Preparing Future Faculty

Sponsored by the Council of Graduate Schools and the Association of American Colleges & Universities, with support from the National

Science Foundation, The Pew Charitable Trusts, and a private donor

Purpose

Improve the way future faculty are prepared for the teaching, research, and service responsibilities of faculty work

Goals

Increase knowledge, broaden perspectives, and develop skills of faculty members and doctoral students

Increase understanding of the changing roles of faculty

Develop model programs and assess their effectiveness

Disseminate models and promising practices

Basic Assumptions

The Ph.D. is a research degree

Not all Ph.D. students aspire to faculty careers

Not all Ph.D. programs aspire to prepare students for faculty careers or for the full range of colleges and universities

There is increasing dissatisfaction with the job readiness of new Ph.D.’s

Concepts

Doctoral students should . . .

develop professional expertise in teaching, research, and service, and start learning to balance and integrate these responsibilities

learn about the academic profession

have experience at a variety of institutions

learn about changes taking place in teaching and learning

Concepts continued

Programs should . . .

include formal systems for mentoring in teaching and other aspects of professional work

be planned so that they are appropriate to the student's stage of development and progress toward the degree

be integrated into the academic program

build upon and go beyond Teaching Assistant orientation and development programs

What is a cluster?

decides what is needed in new faculty

gives students opportunities to experience faculty life in multiple institutional settings

increases awareness among faculty in both the doctoral university and partner institutions about the changing expectations for faculty

A cluster is a formal, cooperative arrangement involving different institutions and / or departments--partners--working together. Cluster leadership:

Profile of Programs

1993 ‑1996 PFF 1 — Develop model programs* 17 clusters with 85 partners

1997 ‑2001 PFF 2 — Institutionalize & spread programs * 15 clusters with 110 partners

1998 - 2001 PFF 3 — Preparing Future Science & Mathematics Faculty * 19 clusters with 83 partners in 5 disciplines

1999 - 2002 PFF 4 — Preparing Future Social Science & Humanities Faculty

* 25 clusters with 95 partners in 6 disciplines

UMass-Amherst

New Hampshire

CUNY Queens College

CUNY Graduate Center

Northeastern

Boston College

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North Carolina State

Duke

South Florida

G

South Carolina

$Duquense

Howard

$$$Syracuse

Virginia Tech

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Florida State

$Emory

$

$$

Georgia$

$

$

$

Ohio State

Cincinnati

Kentucky

Michigan

SUNY Binghamton

$

Cornell

Miami

Michigan Tech

$

$

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$

$

$Northwestern

Loyola

$

$

$$$

Indiana

Minnesota

$G

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Marquette & Wisconsin

Illinois-Chicago$Iowa

$Nebraska

Arkansas

Texas A&M

$$

New Mexico

$ Texas

UC-Boulder

UC San Diego$ Arizona State

$

$UCLA

$

$

$

$Washington$Washington State

The National Perspective of PFF

M odel for P FF O ne and Tw o

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P F F N ation a l O ffice

Role of PFF National Office

Writes reports, articles and chapters Organizes presentations at meetings of professional

societies and educational associations Maintains the PFF web site Inserts PFF agenda into meetings where it could make a

difference Assesses PFF across clusters and assists clusters in self

assessments Consults with institutions wanting to become involved Consults with foundations about similar programs Maintains PFFNET, a resource listserv

PFF 1 Graduate Schools: 1993-1996• ARIZONA STATE UNIVERSITY - 3 partners• CUNY GRADUATE SCHOOL AND UNIVERSITY CENTER - 6 partners• CORNELL UNIVERSITY - 3 partners• DUKE UNIVERSITY - 3 partners• EMORY UNIVERSITY - 3 partners• FLORIDA STATE UNIVERSITY - 3 partners• HOWARD UNIVERSITY - 4 partners• LOYOLA UNIVERSITY OF CHICAGO - 4 partners• MARQUETTE UNIV & UNIV OF WISCONSIN-MILWAUKEE -10 partners• NORTHEASTERN UNIVERSITY - 3 partners• NORTHWESTERN UNIVERSITY - 4 partners• OHIO STATE UNIVERSITY - 5 partners• UNIVERSITY OF CINCINNATI - 7 partners• UNIVERSITY OF KENTUCKY - 6 partners• UNIVERSITY OF MINNESOTA - 14 partners• UNIVERSITY OF TEXAS-AUSTIN - 4 partners• UNIVERSITY OF WASHINGTON - 7 partners

PFF 2 Graduate Schools: 1997 - 2001• ARIZONA STATE UNIVERSITY - 3 partners

• DUKE UNIVERSITY - 3 partners

• FLORIDA STATE UNIVERSITY - 6 partners

• HOWARD UNIVERSITY - 5 partners

• INDIANA UNIVERSITY - 15 partners

• MARQUETTE UNIV & UNIV OF WISCONSIN-MILWAUKEE -10 partners

• NORTHWESTERN UNIVERSITY - 4 partners

• SYRACUSE UNIVERSITY - 5 partners

• UNIVERSITY OF CINCINNATI - 7 partners

• UNIVERSITY OF COLORADO-BOULDER - 8 partners

• UNIVERSITY OF KENTUCKY - 6 partners

• UNIVERSITY OF MINNESOTA - 14 partners

• UNIVERSITY OF NEBRASKA-LINCOLN - 7 partners

• UNIVERSITY OF NEW HAMPSHIRE - 3 partners

• UNIVERSITY OF WASHINGTON - 7 partners

M odel for P F F Three and F our

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P F F N ation a l O ffice

Disciplinary AssociationsPFF Three

• American Association of Physics Teachers

• American Chemical Society

• American Mathematical Society & Mathematical Association of America

• Special Interest Group on Computer Science Education / ACM

PFF Four

• American Historical Association

• American Political Science Association

• American Psychological Association

• American Sociological Association

• National Communication Association

• National Council for Teachers of English

Role of Disciplinary Associations

Create leadership teams to exercise oversight, give advice and assess the projects

Select and make awards to at least four doctoral degree granting departments to pilot PFF programs

Offer technical assistance to maintain participant focus on project goals

Develop dissemination activities consistent with the associations’ on-going operations

Report to CGS and AAC&U Participate in assessment activities

Role of Academic Departments

Create a cluster of partner institutions and appoint a cluster steering committee to plan and oversee the collaboration

Provide students with an intensive, hands-on experience to learn about faculty life in a range of different institutions

Prepare guidelines for the selection and training of mentors

Collaborate with current PFF departments in their disciplines and utilize their experience with PFF activities

Expose students to new and emerging pedagogies and course enhancements

PFF 3 Academic Departments: 1998 - 2001Biological and Life Sciences• DUKE UNIVERSITY - 3 partners• UNIVERSITY OF CINCINNATI - 3 partners• UNIVERSITY OF NEBRASKA-LINCOLN - 7 partners• UNIVERSITY OF SOUTH CAROLINA - 4 partners

Chemistry• DUQUESNE UNIVERSITY - 6 partners• QUEENS COLLEGE OF CUNY - 3 partners• UNIVERSITY OF CALIFORNIA-LOS ANGELES - 3 partners• UNIVERSITY OF MASSACHUSETTS-AMHERST - 5 partners• UNIVERSITY OF MICHIGAN - 6 partners

Computer Science• UNIVERSITY OF IOWA - 4 partners• UNIVERSITY OF CINCINNATI - 3 partners

PFF 3 Academic Departments: 1998-2001

Mathematics• ARIZONA STATE UNIVERSITY - 4 partners• BINGHAMTON UNIVERSITY of SUNY - 4 partners• UNIVERSITY OF WASHINGTON - 2 partners• VIRGINIA TECH - 3 partners

Physics• HOWARD UNIVERSITY - 5 partners• UNIVERSITY OF ARKANSAS - 3 partners• UNIVERSITY OF CALIFORNIA-SAN DIEGO - 4 partners• UNIVERSITY OF COLORADO-BOULDER - 8 partners

PFF 4 Academic Departments: 1999-2002Communication• HOWARD UNIVERSITY - 4 partners• INDIANA UNIVERSITY - 6 partners• UNIVERSITY OF KENTUCKY - 4 partners• UNIVERSITY OF NEW MEXICO - 4 partners

English• HOWARD UNIVERSITY - 3 partners• MICHIGAN TECHNICAL UNIVERSITY - 5 partners• UNIVERSITY OF ILLINOIS AT CHICAGO - 3 partners• WASHINGTON STATE UNIVERSITY - 2 partners• UNIVERSITY OF SOUTH FLORIDA - 3 partners

History• ARIZONA STATE UNIVERSITY - 4 partners• BOSTON COLLEGE - 3 partners• FLORIDA STATE UNIVERSITY - 4 partners• HOWARD UNIVERSITY - 3 partners

PFF 4 Academic Departments: 1999-2002

Political Science• HOWARD UNIVERSITY - 3 partners• INDIANA UNIVERSITY - 4 partners• UNIVERSITY OF COLORADO-BOULDER - 5 partners• UNIVERSITY OF ILLINOIS-CHICAGO - 4 partners

Psychology• MIAMI UNIVERSITY - 5 partners• UNIVERSITY OF COLORADO-BOULDER - 3 partners• UNIVERSITY OF GEORGIA - 4 partners• UNIVERSITY OF NEW HAMPSHIRE - 6 partners

Sociology• INDIANA UNIVERSITY - 6 partners• NORTH CAROLINA STATE UNIVERSITY - 5 partners• TEXAS A&M UNIVERSITY - 7 partners• UNIVERSITY OF NEBRASKA-LINCOLN - 6 partners

University Activities

organize seminars taught by faculty and administrators from different institutions on issues unique to different types of institutions

offer certificate programs in PFF

discuss the roles of teaching, research and service in a multicultural setting and teaching about diversity

University Activities

help students develop portfolios documenting expertise in teaching, research, and service

explain academic governance systems

invite doctoral students to attend faculty meetings or committee meetings

train faculty to mentor students in areas beyond research

Academic Department Activities

organize forums for junior and senior faculty members to describe and analyze their professional lives

invite doctoral alumni to discuss how their careers do or do not connect with what they did in their graduate program

offer courses on teaching in their discipline

revise doctoral program guidelines to require PFF experiences

Academic Department Activities

offer seminars on professional issues like academic freedom, collective bargaining, and the impact of new technologies

create forums to discuss faculty histories, career paths, and alternative professional lifestyles

support doctoral students attending professional meetings and making presentations

Partner Departments and Campus Activities

discuss their distinctive academic missions and different academic cultures

discuss the roles and expectations for faculty at their own and similar institutions

assign participating doctoral students to faculty mentors for teaching and service

permit doctoral students to teach a unit or entire course and providing feedback from mentors

invite participants to attend faculty, committee, or departmental meetings

involve doctoral students in faculty development activities

What we have learned?

Interest in faculty preparation programs is growing

Educational associations and funding agencies are supporting PFF ideas and practices

It is possible to create new forms of institutional collaboration

What we have learned? continued

Doctoral students are enthusiastic about PFF programs

Partner faculty enjoy working with doctoral students

Graduate faculty appreciate the opportunities that PFF programs give their students

What we have learned? continued

PFF programs appear to be successful

Doctoral students, graduate faculty, and partner faculty would recommend their PFF programs to others

Benefits to departments and universities include recruitment, retention and placement

Benefits outweigh the modest investments of time and money that they require

Benefits to University Faculty

Increased focus on students’ needs in advising Increased dialogue among students and faculty Opportunities to discuss academic life and college

teaching as a career Meeting interesting new colleagues Greater appreciation for and understanding of the ways

the ‘life of the mind’ is expressed in other college contexts

Recharged enthusiasm for teaching

Benefits to Partner Faculty

Assisting students in understanding the their institution Sharing expertise with the next ‘generation’ of faculty Increased enthusiasm in teaching Perspective broadened by seeing themselves through an

outsider’s eyes New ideas and energy garnered from doctoral students Opportunity to interact with colleagues within the cluster

Doctoral Student Comments

University of Cincinnati

“My experience with the PFF project has been one of the highlights – if not the (italics in original) highlight of my doctoral study.”

The Ohio State University

“I don’t feel like a student. I feel like a professional pursuing a career.”

Doctoral Student Comments

Arizona State University

“…the PFF program helped me build confidence in myself as a scholar, as well as what I have to bring to the table as a young professor.”

“I went to a conference and what struck me profoundly … was how much more savvy I was than the other graduate students there. Not only was I aware of this difference, but other people commented on it.”

PFF “has been, without question, one of the most meaningful parts of my graduate school experience (italics added). The first test of the value of PFF was my successful job search.”

Doctoral Student CommentsNorthwestern University

“It was great being mentored – you get so much out of the program when you are closely involved with someone at another institution. You learn about the school, what it’s like to teach there, and you get to know the faculty.” (History Student)

“I have heard insights from faculty at other institutions, who are perhaps more likely to have experimented with alternative teaching techniques, such as the use of computers in the classroom or calculus reform projects.” (Mathematics Student)

“PFF has provided a foundational and life-changing experience. The program supplied a provocative forum for intellectual growth and critical reflection….” (Chemistry Student)

PFF 1 Cluster

University of Washington

English, Mathematics, Sociology & Zoology Departments

in cooperation with:

North Seattle Community College

Seattle Central Community College

Seattle Pacific University

Seattle University

University of Puget Sound

Western Washington University

University of Washington-Bothell

PFF 2 Cluster

University of Nebraska-Lincoln

in cooperation with:

Chadron State College

Creighton College

Doane College

Metropolitan Community College

Nebraska Wesleyan University

University of Nebraska-Omaha

Grambling State University

PFF 3 Cluster

Mathematical Association of America & American Mathematical Society

Virginia Polytechnic Institute & State UniversityDepartment of Mathematics

in cooperation with:

Bridgewater College

Virginia State University

Washington and Lee University

PFF 4 ClusterNational Communication Association

&

American Political Science Association

Howard University Departments of Communication and Political Science

in cooperation with:

Bowie State University

George Mason University

Howard Community College

Marymount College

The Catholic University of America

Benefits Students Rated ‘Very Much’ & ‘Quite a Lot’

0 10 20 30 40 50 60 70 80 90

Ability to work with diverse students

Teaching skill and confidence

Knowledge of institutional governance

Knowledge of teaching

Knowledge of job search

Knowledge of job market

Interest in academic career

Awareness of diverse institutions

Understanding of faculty roles

People Who Encouraged or Discouraged for Doctoral Students

0 20 40 60 80 100Percent

Major Adviser

Departmental Faculty

Other Students

Department Head

Family

Graduate Dean

Partner Faculty

Discouraged Encouraged

Would you recommend PFF to others?

Yes*Percent

NoPercent

Graduate Students19951996

98.999.4

1.10.6

University Faculty19951996

100100

00

University Administrators19951996

100100

00

Partner Faculty19951996

10098.2

01.8

Partner Administrators19951996

100100

00

* without & withreservation

Student Preferences for Types of Institutions in Two Surveys:

1995 and 1996

0 20 40 60 80Percent

Community college

Research university

Comprehensive college/university

Liberal arts college

1995* 1996**

* Question: What kind of institution do you hope to work for in your first job?

** Question: How attractive do you find various types of institutions?

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