NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report May 2000 

1993 National Study of Postsecondary Faculty 

(NSOPF:93) 

Instructional Faculty 

and Staff in Public 

2-year Colleges 

U. S. Department of Education 

Office of Educational Research and Improvement NCES 2000–192
 

NATIONAL CENTER FOR EDUCATION STATISTICS 

Statistical Analysis Report May 2000 

1993 National Study of Postsecondary Faculty 

(NSOPF:93) 

Instructional Faculty 

and Staff in Public 

2-year Colleges 

James C. Palmer 

Illinois State University 

Linda J. Zimbler, Project Officer 

National Center for Education Statistics 

U. S. Department of Education 

Office of Educational Research and Improvement NCES 2000–192
 

NATIONAL CENTER FOR EDUCATION STATISTICS 

Statistical Analysis Report May 2000 

1993 National Study of Postsecondary Faculty 

(NSOPF:93) 

Instructional Faculty 

and Staff in Public 

2-year Colleges 

James C. Palmer 

Illinois State University 

Linda J. Zimbler, Project Officer 

National Center for Education Statistics 

U. S. Department of Education 

Office of Educational Research and Improvement NCES 2000–192
U.S. Department of Education 

Richard W. Riley 

Secretary

Office of Educational Research and Improvement

C. Kent McGuire 

Assistant Secretary

National Center for Education Statistics

Gary W. Phillips 

Acting Commissioner 

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Suggested Citation 

U.S. Department of Education, National Center for Education Statistics, Instructional Faculty and Staff in 

Public 2-year Colleges, NCES 2000–192, by James C. Palmer. Project Officer: Linda J. Zimbler, 

Washington, DC: 2000. 

For ordering information on this report, write: 

 U.S. Department of Education 

 ED Pubs 

 P.O. Box 1398 

 Jessup, MD 20794–1398 

or call toll free 1–877–4ED–PUBS 

Content Contact: 

Linda J. Zimbler 

202–502–7481
iii 

Foreword 

This report is one of several publications released from the 1993 National Study of 

Postsecondary Faculty (NSOPF:93) by the National Center for Education Statistics. NCES is 

pleased to sponsor analysis of the condition of faculty in higher education institutions. We hope 

the information in this report will be of interest to the research community and will stimulate 

discussions on faculty issues. 

NCES has plans to publish additional reports from NSOPF:93, since the next new data on faculty 

will not be available until late 2000 when the results from the 1999 National Study of 

Postsecondary Faculty (NSOPF:99) will become available. We encourage individuals to keep 

track of NSOPF publications through our internet site at http://nces.ed.gov/surveys/nsopf/ and 

through our announcements to the higher education community. 

 

Finally, researchers are strongly encouraged to conduct their own in-depth analysis of the 

NSOPF data. 

C. Dennis Carroll Andrew G. Malizio 

Associate Commissioner Director 

Postsecondary Studies Division Postsecondary Longitudinal and 

 Sample Survey Studies Program 
iv 

Acknowledgments 

I am grateful to the U.S. Department of Education for funding the development of the report and to Linda 

Zimbler for her assistance throughout. Review comments by Dennis Carroll, Michael Cohen, Steve 

Kaufman, Paula Knepper, Roslyn Korb, Drew Malizio, and Tom Snyder of NCES were very helpful. 

Additional helpful comments were given by Kent Phillippe of the American Association of Community 

Colleges and Harold Wechsler of the University of Rochester. 

 

I also wish to acknowledge the contributions of Carol Rohr and Allison Pinckney of Pinkerton Computer 

Consultants, Inc. who incorporated the text and tables into a published document, and Ross Pfile and 

Sonia Connor of Pinkerton Computer Consultants, Inc. who edited the manuscript. 

Finally, I would like to thank the thousands of 2-year college faculty members nationwide who took time 

from busy schedules to fill out the NSOPF questionnaire. 
v 

Executive Summary 

Results from the 1993 National Study of Postsecondary Faculty (NSOPF:93) reveal that there were 

approximately 275,000 instructional faculty and staff members at the nation’s public 2-year colleges 

during the fall of 1992. This group represents 30 percent of the total instructional faculty and staff 

employed by colleges and universities nationwide. Teaching was the primary responsibility of most 

instructional faculty and staff in public 2-year colleges. Of the 255,000 instructional faculty and staff in 

public 2-year colleges whose primary responsibility was teaching for credit during the fall of 1992, 38 

percent were employed full time and 62 percent were employed part time (figure A). 

Figure A.—Percentage distribution of instructional faculty and staff whose primary responsibility was 

teaching for credit, by employment status in public 2-year colleges: Fall 1992 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

Previous NSOPF analyses have compared faculty and staff in the public 2-year sector with faculty and 

staff in other sectors. This report, however, uses selected findings from NSOPF:93 to examine 

differences between subgroups of faculty and staff within the public 2-year sector. It compares the 

backgrounds, teaching methods, and career lives of instructional faculty and staff who vary in terms of (a) 

age, (b) years of experience in their current jobs, and (c) primary teaching discipline. These comparisons 

show how those who are relatively new entrants to the teaching ranks at public 2-year colleges may differ 

from their older and more experienced colleagues. They also describe the instructional faculty and staff 

at public 2-year colleges as members of disciplinary subcultures. 

Primary teaching discipline was included as a key point of comparison, because prior studies have 

occasionally revealed differences across disciplines in the academic work of community college faculty 

members. The decision to examine differences by age reflects contemporary concern about the 

impending turnover of a gradually aging faculty. As for institutional impact on faculty work, few 

published studies have examined differences between community college faculty members with varying 

years of experience on the job. Yet the question of institutional influence on instructional faculty and staff 

is a contentious one. Many community college leaders have long asserted that strong faculty ties to the 

discipline must be discouraged in deference to the institution’s student-focused mission. This report 

provides a first national look at diversity within the public 2-year sector, offering baseline data that may 

be used as points of comparison with data from future cycles of NSOPF. 
vi 

In recognition of the different professional ties that full- and part-time faculty may have with the 

community college enterprise, separate profiles are developed for full- and part-time instructional faculty 

and staff for whom teaching in credit classes was the primary responsibility during the fall of 1992. Each 

profile looks at several characteristics of instructional faculty and staff in public 2-year colleges, 

including their demographic characteristics, their education and employment histories, the percentages 

holding jobs outside of their colleges, and the type of work those outside jobs entail. The profiles include 

measures of instructional workload and insights into the approaches instructional faculty and staff use to 

teach classes and assess student work. (Of particular interest here is the extent to which instructional 

faculty and staff involve students in classroom activities, as opposed to primarily lecturing, and the extent 

to which they require written assignments). Selected attitudes about the profession also are examined, as 

are self-perceptions about the likelihood of accepting another job. The specific variables used are 

described in the Technical Notes to this report. Each variable should be considered a proxy measure for 

the larger construct it represents. All differences cited in this report are significant at the .05 level. Some 

of the findings are listed below: 

On average, the full-time instructional faculty or staff member1

 at public community colleges worked just 

under 47 hours per week; taught 4.5 credit classes for a total of 13 classroom credit hours; spent 17 hours 

per week teaching credit classes; and instructed a total of 103 students in credit classes. 

Twenty-eight percent of full-time instructional faculty and staff reported at least some type of 

employment outside of their colleges. Of those who had outside employment, 26 percent reported that 

teaching was the primary activity in those jobs, and 18 percent indicated that they were employed at other 

postsecondary institutions. Surprisingly, 13 percent of those with outside employment characterized their 

second jobs as full-time. 

On average, the part-time instructional faculty and staff members at public community colleges worked a 

total of 33 hours per week, of which 11 were for paid activities at the college. In addition, part-time 

instructional faculty and staff at public 2-year colleges taught an average of 2.1 credit classes for a total of 

5.8 classroom credit hours; spent 8 hours per week teaching credit classes; and instructed a total of 42 

students in credit classes. 

Most of the part-time instructional faculty and staff (79 percent) held other jobs outside of their colleges. 

When asked about the primary responsibility of their outside work, 38 percent reported that their outside 

job entailed teaching and 18 percent of those with outside employment indicated that they worked at 

another postsecondary institution. Others were self-employed (18 percent); or worked in hospitals, 

foundations, or government agencies (22 percent); for-profit businesses (16 percent); or “other” agencies 

(26 percent). About two-thirds of those with outside employment indicated that their other employment 

entailed full-time work. 

Characteristics of instructional faculty and staff in this report were looked at by age (those under 35 

versus those between the ages of 55 and 64); by years of experience in current teaching position (under 10 

years versus 20 or more years), and by primary teaching field. Seven disciplinary groups were used to 

compare instructional faculty and staff by primary teaching field: (1) business, law, and communications; 

(2) health sciences; (3) humanities; (4) natural sciences and engineering; (5) social sciences and 

education; (6) vocational training; and (7) all other areas. Figure B shows the percentage distribution of 

instructional faculty and staff by each of these three characteristics. 

 

1

 The terms “faculty,” “instructional faculty and staff,” and “instructional faculty and staff whose primary 

responsibility was teaching” are used interchangeably in this report. 
vii 

Figure B.—Percentage distribution of instructional faculty and staff in 2-year colleges, by years of 

experience on current job, age, and primary teaching field: Fall 1992 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

There were two major differences between instructional faculty and staff at public 2-year colleges who 

were under the age of 35 and those who were between the ages of 55 and 64 in the fall of 1992. The first 

is clear: the two groups represent individuals who were at different stages of their careers. Younger 

teachers are still developing careers that their older colleagues have long since established. This emerges 

in the findings that, regardless of employment status (full-time or part-time), younger teachers were (a) 

more likely to hold only a baccalaureate or less as the highest earned credential and (b) more likely to 

accept the possibility of moving on to another full-time job. 

The second major difference lies in the employment histories of the two groups. For example, among 

full-time faculty, the younger teachers were more likely than their older colleagues to indicate that they 

had held other jobs since earning their highest credential (figure C). Among part-time faculty, younger 

teachers were more likely to indicate that they accepted part-time work because full-time work was 

unavailable. 
viii 

Figure C.—Percentage of full-time instructional faculty and staff in 2-year colleges who have held other 

jobs since earning their highest credential, by age: Fall 1992 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

The proportion of women among full-time instructional faculty and staff under the age of 35 was greater 

than the proportion of women among those between the ages of 55 and 64 (48 versus 31 percent). But 

this was not the case for part-time instructional faculty and staff. And, regardless of employment status, 

instructional faculty and staff in the two age groups did not differ in terms of race/ethnicity, workload, 

instructional methods used, engagement in non-teaching professional activities, perceptions of career 

opportunities for junior faculty, and willingness to choose an academic career were they to “do it all over 

again.”

Some of the differences between those who have held their current jobs for less than 10 years and those 

who have held their jobs for 20 or more years mirror the differences between younger and older 

colleagues. For example, instructional faculty and staff who had held their jobs for 10 or fewer years 

were less likely than those who had been on the job for 20 or more years to hold a postbaccalaureate 

degree (table A). In addition, they were more likely to accept the possibility of seeking other 

employment. These differences apply to both full- and part-time faculty. 
ix 

Analyses of responses from the full-time instructional faculty and staff revealed differences that did not 

emerge in the age comparisons. In contrast to full-time faculty who have held their jobs for less than 10 

years, those with 20 or more years of experience in the same full-time job worked fewer hours per week 

but taught, on average, greater numbers of students. Full-time teachers who were in the same job for 20 

or more years were also less likely to have required student presentations, to have used computer-assisted 

instruction, or to have required students to evaluate each other’s work. 

Comparisons by primary teaching field suggest the presence of disciplinary subcultures within the 

community college professoriate. One contrast can be seen in the differing educational and employment 

backgrounds of instructional faculty and staff in the vocational training category and in the humanities. 

Regardless of employment status (full-time versus part-time), vocational teachers were less likely than 

their colleagues in the humanities to hold a graduate degree or to report that their most recent previous 

jobs entailed teaching at a postsecondary institution. These two groups, then, appear to represent opposite 

ends of a disciplinary continuum ranging from those with relatively strong professional ties to academe to 

those whose professional orientations are often forged in employment arenas outside of academe. 

Teachers in the humanities also stood out in terms of approaches to instruction. Regardless of 

employment status, they were more likely than teachers in the other instructional groups to have used 

essay examinations, to have assigned term papers, or to have required students to evaluate each other’s 

work (table B). They also were more likely to have employed the seminar method or to have used 

discussion, role-playing, group projects, or cooperative learning techniques as the primary instructional 

method. In contrast, instructional faculty and staff in the natural sciences were more likely than 

colleagues in the other disciplinary categories to have employed lecture as the primary instructional 

Table A.—Number and percentage distribution of instructional faculty and staff at public 2-year 

 colleges, by highest educational credential attained, employment status, and years of 

 experience on current job: Fall 1992

Employment status and years

of experience on current job

94.9 17.5 63.7 18.8

 Less than 10 years 46.0 21.6 60.8 17.6

 10–19 years 25.8 19.2 63.6 17.3

 20 or more years 23.2 7.5 69.6 22.9

153.1 33.3 53.3 13.4

 Less than 10 years 122.2 34.6 52.6 12.9

 10–19 years 24.5 29.7 55.1 15.2

 20 or more years 6.4 22.4 60.0 17.6

*Includes only instructional faculty and staff who held a postsecondary credential.

NOTE: Percentages may not add to 100 because of rounding.

Instructional faculty 

and staff* (1,000s)

Highest credential attained

Bachelor's 

or less*

Master's 

degree

Ph.D. or 

first 

profession

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Total full-time

Years of experience on current job

 Total part-time 

Years of experience on current job
x 

technique. Full-time instructional faculty and staff teaching the natural sciences were less likely than 

their full-time colleagues in any of the other categories (except vocational training) to have used student 

presentations in all classes and more likely to have reported that they used student presentations in no 

classes. They also were more likely than full-time faculty in any of the other categories to indicate that 

they never ask students to evaluate each other’s work. 

The survey data reported here point to the slowly changing nature of the community college enterprise.2

 

The emergence of a new generation of teachers replacing those who began their careers in the 1960s and 

early 1970s portends no watershed change in teaching method. In contrast to comparisons between 

instructional faculty and staff teaching different subject areas, relatively few relationships emerged 

between length of time in the current job and instructional method. It was the discipline that appears to be 

 

2

 Time series data would offer much more reliable assessments of the changing nature of the community college 

enterprise. Absent those data, however, years of experience on the job and age can serve as proxies. In addition, the 

data presented in this report will serve as a base of comparison for data collected in the 1999 National Study of 

Postsecondary Faculty. 

Table B.—Number and percentage of full-time instructional faculty and staff who taught credit classes

 at public 2-year colleges, by their use of various instructional methods in their classes,

 employment status, and primary teaching field: Fall 1992

Employment 

status and 

94.9 53.5 49.3 38.1

11.1 57.4 51.3 34.0

12.6 27.5 44.8 34.2

16.9 83.2 68.3 63.1

23.1 40.7 32.1 17.8

12.2 64.7 62.2 37.7

8.8 41.7 34.6 34.2

9.5 54.3 54.2 54.2

154.9 47.0 40.9 34.7

22.4 46.3 39.5 31.2

9.8 32.1 44.2 28.0

28.4 73.1 57.7 62.7

40.7 29.3 20.4 16.5

20.9 58.1 59.6 32.6

11.9 40.3 34.9 30.9

19.1 44.0 44.8 45.9

*Includes only instructional faculty and staff who taught credit classes.

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Health sciences

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 All other programs

 Total part-time

Primary teaching field

 Business, law, and communications 

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Vocational training

 Total full-time

Primary teaching field

 Business, law, and communications 

 Health sciences

Instructional faculty 

and staff* (1,000s)

Used in some or all classes:

Essay midterms or 

finals

Term/ 

research 

papers

Student 

evaluations
xi 

related to instructional method, especially in terms of literacy (as reflected in the assignment of term 

papers or the use of written examinations) and student involvement in classroom instruction (as reflected 

in the use of teacher lectures). 
xii 
xiii 

Contents

Foreword...................................................................................................................................................... iii 

Acknowledgments ....................................................................................................................................... iv 

Executive Summary.......................................................................................................................................v 

List of Tables............................................................................................................................................. xiv 

List of Figures............................................................................................................................................. xx 

Section 1: Introduction ................................................................................................................................ 1 

Section 2: Scope, Method, and Limitations................................................................................................. 3 

 Variables Used in the Analysis .............................................................................................................. 3 

 Method and Limitations ......................................................................................................................... 4 

Section 3: Full-time Instructional Faculty and Staff.................................................................................... 5 

 Variations by Age (under 35 versus 55–64)........................................................................................... 6 

 Variations by Years in Current Position (less then 10 versus 20 or more) ............................................ 7 

 Variations by Primary Teaching Field ................................................................................................... 8 

 Gender ............................................................................................................................................. 9 

 Education and employment histories............................................................................................... 9 

 Workload ......................................................................................................................................... 9 

 Instructional methods .................................................................................................................... 10 

 Non-teaching professional activities.............................................................................................. 11 

Section 4: Part-time Instructional Faculty and Staff.................................................................................. 13 

 Variations by Age (under 35 versus 55–64)......................................................................................... 14 

 Variations by Years in Current Position (less than 10 versus 20 or more) .......................................... 15 

 Variations by Primary Teaching Field ................................................................................................. 16 

 Gender ........................................................................................................................................... 16 

 Education and employment histories............................................................................................. 16 

 Workload ....................................................................................................................................... 16 

 Instructional methods .................................................................................................................... 16 

 Non-teaching professional activities.............................................................................................. 17 

Section 5: Summary................................................................................................................................... 19 

 How do Younger Instructional Faculty and Staff Differ From Their Older Colleagues?.................... 19 

 Does Experience on the Job Make a Difference? ................................................................................ 20 

 Does Teaching Discipline Make a Difference?.................................................................................... 20 

 Conclusion ........................................................................................................................................... 21 

References ................................................................................................................................................ 101 

Appendix A: Technical Notes ................................................................................................................. 103 

Appendix B: Standard Error Tables ........................................................................................................ 111 
xiv 

List of Tables 

Table A Number and percentage distribution of instructional faculty and staff at public 2-year colleges, 

by highest educational credential attained, employment status, and years of experience on 

current job: Fall 1992 ................................................................................................................. ix 

Table B Number and percentage of full-time instructional faculty and staff who taught credit classes at 

public 2-year colleges, by their use of various instructional methods in their classes, 

employment status, and primary teaching field: Fall 1992 ......................................................... x 

Table 1 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by race/ethnicity and for selected characteristics: Fall 1992...................................... 24 

Table 2 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by gender and for selected characteristics: Fall 1992................................................. 25 

Table 3 Number and percentage distribution of full-time instructional faculty and staff at public 2- 

year colleges, by highest educational credential attained and for selected characteristics: 

Fall 1992..................................................................................................................................... 26 

Table 4 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by whether the current job is the first and only job held since earning their highest 

educational credential and for selected characteristics: Fall 1992 ............................................ 27 

Table 5 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges who have held a previous job to their current employment, by the employment status 

of the most recent previous job held and for selected characteristics: Fall 1992 ...................... 28 

Table 6 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges who have held a previous job to their current employment, by the responsibility of the 

most recent previous job held and for selected characteristics: Fall 1992 ................................ 29 

Table 7 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges who have held a job prior to their current employment, by the sector of the most recent 

previous job held and for selected characteristics: Fall 1992.................................................... 30 

Table 8 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by whether they had employment outside of their colleges and for selected 

characteristics: Fall 1992........................................................................................................... 31 

Table 9 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges who had employment outside of their colleges, by the primary responsibility of the 

other current job and for selected characteristics: Fall 1992..................................................... 32 

Table 10 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges who had outside employment, by the employment sector of the other current job held 

and for selected characteristics: Fall 1992................................................................................. 33

Table 11 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges who had employment outside of their colleges, by the employment status of the other 

current job and for selected characteristics: Fall 1992 .............................................................. 34 

Table 12 Average number of hours worked per week by full-time instructional faculty and staff at public 

2-year colleges, by selected characteristics: Fall 1992.............................................................. 35 
xv 

Table 13 Average number of hours per week devoted to paid activities at institution by full-time 

instructional faculty and staff at public 2-year colleges, by selected characteristics: 

Fall 1992..................................................................................................................................... 36 

Table 14 Average number of hours per week worked in paid activities outside of the college by fulltime instructional faculty and staff at public 2-year colleges, by selected characteristics: 

Fall 1992..................................................................................................................................... 37 

Table 15 Average number of classes taught by full-time instructional faculty and staff at public 2-year 

colleges, by selected characteristics: Fall 1992......................................................................... 38 

Table 16 Average number of total classroom credit hours taught by full-time instructional faculty and 

staff at public 2-year colleges, by selected characteristics: Fall 1992....................................... 39 

Table 17 Average number of hours per week full-time instructional faculty and staff at public 2-year 

colleges spent teaching credit classes, by selected characteristics: Fall 1992........................... 40 

Table 18 Average number of students taught in credit classes by full-time instructional faculty and staff 

at public 2-year colleges, by selected characteristics: Fall 1992............................................... 41 

Table 19 Average number of total student contact hours per week in credit classes for full-time 

instructional faculty and staff at public 2-year colleges, by selected characteristics: 

Fall 1992..................................................................................................................................... 42 

Table 20 Average number of total student credit hours generated by full-time instructional faculty and 

staff at public 2-year colleges, by selected characteristics: Fall 1992....................................... 43 

Table 21 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by main instructional method used in first credit class and for selected characteristics: 

Fall 1992..................................................................................................................................... 44 

Table 22 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by main instructional method used in second credit class and for selected 

characteristics: Fall 1992........................................................................................................... 45 

Table 23 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by main instructional method used in third credit class and for selected characteristics: 

Fall 1992..................................................................................................................................... 46 

Table 24 Number and percentage distribution of full-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of multiple-choice mid-term or final 

examinations in their classes and for selected characteristics: Fall 1992.................................. 47 

Table 25 Number and percentage distribution of full-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of essay mid-term or final examinations in 

their classes and for selected characteristics: Fall 1992 ............................................................ 48 

Table 26 Number and percentage distribution of full-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of term/research papers in their classes and 

for selected characteristics: Fall 1992 ....................................................................................... 49 

Table 27 Number and percentage distribution of full-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of multiple drafts of written work in their 

classes and for selected characteristics: Fall 1992 .................................................................... 50 
xvi 

Table 28 Number and percentage distribution of full-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of student presentations in their classes and 

for selected characteristics: Fall 1992 ....................................................................................... 51 

Table 29 Number and percentage distribution of full-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of student evaluations in their classes and 

for selected characteristics: Fall 1992 ....................................................................................... 52 

Table 30 Number and percentage distribution of full-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of computer-aided instruction in their 

classes and for selected characteristics: Fall 1992 .................................................................... 53 

Table 31 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by whether they had published within the past two years and for selected 

characteristics: Fall 1992........................................................................................................... 54 

Table 32 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by whether they had presented or exhibited their scholarly work within the past two 

years and for selected characteristics: Fall 1992 ....................................................................... 55 

Table 33 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by their opinion about choosing an academic career again and for selected 

characteristics: Fall 1992........................................................................................................... 56 

Table 34 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by their opinions concerning advancement opportunities for junior faculty and for 

selected characteristics: Fall 1992............................................................................................. 57 

Table 35 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by the likelihood that they would accept a part-time postsecondary job within three 

years and for selected characteristics: Fall 1992 ....................................................................... 58 

Table 36 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by likelihood that they would accept a part-time nonpostsecondary job within three 

years and for selected characteristics: Fall 1992 ....................................................................... 59 

Table 37 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by the likelihood that they would accept a full-time postsecondary job within three 

years and for selected characteristics: Fall 1992 ....................................................................... 60 

Table 38 Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

colleges, by the likelihood that they would accept a full-time nonpostsecondary job within three 

years and for selected characteristics: Fall 1992 ....................................................................... 61 

Table 39 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by race/ethnicity and for selected characteristics: Fall 1992...................................... 62 

Table 40 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by gender and for selected characteristics: Fall 1992................................................. 63 

Table 41 Number and percentage distribution of part-time instructional faculty and staff at public 

2-year colleges, by highest educational credential attained and for selected characteristics: 

Fall 1992..................................................................................................................................... 64 
xvii 

Table 42 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by whether they took part-time work because part-time work was preferred and for 

selected characteristics: Fall 1992............................................................................................. 65 

Table 43 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by whether they took part-time work because full-time work was unavailable and for 

selected characteristics: Fall 1992............................................................................................. 66 

Table 44 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by whether the current job is the first and only job held since earning their highest 

educational credential and for selected characteristics: Fall 1992 ............................................ 67 

Table 45 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges who have held a previous job to their current employment, by the employment status 

of the most recent previous job held and for selected characteristics: Fall 1992 ...................... 68 

Table 46 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges who have held a previous job to their current employment, by the responsibility of the 

most recent previous job held and for selected characteristics: Fall 1992 ................................ 69 

Table 47 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges who have held a job prior to their current employment, by sector of the most recent 

previous job held and for selected characteristics: Fall 1992.................................................... 70 

Table 48 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by whether they had employment outside of their colleges and for selected 

characteristics: Fall 1992........................................................................................................... 71 

Table 49 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges who had employment outside of their colleges, by the primary responsibility of the 

other current job and for selected characteristics: Fall 1992..................................................... 72 

Table 50 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges who had outside employment, by the employment sector of the other current job held 

and for selected characteristics: Fall 1992................................................................................. 73

Table 51 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges who had employment outside of their colleges, by the employment status of the other 

current job and for selected characteristics: Fall 1992 .............................................................. 74 

Table 52 Average number of hours worked per week by part-time instructional faculty and staff at public 

2-year colleges, by selected characteristics: Fall 1992.............................................................. 75 

Table 53 Average number of hours per week devoted to paid activities at institution by part-time 

instructional faculty and staff at public 2-year colleges, by selected characteristics: 

Fall 1992..................................................................................................................................... 76 

Table 54 Average number of hours per week worked in paid activities outside of the college by parttime instructional faculty and staff at public 2-year colleges, by selected characteristics: 

Fall 1992..................................................................................................................................... 77 

Table 55 Average number of classes taught by part-time instructional faculty and staff at public 2-year 

colleges, by selected characteristics: Fall 1992......................................................................... 78 

Table 56 Average number of total classroom credit hours taught by part-time instructional faculty and 

staff at public 2-year colleges, by selected characteristics: Fall 1992....................................... 79 
xviii 

Table 57 Average number of hours per week part-time instructional faculty and staff at public 2-year 

colleges spent teaching credit classes, by selected characteristics: Fall 1992........................... 80 

Table 58 Average number of students taught in credit classes by part-time instructional faculty and staff 

at public 2-year colleges, by selected characteristics: Fall 1992............................................... 81 

Table 59 Average number of total student contact hours per week in credit classes for part-time 

instructional faculty and staff at public 2-year colleges, by selected characteristics: 

Fall 1992..................................................................................................................................... 82 

Table 60 Average number of total student credit hours generated by part-time instructional faculty and 

staff at public 2-year colleges, by selected characteristics: Fall 1992....................................... 83 

Table 61 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by main instructional method used in first credit class and for selected characteristics: 

Fall 1992..................................................................................................................................... 84 

Table 62 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by main instructional method used in second credit class and for selected 

characteristics: Fall 1992........................................................................................................... 85 

Table 63 Number and percentage distribution of part-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of multiple-choice mid-term or final 

examinations in their classes and for selected characteristics: Fall 1992.................................. 86 

Table 64 Number and percentage distribution of part-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of essay mid-term or final examinations in 

their classes and for selected characteristics: Fall 1992 ............................................................ 87 

Table 65 Number and percentage distribution of part-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of term/research papers in their classes and 

for selected characteristics: Fall 1992 ....................................................................................... 88 

Table 66 Number and percentage distribution of part-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of multiple drafts of written work in their 

classes and for selected characteristics: Fall 1992 .................................................................... 89 

Table 67 Number and percentage distribution of part-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of student presentations in their classes and 

for selected characteristics: Fall 1992 ....................................................................................... 90 

Table 68 Number and percentage distribution of part-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of student evaluations in their classes and 

for selected characteristics: Fall 1992 ....................................................................................... 91 

Table 69 Number and percentage distribution of part-time instructional faculty and staff who taught 

credit classes at public 2-year colleges, by their use of computer-aided instruction in their 

classes and for selected characteristics: Fall 1992 .................................................................... 92 

Table 70 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by whether they had published within the past two years and for selected 

characteristics: Fall 1992........................................................................................................... 93 

Table 71 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by whether they had presented or exhibited their scholarly work within the past two 

years and for selected characteristics: Fall 1992 ....................................................................... 94 
xix 

Table 72 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by their opinion about choosing an academic career again and for selected 

characteristics: Fall 1992........................................................................................................... 95 

Table 73 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by their opinions concerning advancement opportunities for junior faculty and for 

selected characteristics: Fall 1992............................................................................................. 96 

Table 74 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by the likelihood that they would accept a part-time postsecondary job within three 

years and for selected characteristics: Fall 1992 ....................................................................... 97 

Table 75 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by the likelihood that they would accept a part-time nonpostsecondary job within 

three years and for selected characteristics: Fall 1992 .............................................................. 98 

Table 76 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by the likelihood that they would accept a full-time postsecondary job within three 

years and for selected characteristics: Fall 1992....................................................................... 99 

Table 77 Number and percentage distribution of part-time instructional faculty and staff at public 2-year 

colleges, by the likelihood that they would accept a full-time nonpostsecondary job within three 

years and for selected characteristics: Fall 1992 ..................................................................... 100 
xx 

List of Figures 

Figure A Percentage distribution of instructional faculty and staff whose primary responsibility 

was teaching for credit, by employment status in public 2-year colleges: Fall 1992 ..... v 

Figure B Percentage distribution of instructional faculty and staff in 2-year colleges, by years of 

experience on current job, age, and primary teaching field: Fall 1992.........................vii 

Figure C Percentage of full-time instructional faculty and staff in 2-year colleges who have held 

other jobs since earning their highest credential, by age: Fall 1992 ............................viii 

Figure 1 Percentage distribution of full-time instructional faculty and staff in public 2-year 

colleges, by years of experience on current job, age, and primary teaching field: Fall 

1992................................................................................................................................ 22 

Figure 2 Percentage distribution of part-time instructional faculty and staff in public 2-year 

colleges, by years of experience on current job, age, and primary teaching field: Fall 

1992................................................................................................................................ 23 
1 

Section 1: Introduction 

Results from the 1993 National Study of Postsecondary Faculty (NSOPF:93) reveal that there were 

approximately 275,000 instructional faculty and staff members at the Nation’s public 2-year colleges 

during the fall of 1992 (Kirshstein, Matheson, and Jing 1997, 14).1

 This group—the largest of any of the 

higher education sectors in terms of headcount though not full-time equivalency2

—represents 30 percent 

of the total instructional faculty and staff employed by colleges and universities nationwide. 

Previous NSOPF analyses, from both the 1988 and 1993 cycles, have compared faculty and staff in the 

public 2-year sector with faculty and staff in other sectors. (See, for example, Kirshstein, Matheson, and 

Jing 1997; Chronister, Baldwin, and Conley 1997). This report, however, uses selected findings from 

NSOPF:93 to examine differences between subgroups of faculty and staff within the public 2-year sector. 

It compares the backgrounds, teaching methods, and career lives of instructional faculty and staff who 

vary in terms of (a) age, (b) years of experience in their current jobs, and (c) primary teaching discipline. 

These comparisons show how those who are relatively new entrants to the teaching ranks at public 2-year 

colleges may differ from their older and more experienced colleagues. They also describe the 

instructional faculty and staff at public 2-year colleges as members of disciplinary subcultures. 

The decision to examine differences by age reflects contemporary concern about the impending turnover 

of a gradually aging faculty.3

 Approximately 24 percent of the full-time instructional faculty and staff 

who taught at public 2-year colleges during the fall of 1992 were over the age of 54.4

 The impending 

retirement of these individuals portends a gradual turnover to a younger generation of teachers. Who 

these younger teachers are and how they approach their work are questions asked by community college 

leaders who seek a more diverse faculty (in terms of race/ethnicity and gender) that studies and improves 

its teaching effectiveness. 

Comparisons by teaching discipline and by length of experience on the job reflect what Clark (1997) calls 

the “two internal features” that define academic work. “Disciplinary and institutional locations,” Clark 

argues, “together compose the primary matrix of induced and enforced differences among American 

academics” (ibid., 22). These two variables, he maintains, “are more important than...class, race, 

religion, and gender in determining work-centered thought and behavior [of faculty members]” (ibid.). 

Following Clark’s line of thought, data that describe averages for the entire community college faculty 

may mask salient variations between those teaching different subject areas and those who have had 

greater or lesser exposure to the community college as a workplace. 

Previous surveys of community college faculty members have occasionally revealed disciplinary 

differences in the academic work of community college faculty members. Palmer (1992b) found salient 

 

1

 Instructional staff members were defined as those whose work involved “teaching one or more classes for credit or 

advising or supervising students’ academic activities” (Kirshstein, Matheson, and Jing 1997, 2). 2

 NSOPF reports often detail findings across nine institutional sectors representing accredited, public and private 

nonprofit U.S. postsecondary institutions that grant a 2-year associate’s degree or higher. These sectors are as 

follows: public research, private research, public doctoral, private doctoral, public comprehensive, private 

comprehensive, private liberal arts, public 2-year, and “other.” These institutional sectors are based on a modified 

Carnegie Classification. For more information on these sectors, see A Classification of Institutions of Higher 

Education. (Princeton, N. J.: The Carnegie Foundation for the Advancement of Teaching), 1987. Of all the sectors, 

the “public 2-year” sector has the greatest number of instructional faculty and staff. However, only 40 percent of the 

instructional faculty and staff members at public 2-year colleges are employed on a full-time basis. In the remaining 

8 sectors, this proportion ranges from 51 percent to 81 percent (Kirshstein, Matheson, and Jing 1997, 14). 

3

 Ibid., 22. 

4

 Source: NSOPF:93. This applies only to instructional faculty and staff who reported that teaching was their 

primary responsibility and who had at least some responsibility for teaching credit classes. 
2 

variations by teaching discipline in the types of scholarly work in which community college faculty 

members engage outside of classroom teaching. For example, those teaching in the liberal arts and 

sciences were more likely to have published than those teaching in vocational fields; the vocational 

faculty members, on the other hand, were more likely to have produced instructional materials that are 

used by colleagues (and not simply in one’s own classes).5

 In a more recent study of 265 community 

college faculty members, Bayer and Braxton (1998, 197) determined that those who teach in the “hard 

sciences” were more likely than those in the “soft fields” to endorse stringent sanctions against colleagues 

who violate norms of teaching behavior.6

 

As for institutional impact on faculty work, no published studies have examined differences between 

community college faculty members with varying years of experience on the job. Yet the question of 

institutional influence on instructional faculty and staff is a contentious one. Many community college 

leaders have long asserted that strong faculty ties to the discipline must be discouraged in deference to the 

institution’s student-focused mission (Palmer 1992a). “A major challenge for the leadership of 

community colleges,” write three strong proponents of this viewpoint, “is to cause the faculty members to 

see themselves first as members of the college community and secondly as members of their specific 

professional communities” (Baker, Roueche, and Gillett-Karam 1990, 291). Those studying institutional 

influence on faculty members, however, raise serious concerns about the effect of a student-centered 

focus. Ethnographic examinations, undertaken in the 15 years preceding the 1993 NSOPF, offer a bleak 

picture of how the faculty adjusts to the community college over time. Reviewing these qualitative 

studies7

 in 1994, Palmer (1994, 432) noted that they “portray the faculty as casualties of an acculturation 

process leading many new teachers to compromise their commitment to academic standards.” These 

studies suggest that faculty ratchet down their expectations of student achievement, and distance 

themselves from scholarly work in the disciplines. Probable causes include “high teaching loads, 

institutional hostility or indifference to disciplinary scholarship, the weak academic backgrounds of 

students, the sociocultural gap between faculty and the students they teach, and the unstated though strong 

emphasis on maintaining enrollments and securing students’ success despite their marginal literacy skills”

(ibid., 432). 

The occasional surveys and ethnographies cited above are a rare exception to the usual practice of 

comparing the aggregate community college faculty with aggregate means for faculty in other higher 

education sectors. Their findings, sometimes limited to small samples or individual institutions, offer 

only a scant foundation for understanding the faculty as members of different disciplinary groups and as 

individuals who have had varying degrees of experience within the community college enterprise. This 

report provides a first national look at that diversity within the public 2-year sector, offering baseline data 

that may be used as points of comparison with data from future cycles of NSOPF. 

 

5

 Palmer’s findings were based on a survey of 840 randomly selected faculty members at 101 randomly selected 

community colleges nationwide. 

6

 Bayer and Braxton (1998, 199) also found that “community college faculty members who are younger (as 

measured by career age—years since receipt of the highest degree held) tend to assign stronger sanctioning actions 

to most of the normative domains.” 7

 These studies include those by London (1978); Richardson, Fisk, and Okun (1983); Seidman (1985); and Weis 

(1985). 
3 

Section 2: Scope, Method, and Limitations 

Drawing on the 1993 National Study of Postsecondary Faculty,8

 this report profiles the instructional 

faculty and staff at public 2-year colleges. It looks only at those instructional faculty and staff in public 2-

year colleges whose primary responsibility during the fall of 1992 was teaching for credit.9

 

In recognition of the different professional ties that full- and part-time faculty may have with the 

community college enterprise, separate profiles are developed for full- and part-time instructional faculty 

and staff. As Cohen and Brawer (1989, 77–78) note, 

part-time faculty are difficult to classify because they are only marginally connected to 

the profession. They may be highly professionalized in another field, graduate students 

marking time until they complete their studies, or loosely affiliated teachers who 

commute from job to job, working when they are called upon. Although they hold the 

same credentials as full-time faculty, they occupy a different status. They are chosen less 

carefully, the rationale being that because the institution is making no long-term 

commitment to them, there is no need to spend a great deal of time and money in 

selection. 

Cohen and Brawer go on to note that part-time faculty are not as carefully evaluated as full-time faculty, a 

point emphasized by Roueche, Roueche, and Milliron (1995) in a book entitled Strangers in their Own 

Land: Part-Time Faculty in American Community Colleges. The separation of this report into two 

sections, one for part-time faculty and one for full-time faculty, recognizes these distinctly different 

professional contexts. 

Variables Used in the Analysis 

Each profile looks at several characteristics of instructional faculty and staff in public 2-year colleges, 

including their demographic characteristics, their education and employment histories, percentages 

holding jobs outside of their colleges, and the type of work those outside jobs entail. The profiles include 

measures of instructional workload and insights into the approaches instructional faculty and staff use to 

teach classes and assess student work. (Of particular interest here is the extent to which instructional 

faculty and staff involve students in classroom activities, as opposed to primarily lecturing, and the extent 

to which they require written assignments). Selected attitudes about the profession are also examined, as 

are self-perceptions about the likelihood of accepting and moving on to another job. The specific 

variables used are listed in the Technical Notes to this report. Each variable should be considered a proxy 

measure for the larger construct it represents. 

 

8

 See the Technical Notes to this report for a discussion of the NSOPF, including the universe, response rates, and 

sources of error. 

9

 Applying this selection criteria, the total number of full-time instructional faculty and staff in public 2-year 

colleges whose primary responsibility was teaching in the fall of 1992 was 96,050. The corresponding number of 

part-time instructional faculty and staff was 159,160. In contrast, Kirshstein, Matheson, and Jing (1997) examined 

all faculty and staff members who had any instructional responsibilities during the fall, regardless of whether 

teaching was their primary responsibility. Excluding from this analysis those instructional faculty and staff in public 

2-year institutions whose primary responsibility was research, administration, or public service eliminates about 8 

percent of the instructional faculty and staff in public 2-year colleges. Other NCES reports from NSOPF may have 

still different inclusion criteria. It is important that the reader recognizes what subgroup of faculty and instructional 

staff is included in any particular NSOPF report. Hereafter, instructional faculty and staff whose primary 

responsibility was teaching for credit is used interchangeably with instructional faculty and staff. 
4 

Method and Limitations 

Characteristics of instructional faculty and staff in this report are looked at by age (those under 35 versus 

those between the ages of 55 and 64); by years of experience in current teaching position (under 10 years 

versus 20 or more years), and by primary teaching field. Seven disciplinary groups were used to compare 

instructional faculty and staff by primary teaching field: (1) business, law, and communications; (2) 

health sciences;10 (3) humanities;11 (4) natural sciences and engineering;12 (5) social sciences and 

education;13 (6) vocational training; and (7) all other areas.14 The report mentions only those differences 

that emerged as significant at the 0.05 level.15 

Five limitations apply to these comparisons. First, comparisons by age and years of experience in the 

current job focus only on the extremes (the oldest versus the youngest and the most experienced versus 

the least experienced); those in intermediate age and experience groups were not examined. In terms of 

experience, it was also important to determine if being at a institution for a longer period of time affected 

one’s behavior.16 Second, multivariate techniques were not used to examine covariation between the 

many factors that may explain observed differences. The intent here is description, not prediction. The 

data simply profile instructional faculty and staff in varying age, experience, and disciplinary categories. 

Third, the need for cell sizes that facilitate reliable comparisons limited the specificity of the seven 

disciplinary categories used to denote primary teaching field. As a result, the broad scope of these 

categories begs the question of within-disciplinary variances. For example, the category natural sciences 

and engineering includes (among other respondents) teachers of mathematics and teachers of physics. 

The differences that undoubtedly exist between these faculty subgroups remain unexamined. Fourth, 

although separate estimates were made for full-time and for part-time instructional faculty and staff, 

comparisons between full- and part-time faculty were not made.17 Finally, the use of seven teaching field 

categories leaves open the possibility of 42 one-on-one comparisons for each of the variables listed above. 

Hence, limitations were set for reporting comparisons by primary teaching field. Rather than reporting all 

of these one-on-one comparisons (humanities versus health sciences, humanities versus social sciences, 

and so on), this report notes only those cases in which a specific teaching field is significantly different 

from at least five other fields. The intent is to note where specific disciplinary areas stand out as being 

uniquely different from others. 

 

10 Includes first-professional health sciences, nursing, and other health sciences. 

11 Includes English and literature, foreign languages, history, philosophy, and religion. 

12 Includes engineering, biological sciences, physical sciences, mathematics and statistics, and computer sciences. 

13 Includes teacher education, other education, economics, political science, psychology, sociology, and other social 

sciences. 

14 Includes agriculture and home economics, fine arts, and “all other programs” not previously specified. 

15 In accordance with NCES standards, the Bonferroni adjustment to the significance level was used when multiple 

comparisons were made. With this adjustment, the 0.05 significance level was divided by the total number of 

comparisons made. Consequently, the t-value required for statistical significance across program areas was a 

considerably more rigorous requirement than the 1.96 t-value required for a single comparison. See the Technical 

Notes to this report for a description of accuracy of estimates. 

16 Inferences about institutional effects, however, are speculative. The comparisons reported here between 

instructional faculty and staff in different age and experience categories offer a snapshot perspective, not a 

longitudinal perspective. 

17 The employment status of the respondent was determined through his or her response to the question, "During the 

1992 Fall Term, did this institution consider you to be employed part-time or full-time?" 
5 

Section 3: Full-time Instructional Faculty and Staff 

The proportion of the total instructional faculty and staff at community colleges made up of full-time 

faculty has decreased since the 1960s. Reviewing available sources in the mid-1970s, Lombardi (1975 

and 1992, 55) estimated that full-time faculty made up 62 percent of the Nation’s 2-year college teachers 

in 1963, 60 percent in 1971, and 50 percent in 1974. He concluded that “As long as administrators are 

not constrained by law or collective bargaining agreements they will continue to employ lower paid parttime instructors, probably in larger numbers than in the past, as one means of effective savings.” By 

1995, the latest year for which federal data are available, full-time faculty made up only 35 percent of the 

faculty members at public 2-year institutions (Roey and Rak 1998, B–10, B–17). 

In the fall of 1992, of the instructional faculty and staff studied in this report, 38 percent were employed 

on a full time basis (96,050/255,210) (from tables 1 and 39). Minorities accounted for 14 percent of the 

full-time faculty, and 44 percent were women (tables 1 and 2). In terms of highest degree held (table 3), 

64 percent reported the master’s degree, with the remainder equally divided between those who held a 

doctorate or first-professional degree (19 percent) and those who had earned a baccalaureate or less (18 

percent). Other aggregate characteristics include the following: 

• Employment histories (tables 4–7). Two-thirds of full-time instructional faculty and staff 

indicated that they had held other jobs since earning their highest degree. When asked about the 

most recent job held before obtaining their current positions, 81 percent indicated that the job was 

full-time, 55 percent reported that teaching was the primary responsibility, and 48 percent noted 

that the job entailed work at a postsecondary institution. 

• Outside employment (tables 8–11). Approximately 28 percent of the full-time instructional 

faculty and staff reported at least some type of employment outside of their colleges during the 

fall of 1992. Of those who had outside employment, 26 percent reported that teaching was the 

primary activity in those jobs and 18 percent indicated that they were employed at other 

postsecondary institutions. Surprisingly, 13 percent of full-time instructional faculty and staff 

with outside employment characterized their second jobs as full-time. 

• Workload (tables 12–20). On average, the full-time teacher at public community colleges worked 

just under 47 hours per week, of which 36 hours were for paid activities at the college; taught 4.5 

credit classes18 for a total of 13 classroom credit hours; spent 17 hours per week teaching credit 

classes; instructed a total of 103 students in credit classes; accumulated 486 student contact hours 

per week in those classes; and generated 374 credit hours. Those who had employment outside of 

their institution worked an average of 10 hours per week on those outside jobs. 

• Use of lecture (tables 21–23). A majority of the full-time instructional faculty and staff reported 

that lecture was their main instructional method. This was the case for 72 percent of the 

respondents when referring to their “first” class taught in the fall of 1992, 68 percent when 

referring to their “second” class, and 65 percent of the respondents when referring to their “third”

class.19 

 

18 This estimate is based on the total number of credit classes taught by full-time faculty in the fall of 1992. The 

other estimates in this section (i.e., classroom credit hours, hours per week teaching credit classes, number of 

students in credit classes, student contact hours per week, and total credit hours generated) are based on information 

obtained from faculty about 5 or fewer of their credit classes. Five credit classes were the maximum number of 

credit classes for which detailed descriptions were given. In the fall of 1992, 96 percent of all instructional faculty 

and staff taught 5 or fewer credit classes. 

19 Respondents were asked to indicate the main instructional method used in up to five credit classes. No 

significance should be given to the order of the classes. 
6 

• Written assignments and exams (tables 24–27). Of the full-time instructional faculty and staff, 

70 percent employed multiple-choice mid-term or final examinations in some or all of their 

classes. Written assignments were less extensively used: 54 percent gave essay mid-term or final 

examinations in some or all of their classes; 49 percent assigned term papers or research papers; 

and 31 percent required students to write multiple drafts of written work. 

• Other instructional techniques used (tables 28–30). Sixty-three percent of the full-time 

instructional faculty and staff reported using student presentations in some or all of their classes, 

while 38 percent indicated that they allowed students to evaluate each other’s work in some or all 

classes. About one-half (49 percent) indicated that they used computer-aided instruction (CAI). 

• Non-teaching professional activities (tables 31 and 32). About one-fourth (26 percent) of the 

full-time instructional faculty and staff reported that they had published at least one item during 

the two years prior to the survey. About one-third (32 percent) indicated that they had exhibited 

artwork or made at least one presentation in the two years prior to the survey. 

• Attitudes toward the profession (tables 33 and 34). Most full-time instructional faculty and staff 

(90 percent) indicated that, if they were to start over, they would again choose an academic 

career. When asked about career opportunities for junior colleagues, 24 percent indicated that 

those opportunities had worsened in the past few years, 19 percent indicate that they had 

improved, and 57 percent felt that they had stayed the same. 

• Probability of changing jobs (tables 35–38). Relatively few of the full-time instructional faculty 

and staff indicated that it was “very likely” that they would accept other employment in the next 

three years. Four percent felt it “very likely” that they would accept a part-time job in another 

postsecondary institution; 4 percent felt it “very likely” that they would accept a part-time job in a 

nonpostsecondary setting; 6 percent felt it “very likely” that they would accept a full-time job in 

another postsecondary institution; and 6 percent felt it “very likely” that they would accept a fulltime job in a nonpostsecondary setting. 

Variations by Age (under 35 versus 55–64)

Of the full-time instructional faculty and staff included in this report, 7 percent were under the age of 35, 

26 percent were 35–44 years of age, 42 percent were 45–54 years of age, 21 percent were 55–64 years of 

age, and 3 percent were 65 or older (figure 1). Comparisons between respondents in the under 35 and 55–

64 age categories yielded few differences. In contrast to those in the 55–64 age group, respondents under 

the age of 35: 

• included a greater proportion of women (48 versus 30 percent, respectively) (table 2); 

• included a greater proportion of those for whom the baccalaureate or less was the highest earned 

credential (32 versus 14 percent, respectively) (table 3) and a smaller proportion who had earned 

a Ph.D. or first-professional degree (8 versus 21 percent, respectively); 

• were less likely to report that their current jobs were the first and only jobs held since earning 

their highest degree (18 versus 42 percent, respectively) (table 4); 

• were more likely to report that the job held immediately prior to their current position was parttime (21 versus 15 percent, respectively) (table 5); and 

• were less inclined to rule out the possibility of moving on to another full-time job in the next 

three years (61 versus 86 percent, respectively, indicated that they were “not at all likely” to 

accept a full-time nonpostsecondary job in the next three years, and 47 versus 81 percent, 
7 

respectively, indicated that they were “not at all likely” to accept a full-time postsecondary job in 

the near future) (tables 38 and 37). 

The data on gender suggest that inroads have been made in increasing the proportion of women in the 

full-time ranks. Findings on the employment status (full-time versus part-time) of most recent previous 

jobs and on self-perceptions of the probability of changing jobs may simply reflect natural life 

experiences over time. It is reasonable to expect that individuals between the ages of 55 and 64 will have 

been more likely than those under 35 to have held a full-time job in the past and to rule out the possibility 

of new employment in the future. But the data on educational attainment are more difficult to interpret. 

The relatively high proportion of younger instructional faculty and staff who had a bachelor’s degree or 

less suggests that—in contrast to their older colleagues—they may not have finished their education.20 

Also the fact that their older colleagues were more likely to be in their first and only jobs since earning 

the highest credential perhaps suggests that instructional faculty and staff under the age of 35 have 

experienced a more indirect route from completion of an academic degree to employment as a full-time 

community college teacher. 

All this is a matter of speculation. But the relatively few differences that emerged between the under 35 

and 55–64 age groups suggest that younger instructional faculty and staff members were quite similar to 

their older colleagues. Although the younger group included a greater proportion of women than the 

older group (table 2), the proportion of minorities in each age group was approximately the same (table 

1). They also were similar in terms of the responsibility and sector of the most recent previous job (tables 

4–7), the tendency to have other employment outside of their colleges (tables 8–11), workload within the 

college (tables 12–20), and attitudes toward career opportunities (tables 33 and 34). Younger 

instructional faculty and staff also taught in similar ways (tables 21–30) and were no more likely to 

engage in non-teaching professional activities (as evidenced by publications and presentations) than their 

older colleagues (tables 31 and 32). In short, the survey findings suggest that full-time faculty under the 

age of 35 looked and acted like their counterparts in the 55–64 age category. 

Variations by Years in Current Position (less than 10 versus 20 or more) 

Further comparisons were made by years of experience in the current job. Two groups were examined: 

full-time faculty who had held their current positions for less than 10 years and full-time faculty who had 

held their current jobs for 20 or more years.21 The former group made up 49 percent of the full-time 

instructional faculty and staff, while the latter group made up 24 percent (figure 1). 

Many of the differences between these two groups mirror the differences between younger and older 

colleagues described above. In contrast to those who had held their current jobs for 20 or more years, 

full-time faculty who had held their jobs for less than 10 years were more likely to be female (51 versus 

28 percent, respectively) (table 2), more likely to hold the baccalaureate or less as their highest degree (22 

versus 8 percent, respectively) (table 3), and more likely to report that their most recent previous job 

entailed part-time employment (20 versus 12 percent, respectively) (table 5). In addition, they were more 

likely to indicate that they would accept another full-time job within the next three years, either in another 

 

20 There were no significant differences between primary teaching fields in terms of the age distribution of 

instructional faculty and staff. That is, there were no differences between the seven teaching categories studied in 

terms of the proportion of teachers who were under 35 or the proportion who were in the 55–64 age bracket. Hence 

younger teachers were not disproportionately represented in the vocational training or health sciences categories 

which, as noted below, include relatively large numbers of instructional faculty and staff who held no more than the 

baccalaureate. 

21 Respondents were asked “In what year did you begin the job you held at this institution during the 1992 Fall 

Term? Include promotions in rank as part of your Fall 1992 job.” 
8 

postsecondary institution (9 versus 3 percent, respectively) (table 37) or in a noncollegiate setting (8 

versus 3 percent, respectively) (table 38). 

However, comparisons by years of experience in the current job yielded workload differences that did not 

emerge in comparisons between the under-35 and 55–64 age groups. In contrast to those who had been 

on the job for 20 or more years, full-time faculty with less than 10 years of experience in their current 

positions taught, on average, fewer credit classes (4.3 versus 4.8 classes, respectively) (table 15) and a 

smaller total number of credit students (98 versus 114 students, respectively) (table 18). Conversely, the 

average number of hours per week spent teaching credit classes (table 17) was greater for those who had 

been in their jobs for 10 or fewer years (18 hours) than it was for those who had been in the current jobs 

for 20 or more years (16 hours). In addition, those with 10 or fewer years in the same job worked, on 

average, a greater number of hours per week than their counterparts with 20 or more years of experience 

on the job (48 versus 45 hours, respectively) (table 12). These self-reported data on workload, if correct, 

suggest that as faculty members gain experience, their average productivity (as measured by students and 

classes taught per unit of time spent working) increases. 

Other differences emerged in terms of instructional approaches used. Data in table 28 reveal that fulltime faculty who had held their jobs for less than 10 years were—in contrast to those who had held their 

current jobs for 20 or more years—more likely to indicate that they used student presentations in all 

classes (21 versus 15 percent, respectively), and less likely to indicate that they use student presentations 

in no classes (32 versus 44 percent, respectively). A similar pattern emerged for the use of Computer 

Assisted Instruction (CAI). Among those with less than 10 years in the current job, 17 percent reported 

using CAI in all classes and 48 percent reported using CAI in no classes (table 30). This compares with 

12 percent and 58 percent, respectively, of those who had held their jobs for 20 or more years. Finally, 

the proportion of those reporting the use of student evaluations of each other’s work in no classes (table 

29) was greater for those who had held their jobs for 20 or more years (66 percent) than it was for those 

who had held their jobs for less than 10 years (58 percent). 

While these findings suggest that those who have held their jobs for less than 10 years are more likely to 

encourage student presentations and involve students in the evaluation of each other’s work, there is no 

evidence that they are more likely than their colleagues with 20 or more years on the job to stray from 

traditional class formats or emphasize student literacy skills (as measured by the use of term/research 

papers and the use of essay exams). For example, the two groups were similar in their tendency to rely 

on lectures as their primary method of instruction (tables 21–23). The two groups also showed no 

differences in terms of the use of multiple choice examinations versus essay exams, and the use of 

term/research papers and multiple drafts of written work (tables 24–27). Contrary to the findings of the 

ethnographic studies examined by Palmer (1994), these similarities are not consistent with the hypothesis 

that, over time, community college teachers reduce the literacy demands placed on students. 

Variations by Primary Teaching Field 

The percentage distribution of full-time instructional faculty and staff in public 2-year institutions, by 

primary teaching field was as follows: business, law, and communications, 12 percent; health sciences, 

13 percent; humanities, 18 percent; natural sciences and engineering, 24 percent; social sciences and 

education, 13 percent; vocational training, 9 percent; and all other programs, 10 percent (figure 1).22

Below is an examination of the differences that existed by teaching field of full-time instructional faculty 

and staff in 2-year colleges. 

 

22 See “Methods and Limitations” section for a complete description of teaching fields. 
9 

There were no significant differences in the racial/ethnic make-up of instructional faculty and staff in any 

of the primary teaching fields noted above (table 1). Nor were there any differences by primary teaching 

field in instructional faculty and staff’s outside employment (tables 8–11), attitudes toward career 

opportunities for junior faculty (table 34), and likelihood of accepting another job within three years 

(tables 35–38). Some differences did emerge, however, by gender, education and employment histories, 

workload, and instructional methods used. 

Gender. Some gender variations between the seven disciplinary areas studied appear to reflect the 

traditional gender differences in vocations. For example, the vocational training category had 

proportionately more men (86 percent) than any of the other six categories (table 2). Conversely, the 

proportion of full-time teachers accounted for by men in the health sciences category (14 percent) was 

smaller than the proportion in any of the other categories. Comparisons also revealed that the natural 

sciences category, which includes mathematics, had a greater proportion of men (71 percent) than all 

other categories except vocational training and other. 

Education and employment histories. When asked if their current jobs were the first and only jobs held 

since earning their highest academic credentials, no differences emerged between full-time faculty in the 

seven disciplinary groups (table 4). However, comparisons based on other variables revealed salient 

differences particularly between those who teach in the humanities and those who teach in career-related 

fields: 

• Teachers in the vocational training and health sciences categories included a greater 

proportion of those with a baccalaureate or lower credentials (61 percent and 30 percent, 

respectively) than teachers in any of the other categories (i.e., business, 12 percent; 

humanities, 1 percent; natural sciences, 15 percent; social sciences, 6 percent, and all other 

program areas, 19 percent) (table 3). 

• Almost all (95 percent) of the vocational training teachers indicated that that they were 

employed on a full-time basis in their most recent previous job. This exceeds the percentage 

of any other category (table 5). 

• When asked about their most recent previous job, 76 percent of the humanities teachers 

(significantly more than any other category) indicated that they had held a teaching post, and 

65 percent (significantly more than any other category except social sciences) indicated that 

their most recent previous job was at another postsecondary institution (tables 6 and 7). 

Workload. Survey responses from full-time faculty reveal some disciplinary differences in instructional 

load. These differences include the following:

• In terms of average number of credit classes taught per week, full-time faculty in health 

science fields reported the lowest teaching loads of any of the seven disciplinary areas 

studied. Those in the health science fields taught (on average) 3 classes, compared with 4 

classes for those in the natural sciences and engineering category, and 5 classes in the 

remaining categories (table 15). 

• Full-time faculty in vocational training fields reported spending more hours per week 

teaching credit classes (26 hours) than any of the other disciplinary areas studied: 19 hours 

for the “other” category; 18 hours for health sciences; 17 hours for natural sciences and 

engineering; 16 hours for business, law, and communications; 15 hours for the humanities; 

and 14 hours for social sciences and education. (table 17). 
10

• In terms of the total number of students taught in credit classes, full-time faculty in the health 

sciences and in the vocational training fields reported lower averages (76 and 74, 

respectively) than any of the other five areas studied (103 in business, law, and 

communications, 115 in the humanities, 102 in natural sciences and engineering, 137 in 

social sciences and education, and 99 in “other.”

23 Conversely, the average number of 

students enrolled in the credit classes of full-time faculty teaching the social sciences was 

higher than any of the other areas; the average for those teaching in the humanities was 

higher than all other fields except the social sciences (table 18). 

These findings suggest that, in contrast to those teaching in academic fields (particularly the social 

sciences and humanities), instructional faculty and staff in career-related disciplines (health sciences and 

vocational training) had comparatively low student/faculty ratios. However, no one disciplinary area 

stood out from the others in terms of total classroom credit hours taught (table 16) or total student contact 

hours per week in credit classes (table 19). In addition, there were no disciplinary differences in terms of 

the average number of hours per week devoted to paid work inside or outside of the institution (tables 13 

and 14). 

Instructional methods. Responses to questions regarding instructional methods used revealed other 

disciplinary variations. The natural sciences category stood out as one in which full-time instructional 

faculty and staff were more likely to use lecture and less likely to require extensive written work. The 

humanities category, on the other hand, stood out as one with a relatively high emphasis on student 

involvement and writing. Interestingly, the vocational training field did not stand out as a category 

representing faculty members and staff who teach in ways that are significantly different than the methods 

employed by those in the remaining, disciplinary fields. Key findings include the following: 

• Greater proportions of the full-time instructional faculty and staff in the natural sciences 

category employed lecture as their main instructional technique than any of the other 

categories studied (tables 21, 23). In addition, the full-time teachers in the natural sciences 

group were less likely than their colleagues in any of the other categories except vocational 

training to use student presentations in all classes and more likely to report that they used 

student presentations in no courses (table 28). They were also more likely than full-time 

faculty in any of the other categories to indicate that they used student evaluations in none of 

their classes (table 29). 

• Conversely, full-time teachers in the humanities category were more likely than their 

counterparts in each of the other categories to employ either the seminar method or 

discussion, role playing, group projects, or cooperative learning techniques as their main 

instructional method (tables 21–23). They also were significantly more likely than full-time 

teachers in all other disciplinary groups except the “other” category to have students evaluate 

each other’s work in all classes (table 29).24

• Full-time faculty teaching in the humanities and social sciences were more likely than 

instructional faculty and staff in any other category to indicate that they required term papers 

in all of their classes (table 26). Conversely, full-time faculty teaching in the natural sciences 

were significantly more likely than instructional faculty and staff in all other categories 

except vocational training to indicate that they required term papers in none of their classes. 

 

23 Comparing the health sciences and vocational training fields on this measure yielded no statistical differences. 

24 Full-time instructional faculty and staff in the humanities category were also less likely than their counterparts in 

all remaining categories except “other” to indicate that they never ask students to evaluate each other’s work. It is 

perhaps the inclusion of fine arts teachers in the other category that makes it the exception. 
11

• Full-time faculty teaching the humanities were more likely than their colleagues in any of the 

other disciplinary categories to indicate that they used essay examinations and required 

students to submit multiple drafts of written work in all of their classes (tables 25 and 27, 

respectively). The humanities teachers also were least likely to indicate that they 

incorporated these instructional requirements in none of their classes. 

• Full-time instructional faculty and staff in the humanities were more likely than colleagues in 

any of the other disciplinary categories to indicate that they used multiple choice 

examinations in none of their classes (table 24). These examinations were most likely to be 

used in the health sciences; full-time faculty in this disciplinary category were more likely 

than colleagues in any of the other categories to indicate that multiple choice examinations 

were used in all classes; they were least likely to indicate that multiple choice tests were used 

in no classes. 

Non-teaching professional activities. There were no disciplinary variations in the extent to which fulltime instructional faculty and staff had made presentations or otherwise exhibited their scholarly work 

within the past two years (table 32). The humanities teachers, however, were more likely than their 

colleagues in all other categories to indicate that they had published within the last two years (table 31). 
12
13

Section 4: Part-time Instructional Faculty and Staff 

Part-time faculty made up 62 percent of the instructional faculty and staff who taught credit classes in the 

fall of 1992 (159,160/255,210) (from tables 1 and 39). Most of these part-time teachers (88 percent) were 

white, non-Hispanic, and 57 percent were male (tables 39 and 40). One-third (33 percent) held the 

baccalaureate or less as their highest academic credential, 53 percent held the master’s degree, and 13 

percent held a doctorate or first-professional degree (table 41). Other aggregate findings for the part-time 

faculty are summarized below. 

• Reasons for working part time (tables 42 and 43). The part-time instructional faculty and 

staff were divided evenly between those who willingly took on part-time work and those who 

did so reluctantly. When asked if they preferred part-time employment, 50 percent said “yes”

and 50 percent said “no.” When asked if they took their part-time jobs because full-time work 

was unavailable, 48 percent responded “yes” and 52 percent responded “no.” 

• Employment history (tables 44–47). Five percent of the part-time instructional faculty and 

staff indicated that their current teaching jobs at the 2-year college represented the first and 

only employment held since obtaining their highest academic credential. Most (73 percent) 

indicated that their most recent previous job was held on a full-time basis; 39 percent 

indicated that the most recent previous job entailed teaching; and 26 percent indicated that the 

their most recent previous job was held at a postsecondary institution. 

• Outside employment (tables 48–51). Most of the part-time instructional faculty and staff (79 

percent) held other jobs outside of their colleges. When asked about the primary 

responsibility of their outside work, 38 percent reported that their outside job entailed 

teaching. A minority (18 percent) of those with outside employment indicated that they 

worked at another postsecondary institution. Others were self-employed (18 percent); or 

worked in hospitals, foundations, or government agencies (22 percent); for-profit businesses 

(17 percent), or “other” agencies (26 percent). About two-thirds (67 percent) of those with 

outside employment indicated that their other employment entailed full-time work. 

• Workload (tables 52–60). On average, the part-time instructional faculty and staff member at 

public community colleges worked a total of 33 hours per week, of which 11 were for paid 

activities at the college. In addition, part-time instructional faculty and staff at public 2-year 

colleges taught an average of 2.1 credit classes25 for a total of 5.8 classroom credit hours; 

spent 8 hours per week teaching credit classes; instructed a total of 42 students in credit 

classes; accumulated 175 student contact hours per week in those classes; and generated 138 

credit hours. When considering only those who held more than one job during the fall of 

1992, the average amount of time devoted per week to jobs outside of the college was about 

32 hours.26

 

25 This estimate is based on the total number of credit classes taught by part-time instructional faculty and staff in 

the fall of 1992. The other estimates in this section (i.e., classroom credit hours, hours per week teaching credit 

classes, number of students in credit classes, student contact hours per week, and total credit hours generated) are 

based on information obtained from faculty about 5 or fewer of their credit classes. Five credit classes were the 

maximum number of credit classes for which detailed descriptions were given. Part-time faculty taught an average 

of 1.7 credit classes in 5 or fewer credit classes. In the fall of 1992, 96 percent of all instructional faculty and staff 

taught 5 or fewer credit classes. 

26 Outside jobs include any employment outside of the institutions at which the respondents to the survey were 

sampled. 
14

• Use of lecture (tables 61 and 62). Lecture was cited as the main instructional mode by 66 

percent of the part-time faculty when referring to their “first” class and by 63 percent of the 

part-time faculty when referring to their “second” class.27 

• Written assignments and exams (tables 63–66). Multiple-choice mid-term or final 

examinations were used in “some” or “all” classes by 61 percent of the part-time instructional 

faculty and staff. When asked about other types of assignments or examinations used in 

some or all of their classes, 47 percent indicated that they gave essay examinations at midterm or at the end of the semester, 41 percent indicated that they assigned term/research 

papers, and 25 percent noted that they required students to turn in multiple drafts of written 

work. 

• Other instructional techniques used (tables 67–69). Student presentations were required by 

55 percent of the part-time instructional faculty and staff in some or all of their classes; 35 

percent indicated that they had students evaluate each other’s work; and 33 percent indicated 

that they used CAI. 

• Non-teaching professional activities (tables 70 and 71). Of part-time instructional faculty 

and staff, 23 percent indicated that they had published within the past two years, and 27 

percent indicated that they had made presentations or otherwise exhibited their scholarly 

work. 

• Attitudes toward the profession (tables 72 and 73). Most part-time instructional faculty and 

staff (88 percent) indicated that, if they were to start over, they would again choose an 

academic career. When asked about career opportunities for junior colleagues, 31 percent 

indicated that those opportunities had worsened in the past few years, 18 percent indicated 

that they had improved, and 51 percent felt that they had stayed the same. 

• Probability of accepting other employment (tables 74–77). When asked about the 

probability of accepting other employment in the next three years, 13 percent felt it “very 

likely” that they would accept a part-time job in another postsecondary institution; 7 percent 

indicated that it was “very likely” that they would accept a part-time job in a 

nonpostsecondary setting; 19 percent felt it “very likely” that they would accept a full-time 

job in another postsecondary setting; and 17 percent felt it “very likely” that they would 

accept a full-time job in a nonpostsecondary setting. 

Variations by Age (under 35 versus 55–64) 

Of the part-time instructional faculty and staff, 16 percent were under the age of 35, 34 percent were in 

the 35–44 age bracket, 30 percent were between the ages of 45 and 54, 14 percent were between the ages 

of 55 and 64, and 6 percent were 65 or older (figure 2). As was the case for full-time faculty, comparisons 

between part-time faculty in the under 35 and 55–64 age categories yielded few differences. In terms of 

educational and employment histories, respondents under the age of 35 were, in contrast to those in the 

55–64 age group: 

• more likely to hold the baccalaureate or less as their highest academic credential (53 versus 

22 percent, respectively) (table 41); 

• more likely to indicate that they accepted part-time work because full-time work was not 

available (56 versus 43 percent, respectively) (table 43); 

 

27 Respondents were asked to indicate the main instructional method used in up to five credit classes. No 

significance should be given to the order of the classes. 
15

• less likely to indicate that their most recent previous job entailed teaching (31 versus 47 

percent, respectively) (table 46); and 

• less likely to indicate that their part-time teaching position was the only job currently held (15 

versus 31 percent, respectively) (table 48). 

In addition, the proportion of part-time faculty who felt it “very likely” that they would accept a full-time 

job in the next three years was higher for those under the age of 35 than it was for those in the 55–64 

group. Of those part-time faculty who were under 35, 28 percent felt it “very likely” that they would 

accept a full-time job in either a nonpostsecondary setting or a postsecondary setting (tables 76 and 77). 

This compares with 12 and 10 percent, respectively, of those in the 55–64 age bracket. 

These data suggest that (as is the case with full-time faculty) younger part-time instructional faculty and 

staff were more likely than older colleagues to fill teaching positions that did not require graduate 

degrees. They were also more likely to have taken part-time work reluctantly, to have other jobs outside 

of their colleges, and to have been in the market for full-time work. However, part-time faculty in the two 

age groups did not differ in terms of workload, approaches to instruction, or the tendency to publish or 

exhibit scholarly work. Their outlooks on opportunities for junior faculty were similar, as were their 

feelings about selecting an academic career if they had a chance to “do it all over again.” 

Variations by Years in Current Position (less than 10 versus 20 or more) 

Most of the part-time instructional faculty and staff examined in this report (80 percent) had held their 

current teaching jobs for less than 10 years. An additional 16 percent had held their jobs for between 10 

and 19 years; 4 percent had held their jobs for 20 or more years (figure 2). Comparisons between those 

with less than 10 years of experience in their current jobs and those with 20 or more years yielded very 

few differences. In contrast to the latter group, the former were less likely to indicate that they would 

select an academic career were they to “do it all over again” (88 versus 96 percent, respectively) (table 

72). Part-time instructional faculty and staff with less than 10 years of experience in their current job were

more likely than those with 20 or more years of experience to 

• have a higher percentage of women (45 versus 22 percent, respectively) (table 40); 

• indicate that they took part-time work because full-time positions were unavailable (50 versus 

28 percent, respectively) (table 43); 

• indicate that the most recent previous job was held on a part-time basis (29 versus 13 percent, 

respectively) (table 45); 

• indicate that they required students to submit multiple drafts of written work in some or all 

classes (27 versus 18 percent, respectively) (table 66); and 

• indicate a high probability that they would accept a full-time, postsecondary job within the 

next three years (21 versus 10 percent, respectively) (table 76). 

Of the variables for which differences emerged between the two experience categories, only one (taking 

part-time work because full-time positions were unavailable) also emerged as a point of difference 

between those under the age of 35 and those in the 55–64 age bracket. 
16

Variations by Primary Teaching Field 

The percentage distribution of part-time instructional faculty and staff in public 2-year institutions, by 

primary teaching field was as follows: business, law, and communications, 14 percent; health sciences, 7 

percent; humanities, 18 percent; natural sciences and engineering, 26 percent; social sciences and 

education, 14 percent; vocational training, 8 percent; and all other programs, 13 percent28 (figure 2). 

No one disciplinary group differed from five or more other groups in terms of race/ethnicity, attitudes 

toward career opportunities, or the likelihood of accepting other employment. One or more disciplinary 

groups, however, stood out from the others in terms of gender, education and employment histories, 

current employment, instructional methods used, and non-teaching professional activities. 

Gender. As was the case with full-time instructional faculty and staff, some disciplinary groups stood out 

in terms of a disproportionately high proportion of men (table 40). Part-time faculty in the vocational 

training category included proportionately more men than any of the other categories. In addition, parttime faculty in business and in the natural sciences included proportionately more men than all other 

categories except vocational training. 

Education and employment histories. Part-time instructional faculty and staff in the vocational training 

category stood out as having fewer ties to academe. They were more likely than all other categories 

(except health sciences) to have earned no more than a baccalaureate and less likely than all other 

categories to have earned a doctorate or first-professional degree (table 41). They were also less likely to 

report that their most recent previous jobs were in postsecondary institutions (table 47). 

The part-time faculty in the humanities category, on the other hand, stood out as a group that appeared to 

have the strongest professional connections to academe. For example, when asked about the primary 

responsibility of their most recent previous jobs, 61 percent of the humanities instructors indicated 

“teaching,” higher than any other group (table 46). Although the part-time faculty in the humanities 

category were no more or less likely than colleagues in other disciplines to hold outside jobs, those that 

did were more likely than part-time instructional faculty and staff in other disciplines to hold outside jobs 

that entailed teaching at a postsecondary institution (tables 49 and 50).29 

Workload. Differences by primary teaching discipline emerged for only one workload variable—average 

number of students taught in credit classes. Part-time instructional faculty and staff in the social sciences 

and education taught (on average) more students in credit classes (53 students) than their colleagues in 

business, law, and communications (37 students) , health sciences (39 students), natural sciences and 

engineering (41 students), vocational training (36 students) and “other programs” (40 students). 

(Humanities faculty and staff taught an average of 46 students, a figure that was not significantly 

different from the figure for the social sciences and education.) 

Instructional methods. Two disciplinary areas—natural sciences and the humanities—stood out in terms 

of instructional methods used. As was the case with full-time instructional faculty and staff, part-time 

faculty in the natural sciences were least likely of all the disciplinary areas studied to have required term 

papers or student presentations in all classes (tables 65 and 67). In addition, they were significantly more 

 

28 See “Methods and Limitations” section for a complete description of teaching fields. 

29 The humanities teachers also revealed a greater tendency to be captives of the academic labor market, though they 

were not alone in this regard. When asked if they took part-time work because full-time work was unavailable, 61 

percent of those in the humanities and 58 percent of those in the other category responded yes (table 43). Both were 

significantly higher than any other group except the social sciences. 
17

likely than their part-time colleagues in the other disciplinary areas to have used lecture as the main 

instructional technique in the “first class” (table 61). 

Part-time faculty in the humanities, on the other hand, were more likely than part-time faculty in the other 

disciplinary groups to have used seminars, discussion, role playing, group projects, or cooperative 

learning as the main instructional technique in the “first class” (table 61).30 They were also more likely to 

have required multiple drafts of written work in all classes (table 66) and to have used essay mid-terms or 

finals in all classes (table 64).31 The humanities group was more likely than the others to have required 

multiple drafts of written work (table 66) and to indicate that they use essay mid-terms or final 

examinations in some or all classes (table 64). 

Non-teaching professional activities. Part-time instructional faculty and staff teaching different subjects 

showed no variations in terms of recent publications (table 70). However, the part-time instructional 

faculty and staff in the other category were more likely than colleagues in the remaining six disciplinary 

groups to indicate that they had exhibited their work at some point during the last two years (table 71). 

This may reflect the fact that teachers in the fine and performing arts were included in the other category. 

 

30 This did not hold, however, for the “second class” (table 62). 31 Part-time faculty in the social sciences were more likely than all the other groups except humanities to have used 

essay mid-terms or finals in all classes (table 64). 
18
19

Section 5: Summary 

Drawing on data on the 1993 National Study of Postsecondary Faculty (NSOPF:93), this analysis sought 

to differentiate instructional faculty and staff at public 2-year colleges by age (under 35 versus 55–64) and 

by years of experience in the current job (under 10 years versus 20 or more years). It also examined 

differences by primary teaching field, comparing respondents in seven areas: business, law, and 

communications; health sciences; humanities; natural sciences and engineering; social sciences and 

education; vocational training; and all other areas. The results augment previous NSOPF:93 analyses that 

examined the 2-year college professoriate as a whole (often in comparison with the professoriate in other 

sectors) without examining key points of variation within the 2-year college sector itself. 

On average, the full-time teacher at public community colleges worked just under 47 hours per week, of 

which 36 hours were for paid activities at the college; taught 4.5 credit classes for a total of 13 classroom 

credit hours; spent 17 hours per week teaching credit classes; instructed a total of 103 students in credit 

classes; accumulated 486 student contact hours per week in those classes; and generated 374 credit hours. 

On average, the part-time instructional faculty and staff at public community colleges worked 33 hours 

per week, of which 11 were for paid activities at the college. In addition, part-time instructional faculty 

and staff at public 2-year colleges taught an average of 2.1 credit classes for a total of 5.8 classroom credit 

hours; spent 8 hours per week teaching credit classes; instructed a total of 42 students in credit classes; 

accumulated 175 student contact hours per week in those classes; and generated 138 credit hours. 

Approximately 28 percent of the full-time instructional faculty and staff reported at least some type of 

employment outside of their colleges. Of those who had outside employment, 26 percent reported that 

teaching was the primary activity in those jobs and 18 percent indicated that they were employed at other 

postsecondary institutions. Surprisingly, 13 percent of those with outside employment characterized their 

second jobs as full-time. 

Most of the part-time faculty (79 percent) held other jobs outside of their colleges. When asked about the 

primary responsibility of their outside work, 38 percent reported that their outside job entailed teaching 

and 18 percent of those with outside employment indicated that they worked at another postsecondary 

institution. Others were self-employed (18 percent); or worked in hospitals, foundations, or government 

agencies (22 percent); for-profit businesses (16 percent), or “other” agencies (26 percent). About twothirds of those with outside employment indicated that their other employment entailed full-time work. 

How do Younger Instructional Faculty and Staff Differ from Their Older Colleagues? 

There were two major differences between instructional faculty and staff at public 2-year colleges who 

were under the age of 35 and those who were between the ages of 55 and 64 in the fall of 1992. The first 

is clear: the two groups represent individuals who are at different stages of their careers. Younger 

teachers are still developing careers that their older colleagues have long since established. This emerges 

in the findings that, regardless of employment status (full-time or part-time), younger teachers were (a) 

more likely to hold only a baccalaureate or less as the highest earned credential, and (b) less likely to rule 

out the possibility of moving on to another full-time job. 

The second major difference lies in the employment histories of the two groups. For example, among 

full-time faculty, the younger teachers were less likely than their older colleagues to indicate that their 

current jobs were the first and only jobs held since earning the highest credential. Among part-time 

faculty, younger teachers were more likely to indicate that they accepted part-time work because full-time 

work was unavailable. This suggests that younger instructional faculty and staff at public 2-year colleges 
20

may have been more likely to experience contingent, short-term employment than instructional faculty 

and staff in the 55–64 age bracket. 

The proportion of women among full-time faculty under the age of 35 was greater than the proportion of 

women among full-time faculty between the ages of 55 and 65. But this was not the case for part-time 

faculty. Additionally, regardless of employment status, the two age groups did not differ significantly in 

terms of race/ethnicity, workload, instructional methods used, non-teaching professional activities, and 

attitudes toward career opportunities for junior faculty. The younger and older teachers apparently 

worked in similar ways. 

Does Experience on the Job Make a Difference? 

Some of the differences between those who have held their current jobs for less than 10 years and those 

who have held their jobs for 20 or more years mirror the differences between younger and older 

colleagues. For example, instructional faculty and staff who had held their jobs for 10 or fewer years 

were less likely than those who had been on the job for 20 or more years to hold a postbaccalaureate 

degree. In addition, they were less likely to rule out the probability of seeking other employment. These 

differences apply to both full- and part-time faculty. 

Analyses of responses from the full-time instructional faculty and staff revealed differences that did not 

emerge in the age comparisons. In contrast to full-time faculty who have held their jobs for less than 10 

years, those with 20 or more years of experience in the same full-time job worked fewer hours per week 

but taught, on average, greater numbers of students. Full-time teachers who were in the same job for 20 

or more years were also less likely to have required student presentations, to have used CAI, or to have 

required students to evaluate each other’s work. 

It is tempting to tie the apparent productivity edge of the full-time, long-term jobholders to their 

comparatively limited experimentation with CAI or to the relatively small extent to which they involved 

students in class presentations or in the evaluation of each other’s work. But such speculation is 

weakened by other comparisons showing no difference between the two groups in terms of term paper 

assignments, the use of essay examinations, or reliance on the traditional lecture format. Both groups 

taught in similar ways. 

Does Teaching Discipline Make a Difference? 

Comparisons by primary teaching field suggest the presence of disciplinary subcultures within the 

community college professoriate. One contrast can be seen in the differing educational and employment 

backgrounds of instructional faculty and staff in the vocational training category and in the humanities. 

Regardless of employment status (full-time versus part-time), vocational teachers were less likely than 

their colleagues in the humanities to hold a graduate degree or to report that their most recent previous 

jobs entailed teaching at a postsecondary institution. These two groups, then, appear to represent opposite 

ends of a disciplinary continuum ranging from those with relatively strong professional ties to academe to 

those whose professional orientations are often forged in employment arenas outside of academe. 

Teachers in the humanities also stood out in terms of approaches to instruction. Regardless of 

employment status, they were more likely than teachers in the other instructional groups to have 

employed essay examinations, to have assigned term papers, or to have required students to evaluate each 

other’s work. They were also more likely to have employed the seminar method or to have used 

discussion, role-playing, group projects, or cooperative learning techniques as the primary instructional 

method. Considered in light of the relatively high publication rate of the full-time humanities faculty and 

staff, the varied approaches to instruction used by those teaching the humanities may argue against the 
21

notion that attention to published scholarship diminishes attention to students and their varied 

instructional needs. 

In contrast, instructional faculty and staff in the natural sciences were more likely than colleagues in the 

other disciplinary categories to have employed lecture as the primary instructional technique. Full-time 

instructional faculty and staff teaching the natural sciences were less likely than their full-time colleagues 

in any of the other categories (except vocational training) to have used student presentations in all classes 

and more likely to have reported that they used student presentations in no courses. They were also more 

likely than full-time faculty in any of the other categories to indicate that they never ask students to 

evaluate each other’s work. 

Conclusion 

The survey data reported here point to the slowly changing nature of the community college enterprise. 

The emergence of a new generation of teachers replacing those who began their careers in the 1960s and 

early 1970s portends no watershed change in teaching method. In contrast to relationships between 

instructional faculty and staff teaching different subject areas, relatively few relationships emerged 

between length of time in the current job and instructional method.32 It was the discipline that appears to 

have a clear relationship with instruction, especially in terms of literacy (as reflected in the assignment of 

term papers or the use of written examinations) and student involvement in classroom instruction (as 

reflected in the use of teacher lectures). Future comparisons of the instructional techniques employed by 

faculty and staff with different levels of experience on the job must clearly control for the discipline 

taught. 

 

32 The only exceptions are the differences, noted above, between those who have been on the job for 10 or fewer 

years and those who have held their current jobs for 20 or more years. The latter were less likely to have required 

student presentations, to have used CAI, or to have required students to evaluate each other’s work. But no 

differences emerged in terms of the use of term papers, written examinations, or the lecture method. 
22

0 20 40 60 80 100

All other programs

Vocational training

Social sciences

Natural sciences

Humanities

Health sciences

Business, law, etc

65 or older

55–64

45–54

35–44

Under 35

20 or more years

10–19 years

Less than 10 years

Percent

Experience

Primary teaching field

Age

Figure 1.—Percentage distribution of full-time instructional faculty and staff in public 2-year colleges, by

years of experience on current job, age, and primary teaching field: Fall 1992

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty (NSOPF:93).
23

Percent

Experience

Primary teaching field

Age

0 20 40 60 80 100

All other programs

Vocational training

Social sciences

Natural sciences

Humanities

Health sciences

Business, law, etc

65 or older

55–64

45–54

35–44

Under 35

20 or more years

10–19 years

Less than 10 years

Figure 2.—Percentage distribution of part-time instructional faculty and staff in public 2-year colleges, by

years of experience on current job, age, and primary teaching field: Fall 1992

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty (NSOPF:93).
24

Table 1.—Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

 colleges, by race/ethnicity and for selected characteristics: Fall 1992

Selected characteristics Minority* White

96.1 13.9 86.1

 Less than 10 years 46.7 15.2 84.8

26.1 13.4 86.6

23.3 11.8 88.2

Age

 Under 35 6.6 22.2 77.8

 35–44 25.3 14.2 85.8

 45–54 40.7 13.0 87.0

 55–64 20.4 13.2 86.8

3.0 9.6 90.4

11.1 12.3 87.7

12.7 14.0 86.0

17.0 11.9 88.1

23.2 13.4 86.6

12.7 21.4 78.6

8.9 10.6 89.4

9.6 12.4 87.6

*Includes American Indian/Alaskan Native; Asian/Pacific Islander; Black, non-Hispanic; and Hispanic faculty.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

Full-time instructional 

faculty and staff 

(1,000s)

 Total

Race/ethnicity

Primary teaching field

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
25

Table 2.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by gender and for selected characteristics: Fall 1992

Selected characteristics Male Female

96.1 56.5 43.6

 Less than 10 years 46.7 48.9 51.1

26.1 56.4 43.6

23.3 71.7 28.3

Age

 Under 35 6.6 52.2 47.8

 35–44 25.3 46.6 53.4

 45–54 40.7 56.3 43.8

 55–64 20.4 69.5 30.5

3.0 62.6 37.4

11.1 49.0 51.0

12.7 14.1 85.9

17.0 48.7 51.3

23.2 70.9 29.2

12.7 57.7 42.3

8.9 86.4 13.6

9.6 69.3 30.7

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 All other programs

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Social sciences and education 

Years of experience on current job

 Vocational training

Gender

Full-time instructional 

faculty and staff 

(1,000s)

 Total

 Humanities

 Natural sciences and engineering 
26

Table 3.—Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

 colleges, by highest educational credential attained and for selected characteristics: Fall 1992

Selected characteristics

94.9 17.5 63.7 18.8

 Less than 10 years 46.0 21.6 60.8 17.6

 10–19 years 25.8 19.2 63.6 17.3

 20 or more years 23.2 7.5 69.6 22.9

Age

 Under 35 6.5 31.5 60.0 8.5

 35–44 25.2 25.0 62.0 13.1

 45–54 40.2 12.5 65.7 21.8

 55–64 20.1 13.9 65.0 21.1

 65 or older 3.0 15.3 51.0 33.8

 Business, law, and communications 11.0 11.8 70.6 17.6

 Health sciences 12.7 30.3 64.5 5.1

 Humanities 17.0 1.0 69.9 29.2

 Natural sciences and engineering 23.1 15.4 62.5 22.1

 Social sciences and education 12.7 5.8 64.7 29.5

 Vocational training 8.3 60.8 33.5 5.7

 All other programs 9.4 19.0 71.4 9.7

*Includes only instructional faculty and staff who held a postsecondary credential.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

Highest credential attained

Bachelor's 

or less*

Master's 

degree

Ph.D. or first 

professional

Primary teaching field

Full-time 

instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job
27

Table 4.—Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

 colleges, by whether the current job is the first and only job held since earning their highest 

 educational credential and for selected characteristics: Fall 1992 

Selected characteristics Yes No

94.9 32.6 67.5

 Less than 10 years 46.0 16.2 83.8

25.8 38.6 61.4

23.2 58.2 41.8

Age

 Under 35 6.5 18.0 82.0

 35–44 25.2 22.2 77.8

 45–54 40.2 35.7 64.3

 55–64 20.1 41.9 58.1

3.0 46.8 53.2

11.0 31.8 68.2

12.7 25.4 74.6

17.0 38.6 61.4

23.1 31.1 69.0

12.7 37.4 62.6

8.3 35.2 64.9

9.4 27.4 72.7

*Includes only instructional faculty and staff who held a postsecondary credential.

NOTE: Percentages may not add to 100 because of rounding.

Primary teaching field

 Business, law, and communications 

 Health sciences

 10–19 years

 20 or more years

 65 or older

Full-time 

instructional 

faculty and staff* 

(1,000s)

First and only job held 

since earning the 

highest credential?

 Total

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Natural sciences and engineering 

 Social sciences and education 

 Humanities

 Vocational training

 All other programs

Years of experience on current job
28

Table 5.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges who have held a previous job to their current employment, by the employment 

 status of the most recent previous job held and for selected characteristics: Fall 1992

Selected characteristics Full time Part time

63.6 81.4 18.6

 Less than 10 years 40.3 79.7 20.3

15.7 82.4 17.6

7.7 87.8 12.2

Age

 Under 35 5.5 78.8 21.2

 35–44 20.4 77.4 22.6

 45–54 24.7 82.9 17.1

 55–64 11.4 85.1 14.9

1.6 90.6 9.4

7.4 81.9 18.1

9.8 79.1 20.9

10.2 71.9 28.1

15.8 83.9 16.2

7.8 79.3 20.7

5.8 94.9 5.1

6.3 81.9 18.1

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Social sciences and education 

 Business, law, and communications 

 Health sciences

 Humanities

 Vocational training

 All other programs

 65 or older

Primary teaching field

 Natural sciences and engineering 

Employment status of 

the most recent 

previous job held

Years of experience on current job

 10–19 years

 20 or more years

 Total

Full-time instructional 

faculty and staff 

(1,000s)
29

Table 6.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges who have held a previous job to their current employment, by the responsibility

 of the most recent previous job held and for selected characteristics: Fall 1992

Selected characteristics

63.6 55.4 44.6

 Less than 10 years 40.3

15.7

7.7

Age

 Under 35 5.5

 35–44 20.4

 45–54 24.7

 55–64 11.4

1.6

7.4

9.8

10.2

15.8

7.8

5.8

6.3

NOTE: Percentages may not add to 100 because of rounding.

Full-time 

instructional 

faculty and staff 

(1,000s)

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Teaching Other responsibility

 Social sciences and education 

58.8

55.0

75.6

41.2

 All other programs

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Natural sciences and engineering 

 Business, law, and communications 

 Vocational training

60.2

37.4

53.2

47.6

46.8

52.4

45.0

24.4

55.4

55.1

44.9

39.8

54.2

55.1

62.6

54.4

60.0

61.2

44.6

44.9

Responsibility of the most recent 

previous job 

 Total

38.8

45.6

40.0

76.2 23.8

 Health sciences

 Humanities

45.8
30

Table 7.—Number and percentage distribution of full-time instructional faculty and staff at public 2-year colleges who have  their current employment, by the sector of the most recent previous job held and for selected characteristics: FaSelected characteristics

63.6 47.5 17.1 5.5 

 Less than 10 years 40.3 48.8 17.4 5.4 

15.7 41.1 19.6 6.4 

7.7 53.6 10.4 4.0 

Age Under 35 5.5 40.3 17.0 5.6  35–44 20.4 44.2 23.1 6.3  45–54 24.7 49.4 14.3 5.1  55–64 11.4 49.6 14.6 5.3 

1.6 69.9 1.3 3.6 7.4 40.6 8.9 9.3 9.8 35.0 57.2 1.4 

10.2 64.6 7.6 1.5 15.8 48.1 8.3 6.5 

7.8 57.2 13.0 2.7 5.8 32.0 11.4 12.1 6.3 47.0 12.1 8.5 

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty (NSOPF:93). 

 Vocational training

Full-time Sector of the most recent previ

instructional

faculty and staff

(1,000s)

 Health sciences Humanities TotalYears of experience on current job

 10–19 years 20 or more years

 Business, law, and communications  All other programs

 Natural sciences and engineering

 Social sciences and education  65 or olderPrimary teaching field

Postsecondary

institution

Hospital,

foundation, or

government

Consulting or

selfemployment
31

Table 8.—Number and percentage distribution of full-time instructional faculty and staff at public 2-year 

 colleges, by whether they had employment outside of their colleges and for selected

 characteristics: Fall 1992

Selected characteristics

96.1 71.8 28.2

 Less than 10 years 46.7 71.1 28.9

26.1 68.4 31.6

23.3 77.0 23.0

Age

 Under 35 6.6 70.2 29.8

 35–44 25.3 67.1 32.9

 45–54 40.7 73.4 26.6

 55–64 20.4 74.9 25.1

3.0 71.6 28.4

11.1 70.2 29.8

12.7 63.6 36.4

17.0 80.7 19.3

23.2 74.4 25.6

12.7 75.2 24.8

8.9 69.6 30.4

9.6 60.0 40.0

NOTE: Percentages may not add to 100 because of rounding.

 Total

Years of experience on current job

 10–19 years

 20 or more years

Yes No

Full-time 

instructional 

faculty and staff 

(1,000s)

Only employed at this 

institution?

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 Social sciences and education 

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 
32

Table 9.—Number and percentage distribution of full-time instructional faculty and staff at public 2-year

 colleges who had employment outside of their colleges, by the primary responsibility of the

 other current job and for selected characteristics: Fall 1992

Selected characteristics

27.1 25.6 74.4

 Less than 10 years 13.5 26.7 73.3

8.3 28.4 71.6

5.4 18.4 81.6

Age

 Under 35 2.0 14.2 85.8

 35–44 8.3 27.6 72.4

 45–54 10.8 29.6 70.4

 55–64 5.1 17.2 82.8

— ——

3.3 24.3 75.7

4.6 14.8 85.2

3.3 39.6 60.4

6.0 33.1 66.9

3.1 22.5 77.5

2.7 17.4 82.6

3.8 22.3 77.7

—Too few sample cases for a reliable estimate.

NOTE: Percentages may not add to 100 because of rounding.

 10–19 years

 20 or more years

Teaching Other

Full-time 

instructional 

faculty and staff 

(1,000s)

 Total

Years of experience on current job

Primary responsibility of other 

current job

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Social sciences and education 

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 
33
34

Table 11.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges who had employment outside of their colleges, by the employment status of 

 the other current job and for selected characteristics: Fall 1992

Selected characteristics

27.1 12.8 87.2

 Less than 10 years 13.5 15.7 84.3

8.3 11.2 88.9

5.4 8.2 91.8

Age

 Under 35 2.0 10.6 89.4

 35–44 8.3 15.0 85.0

 45–54 10.8 11.8 88.2

 55–64 5.1 10.2 89.8

— ——

3.3 19.0 81.1

4.6 10.1 89.9

3.3 7.7 92.3

6.0 6.8 93.2

3.1 15.8 84.2

2.7 24.9 75.2

3.8 13.6 86.4

—Too few sample cases for a reliable estimate.

NOTE: Percentages may not add to 100 because of rounding.

 Total

Years of experience on current job

 10–19 years

 20 or more years

Full time Part time

Full-time instructional 

faculty and staff 

(1,000s)

Employment status of other 

current job

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Social sciences and education 

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural science and engineering 
35

Table 12.—Average number of hours worked per week by full-time instructional faculty and staff at

 public 2-year colleges, by selected characteristics: Fall 1992 

Selected characteristics

96.1 46.8

 Less than 10 years 46.7 48.1

26.1 45.9

23.3 45.3

Age

 Under 35 6.6 48.6

 35–44 25.3 47.2

 45–54 40.7 47.7

 55–64 20.4 44.9

3.0 40.3

11.1 46.6

12.7 46.7

17.0 47.2

23.2 46.7

12.7 45.6

8.9 47.1

9.6 48.3

Full-time instructional 

faculty and staff 

(1,000s)

Average number 

of hours worked 

per week

 Total

Primary teaching field

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
36

Table 13.—Average number of hours per week devoted to paid activities at institution by full-time 

 instructional faculty and staff at public 2-year colleges, by selected characteristics:

 Fall 1992

Selected characteristics

96.1 36.4

 Less than 10 years 46.7 36.9

26.1 35.8

23.3 36.0

Age

 Under 35 6.6 37.1

 35–44 25.3 36.1

 45–54 40.7 37.3

 55–64 20.4 35.5

3.0 31.2

11.1 34.5

12.7 36.8

17.0 37.7

23.2 37.2

12.7 35.2

8.9 36.3

9.6 35.5

Full-time instructional 

faculty and staff 

(1,000s)

Average number of 

hours per week 

devoted to paid 

activities at 

 Total

Primary teaching field

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
37

Table 14.—Average number of hours per week worked in paid activities outside of the college by full-time

 instructional faculty and staff at public 2-year colleges, by selected characteristics: 

 Fall 1992 

Selected characteristics

29.8 10.0

 Less than 10 years 15.1 10.1

8.5 10.9

6.2 8.4

Age

 Under 35 2.9 8.9

 35–44 9.2 9.9

 45–54 11.6 10.2

 55–64 5.5 9.4

— —

3.9 13.0

4.1 8.8

3.8 8.3

7.2 7.9

3.8 10.6

2.7 13.2

4.1 10.8

—Too few sample cases for a reliable estimate.

*Includes only instructional faculty and staff who had paid outside activities.

Full-time instructional 

faculty and staff* 

(1,000s)

Average number of 

hours per week 

worked in paid 

activities outside of 

the college

 Total

Primary teaching field

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
38

Table 15.—Average number of classes taught by full-time instructional faculty and staff at public

 2-year colleges, by selected characteristics: Fall 1992

Selected characteristics

94.9 4.5

 Less than 10 years 46.3 4.3

25.8 4.6

22.9 4.8

Age

 Under 35 6.5 4.8

 35–44 25.0 4.4

 45–54 40.4 4.5

 55–64 20.1 4.5

2.9 4.3

11.1 5.0

12.6 3.3

16.9 4.7

23.1 4.4

12.2 5.1

8.8 4.6

9.5 4.7

*Includes only instructional faculty and staff who taught credit classes.

Average number of 

credit classes taught

 Total

Full-time instructional 

faculty and staff* 

(1,000s)

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Vocational training

 Business, law, and communications 

 Health sciences

Primary teaching field

Years of experience on current job

 10–19 years

 20 or more years

 65 or older
39

Table 16.—Average number of total classroom credit hours taught by full-time instructional faculty and 

 staff at public 2-year colleges, by selected characteristics: Fall 1992 

Selected characteristics

94.1 13.1

 Less than 10 years 45.8 13.1

25.6 13.2

22.7 12.9

Age

 Under 35 6.4 13.0

 35–44 24.7 13.2

 45–54 40.0 13.2

 55–64 20.0 12.7

2.9 13.1

11.1 13.4

12.4 11.6

16.8 14.1

22.8 13.2

12.1 12.5

8.7 14.2

9.4 12.0

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

 Business, law, and communications 

 Health sciences

 Vocational training

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Total

Full-time instructional 

faculty and staff* 

(1,000s)

Years of experience on current job

Average number of 

total classroom 

credit hours taught

 10–19 years

 20 or more years

 65 or older

Primary teaching field
40

Table 17.—Average number of hours per week full-time instructional faculty and staff at public 2-year 

 colleges spent teaching credit classes, by selected characteristics: Fall 1992

Selected characteristics

94.1 17.3

 Less than 10 years 45.8 17.5

25.6 18.1

22.7 15.9

Age

 Under 35 6.4 17.8

 35–44 24.7 17.6

 45–54 40.0 17.3

 55–64 20.0 16.7

2.9 17.8

11.1 16.2

12.4 17.9

16.8 15.1

22.8 16.9

12.1 14.4

8.7 25.6

9.4 18.8

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

Average number of 

hours per week spent 

teaching credit classes

 Total

Full-time instructional 

faculty and staff* 

(1,000s)

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Vocational training

 Business, law, and communications 

 Health sciences

Primary teaching field

Years of experience on current job

 10–19 years

 20 or more years

 65 or older
41

Table 18.—Average number of students taught in credit classes by full-time instructional faculty and staff 

 at public 2-year colleges, by selected characteristics: Fall 1992

Selected characteristics

94.1 102.8

 Less than 10 years 45.8 97.7

25.6 102.0

22.7 114.1

Age

 Under 35 6.4 102.2

 35–44 24.7 96.1

 45–54 40.0 102.9

 55–64 20.0 110.5

2.9 108.5

11.1 103.4

12.4 76.3

16.8 115.5

22.8 102.4

12.1 136.8

8.7 74.1

9.4 98.8

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

Average number of 

students taught in 

credit classes

 Total

Full-time instructional 

faculty and staff* 

(1,000s)

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Vocational training

 Business, law, and communications 

 Health sciences

Primary teaching field

Years of experience on current job

 10–19 years

 20 or more years

 65 or older
42

Table 19.—Average number of total student contact hours per week in credit classes for full-time 

 instructional faculty and staff at public 2-year colleges, by selected characteristics: 

 Fall 1992 

Selected characteristics

94.1 485.8

 Less than 10 years 45.8 477.8

25.6 481.1

22.7 507.3

Age

 Under 35 6.4 543.9

 35–44 24.7 458.9

 45–54 40.0 477.3

 55–64 20.0 511.3

2.9 527.6

11.1 403.4

12.4 541.4

16.8 424.0

22.8 498.4

12.1 547.9

8.7 523.9

9.4 478.4

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

Average number of total 

student contact hours per 

week in credit classes

 Total

Full-time instructional 

faculty and staff* 

(1,000s)

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Vocational training

 Business, law, and communications 

 Health sciences

Primary teaching field

Years of experience on current job

 10–19 years

 20 or more years

 65 or older
43

Table 20.—Average number of total student credit hours generated by full-time instructional faculty and

 staff at public 2-year colleges, by selected characteristics: Fall 1992 

Selected characteristics

94.1 374.3

 Less than 10 years 45.8 372.2

25.6 358.7

22.7 396.3

Age

 Under 35 6.4 435.4

 35–44 24.7 353.4

 45–54 40.0 367.6

 55–64 20.0 391.5

2.9 392.6

11.1 336.2

12.4 387.6

16.8 397.9

22.8 373.3

12.1 482.5

8.7 294.2

9.4 297.5

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

Average number 

of total student 

credit hours 

generated

 Total

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

Full-time instructional 

faculty and staff* 

(1,000s)
44
45
46
47

Table 24.—Number and percentage distribution of full-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of multiple-choice mid-term or final 

 examinations in their classes and for selected characteristics: Fall 1992

Selected characteristics

94.9 30.1 35.2 34.7

 Less than 10 years 46.3 29.6 35.3 35.2

25.8 26.5 37.0 36.6

22.9 35.2 33.1 31.7

Age

 Under 35 6.5 27.0 38.0 35.0

 35–44 25.0 25.9 35.0 39.1

 45–54 40.4 31.6 37.2 31.3

 55–64 20.1 33.4 31.4 35.2

2.9 30.1 29.8 40.2

11.1 15.4 49.6 35.0

12.6 5.1 23.5 71.4

16.9 53.5 26.7 19.8

23.1 40.0 34.4 25.6

12.2 17.6 37.4 45.1

8.8 25.7 38.1 36.3

9.5 32.5 43.9 23.6

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

No classes

Some 

classes All classes

Use of multiple-choice mid-terms or 

finals in:

 Total

Years of experience on current job

 10–19 years

Full-time instructional 

faculty and staff* 

(1,000s)
48

Table 25.—Number and percentage distribution of full-time instructional faculty and staff who taught credit 

 classes at public 2-year colleges, by their use of essay mid-term or final examinations in 

 their classes and for selected characteristics: Fall 1992

Selected characteristics

94.9 46.5 30.1 23.4

 Less than 10 years 46.3 47.4 29.1 23.5

25.8 48.3 30.2 21.5

22.9 42.9 32.0 25.1

Age

 Under 35 6.5 55.8 28.8 15.4

 35–44 25.0 46.9 31.6 21.5

 45–54 40.4 45.1 30.8 24.1

 55–64 20.1 47.5 28.5 24.1

2.9 37.5 22.4 40.2

11.1 42.6 41.2 16.2

12.6 72.6 15.7 11.8

16.9 16.9 35.2 48.0

23.1 59.2 23.5 17.2

12.2 35.2 37.9 26.8

8.8 58.3 24.5 17.2

9.5 45.7 36.8 17.5

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Full-time instructional 

faculty and staff* 

(1,000s)

Use of essay mid-terms or 

finals in:

No 

classes

Some 

classes

All 

classes

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Social sciences and education 

 Vocational training

 All other programs
49

Table 26.—Number and percentage distribution of full-time instructional faculty and staff who taught credit

 classes at public 2-year colleges, by their use of term/research papers in their classes 

 and for selected characteristics: Fall 1992

Selected characteristics

94.9 50.8 36.6 12.7

 Less than 10 years 46.3 48.1 38.2 13.7

25.8 53.5 35.7 10.9

22.9 53.0 34.4 12.7

Age

 Under 35 6.5 55.7 33.6 10.7

 35–44 25.0 47.9 38.8 13.4

 45–54 40.4 53.1 34.3 12.6

 55–64 20.1 46.7 40.6 12.7

2.9 60.0 27.7 12.3

11.1 48.7 40.9 10.4

12.6 55.2 35.0 9.8

16.9 31.7 44.7 23.6

23.1 67.9 27.7 4.4

12.2 37.8 40.3 21.9

8.8 65.4 26.5 8.1

9.5 45.7 43.2 11.0

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Full-time instructional 

faculty and staff* 

(1,000s)

No 

classes

Some 

classes

All 

classes

Use of term/research papers in:

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Social sciences and education 

 Vocational training

 All other programs
50

Table 27.—Number and percentage distribution of full-time instructional faculty and staff who taught credit 

 classes at public 2-year colleges, by their use of multiple drafts of written work in their 

 classes and for selected characteristics: Fall 1992

Selected characteristics

94.9 68.8 20.9 10.4

 Less than 10 years 46.3 67.3 20.6 12.1

25.8 70.8 21.4 7.8

22.9 69.6 20.8 9.7

Age

 Under 35 6.5 71.8 21.4 6.8

 35–44 25.0 65.5 21.4 13.1

 45–54 40.4 68.2 22.3 9.5

 55–64 20.1 73.2 16.4 10.4

2.9 67.5 26.1 6.4

11.1 70.7 23.1 6.2

12.6 75.1 16.2 8.8

16.9 29.5 39.0 31.5

23.1 85.7 12.0 2.2

12.2 72.0 19.6 8.4

8.8 83.8 12.3 3.9

9.5 71.8 21.9 6.3

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Full-time instructional 

faculty and staff* 

(1,000s)

Use of multiple drafts of written 

work in:

No 

classes

Some 

classes

All 

classes

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Social sciences and education 

 Vocational training

 All other programs
51

Table 28.—Number and percentage distribution of full-time instructional faculty and staff who taught

 credit classes at public 2-year colleges, by their use of student presentations in their

 classes and for selected characteristics: Fall 1992

Selected characteristics

94.9 36.6 45.6 17.8

 Less than 10 years 46.3 32.2 47.1 20.7

25.8 38.3 46.4 15.4

22.9 43.5 41.8 14.7

Age

 Under 35 6.5 39.5 45.9 14.6

 35–44 25.0 31.2 51.4 17.4

 45–54 40.4 38.1 44.2 17.7

 55–64 20.1 38.9 41.2 19.9

2.9 39.4 45.6 15.0

11.1 33.8 46.3 20.0

12.6 28.6 54.2 17.2

16.9 26.0 47.6 26.4

23.1 56.0 37.7 6.3

12.2 31.6 48.1 20.4

8.8 40.8 43.1 16.1

9.5 23.9 48.5 27.6

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Full-time instructional 

faculty and staff* 

(1,000s)

Use of student presentations in:

No 

classes

Some 

classes

All 

classes

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Social sciences and education 

 Vocational training

 All other programs
52

Table 29.—Number and percentage distribution of full-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of student evaluations in their 

 classes and for selected characteristics: Fall 1992

Selected characteristics

94.9 61.9 27.5 10.6

 Less than 10 years 46.3 57.8 30.1 12.2

25.8 65.2 25.2 9.6

22.9 66.4 24.8 8.7

Age

 Under 35 6.5 62.3 29.1 8.6

 35–44 25.0 57.6 28.0 14.4

 45–54 40.4 61.6 28.9 9.5

 55–64 20.1 66.4 24.1 9.5

2.9 69.8 23.9 6.3

11.1 66.0 26.7 7.3

12.6 65.8 24.9 9.3

16.9 36.9 40.4 22.7

23.1 82.2 14.5 3.3

12.2 62.3 28.1 9.6

8.8 65.8 25.9 8.3

9.5 45.7 39.8 14.4

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Full-time instructional 

faculty and staff* 

(1,000s)

Use of student evaluations in:

No 

classes

Some 

classes

All 

classes

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Social sciences and education 

 Vocational training

 All other programs
53

Table 30.—Number and percentage distribution of full-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of computer-aided instruction in their 

 classes and for selected characteristics: Fall 1992

Selected characteristics

94.9 51.3 34.4 14.3

 Less than 10 years 46.3 47.6 35.6 16.8

25.8 52.0 36.1 12.0

22.9 57.7 30.2 12.1

Age

 Under 35 6.5 48.5 37.4 14.1

 35–44 25.0 46.0 38.3 15.7

 45–54 40.4 51.7 33.5 14.8

 55–64 20.1 56.2 32.2 11.6

2.9 61.3 22.7 16.0

11.1 41.9 41.7 16.4

12.6 40.7 42.6 16.7

16.9 57.9 30.3 11.8

23.1 47.2 35.6 17.3

12.2 63.5 26.1 10.5

8.8 57.4 29.8 12.8

9.5 52.5 34.7 12.8

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Full-time instructional 

faculty and staff* 

(1,000s)

Use of computer-aided 

instruction in:

No 

classes

Some 

classes

All 

classes

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Social sciences and education 

 Vocational training

 All other programs
54

Table 31.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by whether they had published within the past two years and for selected 

 characteristics: Fall 1992

Selected characteristics Yes No

96.1 25.7 74.3

 Less than 10 years 46.7 27.4 72.6

26.1 23.2 76.8

23.3 25.0 75.0

Age

 Under 35 6.6 17.2 82.8

 35–44 25.3 28.0 72.0

 45–54 40.7 27.9 72.1

 55–64 20.4 22.8 77.2

3.0 14.4 85.6

11.1 22.0 78.0

12.7 19.3 80.8

17.0 38.9 61.1

23.2 25.0 75.0

12.7 27.6 72.4

8.9 14.0 86.0

9.6 25.8 74.2

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Vocational training

Full-time instructional 

faculty and staff 

(1,000s)

Any publications within 

the past two years?

 Total

 Business, law, and communications 

 Health sciences

Primary teaching field

Years of experience on current job

 10–19 years

 20 or more years

 65 or older
55

Table 32.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by whether they had presented or exhibited their scholarly work within the

 past two years and for selected characteristics: Fall 1992

Selected characteristics Yes No

96.1 32.2 67.8

 Less than 10 years 46.7 35.2 64.8

26.1 31.5 68.5

23.3 27.0 73.0

Age

 Under 35 6.6 28.5 71.5

 35–44 25.3 38.8 61.3

 45–54 40.7 33.1 66.9

 55–64 20.4 24.6 75.5

3.0 25.5 74.5

11.1 31.3 68.7

12.7 32.0 68.0

17.0 38.7 61.3

23.2 25.3 74.7

12.7 34.4 65.6

8.9 23.7 76.3

9.6 44.1 55.9

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Vocational training

Years of experience on current job

 10–19 years

 20 or more years

Any presentations or 

exhibitions within the 

past two years?

 Total

Full-time instructional 

faculty and staff 

(1,000s)

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences
56

Table 33.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by their opinion about choosing an academic career again and for selected 

 characteristics: Fall 1992

Selected characteristics Disagree Agree

96.1 10.3 89.7

 Less than 10 years 46.7 10.3 89.7

26.1 10.6 89.4

23.3 10.1 89.9

Age

 Under 35 6.6 6.7 93.4

 35–44 25.3 10.7 89.3

 45–54 40.7 10.2 89.8

 55–64 20.4 11.6 88.4

3.0 8.6 91.4

11.1 10.5 89.5

12.7 9.6 90.4

17.0 11.3 88.7

23.2 9.8 90.2

12.7 11.4 88.6

8.9 10.7 89.3

9.6 9.3 90.7

NOTE: Percentages may not add to 100 because of rounding.

"If I had to do it over 

again, I would choose an 

academic career"

 Total

Full-time instructional 

faculty and staff 

(1,000s)

Primary teaching field

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
57

Table 34.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by their opinions concerning advancement opportunities for junior faculty

 and for selected characteristics: Fall 1992

Selected characteristics

96.1 24.2 56.8 19.0

 Less than 10 years 46.7 23.0 58.6 18.5

26.1 24.3 57.2 18.5

23.3 26.7 52.8 20.5

Age

 Under 35 6.6 22.1 58.1 19.8

 35–44 25.3 24.1 59.1 16.9

 45–54 40.7 25.1 57.0 17.9

 55–64 20.4 24.3 53.3 22.4

3.0 18.2 55.5 26.4

11.1 23.3 57.8 19.0

12.7 16.4 64.0 19.6

17.0 31.3 49.6 19.2

23.2 23.7 60.5 15.9

12.7 25.9 50.5 23.7

8.9 22.2 58.7 19.1

9.6 25.7 56.1 18.2

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Total

Years of experience on current job

 10–19 years

Advancement opportunities for 

junior faculty have:

Worsened

Stayed 

the same Improved

Full-time instructional 

faculty and staff 

(1,000s)
58

Table 35.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a part-time postsecondary job

 within three years and for selected characteristics: Fall 1992

Selected characteristics

96.1 86.7 9.5 3.8

 Less than 10 years 46.7 85.3 10.0 4.6

26.1 88.9 8.3 2.7

23.3 87.1 9.8 3.2

Age

 Under 35 6.6 81.2 11.9 7.0

 35–44 25.3 87.0 9.5 3.5

 45–54 40.7 88.1 8.9 3.0

 55–64 20.4 86.0 9.7 4.3

3.0 83.3 11.4 5.3

11.1 85.7 8.6 5.8

12.7 86.1 11.4 2.5

17.0 86.0 10.7 3.2

23.2 87.9 8.9 3.2

12.7 82.8 11.5 5.8

8.9 91.5 4.8 3.7

9.6 89.6 7.2 3.1

NOTE: Percentages may not add to 100 because of rounding.

 20 or more years

 Total

Years of experience on current job

Primary teaching field

 10–19 years

 65 or older

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Vocational training

 All other programs

 Social sciences and education 

 Business, law, and communications 

 Health sciences

 Humanities

 Natural sciences and engineering 

Likelihood of accepting a 

part-time postsecondary job:

Somewhat 

likely

Very 

likely

Full-time instructional 

faculty and staff 

(1,000s)

Not at 

all likely
59

Table 36.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a part-time nonpostsecondary

 job within three years and for selected characteristics: Fall 1992

Selected characteristics

96.1 86.2 10.0 3.8

 Less than 10 years 46.7 85.0 10.7 4.3

26.1 86.4 10.5 3.1

23.3 88.5 8.1 3.5

Age

 Under 35 6.6 80.0 15.9 4.1

 35–44 25.3 83.8 12.3 4.0

 45–54 40.7 89.7 6.3 4.0

 55–64 20.4 83.5 13.1 3.4

3.0 91.2 7.1 1.7

11.1 86.1 11.4 2.5

12.7 78.4 16.0 5.7

17.0 91.1 5.9 3.0

23.2 87.9 8.4 3.7

12.7 85.0 10.4 4.6

8.9 85.3 11.4 3.3

9.6 87.6 10.1 2.3

NOTE: Percentages may not add to 100 because of rounding.

 20 or more years

 Total

Years of experience on current job

Primary teaching field

 10–19 years

 65 or older

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Vocational training

 All other programs

 Social sciences and education 

 Business, law, and communications 

 Health sciences

 Humanities

 Natural sciences and engineering 

Likelihood of accepting a parttime nonpostsecondary job:

Somewhat Very 

likely

Full-time instructional 

faculty and staff 

(1,000s)

Not at all 

likely
60

Table 37.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a full-time postsecondary job

 within three years and for selected characteristics: Fall 1992

Selected characteristics

96.1 70.9 22.7 6.4

 Less than 10 years 46.7 61.1 29.5 9.4

26.1 75.2 20.4 4.5

23.3 85.7 11.5 2.8

Age

 Under 35 6.6 47.0 42.8 10.2

 35–44 25.3 61.9 28.9 9.2

 45–54 40.7 74.0 20.5 5.4

 55–64 20.4 80.9 14.5 4.6

3.0 89.2 10.2 0.6

11.1 74.9 19.7 5.4

12.7 70.7 23.6 5.7

17.0 69.6 23.9 6.5

23.2 72.0 21.9 6.2

12.7 70.1 21.3 8.6

8.9 75.9 20.0 4.1

9.6 63.4 28.1 8.6

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of 

Postsecondary Faculty (NSOPF:93). 

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Total

Years of experience on current job

 10–19 years

Likelihood of accepting a fulltime postsecondary job:

Somewhat 

likely

Not at all 

likely

Very 

likely

Full-time instructional 

faculty and staff 

(1,000s)
61

Table 38.—Number and percentage distribution of full-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a full-time nonpostsecondary

 job within three years and for selected characteristics: Fall 1992

Selected characteristics

96.1 78.8 15.8 5.5

 Less than 10 years 46.7 72.2 20.1 7.7

26.1 80.9 15.3 3.8

23.3 89.6 7.6 2.8

Age

 Under 35 6.6 61.4 28.7 9.9

 35–44 25.3 70.5 21.9 7.6

 45–54 40.7 82.5 13.1 4.4

 55–64 20.4 85.7 10.7 3.6

3.0 89.8 6.2 4.0

11.1 79.7 14.9 5.4

12.7 73.6 17.8 8.6

17.0 83.8 12.1 4.1

23.2 79.3 16.2 4.5

12.7 78.4 15.8 5.8

8.9 74.5 18.6 7.0

9.6 79.3 16.0 4.7

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Total

Years of experience on current job

 10–19 years

Likelihood of accepting a fulltime nonpostsecondary job:

Somewhat 

likely

Not at all 

likely

Very 

likely

Full-time instructional 

faculty and staff 

(1,000s)
62

Table 39.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by race/ethnicity and for selected characteristics: Fall 1992

Selected characteristics Minority* White

159.2 11.8 88.2

 Less than 10 years 127.3 12.5 87.5

25.4 9.4 90.7

6.6 7.9 92.1

Age

 Under 35 25.6 11.1 88.9

 35–44 53.5 13.8 86.2

 45–54 48.2 11.6 88.4

 55–64 22.0 9.6 90.4

9.8 9.3 90.7

22.7 10.3 89.7

10.4 6.8 93.2

28.8 14.3 85.7

41.4 11.1 88.9

21.3 14.6 85.4

12.6 11.8 88.2

20.0 10.6 89.4

*Includes American Indian/Alaskan Native; Asian/Pacific Islander; Black, non-Hispanic; and Hispanic faculty.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

Part-time instructional 

faculty and staff 

(1,000s)

 Total

Race/ethnicity

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
63

Table 40.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by gender and for selected characteristics: Fall 1992

Selected characteristics Male Female

159.2 57.3 42.7

 Less than 10 years 127.3 54.8 45.2

25.4 64.6 35.4

6.6 77.7 22.1

Age

 Under 35 25.6 53.2 46.8

 35–44 53.5 55.4 44.6

 45–54 48.2 56.7 43.3

 55–64 22.0 62.8 37.3

9.8 69.6 30.4

22.7 66.7 33.3

10.4 34.5 65.5

28.8 41.7 58.3

41.4 70.2 29.8

21.3 47.8 52.3

12.6 87.2 12.8

20.0 47.0 53.0

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Part-time 

instructional 

faculty and staff 

(1,000s)

 Total

 Social sciences and education 

 Natural sciences and engineering 

 Business, law, and communications 

 Health sciences

 Humanities

 Vocational training

 All other programs

 65 or older

Primary teaching field

Gender

Years of experience on current job

 10–19 years

 20 or more years
64

Table 41.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by highest educational credential attained and for selected characteristics:

 Fall 1992

Selected characteristics

153.1 33.3 53.3 13.4

 Less than 10 years 122.2 34.6 52.6 12.9

24.5 29.7 55.1 15.2

6.4 22.4 60.0 17.6

Age

 Under 35 23.6 53.0 41.9 5.1

 35–44 51.8 37.4 50.2 12.4

 45–54 46.4 26.4 58.5 15.2

 55–64 21.7 22.0 59.2 18.8

9.7 21.4 59.3 19.3

22.0 32.1 45.8 22.1

10.1 61.6 27.0 11.4

28.6 9.3 76.8 13.9

40.3 36.4 51.6 12.1

21.1 16.6 64.5 18.9

11.2 78.2 20.7 1.1

18.5 39.0 53.1 8.0

*Includes only instructional faculty and staff who held a postsecondary credential.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Total

 Business, law, and communications 

 Health sciences

 10–19 years

 20 or more years

 65 or older

 Vocational training

 All other programs

 Social sciences and education 

 Humanities

 Natural sciences and engineering 

Master's 

degree

Ph.D. or first 

professional

Primary teaching field

Part-time 

instructional faculty 

and staff* (1,000s)

Bachelor's 

or less*

Years of experience on current job

Highest credential attained
65

Table 42.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by whether they took part-time work because part-time work was preferred 

 and for selected characteristics: Fall 1992

Selected characteristics

159.2 49.7 50.3

 Less than 10 years 127.3 48.7 51.3

25.4 53.4 46.6

6.6 54.2 45.8

Age

 Under 35 25.6 48.7 51.3

 35–44 53.5 51.1 48.9

 45–54 48.2 44.0 56.0

 55–64 22.0 50.7 49.3

9.8 69.4 30.6

22.7 51.5 48.5

10.4 69.0 31.0

28.8 37.6 62.4

41.4 51.4 48.6

21.3 47.5 52.5

12.6 59.4 40.6

20.0 46.3 53.7

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Did you take part-time 

work because part-time 

work was preferred?

Yes No

Part-time instructional 

faculty and staff 

(1,000s)

 Total

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
66

Table 43.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by whether they took part-time work because full-time work was unavailable 

 and for selected characteristics: Fall 1992

Selected characteristics

159.2 47.8 52.2

 Less than 10 years 127.3 50.0 50.0

25.4 41.8 58.2

6.6 28.3 71.7

Age

 Under 35 25.6 55.9 44.1

 35–44 53.5 47.3 52.7

 45–54 48.2 51.6 48.5

 55–64 22.0 42.7 57.3

9.8 22.7 77.3

22.7 39.9 60.1

10.4 30.3 69.7

28.8 60.6 39.4

41.4 45.1 54.9

21.3 50.2 49.8

12.6 39.7 60.3

20.0 58.3 41.7

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

Part-time instructional 

faculty and staff 

(1,000s)

Did you take part-time work because 

full-time work was unavailable?

Yes No

 Total

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
67

Table 44.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by whether the current job is the first and only job held since earning their

 highest educational credential and for selected characteristics: Fall 1992

Selected characteristics Yes No

153.1 5.0 95.0

 Less than 10 years 122.2 4.6 95.4

24.5 5.7 94.4

6.4 11.4 88.6

Age

 Under 35 23.6 6.3 93.7

 35–44 51.8 4.7 95.3

 45–54 46.4 4.5 95.6

 55–64 21.7 4.2 95.8

9.7 8.1 91.9

22.0 2.9 97.1

10.1 2.1 97.9

28.6 6.9 93.1

40.3 4.4 95.6

21.1 6.5 93.5

11.2 3.3 96.7

18.5 6.8 93.2

*Includes only instructional faculty and staff who held a postsecondary credential.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93). 

Part-time instructional 

faculty and staff* 

(1,000s)

First and only job held since 

earning the highest credential?

 Social sciences and education 

 Business, law, and communications 

 Health sciences

 Humanities

 Total

 Vocational training

 All other programs

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Natural sciences and engineering 
68

Table 45.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges who have held a previous job to their current employment, by the employment

 status of the most recent previous job held and for selected characteristics: Fall 1992

Selected characteristics Full time Part time

117.6 72.7 27.3

 Less than 10 years 97.9 71.4 28.6

16.0 77.6 22.4

3.6 86.7 13.3

Age

 Under 35 18.4 69.3 30.7

 35–44 40.9 72.5 27.5

 45–54 33.4 71.5 28.5

 55–64 16.5 75.6 24.4

8.4 80.8 19.3

15.7 82.2 17.8

7.8 74.8 25.2

21.9 59.0 41.0

32.9 79.2 20.8

15.9 70.0 30.0

9.0 84.5 15.5

13.4 60.2 39.8

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Part-time instructional 

faculty and staff 

(1,000s)

Employment status of the 

most recent previous job held

 Social sciences and education 

 Business, law, and communications 

 Health sciences

 Humanities

 Total

 Vocational training

 All other programs

Primary teaching field

 Natural sciences and engineering 

Years of experience on current job

 10–19 years

 20 or more years

 65 or older
69

Table 46.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges who have held a previous job to their current employment, by the 

 responsibility of the most recent previous job held and for selected characteristics: Fall 1992

Selected characteristics Other responsibility

117.6 39.2 60.9

 Less than 10 years 97.9 38.3 61.7

16.0 43.0 57.0

3.6 44.4 55.6

Age

 Under 35 18.4 31.0 69.0

 35–44 40.9 33.1 67.0

 45–54 33.4 43.2 56.8

 55–64 16.5 47.4 52.6

8.4 54.3 45.7

15.7 26.0 74.0

7.8 10.4 89.6

21.9 60.7 39.3

32.9 39.9 60.1

15.9 41.2 58.8

9.0 19.2 80.8

13.4 44.9 55.1

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

Part-time instructional 

faculty and staff 

(1,000s)

 Health sciences

 Total

 Social sciences and education 

 Humanities

Responsibility of the most recent 

previous job 

Teaching

Years of experience on current job

 Vocational training

 Natural sciences and engineering 

 10–19 years

 All other programs

 Business, law, and communications 

 65 or older

 20 or more years

Primary teaching field
70
71

Table 48.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by whether they had employment outside of their colleges and for selected 

 characteristics: Fall 1992

Selected characteristics

159.2 20.6 79.4

 Less than 10 years 127.3 20.4 79.6

25.4 19.1 80.9

6.6 29.6 70.4

Age

 Under 35 25.6 15.4 84.6

 35–44 53.5 17.0 83.0

 45–54 48.2 16.3 83.7

 55–64 22.0 30.8 69.2

9.8 51.4 48.6

22.7 12.9 87.1

10.4 18.5 81.5

28.8 29.8 70.2

41.4 21.4 78.6

21.3 25.6 74.4

12.6 12.2 87.8

20.0 14.9 85.1

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Social sciences and education 

No

Part-time instructional 

faculty and staff 

(1,000s)

 Natural sciences and engineering 

Only employed at this 

institution?

 Total

Years of experience on current job

 10–19 years

Yes
72

Table 49.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges who had employment outside of their colleges, by the primary responsibility of 

 the other current job and for selected characteristics: Fall 1992

Selected characteristics

126.4 38.0 62.0

 Less than 10 years 101.3 37.3 62.7

20.5 41.7 58.3

4.6 36.9 63.1

Age

 Under 35 21.6 31.4 68.6

 35–44 44.4 34.5 65.5

 45–54 40.3 41.0 59.0

 55–64 15.3 46.3 53.7

4.8 48.0 52.0

19.8 18.7 81.3

8.5 20.7 79.3

20.2 63.4 36.6

32.5 41.9 58.1

15.9 38.3 61.7

11.1 18.2 81.8

17.0 44.5 55.5

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

Part-time instructional 

faculty and staff 

(1,000s)

Primary responsibility of 

other current job

Teaching Other

 Total

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
73
74

Table 51.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges who had employment outside of their colleges, by the employment status of 

 the other current job and for selected characteristics: Fall 1992

Selected characteristics

126.4 66.7 33.3

 Less than 10 years 101.3 64.5 35.5

20.5 75.8 24.2

4.6 74.8 25.2

Age

 Under 35 21.6 60.1 40.0

 35–44 44.4 71.7 28.3

 45–54 40.3 69.8 30.2

 55–64 15.3 62.8 37.2

4.8 36.7 63.3

19.8 84.5 15.5

8.5 73.7 26.3

20.2 49.4 50.6

32.5 67.6 32.4

15.9 65.7 34.4

11.1 79.2 20.8

17.0 54.7 45.3

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Employment status of other 

current job

Full time Part time

Part-time instructional 

faculty and staff 

(1,000s)

 Total

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
75

Table 52.—Average number of hours worked per week by part-time instructional faculty and staff at

 public 2-year colleges, by selected characteristics: Fall 1992 

Selected characteristics

159.2 32.8

 Less than 10 years 127.3 33.2

25.4 31.3

6.6 31.5

Age

 Under 35 25.6 35.9

 35–44 53.5 34.5

 45–54 48.2 33.5

 55–64 22.0 27.4

9.8 24.4

22.7 33.8

10.4 35.3

28.8 29.9

41.4 32.5

21.3 30.5

12.6 37.7

20.0 35.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Average number of 

hours worked per 

week

 Total

Part-time instructional 

faculty and staff 

(1,000s)

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
76

Table 53.—Average number of hours per week devoted to paid activities at institution by part-time 

 instructional faculty and staff at public 2-year colleges, by selected characteristics: 

 Fall 1992

Selected characteristics

159.2 10.6

 Less than 10 years 127.3 10.8

25.4 9.5

6.6 11.2

Age

 Under 35 25.6 11.4

 35–44 53.5 10.3

 45–54 48.2 10.2

 55–64 22.0 11.2

9.8 10.6

22.7 8.1

10.4 12.1

28.8 12.5

41.4 10.4

21.3 10.5

12.6 10.9

20.0 9.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Average number of 

hours per week 

devoted to paid 

 Total

Part-time instructional 

faculty and staff 

(1,000s)

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
77

Table 54.—Average number of hours per week worked in paid activities outside of the college by 

 part-time instructional faculty and staff at public 2-year colleges, by selected 

 characteristics: Fall 1992 

Selected characteristics

83.5 31.8

 Less than 10 years 67.3 31.6

13.0 32.7

3.2 32.2

Age

 Under 35 15.6 30.6

 35–44 29.6 32.9

 45–54 25.9 33.4

 55–64 8.6 29.8

3.9 21.6

12.5 38.3

6.1 29.4

13.1 25.6

21.8 32.3

9.8 30.2

7.3 36.2

12.3 31.3

*Includes only instructional faculty and staff who had paid outside activities.

Average number of 

hours per week 

worked in paid 

activities outside of the 

college

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Total

Part-time instructional 

faculty and staff* 

(1,000s)

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
78

Table 55.—Average number of classes taught by part-time instructional faculty and staff at public

 2-year colleges, by selected characteristics: Fall 1992

Selected characteristics

154.9 2.1

 Less than 10 years 123.8 2.1

24.7 2.1

6.4 2.0

Age

 Under 35 24.2 2.1

 35–44 52.4 2.1

 45–54 47.1 2.0

 55–64 21.7 2.1

9.5 2.0

22.4 1.8

9.8 2.7

28.4 2.1

40.7 1.9

20.9 2.2

11.9 1.9

19.1 2.3

*Includes only instructional faculty and staff who taught credit classes.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 10–19 years

 20 or more years

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 65 or older

Primary teaching field

Part-time instructional 

faculty and staff* 

(1,000s)

Average number 

of credit classes 

taught

 Business, law, and communications 

 Health sciences

Years of experience on current job

 Total
79

Table 56.—Average number of total classroom credit hours taught by part-time instructional faculty and

 staff at public 2-year colleges, by selected characteristics: Fall 1992 

Selected characteristics

151.3 5.8

 Less than 10 years 120.9 5.9

24.0 5.7

6.3 5.8

Age

 Under 35 23.4 5.9

 35–44 51.2 5.7

 45–54 46.2 5.7

 55–64 21.1 6.3

9.4 5.7

22.4 5.2

9.0 5.9

27.9 6.6

40.3 5.8

20.0 6.1

11.6 5.4

18.8 5.5

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Total

Part-time instructional 

faculty and staff* 

(1,000s)

Average number of 

total classroom 

credit hours taught

Primary teaching field
80

Table 57.—Average number of hours per week part-time instructional faculty and staff at public 2-year 

 colleges spent teaching credit classes, by selected characteristics: Fall 1992

Selected characteristics

151.3 7.6

 Less than 10 years 120.9 7.7

24.0 7.1

6.3 7.6

Age

 Under 35 23.4 8.4

 35–44 51.2 7.5

 45–54 46.2 7.1

 55–64 21.1 7.8

9.4 7.4

22.4 6.6

9.0 10.0

27.9 7.2

40.3 7.1

20.0 7.2

11.6 9.2

18.8 7.6

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

Primary teaching field

 Business, law, and communications 

 Health sciences

 65 or older

 10–19 years

 20 or more years

Average number of 

hours per week 

spent teaching 

credit classes

 Total

Part-time instructional 

faculty and staff* 

(1,000s)

Years of experience on current job
81

Table 58.—Average number of students taught in credit classes by part-time instructional faculty and 

 staff at public 2-year colleges, by selected characteristics: Fall 1992 

151.3 42.1

 Less than 10 years 120.9 41.4

24.0 44.3

6.3 47.4

Age

 Under 35 23.4 39.1

 35–44 51.2 41.2

 45–54 46.2 40.4

 55–64 21.1 49.1

9.4 47.1

22.4 36.5

9.0 39.1

27.9 45.7

40.3 41.3

20.0 52.7

11.6 36.1

18.8 39.6

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 10–19 years

 20 or more years

 65 or older

Average number of 

students taught in 

credit classes

 Total

Part-time instructional 

faculty and staff* 

(1,000s)

Years of experience on current job
82

Table 59.—Average number of total student contact hours per week in credit classes for part-time 

 instructional faculty and staff at public 2-year colleges, by selected characteristics: 

 Fall 1992 

Selected characteristics

151.3 174.6

 Less than 10 years 120.9 173.1

24.0 173.5

6.3 206.8

Age

 Under 35 23.4 165.7

 35–44 51.2 174.0

 45–54 46.2 162.3

 55–64 21.1 201.3

9.4 200.1

22.4 153.1

9.0 215.6

27.9 167.0

40.3 172.9

20.0 191.8

11.6 206.8

18.8 153.9

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Total

Part-time instructional 

faculty and staff* 

(1,000s)

Average number of 

total student contact 

hours per week in 

credit classes

Primary teaching field
83

Table 60.—Average number of total student credit hours generated by part-time instructional faculty

 and staff at public 2-year colleges, by selected characteristics: Fall 1992

Selected characteristics

151.3 137.8

 Less than 10 years 120.9 136.3

24.0 140.7

6.3 155.3

Age

 Under 35 23.4 123.5

 35–44 51.2 134.2

 45–54 46.2 135.2

 55–64 21.1 162.1

9.4 151.7

22.4 117.7

9.0 132.3

27.9 155.7

40.3 145.0

20.0 161.8

11.6 116.6

18.8 112.3

*Includes only instructional faculty and staff who taught 5 or fewer credit classes.

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 Business, law, and communications 

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Average number of 

total student credit 

hours generated

 Total

Part-time instructional 

faculty and staff* 

(1,000s)

Primary teaching field
84
85
86

Table 63.—Number and percentage distribution of part-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of multiple-choice mid-term or final 

 examinations in their classes and for selected characteristics: Fall 1992

Selected characteristics

154.9 39.3 25.2 35.6

 Less than 10 years 123.8 39.4 25.5 35.1

24.7 38.5 22.9 38.7

6.4 41.7 27.0 31.3

Age

 Under 35 24.2 37.0 28.6 34.4

 35–44 52.4 41.1 24.3 34.6

 45–54 47.1 36.3 25.4 38.3

 55–64 21.7 44.2 22.7 33.1

9.5 38.7 25.9 35.5

22.4 23.0 31.1 45.9

9.8 24.1 21.0 54.9

28.4 57.7 18.6 23.7

40.7 44.0 26.4 29.7

20.9 27.2 23.3 49.4

11.9 19.5 32.6 47.9

19.1 51.2 25.1 23.8

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

Use of multiple-choice midterms or finals in:

No 

classes

Some 

classes

All 

classes

Part-time instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job

 10–19 years
87

Table 64.—Number and percentage distribution of part-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of essay mid-term or final

 examinations in their classes and for selected characteristics: Fall 1992

Selected characteristics

154.9 53.0 21.1 25.9

 Less than 10 years 123.8 51.4 21.9 26.7

 10–19 years 24.7 59.8 17.8 22.4

 20 or more years 6.4 58.9 17.4 23.7

Age

 Under 35 24.2 54.7 19.7 25.6

 35–44 52.4 53.2 22.9 23.9

 45–54 47.1 53.1 20.5 26.3

 55–64 21.7 51.2 16.3 32.5

 65 or older 9.5 50.8 29.0 20.3

Primary teaching field

 Business, law, and communications 22.4 53.7 22.8 23.5

 Health sciences 9.8 68.0 16.5 15.6

 Humanities 28.4 26.8 20.3 52.8

 Natural sciences and engineering 40.7 70.6 16.0 13.3

 Social sciences and education 20.9 42.0 25.7 32.4

 Vocational training 11.9 59.6 24.8 15.5

 All other programs 19.1 56.0 27.1 16.9

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Part-time instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Use of essay mid-terms or 

finals in:

No 

classes

Some 

classes

All 

classes
88

Table 65.—Number and percentage distribution of part-time instructional faculty and staff who taught

 credit classes at public 2-year colleges, by their use of term/research papers in their

 classes and for selected characteristics: Fall 1992 

Selected characteristics

154.9 59.1 17.6 23.3

 Less than 10 years 123.8 57.8 17.9 24.4

24.7 64.9 18.0 17.0

6.4 62.5 11.2 26.3

Age

 Under 35 24.2 60.9 18.8 20.4

 35–44 52.4 57.6 18.4 24.0

 45–54 47.1 58.8 17.2 24.0

 55–64 21.7 58.8 16.6 24.6

9.5 64.8 15.8 19.4

22.4 60.5 19.0 20.5

9.8 55.7 19.6 24.6

28.4 42.4 20.1 37.6

40.7 79.6 10.5 9.9

20.9 40.4 24.2 35.4

11.9 65.1 15.0 19.9

19.1 55.2 22.3 22.5

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Use of term/research papers 

in:

No 

classes

Some 

classes

All 

classes

Part-time instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

 Social sciences and education 

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).
89

Table 66.—Number and percentage distribution of part-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of multiple drafts of written work in 

 their classes and for selected characteristics: Fall 1992

Selected characteristics

154.9 74.7 10.8 14.6

 Less than 10 years 123.8 73.0 10.8 16.2

24.7 82.2 10.2 7.6

6.4 81.7 11.7 6.7

Age

 Under 35 24.2 72.1 12.1 15.8

 35–44 52.4 75.0 11.0 14.1

 45–54 47.1 73.1 10.7 16.2

 55–64 21.7 77.7 8.8 13.4

9.5 80.6 10.9 8.5

22.4 82.5 9.6 8.0

9.8 85.1 6.5 8.4

28.4 36.9 19.4 43.7

40.7 89.8 7.2 3.0

20.9 77.4 9.1 13.5

11.9 84.9 8.9 6.2

19.1 78.5 10.0 11.5

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Use of multiple drafts of written 

work in:

No 

classes

Some 

classes

All 

classes

Part-time instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

 Social sciences and education 

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).
90

Table 67.—Number and percentage distribution of part-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of student presentations in their

 classes and for selected characteristics: Fall 1992 

Selected characteristics

154.9 45.4 29.6 25.0

 Less than 10 years 123.8 44.8 29.7 25.5

24.7 49.2 29.4 21.4

6.4 40.4 29.8 29.8

Age

 Under 35 24.2 49.6 25.6 24.9

 35–44 52.4 47.4 28.6 24.1

 45–54 47.1 41.9 30.7 27.4

 55–64 21.7 44.4 30.1 25.6

9.5 44.1 38.4 17.5

22.4 43.5 30.9 25.6

9.8 40.9 40.0 19.2

28.4 27.2 37.5 35.3

40.7 70.3 19.3 10.5

20.9 36.3 29.4 34.3

11.9 37.4 35.8 26.8

19.1 35.4 31.1 33.6

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

Use of student presentations in:

No 

classes

Some 

classes

All 

classes

Part-time instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job

 10–19 years

 Social sciences and education 

 Vocational training

 All other programs

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 
91

Table 68.—Number and percentage distribution of part-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of student evaluations in their 

 classes and for selected characteristics: Fall 1992

Selected characteristics

154.9 65.3 19.4 15.3

 Less than 10 years 123.8 64.1 19.8 16.2

24.7 69.9 17.8 12.3

6.4 72.6 18.0 9.4

Age

 Under 35 24.2 60.7 19.1 20.2

 35–44 52.4 66.4 18.3 15.4

 45–54 47.1 63.0 21.5 15.5

 55–64 21.7 69.8 17.5 12.7

9.5 71.1 20.1 8.8

22.4 68.8 17.3 13.9

9.8 72.0 15.3 12.7

28.4 37.3 30.0 32.7

40.7 83.5 11.0 5.5

20.9 67.5 24.4 8.2

11.9 69.2 19.9 11.0

19.1 54.1 21.0 24.9

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Use of student evaluations in:

No 

classes

Some 

classes

All 

classes

Part-time instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

 Social sciences and education 

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).
92

Table 69.—Number and percentage distribution of part-time instructional faculty and staff who taught 

 credit classes at public 2-year colleges, by their use of computer-aided instruction in their 

 classes and for selected characteristics: Fall 1992

Selected characteristics

154.9 66.6 18.3 15.1

 Less than 10 years 123.8 66.7 18.2 15.1

24.7 65.3 18.2 16.5

6.4 68.9 21.2 9.9

Age

 Under 35 24.2 63.3 22.7 14.0

 35–44 52.4 66.2 17.6 16.3

 45–54 47.1 66.2 17.8 16.1

 55–64 21.7 68.5 19.1 12.4

9.5 73.8 13.2 13.0

22.4 72.1 13.9 14.0

9.8 67.5 25.3 7.2

28.4 68.5 19.1 12.4

40.7 59.5 19.9 20.6

20.9 71.7 16.7 11.6

11.9 65.2 14.9 19.9

19.1 67.8 18.6 13.6

*Includes only instructional faculty and staff who taught credit classes.

NOTE: Percentages may not add to 100 because of rounding.

Use of computer-aided 

instruction in:

No 

classes

Some 

classes

All 

classes

Part-time instructional 

faculty and staff* 

(1,000s)

 Total

Years of experience on current job

 10–19 years

 20 or more years

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

 Social sciences and education 

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).
93

Table 70.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by whether they had published within the past two years and for selected 

 characteristics: Fall 1992

Selected characteristics Yes No

159.2 23.0 77.0

 Less than 10 years 127.3 23.4 76.6

25.4 21.6 78.4

6.6 19.5 80.5

Age

 Under 35 25.6 22.8 77.2

 35–44 53.5 24.9 75.1

 45–54 48.2 24.6 75.4

 55–64 22.0 18.4 81.7

9.8 15.5 84.5

22.7 21.9 78.1

10.4 18.2 81.8

28.8 25.2 74.8

41.4 22.5 77.5

21.3 23.0 77.0

12.6 16.8 83.2

20.0 28.3 71.7

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Any publications within 

the past two years?

 Total

Part-time instructional 

faculty and staff 

(1,000s)

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Health sciences

 Vocational training

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
94

Table 71.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by whether they had presented or exhibited their scholarly work within the

 past two years and for selected characteristics: Fall 1992 

Selected characteristics Yes No

159.2 27.3 72.7

 Less than 10 years 127.3 27.0 73.0

25.4 28.5 71.5

6.6 27.9 72.1

Age

 Under 35 25.6 25.6 74.4

 35–44 53.5 32.1 67.9

 45–54 48.2 28.0 72.0

 55–64 22.0 22.7 77.3

9.8 12.8 87.3

22.7 25.9 74.1

10.4 31.4 68.6

28.8 24.8 75.2

41.4 20.5 79.5

21.3 30.8 69.2

12.6 15.0 85.0

20.0 49.9 50.1

NOTE: Percentages may not add to 100 because of rounding.

 All other programs

Any presentations or 

exhibitions within the past 

two years?

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Total

Part-time instructional 

faculty and staff 

(1,000s)

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

Primary teaching field

 Business, law, and communications 

 Vocational training

 Humanities

 Natural sciences and engineering 

 Social sciences and education 
95

Table 72.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by their opinion about choosing an academic career again and for selected 

 characteristics: Fall 1992

Selected characteristics Disagree Agree

159.2 11.7 88.3

 Less than 10 years 127.3 11.8 88.2

25.4 13.3 86.7

6.6 4.1 95.9

Age

 Under 35 25.6 10.0 90.0

 35–44 53.5 12.3 87.7

 45–54 48.2 13.9 86.1

 55–64 22.0 10.4 89.6

9.8 5.4 94.6

22.7 9.5 90.5

10.4 5.6 94.4

28.8 12.8 87.2

41.4 12.0 88.0

21.3 11.3 88.7

12.6 13.6 86.4

20.0 15.5 84.5

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Total

 Health sciences

Years of experience on current job

 10–19 years

 20 or more years

 65 or older

 Vocational training

"If I had to do it over again, I 

would choose an academic 

career"

Primary teaching field

 Business, law, and communications 

 All other programs

 Humanities

 Natural sciences and engineering 

 Social sciences and education 

Part-time instructional 

faculty and staff 

(1,000s)
96

Table 73.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by their opinions concerning advancement opportunities for junior faculty

 and for selected characteristics: Fall 1992

Selected characteristics

159.2 31.0 51.3 17.8

 Less than 10 years 127.3 31.9 50.5 17.6

25.4 27.2 54.7 18.1

6.6 28.2 52.7 19.1

Age

 Under 35 25.6 32.3 48.3 19.4

 35–44 53.5 33.4 51.7 14.9

 45–54 48.2 32.6 50.4 17.0

 55–64 22.0 25.9 54.9 19.2

9.8 18.0 52.5 29.5

22.7 27.3 54.7 18.0

10.4 26.5 56.4 17.1

28.8 40.0 45.1 14.9

41.4 24.8 58.7 16.6

21.3 34.7 45.4 20.0

12.6 20.2 57.9 21.9

20.0 39.2 42.2 18.6

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Part-time instructional 

faculty and staff 

(1,000s)

 Social sciences and education 

 Vocational training

 All other programs

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

 Total

Years of experience on current job

 10–19 years

 20 or more years

Worsened

Stayed 

the same Improved

Advancement opportunities for 

junior faculty have:
97

Table 74.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a part-time postsecondary job within 

 three years and for selected characteristics: Fall 1992

Selected characteristics

 Total 159.2 61.0 26.3 12.7

Years of experience on current job

 Less than 10 years 127.3 58.8 27.7 13.5

 10–19 years 25.4 68.7 21.7 9.6

 20 or more years 6.6 72.0 17.5 10.6

Age

 Under 35 25.6 57.1 28.4 14.5

 35–44 53.5 60.4 25.7 14.0

 45–54 48.2 59.8 28.9 11.3

 55–64 22.0 64.2 23.7 12.1

 65 or older 9.8 72.7 17.6 9.7

 Business, law, and communications 22.7 61.0 26.8 12.2

 Health sciences 10.4 68.3 23.2 8.5

 Humanities 28.8 56.1 29.8 14.1

 Natural sciences and engineering 41.4 61.9 26.1 12.0

 Social sciences and education 21.3 58.8 27.2 14.0

 Vocational training 12.6 62.1 23.1 14.8

 All other programs 20.0 63.6 24.8 11.7

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Primary teaching field

Somewhat 

likely

Not at 

all likely

Very 

likely

Part-time instructional 

faculty and staff 

(1,000s)

Likelihood of accepting a parttime postsecondary job:
98

Table 75.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a part-time nonpostsecondary job 

 within three years and for selected characteristics: Fall 1992

Selected characteristics

159.2 71.7 21.3 7.0

 Less than 10 years 127.3 70.5 22.4 7.2

 10–19 years 25.4 77.5 16.3 6.2

 20 or more years 6.6 74.5 20.0 5.6

Age

 Under 35 25.6 64.5 26.5 8.9

 35–44 53.5 69.4 22.4 8.3

 45–54 48.2 76.3 18.0 5.6

 55–64 22.0 70.8 22.4 6.8

 65 or older 9.8 83.2 15.2 1.6

Primary teaching field

 Business, law, and communications 22.7 80.2 14.3 5.5

 Health sciences 10.4 60.1 30.9 9.0

 Humanities 28.8 71.3 21.9 6.8

 Natural sciences and engineering 41.4 72.5 21.8 5.7

 Social sciences and education 21.3 69.4 21.5 9.1

 Vocational training 12.6 66.3 25.7 8.0

 All other programs 20.0 72.8 19.6 7.6

NOTE: Percentages may not add to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Total

Years of experience on current job

Likelihood of accepting a parttime nonpostsecondary job:

Somewhat 

likely

Not at all 

likely

Very 

likely

Part-time instructional 

faculty and staff 

(1,000s)
99

Table 76.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a full-time postsecondary job within 

 three years and for selected characteristics: Fall 1992

Selected characteristics

159.2 59.8 21.3 18.9

 Less than 10 years 127.3 57.2 22.1 20.7

25.4 69.2 18.7 12.1

6.6 75.6 13.9 10.5

Age

 Under 35 25.6 50.6 21.2 28.2

 35–44 53.5 56.8 23.0 20.2

 45–54 48.2 59.8 22.0 18.2

 55–64 22.0 67.7 20.1 12.1

9.8 82.9 10.8 6.4

22.7 68.1 17.2 14.8

10.4 67.8 19.0 13.2

28.8 47.5 26.2 26.3

41.4 60.6 19.8 19.6

21.3 55.8 23.2 21.1

12.6 68.1 19.3 12.6

20.0 60.7 22.0 17.4

NOTE: Percentages may not add to 100 because of rounding.

 Social sciences and education 

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

 Total

Years of experience on current job

 10–19 years

 20 or more years

Part-time instructional 

faculty and staff 

(1,000s)

Somewhat 

likely

Not at all 

likely

Very 

likely

Likelihood of accepting a full-time 

postsecondary job:
100

Table 77.—Number and percentage distribution of part-time instructional faculty and staff at public

 2-year colleges, by the likelihood that they would accept a full-time nonpostsecondary

 job within three years and for selected characteristics: Fall 1992

Selected characteristics

159.2 63.0 19.8 17.1

 Less than 10 years 127.3 59.8 21.6 18.6

25.4 75.6 12.9 11.4

6.6 77.3 12.2 10.5

Age

 Under 35 25.6 51.5 20.8 27.7

 35–44 53.5 57.1 22.2 20.7

 45–54 48.2 65.2 21.0 13.8

 55–64 22.0 73.6 16.9 9.5

9.8 91.0 5.0 4.0

22.7 67.5 18.6 13.9

10.4 66.2 17.3 16.5

28.8 59.6 22.0 18.4

41.4 61.7 19.5 18.8

21.3 60.2 20.4 19.4

12.6 65.5 18.4 16.1

20.0 66.2 19.8 14.1

NOTE: Percentages may not add to 100 because of rounding.

 Social sciences and education 

 Vocational training

 All other programs

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Health sciences

 Humanities

 Natural sciences and engineering 

 65 or older

Primary teaching field

 Business, law, and communications 

 Total

Years of experience on current job

 10–19 years

 20 or more years

Part-time instructional 

faculty and staff 

(1,000s)

Not at all 

likely

Very 

likely

Likelihood of accepting a fulltime nonpostsecondary job:

Somewhat 

likely
101 

References 

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Clark, B.R. 1997. “Small Worlds, Different Worlds. The Uniqueness and Troubles of American 

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Cohen, A.M. and Brawer, F.B. 1989. The American Community College (2nd ed.). San Francisco: 

Jossey-Bass. 

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Community College: Essays by John Lombardi (pp. 51–67). Washington, DC: American Association of 

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(pp. 423–435). Westport, CT: Greenwood Press. 

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Excellence (pp. 29–38). (New Directions for Community Colleges, No. 79). San Francisco: JosseyBass. 

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Colleges. 

Richardson, R.C., Jr., Fisk, E., and Okun, M.A. 1983. Literacy in an Open-access College. San 

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Center for Education Statistics, NCES 98–228. 

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Seidman, E. 1985. In the Words of the Faculty. San Francisco: Jossey-Bass. 

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103 

Appendix A 

Technical Notes

Overview

The 1992–93 National Study of Postsecondary Faculty (NSOPF:93) was sponsored by the U.S. 

Department of Education’s National Center for Education Statistics (NCES). The study received 

additional support from the National Science Foundation (NSF) and the National Endowment for the 

Humanities (NEH). It was conducted by NORC, the National Opinion Research Center at the University 

of Chicago, under contract to NCES. 

The first cycle of NSOPF was conducted in 1987–88 (NSOPF:88). The second cycle of NSOPF, 

conducted in 1992–93 (NSOPF:93), was limited to surveys of institutions and faculty, but with a 

substantially expanded sample of 974 public and private nonproprietary higher education institutions and 

31,354 faculty. The study was designed to provide a national profile of faculty: their professional 

backgrounds, responsibilities, workloads, salaries, benefits, and attitudes. 

Institution Universe

The definition of the institution universe for NSOPF:93 was identical to the one used in NSOPF:88. It 

included institutions in the traditional sector of higher education: that is, institutions whose accreditation 

at the college level is recognized by the U.S. Department of Education, that provide formal instructional 

programs of at least two years’ duration, that are public or private not-for-profit, and that are designed 

primarily for students who have completed the requirements for a high school diploma or its equivalent. 

Faculty Universe

Unlike NSOPF:88, which was limited to faculty whose assignment included instruction, the faculty 

universe for NSOPF:93 was expanded to include all those who were designated as faculty, whether or not 

their responsibilities included instruction, and other (non-faculty) personnel with instructional 

responsibilities. Under this definition, researchers and administrators and other institutional staff who 

hold faculty positions, but who do not teach, were included in the sample. Instructional staff without 

faculty status also were included. Teaching assistants were not included in either cycle of NSOPF. 

Sample Design

A two-stage stratified clustered probability design was used to select the NSOPF:93 sample. The firststage NSOPF:93 sampling frame consisted of the 3,256 postsecondary institutions that provided formal 

instructional programs of at least two years’ duration and that were public or private, not-for-profit, drawn 

from the 1991–92 IPEDS (Integrated Postsecondary Education Data System)1

 Institutional Characteristics 

 

1

 IPEDS is a recurring set of surveys developed and maintained by NCES. Postsecondary education is defined by 

IPEDS as “the provision of a formal instructional program whose curriculum is designed primarily for students who 

have completed the requirements for a high school diploma or its equivalent.” This definition includes programs 

whose purpose is academic, vocational and continuing professional education and excludes avocational and adult 

basic education. IPEDS encompasses all institutional providers of postsecondary education in the United States and 

its outlying areas. For more information on IPEDS data used in this study, see National Center for Education 

Statistics, IPEDS Manual for Users (Washington, DC: National Center for Education Statistics 1991, NCES 95-

724). This manual is also distributed with IPEDS data on CD-ROM. 
104 

Survey. The sampling frame was sorted by type and control of institution to create groups of institutions 

called strata. The selection of institutions occurred independently within each stratum. 

A modified Carnegie2

 classification system was used to classify institutions. For more details about the 

sample design, refer to the 1993 National Study of Postsecondary Faculty: Methodology Report [NCES 

97–467].

Data Collection and Response Rates

Prior to data collection, it was first necessary to obtain cooperation from the sampled institutions. Each 

institution was asked to provide annotated lists of all faculty and instructional staff at their institution. Of 

the 974 institutions in the total sample, 12 (1.2 percent) were found to be ineligible. Ineligible institutions 

included those which had closed or which had merged with other institutions, satellite campuses that were 

not independent units, and institutions that did not grant any degrees or certificates. A total of 817 

eligible institutions agreed to participate (i.e., to provide a list of faculty and instructional staff), for a list 

participation rate of 84.9 percent (83.4 percent, weighted). 

Of the 31,354 faculty and instructional staff sampled, 1,590 (5.1 percent) were found to be ineligible, 

which included staff who were deceased or no longer at the institution, nonfaculty staff who did not have 

a Fall 1992 teaching assignment, and teaching assistants. A total of 25,780 questionnaires were 

completed for a response rate of 86.6 percent (84.4 percent, weighted). The overall faculty response rate 

(institution list participation rate multiplied by the faculty questionnaire response rate) was 73.5 percent 

(70.4 percent, weighted). 

Item nonresponse occurred when a respondent did not answer one or more survey questions. The item 

nonresponse rates were generally low for the faculty questionnaire, since missing critical (and selected 

other) items were retrieved by interviewers. For a full description of item nonresponse, see the 1993 

National Study of Postsecondary Faculty: Methodology Report [NCES 97–467]. 

Data Analysis System 

The estimates presented in this report were produced using the NSOPF:93 Data Analysis Systems (DAS). 

The DAS software makes it possible for users to specify and generate their own tables from the 

NSOPF:93 data. With the DAS, users can replicate or expand upon the tables presented in this report. If 

the number of valid cases is too small to produce a reliable estimate (less than 30 cases), the DAS prints 

the message “low-N” instead of the estimate. 

For more information about the NSOPF:93 Data Analysis Systems, consult the NCES DAS Website 

(WWW.PEDAR-DAS.org) or contact: 

 Aurora D’Amico 

 NCES 

 555 New Jersey Avenue, NW 

 Washington, DC 20208–5652 

 (202) 219–1365 

 aurora_d’amico@ed.gov 

 

2

 See A Classification of Institutions of Higher Education, (Princeton, N.J.: The Carnegie Foundation for the 

Advancement of Teaching), 1987. 
105 

Sources of Error

The survey estimates provided in the NSOPF:93 analytical reports, published by NCES, are subject to 

two sources of error: sampling errors and nonsampling errors. Sampling errors occur because the 

estimates are based on a sample of individuals in the population rather than on the entire population. 

Sampling errors can be quantified using statistical procedures in which a variance estimate is calculated. 

In the reports, the variance estimate is the square of the standard error for the mean or proportion 

(including percent). The standard error measures the variability of the sample estimator in repeated 

sampling, using the same sample design and sample size. It indicates the variability of a sample estimator 

that would be obtained from all possible samples of a given design and size. Standard errors are used as a 

measure of the precision expected from a particular sample. If all possible samples were surveyed under 

similar conditions, intervals of 1.96 standard errors below to 1.96 standard errors above a mean or 

proportion would include the true population parameter in about 95 percent of the samples. In general, 

for large sample sizes (n greater than or equal to 30) and for estimates of the mean or the proportion, the 

intervals described above provide a 95 percent confidence interval. If sample sizes are too small, or if the 

parameters being estimated are not means or proportions, then these intervals may not correspond to the 

95 percent confidence level. 

Standard errors for all estimates presented in this report’s tables were computed using a technique known 

as Taylor series approximation. Standard errors for selected characteristics are presented in tables B1–B4 

corresponding to estimates produced in tables 3, 35, 41, and 74 of the report. Standard errors for all other 

estimates presented in this report are available upon request. Specialized computer programs, such as 

SUDAAN3

 and CENVAR4 calculate variances with the Taylor-series approximation method.

Comparisons noted in this report are significant at the 0.05 level. The descriptive comparisons were 

tested in this report using Student’s t statistic. Differences between estimates are tested against the 

probability of a Type I error, or significance level. The significance levels were determined by calculating 

the Student’s t values for the differences between each pair of means or proportions and comparing these 

with published tables of significance levels for two-tailed hypothesis testing. 

Student’s t values may be computed to test the difference between estimates with the following formula: 

t

E E

se se

1 2

1

2

2

2 = −

+

 (1) 

where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. 

This formula is valid only for independent estimates. When estimates are not independent a covariance 

term must be added to the formula. If the comparison is between the mean of a subgroup and the mean of 

the total group, the following formula is used: 

E E

se se 2p se

sub tot

sub

2

tot

2

sub

2

−

+ −

 (2) 

 

3

 Shah, Babubhai V., Beth G. Barnwell, and Gayle S. Bieler, SUDAAN User’s Manual, Release 6.4 (Research 

Triangle Park, N.C.: Research Triangle Institute), 1995. 

4

 U.S. Bureau of the Census, CENVAR IMPS Version 3.1 (Washington DC: U.S. Bureau of the Census), 1995. 
106 

where p is the proportion of the total group contained in the subgroup.5

The general formula when two estimates are compared is: 

E -E

se + se - 2(r)se se

1 2

1

2

2

2

1 2

 (3) 

 

where r is the correlation between the two estimates.6

 In particular, this formula is used when the 

percentages add to 100 percent. The estimates, standard errors, and correlations can all be obtained from 

the DAS. 

When multiple pairwise comparisons were made, the acceptable minimum significance level was 

decreased by means of the Bonferroni adjustment.7

 This adjustment takes into account the increased 

likelihood, when making multiple comparisons, of finding significant pairwise differences simply by 

chance. With this adjustment, the significance level being used for each comparison (0.05) is divided by 

the total number of comparisons being made. 

Sample estimates also are subject to bias from nonsampling errors. It is more difficult to measure the 

magnitude of these errors. They can arise for a variety of reasons: nonresponse, undercoverage, 

differences in the respondent’s interpretation of the meaning of questions, memory effects, misrecording 

of responses, incorrect editing, coding, and data entry, time effects, or errors in data processing. For 

example, undercoverage (in which institutions did not provide a complete enumeration of eligible faculty) 

and listing of ineligible faculty necessitated the “best estimates” correction to the NSOPF:93 faculty 

population estimates. The “best estimates” correction had a particular affect on the distribution of fulland part-time faculty. For a more detailed discussion of the undercoverage problem, refer to the 1993 

National Study of Postsecondary Faculty: Methodology Report [NCES 97–467]. Whereas general 

sampling theory can be used, in part, to determine how to estimate the sampling variability of a statistic, 

nonsampling errors are not easy to measure. Measurement of nonsampling errors usually requires the 

incorporation of a methodological experiment into the survey or the use of external data to assess and 

verify survey results. 

To minimize the potential for nonsampling errors, the faculty and institution questionnaires (as well as the 

sample design, data collection, and data processing procedures) were field-tested with a national 

probability sample of 136 postsecondary institutions and 636 faculty members in 1992. To evaluate 

reliability, a subsample of faculty respondents was re-interviewed. An extensive item nonresponse 

analysis of the questionnaires was also conducted followed by additional evaluation of the instruments 

and survey procedures.8

 An item nonresponse analysis was also conducted for the full-scale surveys. See 

the 1993 National Study of Postsecondary Faculty: Methodology Report [NCES 97–467] for a detailed 

description of the item nonresponse analysis. 

 

5

 U.S. Department of Education, National Center for Education Statistics, A Note from the Chief Statistician, No. 2, 

1993. 

6

 Ibid. 

7

 For an explanation of the Bonferroni adjustment for multiple comparisons, see Miller, Rupert G., Simultaneous 

Statistical Inference (New York: McGraw Hill Co.), 1981 or Dunn, Olive Jean, “Multiple Comparisons Among 

Means,” Journal of the American Statistical Association 56 (293), (March, 1961), pp. 52–64. 8

 A complete description of the field test design and results can be found in Abraham, Sameer Y., et al., 1992–93 

National Study of Postsecondary Faculty: Field Test Report (Washington, DC: U.S. Department of Education, 

National Center for Education Statistics [NCES:93–390]), February 1994. 
107 

In addition, for the full-scale surveys, a computer-based editing system was used to check data for range 

errors, logical inconsistencies, and erroneous skip patterns. For erroneous skip patterns, values were 

logically assigned on the basis of the presence or absence of responses within the skip pattern whenever 

feasible, given the responses. Missing or inconsistent critical items were retrieved. Some small 

inconsistencies between different data elements remained in the data files. In these situations, it was 

impossible to resolve the ambiguity as reported by the respondent. All data were keyed with 100 percent 

verification of a randomly selected subsample of 10 percent of all questionnaires received. 

Variables Included in this Report 

Demographic characteristics 

• gender (percentage male) 

• ethnicity (percentage minority) 

Education and employment histories 

• percentage with baccalaureate or less as highest academic credential earned 

• percentage with doctorate or first professional degree as highest academic credential earned 

• percentage for whom the current job is the first job held since earning the highest degree 

• percentage indicating that the most recent previous job entailed teaching 

• percentage indicating that the most recent previous job entailed responsibilities other than teaching 

• percentage indicating that the most recent previous job was held on a part-time basis 

• percentage indicating that the most recent previous job was in a postsecondary institution 

Current employment 

• percentage indicating that they accepted part-time work because full-time work was unavailable 

(part-time faculty only) 

• percentage indicating that they accepted part-time work because they preferred working on a parttime basis (part-time faculty only) 

• percentage indicating that they had employment outside of their institutions 

• percentage indicating that their outside jobs were in a postsecondary institution 

• percentage indicating that their outside jobs were in a setting other than a postsecondary institution 

• percentage indicating that their outside jobs entailed teaching 

• percentage indicating that their outside jobs entailed responsibilities other than teaching 

• percentage indicating that their outside jobs were held on a part-time basis 

Workload 

• mean total students taught in credit classes 

• mean total classes taught 

• mean total classroom credit hours taught 

• mean total hours per week teaching credit classes 
108 

• mean total student contact hours per week in credit classes 

• mean total hours per week devoted to paid activities at the institution 

• mean total hours per week devoted to paid activity outside of the institution 

Main instructional methods used in courses 

• percentage who use lecture as main instructional method in the first class 

• percentage who use lecture as main instructional method in the second class 

• percentage who use lecture as main instructional method in the third class (full-time faculty only)9

• percentage who use seminar, discussion, role playing, group projects, or cooperative learning as 

main instructional method in the first class 

• percentage who use seminar, discussion, role playing, group projects, or cooperative learning as 

main instructional method in the second class 

• percentage who use seminar, discussion, role playing, group projects, or cooperative learning as 

main instructional method in the third class (full-time faculty only) 

• percentage who use lab work, clinics, apprenticeships, or internships as the main instructional 

method in the first class 

• percentage who use lab work, clinics, apprenticeships, or internships as the main instructional 

method in the second class 

• percentage who use lab work, clinics, apprenticeships, or internships as the main instructional 

method in the third class (full-time faculty only) 

• percentage who require student presentations in all classes 

• percentage who require student presentations in no classes 

• percentage who require term/research papers in all classes 

• percentage who require term/research papers in no classes 

• percentage who require students to evaluate each other’s work in all classes 

• percentage who require students to evaluate each other’s work in no classes 

• percentage who have students write multiple drafts of written work in all classes 

• percentage who have students write multiple drafts of written work in no classes 

• percentage who use multiple choice mid-terms or finals in all classes 

• percentage who use multiple choice mid-terms or finals in no classes 

• percentage who use essay mid-terms or finals in all classes 

• percentage who use essay mid-terms or finals in no classes 

 

9

 Respondents were asked to indicate the main instructional method used in up to five credit classes. 
109 

• percentage who use computer-aided instruction in all classes 

• percentage who use computer-aided instruction in no classes 

Non-teaching professional activities 

• percentage of faculty and staff with at least one recent publication (within the past two years) 

• percentage of faculty and staff with at least one recent presentation or exhibition (within the past 

two years) 

Attitudes toward career opportunities 

• percentage indicating that career opportunities for junior faculty have worsened 

• percentage indicating that they would select an academic career again 

Potential career changes 

• percentage indicating that it is “not at all likely” that they would accept a full-time 

nonpostsecondary job in the next three years 

• percentage indicating that it is “very likely” that they would accept a full-time nonpostsecondary 

job in the next three years 

• percentage indicating that it is “not at all likely” that they would accept a full-time postsecondary 

job in the next three years 

• percentage indicating that it is “very likely” that they would accept a full-time postsecondary job 

in the next three years 

• percentage indicating that it is “not at all likely” that they would accept a part-time 

nonpostsecondary job in the next three years 

• percentage indicating that it is “very likely” that they would accept a part-time nonpostsecondary 

job in the next three years 

• percentage indicating that it is “not at all likely” that they would accept a part-time postsecondary 

job in the next three years 

• percentage indicating that it is “very likely” that they would accept a part-time postsecondary job 

in the next three years 
110 
111

Appendix B

Standard Error Tables
112
113

Table B1.—Standard errors for table 3, percentage distribution of full-time instructional faculty and staff at 

 public 2-year colleges, by highest educational credential attained and for selected 

 characteristics: Fall 1992

Selected characteristics

1.29 1.18 1.17

 Less than 10 years 1.59 1.59 1.53

2.05 2.06 1.43

1.21 2.18 2.03

Age

 Under 35 3.87 3.93 2.37

 35–44 2.08 1.95 1.46

 45–54 1.25 1.45 1.49

 55–64 1.97 2.24 2.08

5.74 6.17 6.08

1.97 2.68 2.50

2.93 3.15 1.09

0.39 2.39 2.39

2.43 2.37 2.00

1.42 3.25 3.06

3.60 3.31 1.58

3.14 3.32 1.77

*Includes only instructional faculty and staff who held a postsecondary credential.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93).

 Total

 Business, law, and communications 

 Health sciences

 10–19 years

 20 or more years

 Vocational training

 All other programs

 Natural sciences and engineering 

 Social sciences and education 

Highest credential attained

Years of experience on current job

 Humanities

Primary teaching field

 65 or older

Bachelor's 

or less*

Master's 

degree

Ph.D. or first 

professional
114

Table B2.—Standard errors for table 35, percentage distribution of full-time instructional faculty and 

 staff at public 2-year colleges, by the likelihood that they would accept a part-time 

 postsecondary job within three years and for selected characteristics: Fall 1992 

Selected characteristics

0.73 0.70 0.36

 Less than 10 years 1.09 1.02 0.55

 10–19 years 1.19 1.08 0.61

 20 or more years 1.34 1.25 0.69

Age

 Under 35 4.71 4.48 2.15

 35–44 1.21 1.02 0.66

 45–54 1.20 1.17 0.52

 55–64 1.61 1.32 0.91

 65 or older 3.68 3.06 2.55

Primary teaching field

 Business, law, and communications 2.32 1.89 1.61

 Health sciences 1.93 1.88 0.79

 Humanities 1.46 1.39 0.74

 Natural sciences and engineering 1.63 1.52 0.72

 Social sciences and education 2.63 2.25 1.21

 Vocational training 1.84 1.44 1.29

 All other programs 1.94 1.57 1.02

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary Faculty 

(NSOPF:93). 

 Total

Years of experience on current job

Likelihood of accepting a part-time postsecondary job:

Somewhat 

likely Very likely

Not at all 

likely
115

Table B3.—Standard errors for table 41, percentage distribution of part-time instructional faculty 

 and staff at public 2-year colleges, by highest educational credential attained and

 for selected characteristics: Fall 1992

Selected characteristics

1.49 1.44 0.86

 Less than 10 years 1.64 1.62 0.93

2.66 2.54 2.28

4.34 5.21 4.30

Age

 Under 35 3.63 3.54 1.06

 35–44 2.25 2.22 1.37

 45–54 1.94 2.29 1.91

 55–64 2.96 3.48 3.00

3.81 4.95 3.82

3.12 3.53 2.95

5.00 4.43 3.20

1.27 1.74 1.55

2.47 2.83 1.60

2.14 2.74 2.24

3.24 3.13 0.76

3.88 3.67 1.77

*Includes only instructional faculty and staff who held a postsecondary credential.

Master's 

degree

Ph.D. or first 

professional

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of 

Postsecondary Faculty (NSOPF:93).

 65 or older

 All other programs

 Vocational training

 Social sciences and education 

Bachelor's or 

less*

Highest credential attained

Years of experience on current job

 Humanities

 Natural sciences and engineering 

 Total

Primary teaching field

 Business, law, and communications 

 Health sciences

 10–19 years

 20 or more years
116

Table B4.—Standard errors for table 74, percentage distribution of part-time instructional faculty and staff

 at public 2-year colleges, by the likelihood that they will accept a part-time postsecondary

 job within three years and for selected characteristics: Fall 1992

1.32 1.12 0.88

 Less than 10 years 1.42 1.26 1.07

 10–19 years 2.91 2.31 1.50

 20 or more years 5.00 4.33 3.45

Age

 Under 35 2.97 2.66 2.28

 35–44 2.21 1.61 1.31

 45–54 1.74 1.76 1.15

 55–64 3.24 3.20 1.75

 65 or older 3.84 3.21 2.63

Primary teaching field

 Business, law, and communications 3.04 2.71 1.88

 Health sciences 4.21 3.78 2.47

 Humanities 2.25 2.02 1.70

 Natural sciences and engineering 2.99 3.11 1.74

 Social sciences and education 2.90 2.80 2.14

 Vocational training 3.63 3.02 2.81

 All other programs 2.95 2.88 1.91

 Total

Years of experience on current job

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary 

Faculty (NSOPF:93).

Likelihood of accepting a part-time postsecondary job:

Not at all 

likely Very likely

Somewhat 

likely