Pre-Professor Program: A Virtual Training Program to Improve Faculty Diversity

Abstract: The number of science, technology, engineering, and mathematics (STEM) degrees awarded to underrepresented students has increased over the past two decades, but these graduates still represent a small percentage of STEM career professionals (Fry et al., 2021) and faculty members (Bennett et al., 2020). For diversifying faculty, Bennet et al. identified a barrier to be the lack of programs to support underrepresented groups at the postdoctoral and early career stages. The Pre-Professor Program (PREPP) was designed to support advanced doctoral students’ and postdoctoral scholars’ transition to faculty positions by engaging them in a semester-long virtual program within the California State University (CSU) system, which consists of 23 campuses across the state of California. PREPP Fellows receive individual mentorship from an experienced PREPP Mentor who engages them during weekly meetings to explore 15 topics and a few dozen activities related to teaching, service, and research at comprehensive and ethnically diverse institutions, as well as the process for applying for tenure track positions at such institutions. PREPP Mentors also discuss tenure and promotion processes and coordinate various campus and departmental activities to introduce PREPP Fellows to campus resources and learn perspectives of faculty life within their discipline. Initially designed as a local, in-person program, PREPP morphed into an online, virtual training program that allowed the program to grow and be implemented throughout the entire CSU system. The flexibility provided by the virtual platform enabled PREPP participants to be effectively immersed in learning about faculty life at a CSU campus without requiring them to be in the local area. This paper describes PREPP and how it can be used as a model to provide a pathway for highly competitive and diverse applicants to faculty positions.

Keywords: Diversifying Workforce, Virtual training, Online Professional Development

DOI: 10.54941/ahfe1005754

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