The effects of the rapid introduction of computing in education on Drexel University faculty were studied. The university decided that incoming 1983 freshmen would be required to own microcomputers, which could be bought at reduced cost. A questionnaire was administered to determine faculty members' experience with computers, their values, educational background, teaching styles, and views about possible changes that might result from the decision. Responses from 328 full-time faculty indicated that their attitudes toward the university's microcomputing decision depended on the interaction between their academic rank and computer competence. Full professors, regardless of their computer competence, tended to favor the decision. Associate professors who were computer competent were more pleased with the decision than those above or below them in rank, while assistant professors who were not computer competent were less pleased than those above or below them in rank. Except in liberal arts, younger faculty were most likely to have used computers. For engineers, knowledge of computing seemed tied with their continuing education. Among natural scientists, computing seemed more closely allied with having varied interests (in music and visual arts). Faculty participation in computer training was also assessed. (SW)