COACHE 2008 Results

1. COACHE 2008 Results Tenure Track Faculty Survey Spring 2008

2. Sample • Population: 241 • Female: 79 • Males: 162 • Faculty of Color: 54 • Sample: 159 (66%) • Females: 52 (66%) • Males: 107 (66%) • Faculty of Color: 33 (61%)

3. Themes • Tenure • Nature of the Work • Policies and Practices • Climate, Culture, and Collegiality • Global Satisfaction

4. Peer Institutions • Allowed to choose five peers from participating institutions. • North Carolina State University • UNC Chapel Hill • University of Virginia • Virginia Tech • University of South Carolina • Statistical Differences were calculated and are reported

5. Comparisons to Peers • Data is available related to how well we perform against peers in three areas • Overall • Gender • Race

6. Tenure: Where we are doing better than peers—in all groups • Perception that tenure decisions are based primarily on performance • Clarity of the tenure process • Clarity of the expectations of performance as a teacher • Clarity of the Body of evidence that will be considered in making decisions about their own tenure • Clarity of the standards for tenure • Receiving consistent messages from senior colleagues about the requirements for tenure • Clarity of the expectations for performance as a student advisor

7. Tenure: Where we are doing worse than peers in all three groups • Reasonableness of the expectations for performance as a scholar • Reasonableness of the expectations for performance as a campus citizen • Clarity of the expectations as a community member

8. Tenure—Where we do worse for women only • Clarity of the expectations for performance as a scholar • Clarity of their own prospects for earning tenure • Reasonableness of the expectations for performance as a student advisor • Reasonableness of expectations for performance as a departmental colleague • Reasonableness of the expectations for performance as a community member • Clarity of the expectations for performance as a department colleague • Clarity of the expectations for performance as a campus citizen • Clarity of the expectations for performance as a community member

9. Tenure—On campus • Men do better than Women • Perception that tenure decisions are based primarily on performance (this item ranks higher than peers by all groups) • Reasonableness of the expectations for performance as a student advisor • Faculty of color do better than Whites • Clarity of the expectations for performance as a teacher • Clarity of the expectations for performance as a scholar

10. Nature of the work—better than peers in all groups • Satisfaction with the quality of clerical/administrative services • Satisfaction with the quality of teaching services

11. Nature of the Work—where we do worse than peers in all groups • Satisfaction with the number of courses they teach • Satisfaction with the quality of computing services • Satisfaction with the quality of graduate students with whom they interact

12. Nature of the Work • Women and Faculty of Color were less satisfied than peers in the following • Influence they have over the focus of their research • Men and Faculty of Color were less satisfied than peers in the following • Amount of research funding they are expected to find • Men are less satisfied than at peer institutions • With the amount of time they have to conduct research

13. Nature of the Work • Faculty of Color are more satisfied than at peer institutions with • The influence of the courses they teach • The level of the courses they teach • The quality of the undergraduate students with whom they interact • The quality of the facilities • Women are more satisfied than at peer institutions with • The level of courses they teach • The quality of the facilities

14. Nature of the Work—University differences • Male faculty rank the following higher than women on campus • Satisfaction with the influence they have over the focus of their research • Satisfaction with the amount of time they have to conduct research (even thought men rank this lower than at peer institutions) • Faculty of Color rank the following higher than whites on campus • Quality of clerical/administrative services • The way they spend their time as faculty • The quality of the facilities

15. Policies and Practices—where we do better than peers in all groups • Effectiveness of professional assistance for improved teaching • Departmental colleagues do what they can to make raising children and the tenure-track compatible • Effectiveness of periodic, formal performance reviews • Effectiveness of the written summary of periodic performance reviews • The balance they are able to strike between professional and personal time • Professional assistance in obtaining externally funded grants • Effectiveness of financial assistance with housing

16. Policies and Practices—where we do worse than peers • An upper limit on teaching obligations • Informal mentoring • Peer reviews of teaching and research • Paid or unpaid research leave during the probationary period • Formal mentoring program • Institution does what it can to make raising children and the tenure-track compatible • Childcare

17. Policies and Practices • Faculty of Color rate the following higher than peers • Departmental colleagues do what they can to make having children and the tenure-track compatible • An upper limit on committee assignments • Male faculty rate the following higher than peers • Upper limit on committee assignments

18. Policies and Practices—Internal differences • Male faculty ranked items higher than female faculty on campus • Upper limit on committee assignments • Upper limit on teaching obligations • Institution does what it can to make having children and the tenure-track compatible • Institution does what it can to make raising children and the tenure-track compatible • Effectiveness of childcare

19. Policies and Practices—Internal differences • Female faculty ranked the following higher than male faculty • The effectiveness of stop-the-tenure-clock for parental or other family reasons • Faculty of color ranked the following higher than white faculty • Effectiveness of periodic, formal performance reviews • Effectiveness of written, periodic, formal performance reviews

20. Climate, Culture, and Collegiality—where we do better than peers in all groups • Satisfaction with the amount of personal interaction they have with junior colleagues in their departments • Satisfaction with the amount of professional interaction with junior colleagues in their department

21. Climate, Culture, and Collegiality—where we do worse in all groups • Satisfaction with the interest senior faculty take in their professional development

22. Climate, Culture, and CollegialityInconsistency within findings • Females do better than “overall” and “whites” compared to peers in the following • Fairness of their immediate supervisor’s evaluation of their work • Males and Faculty of Color do better than women when compared to peers in • How well they “fit” in their departments • The amount of personal interaction they have with senior colleagues in their department • Faculty of Color do better than females and whites when compared with peers in • Satisfaction with the intellectual vitality of the senior colleagues in their department

23. Climate, Culture, and Collegiality—Internal Comparison • Males are more satisfied than females in the following • Sense that they receive fair treatment from their colleagues regardless of their own gender • Satisfaction with the amount of personal interaction they have with senior colleagues in their department • Faculty of Color are more satisfied than whites with • Sense that they receive fair treatment from their colleagues regardless of their own gender • Satisfaction with the intellectual vitality of the senior colleagues in their department

24. Global Satisfaction– better than our peers in all groups • That the CAO at their institution seems to care about the quality of life for junior faculty

25. Global Satisfaction • Males, Females, and Faculty of Color ranked more positive than peers • Satisfaction with their departments as places to work • Females and Faculty of Color ranked more positive than peers • Rating their institution as a place for junior faculty to work

26. Global Satisfaction • Faculty of Color ranked Clemson higher than whites when compared to peers in • Sense that if they had to do it over again, they would accept their current position

27. Global Satisfaction • The only negative in this category was for men in the response “if they had to do it over again, they would accept their current position” • The Overall mean for this response was 3.94 on 5.0 scale. The score was not statistically different from peers overall.

28. Policies rated as important and effective at Clemson (Top 5) • Periodic, formal performance reviews for junior faculty (62%) • Written summary of periodic performance reviews for junior faculty (60%) • Professional assistance for improving teaching (58%) • An upper limit on committee assignments for tenure-track faculty (52%) • An upper limit on teaching obligations (51%)

29. Policies rated as important and ineffective (Top 5) • Childcare (67%) • Paid or unpaid research leave during the pre-tenure period (50%) • Spousal/partner hiring program (38%) • Professional assistance in obtaining externally funded grants (43%) • Stop-the-clock for parental or other family reasons (33%)