The Future Faculty Program for Teaching in Higher Education offers graduate students and post-doctoral scholars preparation for the teaching responsibilities of a faculty career. Open to all disciplines, this program gives participants the opportunity to engage in and document their development as educators.
To complete this program, participants take a sequence of two semester-long seminars, each of which combines biweekly face-to-face sessions with online interaction. These seminars are:
- Research-Based Principles for Effective Teaching, in which participants read and discuss Ambrose et al.’s (2010) How Learning Works: Seven Research-Based Principles for Smart Teaching as they learn about and apply evidence-based strategies for designing and teaching courses. Participants choose a college-level course that they are likely to teach in the future and develop the syllabus and the guidelines and grading rubric for a major assignment.
- Reflection and Assessment for Effective Teaching, in which participants read and discuss Ken Bain’s (2004) What the Best College Teachers Do as they engage in a variety of practices to reflect on and assess their teaching, including a formative teaching observation by a Center consultant. Participants craft a teaching portfolio, which includes a statement of teaching philosophy.
For more information, see the following sections:
- Who is eligible to participate in the program?
- Why should I participate in the program?
- What is required to complete the program?
- What documentation will I receive when I complete the program?
- How do I apply?
Who is eligible to participate in the program?
Master’s and doctoral students should be actively enrolled in a graduate program at Northeastern for the duration of each seminar that they participate in. Post-doctoral scholars should hold an active appointment at Northeastern for the duration of each seminar that they participate in. Anyone who meets this criterion is welcome to apply (or re-apply).
There are no tuition or other costs for participating in the program.
Why should I participate in the program?
For graduate students and post-doctoral scholars who expect to apply for faculty positions, this program offers multiple benefits. Participants will:
- Prepare for faculty-level teaching responsibilities, from designing a course to assembling evidence of teaching effectiveness
- Craft common professional documents related to teaching, such as a syllabus and a statement of teaching philosophy
- Receive documentation of participation in the program, which can be included in academic job applications and teaching award materials
This program is also useful for those who are in a teaching role at Northeastern—such as a teaching assistant, lab supervisor, or instructor of record—and who want to learn about research-based strategies that can impact their teaching practices in the more immediate future.
What is required to complete the program?
To complete the program, participants take two semester-long seminars. Participants must complete Research-Based Principles for Effective Teaching before taking Reflection and Assessment for Effective Teaching. However, participants do not need to take these seminars in consecutive semesters.
Approximately 9-12 participants are accepted into each offering of a seminar. Each seminar meets every other week in 90-minute, face-to-face sessions, and participants must attend at least six of these seven sessions. These sessions combine discussions and other hands-on activities as participants develop and receive feedback on their teaching ideas and materials. Between sessions, participants engage with readings, exchange ideas and feedback via Blackboard, and draft materials. Participants should expect to commit a few hours each week.
At the end of each seminar, participants submit final versions of the teaching materials they have developed. For Research-Based Principles for Effective Teaching, participants submit a syllabus for the college-level course they have designed, guidelines for a major assignment, and a grading rubric for the assignment. For Reflection and Assessment for Effective Teaching, participants submit a teaching portfolio that includes a statement of teaching philosophy.
What documentation will I receive when I complete the program?
Upon completing both seminars, each participant will receive a letter signed by the Director of the Center for Advancing Teaching and Learning Through Research that briefly describes the program and states their completion of it. Participants may find it helpful to share this letter in a number of contexts, such as academic job applications, teaching portfolios, and teaching award materials.
How do I apply?
Because the seminars do not need to be completed in consecutive semesters, graduate students and post-doctoral scholars need to apply to each seminar separately. The application process requires each applicant to complete an online application form and submit a current CV, as well as each applicant’s advisor to complete an online approval form.
Instructions for applying to the next cohort will be announced here in late summer 2017.
If you have additional questions, please contact Dr. Hilary Schuldt by email at email@example.com or by phone at 617.373.3425.