5.3: Faculty Sample
- Page ID
- 98095
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)During the same timeframe as the student focus groups, the PIL Team conducted and recorded telephone interviews with a voluntary sample of faculty at the same schools. The interview script included the same five open-ended questions that were used to collect qualitative data from the student focus groups.
As Table 4 indicates (see the end of this section), the faculty interview sample were 30 years or older than students. Two-fifths of the faculty sample were older than 50-years-old at the eight colleges in the institutional sample (Table 4). Faculty had taught at the institution where they now worked for 1-6 years (32%), 7-10 years (11%), 11-15 years (19%), or more than 15 years (38%). The sample had almost as many female (49%) faculty members as male (51%) members.
| Disciplinary expertise | Count | Percent |
|---|---|---|
| Arts & Humanities | 10 | 27.03% |
| Business Administration | 2 | 5.41% |
| Computer Science | 2 | 5.41% |
| Education | 3 | 8.11% |
| General Education | 1 | 2.70% |
| Interdisciplinary | 1 | 2.70% |
| Life or Physical Sciences | 6 | 16.22% |
| Mathematics | 1 | 2.70% |
| Social or Behavioral Sciences | 11 | 29.73% |
| Total | 37 | 100.00% |
| Years at institution | ||
| 1-6 years | 12 | 32.43% |
| 7-10 years | 4 | 10.81% |
| 11-15 years | 7 | 18.92% |
| More than 15 years | 14 | 37.84% |
| Total | 37 | 100.00% |
| Gender | ||
| Female | 18 | 48.65% |
| Male | 19 | 51.35% |
| Total | 37 | 100.00% |
| Race/Ethnicity | ||
| White/Caucasian | 31 | 83.78% |
| Asian | 2 | 5.41% |
| Multiple (more than one selected) | 3 | 8.11% |
| Prefer not to answer | 1 | 2.70% |
| Total | 103 | 100.00% |
Of 19 men interviewed, 14 (73.7%) identified as White, and of 18 women interviewed, 17 (94.4%) identified as White; these racial/ethnic and gender distributions were much higher than the national average for U.S. colleges and universities. The most common academic fields that faculty taught in were social and behavioral studies (30%) and arts and humanities (27%) while far fewer were teaching mathematics (3%) or interdisciplinary studies (3%).