDCCD Board ofTrustees members and other District officialsin program activities such as pre-site visits andfinal graduation ceremonies.

Consider offering two or three-week intensiveEnglish language immersion study courses forSEP officials and CECATI administrators.

19


Financial ReportThe 1998-99 Educators Exchange Program was funded by a grant of $87,000 from the Ford Foundationof Mexico and received substantial in-kind support from the SDCCD, the CECATI and SEP as well asfrom San Diego area business, industry and educational organizations.

Budget SummaryThe chart below illustrates program expenses.

15

CategoryProgramBudget

SDCCD In-kind Match

CECATIPartnerMatch

DonationsTotal

ProgramWorth

Faculty Salaries and Benefits $51,790 $ 51,790Faculty and Staff Travel and 14,515 $2,000 $192,941 209,456

EvaluationCoordination and Clerical Support 8,185 21,439 29,624

Operating Expenses and Services 5,775 8,433 3,193 17,401

Supplies and Materials 6,735 5,000 33,800 19,197 64,732

Totals $87,000 $36,872 $229,934 $19,197 $373,003

SEP Expense SununaryThe chart below illustrates financial support provided to the EEP-98

TrainingTravel & Per

DiemMaterials Follow-up Total

CNCESL

$176,10014,000

$37,00014,000

$1,4001,580

$214,500228,620

Ceramics 92,800 37,000 1,500 131,300

Electronics 312,700 37,000 4,880 354,580

Auto 135,760 34,000 4,880 174,640

Jewelry 173,160 37,000 4,490 214,650

Textiles 137,130 34,000 1,310 172,440

Carpentry 200,880 37,000 1,390 239,270

Tourism 313,440 37,000 5,620 356,060

Crafts 174,400 34,000 4,880 213,280

Total (Pesos) $1,929,410 $338,000 $31,930 $2,299,340

Total (US Dollars) $192,941 $33,800 $3,193 $229,934

2 0


Listing of DonationsThe chart below illustrates donations to the EEP-98 program.

Training Area Source Item AmountElectronics Ken Wilson Airfare $277

Electronics Irma Wilson Interpreter 3,000

Electronics Ken Wilson Airfare 277

Travel/Tourism Del Mar PublishingKatherine Hans

Books 710

Travel/Tourism Aviva TravelVictor/Blanca Guerra

Training books/supplies 575

Ceramics Y.C. Kim 4 Ceramic Books 252

Jewelry Vcella KilnsPhillip Strona

Kiln Model #12 1,076

Jewelry Correen Kaufman Equipment & supplies 518

CraftsTwinoaks

Deborah JemmottEquipment & supplies 2,727

Crafts Martha de los Cobos Interpreter 3,000

Crafts Martha de los Cobos Airfare 431

ESL Marina Vera Instructionalbooks/supplies 400

ESL Gail ForemanInstructional

books/supplies100

Carpentry Cox ConstructionVirginia Cox-Cantor 20 leather aprons 440

Carpentry Glencoe, McGraw HillBrian Mackin Text books & guides 2,000

Carpentry Roel ConstructionJohn Elliot 20 tape measures 219

Carpentry Assoc. of Gen. ContractorsLeo Garcia 20 safety glasses 50

Automotive Ray Quon Equipment& supplies 265

Automotive Toyota Motor Sales, U.S.A.Steve Sweet Name tags & caps 215

Automotive Courtesy ChevroletNorman Erb Caps 50

Automotive Bob Baker ChevroletHal Hutmacher

Technical handouts/booklets

5

All AeromexpressIng. Alberto G6mez Obregón

50% discount on airfreightfees

610

Total $19,197

21


The Educators Exchange ProgramEvaluation Study, 1998-99

The most recent program--The EducatorsExchange Program 1998 (EEP-98)-- is thefocus of this evaluation report. Expandingon the two previous programs, additionalcourses were added; High TemperatureCeramics, Jewelry Making, JewelryEnameling, Travel and Tourism, Carpentry,Automobile Maintenance, and Electronics.

This teacher exchange program representeda significant new step for both institutions.Lessons learned from the first cooperativeprograms were applied to the most recentendeavor. Based on the success of this effortas evidenced by participant and instructorand participant evaluations, the informationand experience gained from this project willhelp to inform future collaborative exchangeefforts with Mexico.

Increasingly, collaboration between theSDCCD and training entities in Mexico isbecoming an integral part of the SDCCD'smission and educational services. Thisintegration will benefit both institutions aswe move into the next century with greatereconomic interdependence and culturalunderstanding. This evaluation is importantbecause, as with the last three evaluations, itserves to inform future efforts and givesperspective on the success and efficacy ofthe exchange approach. Programmaticknowledge such as this is essential to thesuccess of future international pacts.

In the spirit of NAFTA and greatereconomic integration to meet worlddemands for competitiveness, the technicalassistance pacts between these two largeinstitutions might be viewed as a model forother institutions to follow. This evaluationis intended to inform and guide the

SDCCD's efforts to improve future jointprograms. Therefore this evaluation takes aformative approach and philosophy. Thepurpose of this evaluation is to documentand report educational and affectiveoutcomes of participants. Much of what islearned from this initial endeavor can beapplied to future exchanges.

Participant DemographicsSome limited background information wasobtained about the participants. Thesequestions focused on gender, age,occupation, state of residence, educationalhistory and attainment, and familybackground. These questions were alsoincluded to provide information requestedby the funding organization regarding thebackgrounds and characteristics of theparticipants served.

Gender, Age, and Disability StatusThe participants consisted of 195 CECATIinstructors who came to the program withdiverse backgrounds comprising a variety ofinstructional and industrial experience. Theparticipants ranged from 17 to 62 years ofage. The average age was 39 years.

Overall, there were more male participants(69%) than female participants (31%).However, the ratio of male to femaleparticipants varied considerably across theten classes. In the Wood Framing HouseConstruction, Introduction to ComputerNumber Control (CAD/CAM), Automotive,and Electronics courses, all of theparticipants were male. In the HighTemperature Ceramics course about 80% ofthe participants were male. Conversely, inthe Textiles class, 90% of the participantswere female. In the ESL and JewelryEnamel courses about 75% of theparticipants were female. There was a widerrange of gender diversity in the JewelryMaking and Tourism courses with the

2 2


percent ratio of male to female participantsreaching 36% to 64% and 55% to 45%,respectively. Three of the participants hadeither a physical or learning disability.

Purpose for Enrolling in the CourseConsistent with the goals of the program, theprimary reason individuals enrolled in thecourses was to improve their ability toperform at their present job. Approximately75% of the participants expressed a desire tosharpen their skills in order to excel in theircurrent job. Their quest for improvementsuggests that these participants are a highlymotivated group of individuals committed toquality training and instruction at theirrespective CECATI sites.

Pre- and Post-Course LanguageProficiencyA primary goal of the Ford grant was toimprove participants' understanding oftechnical terms and overall proficiency inEnglish. To assess this goal, participantswere asked to rate their own Englishlanguage skills before and after the course.The participants reported impressiveimprovements. Even in courses wheretranslation into English was often, orsometimes, not available, the respondentsgenerally stated that their English skills hadimproved substantially.

Before the course, most of the participantsreported "fair" English proficiency (68.6%)and far fewer participants reported "good"and "excellent" English proficiency (22.9%and 8.5%, respectively). After the course,participants stated that their Englishproficiency had improved substantially andthere is a clear shift away from fair towardsgood and excellent responses. In the post-course evaluation, fewer participantsindicated "fair" (25%), the majority of theparticipants specified "good" (54.8%), andmore participants indicated "excellent"

proficiency (20.2%) compared to pre-courseresponses. This suggests a significantimprovement in English language skills byparticipants. Thus a major goal of theexchange was achieved.

Mexican State of OriginThe participants were as diverse in theirstate of origin as they weredemographically. The majority of theparticipants (68.7%) came from the centralstates of Mexico: 17.4% came from the Stateof Guanajuato, 13.4% from Michoacán,10.4% from Jalisco, 10.0% from the FederalDistrict of Mexico, 7.5% from Oaxaca, and10.0% from various central states (Colima,Queretaro, Guerrero, Hidalgo, Morelos,Puebla, Tlaxcala, and Veracruz). Otherparticipants (15.4%) traveled from thenorthern states of Aguascalientes, Coahuila,Durango, Nayarit, Nuevo Leon, San LuisPotosi, Sinaloa, Sonora, and Zacatecas.Some resided in Baja California (9%) andstill others from the most southern states ofMexico on the Yucatan Peninsula (7%), thestates of Chiapas, Quintana Roo, Yucatan,and Tabasco.

These participants traveled from all overMexico to attend class. Many were sohighly motivated that they would commute adistance of several hundred miles, at thebeginning of the week to attend class and atthe end of the week to return home. Someexceptionally motivated participantstemporarily relocated several thousand milesto participate in EEP-98 activities.

Highest Degree of Certificate EarnedGenerally, the participants had completedhigher levels of education compared to theaverage person from the republic of Mexico(UNESCO, 1991). This finding wasexpected because the participants wereinstructors themselves, often with severalyears of training and industrial experience.

23


Years of Education CompletedParticipants indicated that they hadcompleted between 4 to 30 years ofeducation. The mean years of educationcompleted was 14.13 (standard deviation =3.75 years; mode = 12 years). For thenumber of years of education completed,measures of central tendency (mean,median, and mode) were consistent.

Father's OccupationAs part of background socio-economic data,participants were asked to indicate theirfathers' occupational status. The five mostcommon occupational categories specifiedby the participants were craftsman (17.4%),farmer (16.8%), business proprietor(15.4%), professional (12.8%), and technicaltradesman (12.8%). However, 20.1% of theparticipants responded "other." Theseresponses were not categorized in this study.

Participant PerceptionsFor the purpose of program improvement,participants were requested to indicate theirlevel of agreement or to provide aqualitative judgment on various aspects ofthe course. Participants were instructed, bothorally and in writing, to be critically honest.They were reminded that the questionnaireis anonymous and that their answers areconfidential. These important points werereiterated by the evaluator, the CECATIofficials who assisted in the evaluationprocess, and the SDCCD instructors.

Instructors and Instructors' TeachingPractices

Explained Course Materials WellThe participants expressed overwhelmingsatisfaction with the manner in which theinstructors explained the course material.Ninety-six percent of the participants agreedthat the instructors presented the coursematerials clearly.

Treated Participants with RespectThe vast majority of participants indicatedthat their instructor treated them with respectand courtesy. Across the ten classes, 98% ofthe participants strongly agreed or agreedwith this survey question. A major focus ofthe Ford grant and EEP program was tofoster cultural awareness and respect. Inaccordance with these goals, theparticipants' views toward their instructorsregarding this aspect of the program werehighly favorable. It appears that anothermajor goal of the program was thusachieved.

Motivated Participants to LearnThe participants were very pleased with themotivational ability of the instructor ininspiring participants to learn. Whether theparticipant had a clear understanding ofcourse concepts or not, there wasoverwhelming agreement that the SDCCDinstructors were motivating. Approximately96% of the respondents strongly agreed oragreed with this survey question.

Clarified Course ObjectivesFrom the beginning, the instructors specifiedthe course requirements and objectives tothe participants. The participants affirmedthis practice; overall, 88% of the participantsexpressed satisfaction with the manner inwhich instructors clarified the requirementsand objectives of the course.

Exhibited Strong Organizational SkillsGenerally, participants praised theirinstructor's organizational skills in theclassroom. Over 92% of the respondentsagreed that their instructor exemplified thischaracteristic .

Showed Interest and EnthusiasmApproximately 99% of the participantseither strongly agreed or agreed, that theirinstructor exhibited high interest and

2 4


enthusiasm in conducting the course. Theseexceptionally high participant ratingsillustrate the instructors' dedication to theirparticipants, to the program, and to theirfield of expertise.

Encouraged Class ParticipationNinety-six percent of the participants agreedthat their instructor created and fostered aclassroom environment where they feltencouraged to participate and ask questions.

Provided Clear and Complete Answers toQuestionsApproximately 96% of the participantsreported that their instructor clearly andthoroughly answered their questions.Despite language differences between theparticipants and the instructors, theparticipants almost unanimously expressedthat their instructor gave them satisfactoryresponses and clarified course concepts.These results demonstrate the resolutecommitment that both the instructors andparticipants have made to the course and tothe learning process.

Used Examples and IllustrationsOver 95% of the participants reported thattheir instructor used examples andillustrations to facilitate the comprehensionof new concepts and ideas. In two of theten classes, all participants agreed orstrongly agreed that the instructor usedconcrete, relevant examples and illustrationsin communicating course content andobjectives.

Provided Clear Summaries of CourseContentThe instructors summarized course conceptsto emphasize main points or ideas. Over90% of the participants (91.5%) agreed thattheir instructor practiced this teachingtechnique.

Gave Specific and Useful FeedbackGenerally, the participants stated that theirinstructor offered them specific and usefulcomments to improve their work. Theavailability of a translator varied the resultsslightly, but overall participants (82%) feltthat the instructor's feedback wassatisfactory and aided them to attain betterperformance.

Presented Concepts in a Clear and LogicalMannerThe vast majority of the participants (93%)stated that their instructor presented theconcepts in a manner that was easy to followand to comprehend. Congruent withparticipant ratin as previously stated, thispositive evaluation illustrates the highteaching quality and professionalismdemonstrated by the SDCCD instructors.

Participants Acquired Useful KnowledgeThis evaluation question is of particularvalue in assessing the impact of the EEP-98project. To the extent that participantsindicate they acquire useful knowledge thatthey can use to train other participants, thenthe program is that much more of a success.Overwhelmingly, the participants attested tothe applicability of the material presented inthe course. Approximately 96% of theparticipants agreed that they had acquiredvaluable information and skills. Theparticipants' positive evaluation of thepersonal worth of the course reiterates thehigh regard participants held for theinstructors and the course overall.

The Course Met Important Aspects ofParticipants' Training NeedsSpecifically, the information and skillsgained by the participants had directlyfulfilled their training needs andexpectations for the course. The majority ofthe participants (87%) affirmed theirtraining requirements were fulfilled.

25


Course Content

Content ExpectationsThe participants (87%) indicated that thecontent of the course met their expectations.This positive evaluation reinforces theparticipants' overall satisfaction with thecourse and successful achievement of thegoals originally defined by the Ford grant,the EEP program, and the participants.

Printed MaterialsEven though most of the handouts andprepared materials were in English, 92% ofthe participants were pleased with the clarityand accessibility of the printed materials.

Training ApplicabilityThe courses were carefully selected to meetspecific training needs of the participants.Thus, one of the key constructs to beassessed in the evaluation was the courses'direct usefulness to the participants' currentwork and career. The majority of theparticipants (95%) agreed the training theyreceived was pertinent and applicable. Theparticipants clearly expressed that thisprogram goal was met.

Course LengthThere was somewhat less agreement that thecourses were of sufficient length to meettraining needs. Many participants wouldhave liked the courses to have lasted longer.However due to budget constraints,programs were by necessity limited inlength. Even so, over two-thirds (68%) ofthe participants reported that the length ofthe course was sufficient to meet theirtraining needs.

The Environment

Language DifferencesThe availability of a skilled translatoraffected this participant evaluation of the

program to some extent. Twenty-threepercent of the respondents agreed thatlanguage differences were a hindrance tolearning in the course. Translation wasfound to help tremendously.

Cultural DifferencesSimilarly, the availability of a skilledtranslator influenced the participants'perception about the affect of culturaldifferences on the understanding and theapplication of course materials. Sixteenpercent of the participants felt that culturaldifferences hindered the learning of coursematerials.

EquipmentOverall, most of the participants expressedsatisfaction with the availability ofequipment to facilitate training.Approximately 85% of the participantseither strongly agreed or agreed to thissurvey question.

Course Impact

Participants' Ability to Teach and TrainOthersAnother main goal of the program was totrain the participants to become betterinstructors themselves. The participantsaffirmed that this goal was successfullyachieved. Approximately 93% stated thatthe course has increased their ability to teachand train others.

Participants' Ability to Prepare OthersThe participants stated that because they hadcompleted the course they are better able toprepare others to met training and thetechnical requirements of work. Themajority of the participants (92%) expressedthat they are able to prepare theirparticipants more effectively and efficientlyto meet job demands.

2 6


Overall Course RatingConsistent with the highly positiveresponses given by the participantsthroughout this report, 96% of theparticipants reported that, overall, the coursewas excellent or good. The high proportionof overall satisfaction is reflective of thegeneral success of the program from theparticipant's point of view.

SummaryParticipant perceptions of the value of theEEP-98 program were consistently high.The program this year encompassed manymore training sites and locations than inprevious years, evaluations were among thehighest yet received in the four years of theprogram. Program logistics were muchmore complex and coordination of programactivities a greater challenge than in yearspast; however, the quality of theinstructional program was judged to be aresounding success. This is a testament tothe quality of the SDCCD faculty, thereceptiveness and flexibility of theparticipants, and the coordination efforts ofSDCCD and CECATI staff in San Diegoand Mexico City, and the local CECATIdirectors.

High marks were given for the usefulnessand clarity of course content. Most felt thatthey had profited tremendously from theirinvolvement in this program and that theywould be better teachers upon return to theirown CECATI site. Thus a major goal of theprogram, the improvement of the capacity ofthe CECAT1 institutions to deliver technicaleducation in the republic of Mexico appearsto have been met. Although the program isrelatively small compared with the statedneeds of CECATI officials for technicaltraining, this evaluation suggests thisapproach works well, and is well receivedby participants.

2 7


Participant Evaluation

23

CECATI

Educators Exchange Project

Participant Evaluation

Ford Foundation SDCCD

Your opinions and feedback are important. Your responses and comments on thisquestionnaire will tell us whether this course met your needs and provided you with newskills and knowledge, and the ability to apply these new skills. The information youprovide us can help us to improve our training and preparation of other participants. Beassured that your responses will remain confidential

Please take a few minutes to complete this questionnaire. For each of the questions,please circle the one response you feel best describes your opinion or belief.Thank you.

Course Title:

Instructor:

Location:

Background Questions

1. What is your age?

2. Are you Male or Female ? (Circle Correct Response)

3. What state of the Republic of Mexico are you from?

4A. Language proficiency Before the Course:

Fair OGood EI Excellent

4B. Language proficiency After the Course.

0 Fair 0 Good E Excellent

28


5. Please circle the letter that best describes your reason for attending this courseA. To prepare for employment in a new career.B. To prepare for job change or advancement in my same career.C. To improve my ability to perform at my present job.D. To improve my skills, but not necessarily for employment reasons.E. To achieve a purpose not listed above.

6. Please indicate the highest degree or certificate you have earned.

7. How many years of education have you completed?

8. Do you have a physical disability? 0 Yes

9. What best describes yourProfessionalTechnical

O CraftsmanO Business ProprietorO Clerical

No

Father's occupation?O SalesO FarmingLII ManagerLI Other:

Feedback About Your Instructor StronglyAgree

Agree Neutral Disagree StronglyDisagree

10. The instructor explains the course material well. 1 2 3 4 5

11. The instructor treats the participants with respect andcourtesy. 1 2 3 4 5

12. The instructor encourages participants, including thoseexperiencing difficulty. 1 2 3 4 5

13. From the beginning, the instructor made therequirements and objectives of this course clear. 1 2 3 4 5

14. The instructor consistently demonstrates strongorganizational skills. 1 2 3 4 5

15. The instructor shows interest and enthusiasm inconducting the course. 1 2 3 4 5

16. In this class, I feel comfortable participating andasking questions. 1 2 3 4 5

17. The instructor provided clear and complete answersto questions raised in class. 1 2 3 4 5

2 9


Feedback About Your Instructor StronglyAgree


18. The instructor used examples and illustrations toteach the course that helped me to betterunderstand new concepts and ideas. 1 2 3 4 5

19. The instructor provided clear summaries of thecourse content. 1 2 3 4 5

20. The instructor makes specific, useful commentsabout my work. 1 2 3 4 5

21. The information in this class was presented ina clear, logical, and understandable manner. 1 2 3 4 5

22. I acquired useful knowledge or skills. 1 2 3 4 5

23. The topic of the course covers all aspects ofrequired training. 1 2 3 4 5

Course Content StronglyAgree

Agree Neutral Disagree Strongly

Disagree

24. The information presented in this course met myexpectations. 1 2 3 4 5

25. Printed materials were clear and understandable. 1 2 3 4 5

26. The training I received was directly applicableto my work and career. 1 2 3 4 5

27. The length of the course was sufficient to meettraining objectives. 1 2 3 4 5

Process and Environment Strongly

Agree


28. In general, language was not a barrier tounderstanding and applying course material. 1 2 3 4 5

29. In general, cultural differences between myself andthe instructor did not present any problems inunderstanding and applying course material. 1 2 3 4 5

3 0


Process and Environment StronglyAgree


30. Necessary equipment was available. 1 2 3 4 5

31. My ability to teach and train others will increaseas a result of this class. 1 2 3 4 5

32. After this course, I will be able to prepare participantsmore efficiently for their job requirements. 1 2 3 4 5

Overall Rating Excellent Good Neutral Poor Very Poor

33 Overall, I would rate this course as: 9 4

Comments

What are the best things about this course?

How can the course be improved?

What was the most valuable thing you learned?

What was the most difficult aspect of this course?

Additional comments you wish to provide?

31


Instructor Evaluation

27

SDCCD

Educators Exchange Project IllSummer, 1998

Instructor Evaluation

Ford Foundation CECATI

Your opinions and feedback are important. Your responses and comments on thisquestionnaire will tell us whether this course met the needs of your students andprovided you with new skills and knowledge. Also, any comments or observations youcan make on the local arrangements, logistics, transportation. materials, andinstructional support will help us to make improvements in the program. Thank you.

1. What were your training objectives for the course?

2. Were you able to achieve your training objectives? Why or why not?

3. Was the length of the training program adequate to meet the course objectives?Provide any additional comments as necessary.

4. What could have or should have been done to improve the program from yourperspective as a classroom instructor?

32


5. Please indicate you Spanish language proficiency before and after the course.

5a. Speaking skills BEFORE the course.

A. Excellent B. Good

5b. Speaking skills AFTER the course.


5c. Writing skills BEFORE the course.


5d. Writing skills AFTER the course.


5e. Reading skills BEFORE the course.


5f. Reading skills AFTER the course.


C. Fair D. Poor

C. Fair D. Poor

C. Fair D. Poor

C. Fair D. Poor

C. Fair D. Poor

C. Fair D. Poor

5g. Comprehension (listening) skills BEFORE the course.

A. Excellent B. Good C. Fair

5h. Comprehension (listening) skills AFTER the course.

A. Excellent B. Good C. Fair

D. Poor

D. Poor

For the next three questions, please indicated your level of agreement with the followingstatements:

6. During my stay in Mexico, my knowledge of local customs and traditions improvedsubstantially.

A. Strongly Agree B. Agree C. Neutral

7. During my stay in Mexico, my knowledge of education and training delivery systemsin Mexico increased substantially.


8. My knowledge of the issues and challenges that confront training delivery systemsin Mexico increased substantially.


33


9. Did you have problems obtaining necessary equipment, supplies, tools, or otherinstructional materials? What could be done to improve the readiness andavailability of instructional materials? What could be done to improve the readinessand availability of instructional materials?

10. Please describe how your participation in this program has improved youreffectiveness as a classroom instructor here in the United States?

11. What tangible benefits or outcomes do you see for your community college here in

the United States as a result of this program and your participation?

12. How will your participation in this program facilitate the integration of globaleducational concepts into your courses here in the United States?

13. For instructors that participated in prior years, have there been notableimprovements in the program from a logistical and coordination standpoint?

14. Please tell us any other ideas or suggestions you might have that would help theEducator Exchange Program to be more successful in providing technicalassistance to education and training providers in Mexico?

3 4


15. Please tell us any other ideas or suggestions you might have that would assist inthe integration of global educational concepts and perspectives into the communitycollege curriculum.

16. Describe other activities you did while in Mexico such as visiting with students,touring factories or other schools, or attending cultural events. How will thisknowledge help you in your classroom instruction here in the United States?

17. Would you participate again? Please provide additional comments as to why orwhy not and any other observations about how to improve the program.

Course Title

Instructor's Name

Location of Training in Mexico

Thank you for completing the survey. If you conducted any kind of informal classroombased research such as pre-post tests of course content, please forward your data tome so I can analyze it and put into our evaluation report. Thank you again for your help.

Bill ArmstrongSan Diego Community College DistrictResearch and Planning

35


Responses to the Instructor Evaluation

1. What were your training objectives for the course?

Electronics, Ken Wilson:A. Provide two certifications: NARTE (31d class radio and telecommunications

technician) and CET (Certified Electronic Technician).B. Provide project based instructionC. Teach digital television

Jewelry Making, Deborah Jemmott:To train the students in the current jewelry making techniques using current toolsand supplies.

Textiles and Tailoring Techniques, Rosa M. Shook:To teach the basic skills in the area of tailoring.

English as a Second Language, Marina Zamora Vera:To present teaching techniques and learning styles:A. ESL modulesB. Cooperative skillsC. FormatD. Myers-Briggs Personality Inventory

Wood Framing House Construction, Paul S. Cecil:Teach students how to wood frame a house and explain all components of framingincluding codes and safety conditions.

Automotive Maintenance, Ray Quon:Training in current automotive technology using Power Point in the training.Translating English to Spanish in Power Point.

Tourism and Travel Agencies, Victor Guerra:My part in this course was to teach reservations, fares, and ticketing. Domestic andinternational.

Tourism, Blanca Aguilar-Guerra:Excellence in service, because tourism is a service field.

Jewelry Enameling, Correen Kaufman:To teach enamel and related metal work, most specifically, the techniques ofchampleve, cloisonne, bastaille, and plique-a-jour.

3 6


2. Were you able to achieve your training objectives? Why or why not?

Electronics, Ken Wilson:Yes, 18 of 30 students passed the NARTE. Results are not in for the CET.Students built a micro-trainer which could be added to in later classes. The lateststate-of-the-art digital television concepts were provided.

Jewelry Making, Deborah Jemmott:Yes, I brought the tools and supplies I needed with me and the students were eagerto learn.

Textiles and Tailoring Techniques, Rosa M. Shook:Yes, I was able to complete the program's goals according to the schedule. Thematerials, the supplies, and the equipment were adequate for the task.

English as a Second Language, Marina Zamora Vera:All the training objectives were achieved due to the teamwork and effort of thestudents, instructor, and the CECATI director, and the rest of the staff from SanDiego and Mexico.

High-Temperature Ceramics, Yoon Chong Kim:Yes, I was able to do 95% of my objectives mainly due to the small electric kiln Ibrought which can reach high temperatures within a few hours. We were able totest many local clays and materials and make a decision how we use them in clayand glaze formulas. I also showed many surface decoration and firing techniquesthat can be incorporated with their products.

I don't know how much of what we did can be applied to their near future. Lessthan 1/3 of my class were teachers from CECATI and many of them have noceramic facilities. Two-thirds of my class were ceramic factory owners, many ofthem do not have a kiln that can go up to high temperatures nor available clay thatcan withstand higher temperature. If they were to use one of my formulas it wouldbe more expensive to produce their products. I did some low-temperature clay andglaze formulations, too.

Wood Framing House Construction, Paul S. Cecil:Yes, very much so.

Automotive Maintenance, Ray Quon:Yes, I achieved my training objectives. I achieved my objectives with the help andsupport of the school and the District.

Tourism and Travel Agencies, Victor Guerra:Yes, as a basic training.

3 7


Tourism, Blanca Aguilar-Guerra:Yes, being able to show them the best of both worlds (USA and Mexico).

CNC, John C. Bollinger:I was able to meet most of my training objectives, this was largely do to the amountof extra work that everyone helped supply.

Some of the equipment that was promised to be working upon our arrival was, in

fact, not working and our promised support was not allowed to join us as had beenpromised. This caused a lot of extra work. I was not able to use the CNCmachines because of the extra time the laboratory preparation required.

Jewelry Enameling, Correen Kaufman:Yes, I had very good students. The support at CECATI #166 and from the programadministrators at SDCCD was superb.

3. Was the length of the training program adequate to meet the courseobjectives? Provide any additional comments as necessary.

Electronics, Ken Wilson:Yes.

Jewelry Making, Deborah Jemmott:The length of time was fine- if we had more time, we would have covered moreinformation. On three of the days, we worked late to be able to finish work.

Textiles and Tailoring Techniques, Rosa M. Shook:Three weeks were sufficient to cover all the objectives of the course.

English as a Second Language, Marina Zamora Vera:A total of 120 hours (eight hours a day for three weeks). The length of the programwas adequate to meet the training objectives.

High-Temperature Ceramics, Yoon Chong Kim:Yes, it was adequate. It could be shortened into three weeks, if we worked longerhours.

Wood Framing House Construction, Paul S. Cecil:Yes.

Automotive Maintenance, Ray Quon:The length of the training was adequate because the students were automotiveinstructors and all they needed was updating.

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Tourism and Travel Agencies, Victor Guerra:It was adequate for basic training, but more time would be required for a completecourse.

Tourism, Blanca Aguilar-Guerra:Yes, for a basic course. Naturally there is always need for continued training.

CNC, John C. Bollinger:The overall length of time was sufficient. It would have been easier to have onemore week with the students.

Jewelry Enameling, Correen Kaufman:Yes, however, the intensive nature of the course and the technical nature of thematerial presented left me feeling that my students were stuffed to the point ofoverload. More time would have been nice, but not essential.

4. What could have or should have been done to improve the program from yourperspective as a classroom instructor?

Electronics, Ken Wilson:Better support from the United States was needed. It took too long for equipment toarrive.

Jewelry Making, Deborah Jemmott:(1) I should speak Spanish.(2) I should know ahead of time how many students have never done jewelry and

how many are advanced and how advanced they are. I had four students with20 to 30 years in the jewelry making field and eight who had never worked inmetal before. If I had known that, I would have prepared differently.

(3) The equipment in the photos provided was never in the classroom (the largeequipment) and I have no idea whose equipment they sent photos of!

Textiles and Tailoring Techniques, Rosa M. Shook:The participants should have been better informed about the content of the coursebefore they were selected to participate.

English as a Second Language, Marina Zamora Vera:To have the Mexican Committee meet at the border to transport the materials sothat we get the materials before the class starts.

High-Temperature Ceramics, Yoon Chong Kim:I think that reading the evaluation of previous teachers who taught there would helpto prepare better.

To understand the background of your students and what they really want and whatthey can utilize after the class. My emphasis of teaching high-fire ceramics was

3 9


more of a long-term project, even though that was the course they had requestedme to teach.

Automotive Maintenance, Ray Quon:More time to prepare for this training course before I had to go to Mexico.

Tourism and Travel Agencies, Victor Guerra:I needed more instructional material.

Tourism, Blanca Aguilar-Guerra:Since I am from the private sector, I probably needed more teaching materials(educational materials).

CNC, John C. Bollinger:In the future, we must be assured that the things we are promised are in factdelivered. As stated in question 1, much work and many hours we required by all tomake up for the lack of advance staff work that we were depending upon. Duringour first week that was designed for the setting up of equipment and installation ofsoftware, our workday probably averaged from 9:00 AM to 9:00 PM.

We were promised that a laboratory technician at CECATI 80 a week in advance of

our arrival ensuring that the hardware was ready for us to install our software. Thislaboratory technician was to continue assistance through the entire course. WhenI arrived I found that the director from CECATI 89 would not let the laboratorytechnician go to CECATI 80, not only for the pre-course work but also for the entireexchange program. It took two days after we arrived to have this problem rectified,requiring the State Director's involvement.

One of the computers that was on loan to the school was secured with a password.No one could use the computer. It took the Director of CECATI 80 many days andmany telephone calls to finally convince the computer owners to give us therequired code.

Even though we were promised that the network would be up and running upon ourarrival, there wasn't even enough electrical outlets to plug them into. Because ofthis we had to move the computers to the power source for installation and thencarry them back to their station position. The technicians from Mexico City had tohave known this when they brought the computers in originally. If they would havenotified the Director of CECATI 80, this would not have been a problem.

We were promised a working CD-Rom on our file server to install the requiredsoftware. The CD-Rom did not work at all. We never did get it working. If I hadn'tspent the many extra hours in San Diego preparing for this possible problem, wewould have had to cancel our program until we had the problem solved. Not havinga working CD-ROM caused us to waste a great deal of time and energy.

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Jewelry Enameling, Correen Kaufman:The tools and materials arrived right before class began. If I could have spent theprevious weekend setting up, I would have been less rushed at the end.

5. Please indicate you Spanish language proficiency before and afterthe course.

Instructor Speaking Skills Writing Skills Reading Skills Comprehension

Before After Before After Before After Before After

Hi. Temp. Ceram.,Y. C. Kim Poor Fair Poor Fair Poor Fair Poor FairWood Framing,P. S. Cecil Poor Fair Poor Poor Poor Poor Poor PoorESL,M. Z. Vera Good Good Good Good Good Good Good GoodTourism,B. Guerra Excellent Excellent Excellent Excellent Excellent Excellent Excellent ExcellentTourism,V. Guerra Excellent Excellent Excellent Excellent Excellent Excellent Excellent ExcellentAutomotive,Ray Quon Poor Fair Poor Poor Poor Poor Poor FairCNC,J. C. Bollinger Poor Poor Poor Poor Poor Poor Poor Poor

Jewelry Enamel,C. Kaufman Poor Good Poor Good Poor Good Poor GoodElectronics,K. Wilson Poor Fair Poor Good Poor Good Poor FairJewelry Making,D. Jemmott None Poor None None None Poor Poor FairTextiles,R. M. Shook Good Good Good Good Good Good Good Good

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Knowledge of Mexican customs, traditions, and training delivery systems:

37

Instructor Question 6:My knowledge of local

customs and traditions hasimproved substantially:

Question 7:My knowledge of training

delivery systems in Mexicohas increased substantially:

Question 8:My knowledge of issues and

challenges confrontingtraining delivery systems in

Mexico has increasedsubstantially:

Hi. Temp. Ceram.,Y. C. Yoon

Agree Agree Agree

Wood Framing,P. S. Cecil

Agree Strongly Agree Strongly Agree

ESL,M. Z. Vera

Strongly Agree Strongly Agree Strongly Agree

Tourism,B. Guerra Strongly Agree Strongly Agree Strongly Agree

Tourism,V. Guerra Strongly Agree Strongly Agree Strongly Agree

Automotive,Ray Quon Strongly Agree Agree Strongly Agree

CNC,J. C. Bollinger Agree Agree Agree

Jewelry Enamel,C. Kaufman Strongly Agree Strongly Agree Strongly Agree

Electronics,K. Wilson Strongly Agree Strongly Agree Strongly Agree

Jewelry Making,D. Jemmott Strongly Agree Agree Strongly Agree

Textiles,R. M. Shook Strongly Agree Agree Agree

9. Did you have problems obtaining necessary equipment, supplies, tools, orother instructional materials? What could be done to improve the readinessand availability of instructional materials? What could be done to improvethe readiness and availability of instructional materials?

Electronics, Ken Wilson:Yes! Good question.

Jewelry Making, Deborah Jemmott:More accurate information as to what equipment is available. Much of theequipment was newly purchased for this class. I could have given input that couldhave helped spend some of the money more wisely. Once I was here andteaching, the people at the CECATI were helpful, cooperative and worked very hard

to get everything I needed quickly.

Textiles and Tailoring Techniques, Rosa M. Shook:Everything that was needed was provided in a timely manner.

4 2


English as a Second Language, Marina Zamora Vera:Maybe leave five days earlier to prepare the classroom, materials, and arrange acontract with an outside company to make copies. The school's Xerox machinehad a tendency to break.

High-Temperature Ceramics, Yoon Chong Kim:CECATI should have been ready with all the available local clay and glazematerials. They sent me a list of materials ahead, but none of the available localclay lists were sent. I now have the names of local clay distributors.

When I requested the one ton of clay, the clay was not mixed with the water andaged. It was not the hand-building or throwing clay body that I expected, butcasting clay which was almost impossible for me to use for my decoration andbuilding technique. It took some time to test their clay and mix the clay body that Ican use properly. I would like to see all the materials organized into differentgroups of containers.

Wood Framing House Construction, Paul S. Cecil:No.

Automotive Maintenance, Ray Quon:All necessary equipment, supplies, etc., should be sent to Mexico one month priorto our arrival date.

Tourism and Travel Agencies, Victor Guerra:No problems at all. All the material was there on time.

Tourism, Blanca Aguilar-Guerra:We sent most of our materials in advance so that the only thing lacking was directconnection with the airlines systems, but we managed.

CNC, John C. Bollinger:I had no problem in this area, I took everything I needed with me.

I think that we were better prepared this time than the past two trips. I still got stuckin customs, but only for a short time. I think that due to Rafael Alvarez's excellentwork this time went smoother than before.

Jewelry Enameling, Correen Kaufman:Materials from the USA arrived late. Longer planning time and bettercommunication with the site would have resulted in eliminating the few problems wehad.

4 3


10. Please describe how your participation in this program has improved youreffectiveness as a classroom instructor here in the United States?

Electronics, Ken Wilson:I am more culturally aware. I try to select the best word for the subject, i.e.,avoiding slang.

Jewelry Making, Deborah Jemmott:I really enjoyed teaching 5 days a week 6 hours a day with the same students- wecould get more involved with projects than my U.S. classes. I think it helped mefocus on more involved projects. I have also seen new techniques and new waysof doing things that will make me a better teacher.

Textiles and Tailoring Techniques, Rosa M. Shook:Working with a group of teachers has helped me to be prepared for the challengesof dealing with students who expect excellence in the instructional process.

English as a Second Language, Marina Zamora Vera:I've come to appreciate all the training that I've received in the U. S. through thisexperience. I was able to understand some of their educational needs.

Automotive Maintenance, Ray Quon:Have knowledge of my Spanish-speaking students learning abilities compared tomy English-speaking students learning abilities.

Tourism and Travel Agencies, Victor Guerra:I was able to work with different types of instructors and that helped me understanddifferent points of view.

Tourism, Blanca Aguilar-Guerra:This program enriched my knowledge of how lucky we are in the USA.

Jewelry Enameling, Correen Kaufman:Because of the language difficulty, I found that I needed to clarify what I thoughtwas already a "bare bones" technical delivery system. I found myself using theblackboard more for diagrams and written words that seemed to fix the techniquesand concepts better in the students' minds.

11. What tangible benefits or outcomes do you see for your community collegehere in the United States as a result of this program and your participation?

Electronics, Ken Wilson:Future classes

4 4


Jewelry Making, Deborah Jemmott:I have more to offer my students, culturally and technically because of theexperiences I've had here in Mexico. I have a better understanding of the culture inOaxaca and how the art here relates to everyday life. I will be able to use thisattitude toward art and jewelry making to be a better instructor. And the peoplehere think the San Diego Community College system is the best in the whole world.

Textiles and Tailoring Techniques, Rosa M. Shook:Since I dedicated a great deal of time to the subject of tailoring, conductinginvestigations, and experiencing new techniques, I feel that I am moreknowledgeable, more proficient and a better instructor.

English as a Second Language, Marina Zamora Vera:It was a tremendous challenge to teach abroad. This experience sharpened all ofmy skills. I've become a more focused and stronger teacher and a better teamplayer. It also opens more communication between the two countries.

Automotive Maintenance, Ray Quon:It gave me knowledge of how to train my Spanish students better and to teach thema little differently. I saw the benefits of using Power Point in the classroom inautomotive training.

Tourism and Travel Agencies, Victor Guerra:The benefit I see is that the SDCCD will be very well recognized all over Mexicoand I feel great for being part of it.

Tourism, Blanca Aguilar-Guerra:If I were permitted to participate in the advisory committee, I could share mypersonal experiences with the SDCCD. Since I am not a teacher at the college, myexperiences would be most enriching.

Jewelry Enameling, Correen Kaufman:I had to, in essence, rethink my entire teaching methodology. My teaching here willbe clearer and more creative. I already encourage students' questions andfeedback, but it is something I need to emphasize even more strongly.

12. How will your participation in this program facilitate the integration of globaleducational concepts into your courses here in the United States?

Jewelry Making, Deborah Jemmott:I will be able to teach a Oaxacan filigree technique that has almost died out, but oneof the students who had over 30 years of jewelry making experience shared hisknowledge and now I can teach others.

4 5


Textiles and Tailoring Techniques, Rosa M. Shook:Tailoring is a universal language. The techniques are similar and agreeable in anylanguage. The books in English used for this course were acceptable and thebooks in Spanish used in the course will be used in my classes in San Diego.

English as a Second Language, Marina Zamora Vera:I was exposed to different cultural perspectives on teaching and learning styles. I

will now share this information with my students in the U.S.

Automotive Maintenance, Ray Quon:The use of international training and trading of technology from the U.S.A. to othercountries. Having knowledge of how to train students of different cultures and

languages.

Tourism and Travel Agencies, Victor Guerra:Since teaching in Mexico at this level was a new experience to me, I will add thisknowledge to my courses in the U.S.

Tourism, Blanca Aguilar-Guerra:It will help me to teach my staff more about the way of life in Mexico.

Jewelry Enameling, Correen Kaufman:I am much more aware of cultural differences and aspirations and I hope that myteaching will reflect this.

13. For instructors that participated in prior years, have there been notableimprovements in the program from a logistical and coordination standpoint?

Textiles and Tailoring Techniques, Rosa M. Shook:Yes, there was. The materials, supplies, and equipment were provided ahead of

time to facilitate and expedite the time of instruction.

English as a Second Language, Marina Zamora Vera:From the previous instructor's feedback. I was able to prepare better, my materials,classroom equipment and other necessary details. (I think basic necessitiesneeded to be met in all classrooms, i.e. water, toilet paper, clean rooms, etc.)

CNC, John C. Bollinger:There have been noticeable improvements but it seems that we have many of thesame reoccurring problems no matter what we do.

4 6


14. Please tell us any other ideas or suggestions you might have that would helpthe Educator Exchange Program to be more successful in providing technicalassistance to education and training providers in Mexico?

Jewelry Making, Deborah Jemmott:I brought catalogs from several jewelry supply sources in the United States, one ofwhich has a toll free number from Mexico, and left them in Mexico. I also made asample board of some of the techniques I taught, labeled it, and left it for others. I

think that the more we can document and leave the longer the instructionalinformation will last.

Textiles and Tailoring Techniques, Rosa M. Shook:There is a need to make a more careful selection of the participants in this type ofcourse.

English as a Second Language, Marina Zamora Vera:It was very important to have met with CECATI directors prior to our trip. It wasalso very helpful to have Rafael and Ken go down to Mexico and check the sitesand bring pictures and video tapes. It gave me an understanding of what I neededto prepare.

High-Temperature Ceramics, Yoon Chong Kim:If the instructors could speak conversational Spanish, it would help to understandthe student's simple questions without asking everything through the interpreter. I

had one interpreter and 30 students. Let the instructors take some Spanishcourses before going to Mexico.

To understand that most of my students are factory owners who are interested inlearning a lot about formulas but lack the over-all knowledge of chemistry of thematerials. Most of them use the mold-and-pour technique and are not interested inother building techniques unless it can be mass produced. Most of my CECATIstudents who were instructors in Mexico had limited knowledge of building ordecorating techniques or had no ceramic facilities to practice, upon returning totheir schools.

Automotive Maintenance, Ray Quon:Put a little of the budget aside to help support the instructors going to Mexico topurchase gifts for students and directors. Also have the directors in Mexico tell usbeforehand what they need and want when we teach in Mexico.

Tourism and Travel Agencies, Victor Guerra:It would be great to have instructors from Mexico take some courses here in theU.S.

47


Tourism, Blanca Aguilar-Guerra:I think the only thing this program is missing is the exchange of Mexican educatorsto the USA, so that they could live the experience themselves.

CNC, John C. Bollinger:I think that my major suggestions for greater success in the future would be to makesure that the internal politics are taken care of in Mexico. It is also necessary tohave Mexico City be more liable for their agreements as far as what theythemselves will do.

Jewelry Enameling, Correen Kaufman:The evaluators, the many observers and the administrators (both Mexican andU.S.) should be more sensitive to the actual schedule of the classes. Visits shouldoccur during class time for a more accurate appraisal of instruction and show upearly in the course, not the last few days of class when both the instructor and thestudents are attempting to utilize every last minute to wrap up the course.

15. Please tell us any other ideas or suggestions you might have that wouldassist in the integration of global educational concepts and perspectives intothe community college curriculum.

Jewelry Making, Deborah Jemmott:I think we need to talk to people about the experience, the customs, the work donehere, the special cultural and technical aspects of Oaxaca. Maybe a newsletter or asection of the one already used in the SDCCD could be dedicated to the sharing ofthese experiences with others.

English as a Second Language, Marina Zamora Vera:This functional agreement with Mexico has placed the District in the forefront ofeducation. It takes individual commitment and a leader with a vision to expandeducation to other countries.

Automotive Maintenance, Ray Quon:Ask other countries what their needs are in education and try to fill their needs by

sending an instructor there to do the training.

Tourism and Travel Agencies, Victor Guerra:It was the first time that I participated in this program and I believe that this programis a very complete concept.

Tourism, Blanca Aguilar-Guerra:Because it was my first time, I think it was a very complete concept.

4 8


Jewelry Enameling, Correen Kaufman:More cultural exchange of students from Mexico studying in the U.S. perhaps.Really intensive short-term courses utilizing instructors from Mexico as well. I feel Ibenefited as much, if not more, from the cultural exchange as my students did.

16. Describe other activities you did while in Mexico such as visiting withstudents, touring factories or other schools, or attending cultural events.How will this knowledge help you in your classroom instruction here in theUnited States?

Jewelry Making, Deborah Jemmott:We visited museums, churches, pueblas where artists were working, wentshopping, visited with six of the students who stayed in the same hotel daily, andothers as often as possible. We attended a dance, went to a silver mine, had afiesta, and experienced a "healing" by a herbalist in the back areas of Oaxaca. Andmuch more! This experience changed my life and it will definitely have an impacton my students.

Textiles and Tailoring Techniques, Rosa M. Shook:We visited several tailor shops in Morelia, Michoacan. I learned how they managetheir businesses and that is something I can share with my students.

English as a Second Language, Marina Zamora Vera:The group organized an appreciation talent activity for the CECATI director.Students sang, wrote poems, and danced. This took a whole week to organize.Students developed a bookmarker- these were distributed to the student body andstaff of CECATI 146.

High-Temperature Ceramics, Yoon Chong Kim:I visited factories that were run by students. I made some pieces using theirmaterials with my own decoration or a combination with theirs. We toured manyfine cities during the weekends that increased my understanding of their cultures.My students talked a lot about their families and customs.

Automotive Maintenance, Ray Quon:While I was in Mexico I visited other schools and talked to students and instructors.I learned about their needs and also learned how far their knowledge was in thatarea. This knowledge helped me here in the USA to teach my course at the properlevel and to better teach my class.

Tourism and Travel Agencies, Victor Guerra:We were at a travel agency twice for training on the computerized system and wealso visited a CECATI center in La Paz, B.C.S.

4 9


Tourism, Blanca Aguilar-Guerra:We did a city tour and visited hotels to get a better understanding of theresponsibilities of a travel agent.

Jewelry Enameling, Correen Kaufman:A few of the students would accompany me on the weekends to various otherplaces in the area and cultural events. This allowed me to spend personal time withthem and get to know what their family, professional, and daily lives are like. I think

I will be much more understanding of cultural differences and aspirations of mystudents in the US.

17. Would you participate again? Please provide additional comments as to whyor why not and any other observations about how to improve the program.

Jewelry Making, Deborah Jemmott:In a heartbeat! It's a great program. I believe I was very helpful to the beginningand advanced students. I would love to see Oaxaca become a jewelry center of thehighest quality. I think it can be and I would love to be a part of that.

Textiles and Tailoring Techniques, Rosa M. Shook:I would gladly participate again.

English as a Second Language, Marina Zamora Vera:Yes, I would love to participate again. Mexican participants (the students) shouldbe selected by March and should be informed officially of their status in theprogram, to include a formal letter of required conduct and consequences.

Local directors or central Mexico is not processing information to the students fastenough for them to know what the course is about. A description of the program inSpanish should be included.

High-Temperature Ceramics, Yoon Chong Kim:I have mixed feelings about participating again. I can do a better job if I go backthere, since I know what to expect next time. I also made many friends there andthe warm hospitality they showed to me makes me want to go back.

On the other hand, one month was quite a long time to spend all by myself withoutfamily and friends in a country where I could not speak the language.

Automotive Maintenance, Ray Quon:Yes, I would teach this exchange course again.

Tourism and Travel Agencies, Victor Guerra:It was my first experience in this program and I felt wonderful to have accomplishedmy goals. It would be great to participated again.

5 0


Tourism, Blanca Aguilar-Guerra:I would love to participate again. It was a wonderful challenge and experience.

CNC, John C. Bollinger:I am always interested in being considered for future participation. I felt that thesetrips are a great challenge as well as very fulfilling.

I would like to add that the Director of CECATI 80, Chava, Moscadera, as well ashis staff did an outstanding job during this exchange project taking care of my everyneed. They all deserve a special thanks from our District. This certainly made myprogram enjoyable as well as successful. A special thanks should also beextended to Miguel Santos from CECATI 89.

In addition to this, I would also like to add that Daniel Vasquez, my translator, waspriceless. Besides his outstanding translating abilities, he worked hard and he hadthe ability to quickly assist me in all facets of the program. He also deserves aspecial thanks from our District. Without Daniel's efforts my program would nothave been a success at all.

All of these people treated my as part of their family which isn't always easy. WhenI worked until 10:00 PM, they either helped me or if they didn't know how they toassist me in any way they could, they would just be there the whole time.

Jewelry Enameling, Correen Kaufman:Absolutely! The only improvement would have been more pre-planning time, whichwould have enabled me to be a little more efficient in ascertaining the took, and thematerial needs of the school.

5 1

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