Faculty members traditionally develop a teaching philosophy statement (TPS) as part of the job application process, for tenure reviews, or to encourage reflection. In this paper, we propose an alternative approach--to develop the TPS with students as the primary target audience, distribute it to students at the beginning of a course, and collect…

This study utilizes a social exchange framework to analyze the qualitative narratives of 81 graduate student mentors participating in the Intellectual Entrepreneurship Pre-Graduate Internship at The University of Texas at Austin. Findings suggest that in addition to personal benefits, mentorship has four major professional benefits: a deeper…

This study seeks to determine the level of acceptance of the Constructive Engagement Method (CEM) as a teaching, learning, and leadership skills development model. Employing a modified debate format, constructive engagement requires active student participation, even among the most introverted of students, and it fosters a learning environment…