Future Faculty Fellows Program
The Future Faculty Fellows Program, sponsored jointly by the Graduate School and the Center for Teaching and Learning, is a yearlong professional development program that brings together 15 innovative and dedicated teaching assistants from across campus to talk about, reflect upon, and improve their teaching, while preparing them for the academic job market and the rigors of their first faculty positions. Experienced teaching assistants with demonstrated teaching passion and who will be preparing for careers in higher education are invited to apply to the program.
Applications for the Future Faculty Fellows Program opens March 2018
To preview the application, please view the PDF preview here (note, the final application must be submitted electronically through qualtrics).
The Future Faculty Program
- promotes professional development by focusing on different aspects of teaching;
- helps participants document their teaching experience through the creation of a teaching portfolios;
- assists in decoding job applications, finding and applying for jobs, and preparation of job application packages (including portfolios, teaching philosophy statements, and diversity statements);
- provides access to a network of current and former program participants;
- facilitates mentorship opportunities with early and late career faculty members here at UGA;
- encourages the scholarship of teaching and learning (SoTL);
- provides resources to develop their own teaching;
- supports participants’ efforts to improve teaching in their respective departments; and
- offers opportunities for institutional service through mentoring, facilitating other graduate students’ professional development, and other activities.
- All applicants must have met all TA Policy requirements at the time of application.
- The applicant must have had significant teaching responsibilities for at least two terms at UGA.
- One of these terms must have occurred during or after the fall 2016 semester.
- Spring 2018 can count towards these terms.
- Being an instructor-of-record is not required.
- Mid-graduate career applicants are encouraged to apply.
- Previous Future Faculty participants are not eligible.
- Students must be currently registered full-time at the time of application and duration of the program.
- Applicants should be able to demonstrate teaching passion, dedication, and innovation. Each applicant must submit:
- A one-page cover letter documenting how they demonstrate teaching passion, dedication, and innovation
- Please indicate if you have previously won or been nominated for the Excellence in Teaching Award or the Outstanding Teaching Assistant Award. Winning a TA Award is not required in order to apply
- A letter of support from a faculty member at UGA familiar with your teaching.
Please contact Dr. Zoe Hensley Morris (firstname.lastname@example.org) with questions about the application requirements.
TA Policy requirements at the time of application.
Future Faculty Fellows 2017-2018:
- James Coda, Language and Literacy Education
- Kelsey Crane, Geology
- William Fassbender, Language and Literacy Education
- Julie Grainy, Microbiology
- Sammantha Holder, Anthropology
- Emma Carine Iradukunda, Chemistry
- Chioma Kas-Osoka, Health Promotion and Behavior
- Viviane Klen Alves, Language and Literacy Education
- Kira McEntire, Forestry and Natural Resources
- Leanne Purdum, Geography
- Filip Viskupic, International Affairs
- Kimberly Watkins, Financial Planning, Housing, and Consumer Economics
- Bridgette Wells, Pathology
- Erinn Whiteside, Communication Sciences and Special Education
- Kasey Leigh Yearty, Chemistry
Questions regarding the Future Faculty Program should be directed to Dr. Zoe Morris, Assistant Director of Teaching Assistant Development and Recognition, Center for Teaching and Learning at email@example.com.
Want to learn more about the program's history? Check out the following:
- Smith, K.S. (2001). Pivotal Events in graduate teacher preparation for a faculty career. The Journal of Graduate Teaching Assistant Development 8(3), 97-105. See article.
- Morris, Z.M., Horan, E., Barnes, M., Catalana, S., Coffman, R. and Ishibashi, C. (2017). Evaluating how a graduate student learning community can enhance teaching, mentorship, and collaboration. Poster for the 2017 Conference on Higher Education Pedagogy, Virginia Tech, VA. See poster.
Comments or questions? Email Dr. Zoe Morris (firstname.lastname@example.org).