Question Answer Louisiana State University 4-year public All institutions Unchecked 11.0% 5.1% 6.3% Survey area of interest: Teaching and learning Checked 89.0% 94.9% 93.7% Unchecked 42.8% 48.3% 53.7% Survey area of interest: Research and scholarship Checked 57.2% 51.7% 46.3% I am not part of the institution’s faculty. 0.0% 0.0% 0.0% Full-time faculty member 86.6% 82.3% 78.3% Full or part time Part-time faculty member 13.0% 17.1% 21.3% Emeritus faculty member 0.3% 0.6% 0.4% Less than 2 18.7% 21.7% 24.1% 2 to less than 5 13.7% 14.7% 13.8% 1.1 Years of experience: Full-time faculty position 5 to less than 10 12.0% 16.0% 16.6% 10 to less than 20 23.1% 24.3% 24.6% 20 or more 32.4% 23.3% 20.9% Less than 2 75.6% 65.6% 60.8% 2 to less than 5 13.0% 15.9% 16.9% 1.1 Years of experience: Part-time faculty position 5 to less than 10 7.0% 10.2% 12.1% 10 to less than 20 3.7% 6.3% 8.0% 20 or more 0.7% 1.9% 2.2% Less than 2 8.7% 8.5% 8.3% 2 to less than 5 16.4% 14.8% 14.5% 1.1 Years of experience: Any faculty position 5 to less than 10 14.4% 18.8% 19.6% 10 to less than 20 25.8% 29.5% 30.4% 20 or more 34.8% 28.4% 27.2% Unchecked 16.8% 11.5% 13.3% 1.2 Do you work with…: Undergraduate students Checked 83.2% 88.5% 86.7% Unchecked 34.9% 42.2% 52.5% 1.2 Do you work with…: Graduate students Checked 65.1% 57.8% 47.5% Unchecked 78.9% 81.7% 82.8% 1.2 Do you work with…: Professional students Checked 21.1% 18.3% 17.2% 1.2 Do you work with…: I don't typically work directly with Unchecked 95.0% 97.8% 97.1% students. Checked 5.0% 2.2% 2.9% Tenured 49.8% 47.7% 51.0% Not tenured, but on a tenure track 19.7% 20.4% 16.8% 1.3 Tenure status Not on a tenure track (ongoing appointment) 25.1% 21.3% 18.7% Not on a tenure track (temporary/fixed-term 5.4% 10.6% 13.5% Emeritus faculty 0.0% 0.0% 0.1% Professor 30.1% 27.1% 23.3% Associate professor 18.9% 22.1% 17.2% Assistant professor 21.6% 23.4% 18.0% Clinical professor 0.8% 1.7% 1.1% Research professor 2.7% 0.8% 0.6% 1.4 Academic rank Instructor 20.8% 8.6% 18.2% Lecturer/senior lecturer 0.8% 10.0% 10.7% Fixed-term adjunct 0.0% 0.2% 0.6% Adjunct with continuing appointment 0.4% 0.5% 0.6% Research associate 0.0% 1.5% 2.4% Other academic rank; please specify: 3.9% 3.9% 6.1% 1.4 Academic rank

No academic rank 0.0% 0.3% 1.3% Unchecked 56.3% 54.7% 53.9% 2.1 Desktop: Own Checked 43.7% 45.3% 46.1% Unchecked 22.2% 34.0% 38.9% 2.1 Desktop: Provided Checked 77.8% 66.0% 61.1% Unchecked 93.0% 86.4% 84.8% 2.1 Desktop: Neither Checked 7.0% 13.6% 15.2% Unchecked 7.0% 13.6% 15.2% 2.1 Desktop: Either Checked 93.0% 86.4% 84.8% Unchecked 34.7% 33.3% 32.6% 2.1 Laptop: Own Checked 65.3% 66.7% 67.4% Unchecked 45.6% 45.4% 46.8% 2.1 Laptop: Provided Checked 54.4% 54.6% 53.2% Unchecked 97.2% 97.1% 97.0% 2.1 Laptop: Neither Checked 2.8% 2.9% 3.0% Unchecked 2.8% 2.9% 3.0% 2.1 Laptop: Either Checked 97.2% 97.1% 97.0% Unchecked 37.1% 36.9% 35.0% 2.1 Tablet: Own Checked 62.9% 63.1% 65.0% Unchecked 77.2% 75.2% 78.2% 2.1 Tablet: Provided Checked 22.8% 24.8% 21.8% Unchecked 78.9% 81.2% 80.6% 2.1 Tablet: Neither Checked 21.1% 18.8% 19.4% Unchecked 21.1% 18.8% 19.4% 2.1 Tablet: Either Checked 78.9% 81.2% 80.6% Unchecked 8.8% 7.2% 10.4% 2.1 Smartphone: Own Checked 91.2% 92.8% 89.6% Unchecked 97.4% 98.2% 91.6% 2.1 Smartphone: Provided Checked 2.6% 1.8% 8.4% Unchecked 93.4% 93.9% 94.1% 2.1 Smartphone: Neither Checked 6.6% 6.1% 5.9% Unchecked 6.6% 6.1% 5.9% 2.1 Smartphone: Either Checked 93.4% 93.9% 94.1% Other 0.0% 0.1% 0.2% Windows 75.6% 71.8% 74.0% Mac or OS X 19.6% 23.7% 20.1% 2.2a Desktop OS Chrome OS 1.6% 1.6% 1.7% Linux 1.2% 2.0% 3.1% Don’t know 2.0% 0.8% 0.9% Other 0.4% 0.2% 0.3% Windows 57.5% 58.5% 63.5% Mac or OS X 38.5% 37.7% 32.0% 2.2b Laptop OS Chrome OS 2.5% 2.1% 2.1% Linux 0.0% 0.9% 1.5% Don’t know 1.1% 0.5% 0.6% Other 2.7% 2.0% 1.8% iPad 63.6% 70.8% 68.5% Windows tablet 12.3% 9.4% 9.5% 2.2c Tablet type Android tablet 14.4% 12.8% 15.4% 2.2c Tablet type

Amazon Fire tablet 7.0% 4.6% 4.3% Don’t know 0.0% 0.4% 0.4% iPhone 71.3% 64.1% 58.6% Android phone 25.2% 33.7% 35.8% 2.2d Smartphone type Windows phone 3.1% 1.3% 4.4% Other smartphone 0.4% 0.7% 0.9% Don’t know 0.0% 0.2% 0.3% Poor 7.4% 6.9% 6.1% Fair 17.9% 14.0% 13.2% Neutral 11.5% 11.9% 12.2% 2.3 Experiences: Classroom-based technology resources Good 37.5% 44.4% 43.8% Excellent 10.8% 14.0% 14.4% Haven’t used in the past year 11.8% 7.7% 8.5% Service not offered 3.0% 1.1% 1.7% Poor 4.7% 5.0% 4.5% Fair 10.2% 7.8% 7.6% Neutral 11.5% 11.5% 12.2% 2.3 Experiences: Laboratory or research-based technology Good 27.8% 27.2% 28.1% resources Excellent 12.2% 9.2% 9.4% Haven’t used in the past year 28.5% 34.6% 32.8% Service not offered 5.1% 4.6% 5.4% Poor 6.1% 4.5% 4.5% Fair 8.1% 9.5% 9.1% Neutral 14.5% 13.4% 14.1% 2.3 Experiences: Online collaborative spaces Good 35.4% 39.9% 38.8% Excellent 10.4% 13.9% 14.7% Haven’t used in the past year 21.9% 17.2% 16.9% Service not offered 3.7% 1.6% 2.0% Poor 5.1% 6.9% 5.9% Fair 10.8% 10.4% 10.6% Neutral 14.5% 12.7% 13.0% 2.3 Experiences: Physical collaborative spaces Good 21.6% 30.4% 30.6% Excellent 9.5% 9.8% 10.6% Haven’t used in the past year 35.5% 27.6% 26.2% Service not offered 3.0% 2.3% 3.0% Poor 2.7% 4.3% 4.2% Fair 9.5% 10.3% 10.1% Neutral 9.8% 10.8% 10.8% 2.3 Experiences: Access to institutional resources while Good 46.4% 45.2% 45.8% working from home Excellent 26.8% 24.4% 24.1% Haven’t used in the past year 3.7% 3.9% 3.9% Service not offered 1.0% 1.2% 1.2% Poor 3.4% 4.6% 4.1% Fair 11.2% 9.1% 8.4% Neutral 10.2% 10.8% 10.7% 2.3 Experiences: Access to institutional resources while Good 37.6% 35.7% 35.4% traveling or living out of state Excellent 15.6% 15.2% 15.3% Haven’t used in the past year 18.6% 21.8% 23.0% Service not offered 3.4% 2.7% 3.0% Poor 3.7% 2.8% 2.5% Fair 7.4% 8.5% 7.7% Neutral 7.1% 8.4% 8.5% 2.3 Experiences: Ability to get my work done while Good 47.5% 45.2% 45.4% working from ho,me Excellent 31.6% 32.0% 32.7% Haven’t used in the past year 1.3% 1.8% 1.9% Service not offered 1.3% 1.4% 1.3% Poor 4.0% 3.8% 3.4% Fair 7.1% 9.2% 8.2% Neutral 12.8% 10.2% 9.9% 2.3 Experiences: Ability to get my work done while while Good 41.8% 40.5% 39.2% traveling or living out of state Excellent 19.5% 18.6% 19.2% Haven’t used in the past year 11.4% 15.5% 17.6% Service not offered 3.4% 2.1% 2.6% Poor 14.1% 8.3% 7.5% Fair 15.2% 15.0% 14.0% Neutral 8.1% 10.8% 10.4% 2.3 Experiences: Reliable access to Wi-Fi networks Good 38.0% 40.4% 39.6% throughout campus Excellent 19.2% 21.6% 22.4% Haven’t used in the past year 4.7% 3.6% 5.5% Service not offered 0.7% 0.3% 0.6% Poor 3.1% 2.9% 2.6% Fair 9.5% 7.6% 7.1% Neutral 10.2% 10.0% 10.0% 2.3 Experiences: Communication technologies Good 48.8% 49.7% 49.8% Excellent 25.1% 26.8% 27.6% Haven’t used in the past year 3.1% 2.6% 2.5% Service not offered 0.3% 0.4% 0.4% Poor 7.1% 5.8% 5.4% Fair 11.8% 11.1% 9.9% Neutral 12.1% 13.5% 13.2% 2.3 Experiences: Videoconferencing technologies Good 30.3% 31.2% 30.6% Excellent 7.4% 9.5% 10.0% Haven’t used in the past year 28.3% 26.8% 28.5% Service not offered 3.0% 2.2% 2.4% Poor 6.4% 4.8% 4.8% Fair 12.1% 10.2% 9.8% Neutral 16.2% 16.4% 16.2% 2.3 Experiences: Online or virtual technologies Good 29.0% 36.4% 36.1% Excellent 9.8% 12.6% 13.0% Haven’t used in the past year 22.6% 17.9% 17.8% Service not offered 4.0% 1.8% 2.2% Poor 6.7% 6.9% 6.2% Fair 8.1% 7.5% 7.0% Neutral 10.1% 10.0% 10.9% 2.3 Experiences: Remote access to commercial software Good 15.8% 15.5% 16.7% applications Excellent 3.0% 4.9% 5.7% Haven’t used in the past year 51.3% 50.2% 48.0% Service not offered 5.0% 5.0% 5.5% Poor 9.4% 5.7% 5.4% Fair 13.5% 10.9% 10.8% Neutral 12.8% 11.9% 11.9% 2.3 Experiences: Technology support Good 32.3% 39.1% 38.9% Excellent 19.5% 22.9% 23.7% Haven’t used in the past year 10.8% 9.0% 8.6% Service not offered 1.7% 0.6% 0.7% Poor 8.8% 6.8% 6.9% Fair 9.5% 8.9% 9.4% Neutral 7.8% 12.2% 13.3% 2.3 Experiences: Professional development around the Good 20.3% 25.3% 26.2% integrated use of technology in your teaching Excellent 11.8% 10.9% 11.1% Haven’t used in the past year 36.5% 33.3% 30.5% Service not offered 5.4% 2.5% 2.6% Poor 4.0% 5.6% 5.3% Fair 5.4% 5.8% 5.7% Neutral 7.7% 9.7% 10.4% 2.3 Experiences: Support for making courses accessible to Good 17.5% 20.6% 20.1% students with disabilities Excellent 7.4% 8.7% 8.9% Haven’t used in the past year 54.5% 47.2% 46.1% Service not offered 3.4% 2.5% 3.5% Poor 4.4% 3.5% 3.5% Fair 2.0% 2.3% 2.8% Neutral 5.7% 7.1% 8.2% 2.3 Experiences: Support for making teaching courses Good 8.1% 7.8% 8.3% accessible to faculty with disabilities Excellent 4.4% 3.6% 4.2% Haven’t used in the past year 70.7% 72.0% 68.0% Service not offered 4.7% 3.8% 5.0% Poor 7.1% 6.4% 6.5% Fair 11.1% 7.4% 7.5% Neutral 10.1% 11.1% 12.1% 2.3 Experiences: Professional development around the Good 18.2% 18.6% 20.0% integrated use of technology in your research Excellent 6.4% 7.0% 7.7% Haven’t used in the past year 42.6% 45.3% 41.4% Service not offered 4.4% 4.2% 4.7% Poor 7.8% 5.5% 5.9% Fair 6.5% 6.4% 7.2% Neutral 8.2% 8.4% 9.5% 2.3 Experiences: Consultations for using technology in Good 23.1% 23.1% 23.7% teaching Excellent 12.9% 15.6% 15.1% Haven’t used in the past year 36.7% 38.3% 35.2% Service not offered 4.8% 2.7% 3.4% Poor 6.7% 6.1% 5.9% Fair 6.4% 5.7% 5.7% Neutral 9.4% 8.6% 9.3% 2.3 Experiences: Consultations for using technology in Good 10.4% 12.7% 12.9% research Excellent 9.1% 6.5% 6.6% Haven’t used in the past year 50.8% 55.8% 53.4% Service not offered 7.1% 4.7% 6.2% Poor 7.4% 6.4% 6.2% Fair 8.1% 7.2% 7.4% Neutral 11.5% 12.1% 12.7% 2.3 Experiences: Specialized teaching software Good 12.5% 17.6% 18.1% Excellent 5.4% 5.1% 5.6% Haven’t used in the past year 47.6% 46.7% 44.3% Service not offered 7.4% 4.8% 5.6% Poor 2.4% 4.2% 4.0% Fair 1.7% 2.1% 2.2% Neutral 4.4% 5.7% 6.4% 2.3 Experiences: High-performance computing/research Good 5.7% 5.5% 5.9% computing services Excellent 5.4% 3.0% 2.9% Haven’t used in the past year 70.6% 69.6% 65.4% Service not offered 9.8% 9.9% 13.1% Poor 5.4% 7.0% 6.8% Fair 5.1% 3.5% 3.6% Neutral 6.7% 6.7% 7.4% 2.3 Experiences: Access to data scientists, other data Good 6.1% 6.5% 6.7% analysts, and visualization specialists Excellent 1.7% 2.1% 2.3% Haven’t used in the past year 64.6% 63.5% 60.2% Service not offered 10.4% 10.8% 12.9% Poor 6.0% 5.9% 5.8% Fair 4.7% 5.6% 5.9% Neutral 10.1% 9.8% 11.5% 2.3 Experiences: Institutional repository of intellectual Good 16.1% 17.1% 17.2% output Excellent 6.4% 5.6% 5.7% Haven’t used in the past year 47.3% 48.4% 45.1% Service not offered 9.4% 7.4% 8.8% Poor 6.4% 5.0% 4.6% Fair 3.0% 3.5% 3.8% Neutral 7.4% 7.7% 9.1% 2.3 Experiences: Digital preservation and curation of Good 12.1% 9.4% 9.4% research data Excellent 2.4% 2.8% 2.9% Haven’t used in the past year 56.2% 62.7% 59.7% Service not offered 12.5% 8.8% 10.5% Poor 5.1% 5.1% 4.7% Fair 2.7% 2.5% 2.7% Neutral 5.7% 6.0% 7.5% 2.3 Experiences: New models for global research Good 4.1% 3.6% 4.0% collaborations Excellent 1.0% 1.3% 1.5% Haven’t used in the past year 68.9% 69.8% 66.0% Service not offered 12.5% 11.6% 13.5% Poor 6.7% 7.0% 7.1% Fair 8.1% 7.2% 7.9% Neutral 8.1% 10.7% 12.1% 2.3 Experiences: Support for finding and using open Good 20.5% 17.4% 19.2% content Excellent 8.1% 6.3% 6.9% Haven’t used in the past year 40.7% 44.8% 39.7% Service not offered 7.7% 6.5% 7.0% Poor 6.1% 4.5% 4.0% Fair 14.3% 12.3% 11.9% 2.4 Describe your overall technology experience at your Neutral 21.4% 14.8% 14.5% institution. Good 45.6% 51.8% 51.7% Excellent 12.6% 16.6% 17.6% Don’t know 0.0% 0.2% 0.3% Strongly disagree 4.1% 3.6% 2.7% Disagree 16.9% 10.9% 8.4% 2.5 Privacy and security: I have confidence in my Neutral 24.7% 21.3% 18.7% institution’s ability to safeguard my personal information. Agree 36.8% 41.6% 43.3% Strongly agree 14.2% 17.9% 22.4% Don’t know 3.4% 4.8% 4.5% Strongly disagree 2.7% 2.3% 1.9% Disagree 7.4% 7.2% 5.6% 2.5 Privacy and security: I have confidence in my Neutral 21.5% 18.6% 16.1% institution’s ability to safeguard student information. Agree 42.8% 44.6% 45.0% Strongly agree 21.2% 21.7% 26.0% Don’t know 4.4% 5.6% 5.4% Strongly disagree 3.0% 2.4% 2.1% Disagree 9.1% 6.2% 5.3% 2.5 Privacy and security: I have confidence in my Neutral 24.8% 22.6% 21.0% institution’s ability to safeguard my research data. Agree 33.9% 35.6% 35.3% Strongly agree 13.1% 16.8% 19.3% Don’t know 16.1% 16.4% 16.9% Strongly disagree 3.7% 2.5% 2.1% Disagree 11.7% 7.7% 6.2% 2.5 Privacy and security: In general, I have confidence in Neutral 22.1% 19.2% 17.0% my institution’s information security practices. Agree 39.9% 45.8% 46.1% Strongly agree 18.5% 20.5% 24.6% Don’t know 4.0% 4.3% 3.9% Strongly disagree 1.3% 1.2% 1.2% Disagree 9.7% 7.7% 6.7% 2.5 Privacy and security: I understand relevant university Neutral 14.7% 16.3% 15.7% policies about data use, storage, and protection. Agree 46.8% 47.7% 47.8% Strongly agree 22.7% 23.1% 24.8% Don’t know 4.7% 4.0% 3.9% Strongly disagree 8.7% 11.8% 12.1% Disagree 50.0% 46.1% 45.2% 2.5 Privacy and security: My institution’s privacy and Neutral 19.5% 19.0% 18.9% security policies impede my productivity. Agree 11.1% 11.4% 12.1% Strongly agree 4.4% 7.4% 7.4% Don’t know 6.4% 4.3% 4.5% Unchecked 82.3% 89.2% 86.7% 2.6 Information security training provided: No Checked 17.7% 10.8% 13.3% Unchecked 86.6% 72.5% 76.4% 2.6 Information security training provided: Yes, mandatory Checked 13.4% 27.5% 23.6% Unchecked 88.6% 86.5% 85.1% 2.6 Information security training provided: Yes, optional Checked 11.4% 13.5% 14.9% Unchecked 42.8% 51.5% 51.6% 2.6 Information security training provided: Don’t know 2.6 Information security training provided: Don’t know Checked 57.2% 48.5% 48.4% Unchecked 75.6% 59.6% 62.1% 2.6 Information security training provided: Yes (either) Checked 24.4% 40.4% 37.9% No 42.5% 30.3% 35.1% 2.7 Have you participated in your institution’s information Yes 50.7% 65.7% 60.9% security training? Don’t know 6.8% 4.1% 4.0% Not at all useful 2.7% 3.2% 2.6% Not very useful 10.8% 12.8% 11.3% 2.8 How useful was the information security training? Moderately useful 45.9% 55.0% 53.9% Very useful 37.8% 24.4% 27.7% Extremely useful 2.7% 4.6% 4.4% Strongly disagree 16.3% 15.3% 13.4% Disagree 31.1% 30.2% 28.0% 3.1 Online learning: …helps students learn more Neutral 26.1% 31.6% 32.1% effectively Agree 16.3% 12.9% 15.5% Strongly agree 4.9% 6.7% 7.9% Don’t know 5.3% 3.2% 3.1% Strongly disagree 9.8% 8.8% 7.6% Disagree 21.2% 21.7% 20.9% 3.1 Online learning: …will lead to pedagogical Neutral 29.9% 31.6% 31.6% breakthroughs Agree 22.3% 21.9% 23.2% Strongly agree 8.3% 10.1% 10.6% Don’t know 8.3% 5.9% 6.1% Strongly disagree 0.8% 2.3% 2.0% Disagree 6.1% 5.2% 5.2% 3.1 Online learning: …will make higher education available Neutral 17.0% 14.1% 13.4% to more students Agree 51.1% 49.7% 48.9% Strongly agree 23.1% 26.8% 28.6% Don’t know 1.9% 1.9% 1.8% Strongly disagree 3.1% 6.3% 5.6% Disagree 18.7% 21.1% 19.9% 3.1 Online learning: …will make higher education Neutral 26.0% 24.8% 24.5% affordable to more students Agree 34.0% 30.0% 31.2% Strongly agree 10.7% 11.9% 13.2% Don’t know 7.6% 5.9% 5.6% Strongly disagree 5.3% 5.8% 6.2% Disagree 22.0% 26.7% 29.0% 3.1 Online learning: …will reduce the numbers of faculty Neutral 20.8% 18.8% 19.5% and teaching positions in higher ed Agree 31.8% 26.3% 25.4% Strongly agree 12.9% 15.3% 13.0% Don’t know 7.2% 7.2% 7.0% Unchecked 94.0% 95.5% 95.6% 3.3 Tech support: Ask your friends Checked 6.0% 4.5% 4.4% Unchecked 96.2% 94.3% 94.4% 3.3 Tech support: Ask your family Checked 3.8% 5.7% 5.6% Unchecked 56.4% 58.1% 55.4% 3.3 Tech support: Ask your peers or colleagues Checked 43.6% 41.9% 44.6% Unchecked 94.0% 95.5% 95.8% 3.3 Tech support: Ask teaching or research assistants Checked 6.0% 4.5% 4.2% Unchecked 95.1% 93.2% 93.7% 3.3 Tech support: Ask your students Checked 4.9% 6.8% 6.3% Unchecked 51.1% 52.4% 54.0% 3.3 Tech support: Search an online source Checked 48.9% 47.6% 46.0% Unchecked 94.0% 95.0% 94.9% 3.3 Tech support: Contact the company or vendor Checked 6.0% 5.0% 5.1% Unchecked 33.8% 31.4% 30.0% 3.3 Tech support: Use institution help desk Checked 66.2% 68.6% 70.0% Unchecked 45.9% 42.0% 44.4% 3.3 Tech support: Figure it out on my own Checked 54.1% 58.0% 55.6% Unchecked 94.4% 96.1% 97.0% 3.3 Tech support: Other Checked 5.6% 3.9% 3.0% Strongly disagree 2.7% 3.3% 3.2% Disagree 14.4% 18.9% 18.1% 3.4 Agree/disagree: My students are prepared to use Neutral 31.6% 24.9% 24.3% institutionally specific technology. Agree 39.2% 41.1% 41.7% Strongly agree 7.2% 7.7% 9.0% N/A 4.9% 4.2% 3.8% Strongly disagree 3.0% 2.0% 2.0% Disagree 11.4% 11.6% 11.9% 3.4 Agree/disagree: My students are prepared to use basic Neutral 17.5% 16.1% 16.5% software programs and applications. Agree 49.0% 49.8% 49.3% Strongly agree 14.4% 17.8% 17.9% N/A 4.6% 2.6% 2.4% Strongly disagree 3.8% 3.5% 3.3% Disagree 22.0% 18.1% 18.0% 3.4 Agree/disagree: My students look to me or my Neutral 20.1% 19.4% 19.6% teaching assistants for technology support. Agree 38.6% 40.2% 40.4% Strongly agree 9.1% 13.7% 14.2% N/A 6.4% 5.0% 4.5% Not at all useful 3.4% 3.9% 3.6% Not very useful 4.2% 7.3% 7.4% Moderately useful 19.0% 15.3% 17.5% 3.5 Online services: Guidance about courses students Very useful 6.1% 7.5% 9.1% might consider taking in the future Extremely useful 1.1% 1.4% 1.8% Don’t use service 32.7% 36.1% 32.2% Service not provided 33.5% 28.5% 28.4% Not at all useful 1.9% 3.8% 3.4% Not very useful 4.9% 8.7% 8.8% Moderately useful 16.3% 21.7% 22.8% 3.5 Online services: Alerts if it appears a student’s Very useful 7.6% 12.2% 15.0% progress in a course is declining Extremely useful 2.3% 3.2% 4.2% Don’t use service 33.7% 27.7% 22.8% Service not provided 33.3% 22.8% 22.8% Not at all useful 2.3% 3.8% 3.6% Not very useful 8.0% 9.0% 9.0% Moderately useful 18.6% 18.1% 20.1% 3.5 Online services: Suggestions for how to improve Very useful 7.2% 8.0% 10.1% performance in a course … Extremely useful 1.5% 1.8% 2.3% 3.5 Online services: Suggestions for how to improve performance in a course …

Don’t use service 32.7% 32.3% 27.5% Service not provided 29.7% 27.0% 27.5% Not at all useful 1.1% 2.9% 2.5% Not very useful 6.1% 7.5% 7.8% Moderately useful 27.5% 27.4% 29.1% 3.5 Online services: Suggestions about new or different Very useful 13.4% 14.0% 15.6% academic resources for your students Extremely useful 1.5% 2.4% 3.0% Don’t use service 29.0% 28.6% 24.6% Service not provided 21.4% 17.3% 17.4% Strongly disagree 3.5% 3.4% 3.2% Disagree 7.7% 8.0% 7.8% Neutral 20.0% 22.7% 23.1% 3.6 More effective if better skilled: LMS Agree 40.4% 39.1% 38.2% Strongly agree 21.2% 20.9% 21.4% N/A 7.3% 5.9% 6.3% Strongly disagree 3.1% 3.1% 2.7% Disagree 5.4% 7.9% 7.8% 3.6 More effective if better skilled: Online collaboration Neutral 25.3% 23.6% 23.8% tools Agree 42.9% 43.6% 43.3% Strongly agree 17.2% 17.7% 18.3% N/A 6.1% 4.0% 4.1% Strongly disagree 5.4% 5.8% 5.4% Disagree 8.1% 12.6% 12.8% Neutral 33.5% 32.5% 33.2% 3.6 More effective if better skilled: E-portfolios Agree 25.0% 24.7% 25.0% Strongly agree 10.4% 10.0% 9.9% N/A 17.7% 14.4% 13.7% Strongly disagree 4.2% 4.6% 4.2% Disagree 6.2% 11.4% 11.1% Neutral 25.1% 28.3% 27.6% 3.6 More effective if better skilled: E-books or e-textbooks Agree 34.4% 34.9% 35.5% Strongly agree 22.4% 16.6% 17.5% N/A 7.7% 4.2% 4.1% Strongly disagree 2.7% 3.4% 3.0% Disagree 8.4% 8.6% 8.0% 3.6 More effective if better skilled: Free, web-based Neutral 22.2% 23.6% 22.8% content to supplement course-related materials Agree 41.8% 42.0% 43.0% Strongly agree 18.4% 18.1% 19.1% N/A 6.5% 4.2% 4.1% Strongly disagree 5.8% 4.8% 4.1% Disagree 8.9% 10.3% 9.9% 3.6 More effective if better skilled: Simulations or Neutral 22.0% 22.7% 22.6% educational games Agree 39.0% 38.5% 39.4% Strongly agree 17.4% 18.7% 19.3% N/A 6.9% 4.9% 4.7% Strongly disagree 4.6% 5.1% 4.7% Disagree 15.2% 12.7% 12.0% Neutral 26.2% 24.8% 25.0% 3.6 More effective if better skilled: Lecture capture Agree 32.3% 36.0% 36.1% 3.6 More effective if better skilled: Lecture capture

Strongly agree 14.4% 16.7% 17.4% N/A 7.2% 4.7% 4.8% Strongly disagree 6.5% 5.6% 5.0% Disagree 9.2% 12.3% 11.7% 3.6 More effective if better skilled: Student laptops as Neutral 27.1% 27.7% 27.1% learning tools Agree 33.2% 35.3% 35.9% Strongly agree 16.4% 14.3% 15.3% N/A 7.6% 4.9% 5.0% Strongly disagree 8.0% 7.1% 6.3% Disagree 13.4% 14.8% 14.5% 3.6 More effective if better skilled: Student tablets as Neutral 26.8% 29.7% 29.7% learning tools Agree 31.0% 31.3% 31.6% Strongly agree 13.4% 11.6% 12.0% N/A 7.3% 5.6% 6.0% Strongly disagree 12.6% 9.5% 8.6% Disagree 17.2% 15.9% 15.6% 3.6 More effective if better skilled: Student smartphones Neutral 24.8% 24.4% 24.8% as learning tools Agree 27.9% 32.4% 33.4% Strongly agree 10.7% 13.6% 13.5% N/A 6.9% 4.2% 4.2% Strongly disagree 9.7% 9.6% 8.8% Disagree 17.1% 19.1% 18.7% 3.6 More effective if better skilled: Social media as a Neutral 27.9% 27.6% 28.2% teaching and learning tool Agree 27.5% 28.2% 29.2% Strongly agree 10.9% 11.0% 10.7% N/A 7.0% 4.5% 4.4% Strongly disagree 3.9% 3.5% 3.1% Disagree 7.4% 7.8% 7.6% 3.6 More effective if better skilled: Software to create Neutral 17.4% 18.8% 19.6% videos or multimedia resources Agree 41.1% 42.8% 42.5% Strongly agree 20.9% 22.4% 22.6% N/A 9.3% 4.7% 4.4% Strongly disagree 4.2% 4.0% 3.5% Disagree 7.3% 11.3% 10.3% 3.6 More effective if better skilled: Early-alert systems Neutral 27.5% 25.2% 23.9% designed to catch potential academic trouble ASAP Agree 35.5% 37.8% 38.6% Strongly agree 16.4% 16.0% 18.0% N/A 9.2% 5.7% 5.6% Strongly disagree 3.0% 3.9% 3.4% Disagree 7.6% 9.7% 9.3% 3.6 More effective if better skilled: Search tools to find Neutral 22.8% 25.3% 24.7% references or other information online for class work Agree 43.3% 40.1% 40.7% Strongly agree 16.7% 16.1% 17.1% N/A 6.5% 4.9% 4.8% Strongly disagree 4.2% 6.1% 5.1% Disagree 13.5% 13.4% 11.6% 3.6 More effective if better skilled: Publisher electronic Neutral 25.4% 23.3% 23.2% resources Agree 32.7% 36.5% 37.7% Strongly agree 15.0% 15.6% 17.4% 3.6 More effective if better skilled: Publisher electronic resources

N/A 9.2% 5.1% 5.0% Strongly disagree 8.1% 6.7% 6.0% Disagree 14.6% 14.6% 14.2% Neutral 26.9% 25.6% 26.7% 3.6 More effective if better skilled: In-class polling tools Agree 28.1% 32.2% 32.6% Strongly agree 12.7% 14.0% 13.8% N/A 9.6% 6.9% 6.8% 3.7a Motivation for integration: More/better technology- Unchecked 85.0% 82.0% 80.9% oriented professional development opportunities Checked 15.0% 18.0% 19.1% 3.7a Motivation for integration: A monetary or other value- Unchecked 81.2% 82.9% 84.5% oriented incentive Checked 18.8% 17.1% 15.5% 3.7a Motivation for integration: Tenure decisions and Unchecked 89.5% 92.2% 93.3% other professional advancement considerations Checked 10.5% 7.8% 6.7% 3.7a Motivation for integration: Release time to Unchecked 68.8% 64.9% 65.5% design/redesign my courses Checked 31.2% 35.1% 34.5% 3.7a Motivation for integration: Direct assistance from an Unchecked 76.7% 76.3% 77.9% instructional design expert Checked 23.3% 23.7% 22.1% 3.7a Motivation for integration: Direct assistance from IT Unchecked 75.9% 77.4% 76.7% staff to support the technology I choose to implement Checked 24.1% 22.6% 23.3% 3.7a Motivation for integration: Assigning me a classroom Unchecked 84.6% 80.9% 82.4% that matches my educational technology needs Checked 15.4% 19.1% 17.6% 3.7a Motivation for integration: Working in a faculty Unchecked 83.5% 83.1% 82.9% cohort or community that is adopting the same types of Checked 16.5% 16.9% 17.1% 3.7a Motivation for integration: A better understanding of Unchecked 79.7% 76.6% 74.9% the types of technologies relevant to teaching and Checked 20.3% 23.4% 25.1% 3.7a Motivation for integration: A better understanding of Unchecked 86.5% 87.6% 86.9% how to use student-owned technology during class Checked 13.5% 12.4% 13.1% 3.7a Motivation for integration: Confidence that the Unchecked 72.9% 73.1% 72.8% technology would work the way I planned Checked 27.1% 26.9% 27.2% 3.7a Motivation for integration: Increased student Unchecked 91.0% 93.1% 92.3% expectations of technology integration Checked 9.0% 6.9% 7.7% 3.7a Motivation for integration: Increased institutional Unchecked 95.1% 94.5% 94.7% expectations of technology integration Checked 4.9% 5.5% 5.3% 3.7a Motivation for integration: Clear indication/evidence Unchecked 60.5% 63.3% 63.6% that students would benefit Checked 39.5% 36.7% 36.4% Unchecked 95.5% 94.5% 95.0% 3.7a Motivation for integration: Other; please specify Checked 4.5% 5.5% 5.0% One with no online components 16.0% 13.7% 12.9% One with some online components 59.2% 54.7% 51.9% 4.1 In what type of learning environment do you prefer to About half online and half face-to-face 11.8% 15.7% 16.7% teach? One that is mostly but not completely online 1.5% 3.4% 3.9% One that is completely online 5.3% 6.2% 7.8% No preference 6.1% 6.4% 6.8% 0–2 27.7% 18.3% 16.7% 3–6 45.3% 39.8% 35.3% 4.2a Course sections taught in the past 12 months 6–9 13.3% 20.0% 18.7% 9–11 3.1% 7.5% 9.2% 12 or more 10.5% 14.3% 20.1% None 55.5% 63.1% 63.4% 4.2b: No online, completely face-to-face 4.2b: No online, completely face-to-face One or more 44.5% 36.9% 36.6% None 43.7% 38.3% 40.2% 4.2b: Some online, mostly face-to-face One or more 56.3% 61.7% 59.8% None 89.9% 86.2% 84.5% 4.2b: About half and half One or more 10.1% 13.8% 15.5% None 95.8% 93.1% 91.9% 4.2b: Mostly online, some face-to-face One or more 4.2% 6.9% 8.1% None 80.3% 72.5% 71.0% 4.2b: Completely online, no face-to-face One or more 19.7% 27.5% 29.0% Completely opposed 3.8% 2.9% 2.5% Generally opposed, but willing to consider its place 9.2% 7.7% 6.8% Neutral 18.1% 19.1% 18.5% 4.4 Opinion of: Competency-based education Generally supportive, but somewhat skeptical about 23.5% 23.6% 24.2% Completely supportive 24.6% 29.9% 32.6% Don’t know 20.8% 16.7% 15.3% Completely opposed 8.8% 7.2% 6.4% Generally opposed, but willing to consider its place 8.0% 12.7% 11.7% Neutral 27.1% 26.1% 27.6% 4.4 Opinion of: Badges or digital credentials Generally supportive, but somewhat skeptical about 14.9% 15.4% 15.2% Completely supportive 8.4% 9.3% 9.7% Don’t know 32.8% 29.4% 29.4% Completely opposed 11.9% 10.0% 9.2% Generally opposed, but willing to consider its place 29.2% 26.4% 24.2% Neutral 18.1% 16.2% 17.4% 4.4 Opinion of: Online degree programs Generally supportive, but somewhat skeptical about 20.4% 22.8% 22.1% Completely supportive 15.8% 21.4% 23.4% Don’t know 4.6% 3.3% 3.7% Completely opposed 7.7% 7.0% 6.2% Generally opposed, but willing to consider its place 11.5% 13.7% 12.8% Neutral 21.8% 22.0% 23.7% 4.4 Opinion of: Gamification Generally supportive, but somewhat skeptical about 11.5% 17.4% 17.8% Completely supportive 9.6% 11.5% 12.0% Don’t know 37.9% 28.4% 27.5% Completely opposed 1.9% 1.5% 1.5% Generally opposed, but willing to consider its place 8.0% 5.3% 4.9% Neutral 21.8% 21.3% 21.8% 4.4 Opinion of: Open educational resources Generally supportive, but somewhat skeptical about 16.1% 22.5% 22.3% Completely supportive 23.8% 29.6% 30.6% Don’t know 28.4% 19.8% 18.8% Very dissatisfied 5.3% 4.2% 3.5% Dissatisfied 11.5% 12.8% 11.7% 4.5a Classroom technologies: Availability of classrooms Neutral 16.0% 15.6% 14.8% with multimedia equipment Satisfied 43.5% 41.2% 40.5% Very satisfied 16.0% 19.9% 21.4% N/A 7.6% 6.2% 8.1% Very dissatisfied 4.3% 4.8% 4.0% Dissatisfied 20.5% 15.6% 14.3% 4.5a Classroom technologies: Reliability of equipment Neutral 23.6% 18.5% 17.7% available Satisfied 34.5% 42.0% 42.0% 4.5a Classroom technologies: Reliability of equipment available Very satisfied 11.6% 15.4% 16.5% N/A 5.4% 3.8% 5.5% Very dissatisfied 4.6% 3.3% 2.7% Dissatisfied 8.4% 11.1% 10.3% 4.5a Classroom technologies: General ease of use of Neutral 23.3% 17.3% 17.0% instructor stations Satisfied 42.0% 43.3% 42.6% Very satisfied 11.8% 17.5% 18.3% N/A 9.9% 7.5% 9.2% Very dissatisfied 6.1% 4.1% 3.4% Dissatisfied 16.1% 12.1% 10.7% 4.5a Classroom technologies: Computers in the instructor Neutral 18.8% 16.6% 16.2% stations Satisfied 36.0% 39.8% 39.4% Very satisfied 12.3% 16.4% 18.0% N/A 10.7% 11.0% 12.4% Very dissatisfied 6.5% 3.2% 2.8% Dissatisfied 13.0% 10.1% 9.1% 4.5a Classroom technologies: Software on the instructor- Neutral 22.5% 19.9% 18.9% station computers Satisfied 30.9% 39.1% 39.5% Very satisfied 13.0% 15.4% 16.4% N/A 14.1% 12.3% 13.4% Very dissatisfied 4.2% 3.3% 2.7% Dissatisfied 13.5% 11.2% 10.2% Neutral 17.8% 14.1% 13.8% 4.5a Classroom technologies: Computer projection Satisfied 44.4% 46.4% 44.7% Very satisfied 14.3% 20.8% 22.4% N/A 5.8% 4.3% 6.3% Very dissatisfied 5.4% 3.9% 3.7% Dissatisfied 6.5% 6.5% 6.8% 4.5a Classroom technologies: Audience response systems Neutral 18.5% 16.5% 17.9% (clickers) Satisfied 11.2% 10.9% 10.8% Very satisfied 3.1% 4.4% 4.7% N/A 55.4% 57.9% 56.1% Very dissatisfied 6.5% 4.0% 3.5% Dissatisfied 12.5% 11.2% 10.8% Neutral 16.3% 14.8% 14.0% 4.5a Classroom technologies: Wireless access Satisfied 36.1% 41.0% 39.6% Very satisfied 20.5% 24.2% 25.9% N/A 8.0% 4.8% 6.3% Very dissatisfied 3.8% 4.0% 3.4% Dissatisfied 13.7% 11.9% 11.2% 4.5b Overall satisfaction with classroom technologies Neutral 29.8% 22.0% 21.8% Satisfied 42.7% 50.8% 50.6% Very satisfied 9.9% 11.3% 13.0% I don’t use an LMS at all 17.3% 11.9% 13.2% Blackboard Learn 0.8% 21.1% 17.2% Canvas 0.0% 24.5% 16.5% D2L Brightspace 0.0% 21.8% 25.3% Moodle (Moodle Trust) 76.2% 10.6% 12.5% 4.9c What LMS do you typically use? Moodlerooms Joule 2.7% 0.4% 0.5% 4.9c What LMS do you typically use? Pearson eCollege 0.0% 0.4% 0.4% Sakai 0.0% 2.6% 1.6% Homegrown/locally developed LMS 0.0% 0.7% 1.9% Other product; please specify: 2.3% 4.0% 8.3% Don’t know 0.8% 1.9% 2.4% Unchecked 9.5% 9.5% 15.1% 4.6b LMS uses: To post a syllabus Checked 90.5% 90.5% 84.9% Unchecked 16.7% 16.0% 18.2% 4.6b LMS uses: To push out information, such as handouts Checked 83.3% 84.0% 81.8% 4.6b LMS uses: To push out and collect assignments Unchecked 31.9% 22.8% 23.8% and/or assessments Checked 68.1% 77.2% 76.2% 4.6b LMS uses: To promote interaction outside the Unchecked 61.9% 56.3% 55.3% classroom by using discussion boards Checked 38.1% 43.7% 44.7% 4.6b LMS uses: To teach partially online courses or Unchecked 76.2% 65.1% 62.8% programs Checked 23.8% 34.9% 37.2% 4.6b LMS uses: To teach completely online courses or Unchecked 80.0% 65.3% 63.3% programs Checked 20.0% 34.7% 36.7% Unchecked 22.9% 22.8% 26.2% 4.6b LMS uses: For the gradebook Checked 77.1% 77.2% 73.8% Unchecked 90.0% 86.5% 87.0% 4.6b LMS uses: For committee work Checked 10.0% 13.5% 13.0% Very dissatisfied 4.3% 3.8% 3.7% Dissatisfied 12.4% 11.4% 10.4% Neutral 29.0% 19.5% 18.8% 4.7a LMS satisfaction: Ease of use in general Satisfied 41.4% 48.0% 47.7% Very satisfied 11.9% 15.8% 17.7% N/A 1.0% 1.5% 1.7% Very dissatisfied 5.7% 7.7% 7.7% Dissatisfied 19.5% 19.0% 17.8% Neutral 23.3% 22.3% 23.2% 4.7a LMS satisfaction: Ease of use from a mobile device Satisfied 18.1% 17.1% 18.3% Very satisfied 7.1% 4.8% 5.7% N/A 26.2% 29.1% 27.3% Very dissatisfied 1.9% 3.0% 3.0% Dissatisfied 11.0% 12.6% 11.9% 4.7a LMS satisfaction: Engaging in meaningful interactions Neutral 25.7% 25.8% 25.3% with students Satisfied 28.1% 28.4% 29.9% Very satisfied 9.0% 10.1% 11.8% N/A 24.3% 20.3% 18.2% Very dissatisfied 9.0% 5.1% 5.0% Dissatisfied 19.0% 14.4% 13.4% Neutral 19.9% 24.1% 24.4% 4.7a LMS satisfaction: Initial use training Satisfied 24.6% 29.5% 30.4% Very satisfied 12.3% 10.9% 11.6% N/A 15.2% 16.0% 15.2% Very dissatisfied 5.3% 3.5% 3.3% Dissatisfied 12.1% 11.7% 11.0% 4.7a LMS satisfaction: Ongoing training/professional Neutral 28.0% 27.1% 27.7% development Satisfied 21.7% 23.2% 25.3% 4.7a LMS satisfaction: Ongoing training/professional development Very satisfied 9.7% 8.3% 9.3% N/A 23.2% 26.3% 23.3% Very dissatisfied 0.9% 1.2% 1.5% Dissatisfied 4.3% 4.9% 4.9% Neutral 12.3% 11.5% 11.9% 4.7a LMS satisfaction: Creating or posting content Satisfied 48.8% 50.0% 48.6% Very satisfied 31.8% 29.8% 29.9% N/A 1.9% 2.6% 3.1% Very dissatisfied 1.0% 2.6% 2.9% Dissatisfied 12.9% 9.9% 9.4% 4.7a LMS satisfaction: Importing content from a previous Neutral 16.2% 15.6% 15.4% offering of the same course Satisfied 41.0% 39.3% 38.6% Very satisfied 18.6% 22.9% 24.0% N/A 10.5% 9.7% 9.7% Very dissatisfied 0.0% 1.4% 1.5% Dissatisfied 7.1% 5.9% 6.0% Neutral 20.5% 16.6% 16.9% 4.7a LMS satisfaction: Managing assignments Satisfied 44.3% 45.2% 44.1% Very satisfied 15.7% 21.3% 22.0% N/A 12.4% 9.7% 9.5% Very dissatisfied 0.5% 1.6% 1.9% Dissatisfied 3.8% 7.3% 6.9% 4.7a LMS satisfaction: Monitoring or managing Neutral 24.5% 22.0% 21.5% enrollments Satisfied 40.9% 38.0% 37.9% Very satisfied 18.8% 15.3% 15.9% N/A 11.5% 15.8% 15.8% Very dissatisfied 2.4% 2.7% 2.6% Dissatisfied 13.8% 8.9% 8.2% 4.7a LMS satisfaction: Entering student progress Neutral 18.1% 14.6% 14.4% information Satisfied 40.5% 43.9% 42.6% Very satisfied 16.2% 21.5% 23.3% N/A 9.0% 8.5% 8.8% Very dissatisfied 0.0% 0.9% 1.0% Dissatisfied 3.3% 3.5% 3.3% 4.7a LMS satisfaction: Receiving course assignments Neutral 17.1% 14.0% 13.6% reliably Satisfied 46.4% 45.8% 45.8% Very satisfied 19.9% 24.6% 25.8% N/A 13.3% 11.3% 10.5% Very dissatisfied 1.9% 2.1% 2.3% Dissatisfied 9.7% 9.3% 8.8% 4.7a LMS satisfaction: Giving feedback on course Neutral 22.7% 19.1% 18.6% assignments Satisfied 33.8% 38.4% 39.3% Very satisfied 12.6% 17.1% 18.4% N/A 19.3% 14.1% 12.7% Very dissatisfied 2.9% 2.9% 3.0% Dissatisfied 11.5% 10.7% 10.5% Neutral 20.6% 24.0% 24.5% 4.7a LMS satisfaction: Integrating third-party content Satisfied 24.4% 23.7% 25.3% Very satisfied 12.4% 8.0% 9.2% 4.7a LMS satisfaction: Integrating third-party content

N/A 28.2% 30.6% 27.7% Very dissatisfied 1.9% 4.1% 4.4% Dissatisfied 12.3% 12.8% 12.5% 4.7a LMS satisfaction: Integration with other institutional Neutral 21.8% 21.8% 21.8% systems Satisfied 32.2% 29.1% 28.4% Very satisfied 13.7% 10.5% 11.8% N/A 18.0% 21.8% 21.1% Very dissatisfied 2.8% 3.4% 3.5% Dissatisfied 9.5% 10.3% 9.5% 4.7b Overall satisfaction with the LMS Neutral 29.9% 21.8% 21.5% Satisfied 48.3% 54.1% 54.1% Very satisfied 9.5% 10.5% 11.4% Strongly disagree 5.7% 4.0% 3.5% Disagree 6.2% 8.2% 8.0% Neutral 18.5% 14.5% 14.3% 4.8 The LMS is critical to my teaching. Agree 34.1% 32.3% 31.9% Strongly agree 34.1% 39.9% 41.2% Don’t know 1.4% 1.0% 1.2% Strongly disagree 5.2% 3.9% 3.3% Disagree 7.5% 8.5% 7.7% Neutral 21.7% 19.0% 17.8% 4.8 The LMS is a critical tool to enhance student learning. Agree 40.1% 33.7% 34.0% Strongly agree 23.6% 33.7% 35.7% Don’t know 1.9% 1.2% 1.5% Ban students from using it in the classroom 10.2% 7.2% 6.5% Discourage students from using it in the classroom 10.5% 12.5% 11.4% 4.9 In-class mobile device policy: Laptop About equally discourage and encourage its use in 31.6% 33.8% 32.3% Encourage students to use it in the classroom 39.1% 40.1% 42.0% Require students to use it in the classroom 8.6% 6.5% 7.9% Ban students from using it in the classroom 11.4% 8.5% 7.8% Discourage students from using it in the classroom 14.1% 15.8% 14.6% 4.9 In-class mobile device policy: Tablet About equally discourage and encourage its use in 35.7% 35.7% 35.4% Encourage students to use it in the classroom 36.5% 37.1% 39.2% Require students to use it in the classroom 2.4% 2.9% 3.1% Ban students from using it in the classroom 26.6% 20.0% 18.3% Discourage students from using it in the classroom 31.6% 32.6% 30.3% 4.9 In-class mobile device policy: Smartphone About equally discourage and encourage its use in 23.8% 26.9% 28.5% Encourage students to use it in the classroom 16.0% 18.6% 20.7% Require students to use it in the classroom 2.0% 1.9% 2.1% Ban students from using it in the classroom 13.9% 10.1% 9.3% Discourage students from using it in the classroom 24.6% 24.5% 23.2% 4.9 In-class mobile device policy: Wearable technologies About equally discourage and encourage its use in 50.0% 48.9% 49.7% Encourage students to use it in the classroom 11.5% 16.1% 17.2% Require students to use it in the classroom 0.0% 0.4% 0.6% Strongly disagree 10.4% 6.0% 5.7% Disagree 13.5% 12.4% 11.7% Neutral 20.9% 18.9% 19.2% 5.1: I receive adequate and appropriate support from IT Agree 28.8% 31.6% 31.2% staff to conduct my research. Strongly agree 14.1% 14.6% 14.8% 5.1: I receive adequate and appropriate support from IT staff to conduct my research.

Don’t know 6.7% 8.0% 8.6% Not applicable to my research 5.5% 8.5% 8.7% Strongly disagree 10.9% 9.5% 8.9% Disagree 18.8% 18.4% 17.4% Neutral 15.8% 14.5% 15.0% 5.1: I have access to IT staff with specialized knowledge in Agree 25.5% 22.6% 22.7% support of my discipline. Strongly agree 9.7% 11.0% 11.4% Don’t know 12.7% 15.1% 15.3% Not applicable to my research 6.7% 8.9% 9.3% Strongly disagree 8.5% 6.4% 5.7% Disagree 12.2% 13.2% 11.9% Neutral 21.3% 16.4% 16.1% 5.1: I have access to the specialized software/applications Agree 29.3% 32.5% 33.0% I need to conduct my research. Strongly agree 16.5% 14.2% 15.4% Don’t know 7.9% 8.2% 9.0% Not applicable to my research 4.3% 9.0% 8.9% Strongly disagree 2.5% 4.9% 5.3% Disagree 5.5% 8.9% 8.7% Neutral 14.1% 10.7% 11.0% 5.1: I have access to the computing services I need to Agree 17.2% 14.8% 15.0% conduct my research. Strongly agree 10.4% 7.2% 8.2% Don’t know 20.2% 20.1% 20.3% Not applicable to my research 30.1% 33.3% 31.5% Strongly disagree 3.8% 5.0% 5.1% Disagree 6.9% 7.0% 6.9% Neutral 15.0% 10.0% 11.1% 5.1: I receive adequate support for federally funded IT and Agree 8.8% 6.1% 6.6% cyberinfrastructure resources. Strongly agree 2.5% 2.7% 2.8% Don’t know 33.8% 33.5% 34.7% Not applicable to my research 29.4% 35.7% 32.8% Strongly disagree 5.5% 5.7% 5.9% Disagree 9.1% 7.0% 6.9% Neutral 9.8% 6.8% 7.8% 5.1: My institution makes ELNs available to those whose Agree 6.1% 4.5% 5.4% projects require them. Strongly agree 1.2% 2.3% 2.6% Don’t know 53.0% 53.2% 51.9% Not applicable to my research 15.2% 20.5% 19.5% Strongly disagree 5.5% 5.2% 5.2% Disagree 11.0% 10.4% 10.3% Neutral 23.9% 18.0% 18.7% 5.1: I receive timely support from IT staff to conduct my Agree 28.2% 29.9% 29.2% research. Strongly agree 12.9% 16.4% 15.9% Don’t know 11.7% 10.4% 10.5% Not applicable to my research 6.7% 9.7% 10.2% Strongly disagree 7.9% 7.7% 7.3% Disagree 17.1% 17.1% 15.2% Neutral 22.0% 15.7% 16.1% 5.1: My institution provides ongoing support throughout Agree 15.9% 20.0% 19.9% the promotion and tenure process. Strongly agree 8.5% 7.7% 7.9% 5.1: My institution provides ongoing support throughout the promotion and tenure process.

Don’t know 28.0% 24.9% 26.3% Not applicable to my research 0.6% 6.7% 7.4% Strongly disagree 10.5% 6.4% 6.0% Disagree 13.6% 12.1% 11.0% Neutral 21.0% 14.3% 15.1% 5.1: My institution provides effective support for grant- Agree 18.5% 18.8% 18.5% funded projects. Strongly agree 6.8% 7.1% 7.1% Don’t know 24.7% 27.8% 29.2% Not applicable to my research 4.9% 13.6% 13.1% Strongly disagree 6.1% 5.4% 5.5% Disagree 12.9% 9.4% 9.2% Neutral 17.8% 11.1% 11.7% 5.1: My institution provides adequate resources to Agree 11.0% 10.3% 10.6% support cross-institutional research collaborations. Strongly agree 3.7% 4.3% 4.9% Don’t know 30.7% 40.1% 40.0% Not applicable to my research 17.8% 19.5% 18.1% Strongly disagree 9.8% 5.8% 5.9% Disagree 13.5% 10.9% 10.4% Neutral 19.0% 13.7% 14.6% 5.1: My institution provides adequate support for Agree 13.5% 17.9% 18.8% depositing materials in an institutional repository. Strongly agree 4.9% 7.2% 8.3% Don’t know 33.7% 34.1% 32.1% Not applicable to my research 5.5% 10.4% 10.0% Strongly disagree 8.0% 6.1% 6.2% Disagree 15.3% 12.9% 11.7% Neutral 20.9% 14.6% 15.0% 5.1: My institution provides adequate support for data Agree 17.2% 16.5% 16.9% curation. Strongly agree 4.3% 5.9% 6.5% Don’t know 28.2% 30.8% 31.3% Not applicable to my research 6.1% 13.2% 12.4% Strongly disagree 7.3% 6.4% 6.0% Disagree 20.7% 15.9% 14.3% Neutral 23.8% 21.1% 21.1% 5.1: In general, I am satisfied with my institution’s support Agree 30.5% 35.2% 35.7% for my research needs. Strongly agree 11.6% 12.2% 12.9% Don’t know 6.1% 5.7% 6.2% Not applicable to my research 0.0% 3.4% 3.7% 5.3 Do you conduct research you consider to be data- No 70.8% 72.6% 74.1% intensive research? Yes 29.2% 27.4% 25.9% <1 terabyte (TB) 28.6% 33.0% 32.9% 1–10 TB 38.8% 27.4% 26.2% >10–100 TB 8.2% 9.4% 10.1% 5.4 How much data do you generate per year? >100 TB–1 petabyte (PB) 0.0% 2.7% 2.9% >1 PB 2.0% 0.5% 1.0% Don’t know 22.4% 27.0% 27.0% Strongly disagree 4.2% 4.9% 4.7% Disagree 14.6% 9.9% 8.9% Neutral 12.5% 18.0% 17.2% 5.5: I have adequate network bandwidth available to Agree 56.3% 41.6% 40.9% conduct my research activities. 5.5: I have adequate network bandwidth available to conduct my research activities. Strongly agree 10.4% 17.6% 19.5% Don’t know 2.1% 6.1% 6.8% Not applicable to my research 0.0% 1.9% 2.0% Strongly disagree 10.4% 8.3% 8.9% Disagree 18.8% 16.0% 15.7% Neutral 20.8% 16.2% 16.4% 5.5: I have adequate data storage for my research Agree 39.6% 37.7% 37.1% initiatives. Strongly agree 4.2% 15.8% 15.6% Don’t know 6.3% 4.7% 5.1% Not applicable to my research 0.0% 1.2% 1.2% Strongly disagree 14.9% 15.4% 16.9% Disagree 34.0% 29.9% 29.3% Neutral 12.8% 11.7% 11.0% 5.5: Most of my research data are stored in a cloud- Agree 17.0% 19.9% 20.2% based/virtual environment. Strongly agree 6.4% 13.7% 13.6% Don’t know 6.4% 6.1% 5.9% Not applicable to my research 8.5% 3.2% 3.1% Strongly disagree 14.6% 16.0% 16.7% Disagree 33.3% 28.9% 27.3% Neutral 18.8% 21.1% 21.2% 5.5: IT professionals are proactive rather than reactive in Agree 16.7% 12.9% 13.4% responding to my research computing needs. Strongly agree 2.1% 7.4% 7.0% Don’t know 8.3% 10.1% 10.5% Not applicable to my research 6.3% 3.6% 3.8% Strongly disagree 8.3% 6.4% 6.9% Disagree 14.6% 12.7% 11.9% Neutral 20.8% 18.2% 18.9% 5.5: The wait time for research computing consultation Agree 22.9% 21.4% 22.0% assistance is satisfactory. Strongly agree 4.2% 8.6% 9.0% Don’t know 20.8% 23.9% 23.1% Not applicable to my research 8.3% 8.8% 8.3% Strongly disagree 10.4% 14.5% 14.4% Disagree 29.2% 25.6% 24.2% Neutral 18.8% 16.6% 17.9% 5.5: IT professionals play an integral part in providing Agree 25.0% 19.0% 19.9% research computing services. Strongly agree 4.2% 11.3% 11.1% Don’t know 2.1% 7.1% 7.1% Not applicable to my research 10.4% 5.9% 5.5% Strongly disagree 8.3% 7.4% 7.9% Disagree 14.6% 16.4% 14.1% Neutral 16.7% 20.0% 20.0% 5.5: I have enough computational resources at my disposal Agree 52.1% 37.5% 38.0% to conduct my research. Strongly agree 4.2% 14.1% 14.7% Don’t know 4.2% 3.9% 4.1% Not applicable to my research 0.0% 0.7% 1.2% Strongly disagree 12.5% 11.7% 11.8% Disagree 18.8% 20.9% 18.6% Neutral 25.0% 16.1% 17.0% 5.5: My institution provides adequate resources for data Agree 18.8% 21.3% 22.4% backup/restore. 5.5: My institution provides adequate resources for data backup/restore. Strongly agree 4.2% 10.0% 10.0% Don’t know 14.6% 18.1% 18.0% Not applicable to my research 6.3% 2.0% 2.1% Strongly disagree 8.3% 10.1% 9.9% Disagree 18.8% 20.6% 18.6% Neutral 20.8% 20.5% 21.2% 5.5: I am generally satisfied with the provision of research Agree 39.6% 31.2% 32.0% computing technologies. Strongly agree 6.3% 10.5% 10.8% Don’t know 2.1% 5.2% 5.8% Not applicable to my research 4.2% 1.8% 1.7% Other 0.0% 0.3% 0.3% Male 49.8% 43.9% 45.1% 6.1 Gender Female 43.6% 51.0% 49.5% Prefer not to answer 6.5% 4.8% 5.1% 18–34 13.9% 12.4% 12.8% 35–49 35.0% 38.6% 38.3% 6.2 Age 50–64 39.8% 38.8% 39.6% 65 or older 11.3% 10.2% 9.3% Unchecked 86.2% 94.9% 96.0% 6.3 Faculty load area: Agriculture and natural resources Checked 13.8% 5.1% 4.0% Unchecked 87.2% 91.1% 91.4% 6.3 Faculty load area: Biological/life sciences Checked 12.8% 8.9% 8.6% Unchecked 92.4% 91.3% 89.9% 6.3 Faculty load area: Business, management, marketing Checked 7.6% 8.7% 10.1% Unchecked 95.5% 95.1% 94.9% 6.3 Faculty load area: Communications/journalism Checked 4.5% 4.9% 5.1% Unchecked 94.1% 94.8% 92.5% 6.3 Faculty load area: Computer and information sciences Checked 5.9% 5.2% 7.5% 6.3 Faculty load area: Education, including physical Unchecked 89.7% 88.7% 89.5% education Checked 10.3% 11.3% 10.5% Unchecked 91.0% 92.9% 92.7% 6.3 Faculty load area: Engineering and architecture Checked 9.0% 7.1% 7.3% Unchecked 94.8% 94.2% 94.8% 6.3 Faculty load area: Fine and performing arts Checked 5.2% 5.8% 5.2% 6.3 Faculty load area: Health sciences, including Unchecked 89.3% 86.2% 86.4% professional programs Checked 10.7% 13.8% 13.6% Unchecked 84.5% 86.7% 87.0% 6.3 Faculty load area: Humanities Checked 15.5% 13.3% 13.0% Unchecked 92.4% 90.1% 90.4% 6.3 Faculty load area: Liberal arts/general studies Checked 7.6% 9.9% 9.6% 6.3 Faculty load area: Manufacturing, construction, repair, Unchecked 99.3% 99.0% 97.6% or transportation Checked 0.7% 1.0% 2.4% 6.3 Faculty load area: Physical sciences, including Unchecked 89.0% 89.1% 88.5% mathematical sciences Checked 11.0% 10.9% 11.5% 6.3 Faculty load area: Public administration, legal, social, Unchecked 99.0% 97.9% 98.2% and protective services Checked 1.0% 2.1% 1.8% Unchecked 85.9% 84.1% 86.1% 6.3 Faculty load area: Social sciences Checked 14.1% 15.9% 13.9% Unchecked 90.0% 90.7% 90.6% 6.3 Faculty load area: Other 6.3 Faculty load area: Other Checked 10.0% 9.3% 9.4% White 73.9% 71.5% 62.3% Black/African American 2.7% 1.8% 1.9% Hispanic 1.3% 4.9% 3.1% 6.4 Race/ethnicity Asian/Pacific Islander 6.0% 5.1% 3.5% Other or multiple 1.7% 4.6% 3.7% Unknown 14.4% 12.0% 25.5% 2.9 Why do you think your institution’s security 3.2 One thing that your institution can do to better 4.3a Prefer to have students do these activities or 3.7a Motivation for integration: Write-in text training was not useful? facilitate or support your teaching role assignments online

to provide basic software programs with free accessible - - quiz, lecture notes, for convenience to students in order to study effectively

I use mobile phone technology for reporting, editing, video, audio and photography. Any new apps that I can - use (free or inexpensive) and share with students would - Readings, quizzes, tutorials. be helpful. Any training in using a mobile device for this type of learning would also be helpful. - Provide stronger more reliable network access - homework Stop changing course support software without The only online activities that I assign are literature - announcing updates and changes. Would it hurt to - research. provide a 'release notes'? Better communication and training in new teaching - - Quizzes and papers, homework technologies. Reading homework answer keys online has been good - Make it easier to add files on Moodle. - for my students to reduce printing costs. - - - - Watch videos, read articles, because they can take time Obtain group licenses for commonly used products like - - to digest information Take quizzes, because they grade Dropbox, Prezi and Polls everywhere and post automatically - Better projectors and larger screens in classrooms. - Posting draft of essays for peer-review, Quit paying lip service to the value of teaching is comparable to research. Recognize and provide real support and incentives to teaching (comparable - - homework & reporting results, polls, queries salaries, promotion etc) those actively involved in developing, improving, incorporating modern pedagogy.... etc. Reading assignments, finding statistics as a supplement - - - to textbook information. 1. Buy the BEST product not the cheapest (cf Faculty360) 2. Provide thorough training and support - - this survey is too time intensive and 3. DO NOT crash test 5 or 6 innovations at once 4. Maintain and replace equipment require faculty new to Moodle to spend one course in - - discussion board papers quizzes polls presentations buddy type training - Upgrade computers in the classrooms. - Online quizzes. Study the material for the next topic because I try to - Provide better help documentation for Moodle - conduct my main course as a flipped course Bring faculty together with the understanding that the - traditional classroom is no longer the best way to train - background reading and teach students - upgrade computing facilities - - Join the 21st century...... technology outdated and - - Quizzes on assignments, reading, reviewing material classrooms don't support new ways of teaching

Videos- Because I can retrieve them and know who they Allowing you to be an administrator on your own - - are from Videos they can watch on their own machine Laptops Guidelines, Policies, Examples- I don't waste resources

discussions. Because I can better determine how the - provide more powerful computer transmission abilities - students are understanding the material being taught

moodle quizzes. only technology we can use to my - Better access to technology in all classrooms. - knowledge Submit papers. ease of grading and and plagiarism - - - detection - - - - Better promote workshops and seminars on - - Reading. Easy to post articles or links to references incorporating technology in the classroom Equip classrooms with better desktops (more powerful - - Reviewing background or supplementary material. graphics cards) linked to HD (1080p) LCD projectors.

- Training. - - Find information - Simulations - - Can't think of anything. - Homework and grammar quizzes

More staff. We can barely keep the lights on for - - Watch videos and lecture supplements educational tech support. Equip all undergraduate computer laboratories with 3D - viewing monitors and spectacles. (e.g. 'Crystal Eyes' or Divine inspiration (miracle) Reading assigned documents similar technologies) Better tech support and technology workshops. More Customise solutions for individuals. - Research/ digital submittals/assignments /feedback. integrated approach to technology applications.

- - - -

- - - - Currently I have students do homework online in my Explore other educational technologies out there and lecture course. This is because it is thought to be the offer training sessions on them. The educational best practice - allow students to get their 'feet wet' on technology field is very competitive right now! For their own. I would like to move to having online - example, there are many more 'clicker' systems than - teaching with in-class homework, so that these Turning Technologies, but for some reason the FTC challenging problems can be done with the guidance of seems fixed on providing support only for Turning Point an instructor present to make sure they don't wallow in clickers. confusion.

Publisher provided quizzes and exams (easier to grade - Make a simpler video conference/capture set up. - in mass amounts).

- - - - Submit assignments and watch recorded lecture videos. Submitting assignments online provides an accurate - Have more technology support people. - record of submissions. Recorded lectures allows a student to access the video multiple times at their convenience. improve its consistency rather than not being available; - - none- difficult to know students who are in classes e.g. library electronic resources and Eduroam ------Read supplemental material; read professional blogs. I Classroom facilities seem adequate, although I don't - - want them to see that what we are learning in class is know if all classrooms are equipped. relevant. - - - - Turning in some types of writing assignments via Offer more training in the use of learning platforms and Moodle. This option seems to work well for the - - advertise these in a more thorough manner. students, although I tend to still favor having a hard copy of an assignment to grade. - Invest in models and simulations to teach specific topics - Quizzes within lecture to recapture material tought - Full smartboards. - Review, practice, homework. Research activities, increased access to research though - - - online written sources I prefer discussion and response forums. I also assign - I do not have any suggestions. - quizzes and feedback assignments to get feedback on how the students are feeling about the course.

- Use better platform. MOODLE is problematic. - Depends on class Create a Center for Teaching and Learning where we My students submit all papers online and develop an have access to training that happens live and not in a - - ePortfolio which they submit at midterm and at the end webinar. Most flagship universities have such centers of the semester. and we don't. Update all classrooms with technology. I teach in a professional degree program that doesn't provide our students with a setting that even comes close to - - Paper and assignment submissions...written. approximating a professional setting and it makes it difficult to try to teach them skills and proficiencies when they aren't in that environment.

Pay or provide stipends for using personal IPhones for Discussion Boards it provides the collaboration among - - advising, Group messaging and texting with students. students that is typical missing with an on-line course.

Better Internet connections (speed) and file sharing - - I prefer everything online platforms

Allow us to use blocked sites for purchasing school related items and view programs via internet that supports our profession. Right now, we are blocked by - a filter and unable to order or purchase some goods or - Research for PE related material services from blocked websites. Therefore, we have to uncheck our wifi connection and use data from our phones to do work related stuff. Very frustrating!

Provide computer terminals in classrooms that do not Research, reading articles, creating websites, videos, - - take 10 minutes to turn on and load up. social media activities. - Make it easy/pleasant to use. - Quizzes. Easy grading. - - - Simple quizzes or writing assignments. - - - - expanded readings on topics ; reading scientific journals - upgrade classroom computer systems/digital displays improved classroom instructional hardware/software . Highly technical material requires supplemental reading - More training - Quizes Reading course documents posted on Moodle and Better prevent Moodle being down during class times-- sending backup copies of papers that they also submit - - it is not accessible several times a semester. as hard copies. They also use Qualtrics or Survey Monkey to do surveys for a proposal argument paper. Provide us with better technology in classrooms and I would like to have online discussion but don't know - - labs how - - - quizzes

Better keep the hardware and software up to date. I Non-graded. Some never figure out how to use the - hate recycling old computers just because they are a - computer. tiny bit better than the older ones I have. - - - - They submit turnitin assignments and takehomes Eliminate complex and cumbersome unilateral switches because it saves me the time it takes to run problems to - of teaching technology, e.g., the way Moodle 3 stores - ground with Google. They also get reading assignments previous courses. posted on Moodle, since the articles are not in the textbook.

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- Support more OS systems. - connection to the society as a whole.

- Make library access simpler/possible when off campus - Background research for homework

Get rid of Moodle, and bring back Blackboard. Moodle Essays, etc., because I can post the instructions, and - - is not at all efficient or user friendly. have them submit them, online. Offer institutes (semester long) in which participants get paid to enhance their existing courses with Learning of content--assessment of content. Small - technology. (similar to CCELL's service learning scholars - group discussions. Interactive learning modules. Things program where people send in proposals and indicate a students can do at their own pace. need. Grammar exercises (for a language class) because the grading is more efficient, allowing me to put energy into - Offer free and frequent training/workshops - more meaningful tasks Forum posts- allows quieter students to engage in class more actively

Offer continuous faculty professional development in Homework and Discussions Less paperwork and an - the area of technology, which includes software and - opportunity to engage learners with the course content hardware utilization. Research via electronic databases rather than in the Greater individual assistance in the developing and - - library - greater access to materials, ease of use Online finding course materials discussions - - - - Require students to own laptops and bring them to Library research, multimodal assignments (Wikipedia - - class when needed. editing) Consult with teaching faculty about use of teaching Examinations. I give take home essays in upper level - - technology BEFORE implementing it. courses and graduate seminars. - - - - Provide full IT and training support for the software - they require be used, rather than just dump it on - - people. Teach new faculty on how to use Moodle, Outlook, and - other technologies that the school uses so that I can - Research, submitting papers better tech my students. Assignment submissions. I find it easier to save - Faster internet speeds - students assignments when they are submitted in a digital format communicate what is available and what is needed for - - reading, homework each student can pace themselves IT to improve their services Provide support in higher-quality online visualization - resources to support the appearance of hands-on, - Forums, Online quizzes, student presentations minds-on learning.

I assign essays, online workbook activities, reading, Keep classroom technology updated and offer stronger - - researching topics online since these take longer and support for resolution of problems. require individuals to work quietly.

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Provide more modern teaching equipment (computers) Some quizzes are better done online. Assignments that - - in the classrooms. require out of classroom effort by the students.

I currently have students watch online lectures for every subject and I have online quizzes (Moodle based) for almost each subject area. I have developed all of these It is pretty good at helping me now. It would be neat if on my own with a considerable investment of my time. we could do collaboration with other LSU institutions to On my campus for a face-to-face class, I am one of the form a free, self-designed homework system for most electronically connected instructors. I have been chemistry. There are so many possibilities out there, - - using a flipped classroom design, but I have modified but time limitations have prevented me from that design after one full semester as students do not collaborating. Additionally, it might be difficult since prepare properly for a flipped classroom. Currently, I teaching styles amongst my colleagues may be very have switched to a modified flipped classroom where I different from mine. do not a full lecture, but a modified lecture where if they want full details, they must look at the online lectures or book.

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More support in designing courses--not just teaching Loading assignments; getting feedback on assignments. me how to use technology, but assistance (GAs or TAs) Assistance from GAs or others in gathering, sorting, ( - Chat room discussions. Access to materials and in gathering and loading teaching materials (videos, and later loading) materials I could preview for class use resources. websites, etc).

Get out of my way and let me use technology the way I want. As computer science faculty member I know how Software development. Because those are computer - - to use technology but get annoyed by LSU imposing science courses. technology or security constraints.

- - - - Making sure all classroom and teaching lab equipment - is up to date and functioning. Announcing any changes - - in availability of software and technology. Discussions, posting assignments online, sharing work - Reduce lag time when classroom computers log on. - with peers Ability to reach students who are unable to attend Homework, Quizzes, Examinations. Ensures competency - - traditional classes of the material. - - - - Better online/computer based testing software, training - - Homework and quizzes. and support. Auto graded: Fill in the blank, matching, listening - Provide a laptop to me without any charges or fees. - comprehension, reading comprehension, grammar and vocabulary - - - Literature reviews. Practice, Research, Tests, Quizzes Practice online Have students buy same required laptop as part of provides instant feedback, allows similar question drill, - tuition to Lab School so we have one laptop used for - and learning aids. Tests and quizzes allows me to servicing and teaching on. monitor cheating by similar questions, random order, and lockdown browser. Instant feedback benefit as well.

Online I like to be able to assign any work--tests, provide computers and smartboards within every quizzes, freewriting, journaling, discussions, peer - - classroom on campus review, submission of drafts--because everything can be set up online and resources are unlimited.

Classroom computers and internet connection are slow, Discussions/News Posts - Flexibility to comment and - making it difficult to stream video, access/download - post on own time that can then be used for in-class files on the cloud. discussion. Exams - saves paper

Discussion board and research activities. The students My school can offer more online class. Other schools in can foster engagement with one another without the - - the institution have a robust online offering. interference from instructions. Self-learning will take place.

Make it easier for new and junior faculty to find out what equipment and services allocated to them (most homework and quizzes - easy to collect and auto - don't know they can ask for a laptop, etc). Most people - grading (and I) have what we need, but because we supply it for ourselves. If we're forced to use moodle, we should be trained on Turn in assignments, collaborative peer review; I prefer - - using it. to grade electronically. - Not sure. - None

precedent research - faster on-line than going - see to it that each college has adequate IT personnel - through the library

- - - webassign Better functioning technology in individual classrooms Read Power Point Slides Homework if easy to - - that consistently functions. implement Hire someone to serve as liaison between students and Review educaition-related techniques Research data on - - technology. education topics

Get rid of Moodle in favor of something that is more Short readings, watching videos, short answer quizzes. - - intuitive and useful. Moodle is confusing to the students so I keep it simple.

Assignments and quizzes. Most have a computer or there is access to a computer on campus for no charge. - Smart boards in class rooms. - I don't have to worry about handling paper or hearing about 'no money/ink, etc.' to print assignments. It also saves paper and clutter.

Occasional lectures, posted resources, occasional Provide individualized consultation/meeting service to - - quizzes - just to mix it up, and to offer opportunities to discuss specific issues I am having in teaching repeatedly review material Provide a venue and one location for the university and faculty to post/accumulate best practices technology Group collaboration, simulations, research and virtual - - use that is organized by categories (i.e. testing, project meetings collaboration, virtual meetings, etc.).

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- instructional design specialist for each college - discussion, follow-ups Replace the chalk boards in the buildings---we are the Discussion Forums--I find that students are more 21st century for goodness sake! We also need modular thoughtful and reflective in their responses when they - - furniture and more electrical outlets for computers in have time on their own to read, reflect, and discuss with the classrooms. their peers. ------All of them! Work at own pace, better learning, flexible - Continue great support from ftc. - time

- More in-person support from IT. - Checking of grades and assignment downloads. - - - - - get access to more databases - none I use online homework for large western civ courses. I do this to keep them honest and current on the reading. Update computers in classrooms; they are VERY slow The homework is also provided by the textbook - and it takes forever to get a PowerPoint loaded, - company and is electronically graded which saves my especially using Turning Cloud. TAs a great deal of time for courses that typically have 125-175 students and only 2 graders.

- Can't think of any. - Quizzes because of automatic grading. Provide modern computers and software! Most of the classroom computers are slow and old. I use more None! I prefer hand-written assignments that are - specialized chemistry software that is important for our - graded the old-fashioned way. I use online resources to students but we get limited help from the university to supplement what I teach in class. purchase the software.

Provide a resource person to assist with multi-media homework, definitions, processes/algorithms, - lessons, standardized online course development, best- - properties, examples practices, etc. Add computer accessibility to the Smart-cart in Manuel - - Research projects. Hall, Rm. 105. Require students to have some sort of introductory Submit assignments online so they follow a strict - Moodle training when they come to campus - I spend a - deadline. Watch online videos and read articles on their lot of time trying to teach students how to use Moodle. own time per student's best way to pay attention.

Upgrades in classrooms. Computers are very slow. I I have weekly online quizzes. The supplement all of the - - also wish Top Hat would leave me alone. in class work/lectures/assignments that are completed.

- - - - Look up materials to use in class. I prefer because that's - - - the only place they could find the information. Read assigned material; listen to short lectures on - Offer advanced classes on Moodle - material; I like to conduct flipped classes There is currently one technical support person for my college. This is entirely insufficient. I am unable to - perform many of my teaching duties on account of - none. continuously having to solve technical issues that come up. Improve and streamline moodle Offer training & discussion boards, reflections, readings, video tutorials. - support for taking parts of existing courses into online - They don't need me to facilitate their efforts in these delivery environment activities. - - rural availability - - - - -

Have a stronger internet connection that allows for all - - - students to use consistently without being kicked off.

The internet connection could be improved in Allen research exercises , easier to complete because they are - - Hall. online already quizzes or short activities related to each lecture. To - - - ingrain key information or to give practice on key tasks.

I have not used online activities, all are in and out of - Replace Work Day. - class. 4.3b Prefer to have students do these activities or 5.2 One thing that your institution can do to better 4.9c What LMS do you typically use? Write-in text assignments face-to-face facilitate or support your research role

active discussion - -

Writing, speaking, practice using technology. - -

lecture, testing - - The institution can use some facilities and I prefer to lecture, conduct interactive laboratory - administration funds to support software, which is part experiences, and have discussion face-to-face. of the expected infrastructure. Presentations & exercises - -

Helping students find errors in their calculations is Make it easier for me to access library databases when - better done face to face. traveling. - - More staff support for research

Discussion of concepts, ideas and current events - -

Everything else! - Free software.

team activities learning specific design methodologies - -

Discussions. Why would it be done any other way when - - I am face-to-face with students?

I would be happy to share syllabi - 1. Buy more books by contemporary authors

do not teach face-to-face - - Exams - Not sure Assignments and problems because of the flipped Allow you to purchase software for software from - nature of my courses research accounts application of learning objectives because there are - Provide more IT support and update equipment many variations of what can happen - - - Discussion - -

Collaborative papers and reactions- Because you don't generate as much paperwork and I don't develop carpal tunnel and back problems . In theory, talking to each other online is nice, but responding to each other online Allow me to put the software on my own computer and creates too many responses that with the current - do the research of my personal computer which runs technology is hard to sit through for a number of hours much faster than the one at work. and grade. You can also see the faces of the people when you are not online and see what they are not understanding laboratory and discussion - provide more specialized equipment some problem solving so I can help - -

Lecture - Nothing More 'free' software tools. Better information about - - existing resources. Lecture and discussion. I prefer having - - student/instructor interaction face to face Obtain site licenses for Matlab and Adobe Creative Suite Class lectures and exams/quizzes. - Products. Right now I have to buy these out of grants or personal funds. Hands-on activities, tours, discussion - - Most everything, because they need to feel part of a - - community. pay for cloud based services such as Qiqqa and discuss readings - Readcube, as well as more online journal subscriptions. computations - -

Tutorials/ lectures/class exercises/critiques and. Juries. - Better digital information archiving and storage So I can give instant 1 on 1 feedback and tutoring.

Make SPSS, STATA, and SAS available to everyone FREE of charge. This is a huge inhibition for both research and - - teaching. IT is making money on that, which makes little sense. - - I have no unmet needs. Based on above statement, I value watching them solve problems so that I can see what mistakes they are Moodle 3 - making, what tendencies they have when approaching problems, and try to guard against them in the future.

Really can't comment on anything better. Our IT group is excellent. In all seriousness, they continuously exceed Group activities & cases because the in-depth - my expectations and are always a pleasure to work with discussion spurs learning. at any stage of a project. Their response time is amazing. - - -

Discussing completed assignments. The back and forth - - communication is beneficial. group assignments, in-class assignments so feedback is have a searchable database of technology that is - immediate available ------Presentations; discussions; Q&A. Despite all the - Provide workshops on statistical software. technology, there is no substitute for face to face time.

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Lecture and group activities, including any activity - - where students engage in hands-on work.

Lab - - Everything else. - - Critical thinking/analysis activities with other students - - in a group environment.

I prefer team projects to encourage class participation - - and collaboration.

Depends on class but group collaboration seems to Hire more design and tech experts. We just lost a,good - work better 1:1 one

Group work like peer review. - - Our college had one IT person for the entire place...who has left and not yet been replaced. Given the specialized software required for our disciplines, architecture and art, this is insufficient. No one here is proficient in the software needed for architectural production Design activities and critiques. - (professional standards that we are expected to impart to our students) and that we also need to conduct design research. I feel very much left to my own devices and don't have support for professional training in the software that our students need.

Project-based presentations, because I want to see how - - they teach. Provide server space to all faculty for storage or running Nothing - virtual machines as part of our basic technology (aka, free)

Take notes so I can see that they are engaged - -

Writing assignments, group work. - More online resources are needed. Lecture, Discussion. - - Group activities, discussion - because it is much more - - interactive! - - - journal topic discussion /presentations . Allows for - expand software availability/updates opportunities for public speaking Lab. Lecture - -

Discussion of readings, peer evaluations, group work-- - - most in-class work

Lecture, quizzes, exams - Have support personnel lecture. because interactive problem-solving works - - best face to face

Explanations. Presentations. Easier to explain if you - - know they don't understand. Provide more software available on high performance - - remote servers.

Actual class time. Tests because of the plagiarism Provide prompt, effective support for laptops and - problem. desktops.

Making access to Elsevier articles as seamless as - - possible. Currently there is an issue from the School of Veterinary Medicine. Support more systems, its highly limited. On-line access Direct learning and discussion on the topic. - to data and journal articles is limited as well.

Examinations, lectures - Make management of grants easier Quizzes and exams, to avoid student cheating (which has been a problem in the past and isn't completely - I wish Stata was provided the way SPSS is. avoidable).

Large group discussion--writing workshops. Don't easily Communicate where to go to get help with certain transfer to online--I like to interact during these - requests--i.e. the people who help with Moodle are not processes. the people who can help embed and edit videos.

Conversation practice-- body language and facial cues are important to this form of communication Provide online digital access to foreign language - instruction- I use lots of games/improv activities that (French) newspapers work better in person

Assessments, because I am still learning how to offer - - quizzes and test via online InDesign lessons, ad executions or other projects benefiting from immediate feedback when questions - Purchase qualitative data analytic software arise Quizzes / exams - limits cheating potential Exercises linked to lecture - - - Discussions, presentations - -

Lectures and discussions. Students need to see me in - - person and talk to me and I to them. Programs that require individuals seats, such as SAS and - - ESRI, are a pain to keep updated.

- - Acknowledge the importance of Mac-based computing.

Self guided research for self lecture on small topics - -

Role play assignments. This methods allows for greater - - feedback. discussion of the material questions can be addressed provide information on how to use the available - at the time they arise technology simulations, hands-on activities - Provide IT support for use of specialized software.

I pratice of conversation skills, I assign short group work Offer better software and offer hardware for research to solve problems , and I give instructions on new both at office and at home or away. Currently, I only - material in class because these require cooperation and receive hardware for teaching purposes and for immediate dialogue. research in office. Easy option for backed up data repository, especially for - - federally funded projects. Hands-on activities and those that require direct The university needs to do a better job of making - guidance. faculty aware of the technology available to them.

Problems that get the students to make mistakes so I can explain what they are not understanding. I do this in my online lectures (I call them 'You Try It') and I ask them to stop the video and try the problem on their own and then restart the video to see me explain the answer. I have tried online homework systems (chemistry). The online homework systems that I have tried with nonscience majors are busy work and success in the online homework system did not correlate with - - success on exams. The online homework systems with higher levels students seemed to take more time than was worth the effort. The problems are the same as what is in the book and students have trouble with the drawing programs (I have tried them myself and they do take some skill). Traditional homework from the book seems to be most efficient if the students will do it. Getting the students to do it is the problem.

- - - Class discussion. Because it generates energy and is fun! They enjoy the camaraderie, stimulate thinking, and tend to remember salient points much better. And the relationships made over time by having multiple - - classes together create a professional, and sometimes personal, network that lasts long after degree completion.

Lecturing, answering questions about programming assignments. Because it's more efficient than doing - - that online.

- - - Have a local person conversant with the different types - - of computers/programs used in my field.

Debates, lectures, tests and quizzes - Better support for faculty desktop computers.

N/A - - - - - Lectures. - -

Professor graded: Speaking and writing - -

Presentations, exams. - Return to timely on-site help when needed.

Practice (peer and teacher help), Testing (monitoring), projects and activities like measuring triangles and using - - trig ratios to identify height together. Peer interaction key to learning.

Sometimes discussions are more animated in person, and sometimes academic honesty is more readily I am not actively engaging in academic research at this - insured with face-to-face writing/quizzes/tests, but the time. limited technology in classrooms is a hindrance. Discussions, exercises that build on readings. Enables students to engage with each other and build professional presentation skills, critical thinking, and - - gives me an opportunity to correct misinterpretations of material. Guest speakers, class writing and lecture material. I can speed up or slow down depending on how the students are doing. Also, I am able to aid my students during - More training on how to better use research software. their class time in ways that cannot be done on social media. activities that follow explanation of a concept and / or - - that require help checkpoints

All others. - - Mostly practice problems/questions to prepare for - Provide reliable and easily accessible data backup. exams. actual projects - students need more guidance and more direct feedback. students need to see what their - - classmates are doing quizzes, exams - - Exams Discussion of problems and material - - Share experiences from field observations Collaborate - - on tasks Take tests For much of my research I have to scurry around raising money for technology, and deal with state and Working together on projects, lecture and discussion - university bureaucracy to make purchases. This takes an inordinate amount of time and energy. The answer would be partially in more and better staff.

Exams. I like to be available for questions if they arise. Class rooms with access to computers for testing (not a - - testing center) would be ideal.

Most content delivery, small group work- seems more Ha! Provide resources, aside from the weekly HPC - effective, better attention/compliance trainings (which could be more effective)

Business plan presentations. At the moment if they need to raise money for their business, face to face - - meeting is the current method of this type of activity.

Develop more state of the art classrooms for teaching - - that include better CPUs and more 'smart' boards small group, get emotional context - - Group-work---I find students are better to understand I have no idea what is offered at my institution. I each other and collaborate better when they meet face- - haven't had any PD or mentoring on how technology to-face. can support my research. ------None. Class sections of more than 100 students in a More funding, more personnel. Our IT personnel are night class. Cannot be effective. No need to put - completely occupied supporting labs, classrooms, students and instructors through this. ordering hardware, etc. All actual class time and testing. - - - - - all - provide training

Lectures, seminar meetings, exams. I think the best teaching is live, and the best way to avoid cheating is to - - have students take exams in class.

Problem working sessions, exams, because they are not - - amenable to online. Most, if not all assignments. I give a short written graded quiz in each lecture that serves as an attendance tool and forces the students to think about the concepts being taught in class. I also give written essay-style - - homework assignments and exams - all hand graded. Online multiple choice questions do not generally promote critical thinking. I have plenty of data supporting this. examples, detailed explanations of concepts - the - - 'why's', common errors, how applied to every day life Discussions, lectures, peer review; the interaction is - - important!

Rendering and skilled activities so I can watch them and - - give guidance in real-time.

I do have in-class questions that students complete in a group. During these times, I make myself available for asking questions and providing guidance. This helps - - students understanding and reduces the need for students to wait for my office hours to ask questions.

- - - Discussion of materials read. I prefer because it is easier face to face rather than by video. It is much - It would be great to have a 3-D printer in the library. better for getting reactions, etc. Exercises; discussions; - -

The majority of students time is spent interfacing with a screen. Creating a break from this increases student - - attention and performance. hands-on workshops and practicum-type experiences. - - These are not replicable in the online environment.

- none Could provide a data archive service - - - Assign IT personnel to support certain groups, areas, or departments (like we have a dedicated member of the - - library staff) and then make sure contact is easy and direct to that person. essay writing conferences because suggestions for - - revision usually are lost if we are not face to face Lecture/discussion. Direct feedback (student expressions, body language, etc.) are a key requirement to on-the-fly adaptation (pacing of info delivery, - - repetition of particular info, etc.) of knowledge delivery. If you can't see and interact with the students, how do you accommodate their needs?

Landscape architecture design and planning projects, - Pertinent RFP notices technical course exercises and technical drawings. Do a better job of disseminating information about the IT resources that are available (e.g., data curation, long- term storage). Better understand the research programs and opportunities in my discipline to help me.