Job relocation and the trailing spouse

Conclusion Spouse relocation counseling is a prime example of the interrelationship between a client's career development and mental health counseling needs. Although these clients may initially seek a career counselor's help in career decision making or for assistance in their job campaigns, personal and psychological factors associated with the relocation are quite often significant and must be addressed to render effective service.Effective spouse relocation counseling, like any other type of counseling, begins with understanding and support. To many trailing spouses the relocation experience is overwhelming and can have a negative effect on the spouse's career development. Simply put, understanding and responding to trailing spouses in terms of both their mental health and career development needs is vital to serving this special population.Michael Shahnasarian, Ph.D., is a career development consultant in the Center for Counseling and Human Development at the University of South Florida in Tampa, Florida. Requests for reprints should be addressed to Michael Shahnasarian, Ph.D., 10919 North Dale Mabry Hwy., Tampa, FL 33618.     

The effect of scheduling format on long-term retention

This study examines the relationship between course intensity and long-term retention on graduate level counseling students enrolled in a research and statistics course. It confirms earlier findings of time and learning studies, which have primarily dealt with end-of-course outcomes, that there is no effect due to scheduling format. In this study, older students performed significantly higher on a six-month follow-up test than younger students. Students who had previous, related course work scored significantly higher in final course grades than students with no prior course work, however, differences were moderated and no longer significant at the time of follow-up. Implications from these findings are discussed.Rebecca LaFountain is an assistant professor in the Department of Counseling, Shippenburg University of Pennsylvania. She earned an Ed.D in Counseling from the College of William and Mary, an M.S. in Counseling from Iowa State University, and a B.A. in French from Grand Valley State University. She is a Licensed Psychologist and a Certified Clinical Mental Health Counselor. Her primary professional interests include the teaching of research and statistics so that it is not threatening; Adlerian psychology; and, Solution-Focused counseling.     

The professor as a person: The role of faculty well-being in faculty development

This article examines the rationale for an expanded definition of faculty development and reviews institutional structures and practices which support the personal and professional development of faculty through faculty and academic development, employee assistance, and health promotion programs.Glenda Hubbard is a professor in the Department of Human Development and Psychological Counseling, and a practicing therapist in the Employee Assistance Service of the Hubbard Center for Faculty and Staff Support at Appalachian State University. She received her Ph.D. in counseling psychology from the University of Miami. Her current interests include the faculty development needs of mid-career faculty and women's issues in counseling. Sally Atkins is a professor in the Department of Human Development and Psychological Counseling, and a faculty/staff psychologist for the Hubbard Center at Appalachian State University. She received her Ph.D. in counselor education from the University of North Carolina at Greensboro. Her current interests include faculty quality of life, therapy and the arts, and cross-cultural psychology.     

Communicating Across Differences: Toward a Multicultural Approach to Institutional Transformation

In the two decades since Audre Lorde (1984) pointed out that we have no patterns for relating across our differences as equals (p. 115), struggles to transform higher education have come to focus on communication about and across differences. Despite these efforts, conversations in higher education about group difference and equity too often exacerbate feelings of cynicism and disenfranchisement. In this article we discuss research into the actual discourses at work in communication about the cultural politics of institutional practices. We report on an analysis of qualitative data, using this data to help clarify the challenges of relating across differences as equals.Patrick Bruch is Assistant Professor of Writing Studies in the General College at the University of Minnesota, Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University. His teaching and research focus on struggles for equality within and through higher education. He thanks Mark Pedelty for helpful feedback on an earlier draft of this article. Rashné Jehangir received her B.A. in Psychology from Lawrence University and her M.A. in Counseling and Student Personnel Psychology from the University of Minnesota. She currently serves as an Associate Counselor Advocate for first-generation, low-income students in the TRIO Student Support Services program in the General College, University of Minnesota. Her current publications focus on cooperative learning, learning communities, and social justice and access policy to higher education. Dana Britt Lundell is Director of the Center for Research on Developmental Education and Urban Literacy (CRDEUL) in the General College at the University of Minnesota, Twin Cities. She received her M.A. in English and Ph.D. in Curriculum and Instruction from the University of Minnesota. She is Co-Editor of the CRDEUL monograph and 2004 President of the Minnesota Association for Developmental Education (MNADE). Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor to the Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Her research interests are related to student development and the access and retention of student populations that traditionally have been underserved in postsecondary educational institutions. Karen L. Miksch is an Assistant Professor at the University of Minnesota, General College. She received her J.D. from the University of California, Hastings College of the Law. Affirmative action programs designed to recruit, admit, and retain a diverse student body, as well as access to college preparatory programs, are two ongoing areas of her research. All correspondence should be addressed to Patrick L. Bruch, General College, University of Minnesota, 128 Pleasant St. SE, Minneapolis, Minnesota 55455     

Cultivating Voice: First-Generation Students Seek Full Academic Citizenship in Multicultural Learning Communities

Research has shown that first-generation, low-income college students experience both isolation and marginalization, especially during their first-year of college, which impacts their long-term persistence in higher education. In this article, I argue that learning community pedagogy designed with attention to multicultural curricula is one vehicle to address the challenges faced by these college students. Organized around the themes of identity, community, and agency, an interdisciplinary Multicultural Learning Voices Community (MLVC) was created at a large, public midwestern research university to provide TRiO students with challenging academic coursework that would connect with their lived experience and help them build bridges of social and academic integration during their critical first-year of college. This article presents qualitative data from a multiple case study of seven cohorts of the MLVC, which captures students’ perceptions of their experience. Rashné R. Jehangir  is Assistant Professor in the Department of Post Secondary Teaching and Learning in Education the University of Minnesota. She received her Ph.D. in Educational Policy and Administration and M.A. in Counseling and Student Personnel Psychology from the University of Minnesota. Her research interests include student development; access; persistence of low-income, first-generation students; and the transformation of teaching and learning to address intellectual, social, emotional and student development. She can be reached at jehan001@umn.edu.     

Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.     

Demographic,Academic and Psychological Profile of Students Attending Counseling Services at the University of Granada (Spain)

The Spanish educational system, in general, and particularly at the university level, is characterized by the lack of systematic and quantitative evaluative research. This lack of data based research is particularly problematic due to the significant reforms that are currently taking place. Decisions are being made at political, administrative, and educational levels that are not substantiated by meaningful research. To address these concerns, this study focuses upon providing empirical data from students who attend the University of Granada and who have sought services from Counseling Services. This paper provides data concerning the demographic, academic and psychological characteristics that impact students adaptation to the Universitys academic and personal challenges.Ph.D. student at the University of Granada in the Department of Developmental and Educational Psychology.Received her degree in Psychology from the University of Asucion (Paraguay). She is currently a Ph.D. student at the University of Granada and has received a grant to work in Counseling Services.Ph.D. student at the University of Granada in the Educational Intervention in Educational and Developmental Contexts program, offered through the Department of Developmental and Educational Psychology.     

Sex-typing of occupational preferences and liberality

Leslie S. Evelo is Counselor and Coordinator of Women's Programs, Student Counseling Service, Miami University. John C. Jessell is Professor, Counseling Psychology, Indiana State University. Lawrence Beymer is Professor, Counseling Psychology, Indiana State University. Address reprint requests to Leslie S. Evelo, Ph.D., Student Counseling Service, Miami University, Oxford, OH 45056.     

What's in a number?: Implications for African American female faculty at predominantly White Colleges and Universities

This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues.     

Collegiality in the classroom: The use of Peer Learning Assistants in cooperative learning in introductory biology

Experienced undergraduate students served as Peer Learning Assistants (PLAs) to facilitate group process and dynamics in cooperative learning groups. The use of this model in large classes (150 students) resulted in statistically significant improvements in group performance and satisfaction with the group experience. PLAs defused conflict in groups which were, by their cognitively diverse nature, conflict-prone. Student attitudes about their PLAs and PLA attitudes about the experience were positive. Faculty productivity was substantially enhanced because group dynamics problems rarely landed in the faculty office.James E. Groccia is the Director of the Program for Excellence in Teaching at the University of Missouri, Columbia. He received the Ed.D. in Educational and Counseling Psychology from the University of Tennessee, Knoxville, the Ms.Ed. in Social Science Education from Hofstra University, and the B.A. in Psychology from Hartwick College. Judith E. Miller is Associate Professor of Biology and Biotechnology at Worcester Polytechnic Institute, Worcester, Massachusetts. She received the Ph.D. in Microbiology from Case Western Reserve University and the B.S. in Biological Sciences from Cornell University. Her special interests include the restructuring of technical courses to include cooperative learning and educational productivity.     

Collaborative learning activities in graduate courses

Structured collaborative learning activities undertaken in two graduate level classes are described. Student and instructor perspectives on these activities are explored based on data collected through interviews, open-ended evaluation instruments, and journals. Four perspectives on collaborative learning emerged from the data: (1) student expectations; (2) instructor tolerance for ambiguity and flexibility; (3) student reliance on authority; and, (4) evaluation of student learning. Suggestions for implementing collaborative groups in graduate courses are presented.Julie A. Hughes Caplow is an Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. She received her Ph.D. from the University of Iowa in Higher Education Administration. Her areas of interest include postsecondary instructional strategies, faculty beliefs about teaching and knowledge, and postsecondary curricula. CarolAnne M. Kardash is an Associate Professor of Educational and Counseling Psychology at the University of Missouri-Columbia. She received her Ph.D. from Arizona State University in Educational Psychology. Her areas of interest include text processing, reading comprehension, and instructional and learning strategies.     

General education in research universities: Training programs for teaching assistants

Suggestions for general education reforms have advocated smaller classes and greater participation by senior faculty. This is not feasible given the reward structure and extensive use of teaching assistants at research universities. Realistic reform efforts must account for the reward structure and focus on training programs for teaching assistants.She obtained her Ph.D. (1987) in Higher Education Administration, and her M.S. (1982) in Counseling and Human Development, both from the University of Iowa.     

Are four heads better than one? A comparison of cooperative and traditional teaching formats in an introductory biology course

The objective of this experiment was to compare the impact of a cooperative learning format with a traditional lecture-oriented format in the teaching of introductory biology. Differences were found in favor of the cooperative learning format in measures of student satisfaction, the ability to find information on one's own, the acquisition of factual knowledge, and the ability to work with others. The results of this study affirm the viability of using a cooperative learning approach over a traditional lecture format.Judith E. Miller is Director of Educational Development and Professor of Biology and Biotechnology at WPI, Worcester, Massachusetts. She received the Ph.D. in Microbiology from Case Western Reserve University and the B.S. in Biological Sciences from Cornell University. Her special interests include the restructuring of technical courses to include cooperative learning and educational productivity. James E. Groccia is the Director of the Program for Excellence in Teaching at the University of Missouri, Columbia. He received the Ed.D. in Educational and Counseling Psychology from the University of Tennessee, Knoxville, the M.S.Ed. in Social Science Education from Hofstra University, and the B.A. in Psychology from Hartwick College.     

Multiculturalism Incorporated: Student Perceptions

Multicultural education has transformed higher education both in terms of research and in terms of student experiences. Given the complexity of our institutions, the overall effects of these transformations are mixed. Building on the successes and strengths of multicultural education as it is currently incorporated in institutions and programs will involve better understanding how it is perceived, positively and negatively, by those who are experiencing it first hand. In this article we seek to contribute to this reflection through a discussion of a survey of students’ perceptions of multiculturalism in a large first-year program in a research university. Patrick Bruch is Associate Professor of Writing Studies in the College of Education and Human Development at the University of Minnesota, Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University. His teaching and research focus on struggles for equality within and through higher education. Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor to the Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University of Minnesota. Her research interests are related to student development and the access and retention of student populations that traditionally have been underserved in postsecondary educational institutions. Kwabena Siaka is a doctoral candidate in the Department of Educational Policy and Administration at the University of Minnesota.     

Provision for students with learning difficulties in general colleges of further education – have we been going round in circles?

In this article, Anne-Marie Wright, lecturer at the University of Chester, considers the current situation for students with severe learn i n g difficulties in general colleges of further education. She presents findings from a critical review of the literature and a small-scale preliminary investigation which set out to explore the idea that, despite radical changes to the special school sector and to the structure and organisation of further education, provision in colleges of further education for these students is poorly focused. Students with severe learning difficulties experience provision that is, at best, circuitous and repetitive and that, at worst, leads individuals back into dependence, unemployment and social segregation. Using the outcomes of her own interviews and the scrutiny of inspection reports, Anne-Marie Wright provides a searching critique of current practice and an interesting set of recommendations for ways in which the situation could be radically reviewed and improved.     

Choices with clients with profound hearing impairments

Kurt L. Johnson, Ph.D., and E. Jane Burkhead, Ph.D., are Assistant Professors with the Program in Counseling Psychology and Human Systems, Department of Human Services and Studies, at the Florida State University. D. Anthony Clark, M.S. is a Doctoral Candidate at the Florida State University.     

英汉互译教学中的问题与反思

英汉互译的教学目的是培养和提高学生英汉双语互相转换的能力。实现英汉互译教学目的,需要从英汉互译教学的定位出发,了解教学实践中现存的问题并找出解决的办法,走出目前英汉互译教学的困境,改变“教师专注讲,学生糊涂听”的现状,促使学生了解文化差异,多阅读、勤背诵、常思考、重交流,熟练掌握英汉互译的技能。     

Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures

Although effective teaching is focusing more on the need to use active learning techniques, the research literature regarding the efficacy of various teaching methods is inconclusive. An innovative active learning technique combining the features of role plays and simulations for an industrial psychology course is presented. Subjective reports and objective assessments of knowledge retention measured at two distinct times indicated the role play simulation is an effective teaching technique. The differential importance of active learning and passive learning (i.e., lectures) techniques for the college classroom was also examined. Finally, the application of this technique for several college courses is presented.Professor DeNeve is an Assistant Professor in the Department of Psychology and Neuroscience at Baylor University. She received a B.A. in Psychology and Theology from St. Ambrose University and her M.A. and Ph.D. in Social Psychology from the University of Missouri-Columbia. Her current teaching interests are focused upon the use of laserdiscs and computer-generated media in the classroom. Her primary research interests include empirical investigations of active learning techniques, quantitative research synthesis, subjective well-being, and the psychology of religion. Professor Heppner received her Ph.D. in Counseling Psychology and is an Assistant Professor in the Psychology Department at the University of Missouri-Columbia. She has developed an innovative two-semester course in the Psychology Department called the Practicum in the Teaching of Psychology, in which graduate instructors teach and participate in a seminar to learn about and receive feedback on their teaching. Her research interests include pedagogical innovations, vocational development of adults, and rape prevention.     

“牛角尖”走出来突破思维定势

心理学家卢钦斯的研究结果显示，各个年龄阶段、各种教育水平的人都受到思维定势的影响，从这点我们就可断定中小学生在学习过程中也必然受其影响。所以我们将在文中分析在学生的学习过程中思维定势对学生造成什么样的影响及其产生的原因。同时，提出几点可供教师借鉴的教学策略，以培养学生主动思考问题的能力，使他们能随情境的变换而主动调整知识的获得方式和解决问题的策略，从而走出“牛角尖”。