Results from the December 2015 Faculty Survey
In December 2015 the Office of Educational Technology with the EdTech Leadership Council emailed all faculty a link to a survey about their experiences teaching with technology. 114 faculty members responded to the survey. The respondents’ represented the following departments:
73% identified themselves as full time faculty and twenty-seven percent identified as adjunct faculty. The majority (over 80%) had been teaching at Hostos for 6 or more semesters and the majority were in professorial titles (17% Professor, 17% Associate Professor and 36% Assistant Professor).
More than 75% of the respondents had experience adding a Blackboard component to their courses. This approximately aligns with the EdTech Office’s experience that approximately 60% of faculty activate the Blackboard sites associated with their courses, each semester. See chart 1 for additional info.
Faculty members then responded to questions about their technology needs, their experiences with Smart Classrooms on campus, and their professional development needs. Blackboard, Computers on Wheels (COWS) and multimedia carts were commonly used technology resources. Faculty members indicated they used technology often to share audio, video and library resources with their classes.
Because this survey focused on technology, the complete results are published in the Fall 2016 issue of EdTech Innovations. But here is how Faculty members responded to an open-ended question about other needs not asked about on the survey. A selection of their responses follows:
There are times you want to sit at the computer located at the teacher’s station. We do not have a chair that is high enough to see the screen. We need a chair that matches the height of the computer table.
B-507 (smart classroom) only fits 23 students, because there is a big column which obstruct the view. You cannot put a table or chairs behind this wide column. I had 26 students, and it was real challenge. I called facilities and informed the Registrars, but noting has been done. In the future, this room should only be allocated to courses with small class size.
The set-up of the desks is not conducive to group work. It is time consuming to move the desks around.
The wifi in Building A has not been working all semester despite reports to IT 3rd floor B classrooms have such slow internet access that connecting to vital resources becomes a major hurdle.
The area that houses the equipment needs to be cleaned more often. The accumulation of dust around the PC can cause the equipment to malfunction and also is unhealthy for the users.
Comments about the technology generally focused on outdated software, especially the problem of plugins not being updated, tech support not responding quickly enough, and broken hardware. Problems with class size and
inadequate seating, or trouble accessing the room were also mentioned.
Faculty members responded to questions about training and their proficiency with technology tools. On Mondays-Thursdays the most popular time-slot was 2-4 pm. On Fridays and Saturdays faculty members indicated that 11-1 would be their preferred time for training. The majority (54%) preferred traditional 1-hour workshops, but online self-paced workshops was the second most popular type of training (37%) and one-on-one trainings ranked third (29%). Faculty members indicated whether they were likely to attend trainings on a variety of topics. The previous table is the list of trainings ranked by the number of faculty who indicated each topic.
Kate Lyons, Associate Professor, is Head of Reference and IT in the Library and is also a Faculty Liaison to the Department of Educational Technology. Come talk to her about using technology in your teaching!