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The purpose of this program is to help PhD students and MFA students in those fields in which this is the terminal degree (e.g. Visual Arts) to prepare for future academic careers and to strengthen their instructional effectiveness.
- To construct a meaningful statement of teaching philosophy, grounded in best practices within your discipline/field of study and your beliefs about what an education means.
- To demonstrate an awareness of how to distinguish oneself in the academic job market, especially with respect to preparing strong application materials.
- To describe strategies for enhancing student engagement and critical thinking in the classroom.
- To design a course syllabus that evidences key ideas from the program.
- To understand and practice strategies for effectively managing classroom and student challenges.
- To develop a better understanding about various academic career paths, the transition to a faculty role, and life as a faculty member.
This program is recommended for advanced PhD and MFA students who:
- Are considering a career in academia.
- Will be on the academic job market the year of the PROV701 program or the year following the PROV701 program.
- Have some teaching or TA experience and/or expect to have some teaching or TA experience in the future.
Chosen participants will join a select cohort of Mason PhD and MFA students who are preparing to go on the academic market. This program offers students the opportunity to prepare for a career in academia by developing teaching and mentoring expertise, drafting important components of the academic job application, and exploring different types of academic careers. In particular, participants will learn about best practices in teaching and learning, enhance their understanding of the academic job search process, and develop strategies for mentoring graduate students.
It will take place across the 2015-16 academic year. In the fall semester, participants will enroll in a one-credit course that meets every other Friday. There will be a total of eight three-hour sessions as well as an online discussion forum. In the spring semester, participants will take part in an online discussion forum and will receive individualized mentoring, which may include a classroom visit or an observation of their teaching. At the end of the spring semester, the Provost will host a reception for all program participants.
There is no cost for selected students. The Office of the Provost will pay for student tuition for this 1-credit course and provide the supporting course materials.
Admission to the 2015-16 program is competitive and requires an application. The application can be found here. Applications are due by Monday, March 30, 2015. A letter of support from the dissertation or thesis project advisor is required (submitted by email to the Center for Teaching and Faculty Excellence at firstname.lastname@example.org). Note: This is in addition to the application form. Students will be notified of acceptance by late April. The 2015-16 program will be limited to a maximum of 18 students.
Criteria for selection into program: Advanced PhD student (PhD candidates preferred) or MFA students nearing completion of their thesis projects, interest in an academic career, teaching experience as instructor of record or graduate teaching assistant (GTA).
If you have further questions about the program, please contact Jaime Lester.
- Actively participate in and attend all seven of the sessions, which will meet every other Friday.
- Complete all assigned readings and activities between sessions.
- Create a job portfolio that includes:
- A teaching philosophy statement
- A cover letter for an academic job application
- A research statement
- An updated CV for an academic job application
- A course syllabus
- An active role in our online discussion forum.
- Participation in individualized mentoring meetings, which may include a classroom visit or observation.
Tentative Fall Session Descriptions
Session 1: Program Introduction—Higher Education in the 21st Century
Description: This initial session will begin by reviewing the seminar goals and expectations. We will also explore the landscape of higher education today and the ways in which faculty and graduate student roles have shifted in recent years. Finally, we will begin our discussion about developing a teaching philosophy, both for your teaching as a graduate student and for your development of a teaching statement as part of the academic job application process. This exploration of your teaching philosophy will be a conversation that continues throughout the duration of the program.
Session 2: Student engagement and learning preferences
Description: In this session, we will explore strategies for getting and keeping students involved in learning. Particular attention will be paid to techniques for engaging students in inquiry and critical thinking. As part of the session, participants will examine their own learning preferences and learn how to appreciate learning preference differences and diversity in the classroom.
Session 3: Course design, assignment design, and assessment
Effective course design requires thoughtful preparation of learning objectives, assignments, and assessment tools. This session provides an opportunity to discuss a framework for course planning that can help you think about effective approaches for facilitating student learning in the context of your discipline or field of study. Additionally, we will discuss strategies for assessing student learning and providing effective feedback to students as well as how to manage classroom discussions and difficult students.
Session 4: Careers in academia…what is right for you?
Are you contemplating an academic career but are unsure about what’s involved? Do you want to learn more about the differences in faculty roles and expectations placed on faculty at research institutions, four-year colleges, and community colleges? We will explore the range of job choices in academia and how the faculty role is influenced by characteristics and culture of the institution. We will also discuss positions outside formal faculty roles, such as work in policy institutes, research think tanks, and university administration.
Session 5: Navigating the academic job market
Description: With fewer tenure track positions and more competition, how do you distinguish yourself as a serious candidate? In this session we will address preparing your CV and your research statements. We will also respond to questions such as:
- How can you foster professional networks in your discipline that can lead to job market success?
- How do you prepare for your job interview?
- What kinds of issues should you consider in negotiating an academic job offer?
Session 6: Job Interviewing
Description: You were selected for a campus visit and need to prepare for the job interview. We will discuss typical schedules for a campus visit, how to prepare a job talk, commonly asked job interview questions, and how to survive the long days.
Session 7: The transition to a faculty role and scholarly writing
Description: In this session we will come back to your teaching philosophy, integrating additional insights gained across the semester. This session will also highlight issues that arise in the transition from graduate student to faculty member, paying particular attention to issues related to student mentoring and negotiating the tenure process. We will also discuss the details for the continuation of this program in the spring semester.
Session 8: Final Session – Balancing job search and faculty workload: Importance of work-life balance and well-being
Description: In this final course meeting, we will debrief from our semester of work and discuss how to balance work and life during the job search. We will also discuss the importance of balancing the workload as a faculty member.