Preparing Future Faculty: A New Lens for New Insight

By Charita Ray-Blakely.

Published by The International Journal of Learning in Higher Education

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Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning in Higher Education, Volume 19, Issue 4, pp.1-11. Article: Print (Spiral Bound). Article: Electronic (PDF File; 171.059KB).

Dr. Charita Ray-Blakely

Regional Graduate Program Coordinator, College of Business, MBA Program, Concordia University, San Antonio, Texas, USA

Dr. Ray-Blakely is a faculty member in the College of Business, and the Regional Program Coordinator of the MBA Program for Concordia University, Texas. She also works as an independent program evaluation consultant and dissertation editor. She completed her Ph.D. in educational administration and human resource development at Texas A&M University and holds a dual Master of Arts degree in management and human resources development from Webster University. Prior to her current roles, she worked as a graduate research assistant for the Center for the Integration of Research, Teaching, and Learning at Texas A&M University, where her duties included future faculty program evaluation. In addition to program evaluation, she has experience in institutional assessment through her work as a graduate assistant at Texas A&M’s Office of Institutional Assessment. Her work focuses on the development and socialization of graduate students into future faculty. Her interests are in graduate student motivation, future faculty development, preparing future faculty program development, and program evaluation.