VIEWS AND CHARACTERISTICS OF COLLEGE PROFESSORS
ACADEMIC YEAR 2004-2005
SEX, AGE, RANK, RACE
DEGREE EARNED, DISCIPLINE,
TENURE STATUS
Ramapo
College [1]
Peer
Group [2]
Ramapo
plus or minus
%
%
percentage pts.
Sex
Peer
Group [2]
Ramapo
plus or minus
%
%
percentage pts.
Highest Degree Earned
Male
55.0
55.0
0.0
Bachelor's
Female
45.0
45.0
0.0
Master's
LL.B., J.D.
Age
Less than 30
Ramapo
College [1]
1.6
1.7
-0.1
0.0
0.9
-0.9
25.0
20.2
4.8
0.0
1.0
-1
MD., D.D.S.
0.0
0.2
-0.2
Ed.D.
4.7
5.3
-0.6
Ph.D.
68.8
68.6
0.2
0.0
0.4
-0.4
30 to 34
4.8
7.1
-2.3
35 to 39
11.1
10.5
0.6
40 to 44
9.5
12.7
-3.2
45 to 49
7.9
14.6
-6.7
50 to 54
9.5
16.8
-7.3
55 to 59
25.4
18.3
7.1
60 to 64
25.4
13.0
12.4
Biological Sciences
4.7
5.9
-1.2
65 to 69
3.2
3.9
-0.7
Business
4.7
7.2
-2.5
70 or more
1.6
1.4
0.2
Education
4.7
15.1
-10.4
English
7.8
6.4
1.4
Health Sciences
0.0
4.6
-4.6
3.1
6.4
-3.3
Academic Rank
1st professional degree
beyond bachelor's
Department of current faculty appointment
Professor
49.2
31.0
18.2
History or Poli Sci
Associate Professor
24.6
25.6
-1.0
Humanities
10.9
6.4
4.5
Assistant Professor
26.2
29.3
-3.1
Arts and Architecture
12.5
8.8
3.7
Lecturer
0
5.5
-5.5
Math or Statistics
1.6
5.6
-4
Instructor
0
7.6
-7.6
Physical Sciences
15.6
8.3
7.3
Other
0
1.0
-1.0
Social Sciences
25.0
12.6
12.4
Other Technical
1.6
2.3
-0.7
Other
7.8
6.3
1.5
16.5
Ethnicity
White Caucasian
81.3
88.4
-7.1
African American/Black
6.3
3.3
3.0
Amer.Indian/Ala.Native
3.1
2.1
1.0
Tenure Status
Asian American/Asian
10.9
5.1
5.8
Tenured
71.9
55.4
Nat.Hawaiian/Pacific Is.
3.1
0.6
2.5
On tenure track,not tenured
28.1
28.7
-0.6
Mexican Amer./Chicano
3.1
1.7
1.4
Not on tenure track
0.0
15.8
-15.8
Puerto Rican
6.3
0.8
5.5
Other Latino
7.8
1.7
6.1
Other
7.8
2.7
5.1
[1] The HERI Faculty Survey was administered to 181 tenured and tenure track faculty in fall 04. Survey response rate was 36%
Sixty-five faculty participated in the survey; 36 or 55% men and 29 or 45% women.
[2] National normative sample of 40,670 full time faculty participated in the survey; 22,934 or 56% men and 17,736 or 44% women.
Ramapo College peer group includes all 4-year public college and university full-time faculty.
Public 4-year college and university sample of 11,267; 6,220 or 55% men and 5,047 or 45% women.
2004-2005 HERI FACULTY SURVEY
Ramapo College of New Jersey
Office of Institutional Research and Planning
VIEWS AND CHARACTERISTICS OF COLLEGE PROFESSORS
ACADEMIC YEAR 2004-2005
ACTIVITIES
During the past two years, have
Received at least one firm job offer
Considered early retirement
Considered leaving academe for another job
Considered leaving this institution for another
Changed academic institutions
Taught courses at more than one institution during the same term
Requested/sought early promotion
Engaged in paid consulting outside the institution
Engaged in public service/professional consulting without pay
During the past 2 years have received funding from:
Foundations
State or federal government
Business or Industry
Respondent does "to a great extent"
Engage in academic work that spans multiple disciplines
Training received in graduate school gave good preparation for role as a faculty mentor
Experience joy in work
Feel good about the direction in which life is headed
Engage in self reflection
Achieve a healthy balance between personal life and professiona life
Feel that own work adds meaning to life
Ramapo College [1]
Peer Group [2]
Ramapo Percent
%
%
plus or minus
20.0
14.8
19.7
18.0
11.5
11.7
8.2
33.3
59.0
26.9
23.4
32.3
42.9
11.1
9.1
8.2
37.2
60.7
37.7
18.3
11.9
20.0
29.3
12.5
57.4
45.2
72.6
68.3
68.9
32.8
85.2
30.8
40.7
65.6
63.7
68.5
39.0
67.9
-6.9
-8.6
-12.6
-24.9
0.4
2.6
0.0
-3.9
-1.7
0.0
17.7
-11.0
-0.6
0.0
26.6
4.5
7.0
4.6
0.4
-6.2
17.3
Agree "strongly" or "somewhat" that at your institution
Faculty members are interested in students' personal problems
Racial and ethnic diversity should be more strongly reflected in the curriculum
Faculty members feel that most students are well-prepared academically
Faculty members are strongly interested in the academic problems of undergraduates
There is a lot of campus racial conflict
Most students are stongly committed to community service
My research is valued by professors in my department/convening group/school
My teaching is valued by professors in my department/convening group/school
My department/convening group/school does a good job of mentoring new faculty members
Professors are sufficiently involved in campus decision making
My values are congruent with the dominant institutional values
There is adequate support for integrating technology in my teaching
89.8
55.0
40.7
94.9
18.3
31.0
82.5
98.3
78.3
81.7
84.7
88.3
79.9
52.5
27.9
79.9
7.5
25.4
68.3
85.5
60.0
53.4
65.2
75.0
9.9
2.5
12.8
15.0
10.8
5.6
14.2
12.8
18.3
28.3
19.5
13.3
This institution takes responsibility for educating underprepared students
53.3
59.5
-6.2
The criteria for advancement and promotion decisions are clear
Most of the students I teach lack the basic skills for college-level work
My department has difficulty recruiting professors
My department has difficulty retaining professors
There is adequate support for faculty development
This institution should not offer remedial/developmental education
Attributes noted as being "very descriptive" of your institution:
It is easy for students to see faculty members outside of regular office hours
Faculty members are typically at odds with campus administration
Professors here respect each other
Most students are treated like "numbers in a book"
Social activites are overemphasized
Professors are rewarded for being good teachers
There is respect for the expression of diverse values and beliefs
Faculty members are rewarded for their efforts to use instructional technology
Faculty members are rewarded for this efforts to work with underprepared students
Aspects of job noted as "very satisfactory" or "satisfactory":
Salary and fringe benefits
Opportunity for scholarly pursuits
Teaching load
Quality of students
Office/lab space
76.7
37.3
31.7
8.3
50.8
20.7
69.3
44.8
48.4
27.3
51.2
28.0
7.4
-7.5
-16.7
-19.0
-0.4
-7.3
55.6
4.8
60.3
0.0
1.6
14.3
50.8
30.6
1.6
56.0
15.6
49.5
3.1
4.7
17.1
30.2
19.5
4.9
-0.4
-10.8
10.8
-3.1
-3.1
-2.8
20.6
11.1
-3.3
72.6
38.7
36.1
55.7
65.0
90.3
88.3
68.3
95.1
42.8
45.5
46.2
42.5
59.6
85.0
78.3
67.3
76.4
29.8
-6.8
-10.1
13.2
5.4
5.3
10.0
1.0
18.7
ATTITUDES ABOUT INSTITUTION
Professional relationships with other faculty members
Social relationships with other faculty members
Competence of colleagues
2004-2005 HERI FACULTY SURVEY
Ramapo College of New Jersey
Office of Institutional Research and Planning
VIEWS AND CHARACTERISTICS OF COLLEGE PROFESSORS
ACADEMIC YEAR 2004-2005
ATTITUDES/BELIEFS ABOUT DIVERSITY
Ramapo College [1]
Peer Group [2]
Ramapo Percent
%
%
plus or minus
Attributes noted as being "very descriptive" of your institution:
There is respect for the expression of diverse values and beliefs
50.8
30.2
20.6
Personal goal noted as "very important" or "essential":
Helping to promote racial understanding
68.3
53.8
14.5
7.4
13.0
9.3
7.2
-1.9
5.8
30.4
29.1
35.1
25.3
19.0
18.2
5.1
10.1
16.9
Methods you use in "most" or "all" of the courses you teach:
Readings on racial and ethnic issues
Readings on women and gender issues
37.3
37.3
20.8
18.1
16.5
19.2
Goals for undergraduates noted as "very important" or "essential":
Enhance student's knowledge of and appreciation for other racial/ethnic groups
72.6
59.7
12.9
Issues you believe to be of "high" or "highest" priority at your institution:
To recruit more minority students
To create a diverse multi-cultural campus environment
To promote gender equity among faculty
To increase the representation of minorities in the faculty and administration
To increase the respresentation of women in the faculty and administration
52.5
68.4
43.1
55.4
43.9
48.4
51.9
45.7
47.4
40.6
4.1
16.5
-2.6
8.0
3.3
Agree "strongly" or "somewhat":
Promoting diversity leads to the admission of too many underprepared students
A racially/ethnically diverse student body enhances the educational exper.of all students
Racial and ethnic diversity should be more strongly reflected in the curriculum
There is a lot of campus racial conflict here
5.1
96.5
55.0
18.3
26.0
90.1
52.5
7.5
-20.9
6.4
2.5
10.8
Factor noted as a source of stress for your during the last two years:
Subtle discrimination(e.g., prejudice, racism, sexism)
31.7
25.7
6.0
8.2
5.5
2.7
Aspects of job noted as "very satisfactory" or "satisfactory":
Visibility for jobs at other institutions/organizations
Relationship with administration
Overall job satisfaction
Opportunity to develop new ideas
Availability of child care at this institution
Clerical /administrative support
34.6
62.7
85.2
83.3
7.4
41.4
43.3
54.6
75.4
73.1
36.8
52.5
-8.7
8.1
9.8
10.2
-29.4
-11.1
If you were to begin your career again, would you still want to be a college professor?
Definitely yes
Probably yes
Not sure
Probably no
Definitely no
61.7
31.7
5.0
1.7
0.0
55.3
28.6
10.1
4.7
1.3
6.4
3.1
-5.1
-3.0
-1.3
53.3
72.1
75.0
83.9
50.0
63.0
70.7
71.3
3.3
9.1
4.3
12.6
During the past two years, have you engaged in any of the following activites?
Taught an ethnic studies course
Taught a women's studies course
Conducted research or writing focused on:
International/global issues
Racial or ethnic minorities
Women or gender issues
General activities: ( percentage noted represents "yes" responses to the question)
Have you been sexually harassed at this institution?
FACULTY STATISFACTION
Factors noted as a source of stress for you during the last two years:
Review/promotion process
Research or publishing demands
Institutional procedures and "red tape"
Teaching load
2004-2005 HERI FACULTY SURVEY
Ramapo College of New Jersey
Office of Institutional Research and Planning