Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Rafael Hernandez, Mississippi State University

Tagged Divisions

Graduate Studies

front of committees a. Review of presentation using rubric provided Page 15.630.5Figure 1: Schedule of assignments, lectures, and activities in the research proposition course. Page 15.630.6This was probably one of the most writing intensive courses these students had been enrolled insince beginning graduate school. For this reason, originality of the writing was highly stressed.The policy was clearly communicated in the syllabus and a special session was conducted bylibrary personnel on plagiarism. Students were told that all written prose and

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Sunni Newton, Georgia Institute of Technology; Lydia Soleil, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

university). This task takes place within the community of learners, who both give andreceive peer feedback at all steps of the design process. The community of learners follows D.Fink's process of integrated course design using a learner-centered paradigm. Participants learnabout several different advanced pedagogies, such as problem based learning and peer facilitatedlearning. Products created in the course include: a full course syllabus including an overallcourse schedule, a detailed plan for the first 3 weeks of the course, a project, paper or other non-exam based assessment for the course with an accompanying rubric, and a (revised) teachingphilosophy. Step 5 of the Tech to Teaching certificate is a mentored teaching immersion where