Studies commissioned by the National PFF Organization have shown the effectiveness of PFF.  When asked whether or not PFF had been valuable in terms of helping them better understand and make an informed choice about the options available for their academic careers, nearly all alumni agreed that the program had been very important (DeNeef, 2002). 

In another study (Wested and Abt, 2004), 98 percent of participant respondents would recommend PFF to peers interested in academic careers because it:
•  Prepares graduate students for academic careers at diverse types of postsecondary institutions;
•  Helps graduate students make informed career choices, conduct productive job searches, and achieve early career success; and
•  Provides professional development that does not negatively extend time-to-degree and encourages degree completion for some participants.

Graduates of the UC PFF Programs are similarly enthusiastic!

Without PFF, I would be blindly entering the professoriate. This experience has opened my eyes to the vast research in effective teaching and how students learn - subjects to which a scientist is rarely exposed.  Through the campus visits and mentoring components, I gained valuable insight into both the positives and negatives of life at a predominantly undergraduate institution and was able to identify the type of institution I prefer for my own career. I know the practice with cover letter and CV preparation has given me an important advantage over other applicants. I highly recommend this program to anyone considering academia, especially those in technical fields, such as science, math and engineering.

I strongly encourage graduate students to take advantage of the PFF Program at UC. It not only forces you to think about how and what you are teaching students, but gives you the tools to actually find an academic position. This program familiarized me with student-centered teaching and how to best connect with different learning styles. It also helped me to explore my teaching philosophy and to express it in writing for possible employers. We videotaped ourselves teaching and reviewed our performance. That was one of the most harrowing, but also most valuable, experiences I have had.  We developed CVs, searched for possible positions, and prepared for the application process. In addition, we were encouraged to attend readings discussions and workshops that provide a broad knowledge of academe. For my mentoring experience I shadowed a faculty member at a different institution and gained a different perspective of undergraduate education. If a student wants to eventually become a faculty member, this is an invaluable program and one I highly recommend.
Kay Russ, June 2006 – Assistant Academic Director, University of Cincinnati