2003 CIC TLM Institute Pilot Baseline Study of Faculty Use of Information Technology Calvin College,

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2003 CIC TLM InstitutePilot Baseline Study of
Faculty Useof Information TechnologyCalvin
College, Grand Rapids, MIAugust 1, 2003

• Edward Barboni, CIC
• Sheila Ellenberger, Muskingum College
• Inge Schmidt, Ursuline College

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History of Project

• OFIC working group on assessment formed
• Early, very rough draft presented at 2002 TLMI
• Multiple drafts subsequent to this session
• Inge Schmidt and colleagues at Ursuline College
  (OH) constructed final draft
• Bill Junkin at Erskine College (SC) put
  questionnaire on line and used the Erskine server
  to host the site
• Ed Barboni alerted TLMs in the 10 TLM states
  (AL, AR, IL, KS, MI, MO, NJ, OH, SC, WI) to the
  availability of the form
• 370 faculty from 23 colleges in 10 states
  participated
• Ed sent summary stats and raw data to
  participating colleges for their home use

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Final Draft

• built on the work of the group
• looked at a number of national surveys with
  different formats
• focus on 7 Principles of Good Practice in
  Undergraduate Teaching with Technology
  (Chickering/Ehrmann, www.tltgroup.org )
• Ursuline College faculty discussion and feedback
• primary goal shorten the survey, reduce no. of
  clicks
• survey as a teaching instrument
• faculty insight you mean I can do all of these
  things with technology?
• key questions
• how much are students using technology?
• what improvements in learning do faculty see?
• is technology helpful to faculty? do they have
  what they need?

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Overview of Questionnaire

• Questionnaire http//www.erskine.edu/cgi-bin/surv
  ey/survey.cgi
• Participating Colleges Universities
• PART IV FACULTY ACADEMIC, DEMOGRAPHIC, AND OTHER
  INFORMATION
• PART I TECHNOLOGY USE
• PART II STUDENT LEARNING WITH TECHNOLOGY
• PART III TEACHING WITH TECHNOLOGY
• Survey Results Spreadsheet

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Ursuline College Uses of Survey Results - Needs

• disseminate results to faculty and staff first
  hard data to support campus-wide discussions
• addressing growth areas and faculty needs
• student technology skills(revamping our
  computer/information literacy courses, made a
  campus-wide requirement, moving technology across
  the curriculum, assessing skills at regular
  points including entry and exit levels)
• teaching with technology as a collaboration
  between several kinds of professionals(promoting
  library/faculty collaborations, applying for
  grants to fund this)
• increased time to prepare(grants for release
  time, faculty development funds, encourage
  inclusion in review and promotion)

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UC Uses of Survey Results - Resources

• realignment of electronic classrooms by type of
  use
• classroom upgrades (projectors, instructor
  computers)
• promote move from fixed computer classrooms to
  laptops
• encourage student purchase of laptops
• plan for classes which need computers several
  times a semester but do not need to be scheduled
  into a computer lab for the entire semester
• encourage purchase of software
• adding support
• instructional design
• multimedia development
• student technology assistants
• technical support for students, including peer
  mentors
• promote evening and weekend technical support for
  faculty and students
• move focus in faculty development from basic
  technology skills to projects/student learning

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UC Uses of Survey Results Macro Level

• develop materials to be shared on campus
• multimedia tutorials for various common computer
  procedures/resources
• create master course templates in a CMS to
  permit sharing of curriculum materials among
  instructors for a given course
• strategic planning/budgeting
• VPAA and Deans to set academic technology goals
  for next year
• help TLTR (Teaching, Learning with Technology
  Roundtable) create academic technology plan
• integration of technology vision and strategic
  plan budgeting evaluation of technology uses
  student assessment procedures

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Highlights of Survey - Demographics

• 39 of respondents in Education, English,
  Biology, Business
• respondents identified 29 disciplines
• demographic profile of respondents
• 58 at institution less than 9 years
• 50 received degrees since 1990
• almost 2/3 have Doctorates, 1/3 have Masters
  Degrees
• 75 are at the Associate Professor level or
  below, 18 are Instructors or Lecturers
• almost 90 are full-time
• age distribution is remarkably wide, under 34
  group is equal to the above 65 group (each is 6
  of the total respondents)
• 38 are between 50-59
• distribution of no. of years using technology is
  also wide
• 26 have used technology 10 years
• 37 have used technology 4-9 years
• 37 have used technology 3 years or less

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• Most common technologies which students are
  required to use word processing, PowerPoint,
  Internet research, asynchronous
  discussion/e-mail, Web-based course material, 3rd
  party digital materials, spreadsheets

All Institutions
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Ursuline College
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Highlights of Survey Technology Use By Students

• EASY PICKINGS most used technologies
• 80 use in at least 1 course
• word processing (96)
• WWW (94)
• electronic library materials (87)
• used by 50-80 of respondents
• asynchronous communication w/someone on campus
• PowerPoint
• Web course materials
• digital materials produced by third party
• specialized software (not productivity tools)
• spreadsheets
• SELF-PRODUCED CONTENT - up-and-coming
  applications
• (20-50 of respondents)
• asynchronous communication w/someone off campus
• assessments
• store class materials or student work on CDs
• Web page authoring
• animations

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Highlights of Survey Student Learning With
Technology
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Highlights of Survey Student Learning With
Technology

• almost all faculty believe learning with
  technology is at least as good as learning
  without it
• at most 58 of faculty think learning has
  improved Much More/Somewhat More with
  technology
• faculty seem to be seeing the most benefits in
• active learning
• time on task
• diversity
• faculty are more hesitant about improvements in
  learning by using
• study groups
• peer editing
• sharing field experiences with supervisors

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Teaching With Technology Ursuline College
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Highlights of Survey Teaching With
Technology( of faculty who Strongly Agree/Agree)

• benefits of use of technology for teaching
• skills transfer to their other research efforts
  (92)
• makes it easier to revise work (87)
• learning curve for technology is worth it (86)
• helps increase communication with students (82)
• equipment/software/facilities
• need a laptop (76)
• office and home computer adequate (about 70)
• location of peripheral equipment is convenient
  (55)
• classroom equipment adequate (54)
• electronic classroom available when needed (50)
• have all software needed (42)
• support for teaching with technology
• technology support is available and helpful (85)
• requires a support team (77)
• technology sessions have met their needs (67)
• drawbacks
• it takes longer to prepare for classes (70)
• needs

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Faculty Comments

• survey
• relatively few responses
• survey clear and easy
• concern for confidentiality
• add Neither Agree/Disagree in Part III
• unique situations not addressed
• more detail
• future plans
• wide variety
• Web, PowerPoint, CMS high on list
• administration

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National Benchmark - Campus Computing Survey 2002

• most important IT priority to assist faculty
  integrate technology into instruction
• After two decades of the computer revolution, top
  key strategic issue for campuses remains
  clarifying goals for IT
• 71 of institutions indicated they have a
  strategic plan for IT but are missing key
  components
• IT financial plan (45 of institutions)
• 37 have strategic plan for distance education
• use of technology in instruction
• e-mail (70 of institutions)
• Internet resources (50)
• presentation handouts (50)
• Web pages for courses (33)
• course management system (27)
• technology literacy requirements
• undergraduate students (40 of private 4-year
  colleges)
• faculty (0 at private universities, 8 at
  private 4-year colleges, 10 at community
  colleges
• instructional IT support centers
• 65 - 95 of institutions
• yet only 5-18 of institutions recognize faculty
  IT efforts in review and promotion process
• working, full-campus wireless networks
• by Fall 2003 20 of institutions

based on 632 surveys mailed to Chief Academic
Computing Officer of 2-year and 4-year colleges
and universities
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7 Principles of Good Practice in Undergraduate
Teaching

• Encourage Contacts Between Students and Faculty
• Develop Reciprocity and Cooperation Among
  Students
• Use Active Learning Techniques
• Give Prompt Feedback
• Emphasize Time on Task
• Communicate High Expectations
• Respect Diverse Talents and Ways of Learning