0. Do you use this strategy?
Yes = 10
No = 4
|1. How effective do you feel it is?
Scale 1=Very ineffective | 5=Very effective
|2. Are you planning to continue or discontinue using it?
|3. List the three main benefits of using this strategy.
- Easy way to distribute information and reach all faculty members (8)
- Improves communication with faculty
- Provides reference material and acts as persistent resource for faculty (6)
- Provides exposure, such as for faculty members implementing new strategies and for new tools and resources or for awareness about support department’s existence and accomplishments (4)
- Acts as an excellent engagement tool (2)
- Motivates EdTEch staff (1)
- Allows for easy editing and corrections (1)
- An easy and effective tool (1)
|4. List the three main issues to consider when using or introducing this strategy.
- Consider timeliness of info, when it is sent in the semester, and try not to email people too frequently (6)
- Provide the info faculty need in a concise way, while trying to inform faculty in the way they prefer, and try to market ideas without trying to define them (4)
- Make sure expenditure info focuses on supporting faculty needs and on identifying exact purpose of newsletter (2)
- Putting together a good newsletter can be time consuming (1)
- Keep the articles fresh and not just the same thing - use it to encourage participation in events to help measure effectiveness (1)
- Respect the email clients in use on campus – fancy formatting may not make it through ASCII formatting settings (1)
- Make sure to get the word out that the newsletter is worth reading (1)
- Make sure content is helpful, relevant, and focused on recipient needs and wants without being too technical (3)
- Make sure to identify who is actually faculty and who may teach so little as to not benefit from having it sent to them (1)
|5. Which strategy do you think holds the biggest potential for faculty engagement?
||See the Biggest Potential page.
|6. What is the biggest obstacle to faculty engagement and training at your institution?
- Time (28)
- Faculty having difficulty prioritizing their time between need for conducting research and working to improve their teaching skills and pedagogy
- Convincing faculty that the time investment in professional development pays off. If we cannot offer concrete value then it is difficult to get faculty engaged.
- Teaching and Educational innovations, including effective use of educational technology, are not part of faculty evaluation criteria (4)
- Includes lack of support from administration
- Lack of incentives for faculty to devote time to improving their teaching methods (2)
- Faculty attitudes toward use and implementation of technology in the classroom and fear of the unknown (2)
- Instructor lack of understanding about the potential for big instructional gains with engagement and a small time commitment (2)
- Teaching and use of instructional technology are valued less than research and publication (particularly at some research universities (1)
- Changing nature of technology and faculty needing to/failing to keep up with developments (1)
- Lack of clear policy or standards for training before teaching online or blended courses (1)
- Lack of coordinated and well-structured center for faculty to consult with educational technology specialists (1)
- Lack of personnel resources (1)
- Making faculty feel valued for participating (1)
- Change fatigue (1)
- Getting faculty to commit to working on integrating educational technology into their teaching (1)
- Faculty governance reduces operational effectiveness that could require specific training and professional development be met and/or maintained (1)
- Some colleges preferring workshops specifically for them instead of participating in mixed workshops with attendees from other colleges (1)
- Demonization of online learning (1)
- Identifying the most apparent need, from the perspective of the faculty (1)
- Faculty resistance to ‘training’ (1)
- Gaining faculty attention and finding ways to reach more faculty, including those who may be hesitant towards using technology without personal support & training. (2)
- The need for changing strategies to accommodate changing needs together with the personnel to manage this (1)
|7. Newsletter websites submitted by respondents.
|8. Other comments
||No directly relevant comments submitted by those who use this strategy
|Institutions that have responded
Cycle 1 (March 2014 - March 2015):
- St. Catherine University
- University of Florida
- Utica College
- Dickinson College
- Missouri University of Science and Technology
- University of Maryland, Baltimore
- Tyler Junior College
- Towson University
- University of Phoenix
- UT Martin
- City University of Seattle
Cycle 2 (April 2015 - April 2016):
- Grand View University
- Justice Institute of British Columbia
- University of North Dakota
- Rutgers, the State University of New Jersey - New Brunswick