Preparing Future Faculty (PFF) Programs were established with the basic premise that participation in program initiatives would produce assistant professors who are better prepared for their faculty roles than their non-participatory counterparts. Despite their establishment in 1993, there is a paucity of literature that summarizes the impact and learned outcomes of these programs. The present study sought to perform a literature review that synthesizes existing documentation on PFF program initiatives. Data was gathered via searches of academic databases and non-academic search engines, with the intent to provide an understanding of existing PFF programs and their components; to better identify program commonalities and differences; and to report on the benchmarks and outcomes serving as key indicators of success. Findings show that reports on program efficacy are not plentiful, and that much of the reporting is with regard to operational best practices and program inputs (as opposed to program outcomes). In spite of this, there are a few published reports that amplify the notion that PFF alumni have positive attitudes and experiences and report changes in their knowledge, attitudes, and skills sets regarding institutional expectations of new faculty, experiencing an easier transition from graduate student to faculty member, and being better prepared for the rigors of the professoriate as compared to their non-participatory counterparts. Moving forward, the authors propose the undertaking of a more rigorous systematic review that evaluates published and unpublished studies, and develops a conceptual model for framework of evaluation of programmatic strategies and targeted audiences, and not solely reported programmatic impact, benchmarks, and key indicators.
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