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Toward A Systematic Review of the Preparing Future Faculty Program Initiatives

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Minorities in Engineering Division Technical Session 5

Tagged Division

Minorities in Engineering

Tagged Topic

Diversity

Page Count

14

DOI

10.18260/1-2--29036

Permanent URL

https://peer.asee.org/29036

Download Count

160

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Paper Authors

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Alisha B. Diggs University of Michigan

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Alisha B. Diggs is a postdoctoral research fellow in the Center of Engineering Diversity & Outreach at the University of Michigan, Ann Arbor. She earned a PhD in Biomedical Engineering and Master's Degrees in Biomedical Engineering and Materials Science and Engineering from the University of Michigan Ann Arbor, as well as a B.S. in Physics (cum laude) from Xavier University of Louisiana.

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Joi-Lynn Mondisa University of Michigan Orcid 16x16 orcid.org/0000-0002-3959-6548

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Joi Mondisa is an Assistant Professor of Industrial & Operations Engineering at the University of Michigan–Ann Arbor and holds a PhD in Engineering Education, an MS in Industrial Engineering, an MBA, and a BS in General Engineering. She researches mentoring experiences and mentoring intervention programs in STEM education.

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Robert D, Scott University of Michigan - College of Engineering

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Robert D. Scott serves as Director, Center for Engineering Diversity & Outreach within the University of Michigan College of Engineering. As Special Counsel to the College, Mr. Scott supports the diversity and outreach strategy and programs across the Engineering College. Founded by Mr. Scott, the Center for Engineering Diversity & Outreach is an academic excellence community committed to developing engineers who are innovative leaders in a global society. The Center broadens participation, increases academic performance and provides personal support for diverse students from all backgrounds.

Mr. Scott is a former business executive, retired from the Procter & Gamble Company after over 32 years of service. His background includes demonstrated leadership in strategic planning and analysis, IT management, product distribution, and global learning systems.

In addition to his current role at the University of Michigan, Mr. Scott is a member of the IT Senior Management forum, a national organization dedicated exclusively to fostering upper-level executive talent among African-American IT professionals. After serving as the National Program Chair for four years, Mr. Scott was appointed Dean of the ITSMF Global Institute for Leadership Development. Mr. Scott also serves as a Cutter Fellow, with consulting responsibilities to CIOs and other senior IT executives.

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Abstract

Preparing Future Faculty (PFF) Programs were established with the basic premise that participation in program initiatives would produce assistant professors who are better prepared for their faculty roles than their non-participatory counterparts. Despite their establishment in 1993, there is a paucity of literature that summarizes the impact and learned outcomes of these programs. The present study sought to perform a literature review that synthesizes existing documentation on PFF program initiatives. Data was gathered via searches of academic databases and non-academic search engines, with the intent to provide an understanding of existing PFF programs and their components; to better identify program commonalities and differences; and to report on the benchmarks and outcomes serving as key indicators of success. Findings show that reports on program efficacy are not plentiful, and that much of the reporting is with regard to operational best practices and program inputs (as opposed to program outcomes). In spite of this, there are a few published reports that amplify the notion that PFF alumni have positive attitudes and experiences and report changes in their knowledge, attitudes, and skills sets regarding institutional expectations of new faculty, experiencing an easier transition from graduate student to faculty member, and being better prepared for the rigors of the professoriate as compared to their non-participatory counterparts. Moving forward, the authors propose the undertaking of a more rigorous systematic review that evaluates published and unpublished studies, and develops a conceptual model for framework of evaluation of programmatic strategies and targeted audiences, and not solely reported programmatic impact, benchmarks, and key indicators.

Diggs, A. B., & Mondisa, J., & Scott, R. D. (2017, June), Toward A Systematic Review of the Preparing Future Faculty Program Initiatives Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29036

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015