Newly appointed faculty have usually done a limited amount of teaching, perhaps as a teaching assistant, and a limited amount of research in relation to their doctoral work. They usually have not had formal training in how to teach or how to teach in the variety of settings in which thy might be called upon to teach. They also, despite having done research, usually have not been trained in how to run their own laboratory or their own data-gathering and analysis operation. They have not been trained in how to hire and develop the people who will work with and for them, etc.

Accordingly, a faculty development program for early-career faculty has several areas it can and should address. The program should also include ongoing assessment of early-career faculty members to determine how they are doing in acquiring the skills to excel in these areas and include a progression from introductory to advanced training in each.