Given this divergent information, we wondered if a movement away from teaching could be documented in the recruitment process or in the early stages of teaching careers. Although our data are partly retrospective and limited to the cognitive sub-discipline in psychology, they indicate how interested we can expect the next wave of college psychology faculty to be in teaching. Method Data presented herein constitute baseline information for a longitudinal study of applicants' subsequent careers and teaching. Of those who declined participation, most cited lack of time as the reason or said that they could not commit to a longitudinal study. Many who initially agreed to participate told us later that they were simply too busy.
Respondents seem representative of the population sampled.
A 9-credit primarily undergraduate teaching load will include introductory psychology. The only graduate course was a seminar in the candidate's area of expertise. The university was described as of moderate size, with the department offering a master's degree. Relevant data were taken from curricula vitae. Papers published were those appearing or in press in peer-reviewed journals.