Here are some of our current and past mentors and some of their thoughts on the program.
Sarah Adams (Spring 2020)
Joseph Njuki (Spring 2020)
Eugeniah Arthur (Fall 2019)
Michael Gulas (Fall 2019)
Isaac Ocloo (2019-2020)
Nene Ukonu (2019 - 2020)
Jess Allen (2018 - 2019)
Yi-Ching Lee (2018- 2019)
Jennifer Stuart (2018-2019)
Specifically when I worked with my peers as a mentor, I found the observation and feedback process to be mutually beneficial. It was always a great feeling to have a long list of positive feedback for the novices, and when there was more constructive criticism, it caused me to be self reflective. This allowed both the novices and myself to improve with each observation.
Jordan Bounds (Peer-Mentor 2017-2018 & Lead Mentor 2018 - 2019)
My time in the peer mentoring program exposed me to a wide variety of teaching styles and methodologies that I wouldn't have seen in my standard graduate classes. This eye-opening experience made me realize how the constantly evolving student body requires instructors who are willing and able to continuously adjust their approaches to teaching in order to effectively communicate the course material. Through observing my fellow graduate instructors, discussing various teaching concepts in my small group meetings, and taking time to learn how to effectively reflect critically on my own teaching, I have developed useful tools that will aid me in continuing my evolution as an instructor.
Geri Dimas (Fall 2017)
Katherine Shoemaker (2017-2018)
Raju Bhusal (2016 - 2017)
Before enrolling in the mentoring program, I thought that critiquing somebody's' teaching is not a good thing. However, after this program, my thoughts have changed. I realize now that one need reviews to improve their professional life. Also, authentic, specific feedback from a peer is more valuable as they help point to solutions.
Personally, my teaching evaluations have tremendously improved after working in this project. Moreover, I love to share ideas and have professional critiques in my professional career now.
Jacob Laubacher (2016-2017)
The peer-mentoring program provided me with a fresh viewpoint with my own teaching. Often times, I found that providing feedback for others prompted a critical reflection of how my own teaching ran parallel to the observations I conducted. It felt more like a cooperative journey between the novice instructors who I was mentoring and myself, and has given me great guidance for my role as an academic advisor for my current students.
Mark Medwid (2016-2017)
Logan Opperman (2016-2017)
Sima Sharghi ( 2016-2017)
The Peer Mentoring program included a variety of one to one and small group meetings, all of which prompted me to be fully attentive and professional. Through these interactions and relationships with other graduate students, I learned to be more observant and open to new perspectives and ideas. I have found myself to be more thoughtful and reflective in group discussions and meetings, and I’ve learned that change is a process and takes time.
Kevin Stoll (2016-2017)
The program most influenced my ability to facilitate and lead meaningful discussions among a diverse set of peers. Many of the individuals I worked with had different teaching philosophies and viewpoints; the program helped me grow by collecting differing thoughts and deriving common interests and ideas that would benefit the group.
Department of Mathematics & Statistics
Dr. Junfeng Shang, Chair Department of Mathematics & Statistics 450 Mitchell B. McLeod Hall Bowling Green State University Bowling Green, OH 43403