Alcohol Awareness Counselor Training: Utilizing a DWI Program

This article describes a cooperative effort of a community agency and a counselor education program in dealing with community alcohol problems. A DWI education and awareness program and a counselor training program in alcohol problems are presented. The training program uses students at four phases of development to counsel court-referred clients. Each phase is described in terms of goals, activity, feedback focus, and expected outcome. This program provides benefits for all involved: (a) students have real-life counseling experiences, (b) the agency maintains contact and uses the resources of university programs, and (c) the university has the opportunity to respond to a current issue in the community.     

Women in Engineering in the Netherlands

This paper discusses the situation of women who study engineering in the Netherlands. Quantitative data expressing the underrepresentation of women in engineering is presented against the background of some characteristics of the Dutch society. Next we consider the position of the women who did enter a technical university. Their drop-out rates are compared with those of men. Drawing on the results of our qualitative interviews, we sketch a picture of factors and processes which influence the course of their study. It is argued that the social intergration of women affects the way they deal with the two dominant questions ‘can I do it’ and ‘do I want this’.     

Peer Supervision: Toward More Effective Training

This article discusses peer supervision as a vehicle for increasing student responsibility for self-assessment and peer assessment, and increasing independence and interdependence among students for professional and personal growth. The article also explains a model currently in use in a master's degree program in counseling. Included are rationale, definition, implementation, evaluation, and recommendations for use.     

The Counselor's Role in Mental Health: An Evaluation

This study was a follow-up investigation on the counselor's role in community mental health. We surveyed 170 multiservice mental health agencies to evaluate counselor job performance. We received 150 responses. In general, we noted that master's degree level counselors delivered direct care services in a competent manner. The findings also indicated that counselor education departments should consider strengthening student knowledge of psychotropic medication, psychopathology, individual assessment, and use of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) (Williams, 1980). Finally, analysis of the data suggested that counselor educators should encourage students to pursue continuing education in program evaluation and budget planning.     

A Competency-Based Model for Counselor Certification

The state of Washington has recently begun several state-wide competency-based certification programs. These programs are being used to evaluate school counselors at three levels of functioning. Examples of the program used by the Southeastern Washington Counselor Consortium to certify counselors at the beginning level are presented. Required competencies, activities that help the counselor achieve proficiency in these competencies, and individual evaluation procedures are included in the program. The purpose of this competency-based program and an evaluation of counselors, programs, problems, and issues are presented.     

Performing for the Students: Teaching Identity and the Pedagogical Relationship

Teacher identity is defined in its relations, on the one hand, to curriculum and, on the other, to students: to be identified as a teacher is to be taken by the latter as a bearer of the former. In this essay I consider some variations on theorising teacher identity within these relational terms. Beginning with the educational task of cultivating student subjects within the often impersonal aims of curriculum, I reject a correspondingly personalised production of teacher identity that would humanise education through the teacher's personality. Turning instead to the idea of a teaching role defined by institutional authority, I look at two perspectives from which the teacher's identity can be theorised as a matter of performing that role. Jane Gallop's performative definition of teaching highlights the teacher as a pre-existing role but is fundamentally concerned with the teacher's self-understanding, this fails, however the relational requirements of teaching. Ultimately, bringing performativity into the context of the transferential relation between teacher and student provided by Plato's Symposium , I argue that student desire produces teacher identity in response to the teacher's performed relation to truth.     

Toward Improving Student Learning: Policy issues and design structures in course-level outcomes assessment

Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process.     

Private Schools and Queue-jumping: A reply to White

John White defends the UK private school system from the accusation that it allows an unfair form of ‘queue jumping’ in university admissions. He offers two responses to this accusation, one based on considerations of harm, and one based on meritocratic distribution of university places. We will argue that neither response succeeds: the queue-jumping argument remains a powerful case against the private school system in the UK. We begin by briefly outlining the queue-jumping argument, before evaluating White's no-harm and meritocracy arguments.