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.