2 2.9% % 1 1.4% % 5 7.1% % % % % % 1 1.4% %

Transcription

1 Surveys Returned Institutional ID Count Full-time Faculty Institutional ID Count Q1 ACTIVITY and Q2 FULL-TIME STATUS: Principal Administration Activity Teaching Full-time Status Clients/Patients 2 29% % 1 14% 1000% 5 71% % 1000% Q3 SEX: Male Female % % 1000% Q4 ACADEMIC RANK: Professor Associate Prof Assistant Prof Lecturer % % % 1 14% 1000% Page 1

2 Q5 TENURE STATUS: Tenured On tenure trk t on tenure trk % % 5 71% 1000% Q6 ADMINISTRATIVE POSITION: Department Chair no yes Dean no yes Other Administrative no yes % % 1000% % 1 14% 1000% % % 1000% Q7 MARITAL STATUS: Married Living with partner Single % 3 43% % % Q8 MARITAL HISTORY: Ever Divorced Ever Widowed Ever Separated VALID N % 3 176% % Percentages may sum to more than 1000% Multiple Responses Allowed Page 2

3 Q9 RACIAL/ETHNIC GROUP: White/Caucasian African American/Black American Indian Asian American/Asian Native Hawaiian/Pacific Islander Mexican American/Chicano Puerto Rican Other Latino Other % 1 14% 1 14% 2 29% 2 29% % Percentages may sum to more than 1000% Multiple Responses Allowed Q10 NUMBER OF CHILDREN: Number of ne Children under 18 One Years Old Two Number of Children over 18 Years Old Three Four or More ne One Two Three Four or More % % % 2 36% 2 36% % % 6 128% 9 191% 5 106% 2 43% % Q11 PRIMARY INTERESTS: Heavily Teaching Toward Teaching Toward Research % % % 1000% Page 3

4 Q12 DEGREES: Highest Degree Earned Degree Currently Working On MA,MS,ETC PHD EDD PHD ne 9 129% % 1000% 1 34% 3 103% % % Q13 TEACHING ACTIVITIES: Taught an Honors Course Taught an Interdisciplinary Course Taught an Ethnic Studies Course Taught a Women's Studies Course Team-taught a Course Taught a Service-learning Course (table cont) % 7 113% % % % % % 9 148% % % % % % % % % % % Page 4

5 Q13 TEACHING ACTIVITIES: Worked w/undergrads on Research Project Put/Collected Assignments on Internet Taught Course Exclusively on Internet Participated in Faculty Development Pgm Advised Stud Grps in Service/Volun Work Collaborated w/cmty in Res/Teaching Developed a New Course Res/Writing on Int'l/Global Issues Res/Writing on Racial/Ethnic Minorities Res/Writing on Women/Gender Issues (table cont) % % % % % % % % % % % % % % % % % % % % % % % % 7 121% % % % % Page 5

6 Q13 TEACHING ACTIVITIES: Taught a First-year Seminar % % % Q14A MAJOR OF HIGHEST DEGREE (aggregated): Biological Sci Education English Health Sci History/Poli Sci Humanities Fine Arts Math/Stat Physical Sci Social Sci 5 72% 3 43% 3 43% 1 14% 6 87% % % 5 72% % 9 130% % Q14B CURRENT DEPARTMENT (aggregated): Biological Sci Education English History/Poli Sci Humanities Fine Arts Math/Stat Physical Sci Social Sci Other 5 72% 3 43% 4 58% 5 72% % % 5 72% % 9 130% 1 14% % Page 6

7 Q15 BASE SALARY: BASE $30,000-39,000 SALARY (9/10 $40,000-49,000 MONTH) $50,000-59,000 BASE SALARY (11/12 MONTH) $60,000-69,000 $,000-79,000 $80,000-89,000 $90,000-99,000 $100, ,000 $40,000-49,000 $50,000-59,000 $60,000-69,000 $,000-79,000 $80,000-89,000 $90,000-99,000 $100, , % 1 29% 8 229% % 4 114% 4 114% 6 171% 1 29% % 3 88% 6 176% 8 235% 4 118% 5 147% 4 118% 4 118% % Q16A AGE: < % 7 100% 9 129% % 9 129% % % 5 71% 1 14% 1000% Page 7

8 Q16B YEAR DEGREE EARNED: < % 3 44% 4 59% 5 74% % % % % 4 59% % Q16C YEAR OF APPOINTMENT: % 4 57% 4 57% % % % % % 1000% Q16D YEAR OF TENURE: % 4 89% 3 67% % 9 200% % 4 89% % Page 8

9 Q17 HOURS PER WEEK: Scheduled Teaching Preparing for Teaching Advising/Counseling Students Committee Work/Meetings Other Administration (table cont) ne ne ne % 5 75% % % 9 134% 3 45% 3 45% % 5 74% % % % % % 2 29% 1 15% % % % 4 59% % 4 59% % % 2 29% 1 15% % % % 3 45% 1 15% 1 15% % Page 9

10 Q17 HOURS PER WEEK: Research and Scholarly Writing Creative Products/Performances Consultation w Clients/Patients Community/Public Service Outside Consulting/Freelance (table cont) ne ne ne ne ne % % % 5 76% 2 30% 5 76% % % 9 143% 4 63% 1 16% 1 16% 1 16% % % 1 15% % % % 5 75% 1 15% % % % 1 15% % Page 10

11 Q17 HOURS PER WEEK: Household/Child Care Duties Communicating via ne % % % % 7 103% 4 59% % 1 15% 2 29% % % % 5 74% 2 29% 1 15% % Page 11

12 Q18 NUMER OF COURSES: General Education ne Developmental/Remedial Other Undergrad for-credit Graduate Vocational or Technical n-credit Courses One Two Three Five or More ne Two ne One Two Three Four Five or More ne One ne Four ne One % % 2 33% 3 50% 1 17% % % 1 18% % 4 60% 8 119% % % 3 45% 3 45% % % 1 20% % % 1 19% % % 3 58% % Page 12

13 Q19 TEACH REMEDIAL SKILLS: Reading Writing Mathematics ESL General Adad Skills Other Subjects 1000% 1000% % 1 14% 1000% 1000% 1000% 1000% 1000% 1000% 1000% % 2 29% 1000% Q20 IMPORTANCE OF EDUCATION GOALS: Develop Ability to Think Critically Prepare for Employment Prepare for Graduate Education (table cont) t Important 1 14% 5 71% % 1000% % % % 4 57% 1000% % % 8 114% Page 13

14 Q20 IMPORTANCE OF EDUCATION GOALS: Develop Moral Character Provide for Emotional Development Help Develop Personal Values Enhance Self-understanding Instill Commitment to Community Svc Prepare for Responsible Citizenship (table cont) t Important t Important t Important t Important t Important t Important 1000% 8 114% % % 5 71% 1000% % % % 6 86% 1000% 9 129% % % 5 71% 1000% 6 86% % % % 1000% % % % 2 29% 1000% 7 100% % % 6 86% 1000% Page 14

15 Q20 IMPORTANCE OF EDUCATION GOALS: Enhance Knowledge t Important of Race/Eth Groups Help Master Knowledge in Discipline Develop Creative Capacities Instill Appreciation of Liberal Arts Enhance Spiritual Development Promote Ability to Write Effectively (table cont) t Important t Important t Important % % % % 1000% 1 14% 4 57% % % 1000% % % % 1000% 3 43% % % % 1000% % % 9 129% 2 29% 1000% % % % 1000% Page 15

16 Q20 IMPORTANCE OF EDUCATION GOALS: Facilitate Search for t Important ing/purpose % % % 4 57% 1000% Q20 MEAN IMPORTANCE: Develop Ability to Think Critically Prepare for Employment Prepare for Graduate Education Develop Moral Character Provide for Emotional Development Help Develop Personal Values Enhance Self-understanding Instill Commitment to Community Svc Prepare for Responsible Citizenship Enhance Knowledge of Race/Eth Groups Scale: 4= 3= 2= 1=t Important (table cont) Page 16

17 Q20 MEAN IMPORTANCE: Help Master Knowledge in Discipline Develop Creative Capacities Instill Appreciation of Liberal Arts Enhance Spiritual Development Promote Ability to Write Effectively Facilitate Search for ing/purpose Scale: 4= 3= 2= 1=t Important Q21-23 NUMBER OF PUBLICATIONS/EXIBITIONS: Articles in Acad/Prof ne Journals 1-2 Chapters in Edited Volumes (table cont) ne % % 8 114% % % % 1 14% 1000% % % % 6 90% 1 15% % Page 17

18 Q21-23 NUMBER OF PUBLICATIONS/EXIBITIONS: Books, Manuals, ne Monographs 1-2 Other (patents, software products) Exhibitions/Performances Published/Presented in Last Two Years ne ne ne % % 7 101% 2 29% 1 14% 2 29% % % 6 97% 1 16% 1 16% % % 4 61% 4 61% 3 45% 2 30% 2 30% 5 76% % % % % 7 100% 1 14% 1000% Q24 GENERAL ACTIVITIES: Held Academic Admin Position (table cont) % % 1000% Page 18

19 Q24 GENERAL ACTIVITIES: Award for Outstanding Teaching Commute Long distance to Work Spouse/Partner Works in Same City Spouse/Partner an Academic Born in the USA Am a US Citizen Sexually Harrassed at this Institution Member of Faculty Union Plan to Retire within Next Three Years Use Scholarship to Address Cmty Needs (table cont) % % 1000% % 1 14% 1000% % % % % % % 2 29% % 1000% 1000% 1000% % 4 57% 1000% % 2 29% 1000% % 6 86% 1000% % % 1000% Page 19

20 Q24 GENERAL ACTIVITIES: Published Op-ed Pieces or Editorials % % % Q24 ACTIVITIES IN LAST TWO YEARS: Received at Least One Firm Job Offer Considered Early Retirement Considered Leaving Academe Considered Leaving This Inst for Another Changed Academic Institutions Taught at more Than One Inst in Same Term Requested/Sought Early Promotion (table cont) % 9 129% 1000% % % 1000% % % 1000% % % 1000% % 4 57% 1000% % 2 29% 1000% % 4 57% 1000% Page 20

21 Q24 ACTIVITIES IN LAST TWO YEARS: Did Paid Consulting Outside Institution Did Pub Svc/Prof Consulting w/o Pay Received Funding from Foundations Received Funding from State/Fed Gov't Received Funding from Business/Industry % % 1000% % % % % 9 129% 1000% % 9 129% 1000% % 4 57% 1000% Q25 INSTITUTIONAL DESCRIPTORS: Easy to See Faculty Outside Somewhat Descriptive Office Hours Very Descriptive Faculty at Odds with Administration Faculty Here Respect Each Other Students Treated Like "Numbers in Book" (table cont) t Descriptive Somewhat Descriptive Somewhat Descriptive Very Descriptive t Descriptive Somewhat Descriptive 4 57% % 1000% % % 1000% % % 1000% % 1 14% Page 21

22 Q25 INSTITUTIONAL DESCRIPTORS: Social Activities Overemphasized Faculty Rewarded for Good Teaching Respect for Diverse Values & Beliefs Fac Rewarded for Using Instruct Tech Fac Rewarded for Work w/underprep Stds t Descriptive Somewhat Descriptive Very Descriptive t Descriptive Somewhat Descriptive Very Descriptive t Descriptive Somewhat Descriptive Very Descriptive t Descriptive Somewhat Descriptive Very Descriptive t Descriptive Somewhat Descriptive Very Descriptive 1000% % % 7 100% 1000% 1 14% % % 1000% 3 43% % % 1000% % % 7 101% % % % 5 72% % Page 22

23 Q25 MEAN DESCRIPTORS: Easy to See Faculty Outside Office Hours Faculty at Odds with Administration Faculty Here Respect Each Other Students Treated Like "Numbers in Book" Social Activities Overemphasized Faculty Rewarded for Good Teaching Respect for Diverse Values & Beliefs Fac Rewarded for Using Instruct Tech Fac Rewarded for Work w/underprep Stds Scale: 1=t Descriptive 2=Somewhat Descriptive 3=Very Descriptive Q26 EXTENT TO WHICH YOU: Do Acad Work that Spans t at all Mult Discipline To some extent Grad Schl Prepared you as Fac Mentor (table cont) To a great extent t at all To some extent To a great extent % % % 1000% 8 114% % % Page 23

24 Q26 EXTENT TO WHICH YOU: Experience Joy in Your Work Feel Good about Direction of Your Life Engage in Self-reflection Balance Between Personal/Prof Life Work Add ing to Your Life Consider Yourself Religious Person Consider yourself Spritiual Person Engage in Regular Exercise (table cont) To some extent To a great extent To some extent To a great extent To some extent To a great extent t at all To some extent To a great extent To some extent To a great extent t at all To some extent To a great extent t at all To some extent To a great extent t at all To some extent To a great extent 1000% % % 1000% % % 1000% % % % % % % 1000% % 49 0% 1000% % % % 1000% % % % 1000% % % % 1000% Page 24

25 Q26 EXTENT TO WHICH YOU: Eat a Well-balanced Diet t at all Get Adequate Amounts of Sleep Engage on Prayer/Meditation Have Alignment Btwn Work/Personal Values Seek Oppties to Grow Spiritually Have to Work Harder to be Legitimate To some extent To a great extent t at all To some extent To a great extent t at all To some extent To a great extent t at all To some extent To a great extent t at all To some extent To a great extent t at all To some extent To a great extent 3 43% % % 1000% % % % 1000% % % % 1000% 4 57% % % 1000% % % % % % % 8 114% 1000% Q26 MEAN: Do Acad Work that Spans Mult Discipline Grad Schl Prepared you as Fac Mentor Scale: 1=t at all 2=To some extent 3=Very Descriptive (table cont) Page 25

26 Q26 MEAN: Experience Joy in Your Work Feel Good about Direction of Your Life Engage in Self-reflection Balance Between Personal/Prof Life Work Add ing to Your Life Consider Yourself Religious Person Consider yourself Spritiual Person Engage in Regular Exercise Eat a Well-balanced Diet Get Adequate Amounts of Sleep Engage on Prayer/Meditation Have Alignment Btwn Work/Personal Values Seek Oppties to Grow Spiritually Scale: 1=t at all 2=To some extent 3=Very Descriptive (table cont) Page 26

27 Q26 MEAN: Have to Work Harder to be Legitimate Scale: 1=t at all 2=To some extent 3=Very Descriptive 154 Q27 AGREEMENT WITH STATEMENTS: Fac Interested in Students' Problems Reflect Diversity More Strongly in Curric Students Well Prepared Academically Faculty Interested in Stud's Acad Probs A Lot of Racial Conflict Here Students Committed to Community Svc (table cont) Disagree Strongly Disagree Strongly Disagree Strongly 2 29% % % 1000% 5 71% % % % 1000% 4 57% % % 1000% 3 43% % % 1000% % % % 1000% 3 43% % % 8 116% % Page 27

28 Q27 AGREEMENT WITH STATEMENTS: My Research Valued by Disagree Strongly Faculty in My Dept My Teaching Valued by Faculty in My Dept My Department Mentors New Faculty Well Fac Involved in Campus Decision-making My Values congruent with Inst Values Supp for Integrating Tech into Teaching (table cont) Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly 5 71% 7 100% % % 1000% 2 29% 6 87% % % % 4 57% % % % 1000% 5 71% % % 1000% 2 29% 8 114% % % 1000% 3 43% 8 116% % % % Page 28

29 Q27 AGREEMENT WITH STATEMENTS: Inst Educates Disagree Strongly Underprepared Students Criteria for Advance/Promotion Clear Students Lack Skills for College Work My Dept has Difficulty Recruiting Faculty My Dept has Difficulty Retaining Faculty Adequate Support for Faculty Development (table cont) Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly % % % 5 74% % 3 43% % % % 1000% % % 2 29% 1 14% 1000% % % % 7 100% 1000% % % 6 86% 1 14% 1000% 5 71% % % 1000% Page 29

30 Q27 AGREEMENT WITH STATEMENTS: Inst Shouldn't Offer Disagree Strongly Remed/Devel Educ 9 129% % % % 1000% Q27 MEAN AGREEMENT: Fac Interested in Students' Problems Reflect Diversity More Strongly in Curric Students Well Prepared Academically Faculty Interested in Stud's Acad Probs A Lot of Racial Conflict Here Students Committed to Community Svc My Research Valued by Faculty in My Dept My Teaching Valued by Faculty in My Dept My Department Mentors New Faculty Well Fac Involved in Campus Decision-making Scale: 1=Disagree Strongly 2= 3= 4= (table cont) Page 30

31 Q27 MEAN AGREEMENT: My Values congruent with Inst Values Supp for Integrating Tech into Teaching Inst Educates Underprepared Students Criteria for Advance/Promotion Clear Students Lack Skills for College Work My Dept has Difficulty Recruiting Faculty My Dept has Difficulty Retaining Faculty Adequate Support for Faculty Development Inst Shouldn't Offer Remed/Devel Educ Scale: 1=Disagree Strongly 2= 3= 4= Q28 IMPORTANCE OF PRIORITIES: Promote Intellectual Medium Priority Development High Priority (table cont) Highest Priority 1 14% % % 1000% Page 31

32 Q28 IMPORTANCE OF PRIORITIES: Dev Community among Medium Priority Students/Faculty High Priority Dev Leadership Ability in Students Teach Students How to Change Society Increase/Maintain Institutional Prestige Hire Faculty "Stars" Recruit More Minority Students (table cont) Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority 7 100% % % 1000% 2 29% % % % 1000% 7 100% % % 9 129% 1000% 4 57% 8 114% % % 1000% % % % 5 71% 1000% 2 29% % % % 1000% Page 32

33 Q28 IMPORTANCE OF PRIORITIES: Enhance Intitution's Low Priority National Image Medium Priority Create Multicultrual Environment Mentor New Faculty Promote Gender Equity among Faculty Resources for Cmty-Based Teaching/Res Create/Sustain Partnerships with Cmties (table cont) High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority 4 57% % % % 1000% 3 43% % % % 1000% 5 72% % % % % 8 114% % % % 1000% % % % 2 29% 1000% % % 9 129% 1 14% 1000% Page 33

34 Q28 IMPORTANCE OF PRIORITIES: Pursue Estramural Low Priority Funding Medium Priority Increase Minorities in Faculty/Admin Increase Women in Faculty/Admin High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority % % % 5 74% % 4 57% % % % 1000% 8 114% % % % 1000% Q28 MEAN IMPORTANCE: Promote Intellectual Development Dev Community among Students/Faculty Dev Leadership Ability in Students Teach Students How to Change Society Increase/Maintain Institutional Prestige Hire Faculty "Stars" Scale: 1=Low Priority 2=Medium Priority 3=High Priority 4=Highest Priority (table cont) Page 34

35 Q28 MEAN IMPORTANCE: Recruit More Minority Students Enhance Intitution's National Image Create Multicultrual Environment Mentor New Faculty Promote Gender Equity among Faculty Resources for Cmty-Based Teaching/Res Create/Sustain Partnerships with Cmties Pursue Estramural Funding Increase Minorities in Faculty/Admin Increase Women in Faculty/Admin Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Low Priority Medium Priority High Priority Highest Priority Scale: 1=Low Priority 2=Medium Priority 3=High Priority 4=Highest Priority Page 35

36 Q29 DO OVER: Still Want to Definitely Be Professor? Probably t Sure Probably Definitely 1 14% 3 43% % % % 1000% Q29 MEAN DO OVER: Still Want to Be Professor? 421 Scale: 1=Definitely no 2=Probably no 3=t sure 4=Probably yes 5=Definitely yes Q30 GENERAL OPINIONS: Western Civ Disagree Strongly Foundation of Undergrad Curr College Can Ban Extreme Speakers College Increases Earning Power Diversity Leads to Underprep Students (table cont) Disagree Strongly Disagree Strongly Disagree Strongly % % % 9 129% 1000% % % % 1000% % % 7 100% 1000% % % % 2 29% 1000% Page 36

37 Q30 GENERAL OPINIONS: Colleges Should be Involved in Soc Probs Tenure is an Outmoded Concept Encourage Students to Do Community Svc Tenure Attracts Best Minds to Academe Diverse Student Body Enhances Education Indiv Can Do Little to Change Society (table cont) Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly 4 57% % % 8 114% 1000% % % 7 100% 4 57% 1000% 1 14% % % % 1000% 2 29% % % % 1000% 7 100% % % 1000% % % % 2 29% 1000% Page 37

38 Q30 GENERAL OPINIONS: Colls Should Be Disagree Strongly Concerned w/spirit Dev Colls Should Work w/surrounding Cmties Spirituality of Fac has no Place in Acad Cmty Svc in Courses Poor Use of Resource Disagree Strongly Disagree Strongly Disagree Strongly % % 9 129% 3 43% 1000% 1 14% % % % 1000% 6 86% % % % 1000% % % % 1000% Q30 MEAN OPINION: Western Civ Foundation of Undergrad Curr College Can Ban Extreme Speakers College Increases Earning Power Diversity Leads to Underprep Students Scale: 1=Disagree Strongly 2= 3= 4= (table cont) Page 38

39 Q30 MEAN OPINION: Colleges Should be Involved in Soc Probs Tenure is an Outmoded Concept Encourage Students to Do Community Svc Tenure Attracts Best Minds to Academe Diverse Student Body Enhances Education Indiv Can Do Little to Change Society Colls Should Be Concerned w/spirit Dev Colls Should Work w/surrounding Cmties Spirituality of Fac has no Place in Acad Cmty Svc in Courses Poor Use of Resource Scale: 1=Disagree Strongly 2= 3= 4= Q31 SOURCES OF STRESS: Household Responsibilities t At All Somewhat Extensive (table cont) % % % 1000% Page 39

40 Q31 SOURCES OF STRESS: Child Care t At All Somewhat Extensive Care of Elderly Parent t At All Somewhat Extensive My Physical Health t At All Somewhat Extensive Health of Spouse/Partner t At All Somewhat Extensive Review/Promotion Process t At All Somewhat Extensive Subtle Discrimination t At All Somewhat Extensive Personal Finances t At All Somewhat Extensive Committee Work t At All Somewhat Extensive (table cont) % % % 1000% % % 5 71% 1000% % % 7 100% 1000% % % 5 71% 1000% % % % 1000% % % 1 14% 1000% % % 7 100% 1000% % % 6 86% Page 40

41 Q31 SOURCES OF STRESS: Faculty Meetings Research/Publishing Demands Inst Procedures and "Red Tape" Teaching Load Children's Problems Marital Friction Lack of Personal Time (table cont) t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat Extensive 1000% % % 4 57% 1000% % % % 1000% % % 4 57% 1000% % % % 1000% % % 7 100% 1000% % 7 100% 4 57% 1000% % % % 1000% Page 41

42 Q31 SOURCES OF STRESS: Keeping Up with Info t At All Technology Somewhat Job Security Being Part of Dual-career Couple Self-imposed High Expectations Change in Work Responsibilities Working w/underprepared Srudents Extensive t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat Extensive t At All Somewhat % % 3 43% % % % 3 43% 1000% % % % 1000% 8 114% % % 1000% % % 2 29% 1000% % % 1000% Q31 MEAN: Household Responsibilities Child Care Scale: 1=t At All 2=Somewhat 3=Extensive (table cont) Page 42

43 Q31 MEAN: Care of Elderly Parent My Physical Health Health of Spouse/Partner Review/Promotion Process Subtle Discrimination Personal Finances Committee Work Faculty Meetings Research/Publishing Demands Inst Procedures and "Red Tape" Teaching Load Children's Problems Marital Friction Scale: 1=t At All 2=Somewhat 3=Extensive (table cont) Page 43

44 Q31 MEAN: Lack of Personal Time Keeping Up with Info Technology Job Security Being Part of Dual-career Couple Self-imposed High Expectations Change in Work Responsibilities Working w/underprepared Srudents Scale: 1=t At All 2=Somewhat 3=Extensive Q32 METHODS OF INSTRUCTION: Class Discussions Some Cmty Svc as part of Coursework Cooperative Learning (table cont) Most All ne Some Most ne Some Most All % % % 1000% % % 1 14% 1000% % % 9 129% % Page 44

45 Q32 METHODS OF INSTRUCTION: Essay Mid-terms/Finals Extensive Lecturing Grading on a Curve Group Projects Multiple-Choice Mid-terms/Finals Multiple Drafts of Written Work (table cont) ne Some Most All ne Some Most All ne Some Most All ne Some Most All ne Some All ne Some Most All 1000% % % % % 1000% % % % % 1000% % % 2 29% 5 71% 1000% % % 9 129% 6 86% 1000% % % 1 14% 1000% % % 7 100% 6 86% 1000% Page 45

46 Q32 METHODS OF INSTRUCTION: On-line Instruction ne Readings on Racial/Ethnic Issues Readings on Women/Gender Issues Recitals/Demonstrations Reflective Writing/Journaling Short-answer Mid-terms/Finals Student Evals of Each Other's Work (table cont) Some Most ne Some Most All ne Some Most All ne Some Most All ne Some Most ne Some Most All ne Some Most All % % 1 14% 1000% % % 8 114% 5 71% 1000% % % 9 129% 4 57% 1000% % % % 7 100% 1000% % % 1 14% 1000% % % 7 100% % 1000% % % 6 86% 1 14% Page 46

47 Q32 METHODS OF INSTRUCTION: Student Evals of Own Work Student Presentations Student-selected course Topics Teaching Assistants Term/Research Papers ne Some Most All ne Some Most All ne Some Most All ne Some Most ne Some Most All 1000% % % 3 43% 2 29% 1000% 5 71% % % % 1000% % % 8 114% 1 14% 1000% % % 2 29% 1000% % % % % 1000% Q32 MEAN METHODS: Class Discussions Scale: 1=ne 2=Some 3=Most 4=All (table cont) 339 Page 47

48 Q32 MEAN METHODS: Cmty Svc as part of Coursework Cooperative Learning Essay Mid-terms/Finals Extensive Lecturing Grading on a Curve Group Projects Multiple-Choice Mid-terms/Finals Multiple Drafts of Written Work On-line Instruction Readings on Racial/Ethnic Issues Readings on Women/Gender Issues Recitals/Demonstrations Reflective Writing/Journaling Scale: 1=ne 2=Some 3=Most 4=All (table cont) Page 48

49 Q32 MEAN METHODS: Short-answer Mid-terms/Finals Student Evals of Each Other's Work Student Evals of Own Work Student Presentations Student-selected course Topics Teaching Assistants Term/Research Papers Scale: 1=ne 2=Some 3=Most 4=All Q33 POLITICAL VIEW: Political Conservative Orientation Middle of Road Liberal Far left 3 45% % % % % Q34 SATISFACTION: Salary and Fringe Benefits (table cont) Marginally Satisfied Satisfied Very Satisfied % % % 1000% Page 49

50 Q34 SATISFACTION: Opportunity for Scholarly Pursuits Teaching Load Quality of Students Office/Lab Space Autonomy and Independence Professional Relations w/faculty (table cont) t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied 3 43% % % % 1000% % % % 6 86% 1000% 1 14% 3 43% % % 1000% 3 43% 5 71% % % 1000% 1 14% 3 43% % % 1000% 4 57% % % % 1000% Page 50

51 Q34 SATISFACTION: Social Relations w/faculty Competency of Colleagues Visibility for Jobs at Other Insts Relationships with Administration Overall Job Satisfaction Opportunity to Develop New Ideas (table cont) t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied 3 43% % % % % 3 43% % % % 1000% 3 97% 8 258% % 6 194% % 5 71% % % % 1000% 9 129% % % 1000% 5 71% 6 86% % % 1000% Page 51

52 Q34 SATISFACTION: Avialability of Child Care Prospects for Career Advancement Clerical/Administrative Support t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied t Satisfied Marginally Satisfied Satisfied Very Satisfied % 1 36% % 6 214% % 3 56% 9 167% % % % 2 30% % % % % Q34 MEAN SATISFACTION: Salary and Fringe Benefits Opportunity for Scholarly Pursuits Teaching Load Quality of Students Office/Lab Space Autonomy and Independence Scale: 1=t Satisfied 2=Marginally Satisfied 3=Satisfied 4=Very Satisfied (table cont) Page 52

53 Q34 MEAN SATISFACTION: Professional Relations w/faculty Social Relations w/faculty Competency of Colleagues Visibility for Jobs at Other Insts Relationships with Administration Overall Job Satisfaction Opportunity to Develop New Ideas Avialability of Child Care Prospects for Career Advancement Clerical/Administrative Support Scale: 1=t Satisfied 2=Marginally Satisfied 3=Satisfied 4=Very Satisfied Q35 PERSONAL IMPORTANCE: Become Authority on t Important Own Field (table cont) % % % % Page 53

54 Q35 PERSONAL IMPORTANCE: Influence Political Structure Influence Social Values Raise a Family Be Very Well-off Financially Help Others in Difficulty Be Involved in Environmental Cleanup (table cont) t Important t Important t Important t Important t Important t Important 1000% % % 9 129% 4 57% 1000% % % % 4 57% 1000% % 4 57% % % 1000% % % % 4 57% 1000% 3 43% % % 6 86% 1000% % % % 6 86% 1000% Page 54

55 Q35 PERSONAL IMPORTANCE: Devel ingful t Important Philosophy of Life Help to Promote Racial Understanding Obtain Recognition from Colleagues Integrate Spirituality into My Life Be a Good Colleague Be a Good Teacher Have congruence of Personal/Inst Values (table cont) t Important t Important t Important t Important t Important 5 71% % % % 1000% 9 129% % % % 1000% % % % 7 100% 1000% % % % % % 1 14% 7 100% % % 1000% % % 1000% 9 129% % % 6 86% Page 55

56 Q35 PERSONAL IMPORTANCE: Serve as a role Model to Students t Important 1000% 3 43% 8 114% % % 1000% Q35 MEAN IMPORTANCE: Become Authority on Own Field Influence Political Structure Influence Social Values Raise a Family Be Very Well-off Financially Help Others in Difficulty Be Involved in Environmental Cleanup Devel ingful Philosophy of Life Help to Promote Racial Understanding Scale: 1=t Important 2= 3= 4= (table cont) Page 56

57 Q35 MEAN IMPORTANCE: Obtain Recognition from Colleagues Integrate Spirituality into My Life Be a Good Colleague Be a Good Teacher Have congruence of Personal/Inst Values Serve as a role Model to Students Scale: 1=t Important 2= 3= 4= Page 57