Preparing Future Faculty

1. 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

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

3. 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

4. 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

5. 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

6. 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

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

8. 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

9. $ Washington Michigan Tech $ Washington State SUNY Binghamton New Hampshire Minnesota Cornell $ $ UMass-Amherst $ $ $ Marquette & Wisconsin Syracuse Northeastern $ $ $ $ Boston College G $ $ $ Illinois-Chicago Duquense $ $ $ Michigan CUNY Graduate Center $ $ $ Nebraska Iowa Loyola Miami Ohio State CUNY Queens College $ $ Northwestern $ $ $ UC-Boulder Cincinnati $ $ Indiana Howard $ $ Kentucky Virginia Tech $ Duke UCLA $ $ North Carolina State $ Arkansas $ $ New Mexico UC San Diego Georgia $ $ Arizona State $ South Carolina $ Emory Texas A&M G $ $ Texas $ Florida State $ South Florida The National Perspective of PFF

11. 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

12. 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

13. 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

15. Disciplinary Associations PFF 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

16. 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

17. 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

18. PFF 3 Academic Departments: 1998 - 2001 Biological 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

19. 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

20. PFF 4 Academic Departments: 1999-2002 Communication • 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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.”

33. 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.”

34. Doctoral Student Comments Northwestern 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)

35. 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

36. 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

37. PFF 3 Cluster Mathematical Association of America & American Mathematical Society Virginia Polytechnic Institute & State University Department of Mathematics in cooperation with: Bridgewater College Virginia State University Washington and Lee University

38. PFF 4 Cluster National 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

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

40. People Who Encouraged or Discouraged for Doctoral Students

41. Would you recommend PFF to others?

42. Student Preferences for Types of Institutions in Two Surveys: 1995 and 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?

43. Visit our Web Site www.preparing-faculty.org