A current challenge in higher education is to improve undergraduate education. The development and more adequate preparation of future faculty who are current graduate students is one option identified as a viable strategy to address this challenge. This article discusses the importance of participation in teaching-focused future faculty preparation programs (FFPPs) as a strategy to enhance the development of future faculty. Self-determination theory (SDT) offers motivation as a means by which participation in FFPPs can be increased. The author begins with a review of a common issue faced in the preparation of future faculty. After setting this foundation, the author presents SDT as the frame through which participation in teaching-focused, future faculty preparation programs may be increased. Insight gained from this review substantiates the tenets of SDT as appropriate to affect FFPP participation, and puts forth an agenda for future research on the saliency of quality of motivation in the adequate preparation of future faculty.
|Keywords:||Future Faculty, Preparation Programs, Motivation, Self-determination Theory|
Regional Graduate Program Coordinator, College of Business, MBA Program, Concordia University, San Antonio, Texas, USA