Transforming the culture of the academy through "Preparing Future Faculty" programs

Area of Science:

• Psychology
• Higher Education Studies
• Faculty Development

Background:

• Preparing Future Faculty (PFF) programs offer alternative training for doctoral candidates pursuing academic careers.
• The experiences of faculty of color in higher education institutions are a critical area of focus.
• Existing PFF models may not adequately address the unique challenges and perspectives of underrepresented minority faculty.

Purpose of the Study:

• To describe the development and implementation of the University of Georgia's Preparing Future Faculty in Psychology program.
• To highlight the program's specific emphasis on supporting students of color.
• To identify lessons learned and implications for future faculty training initiatives.

Main Methods:

• The article details the foundational structure and pedagogical approach of the University of Georgia's PFF in Psychology program.
• It incorporates qualitative insights derived from the experiences of faculty of color involved in the program.
• Lessons learned are synthesized to inform best practices in faculty development.

Main Results:

• The University of Georgia's PFF program successfully adapted its curriculum to focus on students of color.
• Participants gained valuable insights into navigating academic careers, particularly concerning diversity and inclusion.
• The program provided a supportive environment for discussing the unique challenges faced by faculty of color.

Conclusions:

• PFF programs can be effectively tailored to address the needs of diverse doctoral student populations.
• The experiences of faculty of color offer crucial lessons for enhancing academic training and mentorship.
• Future faculty development programs should prioritize inclusivity and culturally responsive pedagogy.