Part 12

DATA ANALYSIS

Faculty Engagement Survey Part 12 (March 2016)

Question: Does your institution regularly publish an educational technology newsletter with links to news items, resources, etc. for faculty?

Procedure

  • Separated responses into those who uses this strategy and those who don’t. Only answers from the former group are summarized below.
  • Calculated data for questions 1 and 2.
  • Categorized and summarized responses to questions 3, 4, and 7
  • Categorized responses to questions 5 and 6

Results

  • Data based on 14 valid responses from 2/3 – 2/5, 2015 and 3/11 – 3/31, 2016.

Question

Answers

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

Mean 3.60
SD 0.97
Median 4
Mode 4
2. Are you planning to continue or discontinue using it?
Discontinue 0
Continue 10
N/A 4
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

Compiled in March 2016.