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.