ABSTRACT SUPERIOR STUDENTS' PERCEPTIONS OF COLLEGE TEACHING AS A CAREER: IMPLICATIONS FOR ACADEMIC RECRUITMENT by Robert C. Andringa Very few institutions of higher learning have under— taken organized programs to interest bright undergraduates in college teaching as a career. The purpose of this study was to produce new information which would better define the need for undergraduate recruitment of prospective college teachers and suggest directions such recruiting efforts might take. To that end, superior students at Michigan State Uni- versity were surveyed to discover factors influential in their career decision-making, their perceptions of college teaching, and the chances of their pursuing academic careers. An ancillary survey of department chairmen at Michigan State assessed their views of faculty supply and demand, identified departmental efforts at undergraduate recruitment to the academic profession, and measured interest in a University sponsored undergraduate recruitment program. Method The student sample consisted of 954 juniors and seniors who were enrolled as full-time students with at Robert C. Andringa least a 3.20 cumulative grade average (4.00 scale). A 48- item multiple-choice questionnaire, designed especially for this study after a series of student and faculty interviews, was returned by 88% of the sample, including 431 males and 407 females. Although several tentative hypotheses provided direction for the research design and a basis for data eval- uation, no experimental hypotheses were developed that allowed for statistical determination of acceptance or rejection. Nevertheless, the data were analyzed, using chi— square, on the University's CDC 3600 computer to identify significant associations between student responses and pre- viously determined variables such as sex, college major, and career choice. The department chairman questionnaire, con- sisting of four open—ended questions, was returned by 64 of the 69 to whom it was sent. The results of this question- naire were coded and tabulated by the investigator. Findings 1. Seven out of ten students decided upon their present career choice after college enrollment, but a size— able minority were still uncertain about their career plans. 2. Four out of ten had never seriously considered col- lege teaching as a career possibility. 3. Seven out of ten had never been singled out by a faculty member and encouraged by him to consider the academic profession; nine out of ten had never been in a group situation where information about the academic profession was a planned activity. Robert C. Andringa 4. More than nine out of ten believed that colleges and universities could do much more to interest good undergraduates in the college teaching profession. 5. College teachers had the greatest influence on stu- dents' perceptions of college teaching as a career. 6. Interest in students and ability to lecture were perceived as most important for college teachers. 7. Six out of ten thought faculty advancement was based more on research and writing than on teaching abil- ity.; only one out of ten agreed with this supposed emphasis on research. 8. Almost one out of five identified college teaching as his present career choice; an additional three out of five left Open the possibility of an eventual academic career. The results of the department chairman questionnaire provided considerable support for undergraduate recruitment. A large majority of the chairmen reported that their disci- pline has problems finding enough qualified teachers, both nationally and, somewhat to a lesser degree, in their own department. With a few minor exceptions, none of the depart- ments was making any special effort to encourage its most able undergraduates to consider college teaching as a career possibility. But only 25% of the chairmen responded nega- tively when asked whether the University should consider an organized program to identify and recruit prospective col— lege teachers from the undergraduate student body. Robert C. Andringa Implications Two major implications of this research were dis- cussed in the dissertation followed by suggested guidelines for a voluntary recruitment program. First, enough superior undergraduates (185 in this study) anticipate careers in higher education to warrant special efforts to orient them to their future profession. Second, the large number of superior students who are yet unsure about their career plans and express interest in discovering more about the college teaching profession, and the decided concern of department chairmen, more than justify serious commitment to institutional undergraduate recruitment. SUPERIOR STUDENTS' PERCEPTIONS OF COLLEGE TEACHING AS A CAREER: IMPLICATIONS FOR ACADEMIC RECRUITMENT BY ‘1“fi‘ J Robert CQwAndringa A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1967 ACKNOWLEDGMENTS Because many people contributed so importantly to each phase of this study, the writer must properly share from the outset whatever merit is ascribed to all that fol- lows. Appreciation is due first to my doctoral committee, including Edward B. Blackman, Philip J. May, and Floyd W. Reeves. The chairman and thesis director, Walter F. Johnson, deserves special mention for his instinctive ability to offer constructive criticism or extend needed encouragement at the proper times and in the right amounts. I am thankful for all of these men, not only for their interest and support throughout the duration of this study, but for the inspira- tion of their exemplary professional achievements and per- sonal examples. Others who gave willingly of their time, helping in many diverse ways, were staff members of Evaluation Services, especially Irvin J. Lehmann; Institutional Research, eSpe— cially Joseph L. Saupe; and the Computer Center, namely _ Norma Ray. Without their eXpert advice the study would have suffered considerably. I am particularly grateful for the assistance and encouragement of John D. Wilson, Director of the Honors College, under whom I worked during the writing of the thesis, and for the interest and advice of my other colleagues in the Honors College. Mrs. Gathel Post, my loyal secretary, worked time and again beyond all normal expectations to help meet the many deadlines which often imposed themselves upon us. Finally, a very special place among those who con— tributed so much is lovingly reserved for my wife, Susan, and son, Dirk. Their uncommon patience and understanding throughout the study provided constant inspiration and incentive to complete the work. For all of these people, I am sincerely grateful and am indebted to them far beyond the mere mention of their names here. ii TABLE OF CONTENTS Chapter I. THE PROBLEM . . . . . . . . . . . . . Introduction . . . . . . . . . . . Purpose . . . . . . . . . . . . . . Assumptions and Hypotheses . . . . Definitions of Terms . . . . . . . Overview of the Study . . . . . . . II. REVIEW OF THE LITERATURE . . . . . . Faculty Supply and Demand . . . . . Studies of Faculty . . . . . . . . Studies of Students . . . . . . . . Undergraduate Recruitment . . . . . Discussion and Implications . . . . III 0 DESIGN OF THE STIJDY . O O O C O O O 0 Population and Sample . . . . . . . Instrumentation . . . . . . . . . . Data Collection . . . . . . . . . . Analysis of the Data . . . . . . . Survey of Department Chairmen . . . Summary . . . . . . . . . . . . . . IV. PRESENTATION OF FINDINGS . . . . . . Superior Student Questionnaire . . Department Chairman Questionnaire . Discussion . . . . . . . . . . . . V. SUMMARY'AND CONCLUSIONS . . . . . . . The Problem and Methodology . . . . Findings and Conclusions . . . . . Limitations of the Study . . . . . Recommendations for Future Study . VI. IMPLICATIONS FOR ACADEMIC RECRUITMENT REFERENCES . . . . . . . . . . . . . . . . . APPENDICES . . . . . . . . . . . . . . . . . iii Page “Nb-bl“ K0 12 15 18 20 23 23 25 29 3O 32 34 35 35 67 74 78 78 81 84 85 88 94 101 10. LIST OF TABLES Page Distribution of student responses by college and sex . . . . . . . . . . . . . . . . . . . . 39 Career areas in which superior students eXpect to be employed 10 to 15 years in the future . . 40 The point in life when superior students made their present career choice . . . . . . . . . . 41 Factors having the greatest amount and least amount of influence on superior students' thinking about careers . . . . . . . . . . . . 43 The point in time when superior students first gave serious consideration to college teaching as a career . . . . . . . . . . . . . . . . . . 44 Percentage distribution of responses to items 32 through 48 on the Superior Student Ques- tionnaire for males, females, those planning careers in higher education, and the total sample . . . . . . . . . . . . . . . . . . . . 45 Students' perceptions of the most important and least important traits for college teaching . . . . . . . . . . . . . . . . . . . 49 The importance that is and should be placed on research and publications for faculty advancement as perceived by superior students . 51 Superior students' comparison of their own grade average with what they think current college teachers achieved as undergraduates . . 52 Level of formal education superior students think they would need if they were to become a college teacher in their field . . . . . . . 53 iv Table 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. G1. Superior student responses to the question asking how many college teachers or admin- istrators had singled them out to encourage them to consider college teaching as a career . . . . . . . . . . . . . . . . . . Superior students' estimation of how average salaries of college teachers correspond to salaries of others having comparable educa- tional preparation and job responsibilities People influential in superior students' thinking about careers in general . . . . . The most important influences on superior students' perceptions of college teaching as a career (Question 14) . . . . . . . . . The most important influences on superior students' perceptions of college teaching as a career (Question 29) . . . . . . . . . Combination of time commitment to teaching and research which seems most appealing to superior students should they become col- lege teachers . . . . . . . . . . . . . . . Aspects of college teaching which are most appealing and least appealing to superior students . . . . . . . . . . . . . . . . . The type of institution at which superior students would most like to teach if ever they were to become a college teacher . . . The responses of superior students when asked the likelihood of their becoming a college teacher . . . . . . . . . . . . . . Department chairmen's assessment of the problems in recruiting staff for their discipline . . . . . . . . . . . . . . . . Department chairmen's response to the ques- tion whether the University should have a more active college teacher recruitment program for undergraduates . . . . . . . . By academic college, distribution of career areas in which superior students expect to be employed 10 to 15 years in the future . . . V Page 54 58 6O 61 62 63 64 65 66 69 72 128 Appendix A. LIST OF APPENDICES Letter of Introduction and Student Interview Schedule . . . . . . . . . . . . Cover Letter and Questionnaire for the Student Pilot Study . . . . . . . . . . . Superior Student Questionnaire and Answer Sheet . . . . . . . . . . . . . . . Reminder Letter for the Student Questionnaire . . . . . . . . . . . . . . Cover Letter and Questionnaire for Department Chairmen . . . . . . . . . . . Reminder Letter for Department Chairmen . Career Areas Anticipated by Superior Students According to College Major . . . vi Page 101 107 116 120 122 125 127 CHAPTER I THE PROBLEM The keystone to all which follows is this general proposition: the number and the quality of college teachers can and must be increased in the years ahead. Population growth and inflated proportions of college-age youth demand- ing higher education combine to accelerate the need for more teachers. Increasing dependence on colleges and universi- ties to acquaint young men and women with the significance of the past and the complexities of the present; to teach professional and technical skills; to extend the frontiers of knowledge; and to initiate programs for the solution of world problems, together mandate the academic profession to seek the highest quality of personnel it can possibly attract. Introduction Innumerable studies dramatize the need for more college teachers in the years ahead. With only a few dis- senting opinions, most educators agree that something dras- tic must be done to avert a serious shortage of qualified teachers--indeed, many say the problem has already reached crisis proportions. James T. Rogers completed a comprehen- sive study of projected staffing needs for a five year period ending in 1969. This survey of the nation's colleges and universities indicated that the projected number of doctoral graduates would meet less than one-third of the projected need for professional personnel (21). Raymond Maul reported that in 1964, 940 colleges and universities out of 1,084 sampled by the N.E.A. thought the teacher shortage was "critical," and 826 predicted the shortage would become even more severe in the future (18:264). Quality of faculty is much more difficult to assess. But higher education has been slow to recognize that no pro— fession, regardless of current personnel supply and demand, can afford to limit efforts to increase the quality of its membership. For well-known reasons, most small colleges have more difficulty recruiting high—quality faculty than do prestige colleges and universities. But even students in many of our major universities increasingly voice dissatis- faction with the quality of teaching they receive. The point to be made here is simply this: increasing the qual— ity of faculty members ought always to be a major concern of higher education. Proposals to combat the problem of inadequate supply and quality of college teachers come forth with predictable regularity. These proposals suggest many courses of action for individual colleges and universities: restrict enrollment; increase class size; make broader use of techno- logical aids; hire retired people; use more part-time teach- ers; increase emphasis on independent study; develop termi— nal degrees less demanding than the Ph.D.; require pre— service and in-service training for college teachers. All of these prOposals have considerable merit, and many people have committed time, talent, and money to their development. The solution proposed by this study, however, requires more farsighted and imaginative action than most of the proposals mentioned above; namely, to increase the sup- ply of qualified college teachers through identification and recruitment programs at the undergraduate level. The aca- demic profession today works at early recruitment of prOSpec- tive personnel most irresponsibly. Institutions of higher education have little cause for complaint when a laissez- faire system of supply, dependent primarily on self-selec- tion, results in personnel resources inadequate to their needs. So it seems important to explore the possibilities of better recruitment practices at the undergraduate level. But before recruitment programs can be planned, it is essen— tial that an assessment be made of the perceptions of col- lege teaching now held by students with high academic achievement, i.e., those with the potential for college teaching. And since the recruitment of prOSpective college teachers depends in large part on faculty support, the faculty's eXpression of need for and interest in undergrad- uate recruitment ought also to be measured. Purpose The chief purpose of this study, then, is to dis- cover new information which might define the need for and suggest the direction of an organized, institutional recruit- ment program for prospective college teachers. More specif— ically, the purpose is to identify current career decisions of superior upperclassmen at Michigan State University, and to gather and analyze these students' perceptions of college teaching as a career. Ancillary to this main purpose is the objective of gathering observations of department chairmen at Michigan State concerning their staffing problems and the prospect of undergraduate recruitment as a partial long— range solution. Assumptions and Hypotheses No research hypotheses are to be tested eXperimen- tally in this study, but the thesis rationale and design are predicated upon certain assumptions and tentative hypotheses. The assumptions are listed here to provide background and lend perspective to the chapters which follow: 1. The academic profession is in constant need of qualified personnel, both to meet the requirements of staff turnover and to increase the total number of college teachers during a period of rapidly ex— panding enrollments. 2. To attract its share of the nation's talent, the academic profession will have to increase recruiting efforts in order to compete successfully for qual- ified manpower with business, industry, and govern— ment. 3. The academic profession does far less than it could to interest capable undergraduates in college teach- ing careers. 4. For the supply of high-quality college teachers to approximate future demand, colleges and universities must themselves accept increased responsibility for recruiting prospective college teachers from among their most gifted undergraduate students. It may be possible to question the formulation of these assumptions, but in substance they are accepted by most educators concerned with academic recruiting and hiring. An attempt to document these assumptions is made in the next chapter, for to this study they are basic. Tentative hypotheses, developed through a review of the literature, a series of interviews with undergraduate students, and personal eXperience, provided the major direc— tion for the design of the research described in Chapter III. Although these hypotheses represent more than mere conjecture, they are not yet developed sufficiently to withstand statis- tical determination of acceptance or rejection. Therefore, they can serve only as guideposts for the research design and suppositions against which the data can be evaluated. 1. Many academically superior undergraduates never seriously consider college teaching as a viable career choice. Wide differences of opinion about preparation, qual- ifications, roles, and responsibilities of college teachers exist in the minds of the best undergrad— uates. Superior undergraduates are not provided with ade— quate information about college teaching as a profes- sion, but many would like to have this information. Most undergraduates who have already decided on a college teaching career did so in their junior or senior year in college. The main reason many students reject the academic profession is not low salaries, as is often sug- gested in the literature. Faculty members, through personal influence, repre- sent the greatest single potential for recruiting undergraduates to an academic career. Definitions of Terms There are several terms used throughout the study which are clarified here: 1. Superior Student: A student at Michigan State University who had at least a 3.20 cumulative grade average (on a 4.00 scale) and from 100 to 160 total credits at the end of Fall quarter, 1966, and who enrolled as a full—time student Winter quarter, 1967. Perception: A current image, attitude, or opinion formed by one's knowledge and past eXperiences. College Teacher: A person employed by an institu- tion of higher education whose primary task is class- room teaching and related functions. Recruitment: In this study, a broadly defined, but organized, process of providing information, orien- tation, and eXperience relating to a specific voca- tion--not to include the actual process of hiring a person for a particular job. Overview of the Study The next chapter includes a review of significant literature dealing with the supply and demand of college teachers, studies of faculty, studies of students, and cur- rent efforts at undergraduate recruitment of prOSpective college teachers. The population for the study, selection of the sample, instrumentation, data collection, and method of analysis are presented in Chapter III. The presentation of findings comprises Chapter IV, followed by a summary of the research and conclusions in Chapter V. Recommendations for future recruiting efforts at the undergraduate level are suggested in the last chapter. CHAPTER II REVIEW OF THE LITERATURE Only that literature reviewed which proved most pertinent to the dissertation is mentioned in this chapter. Some knowledge of faculty supply and demand seems necessary to capture the full import of undergraduate recruitment; a brief overview to that end is included. Following that are sections devoted to studies of faculties, studies of stu- dents, literature pertaining to undergraduate recruitment, and discussion and implications for the research described later in the study. Faculty_Supp1y and Demand The National Education Association publishes a bien— nial report on the supply and demand of college and univer- sity faculty. Its most recent study indicates that in 1963- 64 there were 14,490 doctoral graduates, 48.4% of whom con- tinued in or entered college teaching. This percentage of new doctorates available to higher education has remained fairly constant over the past decade. The sample of 1,084 degree-granting institutions employed 16,059 new (first-time) teachers in 1964—65, 27.2% of whom had a doctor's degree. 10 The percentage of newly employed teachers holding a doctor— ate has decreased a small amount in each of the past several years (25:13-59). Ray Maul, the director of this N.E.A. investigation, reported that over 86% of the institutions in the 1964—65 survey termed the shortage "critical" and some 76% looked to an even more acute situation in the future (18:264-265). The most comprehensive study of current staffing and projected staffing needs in colleges and universities covered 1,809 institutions, together enrolling 97.1% of all students at American colleges and universities in October 1963. This U.S.O.E. study reported that in 1963, these institutions employed a total of 349,386 professional staff: 264,613 full—time and 84,773 part—time. Of the total, 40.3% held the doctorate. The institutions reported that they would need 199,138 full—time professional staff, 51,438 for replacements and 147,700 for additions, from November 1963 through October 1969 (22). A little figuring demonstrates that, keeping the percentage of doctorates at 40.3, the col- leges and universities would need some 80,253 new doctorates entering the field of higher education during this time span—-an average of 13,375 per year. Since Maul reported that only 7,000-plus doctoral graduates continued in or 11 entered college teaching in 1963-64, the serious staffing shortage appears indisputable.l There is, however, a respected minority dissent to the grave predictions promulgated by Mr. Maul, the U.S.O.E. et al., that should not be ignored. Allan M. Cartter sug— gested in 1966 that, "there is, indeed, some cause for con- cern about the next several years, but the long View clearly indicates that the present academic year represents the peak of our difficulties, and that the situation is likely to improve over the next decade" (5:99). His confidence is due, in part, to an estimation of the teacher replacement rate at 2% or less each year rather than the 4% or 6% commonly men- tioned by others. He also suggests that once the rate of increase in enrollment subsides, the demand for new teachers will ease during succeeding years so that in some fields . . 2 even a surplus of teachers might eXist. Some reasons for 1For additional literature which highlights the teacher shortage, see: John W. Gustad, Faculty Supply, Demand, and Recruitment (Massachusetts: New England Board of Higher Education, 1959); Oliver C. Carmichael, Graduate Education: A Critique and a Program (New York: Harper & Bros., 1961); Earl J. McGrath, The anntity andggality of College Teachers (New YOrk: Teachers College, Columbia University, 1961); The Flight From Teaching (New York: Carnegie Foundation for the Advancement of Teaching, 1964); and David G. Brown and Jay L. Tontz, "The Present Shortage of College Teachers," Phi Delta Kappan, XLVII (April, 1966), 435. 2For another optimistic View of the nation's long— run staffing problem, see: Bernard Berelson, Graduate Education in the United States (New York: McGraw-Hill Book Co., 1960). 12 the seeming contradiction of views are suggested later in the chapter. Studies of Faculty John E. Stecklein and Ruth B. Eckert published one of the first comprehensive studies of factors influencing faculty members to join the academic profession. Some 706 faculty members from 32 public and private institutions in Minnesota responded to their questionnaire in 1957. An initial report was published in 1958 (24), followed by a Cooperative Research Monograph in 1961. Several of the findings reported in the latter publication are listed here: 1. They had not seriously considered college teaching as a career goal until rather late in their schooling. . . . Nine percent said they had given some thought to this career before they entered college, and 38 percent had begun to think seriously about it while still undergraduates, but only 1 faculty member in 8 reported this as his actual career goal at the time he graduated from college. 2. College teachers had suggested this career to about a fourth of them; a similar propor- tion, overlapping considerably with the first group, stated that some college administrator or counselor had talked to them about career prospects in this field. 3. In recommending measures that might encourage capable young people to enter college teach- ing, they overwhelmingly stressed higher salaries. Other suggestions included a wider search for promising candidates, more information on the advantages of academic life, broader scholarship and financial aid, and better counseling for prospective teach- ers. l3 4. Highly satisfied teachers had usually chosen this field quite early, and had received more active encouragement in this direction from parents and teachers (9:79—82). Stecklein and Eckert concluded from these results, among other things, the following: 1. Many college teachers, it seems, drift into this field rather than enter it by clear design. . . . The present findings point up the need for a well—organized effort to identify and enlist promising candidates for future service as college teachers. 2. College teachers are serving, for the most part, in institutions similar to those in which they took their undergraduate work. This suggests the need for special recruit-~ ment measures in each type of college, if the future of that program is to be soundly assured (9:82—83). In a separate article, Eckert reported that the faculty mem- bers in this study agreed that any recruitment effort should be focused only on students who give promise of becoming effective teachers and scholars. Teachers themselves empha- sized the need for greater involvement on their own part in the recruitment effort (8). Another major study of college faculty members was completed in 1960 by John W. Gustad for the Southern Regional Education Board. Both present and former college teachers of chemistry, English, and psychology from several colleges and universities in the South participated in the study. The major influence on the decision to enter the academic profession for those in the sample was traceable 14 to their own college teachers. Concerning this decision, Gustad reported the following: The entry process appears to be the end product of drift with little or no attempt being made in most cases to guide able students in the direction of teaching. It is impossible to esti- mate how many potentially able college teachers are lost through this haphazard recruitment process. The number is probably large. Con- sidering the present and anticipated shortages of teachers, it would appear to be high time to look into better guidance and recruitment prac- tices (11:6). This quotation, which reads as if it were written expressly for this dissertation, is tempered somewhat by other observations in the Gustad report. Although college teachers did tend to drift into the profession, their entrance was not purely by chance, but it was the result of much less planning than went into decisions for law or med- ical careers. The academic decision is often a result of certain patterns of values learned through many experiences related to scholarship, often beginning at an early age, such as parental and school rewards for academic achievement, peer group associations, etc. Nevertheless, the entire report implicitly, if not openly, suggests that much more can be done to increase the number of decisions to enter college teaching, and that teachers themselves are primary role models who can influence significantly such decisions. 15 Studies of Students The single most widely cited research on undergrad- uate attitudes toward college teaching as a career was done by Mary Kinnane in 1960, under the sponsorship of the New England Board of Higher Education. She sampled 4,000 sophomores, juniors, and seniors who had at least a B aver— age, from 45 colleges and universities in 6 New England states. Following are quotations from her report: 1. The dominant image these students have of the college teacher is that of the lecturer. 2. They rate research and publication as the principal basis for promotion. 3. Graduate school training should be geared primarily to producing an articulate person who teaches and communicates effectively. 4. In general, students seem to be misinformed on the existing salary rates for college professors. 5. Most college students feel that the general public rates [the prestige of] the college teaching profession below medicine and law. Fifty-two percent of . . . [the college students] rate it equal to or higher than medicine and law. 6. Fifty-nine percent of the total group think the decision [to enter the teaching profes- sion] is made in the last two years of col- lege. 7. An overwhelming majority of students believe that the person principally influencing stu- dents to a career in college teaching is the college professor. 8. Only 14% indicate that college teaching is now their first choice. However, one third of the respondents place college teaching as their first, second or third choice (15:7-21). l6 Kinnane later discovered that these perceptions agreed sub- stantially with those of graduate students on Woodrow Wilson fellowships (16). In another study, fifty senior men from three Minne— sota colleges reportedly had generally positive attitudes toward an academic career, but differed in their character- izations of good and poor college teachers. These B or bet- ter students revealed that decisions to enter college teach- ing came at different times according to major fields, and that the prospect of college teaching was more appealing to humanities students than to those in the sciences. In all, one-third of the sample actively planned academic careers, but 57% of the humanities majors were planning on college teaching. More than 80% of the prospective college teachers regarded college faculty members as their most important counselors on career matters; most students minimized the importance of their family in career planning (6). A follow- up study of this same group of students was made after their graduation. While 4 of the original 50 had decided on col- lege teaching during high school and 17 reported similar decisions in their senior year of college, the follow-up study revealed that 19 were planning at that point to become college teachers (17:6). Several studies by the National Opinion Research Center have contributed to our knowledge of career decision— making processes. College male seniors, in one of these 17 studies, were 20 percent more likely to eXpect academic careers if their fathers had at least some college education than if their fathers had no more than a high school educa— tion. Jews were more likely than Protestants, and Protes— tants more likely than Catholics, to choose academic careers. Graduates of high quality colleges and universities were considerably more likely to eXpect academic careers than those of lesser quality schools (26). Thus, social back- ground, religion, and college environment are identified as factors operative in the decision to enter the academic pro- fession. Recent research in Michigan, concentrating on male college seniors in 5 liberal arts colleges, concluded that it is possible to identify prospective college teachers dur— ing the undergraduate years. Prospective college teachers tend to come from a lower socio—economic background than business-oriented students; to have high academic records; to participate in cultural and intellectual activities; to value themselves as individualists and as leaders who pos— sess insight about themselves. They perceived themselves as rather far from where they would like to be in friendliness, attractiveness, competence, intelligence, and breadth of interests. Of this group, 53% reported that faculty members had been the major influence on their career choice, but only 19% of the business—oriented students viewed the faculty in this way (1:15—17). 18 Undergraduate Recruitment Of the many suggested solutions to college staffing problems, undergraduate recruitment is usually more recog- nized in the literature than practiced on the campus. The substance of much of this literature is adequately summa- rized in the following appraisal by Max Wise of the Danforth Foundation: Colleges, by and large, have maintained a passive role in helping to develop needed fac- ulty. . . . Except for arranging an occasional meeting to interest undergraduates in college teaching as a possible career . . . college faculties have shown little imagination in stimulating the interest of able undergraduates in college teaching. Few colleges have developed long—range programs to meet predictable needs for faculty. Most colleges recruit faculty when a need arises, or even afterwards. This seems to be in sharp con— trast with the practices of major industries in the United States (even of some governmental agencies). It is my belief that if major segments of Amer- ican industry had shown as little imagination and as little initiative in attempting to plan ways to meet their needs for trained personnel, they would long ago have collapsed (27:2-3). For the most part, active recruitment programs have originated not from individual faculties, but from national and regional education organizations such as the Woodrow Wilson Fellowship Foundation; the Danforth Foundation; the Association for Higher Education; the Ford Foundation's Three-Year Master's Degree Program; and the College Teacher Project of the North Central Association. Several of these 19 and other organizations have published pamphlets on the college teaching profession and sponsored conferences to stimulate recruitment on the college and university campus. The best survey of campus recruitment programs was done by the Association of American Colleges, which reported that some 284 out of 599 responding institutions indicated they were actively engaged in projects for the "identifica- tion and motivation" of future college teachers (20). The North Central Association reported that 71 of 283 institu— tions it surveyed described some sort of program for the identification and recruitment of promising undergraduates (7). Several institutional members of the Western Inter- state Commission for Higher Education likewise are said to be engaged in similar efforts (14). These three publica- tions indicate at once a significant number of individual programs, yet point dramatically to the vast number of institutions which have not made any commitment whatsoever to the recruitment of prospective college teachers. These campus programs vary drastically, from "our faculty members talk informally with their good students about graduate study and college teaching" to highly orga- nized programs including undergraduate seminars on higher education and the academic profession, undergraduate teach— ing assistantships, and academic internships. Typically, the more structured programs also include means of informing undergraduates about financial aids for graduate study and 20 helping students select a graduate school. Overall, the informal, unstructured recruitment programs-—if they can be called that—-far outnumber the well—thought-out and dynamic programs. Discussion and Implications It is, of course, impossible to make precise predic— tions of the supply and demand for college teachers in the future. Before estimations can be calculated, several basic decisions must be made, many of which can be no more than value judgments or the result of guesswork, such as: the proper student—teacher ratio to use; the percentage of col- lege—age youth who will desire higher education in the next decade; the percentage of doctorates in the profession neces- sary to maintain the current level of quality; the replace— ment rate, representing those lost through transfer out, retirement, or death; the emphasis which higher education will itself place on the doctor's degree as a requirement for college teaching; and the degree of competition for Ph.D. graduates which business, industry, and the government will provide in the future. With such elusive variables, one is able to significantly affect predictions for both supply and demand depending on how he manipulates these variables. One additional weakness in many predictions is the relatively small number of institutions surveyed before con- clusions are drawn-—less than 800 in Cartter's study. The 21 outlook for the better accredited colleges and universities is understandably much brighter than for the hundreds of other four-year and community colleges. The crisis, if there be one, will be confronted most by the small and developing institutions. Regardless of the outcome of the debate over supply and demand of college teachers, the academic profession must still maintain an interest in upgrading its personnel to the highest level possible. But a profession lacking in man— power can hardly be as selective as it must be if it wishes to add only fully qualified personnel to its ranks. Thus, it would appear that increasing supply, up to and beyond the calculated need, is one means of helping to increase quality. Studies of faculty and of students reported earlier contribute much to an understanding of the way academic career decisions are made and, in turn, to possible direc— tions undergraduate recruitment might take. Kinnane, Eckert, Grey, and Gustad all discovered that the individual faculty member is a most significant external influence on decisions for an academic career. And the National Opinion Research Center declared that the social background of students and the quality of the institution (measured, in part, by the quality of the students it admits) play an important role in an eventual academic career decision. If, then, the stu- dents, the faculty, and the institution are all important variables in this process, it follows that recruiting 22 efforts should not only be locally inspired, but should begin with an assessment of what is and what could be at a particular institution, in terms of recruitment, given its unique student and faculty pOpulation. Consequently, a study of superior students' perceptions of college teaching as a career (at least for purposes of developing institu- tional recruitment programs) might best be limited to stu— dents on one campus rather than include a great number of students scattered throughout many diverse campuses. This rationale influences to a considerable degree the research design outlined in Chapter III. CHAPTER III DESIGN OF THE STUDY The research portion of the study is described in this chapter, including discussion of sampling procedures, instrumentation, data collection, and methods of analysis. A separate survey, involving department chairmen at Michigan State, is described in the last section. ngulation and Sample The pOpulation of this study included only under- graduate students who might be considered potential college teachers. As mentioned in the last chapter, previous research identifies several collegiate variables, including student mix, as perhaps the most significant variables which affect decisions to enter college teaching. Furthermore, much of the literature indirectly suggests that recruitment programs could make the most significant impact when they are f0cused primarily on the campus. For these reasons-—the primacy of institutional factors on student perceptions toward college teaching and the need to focus recruiting efforts on the individual campus-~this study concentrates on students at one campus, Michigan State University. 23 24 Limitation of the population to one campus also allows more precise analysis of data because there are fewer uncon— trolled variables to account for. A second consideration in defining the population was class level, or year in school. Faculty members who were consulted on this point agreed that a person usually decides upon a major field of study before seriously con- sidering the profession of college teaching. Consequently, freshmen and sophomores were excluded from the pOpulation, since at Michigan State a student may easily change majors or remain "no-preference" until he reaches junior standing. Finally, some measure of academic potential was required. Grade point average served as the measure of this variable because it is common to all students, it is based upon several terms of work for upperclassmen, and access to grade averages is easily achieved through data processing equipment. A cumulative average of 3.20 on a 4.00 scale was the minimum grade average accepted in this study, primarily because most students with such an academic record could be accepted into graduate school--assumed, for purposes of this study, a prerequisite for prOSpective college teachers. The sample to which questionnaires were sent in- cluded most of the students described in the population, with certain exceptions. Only students enrolled full-time on the campus during Winter quarter, 1967, were included on the assumption that this criterion eliminates most of those 25 adults already settled in the world of work, but attending the University for a course or two each quarter. In addi— tion, boundaries of 100 and 160 total credits earned at the end of Fall quarter, 1966, effectively eliminated first—term juniors (to be certain everyone in the sample was secure in a major) and last—term seniors (who are too busy for ques- tionnaires and might be overly biased by a recent commitment to a particular job or graduate program). Once the sample was thus defined in Operational terms, the M.S.U. office of Data Processing produced a list of 975 students who met all the criteria. This list in- cluded name, student number, local address, phone number, class, sex, level, and curriculum for each student. Instrumentation No instrument adequate to the needs of this study was found in the literature, thereby requiring the develOp— ment of something new. A fixed—reSponse questionnaire was decided upon because of the ease of administration, the comparability of data received, and the more precise anal- ysis of information which it allows. To accomplish the task of developing a new instrument, several resources were called upon: past research, literature on questionnaire construction and design, faculty members eXperienced in social science research, and other members of the University community. 26 Objectives The objective set for the research instrument was primarily to investigate the six tentative hypotheses pre— sented in Chapter I. Additional clarity of purpose for the questionnaire resulted from attention to several more gen— eral objectives, listed here in question form: 1. In what career fields do superior students now plan to enter? When, and under what influences, were their decisions made? 2. How do students perceive the necessary preparation, roles, functions, and remuneration of college teach- ers? What has influenced these perceptions? 3. When did superior students first consider college teaching as a career for themselves? Under what conditions would they be more interested in the col- lege teaching profession? How do they perceive themselves as prospective college teachers? Student Interviews A rather long series of questions was developed, after consultation with several students and faculty members, to put the objectives of the survey instrument into opera- tive form. These questions provided the framework for planned, semi-structured interviews with selected students. The purpose of these interviews was simply to gain informa- tion which would make the final questionnaire more relevant to the objectives of the study and, in so doing, establish 27 a higher degree of validity than might otherwise have been possible. Twenty students were randomly selected from all of the degree—granting colleges that had juniors and seniors and were invited by letter to meet for an interview. The sample included eight women and twelve men, all of whom had at least junior standing and a 3.20 grade average. Each student was interviewed for approximately one hour. (A copy of the introductory letter and an interview schedule can be found in Appendix A.) Conversation was guided by the inter- view schedule, but often extended into different dimensions of career planning and unanticipated areas of college teach- ing. During the interview brief notes were made on the interview sheet, but soon after a complete report of the interview was put on Dictaphone tape, later to be typed and carefully analyzed. As a result of these interviews, new areas of inquiry emerged and many of the initial questions proved unimportant. For the investigator, sensitivity to the use of certain terminology and expression was increased. The level of knowledge about college teaching common to most students was more clearly understood. Certainly, the valid- ity of the final form of the instrument was enhanced by this phase of the study. 28 Questionnaire The interview results injected direction and rele— vancy into the construction of a questionnaire. Several drafts were drawn, criticized by others, and drawn again. Having decided to exclude open-ended questions, one of the most difficult tasks was insuring that the fixed answers provided for all predictable responses, and that these fixed answers would project the same meaning to all students. Finally, a draft of the questionnaire met the approval of several faculty consultants. Mimeograph copies were distributed with a cover letter (Appendix B) to a pilot group consisting of 20 students and 6 faculty members. These 26 were not selected randomly, but rather because they were known and could be eXpected to give serious thought to their reactions. All respondents wrote comments in the margins of the questionnaire; most discussed them in person as well. This last phase, the pilot study, proved to be the most useful phase in the construction of the questionnaire. The faculty consultants, having reacted to earlier drafts, found little to criticize at this point. But the students identified several weak questions, misleading responses, and unclear terminology. Careful scrutiny of their comments resulted in a reduction of questions from fifty-three to forty-eight. The questionnaire, as it was finally printed, and a copy of the answer sheet appear in Appendix C. 29 Data Collection Questionnaires were sent to 961 students; 14 stu- dents who participated in the pilot study were listed orig- inally in the sample, but were not sent questionnaires. Seven envelopes came back by return mail, indicating that these students had withdrawn from school or had moved with- out leaving a forwarding address. Thus, the effective total sample was 954. Of these, 444 lived in residence halls and 510 off-campus. There were 456 Honors College students and 498 not in the Honors College. The distribution by college and sex was as follows: Male Female Total Agriculture 36 2 38 Arts & Letters 76 117 193 Business 89 17 106 Communication Arts 20 22 42 Education 5 99 104 Engineering 45 0 45 Home Economics 1 40 41 Natural Science 114 56 170 Social Science 114 89 203 Veterinary Medicine __1 ___5 __12 Total 507 447 954 Eight days after the first mailing, 68% of the ques- tionnaires had been returned. Although the announced dead— line was yet a few days away, reminder letters (see Appendix D) were sent at this point to the remaining 328 students. Fourteen days were given in total to data collection, at the end of which 843 answer sheets, or 88.4% of the 3O mailing, had been returned. Females had a higher return (90.2%) than males (84.8%); Honors College students had a higher return (89.7%) than those not in the Honors College (86.1%). The return by degree—granting college varied from 75% in Communication Arts to 100% in both Engineering and Veterinary Medicine. After eliminating 5 blank or incomplete answer sheets, the remaining 838 were submitted to the Office of Evaluation Services for scoring on the IBM 1230 Optical Scanner Scoring Machine. Evaluation Services also punched the answers into data processing cards. Analysis of the Data The exploratory nature of this study precluded elaborate statistical analysis of the information gathered through use of the questionnaire just described. Rather, the descriptive profile of superior students in relation to perceptions of college teaching as a career had to be eval— uated somewhat subjectively with constant reference to the guidelines presented in Chapter I. Statistics supplemented this evaluation, but could not in themselves prove or dis- prove anything, for no hypotheses were put forward in test- able form. As mentioned earlier, the validity of the question- naire was enhanced by an initial series of interviews and a pilot study. After the questionnaires were returned, a 31 comparison was made between what those who were interviewed said in the interview and what they reported subsequently on their answer sheets. The reliability proved high between the two responses. Once the information was transferred from answer sheets to punched cards by Evaluation Services, the Computer Center analyzed the data on the Control Data Corporation 3600 computer. A program entitled Analysis of Contingency Tables (ACT) had previously been determined the most effec— tive program since it included chi-square computations (23). The non-parametric statistic chi-square was selected as the best way to expose statistical association between variables because of the nature of the data, the large sample size, and the independence of each response (13:589-97). The data were analyzed with the ACT program from six different per- Spectives: 1. Male vs. female 2. By degree—granting colleges 3. By sex within each college 4. Honors College students vs. non—Honors College students 5. By career choice (from item 7, higher education vs. all other career choices) 6. By colleges grouped a. Education (all those who answered no. 3 on item 7 plus all College of Education majors) 32 b. College of Arts and Letters c. College of Natural Science d. College of Social Science e. All other colleges. All students who predicted for themselves a career in ele— mentary or secondary education in item 7, regardless of their major field, were put in one category in the "Colleges grouped" analysis because of the assumed similarity of their career goals and attitudes toward teaching. Both theoretical and observed frequency, frequency percentage, and chi-square were reported for each cell in the contingency tables. The .05 level was selected prior to receiving the data as the point of declaring statistical sig- nificance for association between the variables within each of the six perspectives outlined above. Survey_of Department Chairmen This last section eXplains a small survey, ancillary to the main focus of the thesis, but nonetheless important to a more complete understanding of the total problem. Much of the research reviewed in Chapter II indicated that fac- ulty members must play an integral part in any successful recruitment program for prOSpective college teachers. To capture the faculty's attention and interest, a real need for recruiting efforts must be clearly and forcefully demon- strated. These two observations led to the development of a 33 brief, but pointed, questionnaire for department chairmen at Michigan State University. The questionnaire was sent with a cover letter to each of the sixty—nine department chairmen at Michigan State who have a responsibility for undergraduate programs (see Appendix E). Each chairman was asked to respond to four questions, inquiring about: (1) Problems of recruiting qualified staff from a national prospective; (2) Local re- cruiting problems; (3) Activities in the department aimed at the recruitment of prospective college teachers; and (4) The need for the University to do more than it does to identify and recruit prospective teachers and possible directions such effort might take. Following each question, space was provided for the chairman to respond in his own words. Sixty—four chairmen (92.7%) returned the question- naire. Responses to the first two questions were analyzed to assess the department chairmen's perceptions of staff supply and demand. Answers to the last two questions pro- vided an indication of current recruiting activity and open- ness to additional recruiting efforts. Although such analy- ses lack the precision of a more objective survey, some categorization of responses is attempted in Chapter IV. 34 W Some 954 upperclass students at Michigan State University with at least a B—plus grade average were sent a 48-item questionnaire and answer sheet. The questionnaire, designed eSpecially for this study after a series of student interviews, investigated the tentative hypotheses proposed in Chapter I and sought additional information concerning present career choices of superior students. Answers from the 838 returned questionnaires were punched on data process- ing cards and analyzed using chi—square to identify statis— tical association between student responses and pre-deter- mined variables, mainly, sex, college major, and career choice. To investigate the faculty's analysis of the teacher shortage, to discover what is now being done at Michigan State to identify and recruit undergraduates to the academic profession, and to assess the faculty's acceptance of such recruitment programs, a brief questionnaire was sent to 68 ‘department chairmen, 64 of whom responded. CHAPTER IV PRESENTATION OF FINDINGS Results of the research surveys are presented in this chapter under two main headings: Superior Student Questionnaire and Department Chairman Questionnaire. In the first section, data are grouped according to demographic information, present career decisions of superior students, each of the six tentative hypotheses listed in Chapter I, and data relevant to the personal appeal college teaching as a career had for this sample of superior students. Superior Student Questionnaire The original intent of the Superior Student Question— naire was to gather information illustrative of all talented, upperclass students without segmenting the data into small categories. In the research design, however, sex was pre— sumed to be a primary variable which would affect the responses, because fewer women than men traditionally com- plete doctoral programs and enter the college teaching pro— fession. For this reason, the results for males and females are reported separately in each table. 35 36 Notwithstanding the early decision to report student reSponses according to each sex, the questionnaire results were also tabulated on the CDC 3600 computer from five other perspectives (see Chapter III). This was done solely to provide additional information which might contribute to new insights and to supply data for future analysis. The re— sponses of the 185 students who indicated future employment in higher education furnished such a useful comparison to the total sample, however, that most tables were built to include this information. Furthermore, when data from other perspectives (such as academic college or Honors College membership) seemed especially pertinent to the study, those data were also reported. Chi-square was selected initially as the best statis— tic to identify significant associations (at the .05 level) between the various responses within each of the six perSpec— tives previously mentioned. But because the sample was so large and the number of cells in each contingency table was so great, ranging from 8 to 50, only slight variance in the percentage of students who selected a certain response often emerged as a statistically significant difference (or associ- ation). Consequently, those questions which were practically significant were automatically statistically significant far beyond the .05 level, but not viCe versa. Since there were no eXperimental hypotheses to be tested purely from a statis‘ tical point of view-—the interest being solely to discover 37 differences among various categories of reSpondents which were practically significant-—the chi-square figures are not reported for each table. Even though chi-squares are not reported here, however, they did prove valuable to the investigator by making it easier to identify the most sig- nificant deviations from eXpected frequencies in each con- tingency table prepared by the computer. These large sta- tistically significant deviations became those data which are mentioned in this chapter as having practical signif- icance for the study. Except for the first table, results are presented as percentages. This technique was possible without surrender— ing accuracy because of the very large sample. It also makes comparisons between tables easier. To help the reader as much as possible, percentages were rounded to the nearest whole number in such a way that each column always totaled 100%, since no actual result was affected more than 3 or 4 students in either direction by so doing. In some tables, the total N is smaller than 838 because a few students did not answer the question to which that table addressed it- self. For most tables, the number of the question(s) upon which the table was built is noted in the lower right-hand corner of the table, under the border. The first six questions on the Student Questionnaire sought useful demographic information about these superior students at Michigan State. The distribution of reSpondents 38 by sex and marital status was surprisingly even, with 51% of the sample male and 49% female. Of the males, 14% were married; 15% of the females were married. Honors College students represented 49% of the 838 students. Over half, 52%, of the total sample reported they were attending the University on some scholarship. The distribution of student responses according to college major and sex is set forth in Table 1. Since most of the tables include figures for male and female responses in total, it is well for the reader to note in this table the distribution of each sex by college. In the male group, 57% of the students majored in Arts and Letters, Natural Science, or Social Science; 59% of the females majored in one of these colleges.1 There was no practical difference between males and females in the number of times they changed majors. Although 38% of the total sample had never changed majors, 42% had changed once, 13% twice, 5% three times, and 2% four or more times. iAlthough 90 females and 5 males are listed as majors in the College of Education, an additional 59 females and 13 males from other colleges indicated in question 7 that they eXpect careers in elementary or secondary educa— tion. At Michigan State, students working for a secondary teaching certificate are dually enrolled in the college of their major and the College of Education. These students are listed in Table 1 according to the college of their major. 39 Table 1. Distribution of student responses by college and sex Male Female Total College (N) (N) (N) Agriculture 34 6 40 Arts & Letters 60 107 167 Business 71 14 85 Communication Arts 17 15 32 Education 5 90 95 Engineering 46 0 46 Home Economics 1 34 35 Natural Science 94 51 145 Social Science 95 81 176 Veterinary Medicine __2. 5 12 43oa 403b 833 al male did not respond to question 3-4. Ques. 3-4 b4 females did not respond to question 3-4. Almost 65% of the superior students in this sample began their education at Michigan State and had attended continuously, except for summers, since their freshman year. Another 8% had interrupted continuous attendance for one or more terms, half of them to study at some other institution before coming back to the University. Ten percent of the sample transferred to MSU from a community college; 17% transferred from another 4—year institution. Career Choice of Superior Students Several questions were included in the questionnaire to discover what kinds of decisions students had already 40 made concerning careers. Table 2 categorizes into five areas the careers in which superior students eXpected to be employed 10 to 15 years in the future. Almost 39% eXpected to be employed by that time in some level of education, 22% in higher education. Not reported in Table 2 is the note— worthy fact that 30% of all Honors College students eXpected a future career in higher education, while only 14% of the non—Honors College students looked forward to academic careers. In the College of Arts and Letters 59% of the students who did g9; plan on elementary or secondary teach- ing anticipated careers in higher education. The distribu- tion of career choices by college is presented in Appendix G. Table 2. Career areas in which superior students eXpect to be employed 10 to 15 years in the future Male Female Total Total Response (%) (%) (%) (N) Business, industry, or professional servicea 58 28 44 365 Government or military service 12 3 7 60 Elementary or secondary education 4 30 17 138 Higher education 26 18 22 185 Housewife, full-time .__Q ._21 _lg _86 100 100 100 836 aOther than education or government. Ques. 7 41 Females tended to be more certain about their career choices than males; 58% of the females were “absolutely cer- tain" or "quite certain,” but only 50% of the males. Almost 10% of the females reported they were “not at all certain" about their career choice, but 17% of the males eXpressed such uncertainty. Those who eXpected to be in higher educa— tion in 10 or 15 years were more uncertain about their career choice than the others. Only 44% felt ”absolutely certain" or "quite certain" about their choice of higher education, and 15% reported they were "not at all certain.” Students were asked in question 9 when they made their present career decision, regardless of their certainty about it. The results by sex are reported in Table 3. Career decisions for males came somewhat later than for females. Significantly, 70% of the total group made their present career decision after they entered college. Table 3. The point in life when superior students made their present career choice Male Female Total Response (%) (%) 90 High school or before 25 35 30 Freshman year in college l9 16 17 SOphomore year in college 32 24 28 Junior or senior year in college 24 25 25 100 100 100 N = 834 Ques. 9 (W (\ '(5 93V! 42 Three questions were devoted to identifying the major influences on career choice. No meaningful differ- ences emerged between males and females concerning the influence of various people on their career decision. Col- lege teachers, counselors, or administrators had the most influence on 27% of the sample, followed closely by 22% who identified parents or relatives as most influential. This question was poorly designed in that 29% of the students chose the nondescript answer, "some other person or group of people." Table 4 summarizes the results of the questions which asked students to identify the single factor which had the greatest amount of influence on their thinking about careers and, using the same fixed responses, which factor had the least amount of influence. Males and females answered somewhat alike, except for the influence of finan— cial security, which was identified as least influential by a significantly greater number of females. Very few males or females selected financial security as the most influen- tial factor in their career decision. Tentative Hypothesis I Many academically superior undergraduates never seriously consider college teaching as a viable career choice. Question 13 asked when, if ever, the student first gave serious consideration to college teaching as a career. 43 Table 4. Factors having the greatest amount and least amount of influence on superior students' thinking about careers Greatest Influence Least Influence Male Female Total Male Female Total Re Sponse (%) (%) (%) (%) (%) (%) Financial security 12 5 9 28 45 36 Working conditions 12 5 8 28 31 30 Personal strengths and weaknesses 32 37 35 9 5 7 Potential for intel- lectual challenge 26 23 24 10 6 8 Opportunity for mean- ingful service to others 18 30 24 25 l3 19 100 100 100 100 100 100 N = 834 N = 834 Ques. ll Ques. 12 The data in Table 5 substantially support the first hypothe— sis by demonstrating that 37% of the males and 46% of the females had never seriously considered college teaching as a potential career choice. It was also significant that 49% of non—Honors College students never considered college teaching, but only 33% of the Honors College students. Of all students, only 10% had considered college teaching prior to high school graduation; but of those going into higher education, 25% had considered college teaching during high school or before. No single year in college stands out as 44 Table 5. The point in time when superior students first gave serious consideration to college teaching as a career Total Sample Higher Male Female Total Education Response (%) (%) (%) (%) Never have 37 46 41 0 High school or before 11 8 9 25 Freshman year in college 14 9 12 22 Sophomore year in college l9 l4 17 28 Junior or senior year in college 19 23 21 25 100 100 100 100 N = 837 N = 185 aIncludes the 185 students who indicated future careers in higher education by their answers to question 7. Ques. 13 being the most significant year for considering college teaching, although fewer did so during the freshman year than any other time. Question 35 was a statement with which the students were to agree or disagree according to a four-part key. The statement was: Most undergraduates never give serious con- sideration to college teaching as a career. The answers to this and all the other statements from the last section of the questionnaire are reported in separate columns for males, females, students going into higher education, and total groum>response in Table 6. Combining the "strongly agree" and "tend to agree" columns (which is done often in this 45 ooa H m H H c o m ¢ 0m 0m mm pm mm mm #0 mm .cowmmmwoum mafinomwu wmwaaoo 0:» ca moumsomuouwpcs coco ammuwucw O» on 30: has» can» mace £058 00 oasoo mowuwmum>wcs 6cm mommaaoo .mm ooa v ¢ ¢ ¢ Ne Nm mm m¢ ow Nm 5v we m NH 0H m .muosommu mmmaaou wuw: 0:3 mmonu mo NGME an :mEO3 umsfimmm soflumswfiauumwc 080m Hawum ma muons .mm 03 c e e 4 mm 3 3. mm 3 m4 3 mm. 3 a m NH 630mm 2833803 $9: :2» $323 has» .3? 2:3 once m>mn haamuocmm mNOQEmE xuasomm .hm ooa N o N m NH a ma 0H me me mm wv hm om Om mv .mcwzommu mmmaaou How omflwwamzv madmsuomaamucw an H umnu m>mwamn H .om ooa e o m m AN ma HN 0N vm om hm Nm HN 0N ha mN .umwumu m mm mcwnomou ommaaoo ou soflumumoamcoo msofiumm m>wm Hw>mc mmumsomumumpc: umoz .mm ooa mm 0v av mm Hg hm Nv N¢ ma ma ma ma m N w m .mwmmmsflmsn Ho wcoflmmwMOHQ uwcuo cw Haummmuonm ma non oaso3 Ho uo: pasoo has» wmdmuwn wmmadoo cw mcflsommu mum manomm >cm2 .vm OOH m e N m 0N MN om NN Ho mm ow mo 0H Va m NH .mofi>u0m ucmecum>oo 0cm mofiuwaoa ca oo>ao>cw wuoe meoomn HHH3 wumzummu mmwaaoo muoe .musuSw mnu CH .mm 03 v N v m mm 2 om 5 mm mm om mm 0.0. cm 3 mm .coflmncmum 923038 3336...; Hoonum mumavmum vcmuum oasosm muonommu omwadou on on 9:63 0:3 mmumzpmumumocs .aaam5uoz .Nm cesaoo .uoe .m.m .m .2 .uoe .m.m .m .2 .uoa .m.m .m .2 .uoa .m.m .m .2 ucmEmumum 06 Show 39 $8 $8 GS X .uoe moummmwa hamcouum mmummmwa ou tame mmumd Ou came owned >Hmcouum mHQEMm Hmuou on» cam .cowumosvm umnmfis :H mumwumo mcwccmam omonu .mmamswm .mmame How mHAmCCONumwSO ucmpsum HoHummsm mnu no we zmzounu Nm mama“ ou mmmcommmu mo cowusnwuumflo mmmucmoumm .o GHAMB .01, 46 OOH H H H H OH O ON NH Hv Om Ne Ov NV Nm hm FO .mvmusoo HOH pm: o>mn H 60:3 >CmE CCCH umnommu wmmHHoo kuumn m we oHsoo H xCHCu H .muHmmo us» cm: H OH .O¢ OOH C m v m SH O ON mH mm HN Hm mm ow On me he .UH unmoum OH503 H .DCOEuummop 25 CH Hosumwu OOOO m on quumHmmm mums Iomumumpcs Cm On 0» mocmnu m Um: H OH .hw OOH NH O mH HH mm m¢ Nm Om hm mm Om Om OH mH SH mH .3OC an H Can» ummumu m mm OCHCummu mOmHHoo CH UmumoumuCH Once an OHCOB H .COHumoHHQCm OCm Cuummmwu C0 mHmmnmEm wmmH mum3 mumcu OH .Ov 00H 1 e m a m mm mm km mm km om km om HH NH NH HH .scsum mumsomum COO th HmHocach umm m Cu ucwpsum @000 m Mow xmmm muHCO mH uH .mv OOH OH OH O NH OH ON OH OH Om mm Om Om Om ON Om Nm .>Cownu OCHCummH UCm mUOCuQE OCHcomou usonm l CumoH ou omHHCqmu we UHCOCm OomHHoo m . CH commu Cu OCHCCCHQ muCopCum oumspmno .v¢ OOH _ O OH O O Cm ON vm mm NO me Nv Nv OH OH OH OH .muOuoop l HOUHUOE pCm muw>3mH szu humHUOm Mao . CH meumwum mmmH w>mc muwcumou QOOHHOU .m¢ OOH ON ON Nm OH Nv Nv Od Om MN ON OH ON OH OH v SH .3OC Em H CMCu uwoumu 0 mm . OCchmmu OOQHHOU CH UmumoumuCH OCOE H OH OHCOB H .uwCOHC wuwz mmHHmHmm OH .NO OOH OH Hm NH vN mN ON ON ON Ov Om vv mm NH NH OH OH .omumop .Q.Cm m m>mc ou mmmusoo mumsumumuopcs >HCO OCHcomou CH omummumuCH mCo HON xummmuumc an >HHmmu uOC CHCO3 uH .quEuummmo 2E CH .H¢ OOH NH ¢ mN OH Hm OH mm ON Om om Nm Ne OH 5N O ON .OHQHH >5 CH mmHoHuum Hmcusofl OCHuHu3 >HHmsuCo>m OHmmxe mom cmu H .Ov CESHOU .uoe .m.z .m .2 .uOB .m.m .h .2 ..uOB .m.m .m .2 .uOB .m.m .m .2 uCOEmumwm Lumm w .8 E E . E E X .uoa OOHOMmHQ meCOHuO mmummmHo Ou 0:09 . mmum< ou UCOB wmumm >HOCOHum OOCCHuCOUIIO wHQMB L (D Iv—J 47 chapter), 75% of the total sample agreed that most under— graduates never give serious consideration to college teach- ing as a career. Of the 20 students interviewed during the early stages of the research, 11 had never seriously considered college teaching. Most of these did not really know why they had never done so, but many attributed it to a lack of information. One said, "If I don't like the accounting field, I might consider coming back for graduate work and teaching." Another said he had not given much thought to college teaching, but that he "might wind up there if I can do something first outside that makes me a leader in my field." Tentative Hypothesis II Wide differences of opinion about preparation, qualifi- cations, roles, and responsibilities of college teachers exist in the minds of the best undergraduates. Each of the several questions asked in relation to this hypothesis sought to discover student thought about some particular phase of the academic profession. The major- ity of items related to this hypothesis were statements ‘which appear in Table 6. Although the results can be most clearly discerned by scanning over Table 6, a few of the Inore significant responses are repeated here for emphasis. Almost three-quarters of the sample thought that students planning on college teaching should attend graduate schocd.immediate1y after graduation. Over half felt that it l E 48 l b was not necessary in their department to have a Ph.D. if one wanted only to teach undergraduate courses. Some 74% of the total group thought graduate students planning to teach at the college level ought to be required to learn about teach- ing methods and learning theory; only 55% of the students going into higher education agreed with this statement, however. Although 57% agreed that college teachers have less prestige in our society than lawyers and medical doctors, the quality of college teachers was generally upheld when 79% disagreed with the statement that many people are teach- ing in college because they could not or would not be suc— cessful in other careers. Slightly more than half of the sample thought there is still some discrimination against women on the part of those hiring college teachers. A larger percentage, 64%, of the group going into higher edu- cation thought such discrimination existed. Questions 36 and 40 provided some indication of how superior students felt about their own qualifications for an academic life. Eighty-six percent believed that they were intellectually qualified for college teaching. When asked if they could see themselves eventually writing journal articles in their field, 62% of the males, 40% of the females, and 77% of those going into higher education agreed that they could. 49 As demonstrated by Table 7, both males and females considered interest in working with students the most impor- tant trait by far for college teaching, among five possible alternatives. Only 1% considered this trait least important. The importance of good writing, brilliant intellect, and interest in research were given only token support. This would undoubtedly not be true if the students could have selected more than one response. The 185 superior students who eXpected careers in higher education varied only a few percentage points from all others on these two questions. Table 7. Students' perceptions of the most important and least important traits for college teaching Most Important Least Important Male Female Total Male Female Total Response (%) (%) (%) (%) (%) (%) Brilliant intellect 6 6 6 19 14 16 Interest in working with students 65 61 63 l l 1 Clear and forceful lecturer 26 30 28 2 1 2 Good, prolific writer 0 0 0 59 67 63 Interest in original research 3 3 3 19 17 18 100 100 100 100 100 100 Ques. 15 Ques. 16 50 No significant difference existed between males and females in their perception of the time spent by college teachers in various activities. Forty-nine percent of the total sample said "Other personal study and research" con— sumes the most time in college teachers' workweeks. The next most selected response was "Class preparation," 29%. Surprisingly, 14% thought committee meetings and administra- tive duties consumed the most time. Likewise, agreement existed among all students on question 23. Some 55% estim mated that full-time faculty members spend 5-10 hours per week in the classroom at M.S.U. and similar institutions. Thirty-five percent estimated this time to be 10~15 hours. Figures in Table 8 illustrate the substantial difm ference between how students perceive the importance of research and publications for faculty advancement and the importance they think should be attached to this part of academic life. In total, 65% thought more importance is placed on research and publications than on teaching ability, but only 13%.thought these things should be more important than teaching ability for purposes of faculty advancement. (Df those going into higher education, 75% thought more impor- tance was put on research and publications than teaching ability, but, like the total sample, only 13% thought that this should be the case. 51 Table 8. The importance that is and should be placed on research and publications for faculty advancement as perceived by superior students Is Placed Should Be Placed Male Female Total Male Female Total ReSponse (%) (%) (%) (%) (%) (%) Very much 37 30 34 6 5 5 Somewhat more than teaching ability 33 29 31 10 5 8 Weighted about the same as teaching ability 16 16 16 27 25 26 Only one of several considerations 12 22 17 52 59 56 Hardly considered at all 2 3 2 _“§ 6 5 100 100 100 100 100 100 N = 835 N = 835 Ques. l8 Ques. 19 Data were sought about how superior students perceive the preparation necessary for college teaching by asking stun dents to first compare their grade average with what they estimated most current teachers earned when they were under- graduates and, second, to select the highest level of formal education they thought they would need to be a college teacher. As illustrated in Table 9, most superior students considered their own grade average to be about the same as that which present college teachers once achieved, although 26% suggested theirs might be slightly higher. The responses of those going into higher~education formed almost a carbon copy of the total distribution. 52 -‘ V.‘“ a‘.." . Table 9. Superior students' comparison Of their own grade average with what they think current college teachers achieved as undergraduates Male Female Total Response (%) (%) (%) Mine is significantly higher 7 5 6 Mine is slightly higher 26 26 26 Mine is probably about the same 50 57 54 Mine is slightly lower 16 10 13 Mine is significantly lower 1 l l 100 100 100 N = 832 Ques. 25 Question 26 asked students about the level of formal education they thought they would need to be a college teacher. The males, as indicated in Table 10, considered training through the doctorate more necessary than did the females. As a group, slightly more than half thought educa- tion through the doctorate and beyond would be necessary. But 74% Of those going into higher education thought they needed at least the doctoral degree. Overall, the differences in Opinion on these ques- tions were less evident than those which emerged during the satudent interviews. For example, among the 20 students in- terviewed, there was no agreement on the estimated percent- atfia Of all full-time college teachers with an earned doc- txxral degree-—the range extended from 20% to 80%. Interest- 11K} differences also emerged when these students were asked 53 Table 10. Level of formal education superior students think they would need if they were to become a college teacher in their field Total Sample Higher Male Female Total Education Response (%) (%) .%) (%) Bachelor's degree 1 l 1 0 Master's degree 17 30 23 10 Post-master's work 18 31 25 16 Doctoral degree 57 35 47 66 Post-doctoral work 6 3 4 __8 100 100 100 100 N = 835 N = 184 Ques. 26 to describe the type Of persons who are most likely to enter college teaching. Consider this sample of quotes taken from the interview record sheets: Some go into it because there is nothing else to do. . . . One who is dedicated, interested, and introverted. One who withdraws from the larger world. . . . A person interested in specializa— tion; an elementary teacher teaches people, a col— lege teacher teaches subject matter. . . . A con~ cerned person; a highly motivated person. . . . An intelligent, curious, interested person who wants to study all his life. . . . One who sees study as everything in life. One who is not out— going, not interested in society. It is easy to understand why the interviews, which allowed students complete freedom to answer questions as they wished, (Often provided better insight into certain aspects of stu— ckent perceptions of the academic profession than could be lumped for with a multiple—choice questionnaire. 54 Tentative Hypothesis III Superior undergraduates are not prOvided with ade— quate information about college teaching as a pro~ fession, but many would like to have this informa— tion. Students were asked how many faculty members or administrators had singled them out to encourage them tO consider college teaching as a career. Table 11 is most revealing, for it illustrates the significant difference between the student sample as a whole and those going into higher education. While 72% of the total sample reported that no one on the faculty had ever singled them out to encourage them to consider college teaching, only 47% of those going into higher education reported the same-~neither figure is encouraging, but the difference is instructive. Table 11. Superior student responses to the question asking how many college teachers or administrators had singled them out to encourage them to consider college teaching as a career Total Sample Higher Male Female Total Education Response (%) (%) (%) (%) None 72 71 72 47 One 15 16 15 22 ‘Two 6 6 6 12 Three 3 3 3 6 S everal 4 4 4 __1_3_ 100 100 100 100 N = 836 N = 184 Ques. 27 m“ 55 The next question on the Superior Student Question- naire asked how many times the student had been in a group situation where orientation to the college teaching profes- sion was a planned activity. In this case, 92% of the total reported that this had never happened to them; 90% of those going into higher education indicated they had never been in such a situation. Only 1% of the total sample had experi- enced more than once a group activity where careers in higher education was part of the planned agenda. Questions 39 and 47, reported in Table 6, provided some indication of the students' assessment of recruiting efforts put forth by institutions of higher education and how these students would respond to an opportunity to gain some first-hand information about the academic profession- In the first question, 95% Of all students agreed that col- leges and universities could do much more than they now do to interest gOOd undergraduates in the college teaching pro- fession. In question 47, students were asked if they would accept a chance to be an undergraduate assistant to a good teacher in their department. It could be expected that 91% (Df those going into higher education would react positively 'to this, but surprisingly, 79% Of the total sample indicated that they, too, would accept such an opportunity. Students were also asked during the interviews ‘Mhether they wished that they had more information about the college teaching profession, when such information could best 56 ranting " an: .- be given to them, and what kinds of eXperience or informa~ tion would be most beneficial. Almost all of these students thought the profession could do more than it does, but only 13 out Of the 20 felt that they could use additional infor— mation. Four of these thought the best time to inform stu- dents was in high school. One fellow, however, first ex— pressed a desire to know more about the academic profession and then said, But literature on careers never helped me much. The best kinds Of information would be firsthand exposure to teaching. This could not be done before college. There is too much Of a stereotype about teachers at that stage. A student also does not think Of all the many factors involved in a career decision while he is in high school. Most students seemed to agree generally with a social sci- ence major who stated, ”Most students need more information; there is a gap between the mystic and the real. Information should be given all along the educational process." Tentative Hypothesis IV Most undergraduates who have already decided on college teaching careers did so in their junior or senior year in college. When asked to identify the career area in which they eXpect to be employed some 10 or 15 years down the road, 185 superior students—-112 males and 73 females-~selected higher education. Even though 15% of these students said they were uncertain about their careers and an additional 40% were only fairly certain, this group of 185 students is referred to in this report as "those going into higher education." 57 These students indicated, in answer to question 9, that their present career decision was made later, on the average, than the decision of the total sample (see Table 3). Seventeen percent made the decision to enter the academic profession during high school or before; 19% decided in their freshman year of college; 29% in their sophomore year; and 35% in their junior or senior year. The various times when these 185 students first gave serious consideration to college teaching are recorded in Table 5. Together, all of these figures only moderately support the above hypothesis. Tentative Hypothesis V The main reason many students reject the academic profession is not low salaries, as is often sug~ gested in the literature. Since most individuals determine whether a salary is low or high in relation to some other salary, question 24 asked students how they thought average salaries for college teachers compared with salaries received by others with comparable educational preparation and job responsibilities. Clearly, as illustrated in Table 12, college teachers come out a poor second in the students' estimation. Almost 89% decided college teachers are paid, on the average, less than those in other occupations with comparable training and responsibilities. 58 Table 12. Superior students' estimation of how average salaries Of college teachers correspond to salaries of others having comparable educational preparation and job responsibilities Total Sample Higher Male Female Total Education Response (%) (%) (%) (%) College teachers receive substantially less money 25 32 29 34 College teachers receive somewhat less money 63 54 59 59 College teachers receive about the same as others 10 13 ll 6 College teachers receive somewhat more money 2 l l 1 College teachers receive substantially more money __9 __g __0_ __0_ 100 100 100 100 N = 836 N = 185 Ques. 24 But when asked if higher salaries would make them Inore interested in college teaching than they were at the 'time they answered the questionnaire, only 33% indicated 'they would be (see Table 6). Interestingly, 38% of those ’, ‘ D :..II. o . 2f 3. . I Q .- W I: 'v' . 7'1 . ' . r ' - -... . . . ., - :,< ‘J J ;( .. .1, ‘ I ‘ ’ ‘ C . ,. e - . _ , ~ . I 5,-1 . ‘ -..!,’I‘.-‘.'l v‘ ..1-. "w in: . . . .» - l - t we . ‘ v ' ,- - .‘ .' '.’.|.' 3 « . . 9'. . '0‘; v“ ' . . ) ' ('u .‘ . ‘. ;_.-e e‘.‘ . . a C I'.’ s o 5 . u 'u , ’ .{ev’u’ .- ,’ , ,ts : 1 . .' t ‘I R“ u - "ln; I..'w~ l' t-I J.‘." K. . I: x . - ’ ~- e - .,3 ‘ ' . .. 'f” ' .II’ I ‘ -J'l‘( “.5 " 1' ' ' 19‘1”: :9 I ‘ "IN?“ ‘37:: ‘4"!33L’11L.‘ . ‘ '1' ' ‘. -.'-: ’(f '. ~v‘1" ‘ I ' ..“ 'l-t. '- ' ,_ . '. I. .i-.:JJ.i.- .-' ‘ ,0.) -:".'3UI'.‘£3 v ‘1‘.13I’l-.'11)‘.-«'-; ‘ "'- 2) .111 8. At what point in your life would you say you made your present decision about a career? (I) High school or before (2) Freshman year in college (3) Sephomore year in college (4) Junior or Senior year in college 9. How certain do you now feel about your chreer choice? (1) Absolutely certain (2) Quite certain; I doubt that I will change (3) Fairly certain; although I could change (4) Not certain; it is likely that I will change 10. Who has most influenced your thinking about a career choice? (1) Parents or relatives (2) Peers (3) High school teachers, counselors or administrators (4) College teachers, counselors or administrators (5) Some other person or group of peeple 11. Which 225,0f the following would you say has had the greatest amount of influence on your thinking about careers? (1) Financial security (2) Working conditions (3) Personal strengths or weaknesses (4) Potential for intellectual challenge (5) Opportunity for meaningful service to others 12. Which one of the following would you say has had the least amount of in- fluence on your thinking about careers? (1) Financial security (2) Working conditions (3) Personal strengths or weaknesses (4) Potential for intellectual challenge (5) Opportunity for meaningful service to others 13. When, if ever, did you first give serious consideration for college teaching as a career? (1) Never have (2) High school or before (3) Freshman year in college (4) SOphomore year in college (5) Junior or Senior year in college o . o . u‘. ,' On . l a h.- ) l 513‘) 1)( «K 9.3" 0'!" . I . I y f 1 . .. .. . ..- o .. r . I. . l. n . . I In . . , k . . -. . ., J a r n \I a c. . . I... ca 1. I. . 1‘ 1" r, O . a I o I . s. ‘ 'I _. .. a 'L In . V. '1 .1 . II .p :01 I... ‘4. . . . o e a a»-‘-‘ ... HI' I’ .. .0 ‘I I l.) '.‘ }\ l ”0-.- I . o .. I o . a II I. I. a. 4. u .. . . e .3 a l . I. .I J I. lo 8. _ ,3,- ,l 5.1: ..._ -‘~.—..~.'.-— .——..... —- . ..-e~-~.-"‘ 14. 15. 16. 17. 18. 19. ”112 Which of the following has most influenced your current perception of college teaching as a career? (1) Family or relatives (2) High school teachers or counselors (3) One or two college teachers specifically (4) One or two college administrators or staff personnel (5) College faculty members in general Which of the following personal characteristics do you consider most important for one who plans to enter college teaching? (1) Good speaker (2) Interested in helping others (3) Good writer (4) High IQ (5) Independent worker Which of the following personal characteristics do you consider least important for one who plans to enter college teaching? (1) Good speaker (2) Interested in helping others (3) Good writer (4) High IQ (5) Independent worker Which of the following activities would you estimate consumes the most time in the good college teacher's workweek? (1) Classroom teaching (2) Committee meetings and administrative duties (3) Working individually with students (4) Class preparation (5) Other personal study and research How important do you think research and publications are for advance- ment of faculty members in your field? (1) Extremely important (2) Weighted more than teaching ability (3) Weighted about the same as teaching ability (4) One of several considerations (5) Hardly considered at all What do you consider to be the most outstanding characteristic of the best college teacher you have known? (1) Brilliant intellect (2) Demonstrated interest in students (3) Clear and forceful lecturer (4) Hard worker who drives students to maximum effort (5) Fair and equitable grader e ,r .v . .. I» .‘l s s a h l. I- . I: . .. I: I. o. _ L x. . . I, W... .n .... . . I. .w .— . . o . ... I. I. . II . r. or. .I- . .. c o I . . I s a - e¢l ' . .I l O I .. I. _ .. .. I r. .l. Ill rI a .II . I, . . t . . . . L I I .. c e .4 e u . 'Q . r. u n III e . . V . v V J I x l o- r a a. u .1. (I. y .3 . .IL I .s In so .) n u .. .4 II. I 0.. SI. 8 ‘ I . n .9- 01. - OI» 1- -'v~~v~ I. e. n . . .. . I. C e I. u u «.1. O \I e t II- 0 ’ rl - I y a I z . I . . I: r. .| I ‘A -v n‘: > I It .. II. a . I. . v .. \I l .19 . o . .Q‘ o ...~ . , . . 3.. r. ”J . \..:.. ‘ s.‘ \ Iva \ . .. .I V. . . I la. u .0 . \r s. . .Ils 0! o . o .i ‘1 up; I} f. e. v o I . . e o \ | o... I s. I. H! ..-' Ian. \l .D.\ .9 c... . . ll 0. .1. . . 7H 7'3" :? 'T?" 20. 21. 22. 23. 24. 25. 1-113 If you were to be a college faculty member, which one of the following combinations of time commitment would have the most appeal to you? (1) 100% teaching (2) 75% teaching; 25% research and writing (3) 50% teaching; 50% research and writing (4) 25% teaching; 75% research and writing (5) 100% research and writing. Which one of the following is most appealing to you about college teaching? (1) Campus environment (2) Teaching and working with young peOple (3) Flexible schedule and varied activity (4) Time and resources for research (5) Personal intellectual growth Which one of the following is least appealing to you about college teach- ing? (1) Campus environment (2) Teaching and working with young peOple (3) Flexible schedule and varied activity (4) Time and resources for research (5) Personal intellectual growth HOw many hours per week do you estimate full-time teachers average ig_the classroom at institutions similar to MSU? (1) Less than 10 (2) 10 - 15 (3) 16 - 20 (4) 21 - 25 (5) Mbre than 25 How do salaries received by most college teachers correspond, in your estimation, with those in other occupations requiring comparable edu- cational preparation and job responsibilities? (1) College teachers receive substantially less money (2) College teachers receive somewhat less money (3) College teachers receive about the same as others (4) College teachers receive somewhat more money (5) College teachers receive substantially more money How would you compare your current cumulative grade average to that which you estimate all current college teachers earned when they were undergraduates? (1) (2) (3) (4) (5) Mine is Mine is Mine is Mine is Mine is significantly higher slightly higher probably about the same slightly lower significantly lower III II ml. 0 . L .u , . Q! I n . \ \ . s . V8 ; .vt I. . {k ll cl. . I .1 . v . d . r . f .2 II . I o .4 . I. A . 4 o . I u I oi. I. v. t) , . _ .II I II. . . I I.- a . . . s 1 4 . o I » . . t J I I -. . .I . I . I} . ,. . I a r I ( . . ., u. . .7. l .. . \l a I II .A I . rDI 1 ,‘l i 1 f I I o 4 c . \ . p). s . I . on: .0]! .01 0.- . I . . . .. . .1 . . l 0. a| . I I 1 l .o . O. a . I . . . I . u! . . TI . ) 26. 27. 28. 29. 30. 31. *‘114 If you did decide to teach in your field at the college level, how much formal education do you think would be necessary? (1) Bachelor's degree (2) Master's degree (3) Post-master's work (4) Doctoral degree (5) Post-doctoral work How many faculty members or administrators have taken the time to single you out to encourage you to consider college teaching as a career? (1) None (2) One (3) Two (4) Three (5) Several How many times have you been in a group situation where orientation to the college teaching profession was a planned activity? (1) Never (2) One (3) Two (4) Three (5) Several Which one of the following has contributed most to your current preception of college teaching as a career? (1) Reading books, magazines and newspapers (2) Knowing certain faculty members personally (3) Personal experiences related to teaching (4) Other specific college activities (5) Simply attending college If you were to be a college teacher, at which one of the following types of institutions would you most like to teach? (1) Community College (2) Small, church-related college (3) Small non-church-related college (4) Medium-sized public college or university (5) Large public university What would you say is the likelihood of your becoming a college teacher? (1) Strong; that is my first choice (2) It is now my second choice (3) There is a small possibility (4) Absolutely no chance at all 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. U 115 The remainder of the questionnaire consists of several statements. Please reapond to each statement according to this key: (1) I strongly agree with or accept the statement. (2) I tend to agree with or accept the statement. (4) I tend to disagree with or reject the statement. (5) I strongly disagree with or reject the statement. Undergraduates who want to be college teachers should attend graduate school immediately following graduation. In the future, more and more college teachers will become involved in politics and government service. Many people are teaching in college because they could not or would not be successful in other professions or businesses. Most undergraduates never give serious consideration to college teaching as a career. I believe that I am intellectually qualified for college teaching. Faculty members have more time with their families than most professional peeple. There should be more women teachers at the college level. I wish that I had more Opportunities to know about the "inside" of college teaching as a career. College teaching as a career appeals to a greater prOportion of bright stu- dents today than it did several years ago. Teachers at small, liberal arts colleges have a greater interest in students than most teachers at large universities. If salaries were higher, I would be more interested in becoming a college teacher than I now am. College teachers have less prestige than lawyers and medical doctors. Too many college teachers live in an "Ivory Tower." There are many full professors making over $18,000 in annual salary. Graduate students planning to teach in a college should be required to learn something about how to teach. If there were less emphasis on research and publication, I would be more interested in college teaching as a career than I now am. If I had a chance to be an undergraduate assistant to a good teacher in my department, I would accept it. It is quite easy for a good student to get substantial financial aid for graduate study. If I had the desire, I think I could be a better college teacher than many whom I have had for courses. t; f 2 "J I IV .. I II «J l A, I‘ . I. \ . \. I. I Into. I... . .1 . .Ir . .I I. . . I. . I ’- f (A. I J . . wll. 1‘. I. — 1. . .1, ‘ .8: ( C. I VI. I .r . a! . It- 4 I. ~ I . . .. I I4 .IL I . I. I. II, I . I . 4 I. . . V. I ‘04 . O I 'a . I ell I -. n I J v . . o . .. . o 3 .1 a I \ ... t fw- I I, ‘- ’4 II III 0.1., II I} I. «I! I. I: f. P\ .I.\ I I I a I I "J r , .II. . .v. _ v I\ t .) II .I. a} .I I. .. I.) III I. A A I I .I III . I n . I .. Ix . I V ) II. \) II II I Iv. re . (I . . (I ”I. .IX. r’. 'II. {It I II o . I ’\ II . (I .1 I . . . _ I II. I .3 u . (I I I ‘. I III. I I . I. .I, I . . f. I In I. O I .. I a Q . I . ._ v. .v. 8 I ’. I or I 'l I II. I: . .II I I III ‘4 A .v‘ .- II. I.I I l'. I .I . I I I. . . . . . . I. v’ I r} fII .6 II. I I . Y I. I r . I. I _ I I. I. . .3 y f . . .1 a . , O . . .I i . z I I - C . ; . II .4 a If. I . . II. . .. . . I A IT. ."3 \ . .3 «a. I a a 5 . I If. n I II . . . x . . . . . . II I. . . I . a . I ... . r. .z .1 . I .1. I . . . I . . .x~ I u I I I C II. A, 8 A. v I. .5 (I. I) . ll - (\I I. I. I I .r. A I. I . .r .II. In. I III! . u n' ( I) In I I ,I. I I II. )I .0. I . . . a! I_I I I . I: .r .0. I . . .I 9‘ .4 I . .. I u — .:\ I .\ . .. war no: (ix I0. I, I I .. Ix ,. ole - a; .. 3 . . . . In . .1 all r . .i ass. .4 5. . . . IL .0 II I, III I _ . s .I. . ‘ .. I II. . I I I.) L- 1.1. - ,.‘Il’ APPENDIX C SUPERIOR STUDENT QUESTIONNAIRE AND ANSWER SHEET [ICE 0!] in: in io- 91' C0 117 NICBIGAN STATE UNIVERSITY East Lansing, Iichigan Office of Institutional Research - Eustace Hall SUPERIOR STUDENT QUESTIONNAIRE MICHIGAN STATE UNIVERSITY Dear Student, This letter is being sent to you and other upperclass students who have achieved at least a B—plus grade point average at Michigan State. The purpose of the letter is to request your help in a University- wide research study which will contribute to our understanding of career decisions of superior students. We are especially interested in some of your thoughts about college teaching. We would appreciate very much your completing this questionnaire, using the enclosed answer sheet, and returning the answer sheet in the stamped envelope by February 20, 1967. The sample for this study is limited, as mentioned above. For this reason, it is especially important that each of you takes the necessary 15-20 minutes to complete the questionnaire. Thank you for your cooperation. Cordially, gnaw {M4 Paul L. Dressel obert C. Andringa Director Assistant Director Institutional Research The Honors College * * INSTRUCTIONS * * Please look at the Special answer sheet. There is no need for you to write anything on it except your response to each question. Use the special pencil which was enclosed and exercise some care in recording your response in the proper place. Notice that the items are listed horizontally on the answer sheet. You do not have to be concerned with "right" or "wrong" answers. The best response is your own honest opinion. Please mark only one answer for each question. 22 not omit any questions. When you finish, please fold the answer sheet and return it in the stamped enve10pe provided. There is no need to return the questionnaire unless you wish to make additional comments on it. 5. Please mark after item No. 1 on the answer sheet the response which applies to you. Single male Single female Married male Married female ukri-l Which one of the following categories applies to you this term? 1. Honors College student -- on scholarship 2. Honors College student -- not on scholarship 3. Not an Honors College student -- on scholarship 4. Not an Honors College student -- not on scholarship The next twp items on the answer sheet are needed to record your college. The following key tells which response to mark for both No. 3 and No. 4. Item No.3 Item Agriculture Arts and Letters Business Communication Education Engineering Home Economics Justin Morrill Natural Science Social Science Veterinary Medicine Arts wNMNMNHHb—IHH HmAwNHUI-ths—I Which one of the following categories applies to you this term? 1. Have attended MSU continuously (excluding summers) since freshman year 2. Have attended MSU only, but spent one or more terms (excluding summers) out of school 3. Began at MSU, but have since attended and transferred credits from another college or university (including summers) 4. Began at a community college and transferred to MSU 5. Began at another 4-year college or university and transferred to MSU Since you first entered college, how many times have you changed your major (include no-preference as a "major" if applicable)? 1. None 2. One 3. Two 4. Three 5. Four or more As you foresee the future, in which of the following career areas do you expect to be employed 10 to 15 years from now? Business, industry or professional service . Government or military service . Elementary or secondary education . Higher education . Housewife, full-time mommy- How certain do you now feel about your career choice? 1. Absolutely certain 2. Quite certain; I doubt that I will change 3. Fairly certain, although I could change 4. Not at all certain No.4 10. 11. 12. 13. 14. 15. 16. However certain you are, at what point in your life would you say you made your present decision about a career? High school or before Freshman year in college Sophomore year in college Junior or Senior year in college ~5me Which one of the following has most influenced your thinking about a career? 1. Parents or relatives 2. Peers 3. High school teachers, counselors or administrators 4. College teachers, counselors or administrators 5. Some other person or group of peOple Which one of the following would you say has had the greatest amount of influence on your thinking about careers? Financial security Working conditions Personal strengths and weaknesses Potential for intellectual challenge Opportunity for meaningful service to others 01.5me Which one of the following would you say has had the least amount of influence on your thinking about careers? 1. Financial security 2. Working conditions 3. Personal strengths and weaknesses 4. Potential for intellectual challenge 5. Opportunity for meaningful service to others When, if ever, did you first give serious consideration to college teaching as a career? Never have High school or before Freshman year in college . SOphomore year in college Junior or Senior year in college (”ACORN-I Which of the following has most influenced your current perception of college teaching as a career? Family or relatives High school teachers or counselors One or two college teachers specifically One or two college administrators or staff personnel College faculty and administrators in general UI thND—l While all of the following may be important for college teaching, which one do you consider most important? Brilliant intellect . Interest in working with students . Clear and forceful lecturer . Good, prolific writer . Interest in original research “bunt-l While all of the following may be important for college teaching, which one do you consider least important? Brilliant intellect Interest in working with students Clear and forceful lecturer Good, prolific writer Interest in original research Uluthr-l 17. Which of the following activities do you 18. 19. 20. 21. 22. 23. estimate normally consumes the most time in college teachers' workweeks? . Teaching in the classroom or laboratory . Committee meetings and administrative duties Meeting individually with students . Class preparation . Other personal study and research How much importance do you think is placed on research and publications for faculty advancement in your field? . Very much . Somewhat more than teaching ability Only one of several considerations Hardly considered at all UlubOJNO-J How much importance do you think should be placed on research and publications for faculty advancement in your field? Very much Somewhat more than teaching ability Only one of several considerations . Hardly considered at all U‘QNNH If you were to be a college faculty member, which one of the following combinations of time commitment would have the most appeal to you? 1. 100% teaching 2. 75% teaching; 25% research and writing 3. 50% teaching; 50% research and writing 4. 25% teaching; 75% research and writing 5 . 100% research and writing While all of the following aspects of college teaching may be appealing to you, which one is most appealing? . Campus environment and cultural activities Flexible schedule Teaching in the classroom . Time and resources for personal research . Meeting and counseling with students While all of the following aspects of college teaching may be appealing to you, which one is least appealing? . Campus environment and cultural activities . Flexible schedule Teaching in the classroom . Time and resources for personal research . Meeting and counseling with students On the average, how many hours per week do you estimate full-time faculty members spend in the classroom at MSU and similar institutions? . Less than 5 . 5 - 10 10 - 15 . 15 - 20 . More than 20 UhWNH Weighted about the same as teaching ability Weighted about the same as teaching ability 118 24. 25. 26. 27. 28. 29. 30. How do average salaries of college teachers correspond, in your estimation, with those in other occupations which require comparable educational preparation and job responsibili- ties? 1. College teachers receive less money. 2. College teachers money. 3 College teachers as others. 4. College teachers money. 5. College teachers more money. substantially receive somewhat less receive about the same receive somewhat more receive substantially How would you compare your current cumulative grade average to that which you estimate most current college teachers earned when they were undergraduates? 1. Mine is significantly higher 2. Mine is slightly higher 3. Mine is probably about the same 4. Mine is slightly lower 5. Mine is significantly lower If you did decide to teach in your field at the college level, how much formal education do you think you would need? Bachelor's degree Master's degree Post-master's work Doctoral degree Post-doctoral work Ulfier-I How many faculty members or administrators have taken the initiative to single you out and encourage you to consider college teaching as a career? 1. None 2. One 3. Two 4. Three 5. Several How many times have you been in a group situation where orientation to (or information about) the college teaching profession was a planned activity? 1. None 2. One 3. Two 4. Three 5. Several Which one of the following has contributed most to your current perception of college teaching as a career? Reading books, magazines'and newSpapers Knowing certain faculty members personally . Personal experiences related to teaching . Other specific college activities . Simply attending college (II-hutch: If you were to be a college teacher, at which one of the following types of institutions would you most like to teach? 1. Community College ‘ . Small, church-related college . Small,non-church-related college . Medium-sized public college or university Large public university 0|!wa 31. What would you say 15 the likelihood of your becoming a college teacher? 1. Strong; that is my first choice 2. It is now my second choice 3. There is a small possibility 4. Absolutely no chance at all I! * i * fi - i The remainder of the questionaire consists of several statements. Please respond to each statement according to this key: 1. I strongly agree with or accept the statement. 2. I tend to agree with or accept the statement. 3. I tend to disagree with or reject the statement. 4 I strongly disagree with or reject the statement. 32. Normally undergraduates who want to be college teachers should attend graduate school immediately following graduation. 33. In the future, more college teachers will become more involved in politics and government service. 34. Many people are teaching in college because they could not or would not be successful in other professions or businesses. 35. Most undergraduates never give serious consideration to college teaching as a career. 36. I believe that I am intellectually qualified for college teaching. 37. Faculty members generally have more time with their families than most professional people. 38. There is still some discrimination against women by many of those who hire college teachers. 39. Colleges and universities could do much more than they now do to interest good undergraduates in the college teaching profession. 40. I can see myself eventually writing journal articles in my field. 41. In my department, it would not really be necessary for one interested in teaching only undergraduate courses to have a Ph.D. degree. 42. If salaries were higher, I would be more interested in college teaching as a career than I am now. 43. College teachers have less prestige in our society than lawyers and medical doctors. 44. Graduate students planning to teach in a college should be required to learn about teaching methods and learning theory. 45. It is quite easy for a good student to get financial aid for graduate study. 46. If there were less emphasis on research and publication, I would be more interested in college teaching as a career than I am now. 47. If I had a chance to be an undergraduate assistant to a good teacher in my department, I would accept it. 48. If I had the desire, I think I could be a better college teacher than many whom I have had for courses. MICHIGAN STATE-*I'I’NIVERSITY : IAME LAST FIRST mDDLE DATE STUDENT N0. . SEX M F E :OURSE NAME COURSE NO. * S T U D E N T N U M B E R Z __9 _____ ' -- "-2 --9-_ -1- ---5_- -_§.- _--7-- --§-- --?-- -— secnon msmucron :4: I :4: :4: :4: :4: :4: I}: :4: :4: I :4: I :2: :4: :4: :4: :4: I :4: :4: : IAME OF TEST FORM """""""""""""""""""""""""" _ :9: ::': :"5: :9: :E‘: :9: :95: :E: :9: :?: '— BE SURE YOUR MARKS ARE HEAVY AND BLACK 4 :4 2 4: _4_ :4 :4 4 24: 4_ Z ERASE COMPLETELY ANY ANSWER CHANGED 4 _I 2_ 4__ 4 :4_ 4_ :4 4 4 I I I ::::: 2 ::::: 3 ::::: 4 5 ::::: 2 I::::: 2 ::::: 3 ::::: 4 :-- 3 ::::: 3 I::::: 2 2:2: 3 ::::: 4 ::::: 3 ::::: 4 I::::: 2 ::::: 3::::: 4 ::::: 3 xx: : 5 I ;:::: 2 ::: 3 ::: 4 ::: 5 ::: 6 I ::: 2 :::: 3 ::::: 4 ::::: 3 :;::: 7 I ::::: 2 :22: 3 ::::: 4 :22: 3 ::::: 3 I::::: 2 ::::: 3::::: 4 2:: 3 ::::: 1: 9 I xx: 2 ::::: 3 ::::: 4 :2: 3 2:: lo I :2: 2 ::::: 3 ::::: 4 ::::: 3 ::::: | | I ::::: 2 ::::: 3 :2: 4 ::::: 3 :22: I2 I::::: 2 2:: 3::::: 4 2:: 3 ::::: : I3 I ::::: 2 :::: 3 :::: 4 ::::: 3 ::::: M I ::::: 2 ::::: 3 ::::: 4 2:: 3 ::::: | 5 I 2:: 2 ::::: 3 :22: 4 ::::: 3 2:: [6 I::::: 2 :22: 3::::: 4 xx: 3 112:: : I7 I xx: 2 ::::: 3 :::: 4 ::::: 3 ::::: I8 I ::::: 2 ----- 3 ::::: 4 ::::: 3 22:2: 7 9 I ::::: 2 ::::: 3 ::::: 4 :22: 3 ::::: 20 I::::: 2 2:: 3::::: 4 :::z: 3 =32 : I] I :;::: 2 ::::: 3 ;:::: 4 _____ 3 ::; 22 I ::: 2 ::: 3 ::: 4 3 ::::: 23 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 24 I::::: 2 ::::: 3::::: 4 ::::: 3 ::::: : I5 I ::::: 2 :;: 3 ::::; 4 3 ::::: 26 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 2? I ::::: 2 2:: 3 ::::: 4 2:: 3 2:2: 28 |::::: 2 ::::: 3 2:2: 4 :22: 3 ::::: : '9 I 2:: 2 ::::: 3 ::::: 4 ::::: 3 2:: 30 I ::::: 2 xx: 3 ::::: 4 ::::: 3 2:: 3| I ::::: 2 ::::: 3 ::::: 4 ::::: 3 2:: 32 I::::: 2 2:: 3 :2: 4 222:: 3 ::::: : I3 I ::::: 2 :2: 3 ::::: 4 ::::: 3 ::::: 34 I ::::: 2 ----- 3 ::::: 4 ::::: 3 2:: 35 I :2: 2 :2: 3 ::::: 4 2:: 3 ::::: 36 I::::: 2 ::::: 3::::: 4 :2: 3 ::::: : .7 I ----- 2 ::: 3 :::: 4 :::: 3 :::: 38 I ::: 2 ;:: 3 ::: 4 ::: 3 ::: 39 I ::: 2 :::: 3 :::: 4 ::: 3 ::: 40 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: : H l::::: 2 ::::: 3 :;::: 4 ::::: 3 :::: 42 I :::: 2 ::: 3 ::::: 4 ::::: 3 ::::: 43 I ;:: 2 ::;:: 3 ::::: 4 ::::: 3 ::::: 44 |::::: 2 ::::: 3 ::::: 4 ::::: 3 2:: : 5 I ::::: 2 ::::; 3 ::::: 4 ::::: 3 ::::: 46 I ::::: 2 ::::: 3 ::::: 4 2:: 3 ::::: 47 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 :22: 48 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 xx: : 9 I :;;;; 2 _____ 3 ;;:: 4 ::: 3 :;;: 50 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 5| I ::::: 2 2:2: 3 ::::: 4 ::::: 3 ::::: 52 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: : 3 I :;::; 2 ::: 3 ::: 4 ----- 3 :;: 54 I ::; 2 ----- 3 :4: 4 :4: 3 :3; 55I _____ 2 ;;;;; 3 :3; 4 :33; 5 :3: 55 “:3; 2 3:: 3 :4: 4 :3; 5 3;; : 7 I ::::: 2 ;:::: 3 ::::: 4 ::::: 3 ::::: 53 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 59 I 2:: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 60 I ::::: 2 ::::: 3::::: 4 ::::: 3 ::::: : | I 2 ::::: 3 ::::: 4 xx: 3 ::::: 62 I _____ 2 ::::: 3 2:: 4 ::::: 3 ::::: 63 I ::::: 2 2:: 3 2:2: 4 ::::: 3 ::::: 64 I::::: 2 ::::: 3 :::2: 4 ::::: 3 ::::: : 5 I ..... 2 ::::: 3 ::::: 4 ::::: 5 ::::: 66 I ::::: 2 ::::: 3 ::::.- 4 ::::: 5 ::::: 67 I ::::: 2 ::::: 3 ::::: 4 ::::: 5 2:: 68 I::::: 2 ::::: 3 ::::: 4 3:22: 5 22:: : 9 I ::::: 2 ..... 3 ::::: 4 3 ::::: 70 I 222:: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 7| I ::::: 2 ..... 3 ::::: 4 ::::: 3 ::::: 72 l::::: 2 ::::: 3::::: 4 ::::: 3 ::::: : 3 I ::::: 2 ::::: 3 ::::: 4 :2: 3 ::::: “(4 I ::::: 2 ::::: 3 2:: 4 ::::: 3 ::::: 75 I 2:: 2 ::::: 3 22:2: 4 2:: 3 ::::: 76 I::::: 2 2:: 3 :22: 4 xx: 3 ::::: : 7 I ::::: 2 :2: 3 :::: 4 :::: 3 73 I ::: 2 2:: 3 ::: 4 :::: 3 :2::: 79 I ;::: 2 :::: 3 :2: 4 ::::: 3 ::::: 80 I ::::: 2 ::::: 3 4 ::::: 3 :2: : | I ::::: 2 ::::: 3 ::::: 4 ..... 3 ::::: 82 I ::::: 2 ::::: 3 2:: 4 222:: 3 ::::: 33 I ::::: 2 :2: 3 ::::: 4 ::::: 3 ::::: 34 I ::::: 2 ::::: 3 :22: 4 ::::: 3 :2: : 5 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 :2: 86 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 2:2: 37 I ::::: 2 :2: 3 ::::: 4 :22: 3 ::::: 38 I ::::: 2 2:22: 3 ::::: 4 ----- 3 ::::: : 9 I ::::: 2 :2: 3 :2: 4 :2: 3 ::::: 90 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 9| I ::::: 2 1:: 3 ::::: 4 ::::: 3 ::::: 92 I::::: 2 ::::: 3 ::::: 4 ::::: 3 2:: :_ 3 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 2:2: 94 I ::::: 2 ::::: 3 ::::: 4 :2: 3 :22: 95 I ::::: 2 ::::: 3 ::::: 4 :2: 3 ::::: 96 I ::::: 2 ::::: 3 2:: 4 ::::: 3 :2: : 7 I "-2- 2 ::::: 3 ::::: 4 ::::: 3 98 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: 99 I ::::: 2 ::::: 3 2:: 4 ::::: 5 222:: I00 l::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: __— I I ::::: 2 2:: 3 ----- 4 ::::: 5 ----- |02 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: |03 I ::::: 2 :22: 3 2:: 4 ::::: 3 ::::: |04 I':"' 2 :2: 3 ::::: 4 ::::: 3 ::::: : 5 I - :: 2 ::::: 3 ::::: 4 ::::: 3 ----- [06 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 2:: IO? I ::::: 2 :2: 3 2:: 4 ::::I 5 :22: |08 I :11: 2 22:: 3 2:22: 4 22:2: 3 2:13: : 9 I :2 -: 2 ::::: 3 ::::: 4 ::::: 3 ----- no I ----- 2 ::::: 3 ::::: 4 ::::: 3 ----- ||| I ::::: 2 ::::: 3 2:: 4 ::::: 5 :2: NZ I III: 2 ..... 3 2:: 4 222:: 3 222:: : 3 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ----- ||4 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: MS I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: US I :2: 2 ::::: 3 :2: 4 ::::: 3 :2: Z 7 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: ||3 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: ||9 I ----- 2 ::::: 3 ::::: 4 ::::: 3 ::::: I20 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: : I ::::: 2 2:2: 3 ::::: 4 2:2: 3 ::::: I22 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 :22: |23 I ::::: 2 2:: 3 ::::: 4 ::::: 3 ::::: |24 I ::::: 2 ::::: 3 ::::: 4 :2: 3 ::::: : 5 I ::::: 2 2:: 3 ::::: 4 ::::: 3 ::::: |26 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: |27I ::::: 2 :2: 3 ::::: 4 ::::: 3 ::::: I23 I ::::: 2 2:: 3 ::::: 4 ::::: 3 2:: : 3 I ::::: 2 :22: 3 4 :2: 3 ::::: I30 I ::::: 2 ::::: 3 ::::: 4 :2: 3 ::::: |3| I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: I32 I 2:: 2 ::::: 3 ::::: 4 ::::: 3 ::::: : 5 I -:::: 2 ::::: 3 ::::: 4 :2: 3 ::::: I34 I ::::: 2 :22: 3 ::::: 4 2:: 3 ::::: |35I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: |36 I :22: 2 ::::: 3 ::::: 4 2:2: 3 ::::: : 7 I ;:::: 2 ::::: 3 ::::: 4 3 ----- |38 I ::::: 2 ------ 3 ::;:: 4 3 ::::: I39I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: I40 I ::::: 2 ::::: 3 ::::: 4 ::::: 3 :22: : l I ;:::: 2 ::::: 3 ::::: 4 ::::: 3 ----- I42 I ::::: 2 . 3 :-:::: I43I ::::: 2 2:: 3 ::::: 4 ::::: 3 ::::: I44 I ::::: 2 2:: 3 ::::: 4 2:: 3 ::::: : 5 I ___:_ 2 :2: 3 ::::: 4 ::::: 3 ::::: I45 I ::::: 2 ::::: 3 [MI ::::: 2 :3: 3 ..... 4 2:: 3 2:: |48 I ::::: 2 :22: 3 :2: 4 ::::: 3 2:2: : 4 I ;:;:: 2 3 ::::: 4::::: 3 ::::: |50 I 2:: 2 |5| I ::::: 2 ..... 3 2:: 4 ::::: 3 ::::: |52 I ::::: 2 ----- 3 ::::: 4 ::::: 3 """ : 5 I ;__:- 2 ::::: 3 ::;: 4 3 ::::: |54 I - 3 ::::: |55I ::: 2 :2: 3 ::::: 4 ::::: 3 ::::: |56 I 2:: 2 ::::: 3 ::::: 4 ::::: 3 22:2: : I ;_--- 2 ..... 3 :2: 4 3 1‘38 I 3 ::::: |59I ::::: 2 :2: 3 2:2: 4 ::::: 3 ::::: |60I :22: 2 :22: 3 ::::: 4 ::::: 3 :22: : I :z::: 2 2:22: 3 ::::: 4 3 ::::: It / 2 |63I ::::: 2 ::::: 3 ::::: 4 ::::: 3 ::::: |64 I ::::: 2 2:2: 3 ::::: 4 ::::: 3 2:: : I : - 3 : 3 ::::: ” |67I :::: 2 :-_::; 3 ::::: 4 :2: 3 ::::: |63 I ::::: 2 ::::: 3 ::::: 4 ::: 3 ::::: _- I : -: HI I :2: 2 2:: 3 ::::: 4 ::::: 3 ::::: ”2 I 2:: 2 --:-- 3 ::::: 4 ::::: 3 ::::: ' APPENDIX D REMINDER LETTER FOR THE STUDENT QUESTIONNAIRE 121 MICHIGAN STATE UNIVERSITY The Honors College February 17, 1967 Dear Student, About seven days ago you should have received a question- naire concerning your career plans and perceptions of college teaching. Considerable time and effort have been expended on this research study. And because the sample is limited to upper- class students with high grade-point averages, your coopera- tion is most necessary. If you have not yet returned your questionnaire, 215553 $2.22 immediately. If, however, you have already returned it, please accept our sincere gratitude for your help. Cordially, Robert C. Andringa P.S. Please call me (355-2328) if you need another questionnaire. {.4 .4 4 --—--.~«. APPENDIX E COVER LETTER AND QUESTIONNAIRE FOR DEPARTMENT CHAIRMEN 123 MICHIGAN STATE UNIVERSITY EAST LANSING - MICHIGAN 48823 THE HONORS COLLEGE ' 405 LIBRARY October 21, 1966 Dr. Harry H. Kimber Chairman Department of Religion Campus My doctoral thesis is to be a study concerning recuritment of prospective college teachers at the undergraduate level. The main part of the research portion of the thesis will be a study of superior MSU students' perceptions of college teaching as a career. A most valuable aSpect of my initial investigation is to discover the current situation at the department level as it relates to this topic. I am not in- terested in particular departments as much as in identifying general patterns. Would you be so kind as to answer the four short questions on the enclosed questionnaire and return it to me at the earliest possible date? I reSpect greatly the demand on your time and appreciate most sincerely your help. Cordially, Robert C. Andringa Assistant Director The Honors College RCA:gp Enclosure l. 2. 124 QUESTIONNAIRE ON COLLEGE TEACHING DEPARTMENT CHAIRMEN (Please feel free to use the back or additional sheets if necessary) From a national point of view, does your academic discipline face any particular problems, with which other disciplines might not have to contend, in recruiting qualified college teachers? If your department has experienced difficulty in the last few years recruiting .faeulty of the quality it desires, what seem to be the main factors contribut- ing to this difficulty? Please describe any activities within your department which help to identify and recruit prospective college teachers from your undergraduate students. _a__ _L_ 4__ Do you believe the University should consider a more organized program.than it now has for identifying and recruiting prospective college teachers from the undergraduate student body? If so, what direction might such a program take? Please return to: Robert C. Andringa The abnors College Cmmpus APPENDIX E REMINDER LETTER FOR DEPARTMENT CHAIRMEN 126 MICHIGAN STATE UNIVERSITY EAST LANSING . MICHIGAN 48823 THE HONORS COLLEGE ° 403 LIBRARY November 4, 1966 Dr. Charles Blend Department of Romance Languages Campus Dear Dr. Blend, Several days ago I sent a letter requesting you to complete a brief ques- tionnaire as part of a university-wide study. While the overall reSponse has been gratifying, I need information from your department to make the data as representative as possible. I would be grateful if you could take a few minutes to complete the en- closed form. If your schedule is too tight at the moment, I would be glad to have you call (355-2328) or ask one of your colleagues to reSpond. In any event I would very much like to have your department represented. Cordially, Robert C. Andringa Assistant Director The Honors College RCA:gp Enclosure APPENDIX G CAREER AREAS ANTICIPATED BY SUPERIOR STUDENTS ACCORDING TO COLLEGE MAJOR 128 h .mwSO OOH ONO OH mm mm mmH NH OMH 5 OO 6% mom HmuOE mam. mun. m||.H||. m||:mll mll.m|u. m||.m||. mm|.HHI. mcaoacmz Numcasmum> OOH ONH O OH mm mm m w mH pm we vm mucmHom HMHoom OOH wnH m MH ON mm m HH m m mm mm oucmHUm Hmu5umz OOH vm OH O m m mm OH m H Hv ¢H mUHfiocoum mEOm ooa me o 0 me o o o a m om om mcaummcamcm OOH Om ON dm m m mo #0 O O m m COHDMUDUM OOH mm m m MH w m m m m 00 OH wand COHHMUHCSEEOU OOH mm H H HH O O O b O HO mo mwmQHmDm OOH 50H HH OH vfl mm mm mv w h mH mm mumuumq Ocm muufi OOH on m N OH w m H mm OH mm mm mHsuHsoHumd x z X z .X z X z X Z X Z AMWMM mMHBmmsom coHumoswm :oHumozwm NMMuHHHZ w mUH>Nmm .moum Hmanm mumocoomm ucmEch>ow .wnumsccH mumucmeHm .mmmchdm mucmwsum HOHHmmsm SUHLB CH mmmum Hmmumo mududw mnu CH mums» mH Cu OH cmmonEm on on pommxm .mmmHHoo UHEocmom um .Hw oHQme mo coausnassmao