Improved delivery of lecture material
It also gave me insight into the larger classes taught here and how there still is room for teaching at a research institution.
It was good to realize a large hall can still be an interactive learning environment. It also gave me a feel for the teaching environment at a large school.
The experience of preparing and giving a lecture was very helpful in giving me confidence to approach larger classes later in my career.
I have a much better feel for what it's like to teach a class - particularly at a large university. The section I lectured for had 260 students in it. I'm sure this will also be beneficial in my job search,
It gave me a better idea of what it is like to lecture in front of large groups and the time and depth of preparation that is needed to give a 50-minute lecture.
I learned to prepare a chalk talk, which is completely different from a PowerPoint presentation.
Increased understanding of pedagogical issues through group discussions
The topic I found most helpful was our discussion of finding balance between career and family in an academic position at a large university. Coming in to the meeting, I didn't think such a balance was possible, but I'm convinced now that it is possible. I think what helped me the most was to hear other professors who have kids talk about their lifestyle and how they make time for family.
Connections for recommendation letters
In general, at the end of each semester, the mentees anticipated that they would request letters of recommendation from their mentors for job searches, and the mentors felt prepared to provide good letters.
Experience leading small-group learning sessions
It was often the highlight of my week...It was very informal and I really felt like I was helping the students.
One-on-one interactions were helpful to illustrate whether or not I was explaining things well.
I can observe students more closely so I can know how good the communication is.
I gained more insight into what students struggle with and how little they study. They would often try to solve problems without having read the textbook or attended the lecture.