Faculty Survey 1998

In order to learn about the kinds of people who choose to teach at Earlham, a survey conducted by the Higher Education Research Institute at the University of California was given to the teaching and administrative faculty in April of 1999. The results of this survey follow and the information from it may be useful in showing the attitudes and values of the typical Earlham faculty member.

The faculty were first questioned about their age. Of the 66 faculty who responded to the survey at Earlham, 19.5% were under the age of 30 as of December 31, 1998. There was an equal percentage of faculty (15.2%) who were between the ages of 35 and 39 and between the ages of 45 and 49. 7.6% were in the 40-44 age group. 22.7% were ages 50-59, while only 9% were over the age of 60. 3% were over the age of 70. In terms of all colleges and universities in the U.S., the largest age group for professors is 45-54 with 35%. 5 % are over the age of 60.

Earlham faculty were also asked about their academic rank. Table 1 below gives a summary of the results of this question.

	Earlham Teaching Faculty			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
	%	%	%	%	%	%	%
Professor	66.7	20.0	45.5	38.6	18.2	30.9	33.4
Associate Professor	11.1	13.3	12.1	29.6	29.4	29.5	25.3
Assistant Professor	5.6	46.7	24.2	23.8	38.1	29.2	22.2
Lecturer	5.6	0.0	3.0	.8	2.3	1.4	2.8
Instructor	11.1	13.3	12.1	5.5	10.1	7.2	14.7
Other	0.0	6.7	3.0	1.7	1.8	1.7	1.6

Although the percentage of males who are full professors is greater than that of females, Earlham still has a higher percentage of female professors when compared to the average private college. Also, the overall percentage of full professors at EC is greater than that percentage for all colleges and universities.

In terms of degrees earned by Earlham faculty, of those surveyed 87.5% held at least a Master’s degree or other first professional degree. 71.9% of the teaching faculty members hold a Ph.D. in some field. At comparable colleges (private four-year institutions), only 65.9% have Ph.D.’s.

As well as being asked about the highest degree they had earned, Earlham professors were asked in which field they had received that degree.

	Earlham			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
	%	%	%	%	%	%	%
Agriculture or Forestry	0.0	0.0	0.0	0.3	0.3	0.3	0.4
Biological Sciences	5.6	7.1	6.3	7.6	6.1	7.0	5.0
Business	0.0	0.0	0.0	6.1	3.7	5.2	4.0
Education	5.6	0.0	3.1	10.5	18.5	13.5	20.7
Engineering	0.0	0.0	0.0	2.2	0.3	1.4	1.0
English	11.1	7.1	9.4	6.8	10.6	8.2	10.0
Health-related	5.6	0.0	3.1	1.0	9.2	4.1	11.2
History or Political Science	16.7	14.3	15.6	9.0	5.5	7.7	5.1
Humanities	22.2	14.3	18.7	15.3	11.9	14.0	9.0
Fine Arts	5.6	21.4	12.5	9.5	8.8	9.2	8.2
Mathematics or Statistics	5.6	7.1	6.3	5.3	3.3	4.6	4.0
Physical Sciences	11.1	0.0	6.3	10.2	4.0	7.9	3.0
Social Sciences	11.1	21.4	15.6	11.6	13.4	12.3	12.0
Other Technical	0.0	0.0	0.0	1.7	1.0	1.4	1.1
Other Non-Technical	0.0	7.1	3.1	3.1	3.4	3.2	5.3

It is not surprising that there are no female Earlham teaching faculty members who received their highest degree before 1970. 40% of the female teaching faculty earned their highest degree between 1991 and 1995 compared to 25.9% of female faculty who teach at private four-year colleges.

One question dealt with the issue of tenure. When asked if they were tenured, 59.4 % of the Earlham teaching faculty said that they were. This can be compared to 49.2% of faculty at all private four-year colleges. Breaking this group down into male and female, we see that at Earlham 76.5% of male faculty and 40% of female faculty has tenure. Among all four-year private colleges, 55.6% of male faculty and 38.9 of female faculty were tenured.

In addition to being asked questions about their education and their position as professors, Earlham faculty were asked about their attitudes towards teaching. When asked about their primary interest in being a college professor, the majority (84.4%) of teaching faculty respondents said that they were either very heavily interested in teaching or that their interest leaned toward teaching. 84.2% of teaching faculty at other private institutions similar to Earlham expressed the same interests as teaching faculty here. While 15.6% of Earlham teaching faculty leans more toward research, 14.6% of teaching faculty at private, four-year colleges and 23.8% of teaching faculty in all institutions have this interest. No Earlham faculty member considered him/herself heavily interested in research, though 1.2% of private college professors and 3.3% of all professors see this as their primary interest.

Questions on the faculty survey did not deal solely with the college-related aspects of the professors’ lives but also with personal and familial questions. Faculty members were asked about their marital status as well as the education of partners and parents.

A question about marital status revealed that 77.8% of male professors and 80% of female professors at Earlham are married. This differs from the marital statuses of all faculty at private, four-year institutions, where the trend of more married male than female professors continues as 83.4% of the males and 65.1% of the females are married. 9.1% of Earlham teaching faculty are unmarried and living with a partner compared to 3.3% of faculty at private four-year colleges and 4.4% from all institutions. 18.2% of Earlham faculty have been divorced compared to 19% from private four-year colleges and 25.2 from all institutions.

Those faculty members who are (or were) married or currently have a partner were asked about the level of education that their spouse or partner obtained. Many spouses of Earlham professors obtained advanced degrees, with 57.6% reporting this level of education. 45.1% of the spouses of private, four-year college faculty had received the same level of education and 44.9% of spouses of all college and university professors earned an advanced degree.

In terms of parental education, Earlham faculty tended to come from fairly educated families, with 60.7% of their fathers and 39.4% of their mothers having obtained at least a college degree. The percentages of professors at private, four-year colleges whose parents earned similar degrees are 42.1% and 32.1% respectively. While 27.3% of Earlham faculty fathers and 6.1% of their mothers earned advanced degrees, 19.1% of fathers of all college professors and 9.4% of their mothers received comparable degrees.

Another question relating to being an Earlham professor asked about the salaries that these faculty members make. When asked, a large number of faculty (25.9%) reported earnings between $40,000 and $49,000 annually. 11.1% reported making less than $20,000 and 25.9% reported making over $60,000. In all institutions surveyed, 24.8% of professors make between $40,000 and $49,000; 3.2% make less than $20,000, and a large number (30.7%) make over $60,000.

Teaching faculty were asked about the ages of their children. As Table 4 indicates, children of Earlham teaching faculty have a similar age range to most teaching faculty nationally. The greatest distinction is in the 24 and over age bracket where 34% of teaching faculty nationally have children in this age bracket but only 24.3% of Earlham teaching faculty have children aged 24 or over.

Earlham professors were asked questions about their activities, both in general and in relation to teaching. The results of these questions are noted in Table 5.

	Earlham	All Private 4-yr Colleges	All Institutions
Held academic administrative position	54.5%	41.1%	35.7%
Received award for outstanding teaching	24.2%	37.0%	39.5%
Spouse or partner an academic	41.9%	32.8%	31.6%
Commute a long distance to work	12.1%	18.4%	19.4%
Research/writing on women/gender	56.2%	26.5%	23.6%
Research/writing on race/ethnicity	34.4%	22.8%	21.9%
Am a U.S. citizen	100%	95.4%	95.1%
Interrupted career for health/family	12.1%	13.8%	14.4%
Plan working beyond age 70	27.3%	33.7%	32.7%

Though Earlham professors are very similar to all college faculty in most respects, they differ considerably from the norm in the area of gender issues. While 56.2% of Earlham faculty have done research or writing on women or gender issues, only 23.6% of all college professors have done so. Also a higher percentage of Earlham professors hold administrative positions than the national norm.

In the last two years, a greater percentage of (45.4%) of Earlham faculty have served as a paid consultant, as compared to 38.3% of all college faculty.

	Earlham	All Private 4-year Colleges	All Institutions
Taught honors course	19.4%	20.0%	20.4%
Taught interdisciplinary course	71.9%	45.3%	38.3%
Taught ethnic studies course	18.7%	11.8%	9.4%
Taught women’s studies course	12.9%	10.3%	7.5%
Team-taught a course	40.6%	40.0%	38.1%
Worked with students on a research project	84.8%	67.8%	68.7%
Attended a teaching enhancement workshop	41.9%	64.5%	59.0%
Put or collected assignments on the Internet	41.9%	34.5%	35.9%
Taught course exclusively on the Internet	0%	1.6%	2.3%
Used funds for research	59.4%	41.6%	45.2%

Although their general activities might be similar to those of professors everywhere, the teaching experiences of Earlham professors are quite different from those of their counterparts elsewhere. While only 38.3% of all college professors have taught interdisciplinary courses, 71.9% of Earlham faculty have done so. Similarly, 18.7% of Earlham professors have taught ethnic studies while the national percentage is 9.4%. The emphasis on Women’s Studies is again evident as 12.9% of Earlham faculty have taught one of these courses while only 7.5% of all college and university professors have done the same. Earlham professors are also more likely to work with students on a research project, as 84.8% have done so.

Another set of questions asked the Earlham faculty how much time they spent per week in the following activities.

	Earlham			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
None	0	0	0	.3%	.3%	.3%	.5%
1-4	5.6%	6.7%	6.1%	3.4%	5.3%	4.1%	8.8%
5-8	44.4%	53.3%	48.5%	20.3%	22.6%	21.1%	35.0%
9-12	33.3%	26.7%	30.3%	47.3%	42.4%	45.5%	37.1%
13-16	11.1%	13.3%	12.1%	20.1%	19.6%	19.9%	12.1%
17-20	5.6%	0	3.0%	5.9%	6.6%	6.2%	4.3%
21-34	0	0	0	2.5%	2.9%	2.6%	1.8%
35-44	0	0	0	.1%	.2%	.1%	.2%
45 or more	0	0	0	.1%	.2%	.1%	.1%

The majority (81.4%) of Earlham professors spend between 5 and 12 hours teaching each week, while 12.1% of Earlham professors spend 13-16 hours per week. At private colleges, a greater percentage (19.9%) spend between 13 and 16 hours on scheduled teaching.

	Earlham			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
None	0	0	0	.1%	.3%	.3%	.5%
1-4	0	7.1%	3.1%	7.1%	5.3%	4.1%	7.6%
5-8	11.1%	28.6%	18.7%	19.3%	22.6%	21.1%	30.3%
9-12	33.3%	28.6%	31.2%	24.3%	42.4%	45.5%	32.8%
13-16	22.2%	21.4%	21.9%	18.6%	19.6%	19.9%	16.2%
17-20	22.2%	7.1%	15.6%	15.9%	6.6%	6.2%	7.6%
21-34	11.1%	7.1%	9.4%	11.7%	2.9%	2.6%	4.6%
35-44	0	0	0	2.3%	.2%	.1%	.2%
45 or more	0	0	0	.8%	.2%	.1%	.1%

Earlham professors seem to spend more time preparing for teaching than they do actually instructing a class since 15.1% spend over 13 hours in scheduled teaching and 46.9% spend over 13 hours preparing for teaching.

	Earlham			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
None	0	6.7%	3.0%	2.4%	1.9%	2.2%	3.7%
1-4	72.2%	53.3%	63.6%	59.5%	53.2%	57.1%	59.7%
5-8	22.2%	40.0%	30.3%	28.9%	31.9%	30.1%	27.5%
9-12	5.6%	0	3.0%	6.8%	9.4%	7.8%	6.6%
13-16	0	0	0	1.9%	2.3%	2.0%	1.6%
17-20	0	0	0	.4%	.9%	.6%	.6%
21-34	0	0	0	.1%	.2%	.2%	.3%
35-44	0	0	0	0	.2%	.1%	0
45 or more	0	0	0	0	.1%	.1%	0

As one can see from Table 10, most Earlham professors spend 1-4 hours a week counseling students. This is true of most college professors. However, 3% of all private four-year college professors spend over 13 hours per week in this capacity.

	Earlham			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
None	16.7%	6.7%	12.1%	5.5%	3.8%	4.8%	6.8%
1-4	44.4%	53.3%	48.5%	72.7%	66.9%	70.5%	66.1%
5-8	33.3%	40.0%	36.4%	17.8%	23.6%	20.0%	21.0%
9-12	0	0	0	3.2%	4.5%	3.7%	4.5%
13-16	5.6%	0	3%	.6%	.8%	.7%	1.0%
17-20	0	0	0	.1%	.3%	.2%	.4%
21-34	0	0	0	0	.1%	.1%	.1%
35-44	0	0	0	0	0	0	0
45 or more	0	0	0	0	0	0	0

Approximately 88% of Earlham professors spend at least one hour a week on committee work and meetings, compared to 95.2% of professors at private colleges and 93.1% of all professors. Only 5.6% of male professors at Earlham devote over 13 hours of time each week on committee work and meetings and there were no female respondents who indicated they spend more than 8 hours per week in such activities.

	Earlham			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
None	17.6%	13.3%	15.6%	32.4%	30.2%	31.6%	36.8%
1-4	29.4%	53.3%	40.6%	40.0%	41.3%	40.5%	40.3%
5-8	23.5%	13.3%	18.7%	14.9%	15.1%	15.0%	11.4%
9-12	17.6%	6.7%	12.5%	5.6%	6.4%	5.9%	5.1%
13-16	0	6.7%	3.1%	2.5%	3.1%	2.7%	2.6%
17-20	5.9%	6.7%	6.3%	2.6%	2.0%	2.3%	2.1%
21-34	5.9%	0	3.1%	1.6%	1.5%	1.6%	1.2%
35-44	0	0	0	.2%	.2%	.2%	.2%
45 or more	0	0	0	.2%	.2%	.2%	.2%

Table 12 shows that Earlham professors are less likely than professors at other private colleges to spend no time in administrative work. Also, there is a greater percentage of Earlham faculty who spend over 13 hours a week in administrative work ( 12.5%) than professors at other private colleges (7%).

	Earlham			All Priv. 4-year Colleges			All Inst.
	Male	Female	Total	Male	Female	Total	Total
None	11.8%	53.3%	31.2%	25.1%	31.3%	27.5%	25.3%
1-4	52.9%	33.3%	43.7%	40.2%	41.6%	40.7%	30.2%
5-8	11.8%	6.7%	9.4%	19.1%	16.5%	18.1%	17.3%
9-12	5.9%	6.7%	6.3%	8.7%	6.5%	7.9%	11.0%
13-16	17.6%	0	9.4%	3.3%	2.1%	2.9%	6.2%
17-20	0	0	0	1.8%	1.2%	1.6%	5.3%
21-34	0	0	0	1.3%	.6%	1.1%	3.3%
35-44	0	0	0	.2%	.1%	.1%	1.0%
45 or more	0	0	0	.2%	.2%	.2%	.5%

No Earlham professors spend more than 16 hours a week on research or scholarly writing compared to 10.1% of professors nation-wide. 31.2% of Earlham faculty spend no time on research or writing, with females being more likely to spend no time on research or writing.

When asked about their professional writings, 84.4% of Earlham faculty had written at least one article for an academic or professional journal. 34.4% of Earlham professors had published at least five articles, and 3.1% had produced more than 50 articles. In terms of chapters in edited volumes, 59.4% had written at least one. 32.3% of Earlham faculty published at least one book, manual, or monograph. More recently, 57.6% have published at least one writing in the last two years.

	Earlham professors			All private colleges
	1998	1995	1989	1998
Become authority in own field	42.4%	N/A	N/A	46.0%
Influence social values	51.5%	N/A	N/A	44.4%
Raise a family	72.7%	N/A	N/A	72.9%
Help others in difficulty	69.7%	N/A	N/A	72.0%
Develop philosophy of life	78.8%	N/A	N/A	83.2%
Promote racial understanding	84.8%	N/A	N/A	64.7%
Be involved in environmental clean-up	39.4%	N/A	N/A	29.3%
Be a good colleague	97.0%	93.6%	93.0%	92.4%
Be a good teacher	100%	100%	100%	99.0%

The most common goals noted as very important or essential are to be a good teacher and colleague. Promoting racial understanding is more important to Earlham professors than to all college professors. Earlham professors are also more interested in environmental clean up.

	Earlham professors			All private colleges
	1998	1995	1989	1998
Multiple-choice mid-terms/finals	3.0%	4.3%	4.7%	26.8%
Essay mid-terms/finals	57.6%	51.1%	72.7%	47.5%
Short-answer mid-terms/finals	39.4%	29.8%	38.6%	36.2%
Quizzes	27.3%	23.9%	51.0%	35.4%
Weekly essay assignments	30.3%	10.6%	15.9%	18.7%
Student presentations	66.7%	53.2%	41.9%	40.3%
Term/research papers	51.5%	48.9%	56.8%	40.5%
Student evaluations of each others’ work	12.1%	14.9%	4.5%	14.5%
Grading on a curve	9.1%	10.6%	15.9%	14.9%
Competency-based grading	40.6%	34.8%	41.9%	45.2%

Earlham professors are much less likely to use multiple-choice exams for midterms and finals than all college professors. There has been a decrease in the percentage of Earlham professors that use essays for midterms and finals since 1989, though the current percentage is still greater than the percentage for all college professors. Earlham professors are also less likely to use quizzes than they did in 1989, but they are now more likely to use weekly essay assignments.

	Earlham professors			All private colleges
	1998	1995	1989	1998
	%	%	%	%
Class discussions	78.8	78.7	72.7	73.3
Computer/machine-aided instruction	9.1	21.3	6.8	19.8
Cooperative learning	63.6	71.7	52.3	42.9
Experiential learning/field studies	27.3	19.1	9.1	21.6
Teaching assistants	9.1	14.9	9.1	5.9
Recitals/Demonstrations	21.9	19.1	N/A	16.9
Group projects	33.3	31.9	13.6	26.1
Independent projects	45.5	53.2	44.2	36.5
Extensive lecturing	36.4	29.8	44.2	39.8
Multiple drafts of written work	18.2	27.7	16.3	18.7
Readings on racial and ethnic issues	39.4	27.7	30.2	19.6
Readings on women and gender issues	51.5	36.2	44.2	19.2
Student-developed activities (assignments, exams, etc.)	12.5	17.0	11.6	11.9
Student-selected topics for course content	9.1	8.5	14.0	7.9

Class discussions are the most frequently used instructional method among all survey populations. Earlham professors use readings on women, gender, racial and ethnic issues far more than the national sample and have increased the use of those methods since 1995. It is interesting to note that there was a smaller percentage of Earlham faculty who used computer-aided instruction in 1998 than in 1995 and a smaller percentage than the national sample.

	Earlham professors			All private colleges
	1998	1995	1989	1998
	%	%	%	%
Develop ability to think clearly	100.0	97.8	97.7	99.5
Prepare for employment	56.2	40.4	41.9	67.2
Prepare for graduate education	71.9	46.8	67.4	58.3
Develop moral character	75.0	76.6	86.0	55.5
Provide for emotional development	68.8	59.6	55.8	35.3
Prepare students for family living	31.2	17.0	11.9	15.0
Teach students the classic works of Western civilization	37.5	26.1	45.2	30.2
Help students develop personal values	84.4	N/A	N/A	57.7
Enhance the out-of-class experience of students	59.4	58.7	48.8	39.3
Enhance students self-understanding	87.5	72.3	79.1	60.2
Instill in students a commitment to community service	50.0	39.1	N/A	35.1
Prepare students for responsible citizenship	77.4	68.1	N/A	59.0
Enhance students’ knowledge of and appreciation for other racial/ethnic groups	84.3	N/A	N/A	56.6

The national sample of private colleges is more concerned than the Earlham respondents with preparing students for employment. A much larger percentage of Earlham respondents (71.9%) felt it was very important to prepare students for graduate schools than was reported in 1995 (46.8%). Earlham focuses more on personal growth, including emotional development, moral character, self-understanding and responsible citizenship. It is interesting to note that more Earlham faculty reported feeling it was very important or essential to prepare students for family living than in previous years. Earlham faculty members also are more interested in enhancing the out-of-class experience of students than the national sample of private colleges.

Earlham faculty were asked how many general education courses they were teaching during the current semester. The majority (58.1%) were teaching one such course, while 6.5% were teaching two and 3.2% were teaching three. No respondents were teaching more than three courses and 32.3% were teaching no general education courses.

Nationally, 49% were not teaching any general education courses, 22% were teaching one, 14% were teaching two, and 14.9% were teaching three or more general education courses.

The Earlham samples are generally farther left-leaning than the sample from all private colleges. Within Earlham, the teaching faculty identify themselves more often as “far left” than the administrative faculty, and there is a higher percentage of administrative faculty that consider themselves conservative (18.5%) than the teaching faculty (6.5%). The number of teaching faculty that consider themselves liberal or far-left has decreased since 1995.

	98 EC teachers	95 EC teachers	98 EC admin	All private colleges
	%	%	%	%
West Civ foundation of curriculum	54.8	33.3	40.0	62.6
College-ban extreme speakers	34.4	15.6	15.4	37.0
College increase earning power	15.6	6.5	11.5	19.2
Diversity = under-prepared students	15.6	23.4	7.7	24.9
Colleges involved in social problems	90.6	87.2	92.3	67.0
Tenure is outmoded	28.1	40.4	43.5	35.0
Encourage student community service	100.0	97.8	100.0	89.0
Community service given weight in admis	84.4	71.7	84.0	59.5
Tenure attracts best	51.6	45.7	56.5	56.7
Stud use of computers enhances learning	87.9	N/A	88.5	87.5
Diverse students body enhances educ	100.0	N/A	100.0	93.3
SPECIFIC TO EARLHAM
Faculty interest in students problems	100.0	95.7	92.3	90.1
People don’t respect each other	9.1	14.9	19.2	26.3
Students well prepared academically	72.7	63.8	80.0	40.3
Student Affairs has support of faculty	60.6	55.3	44.0	70.1
Faculty committed to welfare of Earlham	100.0	100.0	96.2	92.1
Fac. Interested in student’s acad problems	93.9	100.0	100.0	92.4
There is a lot of campus racial conflict	12.5	10.6	3.8	8.3
Courses include feminist perspective	93.8	80.9	84.0	38.1
Faculty of color are treated fairly	93.9	93.6	88.0	88.5
Women faculty are treated fairly	100.0	97.9	92.0	86.2
Courses involve stud in community svc	78.1	57.4	80.0	46.8
Student committed to community service	97.0	80.9	88.0	48.8
Gay and lesbian faculty treated fairly	68.8	N/A	76.0	62.9
My research valued by faculty in my dept	80.6	N/A	71.4	76.8

*Percentages are those answering that they “agree strongly” or “agree somewhat” with the statement given.

There are several tremendous differences among samples for these respondents, particularly between Earlham faculty and the national sample. The 1998 Earlham faculty respondents agree much more strongly that the national faculty sample that community service should be given weight in admission decisions and that colleges should be involved in social problems. Concerning issues related to the participant’s institution, Earlham faculty respondents agree much more strongly that courses at Earlham involve students in community service, include the feminist perspective, and that our students are well prepared academically. On the other hand, Earlham faculty (especially administrative faculty) felt less strongly that Earlham’s Student Affairs had the support of our faculty.

Earlham faculty feel more strongly than all private college faculty that people respect each other at our institution. In 1998, there was a greater percentage of Earlham professors (54.8%) who feel Western Civilization should be the foundation of undergraduate curriculum than in 1995 when only 33.3% of our teaching faculty felt the same. Surprisingly, there was also a greater percentage of teaching faculty (34.4%) who felt that college officials have the right to ban persons with extreme views from speaking on campus which was in line with the national response for all private colleges (37%). Only 15.4% of administrative faculty agreed strongly with this viewpoint.

It was also surprising to find that 12.5% of our teaching faculty believe that there is a lot of campus racial conflict compared to 8.3% of all private college faculty. This compares to 10.6% of teaching faculty in 1995 feeling the same.

	98 EC teachers	95 EC teachers	98 EC admin	All private colleges
	%	%	%	%
Promote intellectual development of students	100.0	100.0	100.0	87.8
Help students examine and understand their personal values	97.0	91.5	92.3	77.5
Hire more minority faculty and administrators	81.8	59.6	84.6	37.8
Develop a sense of community among students and faculty	97.0	83.0	96.2	64.9
Develop leadership ability among students	69.7	61.7	80.8	62.1
Hire more women faculty and administrators	69.7	51.1	69.2	35.2
Facilitate student involvement in community service	93.8	76.1	96.2	59.5
Help students learn how to bring about change in American society	90.9	78.7	80.8	39.5
Increase or maintain institutional prestige	57.6	69.6	69.2	70.0
Hire faculty “stars”	0	6.4	19.2	14.4
Recruit more minority students	90.9	63.8	92.3	48.7
Enhance the institution’s national image	60.6	74.5	69.2	66.1
Create a diverse multi-cultural campus environment	84.8	66.0	88.5	49.5

The Earlham respondents are more committed to hiring more minority and women, recruiting more minority students, and creating a diverse multi-cultural campus environment. They are also more committed to helping students examine and understand their personal values, developing a sense of community among students and faculty, and facilitating student involvement in community service. Faculty at Earlham give higher priority to developing student’s leadership abilities and helping students learn how to bring about change in American society than the national norm.

	98 EC teachers	95 EC teachers	98 EC admin	All private colleges
	%	%	%	%
Easy to see faculty outside of office hours	84.8	83.0	79.2	66.4
Great conformity among students	9.1	12.8	4.0	33.7
Faculty at odds with administration	0	23.4	7.7	15.2
Faculty respect each other	84.8	70.2	46.2	46.3
Most students treated like numbers	0	0	0	1.0
Social activities overemphasized	0	0	3.8	10.9
Intercoll. sports overemphasized	3.0	2.2	0	10.9
Students don’t socialize regularly	0	0	0	1.2
Faculty rewarded for good teaching	34.4	52.2	32.0	19.2

Earlham faculty perceive that it is much easier to see Earlham faculty outside of their office hours than it is for the national sample. A large percentage (84.8%) of the teaching faculty feel that Earlham faculty have a great respect for each other, however only 46.2% of administrative faculty indicated that was very descriptive of Earlham. The most significant difference in the 1998 responses compared to the 1995 responses concerned the faculty being at odds with administration. In 1995, 23.4% of the teaching faculty felt that they were at odds with the administration compared to no teaching faculty feeling that way in 1998. Another difference related to faculty being rewarded for good teaching. In 1995, 52.2% of Earlham professors felt they were rewarded for good teaching compared to 34.4% in 1998. However, only 19.2 of the national sample for all faculty at private colleges felt they were rewarded for good teaching.

	98 EC teachers	95 EC teachers	98 EC admin	All private colleges
	%	%	%	%
Becoming an authority in my field	42.4	42.6	40.7	46.0
Influencing the political structure	18.2	23.4	11.5	13.8
Influencing social values	51.5	57.4	53.8	44.4
Raising a family	72.7	72.3	81.5	72.9
Being very well-off financially	33.3	19.1	22.2	27.3
Helping others who are in difficulty	69.7	59.6	59.3	72.0
Becoming involved in programs to clean up the environment	39.4	38.3	33.3	29.3
Developing a meaningful philosophy of life	78.8	83.0	74.1	83.2
Helping to promote racial understanding	84.8	72.3	63.0	64.7
Obtaining recognition from my colleagues for contributions to my special field	42.4	40.4	14.8	35.7
Integrating spirituality into my life	54.5	N/A	70.4	67.9
Being a good colleague	97.0	N/A	92.6	92.4
Being a good teacher	100.0	N/A	54.5	99.0

Most of Earlham faculty’s personal goals are similar to those of all faculty at private colleges. However Earlham faculty remain more interested in helping to promote racial understanding than the national norm. It is surprising, however, that as faculty of a Quaker College they consider integrating spirituality into their lives as less important than all college faculty.

	98 EC teachers	95 EC teachers	98 EC admin	All private colleges
	%	%	%	%
Salary and fringe benefits	36.4	14.9	42.3	46.5
Opportunity for scholarly pursuits	66.7	46.8	64.7	53.2
Teaching load	54.5	69.6	100.0	52.3
Quality of students	84.8	87.2	90.0	52.5
Working conditions	69.7	76.6	65.4	73.0
Autonomy and independence	93.9	95.7	80.8	88.5
Professional relationships with others	87.9	87.2	80.8	78.0
Social relationships with other faculty	69.7	55.3	65.4	66.7
Competency of colleagues	96.9	89.4	80.8	78.5
Visibility for jobs	63.2	31.0	50.0	43.6
Job security	80.6	70.5	80.8	74.2
Relationships with administration	75.0	31.9	84.0	62.1
Overall job satisfaction	78.8	74.5	88.5	77.8
Opportunity to develop new ideas	81.8	85.1	92.0	77.5

Earlham teaching faculty are more satisfied with opportunities for scholarly pursuits than they were in 1995, however they are somewhat less satisfied with their working conditions. Although Earlham faculty’s satisfaction with salary and fringe benefits has improved since 1995, they remain less satisfied than all private college faculty. Teaching faculty relationships with administration at Earlham were more satisfactory than they were in 1995. All Earlham samples are much more satisfied with the quality of students than are faculty members nation-wide. Earlham faculty’s overall job satisfaction is very similar to faculty members from all private colleges.

SOURCES OF STRESS	98 EC Fac Male Fem		95 EC fac Male Fem		98 EC adm Male Fem		All Private Colleges Male Fem
	%	%	%	%	%	%	%	%
Household responsibilities	61.1	100.0	46.7	88.2	83.3	90.9	70.7	82.8
Child care	44.4	40.0	26.7	17.6	41.7	23.1	34.4	32.8
Care of elderly parent	27.8	26.7	23.3	5.9	8.3	21.4	31.6	36.1
My physical health	50.0	53.3	50.0	47.1	8.3	57.1	44.4	52.4
Review/promotion process	16.7	46.7	26.7	70.6	25.0	42.9	40.8	53.5
Subtle discrimination	27.8	13.3	16.7	35.3	16.7	35.7	14.3	33.8
Personal finances	50.0	46.7	36.7	82.4	50.0	57.1	61.7	61.7
Committee work	61.1	53.3	63.3	52.9	25.0	35.7	59.8	67.1
Faculty meetings	66.7	46.7	63.3	64.7	16.7	28.6	50.3	55.4
Colleagues	61.1	60.0	73.3	58.8	33.3	57.1	53.3	60.0
Students	66.7	80.0	63.3	70.6	8.3	50.0	58.0	66.4
Research or publishing demands	22.2	60.0	13.3	35.3	8.3	8.3	43.9	52.6
Inst. Procedures & "red tape"	66.7	46.7	73.3	47.1	25.0	42.9	64.9	64.6
Teaching load	77.8	73.3	56.7	47.1	8.3	0.0	66.9	73.7
Children's problems	33.3	26.7	33.3	11.8	9.1	30.8	32.6	29.7
Marital friction	11.1	33.3	17.2	29.4	36.4	21.4	24.0	22.5
Time pressures	83.3	86.7	93.3	100.0	81.8	78.6	85.6	94.3
Lack of personal life	83.3	93.3	86.2	100.0	90.9	78.6	78.4	91.9
Illness or death of spouse	11.1	0.0	N/A	N/A	0.0	0.0	7.5	6.0
Keeping up with info tech	66.7	53.3	N/A	N/A	81.8	57.1	63.2	74.7

Females reported more stress from household responsibilities than did males. There was an increase in stress due to childcare for both males and females. Earlham female faculty reported more stress from a review/promotion process than their male counterparts which may be due to the fact that a greater percentage of females are untenured. Earlham males were less stressed about review/promotion process than faculty from all private colleges. The same was true about research or publishing demands.

The faculty were asked whether they wished to remain as college professors. 43.6% of the 1998 faculty indicated “definitely yes”, compared to 46.1% nationally. An additional 36.4% answered “probably yes”, as did 33.8% nation-wide No Earlham respondents answered “definitely no” in 1995 or 1998, although 1.7% chose this response nationally.

Earlham respondents demonstrate a greater sensitivity toward women and minorities’ issues and are more committed to social service. Overall, the Earlham faculty is more liberal than the national sample from all private colleges. Earlham is more focused on fostering students’ personal growth than are other institutions. This growth includes value, moral, and emotional development, and increased self-understanding.

While other colleges focus on preparing students to achieve specific educational and professional goals, Earlham strives to prepare students to become better persons, ready for whatever futures they choose.

	Earlham	All institutions
Children 0-4 years	9.1%	11%
Children 5 to 12	27.2%	20.4%
Children 13 to 17	24.2%	17.7%
Children 18 to 23	18.2%	20.5%
Children 24 or over	24.3%	34%

	98 EC teaching faculty	95 EC teaching faculty	98 EC administrative	All private colleges
	%	%	%	%
Far left	12.9	14.9	7.4	5.2
Liberal	48.4	59.6	25.9	37.5
Middle-of-road	32.3	23.4	48.1	33.6
Conservative	6.5	2.1	18.5	23.1
Far right	0	0	0	.5