Part 5

 

DATA ANALYSIS

Faculty Engagement Survey Part 5 (August 2015)

Question: Does your institution use learning communities or educational technology cohort groups to encourage innovation and sharing among your faculty and staff?

Procedure

  • Calculated data for questions 1, 2 and 5.
  • Categorized and summarized responses to questions 3, 4, 6, and 7.

Results

  • Data based on 2 positive responses from 8/7 – 8/25, 2015.

Question

Answers

1. How effective do you feel it is?

Scale 1=Very ineffective  |   5=Very effective

Mean 4.5
SD 0.71
Median 4.5
Mode N/A
2. Are you planning to continue or discontinue using it?
Discontinue 0
Continue 2
3. List the three main benefits of using this strategy.

Listed by category with amount of respondents who mentioned it in parentheses, listed by order of frequency:

  • Brings together faculty who may not otherwise have opportunity to collaborate (1)
  • Allows faculty to share ideas and strategies (1)
  • Allows support staff to keep up with that faculty are currently interested in (1)
  • Allows faculty to engage in dialogue and provide peer-to-peer support (1)
  • Using an online asynchronous environment can help encourage faculty to dedicate time to advance their professional development (1)
  • The use of an online asynchronous environment allows staff to reach out and provide support for faculty instructional needs (1)
4. List the three main issues to consider when using or introducing this strategy.

Listed by category with amount of respondents who mentioned it in parentheses, listed by order of frequency:

  • How to keep the conversation going at the conclusion of the focused activity (1)
  • The time commitment required of faculty (1)
  • Providing resources and support to implement the ideas they've been introduced to (1)
  • It can be challenging to keep the resources and tutorials shared within the community up to date (1)
  • Challenging to get word out about existence of community. One option is to use local, campus, based Fellows responsible for campus-based recruitment and mentoring (1)
  • Challenging to continually secure funding for faculty incentive awards (1)

 
5. Which strategy do you think holds the biggest potential for faculty engagement? Please see the Biggest Potential page.
6. What is the biggest obstacle to faculty engagement and training at your institution?

Listed by category with amount of respondents who mentioned it in parentheses, listed by order of frequency:

  • Time (15)
    • Faculty having difficulty prioritizing their time between need for conducting research and working to improve their teaching skills and pedagogy
  • Teaching and Educational innovations are not part of faculty evaluation criteria (2)
  • Faculty attitudes toward use and implementation of technology in the classroom and fear of the unknown (2)
  • 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 incentives (1)
  • Instructor lack of understanding about the potential for big instructional gains with a small time commitment (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)
7. Other comments

Comments from participants included below with minimal editing for space and clarity:

  • Our most successful faculty engagement programs are those that bring a group of faculty together 8 to 10 times in a semester with a focused topic (online teaching, blended teaching, teaching with technology, etc.) where they learn as much from each other as they do from the professionals leading the program.
  • The online community is facilitated through the SUNY Tools of Engagement Project (TOEP) < http://suny.edu/toep >. The TOEP site is publicly available and includes a curated selection of tools and resources. The private social-network online community and award incentives are only available to faculty and instructional support staff who are from campuses who have officially registered to participate.
Institutions that have responded

Cycle 2 (April 2015 - April 2016)

  • Webster State University
  • SUNY, Buffalo

Compiled in August 2015.