Part 7


Faculty Engagement Survey Part 7 (October 2015)

Question: Does your institution maintain a blog with links to news items, educational technology resources, etc. for faculty?


  • Removed replies from people who do not employ this strategy (Year 1 responses).
  • Removed two duplicated responses from one user (Year 1).
  • Calculated results for questions 1, 2 and 5.
  • Categorized and summarized responses to questions 3, 4, 6, 7 and 8.
    • Disregarded one vote from respondent in Question 6, who has already replied to this question previously this year.


  • Data based on 9 positive responses from 9/9 – 9/10, 2014 and 10/5 – 10/27, 2015.



1. How effective do you feel it is?

Scale 1=Very ineffective  |   5=Very effective

Mean 3.13
SD 1.13
Median 3.5
Mode 4
2. Are you planning to continue or discontinue using it?
Discontinue 1
Continue 8
3. List the three main benefits of using this strategy.
  • A just-in-time repository of information that faculty can subscribe to and which lists all supported technologies (5)
  • An easily shared resource (2)
  • Continuous communication that is available 24/7 (2)
  • Enables strategic and targeted communications push to faculty (2)
  • Resource that is easy to keep up-to-date (1)
  • Can boost reputation of the University with external audiences via Google search results (1)
  • Provides an alternative form of communication to help diversify attempts (1)
  • Allows for lots of details in postings with a brief summary in an email when the post is advertised (1)
  • Helps provide evidence for accreditation review (1)
  • Decentralized form of communication that colleges and departments can use to tailor their messages to their specific audience (1)
4. List the three main issues to consider when using or introducing this strategy.
  • Need to get faculty to engage with resource and faculty may prefer face-to-face learning (3)
  • No guarantee the resource will be utilized, partly because faculty s flooded with info from many different sources (3)
  • Need to keep topics fresh, compelling and relevant to faculty, as well as worth reading the first time and every time thereafter (2)
  • It's a lot of work and the payoff can seem indirect or long-term (2)
  • Resource must be kept up-to-date and you need commitment from people to post regularly (2)
  • Always set deadlines for contributions (1)
  • Staying committed (1)
  • Need to communicate a unified voice from the organization (1)
  • Blog must be well organized and searchable (1)
  • Blog topics need to be sensitive to campus concerns and issues (1)
  • Can be a challenge to acquire faculty emails without annoying people (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 (19)
    • Faculty having difficult 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 for faculty to devote time to improving their teaching methods (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)
  • At research universities, it can be hard to make faculty development for instructional technology and teaching a priority for instructors and for administrators (1)
  • Some colleges preferring workshops specifically for them instead of participating in mixed workshops with attendees from other colleges (1)
  • Lack of support from administration (1)
  • Demonization of online learning (1)
  • Identifying the most apparent need, from the perspective of the faculty (1)
7. Other Comments
  • We use WordPress, with the value in making authorship "owned" by the departments who agree to participate. Even if you silo authorship, you will still have a hard time getting anyone to actually write something for you to use. You have to do it yourself or it won't get done.
  • We are doing way too many "trendy" things to force people into social media and sharing. Twitter, blog, Facebook, SharePoint, Google Drive, OneDrive, and on and on. We need to think about where and how people can better consume information without having to go to a food court scattered among several malls.
8. Respondent Blog Links
Institutions that have responded

Cycle 1 (March 2014 - March 2015):

  • Southern Illinois University
  • Granite State College
  • University of Washington School of Nursing
  • Canisius College
  • La Salle University

Cycle 2 (April 2015 - April 2016):

  • A-B Tech
  • Rutgers, the State University of New Jersey - New Brunswick
  • University of Tennessee Health Science Center
  • Towson University

Compiled in September, 2014 and October, 2015.