Strategic Plan (PDF)
Organization Chart with Members
Opinions about Intallation of Wireless Technology (Survey)
Introduction
Final Reports
1. Orienting Principles
2. IT Infra-structure
3. Technology Laboratories
4. Technology Classrooms
5. Faculty Office Computing
6. Admin. Computing
7. Campus Servers
Survey Results
Meeting Dates
Procedures for Implementation of College Policies
Application for Creation, Renovation, or Change of Information Technology Labs or Classrooms
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Survey of Faculty Interest in Technology Classrooms
In an attempt to gather information about faculty interest in the development and use of technology classrooms on the Altoona College campus, a survey of full- and part-time faculty was undertaken in early October 2001. Initially distributed via e-mail with electronic submission of results, a paper copy of the survey was subsequently distributed to all faculty. A voice mail message was sent to all faculty encouraging everyone to participate in one form or the other of the survey.
A total of 111 responses were received from the faculty. Sixty-four of these came in the form of electronic submissions, 44 as paper submissions, and three came from librarians who responded to a slightly altered survey that captures the nature of their teaching. I offer the following comments:
- The total number of respondents (as of Thursday afternoon, 10/30) is 111. Of these 75 are full-time faculty and 36 are part-time.
- 277 total classes are taught by these 111 faculty.
- 42% (117 of 277) of the classes are taught in technology classrooms.
- Of these 117 classes, approximately 39.17% of the class sessions employ available technology.
- If faculty could be assured of access to technology classrooms for their teaching, respondents claim that some 61% of the 277 courses would be taught in this format. This would be a net gain of 19%.
- Of our 54 classrooms on campus, 15 are currently equipped as technology classrooms. Faculty report that, on average, 33 of the 54 should be technology classrooms. The 50th percentile is found at 27 and the distribution is bimodal (27 and 54).
- 76% of the respondents support the idea of a mix of technology classrooms and technology carts in meeting our future needs for technology.
- About 59% of our faculty report using a Windows platform in their computing. 18% say they use a Macintosh and about 3% use some other platform. Something over 20% of the respondents report using no computer at all.
- 73% claim to be willing to attend a two-hour training session designed to instruct them in ways technology can be introduced into their teaching.
A Note on the Sample. The electronic version of the survey was sent out to everyone on the faculty listserve (a combination of full-time and part-time faculty). A voice-mail message was sent to all faculty with telephone extensions on that list (again a combination of full-time and part-time faculty) asking that they participate in the survey. The voice-mail message resulted in a number of phone calls claiming that they were not on the faculty listserve. Subsequently, a printed version of the survey was distributed through campus mail asking those who had not received the e-mail version to respond using the printed one.
These various strategies prompted a reply from 75 full-time and 36 part-time faculty. With a full-time faculty of 120, this is a response rate of 62.5%. The response rate of the part-time faculty is substantially lower at 25.7%.
Comparing Full-Time and Part-Time Faculty. For the most part, there are no significant differences between the responses of full- and part-time faculty to the questions that were asked. Statistically significant (Chi Square at a=.05) differences are noted for whether the faculty member believes that the quality of their teaching can be improved through use of technology in their teaching and the type of computer platform they use in their teaching. It is interesting to note that nearly an equal proportion of full- and part-time faculty believe that their teaching will not be improved through the use of technology; the difference is in the proportion of those saying they don't know. The part-time faculty are twice as likely to be uncertain about the role of technology in their teaching than full-time faculty members.
Are you a full-time or part-time member of the faculty?
| |
Full-Time
1 |
Part-Time
2 |
Total |
| Do you believe that the quality of your teaching can be improved through the use of available technology in your teaching? |
1 |
Yes |
54
78.3% |
20
64.5% |
74
74.0% |
| 2 |
No |
6
8.7% |
3
9.7% |
99.0% |
| 3 |
Don't Know |
9
13.0% |
8
25.8% |
17
17.0% |
| Total |
|
69
100.0% |
31
100.0% |
100
100.0% |
Some 36% of the part-time faculty respondents indicate that they do not use a computer in their teaching. That compares with about 14% of the full-time faculty who state they do not use a computer in their teaching.
Are you a full-time or part-time member of the faculty?
| |
Full-Time
1 |
Part-Time
2 |
Total |
| Do you use a Macintosh, Windows, or other computer platform in your teaching? |
1 |
Macintosh |
14
19.4% |
6
16.7% |
20
18.5% |
| 2 |
Windows |
47
65.3% |
15
41.7% |
62
57.4% |
| 3 |
Other |
1
1.4% |
2
5.6% |
3
2.8% |
| 4 |
Don't use a computer |
10
13.9% |
13
36.1% |
23
21.3% |
| Total |
72
100.0% |
36
100.0% |
108
100.0% |
Open-Ended Comments. At the end of the survey instrument, an opportunity was provided for the respondent to offer specific comments regarding technology classrooms. In general, the comments were very supportive of the use of technology in teaching and an interest in further expanding these resources on this campus. Specific observations that deserve careful examination by the committee include:
- At least one faculty member noted the opportunity costs of the development of technology classrooms, pointing out that he/she would prefer the campus to purchase a bus for field trips instead of another technology classroom. As we frame this issue in the future, we should be certain to note the role of the student computer fee in the development of computer labs and technology classrooms—funds that have very restricted campus use.
- Several faculty noted problems in the design of the existing cabinets and technology arrays. Awkward placement of controls, lack of clear and consistent instructions for use, and other factors led to a judgment that greater attention needs to be given to making this technology more user-friendly.
- We need to recognize that most faculty use of this technology is episodic—not all classes and not all class sessions within a single class employ the available technology—and faculty need frequent reminders of how to use this equipment.
- Both full-time and part-time faculty need training in the use of available technology. Timing of these training sessions must be sensitive to the times when both faculties are available to participate.
Special Survey of Librarians. Three of the four librarians responded to a special survey designed to take into consideration their particular teaching responsibilities. Rather than teaching a full course, the librarians teach selected class sessions. Each of the librarians teach between 12 and 40 class sessions per semester. Virtually all of these sessions are conducted in computer labs rather than technology classrooms. All of these sessions make use of available technology. All three responding librarians indicated that 40 of our 54 classrooms should be technology classrooms.
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Copyright © 2005 Penn State Altoona; All Rights Reserved
L.A. Wilson, Assistant Dean for Academic Affairs, Committee Chair
W110 Smith Building, 3000 Ivyside Park, Altoona, PA 16601
Phone: 814-949-5768; E-mail: LAW21@psu.edu
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