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.     

Tapping a source of rich learning potential

Sue Haugland is Professor at the Department of Human Environmental Studies, Southeast Missouri State University, Cape Girardeau, MO.     

The use of the MMPI as a measure of personal adjustment in career counseling

Gary W. Peterson, Ph.D., is Associate Dean for Graduate Studies and Research in the College of Education, Florida State University and Associate Professor in the Program in Counseling Psychology and Human Systems (904-644-6885).     

Transforming the College through Technology: A Change of Culture

In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology. James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona. Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D. in Instructional Technology from Kent State University. William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland State University. He holds an Ed. D. in Gifted Education from the University of Georgia.     

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy     

Holland's theory and effective use of computer-assisted career guidance systems

A variety of client characteristics, drawn primarily from John Holland's theory and constructs, were used to examine client reactions to using a computer-assisted career guidance system. The subjects were 206 individuals who sought assistance at a university-based career center. A regression analysis revealed that persons with higher Social and Enterprising scores rated the system lower on its ability to help them acquire self and occupational knowledge.Reprint requests should be directed to the senior author at the Career Center, R-28, 224 Bryan Hall, Florida State University, Tallahassee, FL 32306-1035.The Computer-Assisted Career Guidance Evaluation Form is available from the authors at the above address.     

The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities

Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. 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 focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.     

Using structured study questions as a teaching method in social work education: Initial validation studies

The use of study questions to guide student learning and in-class discussion is presented as an alternative to the traditional methods of instruction in social work which rely upon formal lectures, and mid-term and final examinations and term papers to motivate studying. The positive results of two separate investigations on the value of study questions is described, and the instructional technique is suggested as worthy of consideration by social work educators.Bruce A. Thyer, Ph.D., is an Associate Professor of Social Work with the University of Georgia, and an Associate Clinical Professor with the Department of Psychiatry and Health Behavior at the Medical College of Georgia. Dr. Thyer's research interests involve applied behavior analysis within social work practice.Richard Sutphen, M.S.W., received his masters degree from the University of Georgia in 1989. Mr. Sutphen is currently the Research Project Coordinator for a study on the treatment of black offenders in the Georgia Juvenile Justice System, conducted through the University of Georgia School of Social Work.Karen M. Sowers-Hoag, Ph.D., received her doctorate in social work from Florida State University in 1987. She is currently an Assistant Professor with the Department of Social Work at Florida International University, where her research interests are divided between the fields of child welfare, and social work education.     

Authoring “Race”: Writing Truth and Fiction after School

This article examines the process a diverse group of eighth grade students go through when charged with writing about the ways in which race might matter at their desegregated school. Students' articulations are bounded by a school culture of silence around race. The regulatory aspect of this school culture was enacted when students first make racism visible through exaggerated writing in a fictional play about school life, only to later censor themselves in an effort to more accurately portray the implicit nature of racialized relations at the school. As the students talked and wrote about their understandings of race and racism at their school, we listened carefully to what they said and also to their silences, paying attention to the erasures. The article concludes that such findings invite us to think about the value of alternative spaces for students to talk and write as well as a consideration of how the school sphere itself might be made more accepting of diverse perspectives on race outside of the dominant colorblind discourse. In addition, we suggest the power of fiction for eliciting conversation among youth. Katherine Schultz is an Associate Professor of Education, Foundations and Practices of Education Division, Graduate School of Education, University of Pennsylvania. Patricia Buck is an Assistant Professor of Education, Department of Education, Bates College and Tricia Niesz is an Assistant Professor of Qualitative Research in Education, Department of Educational Foundations and Special Services, Kent State University. All these authors have received their Ph.D from University of Pennsylvannia.     

Strategies for infusing curricula with a multicultural perspective

We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.     

Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

New standards for certification were recently developed for speech–language pathology graduate training programs by the American Speech-Language-Hearing Association. The new standards are outcomes-based rather than process-based. Using a collective case study approach, this article highlights the perceptions of faculty and staff regarding use of a standards-based exit portfolio system for students in a Speech–Language Pathology graduate program at a medium-sized, public university after two semesters of use.Tena L. McNamara received a B.S. degree in Speech Pathology and Audiology and an M.S. degree in Audiology from Bradley University, and the Doctor of Audiology Degree from the University of Florida. She is now Assistant Professor at Illinois State University. Special interests include soundfield FM systems utilized in classroom settings, auditory processing disorders, electrophysiology, and phonological awareness. Rita L. Bailey is a speech–language pathologist and holds a B.S. and an M.S. in Speech–Language Pathology and an Ed.D. in Special Education, all from Illinois State University. She is an Assistant Professor in the Department of Speech Pathology and Audiology at Illinois State University. Her primary research interests include pediatric dysphagia, service-learning, alternative-augmentative communication methods, and voice. E-mail: tlmcnam@ilstu.edu.     

A Study of Faculty Perceptions of Summer Compressed Course Teaching

Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum     

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.     

Join With Other Centers To Produce... A creative arts festival

Young children learn about the world around them when they explore, create, or just mess about with materials. The knowledge gained from these early hands-on experiences is the foundation for the development of more abstract concepts.Jean Linder is an Associate Professor and Ron Linder is a Professor at the University of South Florida in Tampa. Miriam Piercy is an Assistant Professor at Murray State University in Kentucky. All three authors have been involved with the Children's Festival of the University of South Florida, College of Education. The recent 6th Annual Festival attracted more than 4,000 children to the campus to experience more than 70 various hands-on activities for children.     

Teaching without testing: A preliminary report of an innovative technique for social work education

The systematic use of study questions to guide social work student learning is described as an alternative to relying upon traditional midterm or final examinations, or term papers. The study question method avoids many of the pedagogical disadvantages of these traditional means of evaluating student learning, and a formal survey of adult learners exposed to the study question format overwhelmingly endorsed the approach, relative to written tests or term papers. Despite this favorable appraisal, the study question technique has been found to generate greater and more consistent levels of study behavior, writing, and class participation.The author would like to acknowledge the role of Professor Jon S. Bailey of Florida State University for introducing him to the study question method of instruction.     

An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

This study used empirical data to investigate College of Education faculty’s perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty’s beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty’s beliefs about the importance of teaching diversity and their teaching practices.Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the Ohio State University. She teaches undergraduate and graduate courses on Diversity/Multicultural Education, Instructional and Management Practices and Techniques for Teaching Foreign Languages. Her research areas are foreign language acquisition, teacher education, and diversity issues. She is also involved in international education. Xin Liang is an Assistant professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ph.D. from the University of North Dakota. She teaches research methods, statistics, classroom assessment and program evaluation. Her research interests are school effectiveness, research methods and evaluation. Suzanne Mac Donald is an Associate Professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ed.D. from the University of Hawaii. Suzanne Mac Donald’s specialty is Social Foundations of Education with emphasis in Educational Anthropology. She teaches social foundations, diversity issues, and qualitative research. Her research interests currently focus on teacher education and its role in addressing urban and cultural/multicultural issues in schooling, and in the context of international knowledge dissemination of pedagogy.