Graduate Student College to Career Flipped Seminar Syllabus and Schedule

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 full-time 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 in-person team scenarios. Emotional
intelligence and interpersonal skills will be promoted through the variety of activelearning 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

online module lecture
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

View and complete

online module lecture
3: The Importance of

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

networking
Discuss
effective
networking
techniques
Prepare for the
Career Fair

Networking
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

position list
Create a LinkedIn Profile
Networking class
exercise between
organizations

View and complete

online module lecture
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

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

Q/A session will follow

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
Read the article titled
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 industryspecific 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
21st
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
Read the article titled
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
28th

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

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.

All students will have

10 minutes to present
their career action plan
to the class