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Preparing Future Faculty in the U.S.:
Origins, Current Emphases, andEmerging Directions

Linda von Hoene, Ph.D.
Assistant Dean for Professional Development
Director, GSI Teaching & Resource Center
Graduate Division
UC Berkeley
lvh@berkeley.edu

Origins: TA Training••

Early 1900s: Initial use of Teaching Assistants
Post-WWII: Early adopters of TA training–••

Foreign language departments, writing programs

1970s: Calls for TA training from TAs
1980s: Beginning of TA Development Movement–Conferences, Publications, TA Development Programs

Origins: Preparing Future Faculty
1990sFunders:• Council of Graduate Schools, AAU&C, Pew Charitable
Trusts, Professional Associations
Primary Focus• Development of teaching skills needed by faculty• Preparation for teaching at different types of institutions• Creation of job market materials

Growth and Current Emphases in TA andFuture Faculty Development
2000-Present•••••More Developed and Required TA Training
Expansion of Preparing Future Faculty Programs
Increased Number of Teaching Certificate Programs
and Completions
Central Focus on Teaching Competencies
Expansion of Required Academic Job Search Teaching
Materials

Teaching Certificates: U.S. Institutions,2018 Survey ResultsTotal

DU HighestResearch

DU HigherResearch

DU
Moderate

Other

Number ofUniversities
Surveyed

153(74)*95(52)

45(17)

11(3)1consortium

Percentage ofCarnegie
Classification

45%

83%
(54%)

45%
(17%)

10%
(3.5%)

n/a

Number ofRespondents

101

63

30

71

Response Rate

64%

66%

63%

64%

100%

*2010 statistics

von Hoene, Linda, Kate Williams, and Erin Doktor, 2018. “Change Agents: Preparing Future Faculty throughOutcomes-based Teaching Certificate Programs.” POD Network Annual Conference. Survey assistance and input
from Kirk Robinson, Kim Van Orman, Matthew Mahavongtraul.

Growth in U.S. Teaching Certificates
1980-2018302520151050

Annual Certificate Program Completions
Completers since
inception:

7,758 as of 2010
32,605 as of 2018
>400% increase since2010

Teaching Certificates: Required Activities% of Programs
RequiredNot
Required

Orientation conference

33%

66%

Workshops

61%

33%

Credit bearing courses

47%

53%

Classroom observation ofteaching

55%

26%

19%

Faculty involvement

41%(55% in2010)41%(26% in2010)11%(19% in2010)

OptionalTeaching Certificates: Required Products
70%

teaching statement

43%

one syllabus

4%two or more syllabi

64%

teaching portfolio

77%

reflection papers (60% in 2010)13%

original research papers (6.7% in 2010)9%posters on original research (4.4% in 2010)17%

diversity statement (new item)

13%

other

Outcomes-based Certificate Programs
Formal learning outcomes
have been established
71%
21%
8%

Yes
No
Other (underdevelopment, outcomes forindividual components ofprogram, inherent inprogram activities)

How are outcomes assessed?
28%

Completion of requirements

6%

Assessment of quality of products

2%

Rubric designed for certificate
program

33%

Completion of requirements AND
assessment of quality

5%

Assessment of quality AND rubric

16%

Completion, quality, AND rubric

Teaching Competencies•

Graduate and professional students will gain knowledge of how
people learn and how to teach consistent with these principles oflearning, using a variety of techniques appropriate for thediscipline, level, and learning context.

•Graduate and professional students will consistently set andcommunicate learning goals and expectations, both forindividual class sessions and the overall course, that areappropriate for the discipline, level, learning context, and theinstitutional curriculum.

•Graduate and professional students will teach with attention todiversity, inclusion of multiple perspectives, anddemographics, so that every student has the opportunity to learn.

Preparing for College and University Teaching: Competencies for Graduate and Professional
Students, Gilmore and Hatcher, eds. Stylus 2021.

Teaching Competencies•

Graduate and professional students will assess student learning
responsibly, equitably, and in alignment with learning goals, anduse the results to enhance student learning.

•Graduate and professional students will use evidence-based
pedagogical approaches specific to the discipline and whichfacilitate student learning of disciplinary content.

•Graduate and professional students will assess and improvetheir own teaching performance through inquiry-based practiceinformed by a community of scholarly teachers.

From Preparing for College and University Teaching: Competencies for Graduate and Professional
Students, Gilmore and Hatcher, eds. Stylus 2021.

Teaching Competencies•

Course Design: The best practices, based on research on teaching andlearning, recommend that instructors design courses that align withclear learning outcomes to enhance learning and engagement.

•Curriculum Design: To meet accreditation and program review
requirements, institutions charge faculty—primarily regular but in someinstances full-time adjuncts as well—with designing or revising theirprogram curriculum. Faculty developers can teach faculty the bestpractices in doing this task, which involve 1) setting program learning
outcomes (the disciplinary or professional competencies expected of agraduate) and assessing students’ achievement of them and 2) mapping
the curriculum to ensure that the courses in the program enable
students to achieve those out- comes.

von Hoene, Nilson, and Siering, “Intended Teaching Effectiveness Outcomes for Instructors and FacultyDevelopment.” In Institutional Commitment to Teaching Excellence: Assessing the Impacts and Outcomes ofFaculty Development. Harras, Taylor, Sorcinelli, and von Hoene, eds. American Council on Education, 2017.

Teaching Competencies•

Implementation of Effective Learning Activities and Assignments: The bestpractices, based on research on teaching and learning, advocate thatinstructors develop and implement learning activities based on research on
how students learn, providing practice of component skills and opportunitiesfor formative feedback and guidance.

•Assessment of Student Learning: The best practices, based on research onteaching and learning, advise instructors to design and implement quizzes,tests, projects, and capstone assignments to enhance and assess learning inalignment with established learning outcomes. These best practices also
counsel faculty to grade student work according to desired outcomes using
tools such as well-formulated grading rubrics to ensure fairness, transparency,and actionable feedback.

von Hoene, Nilson, and Siering, “Intended Teaching Effectiveness Outcomes for Instructors and Faculty Development.”
In Institutional Commitment to Teaching Excellence: Assessing the Impacts and Outcomes of Faculty Development.
Harras, Taylor, Sorcinelli, and von Hoene, eds. American Council on Education, 2017.

Teaching Competencies•

Development of Inclusive and Ethical Learning Environments: To promotelearning, faculty developers can show instructors how to create a classroom
environment that acknowledges and benefits from a variety of backgrounds
and perspectives and fosters ethical behavior. The strategies are based on
research on teaching and learning.

•Instructor Reflection, Growth, Improvement, and Evaluation. Effective
instructors demonstrate openness and commitment to growth andimprovement. They collect meaningful data on their students’ learning forreflecting on and assessing their teaching effectiveness and professional
growth (Johns 2017; Seldin, Miller, and Seldin 2010). They also follow up withmaking changes in their teaching and taking informed instructional risks tomaximize student learning. Institutions committed to promoting facultyteaching development and student learning use these data in conducting
instructor reviews. Faculty developers can foster the disposition of continual
growth and improvement and teach faculty how to collect data on student
learning.

von Hoene, Nilson, and Siering, “Intended Teaching Effectiveness Outcomes for Instructors and Faculty Development.”
In Institutional Commitment to Teaching Excellence: Assessing the Impacts and Outcomes of Faculty Development.
Harras, Taylor, Sorcinelli, and von Hoene, eds. American Council on Education, 2017.

Academic Job Search Materials••••

Teaching Statements
Evidence of Teaching Excellence
Evidence of Online Teaching Experience
Diversity Statements

Emerging Directions
1, More Comprehensive and Differentiated Approach to InclusiveTeaching•Trauma-informed pedagogy•Universal Design for Learning•Focus on neurodiverse Learners•Anti-racist pedagogy
2. Emphasis on Mentoring Undergraduates in Research
3. Creation of broader professional development programs andcompetencies for graduate students that go beyond preparation for
academic careers.

References•

Gilmore, Joanna, and Molly Hatcher, 2021. Preparing for College and University Teaching:Competencies for Graduate and Professional Students. Sterling, VA: Stylus.

•von Hoene, Linda. Spring 2011. “Graduate Student Teaching Certificates: Survey of CurrentPrograms.” In Mapping the Range of Graduate Student Professional Development, edited by
Laura L. B. Border. Special issue, Studies in Graduate and Professional Student Development 14:
101-123.

•von Hoene, Linda, Linda B. Nilson, and Greg Siering. 2017. “Intended Teaching EffectivenessOutcomes for Instructors and Faculty Development.” In Institutional Commitment to Teaching
Excellence. Assessing the Impacts and Outcomes of Faculty Development, edited by Catherine
Haras, Steven C. Taylor, Mary Deane Sorcinelli, and Linda von Hoene, 18-28. Washington, D.C.:
American Council on Education.

•von Hoene, Linda, 2020. “From Orientations to Outcomes: Articulating a Comprehensive andSystematic Approach to Preparing Future Higher Education Instructors.” In New Directions forTeaching and Learning, vol. 163. Special Issue on Approaches to Graduate Student Instructor
Development and Preparation, eds. Kem Saichaie and Cara H. Theisen, 13-23.

•von Hoene, Linda, Kate Williams, and Erin Doktor, 2018. “Change Agents: Preparing Future
Faculty through Outcomes-based Teaching Certificate Programs.” POD Network AnnualConference. Survey assistance and input from Kirk Robinson, Kim Van Orman, Matthew
Mahavongtraul.