Teaching
CACREP Doctoral Competencies (2016)
II. Teaching:
a. Roles and responsibilities related to educating counselors
b. Pedagogy and teaching methods relevant to counselor education
c. Models of adult development and learning
d. Instructional and curriculum design, delivery, and evaluation methods relevant to counselor
education
e. Effective approaches for online instruction
f. Screening, remediation, and gatekeeping functions relevant to teaching
g. Assessment of learning
h. Ethical and culturally relevant strategies used in counselor preparation
i. The role of mentoring in counselor education
Interview with a Counselor Education Assignment
Conduct an interview with a full-time graduate counseling professor in Counselor Education and Supervision who is not affiliated with his/her doctoral program. The interview can take place in person, over zoom, or over the phone (if necessary). After completing the interview and summary, the student will reflect upon the interaction of a biblical worldview with what h/she has learned from this assignment and how it might inform his/her philosophy of teaching. COUC747
Meets criteria a. b. c. d. e. k.
Benchmark Syllabus Assignment
Hands on experience in course design and delivery, he/she will develop a “mini course” that meets weekly for 30 minutes for four consecutive weeks. Create a syllabus for your mini course. The student’s syllabus will be self-evaluated and submitted for feedback/grading. COUC747
Meets criteria a. b. e. f. g. i. k.
Intensive Week ACES Lesson Plan and Teaching Demonstration Assignment
This teaching demonstration will be based upon the student’s ACES Proposal Presentation Submission Assignment. The student and his/her partner will be given time during the intensive week to develop the presentation and present it to the class. The Intensive Week Teaching Demonstration Assignment will serve as the foundation for the development of the student’s ACES Proposal Presentation Submission assignment. The student will create a lesson plan in the same manner as the Benchmark Post-Intensive Teaching Demonstration. COUC747
Meets criteria a. b. c. d. e. f. g. h. i. j. k.
Philosophy of Teaching Statement Assignment
The Philosophy of Teaching is a part of job applications for most counselor educator programs. It is unique to the student, the counselor educator, and outlines his/her CE identity, along with the lens in which he/she educates counselors in training. COUC747
Meets criteria a. b. e. d. g. h. i. k.
ACES Proposal Presentation Submission Assignment
As a future counselor educator, investment and involvement in the American Counselor Education and Supervision (ACES) 7 of 11division in essential. The student will be assigned to work in a group with his/her peers to write and submit a proposal based on one of the 9 CES related topics from the reading and the topic will be specifically related to Instruction in Counselor Education. Learning outcomes will be developed during the intensive week with the support of your professor. COUC747
Meets criteria a. b. c. d. e. f. g. j.
Benchmark Post Intensive Lesson Plan and Teaching Demonstration Assignment
As a part of the student’s Benchmark Syllabus Assignment, he/she will create a course calendar comprising of four weeks, along with their subsequent lecture topics related to the mini course you created. The student will submit a lesson plan, Kaltura recording of the demonstration, and a self-evaluation using the rubric in the assignment instructions. COUC747
Meets criteria a. b. d. e. f. g. i. k.
Teaching Presentation Lesson Plan: First Assignment
The student will use the Teaching Presentation Lesson Plan Template or a similar lesson plan template to plan for the 30-minute lesson that will be recorded. The student will need to identify the lesson theme description, learning outcomes, resources, class knowledge, strategies, and timeline. COUC970
Meets criteria a. b. c. d. e. f. g.
Video Presentation Assignments (2)
The student will examine their effectiveness in teaching the lessons planned and delivered in the class presentations. The student will use the provided self-evaluation questions to evaluate the class teaching. COUC970
Meets criteria a. b. c. d. e. f. g.
Benchmark Teaching Presentation Lesson Plan: Second Assignment
The student will use the Teaching Presentation Lesson Plan Template or a similar lesson plan template to plan for the 30-minute lesson that will be recorded. The student will need to identify the lesson theme description, learning outcomes, resources, class knowledge, strategies, and timeline. COUC970
Meets criteria a. b. c. d. e. f. g.
Quiz: Student Evaluation of Their Site and Supervisor
As a stakeholder, the student has an important role in evaluating the effectiveness of his/her internship experience. Specifically, the intern can provide valuable feedback on the quality and effectiveness of his/her teaching site (i.e. course settings) and his/her faculty site supervisor. This allows the program to assess and improve these internship opportunities for the future. COUC970
Meets criteria a.
Quiz: Intern Self-Evaluation of Teaching
The intern must complete a self-evaluation at the end of his/her Teaching Internship. There are two parts of this assignment. In the first part, the student will download the Quiz: Intern Self-Evaluation of Teaching Template and rate him/herself across a range of activities completed for his/her doctoral teaching internship experience. Once the student has completed this portion of the evaluation, he/she will fill in the total score, average score, and the total number of each Likert score selected information. In addition, the student will respond to two essay questions in the quiz. COUC970
Meets criteria a. b. g.
Quiz: Student Evaluation of the Teaching Intern
The intern must provide his/her master’s students with the opportunity to fill out the Evaluation of the Teaching Intern form at the end of their Teaching Internship. The student intern will provide each master’s level student with the form well in advance of the submission due date. COUC970
Meets criteria a.
Quiz: Supervisor Final Evaluation
The student must obtain a final evaluation from his/her faculty site supervisor at the end of the Teaching Internship and Supervision Internship. Please provide the Quiz: Supervisor Final Evaluation –Teaching Template to the supervisor well in advance of the submission due date. COUC970
Meets criteria a. b. d. e. f. g.
Career Theory Group Final Presentation Assignment
Students will incorporate the feedback from the In-Class Group Presentation to develop an applied career theory presentation that is tailored to a conference proposal. Students will focus on the tenets of the theory, application of the theory to practice, and use of the theory with underserved populations. COUC850
Meets criteria b. d. h.
Yalom Discussion Forums (7)
Discussions are collaborative learning experiences. The discussions will cover the Yalom text. These discussions serve two purposes. First, the student will gain experience as future counselor educators by designing and posting his/her own discussion question for his/her peers to answer. Second, the student will pick two questions posted by his/her peers and respond to create a collaborative learning experience that brings more content and learning. COUC710
Meets criteria h.
Webex Synchronous Class Discussions (5)
Class will meet one hour, synchronously, 5 times, via Webex, for discussions on topics related to group counseling. The student will be assigned articles/chapters and is expected to read and be prepared to discuss assigned reading. COUC710
Meets criteria d. h.
Group Lecture Teaching Plan Assignment
The student will be assigned to a master’s level group class and will develop and deliver at least one, one-hour, lecture on the topic of the master level instructor’s choice, or approval from course instructor. The student will develop and submit a teaching plan with PowerPoints. COUC710
Meets criteria d.
Group Lecture Self-Evaluation Paper Assignment
Using the evaluation from the COUC 710 class instructor, or practice supervisor, the student will provide a reflective evaluation paper of his/her teaching. The paper should be 2-3 pages and written in current APA format. Both the instructor/supervisor evaluation form and paper should be submitted. COUC710
Meets criteria d.
Pre-intensive Reflective Paper
For this synthesizing paper, create a scholarly document that answers each of the questions listed on the Reflective Paper Template. Your paper must include citations from the conceptual and empirical literature to support your model and practices. COUC715
Meets criteria a. h.
Intensive Week Professionalism and Participation
Becoming a counselor educator is a process, therefore, it is important to establish a professional attitude and demeanor in a doctoral program. As doctoral students, you are responsible for active and respectful participation in course activities. To facilitate the process, the class participation and professionalism grade will be based on your (a) contribution to discussions, (b) contribution to the learning experience of your classmates; (c) attending class and being on time, (d) active participation in all in-class activities, (e) completion and submission of all assignments on time and in a scholarly, professional manner, and (f) professional communication throughout the course. COUC715
Meets criteria a. h.
Reading from assigned texts, reflection, and synthesis paper
Read the assigned chapter in Dailey et al. text and the Gabbard text and then synthesize the information in a critical analysis and synthesis paper and include a title page, abstract (with key words), and introduction, organize the paper with the assigned headings. COUC715
Meets criteria a. h.
Capstone Project Paper
This scholarly paper is designed to prepare you for the Applied Theory section of the Qualifying Examination when you will be asked to present your theoretical model of ethical and effective assessment, diagnosis, case conceptualization, treatment planning, treatment, treatment outcomes assessment and aftercare planning and apply it to a DSM-5 condition in the context of a case study. COUC715
Meets criteria a. h.
Group Discussions (5)
The purpose of this assignment is to give the student an opportunity to interact with fellow doctoral students in a collaborative manner. The student must read the assigned textbook readings (16 total) and respond in-depth to selected prompts in a group discussion board. The student is expected to demonstrate the ability to integrate the information from the chapters; (b) interact with at least two group members posts; and (c) demonstrate an assimilation of the new information. COUC860
Meets criteria a. b. d. g. h. i.
Discussion: Introduction and General Topic
Discussions are collaborative learning experiences. Therefore, the student will share information about the general topic direction in which he or she plans to conduct research. Each thread must be at least 200 words and include 3 scholarly references. COUC870
Meets criteria a. b. d. g. h.
Notes Assignment
The student will make notes on 75 scholarly, peer-reviewed articles. COUC870
Meets criteria a. b. d. g. h.
Class Participation Assignment
In a doctoral level course, in-class class participation is essential to the student’s development as a scholar. The student will participate in all in-class activities and submissions. COUC870
Meets criteria a. b. d. g. h.
Quiz: Final Dissertation Submission
The student will complete a quiz that requires the student to submit either Chapter 2 of the manuscript, or Chapters 1–3 of the manuscript. This manuscript upload will provide evidence of progress within the course, and track progress within the program. COUC870
Meets criteria a. b. d. g. h.
Reflection
Teaching is something I have thought about doing but had not really considered it as something I would like to pursue as a full-time career choice. Though the process of gaining knowledge of various learning methodologies and have opportunities to teach throughout the PhD process has made me think teaching is indeed the path I will be taking. It was such a delight to sit with students and be able to help them feel empowered to progress through the knowledge I was helping to instill within them. The professors I have had throughout my educational pursuits and especially while at Liberty are examples of what I wish to be for my future students.
I have been blessed to meet people where they are and to communicate with them in a way that can be heard and put into action. I care deeply about people and want them to be successful. I try to speak to others the way I desire people to talk to me. I try to look for opportunities to be an encourager while also not being a deliver of false positives. When there are issues to be addressed, I try to address them with love, care, compassion, and wrap it up with an encouragement. I also do well at being prepared and doing the research to be prepared for an opportunity to teach others. I consider the value of the investment being made through time, money, energy, etc. being made for a student to be in a class and treat their investment with the honor and respect it deserves. My desire is to be continually growing by staying abreast of the current teaching data and to also remember what it was like to be sitting in a class as a student who is wondering if I can really do this or not. The hope is this mindset will keep me humble as I interact with students.
When I have gone back and reviewed videos of my teaching demonstrations I have noticed I tend to have a nervous energy when beginning a class. I suspect this is a dynamic that will only improve with time. Further it is learning how much information is needed to adequately cover a class period while not trying to put out too much information in one sitting. I need to find the balance of reviewing previous data, covering new, and reenforcing what has been shared in a class session through videos, discussions, etc. Once again, these areas are such that will only be strengthened through time and intentionality to recognize what is working and what is not working as well and needs to be omitted or improved upon for future classes.
My desire is to always be the light of Christ wherever I find myself and the classroom is no different. I hope to be teaching at a school like Liberty University that holds its Christian Worldview at the highest level of importance where teaching with a seasoning of Christian principles is expected. Regardless of where I teach, I will continue to be a light and us Christian concepts (e.g., doing unto others as I would have them do unto me) to guide my heart to be a servant and serve my students well. My highest desire is to bring glory and honor to our great God through all I do. I desire that my students leave empowered for success. When students are Christians, I want them to be aware of the power of the Holy Spirit that dwells withing them as a source of power and strength.