Approximately three-quarters of the faculty in CFS, Education, Health Sciences, Liberal Arts, and the Libraries agree that Purdue provides adequate training regarding the use of teaching technologies. However, only 56% to 58% of those in Engineering, Science, and Technology agree with this statement.

Faculty from Education and Health Sciences are especially likely to agree that Purdue provides adequate support services for the use of teaching technologies (77% and 78% compared to an average of 66%), while again those in Engineering and Science are the least likely to share this perspective (57% and 54% respectively).

Perceptions of how well classrooms are equipped for the use of teaching technologies vary considerably across the schools. A clear majority in the following schools believes that their classrooms are well equipped: CFS (90%), Health Sciences (74%), Technology (72%), and Veterinary Medicine (71%). Only a minority in Management (46%) and Science (42%), however, share this view.

Differences by Rank

Assistant professors are more likely than their senior colleagues to agree that Purdue provides adequate training regarding the use of teaching technologies (74% compared to 65% of associate and 64% of full professors). They are also the most likely to believe that adequate support services are available for the use of these technologies (71% vs. 61% of associate and 66% of full professors) and that classrooms are well equipped for their use (59% vs. 52% of associate and 55% of full professors).

Differences by Gender

Males and females share virtually the same perceptions regarding Purdue’s teaching technology support system.

Differences by Race

Asian Americans are less satisfied than the other groups with training (52% vs. 67% of Caucasians and 77% of underrepresented minorities), support services (59% vs. 66% of Caucasians and 73% of underrepresented minorities), and classroom equipment (52% vs. 55% of Caucasians and 65% of underrepresented minorities). However, 59% of this population are in the schools of Engineering and Science, where faculty are less satisfied than average with these topics, so analysis by race must be done with caution. As these results show, underrepresented minorities are the most satisfied with each facet of Purdue’s teaching technologies support system.