Asset-Based Approaches to Student Engagement

This asynchronous training introduces University of Arizona staff, faculty, and students to asset-based approaches for enhancing student engagement. Participants will learn practical strategies to recognize and build on students’ existing strengths, fostering environments that support confidence, persistence, and professional growth. Through a focus on space, relationships, and communication, the training equips participants with skills and resources to create inclusive, empowering experiences for all students.

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This training offering was developed by Grant Batchelder (PhD Candidate in Higher Education) and Christopher Oka (Asst. Professor of Practice) and is operated by the Office of Societal Impacts and the STEM Learning Center.

Transformational Mentoring Strategies Microcredential

Participants of this microcredential demonstrate advanced mentoring skills grounded in ethical responsibilities and reflective practice. Earners apply strategies that promote critical engagement and growth, analyze complex mentoring situations, incorporate trauma-aware approaches, and develop a mentorship philosophy that extends beyond the course to ensure continued impact in their mentoring roles.

Participants will enroll in our GRAD 696C course. In this course, participants will examine mentorship as an ethical, relational, and power-informed practice. Designed for experienced mentors, educators, leaders, and practitioners, this course moves beyond the definition of mentoring to explore integrative mentoring and the power and privilege of mentorship. How identity, power, trauma, and systems shape mentoring relationships.

The GRAD 696C course is an official elective for the Certificate in College Teaching.

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This training offering was developed by Christopher Oka (Asst. Professor of Practice) and Tichina Ritchie (MA Student in Special Education - Applied Behavioral Analysis) and is operated by the Graduate College.

MENTOR Institute Training

The purpose of the MENTOR Institute training is to enhance mentoring practices as a means to improve outcomes such as career advancement, obtaining a great job, timely promotion, academic milestones, and graduation. There is also evidence that quality mentoring practices and connections with great mentors is linked to a better sense of belonging and overall satisfaction with one's work. This training is meant for both mentors and mentees. 

These trainings were created with expert consultation from University of Arizona faculty, post-docs, and graduate students. We also integrated current best practices from well-established mentoring organizations including the Center for the Improvement of Mentored Experiences (CIMER), the National Center for Faculty Development  (NCFDD), and the National Research Mentoring Network (NRMN).

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This training offering was developed by Tara Chandler (Asst. Director of MENTOR Institute) and Dr. Andrea Romero (Vice Provost of Faculty Affairs) is operated by the MENTOR Institute and Faculty Affairs.