FAIMER Education. Metrics 2016 Prepared by Shiyao Yuan, M.S., M.S.Ed, Business Analyst, FAIMER

Metrics reflect the FAIMER Institute and FAIMER Regional Institutes in major impact areas:

1. Applications 2. Impact on participants 3. Regional Institute faculty empowerment 4. Impact of projects on institutions 5. Building community: listserv, Facebook

1. Applications

3524 completed applications from 83 countries since 2001.

Table 1 Number of FAIMER fellowship applications in 2015 and 2016 by Program

Brazil CMB-CMU

CMCL GSMC MUFIILIPE PSG SAFRI FAIMER Institute

2015 84 21 32 55 28 72 31 34

2016 108 23 54 48 30 77 30 50

Change �29% �10% �69% �13% �7% �6% �3% �47%

Highest number of applications (all programs): India (1659), Brazil (659), China (138), and South Africa (132).

Compared to regional institutes, the FAIMER Institute applications have a broader geographic distribution. Through 2015, there are 797 applicants from 71 countries. Figure 1 shows the geographicdistribution of FAIMER Institute applications and acceptance ratio in each country.

1296 fellows are currently enrolled in a fellowship program or have completed the fellowship program. Countries with highest number of FAIMER fellows are India (568), Brazil (295), China (97) and South Africa (85). Figure 2 shows the geographic distribution of all FAIMER fellows through 2016.

Figure1: FAIMERInstituteApplicantsby Country

Includesall797applicationsfortheFAIMER Institutethrough2016.Thesizeofthepiechart showsthenumberofapplicationsineachcountry,andthecolorcodingineachpiechart representstheproportionoffellowshipsamongtheapplications.

1

Figure 2: FAIMER Fellows by Country

Includes all 1296 fellows who are currently enrolled in a fellowship program or have completed the fellowship program.

2

2. Impact on participants

Fellows complete a “retrospective pre- post” survey at theend of their first residential session (Session 1), and at theend of their second residential session (Session 3). Figure 4 shows the survey response from participantswho completed Fellowships in 2016 across all programs.The bar chart represents the percent of respondents with “above average” retrospective pre-post knowledge ratings. Fellows reported a gain in knowledge at the end of Session 1 as compared to the beginning of Session 1 in allcurriculum categories, and a gain in knowledge at the end of Session 3 in all categories but Project Management and Evaluation.

Table 2 Effect size for “above average” knowledge rating across S1 Pre, S1 Post and S3 Post

Figure 3: Curriculum Themes

Cohen’s d Mean SD

S1 Pre 2.31

0.18 0.13

S1 Post 0.41 0.61 0.21

S3 Post 0.69 0.17

Figure 4: FAIMER Curriculum Retrospective Pre-Post Knowledge Ratings

3

3. FAIMER Regional Institute faculty empowerment

We expect local faculty to assume a greater in teaching over time. 103 out of the 348 (30%) total FRI faculty have taught at least 5 years at FRIs. Of the 348 total FRI faculty across all years and programs to date, 289 have taught at one FRI, 35 faculty have taught at two FRIs, 13 at three FRIs, 6 at four FRIs, 4 at five FRIs and 1 at all eight FRI. Figure 5 shows a growing trend of regional faculty across all programs.

Figure 6 shows the proportion of program faculty who are graduates of a FAIMER fellowship. In 2016, 100% of CMCL FRI faculty are FAIMER fellows, 79% for GSMC, 59% for MUFIILIPE, 73% for PSG 89% for SAFRI, 84% for Brazil FRI, 65% of CMB-CMU FRI, and 69% for SMU FRI.

Figure5: FRIFacultywhoresideinprogramregions

Figure6: FRIFacultywhoareFAIMERFellows

4

4. Impact of projects on institutions

We ask alumni and fellows to provide the current status of their education innovation projects. In 2016, 151 Year 2 fellows and 243 alumni responded to this question. As shown in Figure 7, 33% Year 2 fellows and 45% alumni reported that their projects have been institutionalized (incorporated into curriculum, policies and/or procedures), and 39% Year 2 fellows and 41% alumni reported that their projects have been replicated (in a different course, module, year, setting, or country). Other projects are ongoing, have ended or have no reported status.

Figure 7: % of Projects Institutionalized or Expanded.

5

Figure8: SupportiveandObstructiveConditionsforProjects

Fellows and alumni are asked to identify the supportive and constructive conditions affecting project institutionalization and expansion, and result is shown in Figure 8. The following forces against and facilitators of projects need to be considered as potential interacting influences within a context of complexity.

• Commonly reported forces against projects are the need for more resources, faculty inertia and resistance, and challenges in institutional environment.

• Commonly reported project facilitators include self-motivation, support of FAIMER faculty and fellows, students, faculty, and institutional leadership.

6

5. Building community: listserv and Facebook

Listservs support the FAIMER community through knowledge sharing and exchange, collaborations, and social support among fellows, alumni, and program faculty.

SAFRI

CMB-CMU

Figure 9: Number of Posts on Listserv by FRI (July 2015-June2016)

7

Facebook (https://www.facebook.com/FAIMER.CommunityofEducators )

8