Here are some thoughts on the program from some of our past mentors.
Jacob Juillerat (2019-2020)
"Training to be a mentor has helped push me as a teacher by showing me how to critically
reflect on my teaching practices. I look forward to helping guide novice instructors
as they face challenges, and learn some new techniques to implement in my classroom."
Jeremiah Southwick (2019-2020)
"I appreciate the mentoring program because it provides a framework to observe another
instructor and then aid that colleague in their development as an educator. This is
valuable both for the novice being observed and for myself, because it gives me a
better idea of the questions I should be raising in my own mind as I approach the
task of teaching in my own classroom."
Candace Bethea (2018-2019)
"The most valuable aspect of the mentor program for me is the chance to discuss teaching
in a friendly environment in the small group meetings. Sharing ideas about both the
difficulties and the exciting parts about teaching with people coming from different
backgrounds and experience levels gave me a platform to think more about my own teaching
beliefs and practices. Furthermore, being able to plan and, to an extent, lead meetings
gave me invaluable leadership experience"
Alicia Lamarche (2018-2019)
"The peer mentor program has helped me grow as both a learner and a teacher of mathematics.
Besides providing much needed guidance during my first semesters as an instructor,
it has fostered a supportive teaching community within our math department."
Robert Vandermolen (2018-2019)
"Working so closely with and observing novice teachers has helped me develop classroom
engagement and management techniques that I would not have seen working alone. Also,
guiding the novices with active reflection has been extremely rewarding in many ways
from helping novices push themselves to discovering new ideas and questioning assumptions
together. Additionally the PD ran by Dr. Yee will help me reflect on and push my teaching
for the rest of my career."
Duncan Wright (2018-2019)
"The mentor program has given me many skills, both teaching and non-teaching, that
I would not have acquired elsewhere as a graduate student.
Through the professional development involved while preparing to become a mentor,
I have learned not only what types of active-learning techniques can be implemented
in the classroom and their benefits to the students, but I have also learned how to
implement these techniques and incorporate them into a lesson plan.
I have also learned how to facilitate discussions about teaching practices and philosophies
with other Graduate Student Instructors, allowing me to support a culture of collegiality
at the university. The entire experience working with Dr. Sean Yee, the other mentors
and the novices has helped me develop as an educator and I will use the lessons I
have learned as a colleague and faculty member wherever life takes me next."
Gregory Clarke (2016-2018)
"The mentorship program fostered an inclusive, teaching-centered culture where novice
instructors could discuss teaching problems, solutions, and philosophies. As a mentor,
I observed graduate student instructors apply the teaching practices we previously
discussed in group meetings to more actively engage students in the classroom."
James Sweeney (2016-2018)
"The mentoring program was vital in educating me how to discuss teaching with my peers.
It also turned me into a more reflective teacher that can think critically about past
classes and use my own observations to improve my courses. Finally, the program gave
me several new tools to use in the classroom to increase student engagement. The lessons
learned in the mentoring program will continue to influence my teaching decisions
for years to come."
Alexander K. Wiedemann (2016-2018)
"'This program has certainly caused a shift in the department's teaching culture.
Indeed, it is now common to see cooperative development of teaching practices, even
outside the formality of the mentor meetings. I have learned so much, and strongly
believe that my teaching has become more effective and efficient as a result of this
culture of critical reflection of teaching practices. There is little debate on the
importance of allowing students to reflect, practice, and work cooperatively, so it
is exciting to see this trend carry upward to the instructors themselves."