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Research on turnover in academia suggests faculty primarily resign to obtain higher salaries and for personal reasons; however, the samples of most such studies have been from research institutions. Correlates were examined for turnover intentions among 190 faculty members at a university that emphasized teaching. Although current turnover intention was low, seven measures of satisfaction explained 31.5% of the variability in turnover intent, and satisfaction with pay, work itself, and teaching/service load together explained 26% of the variance. Findings support the hypothesis that salary is an important element in explaining turnover consideration at teaching institutions. Although satisfaction with collegial relations was related significantly to turnover intent, it was not as important as some of the other characteristics.

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A primary barrier to the usage of the well-documented pedagogical technique of service learning is time. Successful experiences require faculty to devote significant time to facilitating the community partnership. Another challenge is student readiness for experiences, both in terms of knowledge and motivation. In this article, 2 adaptations are discussed that expand the opportunities for service learning while preserving faculty time. The first strategy identifies internal community members, such as campus offices and organizations, as potential partners. A second strategy is to collaborate on an end product. This strategy preserves the benefits of indirect service learning. This article discusses the pragmatics, trade-offs, and lessons learned from using each of these strategies in class projects.

Faculty members (123 men, 79 women) were asked about behaviors of students which could indicate a lack of respect for a teacher, such as challenging grades, calling the professor at home, and sexual propositions. Female faculty reported being more likely than male faculty to believe they had been treated differently because of their sex. Male faculty reported being more likely than female faculty to be called Doctor by students meeting them for the first time.