Title V Faculty Training Study, 2016

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* 1. Is this the first time you are taking this survey?

Yes

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* 2. How many years of experience do you have in each of the following positions?

Years in a full-time faculty position

Years in an adjunct faculty position

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* 3. Do you own any of these devices?

	No, and I don't plan to purchase one within the next 12 months	No, but I plan to purchase one within the next 12 months	Yes, I currently own one (or more)
Desktop Computer	Desktop Computer No, and I don't plan to purchase one within the next 12 months	Desktop Computer No, but I plan to purchase one within the next 12 months	Desktop Computer Yes, I currently own one (or more)
Laptop	Laptop No, and I don't plan to purchase one within the next 12 months	Laptop No, but I plan to purchase one within the next 12 months	Laptop Yes, I currently own one (or more)
Tablet	Tablet No, and I don't plan to purchase one within the next 12 months	Tablet No, but I plan to purchase one within the next 12 months	Tablet Yes, I currently own one (or more)
Smartphone	Smartphone No, and I don't plan to purchase one within the next 12 months	Smartphone No, but I plan to purchase one within the next 12 months	Smartphone Yes, I currently own one (or more)
Wearable Technology (e.g., fitness device, smart watch, Google Glass)	Wearable Technology (e.g., fitness device, smart watch, Google Glass) No, and I don't plan to purchase one within the next 12 months	Wearable Technology (e.g., fitness device, smart watch, Google Glass) No, but I plan to purchase one within the next 12 months	Wearable Technology (e.g., fitness device, smart watch, Google Glass) Yes, I currently own one (or more)
Internet-Connected Gaming	Internet-Connected Gaming No, and I don't plan to purchase one within the next 12 months	Internet-Connected Gaming No, but I plan to purchase one within the next 12 months	Internet-Connected Gaming Yes, I currently own one (or more)

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* 4. Thinking about the past year, please rate your experiences with the following resources/services/spaces:

	Poor	Fair	Neutral	Good	Excellent	N/A
Classroom-based technology resources (e.g., computers, projection systems, lecture capture systems, SMART boards, etc)	Classroom-based technology resources (e.g., computers, projection systems, lecture capture systems, SMART boards, etc) Poor	Classroom-based technology resources (e.g., computers, projection systems, lecture capture systems, SMART boards, etc) Fair	Classroom-based technology resources (e.g., computers, projection systems, lecture capture systems, SMART boards, etc) Neutral	Classroom-based technology resources (e.g., computers, projection systems, lecture capture systems, SMART boards, etc) Good	Classroom-based technology resources (e.g., computers, projection systems, lecture capture systems, SMART boards, etc) Excellent	Classroom-based technology resources (e.g., computers, projection systems, lecture capture systems, SMART boards, etc) N/A
Laboratory technology resources (e.g., computers, research equipment, etc)	Laboratory technology resources (e.g., computers, research equipment, etc) Poor	Laboratory technology resources (e.g., computers, research equipment, etc) Fair	Laboratory technology resources (e.g., computers, research equipment, etc) Neutral	Laboratory technology resources (e.g., computers, research equipment, etc) Good	Laboratory technology resources (e.g., computers, research equipment, etc) Excellent	Laboratory technology resources (e.g., computers, research equipment, etc) N/A
Online collaborative spaces in which your students or colleagues can work synchronously or asynchronously on projects or assignments (e.g., Canvas, Google Docs, etc)	Online collaborative spaces in which your students or colleagues can work synchronously or asynchronously on projects or assignments (e.g., Canvas, Google Docs, etc) Poor	Online collaborative spaces in which your students or colleagues can work synchronously or asynchronously on projects or assignments (e.g., Canvas, Google Docs, etc) Fair	Online collaborative spaces in which your students or colleagues can work synchronously or asynchronously on projects or assignments (e.g., Canvas, Google Docs, etc) Neutral	Online collaborative spaces in which your students or colleagues can work synchronously or asynchronously on projects or assignments (e.g., Canvas, Google Docs, etc) Good	Online collaborative spaces in which your students or colleagues can work synchronously or asynchronously on projects or assignments (e.g., Canvas, Google Docs, etc) Excellent	Online collaborative spaces in which your students or colleagues can work synchronously or asynchronously on projects or assignments (e.g., Canvas, Google Docs, etc) N/A
Physical collaborative spaces (e.g., computer labs, testing centers, learning centers, active learning classrooms, etc)	Physical collaborative spaces (e.g., computer labs, testing centers, learning centers, active learning classrooms, etc) Poor	Physical collaborative spaces (e.g., computer labs, testing centers, learning centers, active learning classrooms, etc) Fair	Physical collaborative spaces (e.g., computer labs, testing centers, learning centers, active learning classrooms, etc) Neutral	Physical collaborative spaces (e.g., computer labs, testing centers, learning centers, active learning classrooms, etc) Good	Physical collaborative spaces (e.g., computer labs, testing centers, learning centers, active learning classrooms, etc) Excellent	Physical collaborative spaces (e.g., computer labs, testing centers, learning centers, active learning classrooms, etc) N/A
Ability to get my work done while working from home, traveling, and/or living in other states or countries	Ability to get my work done while working from home, traveling, and/or living in other states or countries Poor	Ability to get my work done while working from home, traveling, and/or living in other states or countries Fair	Ability to get my work done while working from home, traveling, and/or living in other states or countries Neutral	Ability to get my work done while working from home, traveling, and/or living in other states or countries Good	Ability to get my work done while working from home, traveling, and/or living in other states or countries Excellent	Ability to get my work done while working from home, traveling, and/or living in other states or countries N/A

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* 5. Thinking about the past year, please rate your experiences with the following resources/services/spaces:

	Poor	Fair	Neutral	Good	Excellent	N/A
Reliable access to Wi-Fi networks throughout campus/laboratory facilities	Reliable access to Wi-Fi networks throughout campus/laboratory facilities Poor	Reliable access to Wi-Fi networks throughout campus/laboratory facilities Fair	Reliable access to Wi-Fi networks throughout campus/laboratory facilities Neutral	Reliable access to Wi-Fi networks throughout campus/laboratory facilities Good	Reliable access to Wi-Fi networks throughout campus/laboratory facilities Excellent	Reliable access to Wi-Fi networks throughout campus/laboratory facilities N/A
Communication technologies (e.g., email, instant messaging, web-based conference services, social media, etc)	Communication technologies (e.g., email, instant messaging, web-based conference services, social media, etc) Poor	Communication technologies (e.g., email, instant messaging, web-based conference services, social media, etc) Fair	Communication technologies (e.g., email, instant messaging, web-based conference services, social media, etc) Neutral	Communication technologies (e.g., email, instant messaging, web-based conference services, social media, etc) Good	Communication technologies (e.g., email, instant messaging, web-based conference services, social media, etc) Excellent	Communication technologies (e.g., email, instant messaging, web-based conference services, social media, etc) N/A
Online or virtual technologies (e.g., network or cloud-based file storage system, web portals, etc)	Online or virtual technologies (e.g., network or cloud-based file storage system, web portals, etc) Poor	Online or virtual technologies (e.g., network or cloud-based file storage system, web portals, etc) Fair	Online or virtual technologies (e.g., network or cloud-based file storage system, web portals, etc) Neutral	Online or virtual technologies (e.g., network or cloud-based file storage system, web portals, etc) Good	Online or virtual technologies (e.g., network or cloud-based file storage system, web portals, etc) Excellent	Online or virtual technologies (e.g., network or cloud-based file storage system, web portals, etc) N/A

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* 6. Thinking about the past year, please rate your experiences with the following resources/services/spaces:

	Poor	Fair	Neutral	Good	Excellent	N/A
Technology support (e.g., desktop support, classroom technology support, course media production support, etc)	Technology support (e.g., desktop support, classroom technology support, course media production support, etc) Poor	Technology support (e.g., desktop support, classroom technology support, course media production support, etc) Fair	Technology support (e.g., desktop support, classroom technology support, course media production support, etc) Neutral	Technology support (e.g., desktop support, classroom technology support, course media production support, etc) Good	Technology support (e.g., desktop support, classroom technology support, course media production support, etc) Excellent	Technology support (e.g., desktop support, classroom technology support, course media production support, etc) N/A
Professional development around the integrated use of technology in your teaching (e.g., technology training opportunities, incentives, and professional advancement)	Professional development around the integrated use of technology in your teaching (e.g., technology training opportunities, incentives, and professional advancement) Poor	Professional development around the integrated use of technology in your teaching (e.g., technology training opportunities, incentives, and professional advancement) Fair	Professional development around the integrated use of technology in your teaching (e.g., technology training opportunities, incentives, and professional advancement) Neutral	Professional development around the integrated use of technology in your teaching (e.g., technology training opportunities, incentives, and professional advancement) Good	Professional development around the integrated use of technology in your teaching (e.g., technology training opportunities, incentives, and professional advancement) Excellent	Professional development around the integrated use of technology in your teaching (e.g., technology training opportunities, incentives, and professional advancement) N/A
Support for making courses accessible to students with disabilities	Support for making courses accessible to students with disabilities Poor	Support for making courses accessible to students with disabilities Fair	Support for making courses accessible to students with disabilities Neutral	Support for making courses accessible to students with disabilities Good	Support for making courses accessible to students with disabilities Excellent	Support for making courses accessible to students with disabilities N/A
Support for making teaching courses accessible to faculty with disabilities	Support for making teaching courses accessible to faculty with disabilities Poor	Support for making teaching courses accessible to faculty with disabilities Fair	Support for making teaching courses accessible to faculty with disabilities Neutral	Support for making teaching courses accessible to faculty with disabilities Good	Support for making teaching courses accessible to faculty with disabilities Excellent	Support for making teaching courses accessible to faculty with disabilities N/A
Consultations for using technology in teaching and research (e.g., course design, assignment development, assessment and evaluation, etc)	Consultations for using technology in teaching and research (e.g., course design, assignment development, assessment and evaluation, etc) Poor	Consultations for using technology in teaching and research (e.g., course design, assignment development, assessment and evaluation, etc) Fair	Consultations for using technology in teaching and research (e.g., course design, assignment development, assessment and evaluation, etc) Neutral	Consultations for using technology in teaching and research (e.g., course design, assignment development, assessment and evaluation, etc) Good	Consultations for using technology in teaching and research (e.g., course design, assignment development, assessment and evaluation, etc) Excellent	Consultations for using technology in teaching and research (e.g., course design, assignment development, assessment and evaluation, etc) N/A
Specialized teaching software	Specialized teaching software Poor	Specialized teaching software Fair	Specialized teaching software Neutral	Specialized teaching software Good	Specialized teaching software Excellent	Specialized teaching software N/A

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* 7. Thinking about the past year, please tell us about your BEST technology experience at Cabrillo.

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* 8. Thinking about the past year, please tell us about your WORST technology experience at Cabrillo.

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* 9. Please tell us how much you agree or disagree with the following statements about data/information privacy and security

	Don't Know	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
I take sufficient measures to keep data about my students secure	I take sufficient measures to keep data about my students secure Don't Know	I take sufficient measures to keep data about my students secure Strongly Disagree	I take sufficient measures to keep data about my students secure Disagree	I take sufficient measures to keep data about my students secure Neutral	I take sufficient measures to keep data about my students secure Agree	I take sufficient measures to keep data about my students secure Strongly Agree
In general, I have confidence in Cabrillo's information security practices	In general, I have confidence in Cabrillo's information security practices Don't Know	In general, I have confidence in Cabrillo's information security practices Strongly Disagree	In general, I have confidence in Cabrillo's information security practices Disagree	In general, I have confidence in Cabrillo's information security practices Neutral	In general, I have confidence in Cabrillo's information security practices Agree	In general, I have confidence in Cabrillo's information security practices Strongly Agree
I understand relevant policies about data storage as they relate to free online tools (e.g., Google, Box, Dropbox, etc)	I understand relevant policies about data storage as they relate to free online tools (e.g., Google, Box, Dropbox, etc) Don't Know	I understand relevant policies about data storage as they relate to free online tools (e.g., Google, Box, Dropbox, etc) Strongly Disagree	I understand relevant policies about data storage as they relate to free online tools (e.g., Google, Box, Dropbox, etc) Disagree	I understand relevant policies about data storage as they relate to free online tools (e.g., Google, Box, Dropbox, etc) Neutral	I understand relevant policies about data storage as they relate to free online tools (e.g., Google, Box, Dropbox, etc) Agree	I understand relevant policies about data storage as they relate to free online tools (e.g., Google, Box, Dropbox, etc) Strongly Agree
I understand relevant policies and state and federal laws about data protection (e.g., HIPAA, FERPA, FISMA)	I understand relevant policies and state and federal laws about data protection (e.g., HIPAA, FERPA, FISMA) Don't Know	I understand relevant policies and state and federal laws about data protection (e.g., HIPAA, FERPA, FISMA) Strongly Disagree	I understand relevant policies and state and federal laws about data protection (e.g., HIPAA, FERPA, FISMA) Disagree	I understand relevant policies and state and federal laws about data protection (e.g., HIPAA, FERPA, FISMA) Neutral	I understand relevant policies and state and federal laws about data protection (e.g., HIPAA, FERPA, FISMA) Agree	I understand relevant policies and state and federal laws about data protection (e.g., HIPAA, FERPA, FISMA) Strongly Agree
Cabrillo offers information security training regarding the protection of institutional data (e.g., student data)	Cabrillo offers information security training regarding the protection of institutional data (e.g., student data) Don't Know	Cabrillo offers information security training regarding the protection of institutional data (e.g., student data) Strongly Disagree	Cabrillo offers information security training regarding the protection of institutional data (e.g., student data) Disagree	Cabrillo offers information security training regarding the protection of institutional data (e.g., student data) Neutral	Cabrillo offers information security training regarding the protection of institutional data (e.g., student data) Agree	Cabrillo offers information security training regarding the protection of institutional data (e.g., student data) Strongly Agree
Cabrillo's intellectual property policies impede my productivity	Cabrillo's intellectual property policies impede my productivity Don't Know	Cabrillo's intellectual property policies impede my productivity Strongly Disagree	Cabrillo's intellectual property policies impede my productivity Disagree	Cabrillo's intellectual property policies impede my productivity Neutral	Cabrillo's intellectual property policies impede my productivity Agree	Cabrillo's intellectual property policies impede my productivity Strongly Agree

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* 10. To what extent do you agree with the following statements about online learning?

	Don't Know	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Online learning helps students learn more effectively	Online learning helps students learn more effectively Don't Know	Online learning helps students learn more effectively Strongly Disagree	Online learning helps students learn more effectively Disagree	Online learning helps students learn more effectively Neutral	Online learning helps students learn more effectively Agree	Online learning helps students learn more effectively Strongly Agree
Online learning will lead to pedagogical breakthroughs	Online learning will lead to pedagogical breakthroughs Don't Know	Online learning will lead to pedagogical breakthroughs Strongly Disagree	Online learning will lead to pedagogical breakthroughs Disagree	Online learning will lead to pedagogical breakthroughs Neutral	Online learning will lead to pedagogical breakthroughs Agree	Online learning will lead to pedagogical breakthroughs Strongly Agree
Online learning will make higher education available to more students	Online learning will make higher education available to more students Don't Know	Online learning will make higher education available to more students Strongly Disagree	Online learning will make higher education available to more students Disagree	Online learning will make higher education available to more students Neutral	Online learning will make higher education available to more students Agree	Online learning will make higher education available to more students Strongly Agree

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* 11. Tell us ONE thing Cabrillo can do with technology to better facilitate or support your faculty teaching role.

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* 12. When you need technology support or assistance for school-related activities, what do you typically do? Rank these in the order of what you would typically do first to what you would do last. You do not need to rank all items.

Ask your friends

Ask your family

Ask your peers or colleagues

Ask your students

Search Google, YouTube, or another online source

Contact the company or vendor

Use Cabrillo's help desk services

Figure it out on your own

Other

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* 13. To what extent do you agree with the following statements?

	N/A	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
I wish my students were better prepared to use institutionally specific technology (e.g., WebAdvisor, Canvas, Library search system)	I wish my students were better prepared to use institutionally specific technology (e.g., WebAdvisor, Canvas, Library search system) N/A	I wish my students were better prepared to use institutionally specific technology (e.g., WebAdvisor, Canvas, Library search system) Strongly Disagree	I wish my students were better prepared to use institutionally specific technology (e.g., WebAdvisor, Canvas, Library search system) Disagree	I wish my students were better prepared to use institutionally specific technology (e.g., WebAdvisor, Canvas, Library search system) Neutral	I wish my students were better prepared to use institutionally specific technology (e.g., WebAdvisor, Canvas, Library search system) Agree	I wish my students were better prepared to use institutionally specific technology (e.g., WebAdvisor, Canvas, Library search system) Strongly Agree
I wish my students were better prepared to use basic software programs and applications (e.g., MS Office, Google Apps, etc)	I wish my students were better prepared to use basic software programs and applications (e.g., MS Office, Google Apps, etc) N/A	I wish my students were better prepared to use basic software programs and applications (e.g., MS Office, Google Apps, etc) Strongly Disagree	I wish my students were better prepared to use basic software programs and applications (e.g., MS Office, Google Apps, etc) Disagree	I wish my students were better prepared to use basic software programs and applications (e.g., MS Office, Google Apps, etc) Neutral	I wish my students were better prepared to use basic software programs and applications (e.g., MS Office, Google Apps, etc) Agree	I wish my students were better prepared to use basic software programs and applications (e.g., MS Office, Google Apps, etc) Strongly Agree
Most of my students have adequate technology skills for carrying out course activities	Most of my students have adequate technology skills for carrying out course activities N/A	Most of my students have adequate technology skills for carrying out course activities Strongly Disagree	Most of my students have adequate technology skills for carrying out course activities Disagree	Most of my students have adequate technology skills for carrying out course activities Neutral	Most of my students have adequate technology skills for carrying out course activities Agree	Most of my students have adequate technology skills for carrying out course activities Strongly Agree
Too many of my students look to me for technology support to fulfill course requirements	Too many of my students look to me for technology support to fulfill course requirements N/A	Too many of my students look to me for technology support to fulfill course requirements Strongly Disagree	Too many of my students look to me for technology support to fulfill course requirements Disagree	Too many of my students look to me for technology support to fulfill course requirements Neutral	Too many of my students look to me for technology support to fulfill course requirements Agree	Too many of my students look to me for technology support to fulfill course requirements Strongly Agree

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* 14. Tell us one thing that your students could do to be more prepared to use technology to facilitate their academic success.

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* 15. How interested are you in Cabrillo providing your students with the following online early-alert or intervention notifications, even if it means additional effort on your part?

	Don't Know	Not at All Interested	Not Very Interested	Moderately Interested	Very Interested	Extremely Interested
Guidance about courses students might consider taking in the future (e.g., "other courses you might like" or "we recommend" suggestions)	Guidance about courses students might consider taking in the future (e.g., "other courses you might like" or "we recommend" suggestions) Don't Know	Guidance about courses students might consider taking in the future (e.g., "other courses you might like" or "we recommend" suggestions) Not at All Interested	Guidance about courses students might consider taking in the future (e.g., "other courses you might like" or "we recommend" suggestions) Not Very Interested	Guidance about courses students might consider taking in the future (e.g., "other courses you might like" or "we recommend" suggestions) Moderately Interested	Guidance about courses students might consider taking in the future (e.g., "other courses you might like" or "we recommend" suggestions) Very Interested	Guidance about courses students might consider taking in the future (e.g., "other courses you might like" or "we recommend" suggestions) Extremely Interested
Alerts if it appears a student's progress in a course is declining	Alerts if it appears a student's progress in a course is declining Don't Know	Alerts if it appears a student's progress in a course is declining Not at All Interested	Alerts if it appears a student's progress in a course is declining Not Very Interested	Alerts if it appears a student's progress in a course is declining Moderately Interested	Alerts if it appears a student's progress in a course is declining Very Interested	Alerts if it appears a student's progress in a course is declining Extremely Interested
Suggestions for how to improve performance in a course if a student's progress is substandard	Suggestions for how to improve performance in a course if a student's progress is substandard Don't Know	Suggestions for how to improve performance in a course if a student's progress is substandard Not at All Interested	Suggestions for how to improve performance in a course if a student's progress is substandard Not Very Interested	Suggestions for how to improve performance in a course if a student's progress is substandard Moderately Interested	Suggestions for how to improve performance in a course if a student's progress is substandard Very Interested	Suggestions for how to improve performance in a course if a student's progress is substandard Extremely Interested
Suggestions about new or different academic resources for your students (e.g., tutoring, skills-building opportunities, etc)	Suggestions about new or different academic resources for your students (e.g., tutoring, skills-building opportunities, etc) Don't Know	Suggestions about new or different academic resources for your students (e.g., tutoring, skills-building opportunities, etc) Not at All Interested	Suggestions about new or different academic resources for your students (e.g., tutoring, skills-building opportunities, etc) Not Very Interested	Suggestions about new or different academic resources for your students (e.g., tutoring, skills-building opportunities, etc) Moderately Interested	Suggestions about new or different academic resources for your students (e.g., tutoring, skills-building opportunities, etc) Very Interested	Suggestions about new or different academic resources for your students (e.g., tutoring, skills-building opportunities, etc) Extremely Interested
Personalized support and information on your students' progress toward their degree goals	Personalized support and information on your students' progress toward their degree goals Don't Know	Personalized support and information on your students' progress toward their degree goals Not at All Interested	Personalized support and information on your students' progress toward their degree goals Not Very Interested	Personalized support and information on your students' progress toward their degree goals Moderately Interested	Personalized support and information on your students' progress toward their degree goals Very Interested	Personalized support and information on your students' progress toward their degree goals Extremely Interested
Personalized quizzes or practice questions oriented to your students' strengths or weaknesses	Personalized quizzes or practice questions oriented to your students' strengths or weaknesses Don't Know	Personalized quizzes or practice questions oriented to your students' strengths or weaknesses Not at All Interested	Personalized quizzes or practice questions oriented to your students' strengths or weaknesses Not Very Interested	Personalized quizzes or practice questions oriented to your students' strengths or weaknesses Moderately Interested	Personalized quizzes or practice questions oriented to your students' strengths or weaknesses Very Interested	Personalized quizzes or practice questions oriented to your students' strengths or weaknesses Extremely Interested
Personalized dashboards that give students real-time feedback about their progress in a course or learning experience	Personalized dashboards that give students real-time feedback about their progress in a course or learning experience Don't Know	Personalized dashboards that give students real-time feedback about their progress in a course or learning experience Not at All Interested	Personalized dashboards that give students real-time feedback about their progress in a course or learning experience Not Very Interested	Personalized dashboards that give students real-time feedback about their progress in a course or learning experience Moderately Interested	Personalized dashboards that give students real-time feedback about their progress in a course or learning experience Very Interested	Personalized dashboards that give students real-time feedback about their progress in a course or learning experience Extremely Interested
Personalized dashboards that give you real-time feedback about students' progress in a course or learning experience	Personalized dashboards that give you real-time feedback about students' progress in a course or learning experience Don't Know	Personalized dashboards that give you real-time feedback about students' progress in a course or learning experience Not at All Interested	Personalized dashboards that give you real-time feedback about students' progress in a course or learning experience Not Very Interested	Personalized dashboards that give you real-time feedback about students' progress in a course or learning experience Moderately Interested	Personalized dashboards that give you real-time feedback about students' progress in a course or learning experience Very Interested	Personalized dashboards that give you real-time feedback about students' progress in a course or learning experience Extremely Interested

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* 16. I could be a more effective instructor if I were better skilled at integrating this technology into my courses:

	N/A	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Learning management system (e.g., Canvas)	Learning management system (e.g., Canvas) N/A	Learning management system (e.g., Canvas) Strongly Disagree	Learning management system (e.g., Canvas) Disagree	Learning management system (e.g., Canvas) Neutral	Learning management system (e.g., Canvas) Agree	Learning management system (e.g., Canvas) Strongly Agree
Online collaboration tools (e.g., Zoom, Collaborate, Google Docs)	Online collaboration tools (e.g., Zoom, Collaborate, Google Docs) N/A	Online collaboration tools (e.g., Zoom, Collaborate, Google Docs) Strongly Disagree	Online collaboration tools (e.g., Zoom, Collaborate, Google Docs) Disagree	Online collaboration tools (e.g., Zoom, Collaborate, Google Docs) Neutral	Online collaboration tools (e.g., Zoom, Collaborate, Google Docs) Agree	Online collaboration tools (e.g., Zoom, Collaborate, Google Docs) Strongly Agree
E-portfolios	E-portfolios N/A	E-portfolios Strongly Disagree	E-portfolios Disagree	E-portfolios Neutral	E-portfolios Agree	E-portfolios Strongly Agree
E-books or e-textbooks	E-books or e-textbooks N/A	E-books or e-textbooks Strongly Disagree	E-books or e-textbooks Disagree	E-books or e-textbooks Neutral	E-books or e-textbooks Agree	E-books or e-textbooks Strongly Agree
Free, web-based content to supplement course-related materials (e.g., Open Education Resources, Khan Academy, iTunes U, etc)	Free, web-based content to supplement course-related materials (e.g., Open Education Resources, Khan Academy, iTunes U, etc) N/A	Free, web-based content to supplement course-related materials (e.g., Open Education Resources, Khan Academy, iTunes U, etc) Strongly Disagree	Free, web-based content to supplement course-related materials (e.g., Open Education Resources, Khan Academy, iTunes U, etc) Disagree	Free, web-based content to supplement course-related materials (e.g., Open Education Resources, Khan Academy, iTunes U, etc) Neutral	Free, web-based content to supplement course-related materials (e.g., Open Education Resources, Khan Academy, iTunes U, etc) Agree	Free, web-based content to supplement course-related materials (e.g., Open Education Resources, Khan Academy, iTunes U, etc) Strongly Agree
Simulations or educational games	Simulations or educational games N/A	Simulations or educational games Strongly Disagree	Simulations or educational games Disagree	Simulations or educational games Neutral	Simulations or educational games Agree	Simulations or educational games Strongly Agree
Lecture capture/classroom-based recordings (for later use/review)	Lecture capture/classroom-based recordings (for later use/review) N/A	Lecture capture/classroom-based recordings (for later use/review) Strongly Disagree	Lecture capture/classroom-based recordings (for later use/review) Disagree	Lecture capture/classroom-based recordings (for later use/review) Neutral	Lecture capture/classroom-based recordings (for later use/review) Agree	Lecture capture/classroom-based recordings (for later use/review) Strongly Agree
Students' tablets during class	Students' tablets during class N/A	Students' tablets during class Strongly Disagree	Students' tablets during class Disagree	Students' tablets during class Neutral	Students' tablets during class Agree	Students' tablets during class Strongly Agree
Students' smartphones during class	Students' smartphones during class N/A	Students' smartphones during class Strongly Disagree	Students' smartphones during class Disagree	Students' smartphones during class Neutral	Students' smartphones during class Agree	Students' smartphones during class Strongly Agree
Students' laptops during class	Students' laptops during class N/A	Students' laptops during class Strongly Disagree	Students' laptops during class Disagree	Students' laptops during class Neutral	Students' laptops during class Agree	Students' laptops during class Strongly Agree
Social media as a teaching and learning tool	Social media as a teaching and learning tool N/A	Social media as a teaching and learning tool Strongly Disagree	Social media as a teaching and learning tool Disagree	Social media as a teaching and learning tool Neutral	Social media as a teaching and learning tool Agree	Social media as a teaching and learning tool Strongly Agree
Software to create videos or multimedia resources	Software to create videos or multimedia resources N/A	Software to create videos or multimedia resources Strongly Disagree	Software to create videos or multimedia resources Disagree	Software to create videos or multimedia resources Neutral	Software to create videos or multimedia resources Agree	Software to create videos or multimedia resources Strongly Agree
Early-alert systems designed to catch potential academic trouble as soon as possible	Early-alert systems designed to catch potential academic trouble as soon as possible N/A	Early-alert systems designed to catch potential academic trouble as soon as possible Strongly Disagree	Early-alert systems designed to catch potential academic trouble as soon as possible Disagree	Early-alert systems designed to catch potential academic trouble as soon as possible Neutral	Early-alert systems designed to catch potential academic trouble as soon as possible Agree	Early-alert systems designed to catch potential academic trouble as soon as possible Strongly Agree
Search tools to find references or other information online for class work	Search tools to find references or other information online for class work N/A	Search tools to find references or other information online for class work Strongly Disagree	Search tools to find references or other information online for class work Disagree	Search tools to find references or other information online for class work Neutral	Search tools to find references or other information online for class work Agree	Search tools to find references or other information online for class work Strongly Agree
Blogs or online discussion/collaboration tools related to class work	Blogs or online discussion/collaboration tools related to class work N/A	Blogs or online discussion/collaboration tools related to class work Strongly Disagree	Blogs or online discussion/collaboration tools related to class work Disagree	Blogs or online discussion/collaboration tools related to class work Neutral	Blogs or online discussion/collaboration tools related to class work Agree	Blogs or online discussion/collaboration tools related to class work Strongly Agree

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* 17. What are your top training/professional development needs for better using technology to facilitate or support your teaching assignments?

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* 18. In a typical year, how many course sections do you teach?

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* 19. In the past year, in how many of your courses did you use...

	Don't Know	None	A Few	About Half	Nearly All	All
... a blended approach to teaching? That is, at least part of your instruction/teaching was through online delivery of content and part was through face-to-face interaction with your students, and there was at least some element of student control.	... a blended approach to teaching? That is, at least part of your instruction/teaching was through online delivery of content and part was through face-to-face interaction with your students, and there was at least some element of student control. Don't Know	... a blended approach to teaching? That is, at least part of your instruction/teaching was through online delivery of content and part was through face-to-face interaction with your students, and there was at least some element of student control. None	... a blended approach to teaching? That is, at least part of your instruction/teaching was through online delivery of content and part was through face-to-face interaction with your students, and there was at least some element of student control. A Few	... a blended approach to teaching? That is, at least part of your instruction/teaching was through online delivery of content and part was through face-to-face interaction with your students, and there was at least some element of student control. About Half	... a blended approach to teaching? That is, at least part of your instruction/teaching was through online delivery of content and part was through face-to-face interaction with your students, and there was at least some element of student control. Nearly All	... a blended approach to teaching? That is, at least part of your instruction/teaching was through online delivery of content and part was through face-to-face interaction with your students, and there was at least some element of student control. All
... a completely online learning environment? That is, no formal face-to-face interaction with your students.	... a completely online learning environment? That is, no formal face-to-face interaction with your students. Don't Know	... a completely online learning environment? That is, no formal face-to-face interaction with your students. None	... a completely online learning environment? That is, no formal face-to-face interaction with your students. A Few	... a completely online learning environment? That is, no formal face-to-face interaction with your students. About Half	... a completely online learning environment? That is, no formal face-to-face interaction with your students. Nearly All	... a completely online learning environment? That is, no formal face-to-face interaction with your students. All
... a "flipped" pedagogical model? That is, where the lecture and homework elements of a course are reversed.	... a "flipped" pedagogical model? That is, where the lecture and homework elements of a course are reversed. Don't Know	... a "flipped" pedagogical model? That is, where the lecture and homework elements of a course are reversed. None	... a "flipped" pedagogical model? That is, where the lecture and homework elements of a course are reversed. A Few	... a "flipped" pedagogical model? That is, where the lecture and homework elements of a course are reversed. About Half	... a "flipped" pedagogical model? That is, where the lecture and homework elements of a course are reversed. Nearly All	... a "flipped" pedagogical model? That is, where the lecture and homework elements of a course are reversed. All

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* 20. What types of activities or assignments do you prefer to have students do online?

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* 21. What types of activities or assignments do you prefer to have students do face-to-face?

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* 22. Which of the following best represents your opinion of the following technologies in higher education?

	Don't Know	Completely Opposed	Generally Opposed, but willing to consider its place in higher education	Neutral	Generally Supportive, but somewhat skeptical about its place in higher education	Completely Supportive
Competency-based education	Competency-based education Don't Know	Competency-based education Completely Opposed	Competency-based education Generally Opposed, but willing to consider its place in higher education	Competency-based education Neutral	Competency-based education Generally Supportive, but somewhat skeptical about its place in higher education	Competency-based education Completely Supportive
Badges or digital credentials	Badges or digital credentials Don't Know	Badges or digital credentials Completely Opposed	Badges or digital credentials Generally Opposed, but willing to consider its place in higher education	Badges or digital credentials Neutral	Badges or digital credentials Generally Supportive, but somewhat skeptical about its place in higher education	Badges or digital credentials Completely Supportive
Gamification	Gamification Don't Know	Gamification Completely Opposed	Gamification Generally Opposed, but willing to consider its place in higher education	Gamification Neutral	Gamification Generally Supportive, but somewhat skeptical about its place in higher education	Gamification Completely Supportive
Open educational resources (OER)	Open educational resources (OER) Don't Know	Open educational resources (OER) Completely Opposed	Open educational resources (OER) Generally Opposed, but willing to consider its place in higher education	Open educational resources (OER) Neutral	Open educational resources (OER) Generally Supportive, but somewhat skeptical about its place in higher education	Open educational resources (OER) Completely Supportive

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* 23. Rate your satisfaction with the following classroom technologies available at Cabrillo

	N/A	Very Dissatisfied	Dissatisfied	Neutral	Satisfied	Very Satisfied
Availability of classrooms with multimedia equipment	Availability of classrooms with multimedia equipment N/A	Availability of classrooms with multimedia equipment Very Dissatisfied	Availability of classrooms with multimedia equipment Dissatisfied	Availability of classrooms with multimedia equipment Neutral	Availability of classrooms with multimedia equipment Satisfied	Availability of classrooms with multimedia equipment Very Satisfied
Reliability of equipment available	Reliability of equipment available N/A	Reliability of equipment available Very Dissatisfied	Reliability of equipment available Dissatisfied	Reliability of equipment available Neutral	Reliability of equipment available Satisfied	Reliability of equipment available Very Satisfied
Refresh/update frequency of equipment	Refresh/update frequency of equipment N/A	Refresh/update frequency of equipment Very Dissatisfied	Refresh/update frequency of equipment Dissatisfied	Refresh/update frequency of equipment Neutral	Refresh/update frequency of equipment Satisfied	Refresh/update frequency of equipment Very Satisfied
Refresh/update frequency of software	Refresh/update frequency of software N/A	Refresh/update frequency of software Very Dissatisfied	Refresh/update frequency of software Dissatisfied	Refresh/update frequency of software Neutral	Refresh/update frequency of software Satisfied	Refresh/update frequency of software Very Satisfied
Variety of equipment available	Variety of equipment available N/A	Variety of equipment available Very Dissatisfied	Variety of equipment available Dissatisfied	Variety of equipment available Neutral	Variety of equipment available Satisfied	Variety of equipment available Very Satisfied
Variety of software	Variety of software N/A	Variety of software Very Dissatisfied	Variety of software Dissatisfied	Variety of software Neutral	Variety of software Satisfied	Variety of software Very Satisfied
General ease-of-use of podium systems	General ease-of-use of podium systems N/A	General ease-of-use of podium systems Very Dissatisfied	General ease-of-use of podium systems Dissatisfied	General ease-of-use of podium systems Neutral	General ease-of-use of podium systems Satisfied	General ease-of-use of podium systems Very Satisfied
Computers in the podiums	Computers in the podiums N/A	Computers in the podiums Very Dissatisfied	Computers in the podiums Dissatisfied	Computers in the podiums Neutral	Computers in the podiums Satisfied	Computers in the podiums Very Satisfied
Software on the podium computers	Software on the podium computers N/A	Software on the podium computers Very Dissatisfied	Software on the podium computers Dissatisfied	Software on the podium computers Neutral	Software on the podium computers Satisfied	Software on the podium computers Very Satisfied
Computer projection	Computer projection N/A	Computer projection Very Dissatisfied	Computer projection Dissatisfied	Computer projection Neutral	Computer projection Satisfied	Computer projection Very Satisfied
Audience response systems (e.g., clickers)	Audience response systems (e.g., clickers) N/A	Audience response systems (e.g., clickers) Very Dissatisfied	Audience response systems (e.g., clickers) Dissatisfied	Audience response systems (e.g., clickers) Neutral	Audience response systems (e.g., clickers) Satisfied	Audience response systems (e.g., clickers) Very Satisfied
Wireless access	Wireless access N/A	Wireless access Very Dissatisfied	Wireless access Dissatisfied	Wireless access Neutral	Wireless access Satisfied	Wireless access Very Satisfied
Overall satisfaction	Overall satisfaction N/A	Overall satisfaction Very Dissatisfied	Overall satisfaction Dissatisfied	Overall satisfaction Neutral	Overall satisfaction Satisfied	Overall satisfaction Very Satisfied

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* 24. Please indicate how you use the learning management system (LMS), e.g. Canvas. Select all that apply.

I don't use the LMS at all.

To push out information, such as posting a syllabus or other handouts.

To promote interaction outside the classroom by using discussion boards, assignments, assessments.

To teach partially online courses (or competency-based programs)

To teach completely online courses (or competency-based programs)

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* 25. How often do you typically use the learning management system during a typical academic term?

Daily

Weekly

Monthly

Less than Monthly

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* 26. Please indicate your satisfaction with the following aspects of the learning management system:

	N/A	Very Dissatisfied	Dissatisfied	Neutral	Satisfied	Very Satisfied
Ease of use in general	Ease of use in general N/A	Ease of use in general Very Dissatisfied	Ease of use in general Dissatisfied	Ease of use in general Neutral	Ease of use in general Satisfied	Ease of use in general Very Satisfied
Ease of use from a mobile device	Ease of use from a mobile device N/A	Ease of use from a mobile device Very Dissatisfied	Ease of use from a mobile device Dissatisfied	Ease of use from a mobile device Neutral	Ease of use from a mobile device Satisfied	Ease of use from a mobile device Very Satisfied
Engaging in meaningful interactions with students (e.g., via discussion boards, direct contact, or social-media connections	Engaging in meaningful interactions with students (e.g., via discussion boards, direct contact, or social-media connections N/A	Engaging in meaningful interactions with students (e.g., via discussion boards, direct contact, or social-media connections Very Dissatisfied	Engaging in meaningful interactions with students (e.g., via discussion boards, direct contact, or social-media connections Dissatisfied	Engaging in meaningful interactions with students (e.g., via discussion boards, direct contact, or social-media connections Neutral	Engaging in meaningful interactions with students (e.g., via discussion boards, direct contact, or social-media connections Satisfied	Engaging in meaningful interactions with students (e.g., via discussion boards, direct contact, or social-media connections Very Satisfied
System availability	System availability N/A	System availability Very Dissatisfied	System availability Dissatisfied	System availability Neutral	System availability Satisfied	System availability Very Satisfied
System response time	System response time N/A	System response time Very Dissatisfied	System response time Dissatisfied	System response time Neutral	System response time Satisfied	System response time Very Satisfied
Initial use training	Initial use training N/A	Initial use training Very Dissatisfied	Initial use training Dissatisfied	Initial use training Neutral	Initial use training Satisfied	Initial use training Very Satisfied
Ongoing training/professional development	Ongoing training/professional development N/A	Ongoing training/professional development Very Dissatisfied	Ongoing training/professional development Dissatisfied	Ongoing training/professional development Neutral	Ongoing training/professional development Satisfied	Ongoing training/professional development Very Satisfied
Posting content (e.g., syllabus, recorded lectures, supplemental learning materials, e-texts, podcasts, blogs)	Posting content (e.g., syllabus, recorded lectures, supplemental learning materials, e-texts, podcasts, blogs) N/A	Posting content (e.g., syllabus, recorded lectures, supplemental learning materials, e-texts, podcasts, blogs) Very Dissatisfied	Posting content (e.g., syllabus, recorded lectures, supplemental learning materials, e-texts, podcasts, blogs) Dissatisfied	Posting content (e.g., syllabus, recorded lectures, supplemental learning materials, e-texts, podcasts, blogs) Neutral	Posting content (e.g., syllabus, recorded lectures, supplemental learning materials, e-texts, podcasts, blogs) Satisfied	Posting content (e.g., syllabus, recorded lectures, supplemental learning materials, e-texts, podcasts, blogs) Very Satisfied
Managing assignments (e.g., due-date notifications, progress notifications, time-management tips)	Managing assignments (e.g., due-date notifications, progress notifications, time-management tips) N/A	Managing assignments (e.g., due-date notifications, progress notifications, time-management tips) Very Dissatisfied	Managing assignments (e.g., due-date notifications, progress notifications, time-management tips) Dissatisfied	Managing assignments (e.g., due-date notifications, progress notifications, time-management tips) Neutral	Managing assignments (e.g., due-date notifications, progress notifications, time-management tips) Satisfied	Managing assignments (e.g., due-date notifications, progress notifications, time-management tips) Very Satisfied
Monitoring or managing enrollments	Monitoring or managing enrollments N/A	Monitoring or managing enrollments Very Dissatisfied	Monitoring or managing enrollments Dissatisfied	Monitoring or managing enrollments Neutral	Monitoring or managing enrollments Satisfied	Monitoring or managing enrollments Very Satisfied
Entering student progress information (e.g., assignment grades/points, to-date cumulative grade/points)	Entering student progress information (e.g., assignment grades/points, to-date cumulative grade/points) N/A	Entering student progress information (e.g., assignment grades/points, to-date cumulative grade/points) Very Dissatisfied	Entering student progress information (e.g., assignment grades/points, to-date cumulative grade/points) Dissatisfied	Entering student progress information (e.g., assignment grades/points, to-date cumulative grade/points) Neutral	Entering student progress information (e.g., assignment grades/points, to-date cumulative grade/points) Satisfied	Entering student progress information (e.g., assignment grades/points, to-date cumulative grade/points) Very Satisfied
Receiving course assignments reliably	Receiving course assignments reliably N/A	Receiving course assignments reliably Very Dissatisfied	Receiving course assignments reliably Dissatisfied	Receiving course assignments reliably Neutral	Receiving course assignments reliably Satisfied	Receiving course assignments reliably Very Satisfied
Integrating third-party content (e.g., publisher products and materials)	Integrating third-party content (e.g., publisher products and materials) N/A	Integrating third-party content (e.g., publisher products and materials) Very Dissatisfied	Integrating third-party content (e.g., publisher products and materials) Dissatisfied	Integrating third-party content (e.g., publisher products and materials) Neutral	Integrating third-party content (e.g., publisher products and materials) Satisfied	Integrating third-party content (e.g., publisher products and materials) Very Satisfied
Integration with other institutional systems (e.g., for populating classes, gradebook use)	Integration with other institutional systems (e.g., for populating classes, gradebook use) N/A	Integration with other institutional systems (e.g., for populating classes, gradebook use) Very Dissatisfied	Integration with other institutional systems (e.g., for populating classes, gradebook use) Dissatisfied	Integration with other institutional systems (e.g., for populating classes, gradebook use) Neutral	Integration with other institutional systems (e.g., for populating classes, gradebook use) Satisfied	Integration with other institutional systems (e.g., for populating classes, gradebook use) Very Satisfied
Overall satisfaction	Overall satisfaction N/A	Overall satisfaction Very Dissatisfied	Overall satisfaction Dissatisfied	Overall satisfaction Neutral	Overall satisfaction Satisfied	Overall satisfaction Very Satisfied

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* 27. Please indicate your level of agreement with the following statements about the learning management system

	Don't Know	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
The LMS is critical to my teaching	The LMS is critical to my teaching Don't Know	The LMS is critical to my teaching Strongly Disagree	The LMS is critical to my teaching Disagree	The LMS is critical to my teaching Neutral	The LMS is critical to my teaching Agree	The LMS is critical to my teaching Strongly Agree
The LMS is very useful as a tool to enhance my teaching	The LMS is very useful as a tool to enhance my teaching Don't Know	The LMS is very useful as a tool to enhance my teaching Strongly Disagree	The LMS is very useful as a tool to enhance my teaching Disagree	The LMS is very useful as a tool to enhance my teaching Neutral	The LMS is very useful as a tool to enhance my teaching Agree	The LMS is very useful as a tool to enhance my teaching Strongly Agree
The LMS is very useful as a tool to enhance student learning	The LMS is very useful as a tool to enhance student learning Don't Know	The LMS is very useful as a tool to enhance student learning Strongly Disagree	The LMS is very useful as a tool to enhance student learning Disagree	The LMS is very useful as a tool to enhance student learning Neutral	The LMS is very useful as a tool to enhance student learning Agree	The LMS is very useful as a tool to enhance student learning Strongly Agree

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* 28. Please tell us about the extent to which you agree or disagree with the following statements about students' in-class use of mobile technology

	Don't Know	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
The use of mobile devices in-class can enhance learning	The use of mobile devices in-class can enhance learning Don't Know	The use of mobile devices in-class can enhance learning Strongly Disagree	The use of mobile devices in-class can enhance learning Disagree	The use of mobile devices in-class can enhance learning Neutral	The use of mobile devices in-class can enhance learning Agree	The use of mobile devices in-class can enhance learning Strongly Agree
In-class use of mobile devices is distracting for me	In-class use of mobile devices is distracting for me Don't Know	In-class use of mobile devices is distracting for me Strongly Disagree	In-class use of mobile devices is distracting for me Disagree	In-class use of mobile devices is distracting for me Neutral	In-class use of mobile devices is distracting for me Agree	In-class use of mobile devices is distracting for me Strongly Agree
In-class use of mobile devices is distracting for the students	In-class use of mobile devices is distracting for the students Don't Know	In-class use of mobile devices is distracting for the students Strongly Disagree	In-class use of mobile devices is distracting for the students Disagree	In-class use of mobile devices is distracting for the students Neutral	In-class use of mobile devices is distracting for the students Agree	In-class use of mobile devices is distracting for the students Strongly Agree
I am concerned about the security/privacy problems of mobile technology	I am concerned about the security/privacy problems of mobile technology Don't Know	I am concerned about the security/privacy problems of mobile technology Strongly Disagree	I am concerned about the security/privacy problems of mobile technology Disagree	I am concerned about the security/privacy problems of mobile technology Neutral	I am concerned about the security/privacy problems of mobile technology Agree	I am concerned about the security/privacy problems of mobile technology Strongly Agree
I'd like to have more training/professional development around effectively incorporating mobile devices into my courses	I'd like to have more training/professional development around effectively incorporating mobile devices into my courses Don't Know	I'd like to have more training/professional development around effectively incorporating mobile devices into my courses Strongly Disagree	I'd like to have more training/professional development around effectively incorporating mobile devices into my courses Disagree	I'd like to have more training/professional development around effectively incorporating mobile devices into my courses Neutral	I'd like to have more training/professional development around effectively incorporating mobile devices into my courses Agree	I'd like to have more training/professional development around effectively incorporating mobile devices into my courses Strongly Agree
I create assignments that take advantage of student access to mobile devices	I create assignments that take advantage of student access to mobile devices Don't Know	I create assignments that take advantage of student access to mobile devices Strongly Disagree	I create assignments that take advantage of student access to mobile devices Disagree	I create assignments that take advantage of student access to mobile devices Neutral	I create assignments that take advantage of student access to mobile devices Agree	I create assignments that take advantage of student access to mobile devices Strongly Agree

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