Faculty Development and Wellbeing Model (MDBF)

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:

1. Teaching Excellence
2. Educational Innovation and Technology
3. Professional Development
4. Lifelong Learning
5. Faculty Wellbeing

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.

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.