Center for Academic and Future Faculty Excellence (CAFFE)

密歇根州立大学（MSU）将建立一个学术和未来教师卓越中心（CAFFE）。该中心的目的是协调和整合现有的项目活动，以培养和准备美国未来的教师队伍，使他们在学术上取得卓越成就，并在学院和大学的终身教职中取得成功。这个I3提案的方法旨在协调密歇根州立大学多个办公室和项目的努力，以优化研究生和本科生、博士后科学家和初级教师的技能、态度、价值观和行为的发展，这些都是关键教育阶段顺利过渡和学术生涯成功所必需的。对新教师的需求和期望是快速变化的。这些要求和期望包括有效的教学方法、管理和监督技术人员和支持人员的技能、拨款申请和负责任的研究行为。CAFFE的建立将是具有里程碑意义的一步，它为年轻学者提供了一个准备场所，以一种与他们的学科专业发展相辅相成的方式，并与他们加入学术队伍后将面临的问题保持一致。我们对CAFFE课程的计划是基于这样一种认识，即在这里考虑的所有阶段，专业发展都是在亲密的学科环境中进行的。因此，与研讨会和其他活动的中心或普遍规定不同，我们的方法将涉及CAFFE领导层与负责指导和教育发展中学者的人员的合作。我们的目标是将CAFFE提供的内容与个性化的专业和学科发展计划相结合。我们的方法也承认，对特定技能和信息的需求往往出现在专业发展的不同阶段，CAFFE的许多活动将包括学生、博士后和教师的同时参与；我们认为这个功能是一个机会，可以加强不同群体之间的信息流动，并作为代际指导的基础。学术和未来教师交流中心（CAFFE）汇集了来自ADVANCE和AGEP项目的NSF/EHR奖项，以及围绕I3综合主题的其他工作，以扩大参与和关键的教育节点。

Michigan State University (MSU) will establish a Center for Academic and Future Faculty Excellence (CAFFE). The purpose of the Center is to coordinate and integrate existing programmatic activities to train and prepare a U. S. workforce of future faculty for academic excellence and success in the tenure streams of colleges and universities. The approach of this I3 proposal aims to coordinate the efforts of multiple offices and programs at Michigan State University to optimize the development, in graduate and undergraduate students, post-doctoral scientists and junior faculty, of skills, attitudes, values and behaviors essential for smooth transitions across critical educational stages, and for success in an academic careers. There are new and rapidly changing demands and expectations for new faculty. These demands and expectations include, among others, effective pedagogy, skills in the managing and supervision of technical personnel and support staff, grant writing, and the responsible conduct of research. The establishment of the CAFFE would be a landmark step in providing a venue for the preparation of young scholars in a fashion complementary to their disciplinary professional development and aligned with what they will face as they join the academic workforce. Our plan for the delivering of the curriculum of CAFFE is guided by the appreciation that at all stages considered here, professional development takes place in an intimate disciplinary environment. Thus our approach, in contrast to a central or universal prescription of workshops and other activities, will involve a collaboration of the leadership of CAFFE with those responsible for the mentoring and education of developing scholars. Our goal is for an integration of what CAFFE offers with individualized professional and disciplinary development plans. Our approach also acknowledges that the need for particular skills and information often arises at different stages of professional development and that many activities of CAFFE would include concurrent participation of students, post-docs and faculty; we see this feature as an opportunity to enhance the flow of information across different cohorts and as the foundation for inter-generational mentoring.Center for Academic and Future Faculty Exchange (CAFFE) brings together NSF/EHR awards from the ADVANCE and AGEP programs, as well as other work, around the I3 integrative themes for broadening participation and critical educational junctures.