Introduction

During the Spring 2004 semester, a series of interviews were conducted with DWU faculty by Mike Albright, the Title III Instructional Technology Specialist.   The interviews were limited to full-time teaching faculty who expected to return to the university for the 2004-05 academic year.   Only three faculty in this category could not be scheduled.

The interviews were conducted for two general purposes.   The first was to establish a baseline for the Title III grant, to determine the level of technology use by faculty in the first year of the grant.   A similar survey will be conducted in the last year for the purpose of documenting change.   The second was to collect information for a needs assessment.   Information was sought regarding faculty priorities for professional development, the best methods for providing information and training to faculty, faculty interests in technology-driven pedagogies, faculty concerns about DWU classroom environments, and faculty perceptions of barriers to the use of technology in their teaching.

For the complete results of the survey, see elsewhere in this web site.

One finding of particular interest related to faculty preferences for receiving information. Faculty interviewees were asked to rate, also on a scale of 1 (very low) to 5 (very high), their interest in each of the following means of providing information/training to them.   The rank order of the means was as follows.  

The four alternatives rated the highest by faculty were the four choices that faculty can use on their own time, at their own convenience.   It is clear that faculty prefer asynchronous opportunities over scheduled events.   The top two choices, by far, were a web site and a technology handbook.   So, here they are.

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