1 / 27

Preparing Future Faculty (PFF): a national professional development program

Preparing Future Faculty (PFF): a national professional development program. Daniel Denecke Director, Best Practices Council of Graduate Schools. The Council of Graduate Schools. Advocacy and Government Relations Research Member Services Best Practices Preparing Future Faculty

kesler
Télécharger la présentation

Preparing Future Faculty (PFF): a national professional development program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Preparing Future Faculty (PFF): a national professional development program Daniel Denecke Director, Best Practices Council of Graduate Schools

  2. The Council of Graduate Schools • Advocacy and Government Relations • Research • Member Services • Best Practices • Preparing Future Faculty • Ph.D. Completion and Attrition • Professional Master’s Programs (PSM and PMA) • Responsible Conduct of Research (RCR)

  3. Web Resources • www.sciencemasters.com (PSM) • www.preparing-faculty.org (PFF) • www.phdcompletion.org • www.cgsnet.org (CGS) • Books: including Preparing Future Faculty in the Sciences and Mathematics: A Guide for Change

  4. What was wrong with doctoral education? • Inadequate supply to meet future demand • Quality of undergraduate education compromised by: • Prestige system that rewards research, not teaching • Increasing burden on graduate TA’s to cover undergraduate courses • Mismatch between graduate degree experience and career opportunities

  5. Calls for Change • Scholarship Reconsidered, E.Boyer • COSEPUP reports [Committee on Science Engineering and Public Policy], ’95, ‘00 • At Cross Purposes, C. Golde & T. Dore • Leaving the Ivory Tower, B. Lovitts • “Profscam,” et al.

  6. Responding to the Call: Graduate Reform Initiatives • Re-envisioning the Ph.D. (Univ. of Washington) • Responsive Ph.D. (Woodrow Wilson Foundation) • Carnegie Initiative on the Doctorate • Preparing Future Faculty (CGS and AAC&U) • Ph.D. Completion Project (CGS)

  7. Academic Professionalism: How it is Developed In the Absence of Programs: • Sporadically • Dyadically • Imitation • Unevenly As a Result of Programs: • Structured Experience • Collectively • Curricular Enhancement • Evenly – Accessible to all

  8. Preparing Future Faculty (PFF): Assumptions • Faculty roles and responsibilities are various and demanding in any context • Ph.D.s pursue academic careers at a variety of types of institutions • Different types of institutions define “academic practice” differently, and thus require different competencies, skills, and sensitivities • Collaboration and Partnership are the best vehicle for change

  9. Cluster Model Community Colleges Teaching Service Anchor(Doctoral) University Research Research Liberal Arts Colleges Teaching Service Teaching Research Service

  10. A Decade of PFF: Four Grant Phases 1993 ‑1996 PFF 1 — Develop model programs * 17 clusters with 85 partners Pew Charitable Trusts 1997 ‑2001 PFF 2 — Institutionalize & spread programs * 15 clusters with 110 partners Pew Charitable Trusts 1998 - 2001 PFF 3 — Preparing Science & Mathematics Faculty * 19 clusters with 83 partners in 5 disciplines National Science Foundation 1999 - 2002 PFF 4 — Preparing Social Science & Humanities Faculty * 25 clusters with 95 partners in 6 disciplines Atlantic Philanthropies

  11. Disciplinary Societies 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

  12. Ideal PFF Structure = Hybrid

  13. Enhancing Academic Practice • Research • Grant Writing and Grants Management • Lab Management • Research Ethics/Responsible Conduct of Research • Institutional Review Boards • Teaching • Pedagogy in the Discipline • Pedagogy for Different Populations • Syllabus and Curriculum Development • Scholarship of Teaching and Learning; Assessment • Service • Civic Duties of a “Public Intellectual” • Communicating One’s Research Beyond One’s Discipline • Academic Leadership and Administration

  14. DemystifyingAcademic Practice • Publications and Conferences • Job Interviews and Job Talks • Department Politics • How a University Works • Navigating the Road to Tenure

  15. PFF Program Structure(composite) • A Certificate Program (44%) • Workshops and Seminars • Guest Lecture Series • Credit Courses • Supervised Internship (multiple mentors) • Institutional and Departmentally-supported Informal Networking Opportunities (alumni, guest lectures, faculty, peer mentors, etc.) • Incentives for Partner Faculty • Graduate Student Administrative Assistance • New Faculty Line (“Professor of the Practice”)

  16. PFF Curricular Content (composite) • PFF Orientation • Classroom Management • Curricular Design • Pedagogy in the Discipline • Learning Outcome Assessment/STL (e.g. University of Michigan chemistry w/ School of Education) • Technology in the Classroom • Teaching in a Diverse Environment

  17. PFF Curricular Content (Composite, continued) • Preparing a Teaching and Research Portfolio: • CV’s, statements of teaching philosophy, etc. • Preparing for Job Interviews and Job Talks • Research Ethics and Institutional Review Boards • Grants Writing and Management • Lab Management • Department Politics • How a University Works • Navigating the Road to Tenure • Academic Leadership • Mentorship and Advising

  18. Most Common Challenges and Effective Solutions Challenges: • Faculty Buy-In • Time-to-Degree/“distraction” concerns Solutions: • More Research Emphasis and Activities • A Researcher-Champion • Flexible and/or Developmental Scheduling • PFF Woven into the Fabric of Program (e.g. through certificate or credit courses)

  19. Lessons Learned from PFF(external evaluators’ conclusions) Essential Program Elements • National Leadership and Recognition • Exposure to Teaching, Service and Enhanced Research • Formalized “Anticipatory Socialization” to the Profession • Formal Structure for Interaction

  20. Lessons Learned from PFF (continued) Program Elements of Value • Cluster of Partnering Institutions • Required Courses and Concepts • Certificates • Academic Internships • Multiple (T, S, and R) Mentors • Steering Committee • Campus Teaching and Learning Center Involvement

  21. Lessons Learned from PFF (continued) Things to Avoid • Setting up faculty for “burnout” or endangering “at risk” faculty • Being labeled as a teaching-only program • Taking advantage of partner institutions and faculty • Insufficient and insecure funding

  22. Lessons Learned from PFF (continued) Leadership and Infrastructure • Should exist at both institutional and department levels • Must have campus champions among both senior administrators and senior research faculty • Must have institutional resources dedicated to program

  23. Evaluator Recommendations Diffusion, Transfer and Adoption • Fund institutions to leverage existing funding that will provide: • “Seed money” for new programs • Support for growth and diffusion of existing programs • Fund a national leadership structure to provide: • Technical assistance • Information and Dissemination • Conference and Event Organization • Innovation and Evaluation

  24. National Scope of PFF • 41 of 44 Anchor universities are “Research Extensive” – • They represent 27% of all such universities in the US, including 9 of the top 20 Ph.D. producers in U.S. • They awarded 28% of research doctorates in 2001 • Over 300 partner institutions participated, including: • Comprehensive (master’s-focused) Universities • Four-year Liberal Arts Colleges • Associate/Community Colleges • Minority Serving Institutions • 16 HBCU’s; 23 HSI’s; 4 Tribal colleges; and 10 women’s colleges

  25. New Directions • Expanded PFF constituency: • Post-doctorates • Master’s Students • New (Junior) Faculty • “PFP” (clusters = academic hubs and non-academic partners) • PFF/PFP as a Pipeline Strategy for Underrepresented Groups

More Related