Miami Dade College
Faculty Self-Assessment
Name: Eduardo J. Calle
Date: October 11, 2007
Department: Music Business
Campus: North Campus
Academic Rank: Associate Professor
Years in Academic Rank: 2
Time Period Addresses: Terms 2006-1 (completed),
Term 2007-1 (currently teaching)
1. Discussion of student feedback:

Student feedback for MUM2703 (Ref. # 368266) was outstanding. The mean score
for all feedback ranged from a high of 4.00 to a low of 3.71. These marks reflect
outstanding performance by this teacher in this class.

Student feedback for MUM2700 (Ref. # 368261) was outstanding. The mean score
for all feedback ranged from a high of 4.00 to a low of 3.73. These scores reflect
outstanding performance by this teacher in this class.

Student feedback for MUM2600 (Ref. # 368243) was outstanding. The mean score
for all feedback ranged from a high of 3.89 to a low of 3.40. These scores reflect
outstanding performance by this teacher in this class.

Student feedback for MUM2600 (Ref. # 368244) was good. The mean score for all
feedback ranged from a high of 3.90 to a low of 3.50. These scores reflect outstanding
performance by this teacher in this class.

Student feedback for MUM2030 (Ref. # 368242) was outstanding. The mean score
for all feedback was 4.00. These scores reflect outstanding performance by this teacher in
this class.

Student feedback for MUN2712 (Ref. # 396158) was outstanding. The mean score for
all feedback was 4.00. These scores reflect outstanding performance by this teacher in
this class.
Overall, the student feedback reflects a very positive class and learning experience for the
students.
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Upon evaluation and reflection of the feedback, I have instituted new policies and methods in
order to help students better achieve class goals. These policies are as follows:

The professor has updated the syllabus to more clearly detail the requirements for the
course and what is expected from students. In addition, grading policies are discussed
frequently during the course of the semester.

The website content is updated regularly to facilitate student access to information and
resources in order to help students learn and pass the course with the best possible
experience.

The instructor issues progress reports with each and every assignment graded and
returned to the students. Additionally, all exams and assignments are graded
electronically and results are immediately posted on the WebCT site.

The professor has retooled course materials and presentations and created more hands-on
experiences and group work for students in all classes. Though one expects these
improvements will generate even more positive student feedback in the future because
they will make the class more hands-on and enjoyable, lackluster performance of the lab
equipment prevents students from enjoying the best possible learning experience.
Students enrolled in sound recording courses attending class in the labs often face
challenges or obstacles resulting from stations working improperly. In many instances,
time is diverted from instruction in order to resolve software or hardware conflicts.
Additionally, sound recording classes with more than thirteen students force students to
share computers and often create frustration and confusion.

Every effort is made to identify at-risk students and offered extra help or made
recommendations for supplemental classes and materials. This is particularly important in
the MUM2600 courses due to many students lack of experience with music performance,
MIDI, keyboard skills, the Macintosh operating system, recording software, and deficient
academic preparation.
2. Discussion of student success and retention:
MUM2030 – Commercial Music Ensemble (CME)
MUM2030 students learn to perform a variety of commercial music styles ranging from
pop and rock to Latin and jazz. Throughout the term, students learn how to prepare, interact, and
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perform as an ensemble. Commercial Music Ensemble (CME) students learn many of the skills
necessary for success in the professional music performance industry. These skills include but are
not limited to: reading music, capturing the essence of and performing different musical styles,
identifying and singing/playing harmony and background parts, dynamic and harmonic balance,
performing each ensemble part in a rhythmically accurate way, improvisation, transposition, eartraining, stage presence, soloing, and recording studio techniques. The course requires students to
synthesize the information learned and deliver it, on command, in a real world setting during
every performance. Over the course of the year, the ensemble performs at many events such as
school functions and music festivals and also produces an annual recording that students can use
as a demo and assessment tool.
The ensemble provides a real-world situation for students and a most challenging
workload for the instructor responsible for preparing all musical arrangements from scratch. In
the three years we have been making music together, the students have represented themselves,
the program, and the college in a most admirable manner. Bravo to all of them. In my opinion,
this is a wonderful course because the students make it a wonderful course. The formula here is
simply to put students in a position to succeed and then watch them blossom into competent
commercial musicians. CME students are now working professionally with artists including
Arturo Sandoval, Andy Garcia, the Fuego Caliente Latin Jazz Big Band, and Ed Calle throughout
the South Florida area.
Once again, MUM 2030 students performed the musical function for the MDC Hero’s
Awards Gala. Students performed during the summer after the class had stopped meeting
officially. The students performed for the cocktail reception, during dinner, fanfares for the
award recipients, and a few dance selections upon conclusion of the event. Students should be
commended for their outstanding effort and service to the college. A detailed performance
schedule is available at: http://www.professorcalle.com/mum2030.html.
The most challenging aspect of teaching this course is the amount of preparation required
to transcribe and arrange the musical selections. The most frustrating and exhausting components
of teaching this course are the use of personal vehicles to deliver and return equipment and the
amount of physical labor associated with setting up and striking sound reinforcement and
backline equipment for every rehearsal and performance. Current efforts by the chair to hire
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student assistants to help with those tasks are greatly appreciated and should make for a more
enjoyable and less exhausting teaching experience.
MUM2600 – Sound Recording 1
All topics covered in class are taught with a hands-on visual and aural component. The
professor believes that in order for students to learn the physics of sound they must record, hear,
analyze, and manipulate sound. In-class recording of acoustic and electronic instruments,
manipulation, and analysis leads to better student understanding and retention.
MUM 2600 is a challenging class to teach due to the nature of digital audio software, the
complexity of the material, the tactile learning approach, insufficient learning stations,
inconsistent or non-existent Internet access, and the absence of a functional instructor’s station.
MUM 2600 instructors are required to teach a large number of students while traversing the labs
designed for use by a maximum of 13 to 15 students. Students requiring individual assistance due
to human or technical issues force other students to move repeatedly or risk having the
professor’s large rump rub against their person. Traversing the lab located in room 8112 may
prove difficult for even the thinnest of teacher’s and, as most of us know, this professor is not
thin. In addition, the lab in 8112 is often uncomfortably warm due to inadequate air conditioning.
The lab located in room 8113 is configured in a manner that forces students and teacher to show
their backs to each other. The functionality and setup of the labs is woefully inadequate. Lab
assistants should be required to do a much better job of assuring that teaching and learning
stations are operational at all times.
In this professor’s estimation, it is unfair to force learned professionals to climb under
stations and spend a majority of their class time fixing stations that are not working properly. I
cannot imagine other professors at this or any other college working without a teaching station,
crawling on the floor, fixing technical problems during class time, or leaning over students
manipulating their keyboards and mice in efforts to solve technical issues. Every class marks a
period of frustration ending with a sweaty, tired, and frustrated professor trying to teach students
angry about the operational condition of the technology. Lastly, room 8109 needs to offer a
teaching station and Internet access or the class should be taught in a different location.
Though all of these challenges negatively impact the teaching and learning processes and
simply wear on the teacher’s psyche and morale, students were nonetheless able to produce and
record at least one original ring tone and recorded performances by MUN 2712 and MUM 2030
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students. MUM 2600 students were required to record their productions using Pro Tools and
Reason software and a variety of microphones. Upon completion of their productions, students
created MP3 files using Apple’s iTunes software. When all else fails, we simply do the best job
we can – given the circumstances.
MUM 2700 – Music Business 1
Music Business 1 teaches students copyright law, the basics of recording, songwriting and
production contracts, contract negotiation strategies, music publishing and licensing,
entrepreneurial concepts and explores industry business and technology trends in order to prepare
students for real world music business situations. Students in MUM 2700 were presented the
course material in a variety of new ways. The course made extensive use of technology and many
of the learning techniques learned during my doctoral studies at Nova. Lesson plans changed in
order to accommodate new teaching strategies, technology and changes in the industry.
Information is presented using PowerPoint, iTunes, Internet presentations and lectures.
Students can access all notes, forms, assignments, links, reviews and PowerPoint presentations at
the professor’s website and WebCT. In order to prepare students more effectively, copyright
forms are posted on-line and are then reviewed and often completed in class. Since many
students want or need to file copyright forms for their work, the ability to complete the form
correctly with the help of the professor is most beneficial. Additionally, all notes and exam
reviews are posted on-line. In order to exercise fun learning, some reviews are presented in a
game show format. This activity generates class participation and encourages students to work in
teams. Students participating in the game thoroughly enjoy the challenge and especially like
getting to know and work with their classmates in a fun and relaxed fashion.
For me, every course is in a constant state of evolution and improvement. Information and
technology changes constantly and therefore, teaching must change. I am very proud of the work
being completed in MUM2700 because the course prepares students for their careers by teaching
them the benefits and pitfalls of the music business and supplying strategies for combating those
pitfalls.
The addition of new teaching techniques, multi-media presentations, real-world
demonstrations and the on-line availability of information, all help to make MUM2700 a
practical resource for students.
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MUM 2703 – Music Business 3
MUM 2703 students learn how to use a variety of different software programs for a
variety of applications representing typical music business tasks and jobs. The class was taught in
room M-335 and was designed in such a way as to foster student hands-on participation during
the entire class time at every meeting. The software used for the course included: Make Music’s
Finale, Adobe Acrobat and Acrobat Reader, Apple’s QuickTime, iTunes & Safari, Microsoft’s
Word, Excel, PowerPoint and Internet Explorer, Adobe Photoshop, Macromedia Dreamweaver,
Flash, and Fireworks and various E-mail programs.
Every class meeting begins by having the students download the current assignment
and/or templates from www.professorcalle.com/mum2703.htm. Though the class preparation is
more time consuming for the professor, the result offers a more streamlined and effective
experience for the students. After the students download the assignment, the instructor guides the
students through the key steps in a methodical manner. This modeling method provides a surefire
and fun approach to learning. Along the way, students will ask questions and offer input. The
class is very much a group experience and provides a most enjoyable environment for students
and teacher alike.
During the semester, students learn many skills and create a host of documents and
templates for future use in their music business careers. In Music Business 3, students design and
acquire free business cards, update or prepare a resume, write a cover letter to a prospective
employer, write a one-page biography for their band or themselves, design their first webpage,
find free web-hosting and domain names, create a logo, convert audio files into a variety of
formats, compute mechanical royalties using Excel spreadsheets, create a fan-base e-mail
distribution list, download free MIDI files and audition them using QuickTime software, generate
an invoice using Microsoft Word and Excel, research and produce a repertoire for a band
performing at a corporate event using iTunes and Excel software and finally, develop a budget
for the sound reinforcement equipment needed by the band for the corporate event. Students also
visit various music industries and U.S. government websites in order to research questions
regarding royalty, corporate, legal and taxation issues.
As the professor, I designed the class to be a portfolio production oriented class. Students
were required to participate and complete all of the work in class, store it in student folders and
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have it available at the final exam meeting. Upon completion of the term, each student can
transfer their work to their personal computers for future use. Students typically stayed after class
and even stayed an extra hour after the final exam tweaking their work and were encouraged to
edit and correct their work throughout the term. Students are now able to submit edits via
WebCT.
The positive energy and spirit of the class is one I will always remember and try to repeat.
As a teacher, I am learning that if you lead students by example and allow them to share in the
educational process, the students enjoy learning and accomplish more while the teaching
becomes more fun. It is a matter of preparation and relaxation.
MUN 2712
For one semester, this professor enjoyed the opportunity to conduct a jazz band at MDC.
The band performed a tribute concert to trumpeter Maynard Ferguson and sounded terrific until
the concert was stopped due to an epileptic seizure suffered by a student. Due to departmental
responsibilities and a lack of time the professor will not be teaching the course in the future.
3. Discussion of the upcoming year’s goals:

Continue work towards completion of the doctorate in higher education leadership at
Nova Southeastern University.

Increase awareness and enrollment in the music business program via recruitment efforts
at area schools through electronic communications, visits, master classes, and information
posted on the www.professorcalle.com website.

Upgrade musicianship, composition, arranging, music production, and audio engineering
skills through research, transcriptions, practice, synthesis, and application.

Develop new courses.

Detail and reinforce adopted MDC general education course competencies throughout the
curriculum as applicable.

Update and continue revising the teaching website and college sponsored online learning
portals in order to maximize learning.

Keep current with software updates for all software used at the college.

Find more time for personal fulfillment and family oriented activities.
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4. Discussion of professional development activities:

Presented the keynote address entitled Music as a Branch of Mathematics at the Math
Across the Curriculum Winter Conference (MAC^3) hosted by Miami Dade College. The
paper (available at
http://www.professorcalle.com/assests/Mac^3%20Winter%20Institute/Math_conference_
update.htm) includes original musical compositions and arrangements in support of a
scholarly discussion of the relationship between mathematics and music. The paper and
music were prepared during the winter break. MDC sound recording students learning
acoustics concepts including wavelength, frequency, and amplitude use sections of the
research to support and clarify course readings.

Completed fifteen credit hours (a total of thirty-five credits to-date with a 4.0 average)
towards a Doctor of Higher Education Leadership (DHEL) at Nova Southeastern
University.

Featured performer at the International Association of Jazz Educators (IAJE) convention
in New York, NY with the Miami Saxophone Quartet.

Featured soloist with the University of Miami Concert Jazz Band at the International
Association of Jazz Educators (IAJE) convention in New York, NY. The performance
featured three original compositions by this colleague.

Featured lecturer and soloist with the University of Florida (UF) Jazz Ensemble I. The UF
jazz band has recorded original compositions and arrangements by Ed Calle on their latest
production.

Featured lecturer and soloist with the University of North Florida (UNF) Jazz Ensemble I.
The UNF jazz ensemble features four new original Ed Calle compositions on their latest
recording. The professor is also a featured soloist on this latest UNF jazz band recording.

Released Ed Calle In the Zone on Mojito Records distributed by Warner Brothers
Records.

Purchased and learned how to use countless software programs in order to be a more
effective teacher and program developer.

Completed the Angel 15-hour course offered by CTD.
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
Employed MDC current and former students on various professional music performance
events including the Carlos Albizu University Annual Celebration Gala.

Performed and recorded with the band Palo led by professor Steve Roitstein.

Served as musical director for and featured artist with the Arturo Sandoval and Andy
Garcia Latin jazz concerts at the Deauville Hotel on Miami Beach.

Composed, arranged, programmed, engineered, and produced new works for the Miami
Saxophone Quartet and the newest Ed Calle Latin jazz big band project.

Signed publishing licensing agreements with Concord Records and BMG Canada for
original compositions.

Recorded woodwinds and saxophone solos, brass and string arrangements on countless
recordings including Rihanna, Madonna, Rapture, Timbaland, Res-Q Band, the Miami
Saxophone Quartet, and many others.

Served as musical director and featured soloist on tour with Arturo Sandoval at venues
including The Blue Note (New York, NY), the Playboy Jazz Festival (Hollywood, CA),
Yoshi’s Jazz Club (Oakland, CA), and many others.

Performed as a featured soloist with the Jaco Pastorious Word of Mouth Revisited band
at the Montreux/Detroit Jazz Festival (Detroit, MI), Montreal Jazz Festival (Montreal,
Canada), the Syracuse Jazz Festival (Syracuse, NY), and for MDC students at the Kendall
campus. The latest Jaco Pastorious Word of Mouth Revisited band CD entitled The Word
is Out won the 2006 JazzWeek Record of the Year award.
5. Review of activities consistent with work expectations:

Taught MUM 2700, MUM 2702, MUM 2703, MUM 2600, MUM 2030, MUN 2712, and
MUT 2641.

Prepared course competencies for MUM 2600, MUM 2600L, MUM 2030, and MUM
2703.

Attended countless curriculum meetings where the review of course competencies was
conducted with department colleagues.

Served on the Kendall Campus 40th Anniversary Committee and secured commitments
for performances by Arturo Sandoval, Nestor Torres, Negroni’s Trio, Roberto Pereira,
The Miami Saxophone Quartet, Richard Bravo, Edwin Bonilla, Jeff Carswell, the Fuego
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Caliente Latin Jazz Big Band, and Ed Calle during the summer while on banked point
leave during the summer.

Served on the Kendall Campus 40th Anniversary and Nuestro Ritmo Festival committees.

Developed course competencies and prepared CASSC application process materials for
various new courses including MUM 2032 (studio musicianship), MUM 2630 (audio for
multimedia 1), MUM 2723 (commercial music production 1), MUM 2790 (commercial
music production lab 1).

Prepared and presented scholarly work at an education conference.

Revised class content for all classes and maintained and updated www.professorcalle.com
and the WebCT learning portals for each class.

Produced playback tracks and audio recordings for all students participating in the
MUN2712 course.

Produced audio recordings used as examples by MUM 2600 students.
6. Contributions to the department/school, campus, college, and community:

Updated and posted two-year suggested curriculums and schedules for students in all
three tracks in order to help them achieve their graduation in a timely fashion on
www.professorcalle.com.

Participated in recruitment opportunities at the high school and college level as a result of
relationships with Miami Dade County Public Schools and national visibility.

Regularly advise students.

Performed with the Wolfson faculty jazz ensemble at college functions.

Performed with the Quality Quartet (William Kreitner, Richard Rose, and Steve Quinzi)
at various Kendall Campus events.

Performed at the MDC North Campus Nuestro Ritmo Festival as a featured soloist with
Negroni’s Trio.

Arranged and transcribed music and prepared the MDC Commercial Music Ensemble for
numerous events around the year.

Participated in an open house recruiting event at the Kendall Campus while on summer
vacation.
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
Updated the educational website www.professorcalle.com available to all MDC students
and interested parties around the globe. All MDC students are encouraged to access class
notes, assignments, breaking news, and reference materials via the website. The professor
pays for the domain name and space.

Performed as clinician for MDCPS High School Honor’s Jazz Band festival. Professor
Calle worked with one-half of Miami-Dade County’s high school jazz ensembles
participating in the weekend festival. All students were verbally introduced to the MDC
Music Business and Production Program during the 30-minute session. Additionally,
students interested in music production and jazz improvisation were invited to visit
professor Calle’s website for more information.

Performed with the Negroni’s Trio at the Nuestro Ritmo Festival hosted by the North
Campus.

Conducted the Miami Dade College Commercial Music Ensemble at various college
functions including Arts and Letters Day, the Nuestro Ritmo Festival, and the annual Hall
of Fame Dinner.

Recruited students by performing master classes at the Miami Southwest and Killian
High schools.

Appeared on a variety of television and radio programs in order to promote the Nuestro
Ritmo festival, In the Zone, and the MDC music business and production program.
7. Achievement of last year’s goals:

Completed fifteen credits work towards completion of the doctorate in higher
education leadership at Nova Southeastern University.

Performed clinics and master classes at local high schools and colleges around the
country addressing jazz, jazz improvisation, music business and music business
careers respectively using personal music business experience and musical knowledge
to introduce students to the music business programs MDC. In addition to also
offering pod-lessons and free educational materials at www.professorcalle.com, the
professor’s visibility in the professional music business environment creates potential
student interest and enrollment.
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
Completed the Angel training course and updated materials on
www.professorcalle.com.

Performed as a featured soloist with the Miami Saxophone Quartet, Arturo Sandoval,
Negroni’s Trio, Andy Garcia, Cachao, the Jaco Pastorious Word of Mouth Big Band,
the Fuego Caliente Latin Jazz Big Band, and the Ed Calle band at numerous events
and festivals around the globe.

Developed competencies for new music production, studio musicianship, and audio
for multimedia courses.

Updated www.professorcalle.com, www.edcalle.com, www.onetakestudios.com, and
www.fuegocaliente.com.

Revised and updated course materials delivered via WebCT.

Purchased and learned to operate Finale 2008, Sibelius 5, Digital Performer 5,
Acoustic Legends, Virtual Guitarist, PlugSound Pro, Pro Tools 7.3, and SPSS
software.

Transcribed countless compositions, arrangements, and saxophone solos by Michael
Brecker, John Coltrane, Stan Getz, Tom Scott, David Sanborn, and others. Worked on
new saxophone performance and improvisation techniques including double and
triple tonguing, 1-2-5 harmonic shapes, and the outlining of harmonic structures as
series of consecutive ascending and descending perfect or diatonic fifths.

Practiced the piano working on scales, chords, and salsa piano techniques.

Programmed sounds and recorded numerous works using the AKAI EWI wind
synthesizer.

Released latest solo CD In the Zone.
Submitted by: Eduardo J. Calle
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Signature:
Submitted to: William Kreitner
Signature:
Date: