The PTP program is so successful because of the Faculty Mentors.

There are so many responsibilities pulling at your time – so why should you be a Faculty Mentor for a student in the PTP program?  While there are many responsibilities for being a mentor, the rewards are great.

“The PTP Program allows our students to set themselves apart from other graduates who have not had extensive teaching experience. They enter a job market with not only significant skills but key resources that will be helpful to them in talking about the teaching role with the faculty career.”   ~Dr. Audrey Jaeger, PTP Mentor, Leadership Policy & Adult & Higher Education

Rewards for Faculty Mentors

  1. A chance to positively impact a future faculty member. Whether you were influenced by a great mentor when you were a student or not, you know the power that a strong mentor and advocate has on a graduate student.  As a Faculty Mentor in this program, you can support, encourage, mold, and challenge a future faculty member.  It is an invaluable relationship.
  2. Co-teaching experience. As a Faculty Mentor, your PTP Fellow will work closely with you in the classroom for one semester as a co-teacher.  Not only do you have help in your course, but with the extra pair of hands you can develop new curricula or practice new teaching strategies.
  3. Developing your network.  In working with the PTP program, you’ll build a network not only with future faculty members joining the ranks of the academy, but also with other faculty members across campus who are dedicated to supporting and mentoring graduate students.  You’ll also be invited to all of the PTP workshops.  

“Working with the PTP Fellows is such a pleasure as I gain as much as they do. I learn as they learn. I have been challenged to improve my teaching and create the most optimal learning environment for the students and the PTP Fellow.”  ~Dr. Audrey Jaeger, PTP Mentor, Leadership Policy & Adult & Higher Education

Responsibilities for Faculty Mentors

  1. Observation Semester.  Mentors allow PTP Fellow to observe their classroom for one semester prior to the teaching experience.  During this semester, mentors will meet reguarly with the PTP Fellow to discuss and reflect on the course, while planning ahead for the teaching semester together.
  2. Co-Teaching Semester.  Mentors support PTP Fellows in developing plans for and implementing a substantive teaching semester.  The scope of the teaching experiences ranges from course preparation and planning to final course evaluation.  Fellows must teach greater than 50% of a course for the PTP program.  Successful applicants and PTP Fellows are strongly supported throughout the teaching experience by their mentors.  Mentors are expected to provide regular and substantial feedback for the fellows throughout this teaching semester.
  3. Formal Observation.  Mentors complete a formal observation of the fellow’s teaching at least once during the teaching/co-teaching semester.