​​​

CSU Pre-Professor Program

Now Accepting Applications for Spring 2022!

PREPP Fellows will participate in PREPP activities during the Spring 2022 semester (January 15 - May 31, 2022)


Application Deadline:​​
​TBD. For more information about the program, attend the upcoming information session: ​

Virtual PREPP Information Session ​
Friday, August 20, 2021
12 pm – 1:30 pm
Register Here


What is PREPP?

The PRE-Professor Program (PREPP) is designed to support doctoral students and postdoctoral scholars' transition to faculty positions by engaging them in a semester-long program at California State University (CSU). The goal of PREPP is to immerse participants in faculty life at a comprehensive master’s granting institution to encourage them to consider the CSU for their careers. Anothe​r overarching goal is to increase the pipeline of highly competitive individuals from diverse backgrounds who apply for faculty positions to increase the diversity at CSU campuses. Thus, applicants from underrepresented groups and those who are champions of diversity will be encouraged to apply.

Program Features

PREPP Fellows are partnered with a CSU Faculty Mentor who oversees the project. Fellows will learn what faculty life is like at a comprehensive master’s granting institution. Doctoral studies and postdoctoral positions prepare individuals for research and scholarship, while this program focuses on instructionally related activities (teaching, curriculum, mentoring students) and service activities associated with faculty positions. Fellows meet with department chairs and other faculty members within their discipline(s) to get their perspective on faculty life, gain teaching experience, learn about tenure and promotion requirements, and how to write teaching/diversity statements for applications to faculty positions.

Instructional Activities

Instructional activities are a broad topic that encompasses teaching and mentoring. These activities include planning for instruction, planning and teaching lessons, and mentoring students (teaching in small groups or one-on-one).

Campus Culture of a Comprehensive Master’s University & Service

Fellows will learn how a campus runs and the role of a faculty member within the structure of a comprehensive university. First and foremost, Fellows need to learn about department life within their field(s). How does a department run, what i s expected of new faculty, and in what role(s) do junior faculty engage? These questions will be answered by participating in a variety of tasks and discussions. Campus service is explored later.

Typical Program Activities/Assignments

I = Instruction, M = Mentoring, C = Campus Culture, S = Service, JR = Job Readiness

  • Develop a Syllabus (I)
  • Prepare and teach two class sessions in a course within your field (ideally one lower division and one upper division) (I)
  • Observations of teaching with debriefing (I)
  • Attend a lab meeting (M)
  • Attend a mentoring meeting between faculty and student (M)
  • Identify instructional support services on campus (I)
  • Attend a department meeting (C)
  • Meet with Department Chair (C)
  • Tenure/Retention Expectations (C)
  • Curriculum Committee (I, C, S)
  • Understanding Shared Governance (S, C)
  • Components of a good cover letter (JR, C)
  • Inclusive Excellence Statement/Teaching Philosophy Statement (JR, C)

Application Procedures

Interested doctoral students and postdoctoral scholars will prepare an application and submit the following documents to be reviewed by CDIP and PREPP program faculty.

Applications are due Monday, October 4, 2021 for Spring 2022

A PDF with these instructions is available here: Application Instructions

  1. PREPP Fellow Application (Download)
  2. Curriculum Vitae
  3. Short Essay
    1. Tell us about yourself.
    2. Why are you applying for this program? What do you hope to gain from the experience?
    3. Where do you see yourself in 5 years?
  4. Teaching Interest/Experience Statement. Your statement might include responses to the following prompts (500 words or less)
    1. What teaching experience have you had? Describe your strengths and weaknesses as an instructor.
    2. What do you want to learn about tea​ching and instructionally related activities?
    3. What do you think teaching diverse undergraduate students might look like? What do you think would be the most effective approaches to teaching diverse undergraduate students?
    4. Describe a particular memorable teaching/learning episode.
  5. Indication of Support from Dissertation Advisor - to be emailed directly by Mentor (Download)
  6. PREPP Application Confidential Data Sheet (Download)

For more program information contact Arturo Zavala​ at arturo.zavala@csulb.edu or Elizabeth Sanchez esanchez@calstate.edu.