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MinT Training and Support

What Mentors are saying about MinT Training 

"This orientation was excellent!" - 2008-09 MinT Participant 
"Listening to ideas and suggestions from other Mentors was extremely helpful.  They provided solutions to different mentoring challenges and also gave advice about changing established precedents."  - 2008-09 MinT Participant 

Autumn Quarter Training Workshops 

Just before Autumn Quarter, we hold two half-day training workshops to allow Teaching Mentors to develop a set of skills necessary for building a successful mentor-mentee relationship. MinT Fellows are required to attend both workshops. The material presented at the workshops includes information on developmental stages of TAs, running classroom observations, and giving constructive feedback to TAs. During the workshops, Teaching Mentors also have many opportunities to engage in challenging role-play scenarios that simulate possible interactions with TAs. 

MinT Luncheons 

The MinT program includes one to two luncheons per quarter as opportunities to re-visit some of the topics covered in the workshops and to interact with the other Teaching Mentors. Their format may be a roundtable discussion or a chance to practice mentoring skills such as classroom observations and giving feedback to mentees. 

A Space to Collaborate 

In addition to the benefits that Teaching Mentors receive by interacting with each other, the MinT workshops and luncheons allow individual departments time to discuss goals for the year that best fit the needs of their TAs. In conjunction, they will aslo be able to receive input from CTL and the other departments taking part in the program. TA Training Directors/Coordinators from the respective departments are invited to participate in all MinT events. Sometimes departments extend their conversations even beyond the lunch meeting, since everyone is already infused with new ideas and ready to brainstorm ways to better support their TAs. In some cases, having such discussions as a part of MinT events obviates the need to call a separate departmental meeting on the topic and may jump-start new and innovative approaches to existing teaching activities that had not been considered before. 

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