Learn all about the Faculty Development and Wellbeing Model (MDBF), an initiative designed to promote the comprehensive development of Tec de Monterrey’s faculty members. The Faculty's Development and Well-being Model (MDBF) addresses the current needs of our academic community, integrating not only the strengthening of teaching competencies but also the well-being, career path, and impact of each professor. The MDBF represents a more comprehensive, humane, and strategic vision of our faculty's development. The Faculty's Development and Well-being Model (MDBF) fosters a strong institutional culture, focused on the human and professional development of those who form our academic community. It is designed to promote self-management and the comprehensive growth of our faculty. Based on principles of active learning, this model promotes the development and strengthening of teaching competencies for impactful teaching, articulated in five key areas: Teaching Excellence Educational Innovation and Technology Professional Development Lifelong Learning Faculty Wellbeing We invite you to watch this video resource, where you will clearly learn about the main features, processes, and stages of the Faculty Development and Well-Being Model (MDBF). Discover the six competencies that shape it, as well as the benefits of participating in this development process, which promotes both professional growth and the well-being of the faculty. Through this video tutorial, learn how to access the private section of the Faculty Development and Well-Being Model (MDBF), called My Development. This space, exclusively for Tecnológico de Monterrey faculty, will allow you to manage your progress, certify competencies, and monitor your development within the model. In addition to the videos and the tutorial, we also provide an extended document that delves into the foundations, scope, and guidelines of the Faculty Development and Well-Being Model (MDBF). This material will help you thoroughly understand each of its elements and how they are connected to your teaching development. To complement this resource, you will also find a glossary of terms that will help you become familiar with the key language and concepts of the model, making it easier for you to participate in and fully benefit from this initiative. We invite you to learn from the experience of those who have already begun their journey in competency development. In this section, you will find the testimonies of two undergraduate faculty members who participated in the first MDBF pilot and successfully achieved the competency “Integration of Technology for Learning.” Their stories demonstrate how the model drives innovation in teaching practices, strengthens professional growth, and inspires more professors to join this development process. The Faculty's Development and Well-being Model (MDBF) strengthens institutional efforts aimed at the development and consolidation of the faculty. Its main features are as follows: Starting in August 2025, through the Faculty's Development and Well-being Model (MDBF), you will be able to manage the development of your teaching competencies in the areas of Teaching Excellence and Educational Innovation and Technology. Each area integrates three competencies, totaling six teaching competencies available. Next, we share the six competencies and their descriptors with you, so you can become familiar with the key elements that guide their development and application in teaching practice. Faculty's Development and Well-being Model (MDBF) offers a range of training experiences designed to strengthen your key teaching competencies. These experiences, organized into suggested development pathways, will guide you step-by-step in meeting the learning elements of each competency, ensuring a relevant, innovative, and high-impact educational practice for your students. Area: Teaching Excellence Competency: Design of Teaching and Learning Experiences Awareness for Competency Development Path to Teaching Success: Creating Captivating Classes Universal Design, Neurodiversity, and Belonging Designing Person-Centered Experiences Strategies and Didactic Methodologies for Designing Learning Experiences Learning Experience Design (LXD) Competency: Faculty Collaboration Effective Peer Feedback Faculty Collaboration Effective Communication for Faculty Collaboration Building Communities of Practice Bootcamp: Collaborative Competencies in Teaching Practice Competency: Competency Assessment and Feedback Design of Assessment Instruments Learning Feedback Assessment Strategies Assess and Provide Feedback for Learning Enhance the Experience with Meaningful Assessments Authentic Assessment Bootcamp Area: Educational Innovation and Technology Competency: Educational Innovation Generation Educational Strategies and Trends for Innovation Frameworks and Methodologies for Educational Innovation Learning Neuroscience to Innovate in the Classroom In-Depth Exploration of Innovative Educational Strategies Adaptive Learning and Personalized Instruction Gamification & Game-Based Learning Make an Impact in Your Classes with Storytelling Creative & Design Thinking for Educators Competency: Integration of Technology for Learning 12 AI Apps to Innovate in the Classroom AI Tools and Applications in Education AI Tools for Designing Presentations AI Tools for Creating Multimedia Content AI Tools to Support Academic Production and Research AI Tools to Support Academic Writing Skillstudio: Developing Specific Skills with AI AI-Enhanced Learning Designing Learning Experiences Incorporating AI Integration of Educational Technology in Teaching Practice (Integration of Technology for Learning) Emerging Technologies for Educational Innovation Interactive Educational Technology Tools and Resources Technology-Enhanced Learning Competency: Research in Educational Practice Innovation Projects within Educational Practice The development of teaching competencies within the MDBF suggests pathways that allow the consolidation of knowledge from basic to advanced levels. The pathways consist of a formative stage, an implementation stage, a documentation stage, and a final accreditation stage. Each competency has at least two suggested development pathways, equivalent in the level of effort but with varying degrees of flexibility in their elements and learning formats. This allows each pathway to be adapted to the needs and context of each teacher. Below is an example that illustrates how the pathways are structured for the development of the competency Integration of Technology for Learning. Starting in August 2025, the Faculty's Development and Well-being Model (MDBF) will be available for you to manage your development comprehensively. To achieve your development goals and objectives, the model offers you the appropriate guidance to support you throughout your formative process, ensuring a learning experience that is organized, efficient, and aligned with your professional growth. Faculty Mentorship