“In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program
Preparing Future Faculty (PFF) programs provide pedagogical training and experiences to promote graduate student professional development. We conducted a study of PFF Fellows’ experiences about their year of teaching between 2005 and 2020 and subsequent career trajectory. This is particularly intere...
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| Format: | Article |
| Language: | English |
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Michigan Publishing Services
2024-11-01
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| Series: | To Improve the Academy |
| Subjects: | |
| Online Access: | https://journals.publishing.umich.edu/tia/article/id/3808/ |
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| _version_ | 1839609223483228160 |
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| author | Aybike Tezel Charmian Lam David Daleke Helen Hathorn jay Howard Julie Eyink Julie Saam Katherine Kearns Leslie Drane Matthew G Standard Melissa O'Neill |
| author_facet | Aybike Tezel Charmian Lam David Daleke Helen Hathorn jay Howard Julie Eyink Julie Saam Katherine Kearns Leslie Drane Matthew G Standard Melissa O'Neill |
| author_sort | Aybike Tezel |
| collection | DOAJ |
| description | Preparing Future Faculty (PFF) programs provide pedagogical training and experiences to promote graduate student professional development. We conducted a study of PFF Fellows’ experiences about their year of teaching between 2005 and 2020 and subsequent career trajectory. This is particularly interesting as Fellows have a variety of experiences while teaching in-person at one of seven collaborating host institutions before graduating and pursuing a career. Using a mixed methods survey (n = 54), we provide a student-centered assessment of program goals across 15 annual cohorts from a home institution classified as large, Midwestern, and public. Descriptive and thematic analysis of responses revealed five themes suggesting that PFF experiences have positive outcomes for graduate students’ academic career development. As our methodological goal was to center graduate student voices, we have provided several narratives that illustrate the diversity of experiences across the years. We discuss the implications of these findings as important considerations for the creation of similar programs designed to support graduate student development as future faculty. |
| format | Article |
| id | doaj-art-d96e7a815e8e4d3e9c34f927d3e9d804 |
| institution | Matheson Library |
| issn | 2334-4822 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Michigan Publishing Services |
| record_format | Article |
| series | To Improve the Academy |
| spelling | doaj-art-d96e7a815e8e4d3e9c34f927d3e9d8042025-07-30T15:24:51ZengMichigan Publishing ServicesTo Improve the Academy2334-48222024-11-0143210.3998/tia.3808“In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty programAybike Tezel0Charmian Lam1David Daleke2Helen Hathorn3jay Howard4Julie Eyink5Julie Saam6Katherine Kearns7Leslie Drane8Matthew G Standard9Melissa O'Neill10Kenyon CollegeIndiana University BloomingtonIndiana University BloomingtonPace AcademyButler UniversityUniversity of Southern IndianaIndiana University BloomingtonUniversity Graduate School, Indiana University, BloomingtonIndiana University BloomingtonBerry CollegeJames River AssociationPreparing Future Faculty (PFF) programs provide pedagogical training and experiences to promote graduate student professional development. We conducted a study of PFF Fellows’ experiences about their year of teaching between 2005 and 2020 and subsequent career trajectory. This is particularly interesting as Fellows have a variety of experiences while teaching in-person at one of seven collaborating host institutions before graduating and pursuing a career. Using a mixed methods survey (n = 54), we provide a student-centered assessment of program goals across 15 annual cohorts from a home institution classified as large, Midwestern, and public. Descriptive and thematic analysis of responses revealed five themes suggesting that PFF experiences have positive outcomes for graduate students’ academic career development. As our methodological goal was to center graduate student voices, we have provided several narratives that illustrate the diversity of experiences across the years. We discuss the implications of these findings as important considerations for the creation of similar programs designed to support graduate student development as future faculty.https://journals.publishing.umich.edu/tia/article/id/3808/future faculty programsgraduate student developmentprogram assessment |
| spellingShingle | Aybike Tezel Charmian Lam David Daleke Helen Hathorn jay Howard Julie Eyink Julie Saam Katherine Kearns Leslie Drane Matthew G Standard Melissa O'Neill “In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program To Improve the Academy future faculty programs graduate student development program assessment |
| title | “In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program |
| title_full | “In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program |
| title_fullStr | “In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program |
| title_full_unstemmed | “In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program |
| title_short | “In retrospect, I recognize it as a significant turning point”: A graduate student-centered assessment of a Preparing Future Faculty program |
| title_sort | in retrospect i recognize it as a significant turning point a graduate student centered assessment of a preparing future faculty program |
| topic | future faculty programs graduate student development program assessment |
| url | https://journals.publishing.umich.edu/tia/article/id/3808/ |
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