George Fox University | Offices and Services | Academic Affairs | 2001-2002 HERI UCLA Faculty Survey

2001-2002 HERI UCLA Faculty Survey

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1. Highest Degree Earned
2. 
   
   
3. Degree Currently Working On
4. 
   
   
5. Year Appointed at Present Institution
6. 
   
   
7. Are you tenured?
8. 
   
   
9. Do your interests lie primarily in teaching or research?
10. 
    
    
11. Marital Status
12. 
    
    
13. Have you ever been divorced, widowed or separated?
14. 
    
    

    The following graphs depict reasons noted as very important in decision to pursue an academic career:

    
    
    
    
15. Autonomy
16. 
    
    
17. Flexible Schedule
18. 
    
    
19. Intellectual Challenge
20. 
    
    
21. Intellectual Freedom
22. 
    
    
23. Freedom to Pursue Scholarly/Teaching Interests
24. 
    
    
25. Opportunities for Teaching
26. 
    
    
27. Opportunities for Research
28. 
    
    
29. Occupational Prestige/Professional Status
30. 
    
    
31. Opportunity to Influence Social Change
32. 
    
    

    During the past two years how involved have you been in efforts to reform the following at your institution?

    
    
    
    
33. Overall Mission, Purpose
34. 
    
    
35. General Education
36. 
    
    
37. Faculty Roles/Rewards
38. 
    
    
39. Governance
40. 
    
    
41. Curriculum
42. 
    
    

    The following graphs depict factors noted as very important in the decision to work at this college or university:

    
    
    
    
43. Institutional Emphasis on Teaching
44. 
    
    
45. Institutional Emphasis on Research
46. 
    
    
47. Prestige of Institution
48. 
    
    
49. Prestige of Department
50. 
    
    
51. Salary/Benefits
52. 
    
    
53. Research Facilities
54. 
    
    
55. Academic Rank Offered
56. 
    
    
57. Colleagues
58. 
    
    
59. Geographic Location
60. 
    
    
61. Job Opportunities for Spouse
62. 
    
    
63. Other Personal/Family Considerations
64. 
    
    
65. How Many General Education Courses are you Teaching this Term?
66. 
    
    
67. People Noted as very Influential in your Decision to Pursue an Academic Career
68. 
    
    

    The following graphs depict goals for undergraduates noted as very important or essential:

    
    
    
    
69. Develop Ability to Think Clearly
70. 
    
    
71. Prepare Students for Employment After College
72. 
    
    
73. Prepare Students for Graduate or Advanced Education
74. 
    
    
75. Develop Moral Character
76. 
    
    
77. Provide for Students' Emotional Development
78. 
    
    
79. Prepare Students for Family Living
80. 
    
    
81. Teach Students the Classic Works of Western Civilization
82. 
    
    
83. Help Students Develop Personal Values
84. 
    
    
85. Enhance the Out-of Class Experience of Students
86. 
    
    
87. Enhance Students' Self-Understanding
88. 
    
    
89. Instill in Students a Commitment to Community Service
90. 
    
    
91. Prepare Students for Responsible Citizenship
92. 
    
    
93. Enhance Students' Knowledge of and Appreciation for other Racial/Ethnic Groups
94. 
    
    
95. Study a Foreign Language
96. 
    
    

    The following graphs depict personal goals noted as very important or essential:

    
    
    
    
97. Becoming an Authority in my Field
98. 
    
    
99. Influencing the Political Structure
100. 
     
     
101. Influencing Social Values
102. 
     
     
103. Raising a Family
104. 
     
     
105. Being very Well-Off Financially
106. 
     
     
107. Helping Others who are in Difficulty
108. 
     
     
109. Becoming Involved in Programs to Clean up the Environment
110. 
     
     
111. Developing a Meaningful Philosophy of Life
112. 
     
     
113. Helping to Promote Racial Understanding
114. 
     
     
115. Obtaining Recognition from my Colleagues for Contributions to my Special Field
116. 
     
     
117. Integrating Spirituality into my Life
118. 
     
     
119. Being a Good Colleague
120. 
     
     
121. Being a Good Teacher
122. 
     
     
123. Achieving Congruence Between my own Values and Institutional Values
124. 
     
     

     The following graphs depict issues that faculty agree with strongly or somewhat:

     
     
     
     
125. Faculty are Interested in Students' Personal Problems
126. 
     
     
127. Racial and Ethnic Diversity should be more Strongly Reflected in the the Curriculum
128. 
     
     
129. Faculty Feel that most Students are Well-Prepared Academically
130. 
     
     
131. This Institution Should Hire More Faculty of Color
132. 
     
     
133. Student Affairs have the Support and Respect of Faculty
134. 
     
     
135. Faculty are Committed to the Welfare of this Institution
136. 
     
     
137. Faculty here are Strongly Interested in the Academic Problems of Undergraduates
138. 
     
     
139. There is a lot of Campus Racial Conflict Here
140. 
     
     
141. Many Courses Include Feminist Perspectives
142. 
     
     
143. Faculty of Color are Treated Fairly Here
144. 
     
     
145. Women Faculty are Treated Fairly Here
146. 
     
     
147. Many Courses Involve Students in Community Service
148. 
     
     
149. This Institution Should Hire More Women Faculty
150. 
     
     
151. Most Students are Strongly Committed to Community Service
152. 
     
     
153. Gay and Lesbian Faculty are Treated Fairly Here
154. 
     
     
155. My Research is Valued by Faculty in my Department
156. 
     
     
157. My Teaching is Valued by Faculty in my Department
158. 
     
     

     The following graphs depict issues believed to be of high or highest priority at faculties' college or university:

     
     
     
     
159. To Promote the Intellectual Development of Students
160. 
     
     
161. To Help Students Examine and Understand their Personal Values
162. 
     
     
163. To Develop a Sense of Community Among Students and Faculty
164. 
     
     
165. To Develop Leadership Ability Among Students
166. 
     
     
167. To Facilitate Student Involvement in Community Service
168. 
     
     
169. To Help Students Learn how to Bring About Change in American Society
170. 
     
     
171. To Increase or Maintain Institutional Prestige
172. 
     
     
173. To Hire Faculty "Stars"
174. 
     
     
175. To Recruit More Minority Students
176. 
     
     
177. To Enhance the Institution's National Image
178. 
     
     
179. To Create a Diverse Multi-Cultural Campus Environment
180. 
     
     
181. To Promote the Religious/Spiritual Development of Students
182. 
     
     
183. To Mentor New Faculty
184. 
     
     

     The following graphs depict attributes noted as being VERY descriptive of your institution:

     
     
     
     
185. It is Easy for Students to See Faculty Outside of Regular Office Hours
186. 
     
     
187. There is a Great Deal of Conformity Among the Students
188. 
     
     
189. The Faculty are Typically at Odds with Campus Administrators
190. 
     
     
191. Faculty Here Respect Each Other
192. 
     
     
193. Most Students are Treated like "Numbers in a Book"
194. 
     
     
195. Social Activities are Overemphasized
196. 
     
     
197. Students Here Do Not Usually Socialize with One Another
198. 
     
     
199. Faculty are Rewarded for Being Good Teachers
200. 
     
     

     Graphs #101-115 depict aspects of job noted as satisfactory or very satisfactory:

     
     
     
     
201. Salary and Fringe Benefits
202. 
     
     
203. Opportunity for Scholary Pursuits
204. 
     
     
205. Teaching Load
206. 
     
     
207. Quality of Students
208. 
     
     
209. Office/Lab Space
210. 
     
     
211. Autonomy and Independence
212. 
     
     
213. Professional Relationships with Other Faculty
214. 
     
     
215. Social Relationships with Other Faculty
216. 
     
     
217. Competency of Colleagues
218. 
     
     
219. Visibility for Jobs at Other Institutions/Organizations
220. 
     
     
221. Job Security
222. 
     
     
223. Relationships with Administration
224. 
     
     
225. Overall Job Satisfaction
226. 
     
     
227. Opportunity to Develop New Ideas
228. 
     
     
229. Availability of Child Care at this Institution
230. 
     
     
231. If You Were to Begin Your Career Again, Would You Still Want to Be a College Professor?
232. 
     
     
233. Highest Level of Education Reached by Father
234. 
     
     
235. Highest Level of Education Reached by Mother
236. 
     
     
237. Characterize Your Political Views
238. 
     
     

     The following graphs depict issues faculty agree with strongly or somewhat:

     
     
     
     
239. Western Civilization and Culture Should Be the Foundation of the Undergraduate Curriculum
240. 
     
     
241. College Officials Have the Right to Ban Persons with Extreme Views from Speaking On Campus
242. 
     
     
243. The Chief Benefit of a College Education is that it Increases One's Earning Power
244. 
     
     
245. Promoting Diversity Leads to the Admission of too Many Under-Prepared Students
246. 
     
     
247. Colleges Should Be Actively Involved in Solving Social Problems
248. 
     
     
249. Tenure is an Outmoded Concept
250. 
     
     
251. Colleges Should Encourage Students to be Involved in Community Service Activities
252. 
     
     
253. Community Service Should Be Given Weight in College Admissions Decisions
254. 
     
     
255. Tenure is Essential to Attract the Best Minds to Academe
256. 
     
     
257. A Racially/Ethnically Diverse Student Body Enhances the Educational Experience of All Students
258. 
     
     
259. External Pressures Often Prevent Researchers From Being Completely Objective in the Conduct of their Work
260.