This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.

1. THE USAGE OF POLL EVERYWHERE BY
HOWARD UNIVERSITY FACULTY WHO TOOK
POLL EVERYWHERE TRAINING FROM CETLA
Aitza M. Haddad Nunez
Linda L. Thompson
Howard University Center for Excellence in Teaching

2. Overview
■ Introduction
■ Study Goal
■ Specific Aims
■ Methodology
■ Data Results
■ Analysis & Conclusions
■ Recommendations

3. Introduction
■ Recent data shows an increase in positive attitude from educators
in the adoption of technology to deliver their courses.
■ For example, although a 1997 study that randomly surveyed “a
sample of faculty of three historically Black colleges and
universities (HBCU) revealed that that at the time of the study,
email and word processing were the “teaching tools” that
respondents use the most and are most comfortable” (Okpala &
Okpala, 1997), as of 2009, a study of first year Teaching Fellows in
a HBCU showed positive attitudes to technology integration in their
education (Bull, 2009).
■ Nonetheless, they also found that these still use more technology
in social settings than in their course due to lack of effective state

4. Introduction
■ This study presumes that HBCUs would be specially
affected by the integration of technology into the
college classroom as a strategy to enhance the active
teaching/learning process.
■ In this sense, this study aims to collect preliminary
data on the usage of PollEverywhere by faculty
members at Howard University, a well-known HBCU,
that can be used as a basis for further explorations.

5. Study Goal
■ Goal of the Study: The collection of base-line data on the use
of PollEverywhere among faculty members of an HBCU.
– For purposes of this exploratory study, because the
objective is to conduct baseline data for further
investigation, no research questions and hypotheses are
listed, but instead, a list specific aims;

6. Specific Aims
■ Specific Aim 1: To determine the characteristics of Howard University
faculty who took PollEverywhere training with CETLA.
■ Specific Aim 2: To determine PollEverywhere use from Howard
University faculty who took PollEverywhere training with CETLA.
■ Specific Aim 3: To determine if there is a difference in usage of
PollEverywhere between STEM and non-STEM faculty who took
PollEverywhere training with CETLA.
■ Specific Aim 4: To determine factors hindering PollEverywhere use
from fulltime Howard University faculty who took PollEverywhere
training with CETLA.

7. Methodology
■ Through the collection of both quantitative data and qualitative data,
this mixed study aims to explore the use of PollEverywhere by faculty
members at Howard University who took Poll Everywhere training
from the Howard University Center for Excellence in Teaching (CETLA).
■ With the assistance of CETLA, eligible faculty was identified to receive
the IRB approved survey, which was developed with the use of
SurveyMonkey.
– The survey included a series of multiple choice questions that
captured demographic data, such as age, race, faculty rank, years
teaching, gender and department, and specific questions about
the knowledge and experience using the software PollEverywhere.
■ Once the researcher had all the answered surveys, the researcher
proceeded to put the data collected into an excel sheet for analysis.

8. DATA RESULTS

9. Participant's Age Group

10. Participant's Years of Teaching

11. Participant’s Department
0 1 2 3 4 5 6
Radiation Therapy
Psychology
Pharmacy (CAPS)
Pediatrics
Occupational Therapy
Nutritional Science
Microbiology
Media, Journalism & Film
Law
Dentistry

12. Participant's Poll Everywhere
Training

13. Participant's that have use Poll
Everywhere

14. Size of the class where Poll
Everywhere was used

15. PollEverywhere Feature(s) Used

16. How students use Poll Everywhere

17. Participant's Use of Poll
Everywhere

18. Participant's Use of Poll Everywhere

19. Factors Hindering Poll Everywhere
Use

20. Analysis & Conclusions
■ Although training does not automatically guaranteed usage, it can be said that
the training with Howard University CETLA on the use of PollEverywhere during
the years 2014, 2015 and 2016 training was successful in making Howard
University faculty to incorporate PollEverywhere in the delivery of their courses.
– Most participants were between the age groups of 18-25 and 51-60, followed
by the age group of 26-40.
– Most have been teaching for 10 years or more, and come from the Pharmacy
(CAPS) Department.
■ In terms of the Poll Everywhere training by Howard University CETLA, although
most participants took the training during the year 2015, a significant amount
have adopted the use of PollEverywhere in their courses at least once;
– Specially to conduct multiple choice polls, in courses with a high student
population, who mainly use their phone to answer.

21. Recommendations
■ The main reason for the nonuse and the limited use of
PollEverywhere, both in times used and in features used, was the
need for more information about the use of the software and its
features.
■ Therefore, because training does not automatically guaranteed
usage, this could be interpreted as a need for follow up training
sessions, or workshops that could help Howard University faculty to
better learn how to use the software, and keep that knowledge up to
date.
■ In the same way, these follow up training sessions, or workshops
could be extended to the student population for students to feel more
comfortable with the use of the software through the different