Final Project Full

Preparing the Next Generation of Graduate-Level Professionals 1
RUNNING HEAD: Preparing the Next Generation of Graduate-Level Professionals

Preparing the Next Generation of Graduate-Level Professionals:
An Implementation Portfolio for a College to Career Flipped Graduate Student Seminar

by

Jennifer Pollard
A Project
Submitted to the
Interdisciplinary Studies Program
of
George Mason University
in Partial Fulfillment of
the Requirements for the Degree
of
Master of Arts in Interdisciplinary Studies
with a Concentration in Individualized Studies

Committee:
Dr. Lori Cohen Scher, Assistant Dean, University Life and Director of Academics, Higher Education
Program, Chair
Ms. Christine Y. Cruzvergara, Assistant Dean and Executive Director, University Career Services
Ms. Raechel Hester, Associate Director, University Career Services
Dr. Meredith Lair, Head, Concentration in Individualized Studies

Date:
Fall Semester 2015
George Mason University
Fairfax, VA
Table of Contents
Chapter 1: Introduction ..................................................................................................................... 3
Background and Context ........................................................................................................................... 4
Problem Statement ...................................................................................................................................... 8
Overview of Project ..................................................................................................................................... 9
Significance of Project ................................................................................................................................ 9
Theoretical Framework .......................................................................................................................... 10
Definitions ................................................................................................................................................... 11
Chapter 2: Literature Review ........................................................................................................ 12
Graduate Student Career Development and 21st Century Skills ............................................... 12
Constructivist Learning .......................................................................................................................... 15
Flipped Classroom Learning ................................................................................................................. 16
Summary ...................................................................................................................................................... 19
Chapter 3: Methods .......................................................................................................................... 20
Introduction ................................................................................................................................................ 20
Statement of the Problem ...................................................................................................................... 21
Description of project methods/ processes ..................................................................................... 22
Conclusion ................................................................................................................................................... 22
Chapter 4: Implementation Portfolio ........................................................................................... 23
http://gradcareercourse.weebly.com/ ........................................................................................... 23
Course Syllabus .......................................................................................................................................... 23
Group Etiquette Standards .................................................................................................................... 36
Online Modules .......................................................................................................................................... 37
In-Class Active Learning Projects/Exercises ................................................................................... 37
Marketing Strategy ................................................................................................................................... 38
Assessment and Evaluation ................................................................................................................... 42
References ........................................................................................................................................... 50
Chapter 1: Introduction
A 2014 analysis conducted by the New America Foundation shows a surge in average
graduate student debt between 2004 and 2012. According to the study, the average debt for
masters students at the 75th percentile of indebtedness increased from $54,000 to $85,000,
adjusting for inflation. Although graduate students only account for 14 percent of university
enrollment, they procure nearly 40 percent of the overall student debt in the United States
(Delisle, 2014). Department of Education data formed the basis of the analysis and illuminated
a scenario where students returning to or continuing their studies hope for career payoff and
end up with crippling debt. With increasing costs come greater expectations from students that
graduate school will prepare them for careers and life in the 21st century (Mills, 2015).
Over the course of the past decade, a number of studies, reports, and initiatives have
recommended changes in graduate education (Golde & Dore, 2001; Kemp, 1999; Leitch, 2006;
Nyquist & Roberts, 2002; Walker et al., 2008; Woodford, 2000). The majority of initiatives,
such as those spearheaded by The Pew Trust and the National Science Foundation, focus on
programming designed to better prepare students to work in academic roles (Holaday et al,
2007). Such actions align with the belief that the majority of graduate students will obtain
future careers in academe. Although this was once perceived as true, the availability of
positions has diminished as the number of graduate degree holders has increased (Golde &
Doore, 2001). Although some graduate students will continue to seek employment in the
academic community, a growing percentage will pursue other employment opportunities
available to those with advanced degrees (Polson, 2003). However, evidence suggests that
graduate programs do not adequately prepare students for careers beyond the academy
(Nyquist & Woodford, 2000). With the growth in graduate students seeking work in
professional industries, higher education institutions must adapt and better prepare graduates
for jobs in an ever-changing global economy.
Background and Context
Graduate students represent a diverse group of learners pursuing advanced degrees with
a variety of experiences, interests, and goals. Today, graduate programs enroll large numbers
of adult learners as well as students continuing their education immediately following
undergraduate studies. With such a wide range in age and lifestyle, students have a variety of
responsibilities, demands on their time, and financial needs (Polson, 2003). As such, very few
students follow what would be considered a traditional path through graduate school (Fischer
& Zigmond, 1998). To meet the diverse needs of learners, institutions have traditionally spent
a greater amount of time and resources addressing the transitions students go through when
entering as opposed to exiting graduate school (Polson, 2003). Considerable attention is given
to socialization, integration within a given department, and introduction to student services
(Weidman, et al., 2001). Efforts must also be made to support students as they move through
the rigors of graduate studies and approach graduation. Transitioning from graduate school
should not be underestimated (Stewart 1995; Kajatani & Bryant, 2005).
The 2001 At Cross Purposes report identified graduate students as not prepared for
the labor market they face both internal and external to the academy (Golde & Dore, 2001).
Career concerns have become more intense for graduate students, increasing the importance of
institutions developing initiatives to prepare learners for the professional workforce (Polson,
2003). This section provides information regarding the current environment this diverse group
of graduate students face as well as the context for new generation learning environments that
hold the potential to better prepare students for post-graduate professional careers.
Post-Graduate Success of Graduate Learners
The competitive academic market has increased the number of graduate students
looking outside the academy for career opportunities. As a result, colleges and universities are
being called upon to evolve their academic programs and support services in order to help
students develop the practical skills and experiences necessary to meet the needs of a diverse
set of industry employers (LaPidus, 1998; Pang et al., 2013). According to research conducted
by the National Association of Colleges and Employers, the most sought after professional
skills fall within the categories of teamwork, problem solving, communications, initiative, and
adaptability (NACE, 2014). Students must develop the skills desired by 21st century employers
while also preparing to face a global economy where the majority of professionals will
experience a series of job changes before retirement (Savikas, 2005). In order to prepare
students for a variety of careers, graduate schools must teach the transferable skills necessary
for students to succeed and maintain their adaptability outside of academe (Porter & Phelps,
2014). Constructivist learning theories provide one model with the potential to solve this
problem and prepare a diverse population of graduate learners for post-graduate professional
employment.
Constructivist Learning Theories for a New Generation
Over time, graduate school populations have changed much more than the colleges and
universities that serve them (Polson, 2003). Modern institutions of higher education maintain
characteristics of medieval universities from the 11th century. Colleges and universities were
initially developed as a result of the urbanization of European society between the years of
1400 and 1800 (Crews & Butterfield, 2014). Such institutions focused on traditional paradigms
emphasizing content-focused learning and the acquisition of factual information. The professor
at this time was the central figure, or the sage on stage, who upheld a focus on repetition,
logical sequence, and a one size fits all approach to learning (Brown, 2005).
During the first half of the 20th century, the behaviorist learning paradigm dominated in
higher education (Brandt & Perkins, 2000; Carter, 2008). Widely attributed to American
psychologist Barrhus Frederic Skinner (1953), this approach to learning emphasizes
demanding attention, informing learners of an objective, memorization, and presenting
stimulus materials (Kivunja, 2014). As the turn of the 21st century approached, the
constructivist paradigm grew in popularity amongst higher education instructors (Brandt &
Perkins, 2000; Carter, 2008). Constructivist theories, most widely attributed to Jean Piaget
(1923) and Lev Vygotsky (1978), hold that learners construct knowledge and meaning from
experiences. Constructivist learning models allow students to take an active role in their
education. Over the past two decades, researchers have found that hands-on, student-centered,
and active learning design creates a more beneficial learning environment for students (Carter,
2008). Cooperative and collaborative learning, two forms of active learning, create discussion
methods that are superior to lectures in student retention of information after the end of a
course; transfer of knowledge to new situations; development of problem solving, thinking, or
attitude change; and motivation for further learning (McKeachie, 2002, pp. 52-53).
Despite evidence suggesting the learning and career development benefits of learnercentered education (i.e. constructivism), higher education still far too frequently takes a
teacher-centered approach to courses and programming. This style leaves little room for
collaboration and self-directed study to teach students the skills they need to succeed in the
workforce. Students in higher education today require a learner-centered model of education

where an emphasis is placed on the mastery of competencies matching 21st-century
employability skills. This list includes problem-solving, self-regulated learning, collaboration,
creativity, communication, and leadership (Chelliah & Clarke, 2011). It is evident that the
changing population of graduate students has created the need to adapt traditional instructional
methods to better prepare students for their futures. The flipped classroom provides a new
solution to meet this need.
The Rise of the Flipped Classroom
Flipped classroom paradigms have the potential to leverage constructivist-learning
theories to prepare students for success after graduation. Flipped, or inverted, classroom
models create greater time for collaborative learning in the classroom by moving lectures or
instructional content online and assigning them as homework (Roehl, Reddy, & Shannon,
2013). The classroom is restructured in such models to focus on the learner (Strayer, 2007;
Bergman & Sams, 2012). These approaches encourage learners to expand their knowledge and
learn practical skills desired by employers (NMC Horizon Report, 2014).
Despite the growing popularity of flipped classrooms, current research fails to reach
consensus surrounding an exact definition. The term is most frequently assigned to courses that
use technology to move lectures online in order to allow for in class time to be spent on
interactive learning activities (Bishop & Verleger, 2013; Strayer, 2012). When active and
problem-based learning are used in the flipped classroom environment, students are provided
with an opportunity to engage with real-world issues while professors have the freedom to
walk around the class and facilitate discussions. Educators are able to provide personalized
guidance to students and better understand student progress through observation and one-on-
one interactions (Roehl, Reddy, & Shannon, 2013). In contrast, traditional lecture courses do
not allow teachers to assess student progress until after formal testing (Chickering & Gamson,
1987).
The concept of the flipped classroom aligns with constructivist learning theories as
educators become the guide on the side rather than the sage on the stage (Brandt &
Perkins, 2000; Brooks, 1990; Piaget, 1995). Flipped classroom environments further
personalize learning for students by granting them easy access to online lectures. The recorded
lectures give students the ability to re-watch portions that may be confusing to them and skip
sections they have already mastered (Roehl, Reddy, & Shannon, 2013). This allows for selfdirected, personalized learning as students study at their own pace and tailor the learning
experience to their individual needs, knowledge level, and learning style (Phillips & Trainor,
2014).
Problem Statement
Despite graduate students only accounting for 14 percent of university enrollment, they
procure nearly 40 percent of the overall student debt in the United States (Delisle, 2014). With
increasing costs come greater expectations from students that graduate school will prepare
them for careers and life in the 21st century (Mills, 2015). Although some graduate students
will continue to seek employment in the academic community, a growing percentage will
pursue other employment opportunities available to those with advanced degrees (Polson,
2003). However, evidence suggests that graduate programs do not adequately prepare students
for careers beyond the academy (Nyquist & Wulff, 2000). With the growth in graduate
students seeking work in professional industries, higher education institutions must adapt to
better prepare graduates for jobs in an ever-changing global economy.
The flipped classroom provides a new model for career education capable of preparing
students for diverse careers in non-academic environments. The flipped model would serve a
greater variation of graduate student needs and lifestyles by personalizing learning through
online modules and in-class activities. In an effort to apply the flipped classroom model to
graduate student career development and workforce preparation initiatives, this project seeks to
create an implementation portfolio for a flipped College to Career graduate student course.
Overview of Project
This project will focus on the design of a 2-credit College to Career flipped course for
graduate students to increase their career readiness, educate them on the job search process,
and help them to articulate their skills, strengths, and experiences related to their career goals.
Despite many graduate programs at George Mason University requiring seminars for new
students as they transition into a degree program, few have formalized career development
courses to support students successful transitions from graduate school to the workforce. The
implementation portfolio for the flipped course will include the course curriculum, assessment
plan, recommendations for a campus-wide launch, and select online modules modeling the
structure of materials for the course.
Significance of Project
Not only must higher education institutions meet the changing educational needs of
students, they must also prepare them for todays constantly evolving global society. Students
are expected to graduate college with a variety soft skills such as the ability to communicate
both orally and in writing, collaborate in teams, work across disciplines, and understand local
community politics (NACE, 2014). This topic has been heavily discussed in the media as the
increasing cost of higher education and decreasing ability of educators to prepare students for
post-graduate success has left students in debt and unprepared for life in the 21st century
(Mills, 2015). This project seeks to inform and create a model for graduate student career
development geared toward students seeking to work in non-academic careers. Although the
literature discusses graduate students, career development, and the flipped classroom, there is a
gap in the research as to the steps institutions can take to apply the flipped classroom to career
course environments in order to support graduate students seeking professional non-academic
careers. It is the goal of this proposed project to provide an implementation portfolio capable of
guiding the initiation of a semester-long flipped College to Career course for graduate students.
The work should be used to support and encourage universities looking to enact pedagogical
changes to better serve todays graduate students as they approach post-graduation careers.
Theoretical Framework
Based on the characteristics most closely defining students in the 21st century,
constructivist learning theory will be used to inform this project. Constructivism as a broader
category captures several instructional models including inquiry-based learning, active
learning, and experiential learning (Jobrack, 2013). Jean Piaget, the psychologist most closely
identified with constructivism, theorized that learners construct meaning and knowledge from
interactions between their experiences and ideas (Piaget, 1923). His observations of how
children and adolescents solve problems led to the formulation of the theory (Kivunja, 2014).
The theory suggests that students learn best when they become an active part of the process
and engage in meaningful ways with the educational environment.
Constructivism calls for authentic learning activities, problem solving, critical thinking,
hands-on engagement, and experiential learning. According to modern researchers,
constructivist environments allow students to construct a learning environment where they can
develop the 21st century skills they will need to be successful both during college and in their
careers post-graduation (Jones, 2012). In the following chapter, I will provide an overview of
the literature related to graduate student career development and flipped classroom learning.
The proposal will conclude with a section outlining the methodology for the design of the
flipped course implementation portfolio.
Definitions
Constructivist learning theories are identified with cognitive psychologist Jean Piaget
(1923) and propose that learners construct knowledge and meaning from their experiences
(Kivunja, 2014).
New Generation Learning models are student-focused where the instructor no longer
serves as the center of the classroom. The professor instead takes on the role of facilitator,
coach, counselor, and mentor while the student actively participates in the classroom learning
environment. In this new model, students have the freedom to construct and discover
knowledge rather than passively memorize and repeat back on exams (Brown, 2005).
Old Generation Learning is recognized as bounded by time, place, efficiency, and
role (Tapscott, 1998). It is instructor-focused and emphasizes memorization, repetition, and the
acquisition of facts (Brown, 2005).
Flipped Learning is a subset of blended learning where videos or other digital
technologies are used to deliver content outside of class allowing for a shift from teacherdriven to student-centered active learning during class time (Hamdan, McKnight & Arfstrom,
2013; NMC Horizon Report, 2014).
Chapter 2: Literature Review
The following chapter presents a discussion of the relevant literature surrounding

graduate student professional career development and flipped classroom learning
environments. The information provided will situate the proposed study within the context of
related literature. The chapter will address the increasing diversity of graduate students, the
need to better prepare students for the workforce, the importance of transforming career
development courses from old to new generation learning, as well as research specifically
outlining the flipped classroom. This chapter also highlights Constructivist Learning Theory,
which guides this proposed project design.
Graduate Student Career Development and 21st Century Skills
Reports and papers written over the past decade regarding graduate student career
readiness led to new professional development initiatives across the country and around the
world. The idea that graduate education must evolve to meet the needs of 21st century
graduates, employers and society gained traction in the 1990s and early 2000s (Golde
& Dore, 2001; Nyquist & Woodford, 2000; Walker et al., 2008; Leitch, 2006; Roberts, 2002;
Kemp, 1999). Themes across the published research and reports included the growing diversity
of graduate career aspirations, employer-identified gaps in the competencies and skills of
graduate students, and student-identified gaps in their career readiness regarding non-academic
employability (Porter & Phelps, 2014).
In 2001, Smith, Pedersen-Gallegos, and Riegle-Crumb conducted the Ph.D. Careers
Project designed to provide an in-depth portrait of the careers and work of Ph.D. physical
science students. The cohort was composed of physical science Ph.D. alums who graduated
between 1990 and 1994 from eight medium to large size universities. All respondents had
graduated approximately 4 to 8 years prior to the study being conducted. The survey study
received over 700 respondents accounting for 65% of the population being studied. The largest
group of graduates (44%) were employed in business or industry with only 25% working at
colleges and universities. The job skills used most by graduates across all employment sectors
included writing, oral presentation, management, data analysis, designing projects, critical
thinking, and working in an interdisciplinary context. Rankings of the training graduates
received while in college in these skill areas were significantly lower than the importance of
these skills in the workplace. This showcases an opportunity for graduate programs to fill the
training gap and better prepare students through initiatives focused on the development of
employability skills.
Fisher and Zigmond (1998) recognized the need for graduate student professional
development at the University of Pittsburg. The university implemented a set of Survival
Skills workshops on communication skills, job skills, leadership, and grant writing. Similarly,
Bonnie Holaday, Kenneth Weaver, and Linda Nilson (2007) re-envisioned a professionaldevelopment program for graduate students using a systems-developmental framework at
Clemson University. The systems-developmental framework took into account age-related
transitions and life-cycle issues that occur with a diverse population of learners in a graduate
student environment. The programming efforts focused on communication, teaching, ethics,
leadership, entrepreneurship, and research administration offered as three-hour workshops. In
this model, students select programming of interest to them and proceed at their own pace. The
workshops did not offer any credit for students but select topics did offer certificates (Holaday,
et al., 2007).
Universities in Australia and Canada have taken unique approaches as well to preparing
graduate students for 21st century employment. At Edith Cowan University in Australia, a peerto-peer support center was developed to inspire research students to consider industry career
paths during their studies. The Support, Opportunities, Advice and Resources (SOAR) Centre
was designed to start the career development process early for graduate students while arming
them with the employability skills they will need to succeed in a knowledge-based, global
market (Jones, et al., 2012). Although the center found early success, it relied heavily on
marketing to encourage students to engage and seemed less integrated within the overall
graduate student experience compared to efforts at other institutions. At the University of
British Columbia, an integrated approach was taken to reach similar goals. Recognizing that
graduates lacked the competencies relevant to non-academic professions, the institution
spearheaded a holistic approach for graduate students through mentors, internships, careerrelated thesis work, and formal assessment of student career-related competencies (Porter &
Phelps, 2014).
Initiatives that are not mandatory or integrated within the student experience, such as
the SOAR Centre, struggle to obtain high participation rates from students (Holaday, et al.,
2007; Jones, et al., 2012; Fisher & Zigmond, 1998). Integrated approaches, as displayed by
Porter and Phelps (2014), as well as career courses built into the curriculum, extend the reach
of efforts amongst graduate learners. Meta-analysis studies have found career development
courses to be an effective means of promoting career readiness and maturity (Ryan, 1999;
Reed, Reardon, Lens, & Leirer, 2001). Additionally, students who complete a career
development course during their graduate studies are more likely to graduate compared to
those who do not complete such a course (Troyer & Rasmussen, 2003). Such findings are of
particular relevancy to the proposed project as they support the importance and strength in
developing a required flipped career development course during the second or third semester of
graduate study. According to the research, this effort would make strides at combatting the
career readiness skills gap as well as supporting retention efforts and student persistence. Such
outcomes will also heavily rely on the material and course delivery format to ensure an
engaging and applied learning environment. Constructivist learning principles and flipped
classroom pedagogies support these goals and present a methodology aligned with the diverse
population of graduate students approaching their studies from a variety of backgrounds,
experiences, and lifestyles.
Constructivist Learning
According to Carter (2008), current undergraduate and graduate students (largely
composed of the Millennial generation) represent one of the first cohorts to approach learning
with constructivist expectations. Constructivism is most closely attributed to the work of Piaget
and Vygotsky in the latter part of the 20th century. Learners in the 21st century have become
accustomed to interacting with peers, mentors, coaches, and parents. They expect this social
interaction to be an integrated part of the learning experience (Howe & Strauss, 2000; Carter,
2008; Oblinger, 2003). This concept is present throughout the literature related to constructivist
approaches to education.
Vygotsky (1978) and Piaget (1995) agreed that social interaction with experts is
essential in the learning process. Constructivist approaches further meet such expectations by
creating an environment where the educator can become the guide on the side rather than the
sage on the stage (Brandt & Perkins, 2000; Brooks, 1990; Piaget, 1995). Constructivist
learning has become known for this ability to provide students with a facilitator, coach, and
mentor in the learning process (Brooks, 1990; Perkins, 1999; Piaget, 1995; Vygotsky, 1978).
Brooks (1990) and Bruner (1996) further discussed the importance of the active, hands-on
learning provided by constructivist environments. With these core components meeting the
needs of 21st century graduate students, constructivist paradigms align well with this new
generation of learners.
Despite evidence suggesting the need to adapt lecture methods to include more
constructivist learning models, the old generation of learning continues to form the foundation
of educational institutions. Professors continue to traditionally lecture in front of rows of quiet
students. The disconnect between this common classroom scenario and the manner in which
students expect to learn has caused researchers to look at the role of the physical classroom
structure in promoting old generation learning styles. Brown (2005) highlighted that
appropriately designed learning spaces allow for a greater diversity of materials and activities
to be present with the classroom environment, expanding the concept of the classroom (Brown,
2005). Jamieson, Dane, and Lippman (2005) support the recommendations of Brown and
further state that if facilities are to encourage the new generation of learning, the environment
must be adaptable, flexible, accessible, and secure. Researchers studying the flipped classroom
leverage new applications of the classroom concept with the goal of better serving the learning
styles and preferences of todays students.
Flipped Classroom Learning
The concept of the flipped classroom grew in popularity after two high school
chemistry teachers, Jonathan Bergamann and Aaron Sams, integrated the model in a 2007 high
school classroom. The experience not only solved the teachers identified problem of students
missing class and not being engaged, it also sparked a trend toward more active and problembased learning solutions within traditional classroom environments at the school (Bergmann &
Sams, 2012). Further studies within high school environments displayed increased learning,
course attendance, and student engagement. In 2010, Greg Green, Principal of Clintondale
High School outside of Detroit Michigan, decided to flip the instruction of his entire high
school. After the flip, Green saw a dramatic academic improvement with the number of
students failing English dropping from 44% to 19%, students failing Math dropping from 44%
to 13%, and discipline cases dropping from 736 to only 249 (Green, 2011). Following
successful research in 9th through 12th grade education, educators at colleges and universities
began to adopt principles from the model and experiment within their disciplines.
Researchers in higher education have found similar results as their high school educator
counterparts. A study conducted in 2011 noted significant learning gains as a result of inverting
the classroom environment. Carl Wieman and colleagues at Stanford University compared two
large-enrollment sections of a physics course one flipped and one control course. During the
quasi-experiment, student engagement increased in the experimental section but did not change
in the control section. Student learning was measured through a multiple-choice test where
students in the flipped classroom scored significantly higher than peers in the control group
(Wieman & Gilbert, 2014). Although this study shows great gains in engagement and learning,
results were only measured after a one-week experimental period and the authors did not
address the gains in such areas over time.
In 2013, Jacob Enfield at California State University Northbridge applied the flipped
classroom model to his CTVA-361 course in the Cinema and Television Arts department at the
university. Enfield began experimenting with the model after recognizing that class time was
being used inefficiently due to the high diversity in experience and knowledge of the topic
amongst students enrolled in the web design course. Placing materials online allowed students
to work at their own pace, alleviating the time that was spent in-class helping students catch up
instead of moving ahead with those who were proficient in the topic. Students reported
increased levels of engagement, learning, and confidence in their ability to work
independently. Enfield discussed the successes of the implementation as well as certain
challenges. In his research, he makes note of the need for extra planning and time devoted to
designing online learning materials and in-class activities as well as an understanding of ADA
guidelines when it comes to making online information accessible for learners with disabilities
(Enfield, 2013).
Flipped classroom experiments in health-related courses begin to highlight another
theme across the literature related to high levels of learning coupled with low levels of
satisfaction (Critz & Knight, 2013; Missildine et al., 2013; Knight & Woods, 2005). Kathy
Missildine and the team of researchers at Texas A&M leveraged a quasi-experimental design
to compare three approaches to learning: traditional lecture only, lecture and lecture capture
back-up, and flipped classroom approach. Exam scores were higher for the flipped classroom
group compared to both lecture-based models. While learners scored higher in the flipped
classroom, this group of students scored the lowest in satisfaction compared to other course
sections (Missildine et al, 2013).
Findlay-Thompson and Mombourquette (2014) conducted a similar study at Mount
Saint Vincent University using an introductory business course. Dr. Findlay-Thompson taught
three sections of the Business 1112 using the flipped classroom style for one of the sections
and the traditional lecture-style for the other two. Post-term interviews were used to collect
information from the students in the flipped classroom section. Quantitative grades were
further used to compare academic success between the three sections. Results showed mixed
feelings regarding students in the flipped classroom as well as identical academic outcomes
between the three sections. While the researchers expected higher grades in the flipped
classroom, they noted the challenges that existed in their implementation as well as lessons for
the future. Of note, the researchers discussed plans for future implementations that involved
greater time spent on educating students about the benefits of the model prior to the semester to
help ease the transition and uneasiness (Findlay-Thompson & Momborquette, 2014).
Slight to moderate positive changes in student learning and engagement yet negative
changes in satisfaction were echoed by Strayer (2007, 2012) who found that students
participating in a flipped introductory statistics course were less satisfied with the delivery
format compared to their peers exposed to a traditional section of the same course. Although
students experienced more innovation and cooperation compared to traditional classroom
students, they were uncomfortable with the change in the learning environment (Strayer, 2012).
Despite mixed results regarding course satisfaction, flipped course methodologies have shown
increases in learning, collaboration and engagement. Recommendations from researchers can
be used to combat low satisfaction rates including greater explanation of the model prior to the
semester, practice runs with new technology, and greater efforts on the part of ADA
compliance (Findlay-Thompson & Momborquette, 2014; Strayer, 2012; Enfield, 2013).
Summary
The changing economy and skills needed to succeed in the workforce present a
challenge for colleges and universities educating graduate-level learners. The review of the
literature tells a cohesive narrative regarding the need for innovative career development
efforts for students seeking careers in non-academic industries. Higher education institutions
must promote the development of a variety employability skills such as the ability to
communicate both orally and in writing, collaborate in teams, work across disciplines, and
understand local community politics. Constructivist learning principles and flipped classroom
pedagogies support these goals and present a methodology aligned with the diverse population
of graduate students approaching their studies from a variety of backgrounds, experiences, and
lifestyles. The flipped classroom leverages the principles of constructivist learning in a more
flexible and personalized environment. Despite mixed results regarding course satisfaction,
higher education flipped course methodologies have shown increases in learning, collaboration
and engagement. (Missildine et al, 2013; Findlay-Thompson & Momborquette, 2014; Strayer,
2012; Enfield, 2013; Critz & Knight, 2013; Knight & Woods, 2005).
The literature illuminates the importance of integrated, constructivist learning
environments making a case for the flipped College to Career course proposed through this
project. The next chapter presents an overview of the methodology, process, deliverables, and
timeline for the project situated within the context of the above literature.
Chapter 3: Methods

Introduction
This project focused on the design of a 2-credit College to Career flipped course for
graduate students to increase their career readiness, educate them on the job search process,
and help them to articulate their skills, strengths, and experiences related to their career goals.
Despite many graduate programs at George Mason University requiring seminars for new
students as they transition into a degree program, few have formalized career development
courses to support students successful transitions from graduate school to the workforce. The
implementation portfolio for the flipped course was completed during the fall of 2015 and
includes the course syllabus/curriculum, marketing strategy, assessment plan, and select
modules/exercises modeling the structure of materials for the course.
Statement of the Problem
Despite graduate students only accounting for 14 percent of university enrollment, they
procure nearly 40 percent of the overall student debt in the United States (Delisle, 2014). With
increasing costs come greater expectations from students that graduate school will prepare
them for careers and life in the 21st century (Mills, 2015). Although some graduate students
will continue to seek employment in the academic community, a growing percentage will
pursue other employment opportunities available to those with advanced degrees (Polson,
2003). However, evidence suggests that graduate programs do not adequately prepare students
for careers beyond the academy (Nyquist & Wulff, 2000). With the growth in graduate
students seeking work in professional industries, higher education institutions must adapt to
better prepare graduates for jobs in an ever-changing global economy.
The flipped classroom provides a new model for career education capable of preparing
students for diverse careers in non-academic environments. The flipped model would serve a
greater variation of graduate student needs and lifestyles by personalizing learning through
online modules and in-class activities. In an effort to apply the flipped classroom model to
graduate student career development and workforce preparation initiatives, this project seeks to
create an implementation portfolio for a flipped College to Career graduate student course.
Description of project methods/ processes

The project resulted in an implementation portfolio for a 2-credit, College to Career
course for graduate students. The implementation portfolio contains the course
syllabus/curriculum, marketing strategy, assessment plan, and select modules/exercises
modeling the structure of materials for the course. The career course method was chosen based
on research showcasing the link between career courses, retention, and effectiveness (Reed, et
al.; Troyer & Rasmussen, 2003). Based on links to retention, the flipped course should be a
required graduate student course approximately halfway through a program.
The flipped model will support the variety of needs of diverse graduate student
populations by creating a more flexible environment where course lecture content is made
available online and viewed as homework. This class time will be spent applying the
knowledge gained from work assigned outside of the classroom. The course will cover a series
of 15-20 topics including: creating compelling resumes, understanding your skills, developing
a personal pitch, professional networking, preparing for a career fair, writing an effective cover
letter, methodology for career decision-making, interviewing procedures and practice, career
action plan development, answering job advertisements, leveraging graduate school credentials
and diverse experiences, strategic planning, time management strategies, negotiation, and
career well-being. Employers and alumni will also be brought in to serve on interactive panels
to help bridge the gap between George Mason University students and employer contacts.
Conclusion
Over the past decade increased scrutiny has continued to fall on postsecondary
education regarding career readiness and post-graduate success (Jones, 2012). Educators are
faced with the challenge of adapting traditional teaching styles to better serve this new
generation of learners and prepare them for the changing workforce (Skiba & Barton, 2006).
Although the literature discusses graduate students, career development, and the flipped
classroom, there is a gap in the research as to the steps institutions can take to apply the flipped
classroom to career course environments in order to support graduate students seeking
professional non-academic careers. It is the goal that this project will help colleges and
universities support graduate student career development by providing a flipped classroom
environment capable of serving a large variety of graduate students needs and lifestyles by
personalizing the learning through online modules and in-class activities.
Chapter 4: Implementation Portfolio

http://gradcareercourse.weebly.com/
Course Syllabus
LOGISTICS
Spring 2015
Robinson 105
Thursdays 7:20pm 9:20pm
COURSE DESCRIPTION
The Graduate Student College to Career 2-credit course is a transitional seminar designed
specifically for George Mason University graduate students seeking to pursue careers in
professional industry. The flipped seminar is designed to be a catalyst for those activities that
will help students establish a career direction as well as design a strategy for securing a fulltime position in todays competitive workplace. This course is focused on developing specific
competencies that include: career selection, job search activities, resume and cover letter
development, professional networking techniques, and behavioral interviewing skills. We will
also discuss key post-graduate life skills that include subjects such as: personal finances and
budgeting. The flipped nature of the course was strategically designed to allow greater
flexibility for graduate students with various life demands. The format creates an environment
that mimics a real-world workplace where employees are expected to act in a professional
manner, accomplishing tasks both independently using technology as well an through inperson team scenarios. Emotional intelligence and interpersonal skills will be promoted
through the variety of active-learning scenarios students will find themselves in as they learn
how to succeed in remote and in-person settings. A series of 12 lecture modules are assigned as
homework while class time is reserved for active and problem-based learning.
LEARNING GOALS AND OUTCOMES
This course emphasizes developing students readiness to transition from graduate school to
professional industry. The course focuses on the development of self-awareness, interviewing
skills, the acquisition of job-hunting knowledge as well as the formulation of an action plan to
achieve the student's job and career goals. The course also develops practical life skills in
anticipation of independent living.
Learning Outcomes:
1. To identify and translate personal interests, values, and skills into meaningful career
options
2. To identify and effectively articulate your skills, experiences and strengths related to
your career choice
3. To research and commit to potential career choices
4. To develop a compelling professional resume
5. To create a career search action strategy that can/will be used upon completion of this
course.
6. To present yourself effectively in an interview or conversation with a potential
employer.
7. To develop a practical knowledge of independent living topics in anticipation of
graduation
COURSE MATERIALS AND RESOURCES
Blackboard is required for this course. You can access the site at
https://mymason.gmu.edu
Job and Internship Guide:
http://careers.gmu.edu/students/movingon/upload/document.pdf. A hard copy will also
be provided on the first day of class.
Strengths Assessment
HireMason: An excellent on-line resource to search for jobs and internships
https://gmu-csm.symplicity.com/.
APPOINTMENTS / E-MAIL / PHONE CONTACT

I strongly urge you to contact me to ask questions, clarify assignments; make me aware of any
unexpected situations or to obtain additional help. You can always contact me via email to set
up a phone or in-person appointment jpollar3@gmu.edu and OR call me at508-468-9025. I am

always accessible and check email frequently.
SPECIAL ACCOMMODATIONS
If you are a student with a disability and you need academic accommodations, please see me
and contact the Office of Disability Services (ODS) at 993-2474. All academic
accommodations must be arranged through the ODS.
CLASS ATTENDANCE
Absence: If you cannot make class, please text or email a brief note informing me that you
will not be there that day. Depending upon the circumstance, you may or may not be credited
points for that particular class.
Attendance: While attendance itself is not evaluated, you cannot earn credit for participation if
you are not in class. Therefore, it is clearly in your best interest to attend class. In addition,
some of our classes will include guest lecturers and group activities. Much will be missed if
you do not attend class.
Lateness: We start class on time. Lateness is both disruptive and disrespectful to me and your
fellow students. It will also negatively impact your participation grade. Every effort should be
made to be in class on time and ready for the topics of the day. Please allow time for bad
weather, traffic or parking problems, as these are frequent occurrences in our area and our
school.
Leaving class early: It is my expectation that you attend the entire class and unfortunately will
not be given any credit for attending if you leave early. Exceptions to this policy will be made
for those who have prior approval to leave.
USE OF PERSONAL TECHNOLOGY
Cell Phones: Cell phone use is prohibited in class. That means no texting, surfing the web,
etc. If you receive an unexpected call or text that you must attend to, please leave the room to
do so.
Laptops/tablets: This is an interactive class that requires your presence and complete attention.
Therefore, laptops/tablets are also prohibited unless we are engaged in an activity that requires
them. I will let you know ahead of time if we will be using laptops/tablets in class that week.
ASSIGNMENTS
All assignments are to be submitted via Blackboard. If you do not turn in your assignment via
Blackboard on the day it is due and have not made arrangements with me to turn it in late, you
will not receive credit for the assignment. If you are having problems submitting your
assignment on Blackboard, you should email it to me at jpollar3@gmu.edu within the original
timeframes that the assignment was originally due). My preference is for you to submit all
assignments through Blackboard and emailing your assignments should be a last resort.
INCLEMENT WEATHER
In the event of inclement weather, please consult Masons website or call the main information
line (703) 993-1000. If the University is officially closed, our class will not meet. In the case
of bad weather and the University decides to remain open, our class will meet as scheduled.
Be sure to check your email as well. I will always communicate what actions we will be taking
in addition to any communications the University may send out.
COMMUNITY STANDARDS OF BEHAVIOR
One of the key goals of George Mason University is to create and deliver high quality
educational programs and research. Students, faculty, staff, and alumni who participate in these
educational programs contribute to the well-being of society. High quality educational
programs require an environment of trust and mutual respect, free expression and inquiry, and
a commitment to truth, excellence, and lifelong learning. Students, program participants,
faculty, staff, and alumni accept these principles when they join the GMU community. In doing
so, they agree to abide by the following Community Standards of Behavior:
Respect for the rights, differences, and dignity of others

Honesty and integrity in dealing with all members of the community
Accountability for personal behavior
Integrity is an essential ingredient of a successful learning community. Ethical standards of

behavior help promote a safe and productive community environment, and ensure every
member the opportunity to pursue excellence.
HONOR CODE
George Mason University Honor Code
To promote a stronger sense of mutual responsibility, respect, trust, and fairness among all
members of the George Mason University community and with the desire for greater academic
and personal achievement, we, the student members of the University Community have set
forth this: Student members of the George Mason University community pledge not to
cheat, plagiarize, steal, or lie in matters related to academic work.
Honor Code Violations
The Honor System and Code adopted by George Mason University will be enforced for this
class. I take honor code violations very seriously and will not hesitate to forward all suspected
violations to the Honor Committee for review and adjudication. For a full description of this
code please refer to: http://academicintegrity.gmu.edu/honorcode/
Academic Honesty
The integrity of the University community is affected by the individual choices made by each
of us. GMU has an Honor Code with clear guidelines regarding academic integrity. Three
fundamental and rather simple principles to follow at all times are that: (1) all work submitted
be your own; (2) when using the work or ideas of others, including fellow students, give full
credit through accurate citations; and (3) if you are uncertain about the ground rules on a
particular assignment, ask for clarification. No grade is important enough to justify academic
misconduct.
Plagiarism means using the exact words, opinions, or factual information from another person
without giving the person credit. Writers give credit through accepted documentation styles,
such as parenthetical citation, footnotes, or endnotes. Paraphrased material must also be cited,
using MLA or APA format. A simple listing of books or articles is not sufficient. Plagiarism
is the equivalent of intellectual robbery and cannot be tolerated in the academic setting. If you
have any doubts about what constitutes plagiarism, please see me.
LEARNING DISABILITIES
If you have a documented learning disability or other condition that may affect academic
performance you should: 1) make sure this documentation is on file with the Office of
Disability Services (SUB I, Rm. 222; 993-2474; http://www.gmu.edu/student/drc/) to
determine the accommodations you need; and 2) talk with me to discuss your accommodation
needs. Because of the range of learning differences, faculty members need to learn from you
the most effective ways to assist you. If you have contacted the Disability Resource Center
and are waiting to hear from a counselor, please let me know.
GRADING
Your grade will be assigned on a straight scale based on the number of points you earn, as
shown below. There are a total of 250 possible points for this semester.
Grade
Total Points
225 - 250
200 - 224
175-199
150-174
0-149
ASSIGNMENT POINT VALUES:

1.
2.
3.
4.
5.
6.
7.
8.
9.
Personal Profile & Goals

Resumes
Personal Pitch
LinkedIn Profile
Informational Interview
Cover Letter
Practice Interview
Career Action Plan
In-Class Attendance & Participation
TOTAL COURSE POINTS
5 points
25 points
10 points
10 points
30 points
20 points
30 points
60 points
60 points
250 Points
ASSIGNMENT DESCRIPTIONS:
In-Class Attendance & Participation 60 points / 4 points per class
Due to the interactive-learning design of this class, it requires your presence, preparation and
participation in the classroom. I will assign 3 points for attending each class and 1 point for
participation, based upon the criteria listed below. Just showing up to class will not ensure you
will get the full 4 points; you must participate to demonstrate your engagement in the course
material and commitment to learning.
Point
Range
Description
54-60
Outstanding: Demonstrates consistent on-time attendance, preparation, and

constructively participates in all class activities and discussions; consistently
demonstrates insight by asking questions, making statements that add to and
facilitate the class discussion, and/or builds upon others' comments. Consistently
demonstrates respect for professor and other classmates.
48-53
Very Good: Demonstrates consistent on-time attendance, preparation, and

constructively participates in all class activities and discussions; demonstrates
insight by asking questions or making statements that are relevant, add to, and
facilitate the class discussion.
42-37
Baseline: Demonstrates consistent attendance and preparation; occasionally

participates in class discussions, regularly participates in other class activities;
may occasionally arrive late to class. Generally demonstrates respect for

professor and other classmates.
36-30
Poor: Demonstrates inconsistent attendance/timeliness/preparation in class

activities; may occasionally be unengaged in class activities and/or is
disruptive/distracting or disrespectful in class; is frequently not prepared,
regularly arrives late to or leaves early from class.
0-29
Fail: Demonstrates consistently poor attendance and consistently poor

preparation; is unengaged or fails to participate in class activities; may be
disruptive/distracting or disrespectful in class to others.
Profile & Goals: 5 points:

At the beginning of the semester you will submit a personal profile that will include some brief
background about yourself, your career goals, and your photo. PG = 6 points.
Resumes: 25 points
A compelling resume is a key step to getting noticed and landing an interview. We will spend a
lot of time improving your resume throughout the semester. This assignment will be collected
and graded 2 times. Draft R-1= 12 points and Final R-2= 12 points.
Personal Pitch: 10 points
Every professional must have an up-to-date personal pitch (or elevator speech). The personal
pitch is a 30-60 second verbal summary of your background, work history, skills, education
and work objective. This summary is something you will use in many professional settings,
including interviews. PP = 10 points.
LinkedIn Profile: 10 points
We will be discussing the importance of professional networking during the semester.
LinkedIn is todays standard electronic platform that will allow you to connect with other
professionals. LIN = 20 points.
Informational Interview: 30 points
An informational interview is the best way for you to learn about careers and companies in a
comfortable environment for you and the employer. This kind of interview allows you to ask
questions about the person you are meeting with, understand how they came to work in their
company/industry, and get advice and information about what you need to do to prepare for a
similar career. You will conduct one informational interview with someone in a field of
interest (professional in the field, faculty and/or professor, etc). Before the interview, you are
required to conduct research on the interviewees field and organization. IIA = 40 points (20
points for the synthesis and 20 points for in-class presentation).
Cover Letter (Application or Prospecting Letter): 20 points
Create a letter that is tailored to the industry and position that is of interest to you. If you
cannot find a position that is of interest to you, you may create a prospecting letter to a
company of your choice. Your cover letter will be evaluated based upon the rubric provided.
CL=20 points.
Practice Interview Assignment: 30 points
Career Services has purchased a cutting edge internet tool called Interview Stream that will
help you improve your interviewing skills in the comfort of your own room! It includes over
3000 interview questions, answers and hints which have all been professionally produced on
digital video. This project will require that you practice and record an interview via this tool.
Details on the assignment will be communicated in class. PI = 40 points.
Career Action Plan: 40 points
The Career Action Plan is a project designed to help create your own personal career search
strategy that you can implement immediately upon completion of this course! Detailed
instructions will be posted on Blackboard and will also be discussed during the semester.
COURSE SCHEDULE
Week
Topic
Focus
Assignment Due Before

Class
View and complete
online module lecture
1: Graduate Student
Career Transition
Submit a Personal
Profile that will include
some brief background
about yourself, and
your career goals
Upload your Personal
Profile document to
Blackboard by
Wednesday, January
20th at 11:59pm and
complete the pre-course
survey
Week 1:
January
18th
Course
Introduction
&
Graduate
Student
Career
Transition
Introduction to
course
Review of
syllabus
Setting/managi
ng expectation
Setting goals
Week 2:
January
25th
Creating a
Compelling
Masters/PhD
Resume
Constructing a
resume that
will help you
stand out to
recruiters and
employers
Learn how to
use the STAR
method
(SituationTask-ActionResults) to
present your
accomplishmen
ts
Personal Pitch
View and complete

2: Creating a
Compelling
Masters/PhD Resume
Use the STAR method
learned through the
module to create a first
draft of your resume
Upload your resume
draft to Blackboard by
Wednesday, January
27th at 11:59pm
Bring 2 hard copies of
your resume draft to
class
Week 3:
February
1st
Professional
Networking
Learn the
importance of
professional
networking
View and complete

3: The Importance of
Networking
Hands-On Learning In
Class
Review Syllabus
Small organizations
(groups of 4-5 students)
will be formed. Students
will name their
organizations as well as
the industry
First colleague group
assignment: sharing
personal profiles
Complete
goals/performance
planning sheet for the
semester. A formal
version of an annual
review will be
conducted with each
student during finals
blocks at the end of the
semester
Class time will be spent
going deeper into the art of
creating a compelling
resume and developing
your personal pitch.
One-on-one resume
review and feedback
session with a peer in
your organization
Practice developing and
delivering your pitch.
Students will give their
pitch to a student of a
different organization as
if networking at an
industry-related
conference
Career Fair Planning
creating a targeted
industry, employer, and
position list
Discuss
effective
networking
techniques
Prepare for the
Career Fair
View and complete

online module 4:
Preparing for the
Career Fair
Bring a laptop or tablet
to next class
Upload your personal
pitch to Blackboard by
Wednesday, February
3rd at 11:59pm
Create a LinkedIn Profile

Networking class
exercise between
organizations
View and complete

5: Elements of a Good
Search Strategy
Complete the Strengths
assessment or print
your results if already
taken
Upload your strengths
results to Blackboard
by Wednesday,
February 10th at
11:59pm
Bring your strengths
results to class
Share your strengths with

your organization and
discuss how your
strengths will guide your
career action plan. Also
discuss how your
strengths would help you
to work together as
colleagues
A template will be
provided so that you can
start developing your
own career action plan,
integrating your resume,
networking skills, and
industry research. This
project will continue
throughout the semester.
Week 4:
February
8th
Career
Action
Planning
Elements of a
good search
strategy
Lean how to
use your
interests and
skills to help
guide you in
the right
direction
Integrate your
resume,
networking
skills, and
industry
research into
an actionable
plan
Week 5:
February
15th
Informationa
l
Interviewing
Learn what an View and complete

You will do a short (no
informational
module lecture 6:
more than 4 minute) oral
interview is,
Informational
presentation to the class
why its
Interviewing
about your informational
important, and Conduct one 15-minute
interview. Elements of
how to gain a
the presentation will
informational interview
new
include who you met
with someone working
connection as
with, their position and
in a field you hope to
well as
company, what key
pursue after graduation.
important
questions you asked,
Career Link through
information
what was the most
HireMason is a great
and advice to
important thing you
resource to find
use during your
learned from the
contacts
job search
interview, and next steps
Prepare a short 4
(if any).
minute presentation for
Q/A session will follow

class
Upload a document to
Blackboard by
Wednesday, February
17th at 11:59pm
containing your
questions and answers
through the
informational interview
as well as an executive
summary with key
takeaways from the
experience
where students can asked

follow-up questions of
their peers based on what
they learned through the
informational interviews
Week 6:
February
22nd
Job Search
Review the job
Process and
search process
Cover Letters Learn how to
write an
effective,
tailored cover
letter
View and complete

Students will be broken
module lecture 7: Job
into pairs within their
Search Strategies
organization to review
and provide feedback to
Read the article titled
the cover letter drafts
The Power of Cover
Letters
As a full organization
group, students will
Find a position that is
review different kinds of
of interest to you and
job advertisements, break
draft a tailored cover
them down into
letter based on the
component parts, and
position
practice using hard and
Upload your draft cover
soft skills to answer them
letter to Blackboard by
effectively and get
Wednesday, February
noticed by employers
22nd at 11:59pm
Week 7:
February
29th
Phone and
In-Person
Interviews
View and complete

module lecture 8:
Interviewing
How to Ace the
Interview on
Blackboard
Create an account
through Interview
Stream. Explore many
of the sample questions
and complete a practice
interview. Email the
interview link to the
instructor once
completed
Discuss
various
interviewing
methods
including
Behavioral
Interviewing
and Standard
Interviewing
Learn steps
you can take to
increase your
confidence in
an interview
setting
Interview exercise
students will be paired
with a student not in their
organization. Students
will switch off asking and
answering questions.
After three questions
have been
asked/answered, the
interviewer will provide
feedback before
switching.
Online scavenger hunt
will be completed in
organization groups.
Students will be charged
with finding 5 industry-
specific interview
questions mentioned
online in articles or
forums that certain
employers have asked
Week 8:
March 7th
Week 9:
March
14th
Spring Break
Managing
Life after
Graduate
School
Receiving a job
offer
Evaluating
alternatives
Decision making
Week 10: First 90 Days Managing

March
Transition
st
21
Making a positive
first impression
Flexibility and
adaptability
Achieving small
wins
View and complete

module lecture 9:
Receiving the Offer
Each organization will

work as a team. Teams
will be given three job
offers and asked to
evaluate them. They
will present to the
class and make the
argument why one job
offer is better than the
others.
Ideal Job Offer
exercise. Students will
be asked to write their
ideal job offer and
then be asked to
remove or decrease
one element at a time
helping to prioritize
what is most important
to them
View and complete
Each organization will
module lecture 10:
come up with a list of
The First 90 Days
what they feel are the
best strategies for
achieving success in
My First 90 Days on
the first 90 days in
Blackboard
their industries. They
can spend time
researching industry
specific information in
class and should
expect to create a
short, 5-7 slide
presentation by the
end of class to share
Class reflection on
how working within
their organization
structure over the past

ten weeks has created
a similar first 90
days environment
Week 11: Financial
March
Planning
th
28
Monthly budgeting View and complete

module lecture 11:
401K
Financial Planning
Health Insurance
Setting saving
goals
Managing student
loan payments
Financial exercise: All

students will be given
parameters (i.e.
salary=$50,000) and
expected to create a
monthly budget, find
an affordable place to
live, decide how much
to contribute to a
401k, etc.
Week 12: Managing

April 4th
Life after
Graduate
School
Well-being
View and complete
module lecture 12:
Work/Life balance
Managing Life After
Stress management
Graduate School
How to manage
Begin to think about

your less
what your biggest
successful days
hurdles will be to
achieving well-being
after graduation.
Work in groups to
define well-being
for you
Exercise around stress
management
Students will begin
crafting their wellbeing strategy sections
of their career action
plan
Week 13: Recent

April 11th Graduate
Panel &
Networking
Learn from recent

graduates about the Come up with a list of
transition from
at least 5 questions to
graduate school to
ask the recent
professional
graduates on the panel
careers
Recent graduate panel

and networking
Week 14: Career

Gain feedback on
April 18th Action Plan
your progress with
Working Day
your career action
plan components.
Continue to
Students will work
add/update your career
with a partner to
action plan. You
provide/gain feedback
should now include:
on their career action
monthly budget plan,
plans
first 90 days goals, and Students can also use
well-being priorities
this time to ask the
sections
instructor any
questions or begin
putting together the
presentation
Week 15: Wrap Up,

Final Career
April 25th Career
Action Plan
Action Plan
presentations
Portfolio
Presentations
Finals
Block
Performance
Evaluation
meeting with
instructor
Submit your final

Career Action plan
portfolio via
Blackboard by
11:59pm on
Wednesday, April
27th
All students will have

10 minutes to present
their career action plan
to the class
The purpose of the Sign up for a 20

performance
minute time block
evaluation meeting
through Blackboard
is to revisit your
during finals week
personal goals for
the semester and
discuss your
progress. It will
mimic the format
of an annual
review.
Group Etiquette Standards

During the first class period, students will be broken up into groups or organization. Each
group will serve as their own organization for the purpose of the course. They will be asked to
choose an industry, name, and roles within the organization. The following guidelines outline
etiquette expectations:
Everyone will participate and take ownership of group projects.

When appropriate, sub-groups will be assigned to work on specific activities.
Group members will complete assignments on time.
Each project will have a note taker (rotating task) who will distribute notes and record
decisions and assignments.
Respect the value of each individuals contribution.
Resolution of differences will typically be by majority decision, but on key issues the
group will reach consensus.
If at any time the organization feels that they cannot work together to resolve differences, the
instructor will serve as the CEO and make the final decision as to whether or not the student
is to remain at the organization.
Online Modules
This course will rely on a series of 12 online lecture-based modules. The modules are as
follows:
Module 1: Graduate Student Career Transition
Module 2: Creating a Compelling Masters/PhD Resume
Module 3: The Importance of Networking
Module 4: Preparing for the Career Fair
Module 5: Elements of a Good Search Strategy
Module 6: Informational Interviewing
Module 7: Job Search Strategies
Module 8: Interviewing
Module 9: Receiving the Offer
Module 10: The First 90 Days
Module 11: Financial Planning
Module 12: Managing Life After Graduate School
Below is a link to Module 4: Preparing for the Career Fair, an example of what students
would complete as homework before attending class.
http://www.gmu.edu/depts/ucs/careerFairs/FairPrep.swf
In-Class Active Learning Projects/Exercises
Goals/performance planning for the semester. A formal version of an annual review

will be conducted with each student during finals blocks at the end of the semester
Personal pitch exercise - Students will give their pitch to a student of a different
organization as if networking at an industry-related conference
One-on-one resume review and feedback session with a peer in the student's
organization
Career Fair Planning creating a targeted industry, employer, and position list
Creating a LinkedIn Profile
Networking class exercise between organizations
Strengths exercise in organization - discussing how your strengths would impact the
team in a work environment
Career action planning development - this project will continue throughout the semester
You will do a short (no more than 4 minute) oral presentation to the class about your
informational interview. Elements of the presentation will include who you met with,
their position and company, what key questions you asked, what was the most
important thing you learned from the interview, and next steps (if any).
Q/A session will follow where students can asked follow-up questions of their peers
based on what they learned through the informational interviews
Students will be broken into pairs within their organization to review and provide
feedback to the cover letter drafts
As a full organization group, students will review different kinds of job advertisements,
break them down into component parts, and practice using hard and soft skills to answer
them effectively and get noticed by employers
Interview exercise students will be paired with a student not in their
organization. Students will switch off asking and answering questions. After three
questions have been asked/answered, the interviewer will provide feedback before
switching.
Online interview scavenger hunt exercise - students will be charged with finding 5
industry-specific interview questions mentioned online in articles or forums that certain
employers have asked
Job offer evaluation exercise - each organization will be given three job offers, evaluate
them, and present to the class making the argument why one job offer is better than the
others
Ideal Job Offer exercise - students will first write their ideal job offer and then begin
removing or decreasing one element at a time helping to prioritize what is most
important to them
First 90 Days exercise - students will work with their organization to reflect on their
"fist 40 days" working together in class drawing connections to what they've learned
and identifying strategies used or things they could have done differently to be more
successful
Financial simulation exercise: All students will be given parameters (i.e.
salary=$50,000) and expected to create a monthly budget, find an affordable place to
live, decide how much to contribute to a 401k, etc.
Exercise around stress management and well-being - "what if" scenarios will force
students to choose how they would deal with failure, struggle, and difficult times
Recent graduate panel and networking
Continued career action plan development - students will work with a partner to
provide/gain feedback on their career action plans
Marketing Strategy
Timeline:
The marketing strategy will be implemented around two key time periods
Phase 1: Spring Course Registration Period

November 1st November 18th
Phase 2: Add/Drop Period

January 19th January 26th
Messaging:
Students/Faculty/Staff
Enroll in the NEW Graduate Students College to Career Course!
2-Credits
Open to all Masters and PhD level students
Flipped Structure
This course is designed specifically for graduate students seeking to pursue careers in
professional industry. This course is focused on developing specific competencies that include:
career selection, job search activities, resume and cover letter development, professional
networking techniques, and behavioral interviewing skills.
Admissions Staff/Prospective Students
76.8% of Mason graduate receive employment opportunities at the time of graduation. A
strong connection between college and career helps prepare graduate students for the working
world beyond academe. As a student in the Higher Education program, you will have access to
experienced faculty, a nationally recognized career services office, and an innovative College
to Career flipped course. The one credit class is highly encouraged for all students considering
careers in professional industry as it focuses on developing specific competencies that include:
career selection, job search activities, resume and cover letter development, professional
networking techniques, and behavioral interviewing skills.
Target Audience:
The target audience is all graduate students seeking to pursue professional careers in industry
after graduation. Although this course is best suited for students in their final year as a graduate
student, it can be taken at any time during their studies.
Collateral/Channels:
1. Flyers Flyers will be posted in student centers, academic advising offices, graduate
student life study/writing/lounge areas, and the career services office.
2. Social Media Social media posts will be encouraged by all academic departments to
encourage their graduate students to enroll.
3. Email Marketing Email marketing will be one of the largest components of the
course marketing strategy. All departments have graduate listservs that can be
leveraged to send messages promoting the course.
4. Faculty/Staff Outreach Faculty and staff are the most influential members of the
students environment. They trust their instructors and advisors and look to them for
advice on what courses to take, research to pursue, etc. Creating buy-in with the faculty
and ensuring they understand the importance and positive impact this course can have
on their students is critical to the success of the marketing efforts.
5. Testimonials - After year one, testimonials will be used in marketing materials to
further encourage students to enroll in the course.
Assessment and Evaluation

Students in the course will be assessed using a pre/post survey format.

Pre Survey
Pre Survey
Q1 What are your post-graduation goals?
[Textbox]
Required answers: 0
Allowed answers: 1
Required answers: 1
Allowed answers: 1
Q2 Do you have a LinkedIn profile?

Yes
No
Next Page: Sequential
Page - 2
Please indicate your level of agreement with the following statements:
Q3 I can effectively communicate how my skills, experiences, and strengths may be
relevant to my major and/or career choices.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q4 I have identified my future job target/career field (location, industry, and job function).
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q5 I am confident that my current resume is customized to reflect the skills, experiences,

and strengths desired by employers in my industry of interest.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q6 I am confident that I can market my skills, experiences, and strengths in an interview

to reflect what is desired by the specific job/employer.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q7 I am confident that the content and delivery of my personal pitch is effective.

Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q8 I have significant practice in searching for employers or jobs related to my industry of

interest.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q9 I am able to effectively conduct an informational interview in order to gain desired

information and referrals.
Strongly disagree
Disagre
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q10 I am confident that I can successfully evaluate job offers (salary, benefit options, etc.)
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q11 I am confident that I can successfully negotiate a job offer.

Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q12 I am confident that I will be able to effectively manage my finances after graduation.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Page - 3
Q13 Can you explain the four-step job process?
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1

Q14 Can you explain the STAR formula? If yes, please explain:
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1
Q15 Can you explain the steps you should take following an interview? If yes, please explain:
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1
Q16 Can you describe various factors to consider in evaluating a job offer? If yes, please
describe:
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1
End Survey
Post Survey
Post Survey
Q1 What are your post-graduation goals? Have they changed since you started this course?
[Textbox]
Required answers: 0
Allowed answers: 1
Page - 2
Please indicate your level of agreement with the following statements:
Q3 I can effectively communicate how my skills, experiences, and strengths may be
relevant to my major and/or career choices.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q4 I have identified my future job target/career field (location, industry, and job function).
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q5 I am confident that my current resume is customized to reflect the skills, experiences,

and strengths desired by employers in my industry of interest.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q6 I am confident that I can market my skills, experiences, and strengths in an interview

to reflect what is desired by the specific job/employer.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q7 I am confident that the content and delivery of my personal pitch is effective.

Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q8 I have significant practice in searching for employers or jobs related to my industry of

interest.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q9 I am able to effectively conduct an informational interview in order to gain desired

information and referrals.
Strongly disagree
Disagre
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q10 I am confident that I can successfully evaluate job offers (salary, benefit options, etc.)
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q11 I am confident that I can successfully negotiate a job offer.

Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1
Q12 I am confident that I will be able to effectively manage my finances after graduation.
Strongly disagree
Disagree
Neutral
Agree
Strongly agree
Required answers: 1
Allowed answers: 1

Page - 3
Q13 Can you explain the four-step job process?
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1
Q14 Can you explain the STAR formula? If yes, please explain:
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1
Q15 Can you explain the steps you should take following an interview? If yes, please explain:
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1
Q16 Can you describe various factors to consider in evaluating a job offer? If yes, please
describe:
Yes (text box)
No I am unfamiliar
Required answers: 1
Allowed answers: 1
End Survey
Page - 4
Q17 How satisfied were you with the flipped format of this course?
Very satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
Required answers: 1
Allowed answers: 1
Q18 What percentage of the online assignments did you complete?

0-25%
26-50%
51-75%
75-100%
Required answers: 1
Allowed answers: 1

Q19 What did you like best about the flipped classroom approach of this course?
(text box)
Required answers: 1
Allowed answers: 1
Q20 What part of the flipped classroom would you like to see changed? How could the
format be improved?
(text box)
Required answers: 1
End Survey
Allowed answers: 1
References
Baker, J. W. (2000). The Classroom flip: Using web course management tools to become the
guide by the side. In J. A. Chambers (Ed.), Selected Papers from the 11th International
Conference on College Teaching and Learning (pp. 9-17). Jacksonville, FL: Florida
Community College at Jacksonville.
Beard, D., Schwieger, D., & Surendran, K. (2008). Preparing the millennial generation for the
workplace: How can academia help? Association for Computing Machinery. 102-105.
http://dx.doi.org/10.1145/1355238.1355264
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class
every day. Eugene, OR: International Society for Technology in Education
Berrett, D. (2012). Adrift after college: How graduates fail. The Chronicle of Higher
Education. Retrieved from http://chronicle.com.mutex.gmu.edu/article/Adrift-AfterCollege-How/148533/
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research.
Paper presented at the American Society for Engineering Education, Atlanta, GA
Brandt, R. S., & Perkins, D. N. (2000). The evolving science of learning. In R. S. Brandt
(Ed.), Education in a new era (pp. 159-183). Alexandria, VA: Association for
Supervision and Curriculum Development.
Brooks, J. G. (1990). Teachers and students: Constructivists forging new connections.
Educational Leadership, 47(5), 68-71.
Brown, M. (2005). Learning spaces. In Oblinger, D. G. & Oblinger, J. L. (Eds.).
Educating the net generation. EDUCAUSE. Retrieved from
www.educause.edu/educatingthenetgen/
Carter, T. (2008). Millennial expectations and constructivist methodologies: Their
corresponding characteristics and alignment. Action in Teacher Education, 30(3), 3-10.
http://dx.doi.org/10.1080/01626620.2008.10463498
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Employers
perspectives on the basic knowledge and applied skills on new entrants to the 21st
century U.S. workforce. Partnership for 21st Century Skills. Retrieved from
http://eric.ed.gov/?id=ED519465
Chelliah, J., Clarke, E. (2011). Collaborative teaching and learning: overcoming the digital
divide? On the Horizon, 19(4), 276 285. doi: 10.1108/10748121111179402
Chickering, A. W., and Gamson, Z. F. Seven Principles for Good Practice in
Undergraduate Education. AAHE Bulletin, 1987, 39(7), 37.
http://dx.doi.org/10.1016/0307-4412(89)90094-0
Crews, T., & Butterfield, J. (2014). Data for flipped classroom design: Using student feedback
to identify the best components from online and face-to-face classes. Higher Education
Studies. 4(3), 38-47. http://dx.doi.org/10.5539/hes.v4n3p38
Critz, C. M., Knight, D. (2013). Using flipped classroom in graduate nursing education. Nurse
Educator, 38(5), 210-213. doi: 10.1097/NNE.0b013e3182a0e56a
Day, J. A., & Foley, J. D. (2006). Evaluating a web lecture intervention in a human-computer
interaction course. IEEE Transactions on Education, 49, 420-431.
Delisle, J. (2014). The graduate student debt review. Washington, DC: New America
Foundation. Retrieved from
http://www.newamerica.net/publications/policy/the_graduate_student_debt_review
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on
undergraduate multimedia students at CSUN. TechTrends, 57, 14-27. doi:
10.1007/s11528-013-0698-1
Findlay-Thompson, S. & Momborquette, P. (2014). Evaluation of a flipped classroom in an
undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
Fischer, B. A., and M. J. Zigmond. 1998. Survival skills for graduate school. New Directions
in Higher Education, 101 (1): 2940.
Friedman, T. (2005) The world is flat: A brief history of the twenty-first century. New York:
Farrar, Straus and Giroux.
Golde, C. M., & Dore, T. M. (2001). At cross purposes: What the experiences of
todays doctoral students reveal about doctoral education. A survey initiated by the
Pew Charitable Trusts. Retrieved from http://www.phd-survey.org/report%20
final.pdf
Green, G. (2011). Flipped classroomScalability. Using technology to scale it [Video file].
Retrieved August 30, 2011 from: http://www.youtube.com/watch?v=WM9VRz9s54&feature=related
Hamdan, N., McKnight, K., & Arfstrom, K. M. (2013) A review of flipped learning. Flipped
Learning Network. Retrieved from
http://researchnetwork.pearson.com/wpcontent/uploads/ExecSummaryFlippedLearnig.
pdf
Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New
York: Vintage Books.
Jamieson, P., Dane, J., & Lippman, P. C. (2005). Moving beyond the classroom:
Accommodating the changing pedagogy of higher education. Forum of the
Australasian Association for Institutional Research. Retrieved from

http://www.aair.org.au/Forum2005/Jamieson.pdf
Jobrack, B. (2013). The 5E instructional model: Engage explore explain evaluate extend.
Science, Technology, Engineering and Mathematics. Retrieved from
https://www.mnheonline.com/secondaryscience.pdf
Johnson, L., Adams B. S., Estrada, V. & Freeman, A. (2014). NMC Horizon Report: 2014 K12 Edition. Austin, TX: New Media Consortium.
Jones, V. (2012). 21st-century learning. Techniques: Connecting Education and Careers, 87(7),
16-19.
Jones, N., Torezani, S., & Luca, J. (2012). A peer-to-peer support model for developing
graduate students career and employability skills. Intercultural Education, 23(1), 5162. doi: 10.1080/14675986.2012.664754
Kajatani, M. P., & Bryant, R. A. (2005). A Ph.D. and a failure. Chronicle of Higher Education.
Retrieved from http://chronicle.com/jobs/news/2005/03/2005032401c/careers.html.
Kaufman, M. (2015). Is college still worth it? Forbes. Retrieved from
http://www.forbes.com/sites/michakaufman/2015/03/20/is-college-still-worth-it/
Kemp, D.A. (1999). New knowledge, new opportunities: A discussion paper on higher
education research training. Canberra, AU: Commonwealth of Australia. Retrieved
from http://www.voced.edu.au/content/ngv23061
Kivunja, C. (2014). Theoretical perspectives of how digital natives learn. International Journal
of Higher Education. 3(2), 94-109. http://dx.doi.org/10.5430/ijhe.v3n1p94
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating
an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
Leitch, S. (2006). Prosperity for all in the global economyworld class skills. Final report.
London, UK: HM Treasury. Retrieved from http://webarchive.
nationalarchives.gov.uk/+/http://www.ukces.org.uk/upload/pdf/2006-12%20
LeitchReview1_2.pdf
McKeachie, W. J. (2002). Teaching Tips: Strategies, Research and Theory for College and
University Teachers. Boston: Houghton Mifflin.
Miller, D. & Slocombe, T. (2012). Preparing students for the new reality. College Student
Journal. 46(1), 18-25.
Mills (2015). The future of history. Edwired. Retrieved from
http://edwired.org/2015/01/07/the-future-of-history-2/
Milman, N. (2012). The flipped classroom strategy: What is it and how can it be used?
Distance Learning, 9(3), 85-87.
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to
improve student performance and satisfaction. Journal of Nursing Education, 52, 597599.
National Association of Colleges and Employers (2014). Job Outlook: The candidate
skills/qualities employers want. Retrieved from
http://www.naceweb.org/s10022013/job-outlook-skills-quality.aspx
Null, J. W. (2004). Is constructivism traditional? Historical and practical perspectives of a
popular advocacy. The Educational Forum, 68, 180-188.
Nyquist, J. D. & Woodford, B. J. (2000). Re-envisioning the PhD: What concerns do we have?
Seattle, WA: University of Washington Center for Instructional Development and
Research. Retrieved from
http://depts.washington.edu/envision/resources/ConcernsBrief.pdf
Oblinger, D. G. (2003). Boomers, gen-xers, & millennials: Understanding the new
students. EDUCAUSE Review, 38, 37-47.
Pang, H., Lam, M., & Toporek, R. (2012). Trends in career counseling in higher education:
Voices of career practitioners in Australia and the United States. Career Planning and
Adult Development Journal, 29 (4), 12-24.
Payment, M. (2008). Millennials: The emerging workforce. Career Planning & Adult
Development Journal. 24(3), 23-32.
Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57(3), 6-1 1.
http://dx.doi.org/10.3102/0013189x025006019
Phillips, C. R. and Trainor, J. E. (2014) Millennial Students and the Flipped Classroom.
Proceedings of ASBBS. Retrieved from:
http://asbbs.org/files/ASBBS2014/PDF/P/Phillips_Trainor%28P519-530%29.pdf
Piaget, J. (1923). The language and thought of the child. London: Routledge & Kegan Paul.
Piaget, J. (1995). Commentary on Vygotsky's criticisms of language and thought of the child
and judgment and reasoning in the child. New Ideas in Psychology, 13(3), 325-340.
Polson, C. (2003). Adult graduate students challenge institutions to change. New Directions for
Student Services, 102, 59-68. doi: 10.1002/ss.90
Porter, S. D., Phelps, J. M. (2014) Beyond skills: An integrative approach to doctoral student
preparation for diverse careers. Canadian Journal of Higher Education, 44(3), 54-67.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Reed, C, Reardon, R., Lenz, J., &. Leierer, S, (2001), Reducing negative career thoughts with a
career course. Career Development Quarterly, 50, 158-167,
Roberts, G. G. (2002). SET for success: The supply of people with science, technology,
engineering and mathematics skillsThe report of Sir Gareth Roberts Review.
London: HM Treasury. Retrieved from http://dera.ioe.ac.uk/4511/
Ryan, N. E. (1999). Career counseling arul career choice goal attainment: A meta-analytically
derived model for career counseling practice (Unpublished doctoral dissertation).
Loyola University, Chicago.
Roehl, A., Reddy, S., & Shannon, G. (2013). The flipped classroom: An opportunity to engage
Millennial students through active learning strategies. Journal of Family and Consumer
Sciences, 105(2), 44-49. doi:10.14307/jfcs105.2.12
Savickas, M. L. (2005). The theory and practice of career construction. In S. D.
Brown, &. R. W. Lent (Eds.), Career development and counseling: Putting theory and
research to work (pp. 42-70). NJ: John Wiley &. Sons.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Smith, S. J., L. Pedersen-Gallegos, and C. Riegle-Crumb. 2002. The training, careers, and
work of PhD physical scientists: Not simply academic. American Journal of Physics 70
(11): 108192.
Stewart, D. W. (1995). Developmental considerations in counseling graduate students.
Guidance and Counseling, 1995, 10(3), 2123.
Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A
comparison of learning activity in a traditional classroom and a flip classroom that
used an intelligent tutoring system. Doctoral dissertation, The Ohio State University.
Retrieved fro http://search.proquest.com/docview/304834174
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation
and task orientation. Learning Environments, 15(2), 171.
Skiba, D. J., & Barton, A. J. (2006). Adapting your teaching to accommodate the net
generation of learners. The Online Journal of Issues in Nursing. Retrieved from
https://www.nursingworld.org/ojin/topic30/tpc30_4.htm
Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York:
McGraw-Hill.
Troyer, J, M,, &. Rasmussen, H, N. (2003). The impact of a career planning course on
retention and graduation rates. Paper presented at the annual meeting of the American
Psychological Association, Toronto.
US Chamber of Commerce Foundation (2012). Are dropping appropriations really to blame for
tuition hikes? Center for Education and Workforce Development. Retrieved from:
http://www.uschamberfoundation.org/blog/are-dropping-appropriations-really-blametuition-hikes
Vito, M. (2013). Collaborative, Experiential and Technology Approaches for 21st Century
Learners. American Journal of Educational Studies, 6(1), 47-64.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes .
Cambridge, MA: Harvard University Press.
Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2008). The formation
of scholars: Rethinking doctoral education for the twenty-first century. San Francisco,
CA: Jossey-Bass.
Weidman, J. C., Twale, D. J., and Stein, E. L. (eds.). Socialization of Graduate and
Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC Higher
Education Report, no. 28, vol. 3. San Francisco: Jossey-Bass, 2001.
Wieman, C., Gilbert, S. (2014). The Teaching Practices Inventory: A New Tool for
Characterizing College and University Teaching in Mathematics and Science. Life
Sciences Education, 13(3). doi:10.1187/cbe.14-02-0023CBE

Final Project Full

Cargado por

Información del documento

Descripción original:

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Final Project Full

Cargado por

Copyright:

Formatos disponibles

Preparing the Next Generation of Graduate-Level Professionals 1

RUNNING HEAD: Preparing the Next Generation of Graduate-Level Professionals

Preparing the Next Generation of Graduate-Level Professionals 2

Preparing the Next Generation of Graduate-Level Professionals 3

Preparing the Next Generation of Graduate-Level Professionals 4

Preparing the Next Generation of Graduate-Level Professionals 5

Preparing the Next Generation of Graduate-Level Professionals 6

Preparing the Next Generation of Graduate-Level Professionals 7

workforce. Students in higher education today require a learner-centered model of education

Preparing the Next Generation of Graduate-Level Professionals 8

Preparing the Next Generation of Graduate-Level Professionals 9

Preparing the Next Generation of Graduate-Level Professionals 10

Preparing the Next Generation of Graduate-Level Professionals 11

Preparing the Next Generation of Graduate-Level Professionals 12

Chapter 2: Literature Review

The following chapter presents a discussion of the relevant literature surrounding

Preparing the Next Generation of Graduate-Level Professionals 13

Preparing the Next Generation of Graduate-Level Professionals 14

Preparing the Next Generation of Graduate-Level Professionals 15

Preparing the Next Generation of Graduate-Level Professionals 16

Preparing the Next Generation of Graduate-Level Professionals 17

Preparing the Next Generation of Graduate-Level Professionals 18

Preparing the Next Generation of Graduate-Level Professionals 19

Preparing the Next Generation of Graduate-Level Professionals 20

Preparing the Next Generation of Graduate-Level Professionals 21

Preparing the Next Generation of Graduate-Level Professionals 22

Description of project methods/ processes

Preparing the Next Generation of Graduate-Level Professionals 23

Chapter 4: Implementation Portfolio

Preparing the Next Generation of Graduate-Level Professionals 24

APPOINTMENTS / E-MAIL / PHONE CONTACT

Preparing the Next Generation of Graduate-Level Professionals 25

up a phone or in-person appointment jpollar3@gmu.edu and OR call me at508-468-9025. I am

Preparing the Next Generation of Graduate-Level Professionals 26

Respect for the rights, differences, and dignity of others

Integrity is an essential ingredient of a successful learning community. Ethical standards of

Preparing the Next Generation of Graduate-Level Professionals 27

Preparing the Next Generation of Graduate-Level Professionals 28

ASSIGNMENT POINT VALUES:

Personal Profile & Goals

TOTAL COURSE POINTS

Outstanding: Demonstrates consistent on-time attendance, preparation, and

Very Good: Demonstrates consistent on-time attendance, preparation, and

Baseline: Demonstrates consistent attendance and preparation; occasionally

Preparing the Next Generation of Graduate-Level Professionals 29

may occasionally arrive late to class. Generally demonstrates respect for

Poor: Demonstrates inconsistent attendance/timeliness/preparation in class

Fail: Demonstrates consistently poor attendance and consistently poor

Profile & Goals: 5 points:

Preparing the Next Generation of Graduate-Level Professionals 30

Preparing the Next Generation of Graduate-Level Professionals 31

Assignment Due Before

View and complete

View and complete

Preparing the Next Generation of Graduate-Level Professionals 32

View and complete

Create a LinkedIn Profile

View and complete

Share your strengths with

Learn what an View and complete

Q/A session will follow

Preparing the Next Generation of Graduate-Level Professionals 33