1. Data Collection and Preliminary Analysis Our survey addressed the first two of the questions presented in this study. The Qualtrics survey was framed by UDL principles to investigate faculty clicker use. It was sent out to any one designated as faculty by East Carolina University. There were close to 200 faculty respondents. A bit over 50% were female. Below are instructor and course characteristics. College STAR Clicker Learning Community: Initial Results of Faculty Survey References Bruff, D (2009). Teaching with classroom response systems (1st ed.). San Francisco: Jossey-­Bass. Freeman et al (2007). Factors affecting educational innovation with in class electronic 170. Henderson, C (2005). The challenges of instructional change under the best of circumstances: A case study of one college physics instructor. American Journal of Physics, 73(8), 778-­786. Clicker Learning Community Karen A. Mulcahy, Ph.D. Teaching Associate Professor, Dept. of Geography In my 95 seat introductory Geography class, clickers have proven their usefulness taking attendance, reviewing concepts, checking for comprehension, reinforcing important concepts and summarizing a class meeting. I also employ them for formative assessment. Vera Tabakova, Ph.D. Teaching Associate Professor, Dept. of Economics In my large Principles of Microeconomics classes, clickers help me keep students engaged by reviewing concepts, checking for understanding and polling on controversial topics. Grant Gardner, Ph.D. Teaching Assistant Professor, Dept. of Biology In my large undergraduate biology classrooms I utilize the clicker technology for multiple pedagogical functions including taking attendance in large classes, assessing student preparation for class, formative assessment and increasing engagement. Subodh Dutta, Ph.D. Teaching Assistant Professor, Dept. of Chemistry I enjoy finding new ways to engage my 250 student class. They help me monitor student progress, identify at-risk students, and assess student understanding. Background Clickers are often cited as a technological tool to improve student learning and engagement. Yet studies note that the use of clickers in the classroom varies greatly among faculty and between disciplines with many not adopting or discontinuing use. Furthermore, faculty using the technology are concerned that it is not being used efficiently to enhance student learning. In light of these concerns, we have developed the following initial guiding questions for our Clicker learning community: Why do some instructors not want to adopt or discontinue use of clickers? How does clicker use align with UDL? How are clickers implemented across disciplines using different pedagogical strategies? Do instructors need to change their teaching style to adopt clickers in the classroom? How can disciplines learn from each other to obtain maximum benefit for student learning using this technology? Results and Lessons Learned Survey results indicate that the majority of respondents have never used clickers. The reasons clickers are being used are to keep students engaged, for feedback on student comprehension, for assessment, taking attendance and participation and to poll students on sensitive topics. The primary reasons respondents have discontinued or not adopted use of clickers were that they were inappropriate for their class size or setting, they were not aware of the technology or they did not feel them to be effective teaching tools. When asked what would need to change for respondents to adopt clickers in their courses the primary requirements would include needing to be convinced that they are effective teaching tools, to be more comfortable with the technology, have time to learn the technology, and receive support for learning and using the technology When the UDL questions related to multiple means of representation, action and expression, and engagement were asked many respondents did not know whether clicker use would enhance learning. Of those answering yes or no, many more respondents reported clicker use as enhancing learning than not. Abstract Our focus is to learn how clickers are used as tools for engaging students across disciplines. We are doing this by examining faculty use of this technology in a classroom context. The method for this evaluation is through a survey of faculty perceptions of clickers. Do you currently use student hand- held personal response systems? Respondent age range as a percent of responses. Number of years teaching undergraduates as a percent of responses. What is your faculty designation? Presented as percent of responses. Over the last five years, what were your typical class size(s)? (please select all that apply) Presented as counts. Contributions of clicker use to Universal Design for Learning Based on your understanding of clickers as educational tools, do clickers allow you to provide the following multiple means of representation? Based on your understanding of clickers as educational tools, do clickers allow you to provide the following multiple means of engagement? Based on your understanding of clickers as educational tools, do clickers allow you to provide the following multiple means of action and expression? Yes No Don’t know What would have to change for you to adopt clickers within your course? (Check all that apply) In a typical class session how are you using clickers? (Check all that apply) Please select the potential reasons you chose not to adopt or chose to stop using clickers. (Check all that apply)