Lynch, C., & Sears, K. G. (2011, June), Impact of Professional Development Activities in Preparing Scholars to become Future Faculty  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18081

\bibitem{asee_peer_18081}
  Lynch, C., \& Sears, K. G. (2011, June), \emph{Impact of Professional Development Activities in Preparing Scholars to become Future Faculty}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18081

Cyndi Lynch and Kathy Garza Sears.  "Impact of Professional Development Activities in Preparing Scholars to become Future Faculty".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18081 Internet.  26 Apr, 2024

\bibitem{asee_peer_18081}
  Cyndi Lynch and Kathy Garza Sears.
  "Impact of Professional Development Activities in Preparing Scholars to become Future Faculty".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18081 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_18081
author = "Cyndi Lynch and Kathy Garza Sears"
title = "Impact of Professional Development Activities in Preparing Scholars to become Future Faculty"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18081}
number = {10.18260/1-2--18081}
}

TY  - CPAPER
AB  -     Impact of Professional Development Activities in Preparing Scholars to                                   become Future FacultyAn alliance was developed among three Midwestern universities to increase the number ofunderrepresented minorities receiving doctoral degrees in the STEM disciplines. To achieve thisgoal, activities focused on three areas that include recruitment, retention, and enrichment. Aprimary goal of the Scholars enrichment program is to encourage Scholars to pursue careers asfaculty members. Graduate students interested in academic careers must be prepared for thediverse faculty opportunities at the various types of institutions. Graduate education plays animportant role in the professional development of graduate students. The enrichment activitiesare based on proven models, including the national Preparing Future Faculty program, that areadapted to align with program goals. To meet programmatic goals and the diverse needs ofgraduate students, a multi-prong approach was developed that includes: (1) a formal graduate-level course, (2) custom workshops and seminars, (3) individual career consultations, and (4)formal and informal mentoring opportunities.The topics covered through the multi-prong approach explores faculty roles and responsibilitiesas they relate to the missions of an institution of higher education, along with the type ofinstitution including community colleges, liberal arts colleges, research universities, andminority-serving institutions.Student learning outcomes focus on assumptions about academic roles, positions, practices,missions, and institutions, construction of an academic portfolio, construction of an institutionalprofile that relates career goals and faculty skill sets with institutional missions and departmentalgoals, and creation of an individual development plan for enhancing and maintaining faculty skillsets and competencies. Additionally, students develop strategies that facilitate the transition fromgraduate student to faculty member.Both formative and summative assessments are conducted to ensure that programmatic goals andstudent learning outcomes are met. Lessons learned from this multi-prong approach will informenrichment activities and refine current models of professional development activities forgraduate students.
AU  - Cyndi Lynch
AU  - Kathy Garza Sears
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Impact of Professional Development Activities in Preparing Scholars to become Future Faculty
UR  - https://peer.asee.org/18081
DO  - 10.18260/1-2--18081
ER  -