Being a graduate student and further studying in your academic discipline comes with the responsibility to deeper understand and apply academic integrity in a variety of situation. Students apply the knowledge gained about academic integrity to a situation described in a case study. This emphasizes ethical decision-making skills. It can be designed to expose students to a situation in which they work independently on a response as an assignment or collaborative conditions during class time. A comprehensive debrief is also recommended. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

As college freshmen transition into the higher education arena, student life becomes increasingly heavy and complex with work, academic, social, athletic, and other demands that can be difficult to manage. Depending on the number of courses a student is taking in the semester, there will be competing priorities depending on each classroom's expectations and assignments to be completed. Helping students to learn how to plan and prioritize their commitments is a critical lesson. Through the guidance of their instructor, students will learn time management skills by thinking about time-wasting behaviors that contribute to the inability to manage time effectively. 

As college freshmen transition into the higher education arena, student life becomes increasingly heavy and complex with work, academic, social, athletic, and other demands that can be difficult to manage. Depending on the semester schedule, there will be competing priorities depending on each classroom's expectations and assignments to be completed. Helping students learn how to plan and prioritize their commitments is a critical lesson. Through this lesson, students will learn time management skills and think about time-wasting behaviors and interruptions that contribute to their inability to manage time effectively. 

This is a seminar that I created as part of the requirements for completing my M.S. in Education through Cairn University. It contains the professional paper that I wrote about the research and process underlying the seminar, two PowerPoint presentations for the two sessions of the seminar, an instructor's manual with slide-by-slide breakdowns of each of the PowerPoint presentations, a participant's manual for the seminar's participants to take notes and provide feedback, and the participant's manual translated to Chinese. Please note that the PowerPoint presentations have been designed with Master Slides templates to ensure correct reading order for screen readers. Video has captions in both English and Chinese.

International students are often unsure of how to help each other with their writing within an American academic context.  They might feel they do not have the expertise in the format or the content to improve each other's work.  In this type of targeted lesson, students feel empowered to make comments based on what they hear, and they are not required to make so many comments that it seems overwhelming.  In addition, because of the reading and listening aspects of the lesson, students are engaged in practicing different types of skills in the activity.  The goal is for students to come away with enough constructive criticism from their peers to move forward with the next draft of their written work but in an environment that is supportive and practical for their purposes.  Created by Aimee Weinstein, INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

This module is for lessons on plagiarism and academic integrity. International students learning in the U.S. tend to struggle both with the concept of plagiarism and the proper execution of citations and giving credit to their sources. Therefore, in INTO Mason's graduate transition courses, we spend one or two weeks on the concept of plagiarism and academic integrity with an Academic Integrity Research Paper as the assessment. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

A reflection journal is designed for students to learn from experiences. This reflective journal focuses on basic concepts of academic development for graduate study and future professional development. Reflective learning requires a systematic review of learning experiences and intentional applications of concepts that are discussed in class. Written reflections require substantial context and connectivity of ideas and thoughts. Each journal entry is a minimum of 350 words and submitted bi-weekly. This reflection journal was designed to compliment course lessons and reiterate course learning objevtices. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA.

Reflection is metacognitive process that creates a greater understanding of ourselves and the situation we are in to inform future actions by this understanding. There is increasing literature on educational approaches for those in undergraduate or postgraduate studies and those continuing medical education to facilitate reflection.  This resource adds to the reflective journal exercise presented previously, by providing a description of reflection, its use and reflection frameworks as well as the way it impacts positively learning outcomes in various educational settings including medical education. Lastly, an example of a reflection exercise for medical education is also added. 

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