1. Tenure Track Faculty Survey Spring 2008

2.  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.  Tenure  Nature of the Work  Policies and Practices  Climate, Culture, and Collegiality  Global Satisfaction

4.  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.  Data is available related to how well we perform against peers in three areas ◦ Overall ◦ Gender ◦ Race

6.  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.  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.  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.  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.  Satisfaction with the quality of clerical/administrative services  Satisfaction with the quality of teaching services

11.  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.  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.  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.  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.  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.  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.  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.  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.  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.  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.  Satisfaction with the interest senior faculty take in their professional development

22.  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.  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.  That the CAO at their institution seems to care about the quality of life for junior faculty

25.  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.  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.  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.  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.  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%)