Section 5

Reflection 5:
Bradley and colleagues (2013) stress the importance of complementing as a skill within solution focused evaluation. This skill, complementing, stood out to me because I have found it somewhat uncomfortable to receive, personally. However, over the past few years I have come to realize the value of complements, and this reading made that value all the more important when applied to the classroom setting. Complementing students on their qualities and strengths fosters a supportive and collaborative classroom environment, allowing students to actively engage in identifying and challenging their weaknesses through personal evaluation. Therefore, I will try to be intentional in utilizing this skill in and out of the classroom.  

Question 5:
In theory it seems “easy” and some might say even rational to expect students to focus “on learning rather than on grades” (Svinicki & McKeachie, 2014, p.134). But most, if not all-counseling programs use grades as a measure of competence, skill, and success for counselor educators/professors and students; anxiety is almost a natural result that stems from grades and grading. How then should I as a new counselor educator/professor encourage students to focus more on the learning process rather than fixating on outcomes/grades?  

References

Bradley, L. J., Froeschle, J., Parr, G., & Hendricks, B. (2013). Using solution focused evaluation to engage students in the learning process. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 139-150). Alexandria, VA: American Counseling Association.

Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 125-135). Belmont, CA: Wadsworth.

Section 4

Reflection 4:
Evidence-based teaching according to Malott, Hall, Sheely-Moore, Krell, and Cardaciotto (2014, p. 301) can allow for the use of “formative and summative assessment to determine and correct learning.” One such method, team-based teaching, allows counselor educators to assess student comprehension of new content using quizzes before teaching on said content. Quizzes can then be repeated in class using a group format where peers teach each other, and the opportunity is given to students to appeal incorrect answers based on the new insight gained. I hope to utilize this method of pedagogy because it can serve multiple purposes by providing the space for all students to be engaged, allowing faulty thinking to be identified and corrected, and reinforcing important concepts, while assessing student knowledge and gauging classroom and student progress.  

Question 4:
Lee, Na, and Pebdani (2013) stress the importance of leading by example when it comes to counselor educators/professors being actively involved in professional organizations and associations. However, it appears that increasingly, faculty are tasked with enormous responsibilities including but not limited to educating graduate counseling students, meeting CACREP standards in the classroom, holding active professional memberships in associations, and promoting research and scholarship, while maintaining clinical practice. How can I as a beginning counselor educator/professor fulfill all these requirements without feeling inadequate, overwhelmed, and avoid becoming burnt-out? 

References

Lee, C. C., Na, G., & Pebdani, R. N. (2013). Teaching to encourage professional involvement. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 115-124). Alexandria, VA: American Counseling Association.

Malott, K. M., Hall, K. H., Sheely‐Moore, A., Krell, M. M., & Cardaciotto, L. (2014). Evidence‐Based Teaching in Higher Education: Application to Counselor Education. Counselor Education and Supervision, 53(4), 294-305.

Section 3

Reflection 3:
In the article by Garzon and Hall (2012), the authors stressed the importance that “the Christian university environment as a whole can either promote or impede the teaching of integration” (p. 157). This statement stood out to me since I am being educated at a Christian institution while subscribing to a body of ethics that is not necessarily “Christian.” As a new counselor educator/professor, I am reminded that for me to value integration, especially if I am allowed to teach at a Christian university, I need to be cognizant and respectful of student diversity by facilitating openness, and safety in the classroom and in the university community so that healthy discourse and learning can occur.

Question 3:
Motivation is a key aspect of student learning, Svinicki and McKeachie, (2014) identify the importance of both mastery and performance goals in fostering student motivation. What should we as new counselor educators/professors do and/or take into consideration to balance mastery versus performance goals when creating our syllabus for a class, and when planning lectures for our students/classrooms?

References

Garzon, F. L., & Hall, M. E. L. (2012). Teaching Christian integration in psychology and counseling: Current status and future directions. Journal of Psychology and Theology, 40(2), 155-159.

Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 139-149). Belmont, CA: Wadsworth.

Section 2

Reflection 2:
In counseling, I have been learning the importance of experiential learning, and this concept stood out to me while reading section two. I appreciated Kolb’s model outlined by Young and Hundley (2013), which builds from concrete experience, to reflective observation, then to abstract conceptualization, and finally active experimentation. The strategies outlined by the authors: reflections, case studies, problem-based learning, simulations, and experiments were helpful in providing me with context in applying Kolb’s model in the classroom.

Question 2:
On the topic of reading, the authors (Svinicki & McKeachie, 2014) stressed the importance of students understanding the content, and ensuring that class time is allotted to discuss the reading assignments to gauge students’ interaction with the content. When the class reading does not line up with the lecture content, how do I as a counselor educator/professor structure “adequate” time to review and process readings compared with focusing on the lecture content?

References

Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 29-37). Belmont, CA: Wadsworth.

Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association.

Section 1

Reflection 1:
The importance of using time wisely from the initial classroom meeting stood out to me, having sat in introductory lectures where professors simply introduce themselves and the course, review some brief information related to the syllabus, and dismiss class long ahead of schedule. Svinicki and McKeachie (2014) informed me of the importance of the initial class meeting because it allows the professor to set the stage for students to succeed by making course intentions clear, as outlined in the syllabus. More so, the initial class session allows the professor to build a class environment that functions as a community encouraging: “connection, participation, safety, support, belonging, and empowerment” (p. 22). I plan to utilize my initial classroom times fully as a counselor educator/professor.

Question 1:
In Cox’s (2013) chapter on syllabus construction, she emphasized the importance of not creating a rule-bound syllabus, which can reflect rigidity to students and other faculty members, but she does not clearly articulate how one should go about avoiding this. How can I as a new counselor educator/professor avoid appearing too rigid in my syllabus while still including all relevant information, and communicating “clearly” to students the goals and objectives for the course? 

References

Cox, J. A. (2013). Creating a syllabus and course anticipation: Early engagement of students. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 13-24). Alexandria, VA: American Counseling Association.

Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 19-25). Belmont, CA: Wadsworth.

Reading Section 1

A. Preparation is the key to a successful teaching experience for both the teacher and the students (McKeachie, 2014).  A well-scripted syllabus can set clear expectations for teacher-student collaboration and help students plan, organize, and engage with the course materials (West, Bubenzer, Cox, & McGlothlin, 2013).  Additionally, teachers can further contribute to the success of the students by presenting lectures that are informative and interactive (West et al., 2013).

B. One lingering question from reading section 1 is:  If the syllabus is a kinetic document and the course is meant to be informative and inclusive, how much flexibility should be given to modify the syllabus to include omitted material students wish to cover?

Reading Section 2

A. Teachers should create a teaching style that is informative and engaging.  Lectures should be utilized for their ability to cover large amounts of information, but should only be part of a diverse menu for disseminating information (West et al., 2013).  Additionally, students should have multiple opportunities to appropriate new learnings, such as class discussions, small group activities, homework, and other experiential learning activities (McKeachie, 2014). 

B. One lingering question from reading section 2 is:  What criteria should be used for managing negative feedback from the class (i.e. too much homework or I don’t like the professor’s teaching style) and altering the syllabus, which meets accreditation and licensing requirements?

Reading Section 3

A. Teachers should be sensitive to cultural, ethnic, and racial differences among student learning and communication styles.  Teachers also need to be prepared to deal with other student-based challenges in the classroom, such as disengaged, disruptive, or emotionally dysregulated students in respectful and flexible ways (McKeachie, 2014).  Establishing boundaries with students while building an authentic, nonthreatening relationship where students experience support and autonomy are key to classroom success (West et al., 2013).

B. One lingering question from reading section 3 is:  If a teacher is concerned about a student’s emotional state, such as potential suicide, but the student denies having suicidal thoughts or a plan, what are the legal and ethical limitations of the teacher?

Reading Section 4

A. Beyond creating a well-scripted syllabus and developing meaningful course content as part of his/her responsibilities to the class, a teacher must also be able to articulate a personal teaching philosophy statement.  This statement includes how the teacher will support student learning, thinking, and professional development, as well as personal reflections of their teaching journey (West et al., 2013).  Other responsibilities to the students include respecting student confidentiality, ensuring fair academic evaluation, and being committed to the ethical standards outlined by the ACA  (McKeachie, 2014). 

B. One lingering question from reading section 4 is:  When a teacher develops a personal teaching philosophy statement, should it include any spiritual integration statements particularly if the teacher’s Christian worldview is a key component to his/her counseling and teaching styles?

Reading Section 5

A. An important role in teaching is evaluating student learning.  This can be done through purposeful homework assignments that enable students to think about and appropriate new information (West et al., 2013).  Evaluation can also be accomplished through tests such as essays that provide the opportunity for students to demonstrate recall, depth of understanding, and the ability to articulate thoughtful answers (McKeachie, 2014). 

B. One lingering question from reading section 5 is:  Self-evaluation is critical for a counselor-student.  However, many people have a works-based mentality to self-worth.  How can a teacher help a student to focus more on the self-awareness factor of self-evaluation in order to foster personal growth and development and less on the idea that “the higher my grade, the higher my value”? 

References

Svinicki, M., & McKeachie, W. (2014).  McKeachie's teaching tips: Strategies, research, and theory 

for college and university teachers (14th ed.).  Belmont, CA: Wadsworth, Cengage Learning.

West, J. D., Bubenzer, D. L., Cox, J. A., & McGlothlin, J. M. (2013).  Teaching in counselor education: Engaging students in learning.  Alexandria, VA: Association for Counseling Education and Supervision.