Part 8


Faculty Engagement Survey Part 8 (November 2015)

Question: Does your institution use social media such as Facebook and Twitter to engage faculty on educational technology matters?


  • Since a number of first-year survey respondents had valuable comments, even if they did not use this strategy, the responses were categorized into two groups
    • Group 1: Those who use this strategy (11 respondents)
    • Group 2: Those who do not use this strategy (9 respondents) ) – only provided data for questions 1, 2 and 7
  • Calculated data for questions 1 and 2.
  • Categorized and summarized responses to questions 3, 4, and 7 for Group 1.
  • Summarized responses to question 7 for Group 2.


  • Data based on 20 responses from 10/7 to 10/20, 2014 and 11/9 to 11/10, 2015.



0. Do you use this strategy?

Yes = 11

No = 9
1. How effective do you feel it is?

Group 1 (YES):

Scale 1=Very ineffective  |   5=Very effective

Mean 3.00
SD 1.10
Median 3.0
Mode 4

Group 2 (NO): (4 respondents entered a value)

Scale 1=Very ineffective  |   5=Very effective

Mean 2.75
SD 0.5
Median 3
Mode 3
2. Are you planning to continue or discontinue using it?

Group 1 (YES):

Discontinue 0
Continue 10
N/A 1

Group 2 (NO): All responses = N/A

3. List the three main benefits of using this strategy.

Group 1 (YES):

  • Easy and quick to post information and create immediate connection to faculty (7)
  • Important to demonstrate social media engagement for faculty, who are encouraged to use it with students, and get their attention. (3)
  • Fits into the ‘delivery on any device at any time’ mentality and is easy to embed in a variety of locations while encouraging mobile communication among faculty (3)
  • Using several different channels to meet faculty needs (2)
  • Provides immediate feedback and allows faculty to initiate online conversations too (2)
  • Creates a community of practice and encourages faculty to use other social media too (2)
  • Option to explore new ideas (1)

Group 2 (NO): No responses

4. List the three main issues to consider when using or introducing this strategy.

Group 1 (YES):

  • Content must have purpose, tie to learning objectives and curriculum delivery or be otherwise useful (4)
  • Keeping content current and moderating environment (4)
  • Faculty reluctance/lack of time to use social media (3)
  • Communication must be kept short, appropriate, in the right tone, and consistent with other communications from institution (3)
  • Finding staff time to take on task (2)
  • Must decide on policy for following others and being followed as well as target audience and types of issues to discuss and not discuss, which can be tricky (2)
  • Staff engagement must be optional, so this is an opt-in strategy (1)
  • Student access (1)
  • Keeping a level playing field where everybody has access to the same things and know how to use it (1)
  • Separation of work and non-work communication (1)
  • Make sure the social media is appropriate to your message or system. For example, Instagram is great for photos or other visually-oriented info if that lends itself to your message (1)

Group 2 (NO): No responses

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 (21)
    • Faculty having difficult prioritizing their time between need for conducting research and working to improve their teaching skills and pedagogy
  • Teaching and Educational innovations, including effective use of educational technology, are not part of faculty evaluation criteria (3)
  • Faculty attitudes toward use and implementation of technology in the classroom and fear of the unknown (2)
  • Lack of incentives for faculty to devote time to improving their teaching methods (2)
  • Instructor lack of understanding about the potential for big instructional gains with engagement and a small time commitment (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 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)
  • Faculty resistance to ‘training’ (1)
  • Gaining faculty attention (1)
7. Other Comments

Group 1 (YES):

  • Strategy (Facebook) used only for a community of practice, not across whole university (1)
  • Consider that it is better to provide a list of benefits (saves time, helps students, improves digital footprint, etc.) rather than mandate the use of a system (1)

Group 2 (NO): 

  • Not enough faculty use Twitter or Facebook to make the effort worthwhile (3)
  • No champion to promote strategy (1)
  • No-one to take on the task (1)
  • College-wide social media controlled by marketing department (1)
  • No perceived need (1)

8. Which social media platforms do you use?

Group 1 (YES):

  • Twitter = 10/11
  • Facebook = 6/11
  • LinkedIn = 2/11
  • Google+ = 1/11
  • Blog = 1/11

Note: The total exceeds 11 because several respondents use more than one platform.

Group 2 (NO): No responses


Institutions that have responded

Cycle 1 (March 2014 - March 2015):

  • McGill University
  • College of New Rochelle
  • Missouri S&T
  • The University of Texas at El Paso
  • James Cook University, Australia
  • University of North Dakota
  • Genesee Community College
  • Canisius College
  • Scottsdale Community College
  • Bacone College
  • Iowa State University
  • Edgewood College
  • St. Catherine University
  • UCR
  • Skidmore College

Cycle 2 (April 2015 - April 2016):

  • Duke University
  • The University of Alabama
  • Our Lady of the Lake University
  • Massachusetts College  of Art
  • The University of Akron

Compiled in October 2014 and November 2015.