The purpose of this study was to examine the changing demographics among higher education faculty across the country and the impact of these changing demographics on faculty perceptions of assimilation, engagement, and participation in shared governance. Coupled for a review of the secondary survey and demographic data online, the researchers distributed an online 10-question survey to 281 faculty after posting a call for subjects through an academic listserv associated with a national professional organization for communication scholars. The respondents came from public institutions (59.6%), representing two primary regions of the country--SE Atlantic (34.4%) and Midwestern (29%). The professional focus of the respondents' schools was evenly split between teaching and research (43.8% vs. 42.3%). Over 35% reported having spent more than 10 years at their present institution. Dominant age groups mirrored the ACE data--suggesting a graying of the professorate (31% over 50 years of age). Ranked perceptions of assimiliation and engagement for the sampling indicate high levels of individual commitment across all age groups, but low levels of involvement in institutional decision-making. The lowest levels of individual power and belongingness were reported by the youngest age group (under 30 years of age). The number of years at an institution impacted the ranked perceptions of assimilation and engagement more than age, however. Conclusions from this study focused on the paradoxes of group life related to structure, adaptation, power, belongingness and self-esteem. These paradoxes indicate changes for higher education as well as the world within which higher education resides. More questions than recommendations emerged from this study suggesting the ambiguous world of higher education and a need for further investigations as this century unfolds. (Contains 2 tables.)