Preparing Future Faculty

As part of the College of Graduate Studies Professional Development Initiative, the Center for Excellence in Teaching and Learning provides dedicated instructional and pre-faculty development support for all Ph.D. students, TAs, and Post-Docs.

The purpose of the Preparing Future Faculty (PFF) program is to provide a differentiating experience and competitive advantage for our graduate student and post-doctoral scholars entering the market, and to positively affect the teaching and learning experience of all instructional faculty and students at the University of Idaho.

Woven into the fabric of the Professional Development Initiative (PDI), the Preparing Future Faculty (PFF) program provides a full complement of services designed to support the professional growth and development of our graduate students and post-docs, with an emphasis on—and credentialing in—higher education pedagogy. In the span of an academic year, the PFF program provides concrete evidence of professional preparation for the academy for all U of I graduate students and post-docs.

The PFF program consists of seven main features:

• A year-long seminar culminating in a micro-credentialing in higher education pedagogy
• Dedicated teaching mentors
• Skilled instructional observations
• Assistance with "job-talk" and teaching demonstration preparation and simulations
• Exposure to diversity and inclusion policies, practices, and opportunities
• Engagement with representatives from different institutional types
• Individualized and collaborative support for all areas of future faculty success

The Preparing Future Faculty Seminar

Led by faculty experts in higher education pedagogy, faculty development, and course design and delivery strategies, the PFF Seminar follows a logical sequence that, while not necessarily cumulative, does follow a linear trajectory to confidence, competence, and excellence in instruction across all instructional modalities. In the span of one year, all graduate students and post-doctoral scholars will have tangible evidence of their accomplishments in teaching and learning, with an opportunity in subsequent years to explore, adapt, and adopt advanced pedagogical techniques.

What’s New for Spring 2019?

We pooled together all of your input and are pleased to announce a refined and robust schedule for Spring 2019, located below. Further, as one  of our overarching goals is to prepare you for the professoriate,  we are excited to offer a live, online panel discussion featuring representatives of different institutional types who will share their perspectives on applying for jobs and working in different kinds of colleges and universities. We will have experts from small, private liberal arts colleges; regional comprehensive universities; research universities; and community colleges on-hand to discuss everything from how to write a CV and application for their type of institution to a day-in-the-life of working there. We will supplement this academic track with a similar session for graduate students and post-docs interested in life outside of higher education, with expertise and insights from research and industry leaders.

Seminar Schedule

The PFF Seminar is offered bi-weekly on Wednesdays from 6:00-7:15pm, according to the schedule, below. Location: ALB 201, Moscow, ID.

FALL 2018

• Aug 22: Introduction: Teaching for Learning
• Sep 5: Diversity and Inclusion in Teaching and Learning
• Sep 19: Course Design/Building Successful Class
• Oct 3: Exploring Effective Teaching Strategies (across instructional modalities)
• Oct 17: Existing and Emerging Technologies for Teaching and Learning
• Oct 31: Transparency in Teaching and Learning – Creating Effective Assignments
• Nov 14: Outcomes and Assessment
• Nov 28: Informal Reflection and Next Steps Session

SPRING 2019

• Jan 23: How to Handle Hot Topics and Difficult Dialogues in the Classroom
• Feb 6: Motivating and Engaging Students
• Feb 20: Pedagogical Strategies for Improving Teaching and Enriching Learning (New Approaches to Existing Materials and Formats, Alternatives to Lecturing, and Metacognition).
• Mar 6: Teaching and Learning with Technology: Meeting and Exceeding Expectations in Face-to-Face and Online Classes
• Mar 20: Preparing for the Professoriate -- and the Market: Institutional Types and Environments
• Apr 3: Revisiting Teaching with Diverse Learning Populations: Advice from the Experts
• Apr 17: Year in Review and Next Steps

RESOURCE MATERIALS

• ATTENTION, ENGAGEMENT, & APPLICATION: THREE STEPS TO STUDENT LEARNING (pdf)