Training International Social Change Agents: Transcending a U.S. Counseling Paradigm

Recommendations are offered for training counseling students to address international issues. The authors discuss, for instance, the importance of learning about cultures outside the United States, the role of bias in international work, the dangers of implementing mental health delivery systems based on models derived in the United States, how to broaden one's research methodology, and the role of social change. Through this article, the authors hope to inspire counseling social change agents to consider the practice of counseling beyond the borders of the United States.     

Dartmouth's College Course I

Abstract

This article describes the background, activities, and outcomes of the Advanced Technology Environmental Education Center and its Summer Fellows Institute as a model for disciplinary and cross-disciplinary infusion of environmental science and technology content, curriculum, and methods into the classroom. The authors describe experiences, themes, and activities that occurred during 5 years at the Summer Institute for some of the nation's top high school and community college teachers.     

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on‐site inservice teacher training programmes. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents’ demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on‐site training programmes, although they still preferred on‐site types of programmes in areas such as conducting laboratory sessions and demonstrating manipulative skills. Preferences for online programmes tended to be stronger among preservice teachers than inservice teachers, and among non‐veteran teachers than in veteran teachers. Educational implications are discussed.     

Relationships of research and teaching: Implications for faculty evaluation

This paper reports on research involving 23 hard science disciplines at a mid-western university. The data show a strong belief that research and teaching are complementary. Despite this, when it comes to time allocation, tradeoffs are necessary between the two functions. More time devoted to teaching is often detrimental to production of research output. More time was spent in research by higher performing researchers because they are more interested in that activity and rewards are attached to it.Administratively, evaluations tend to influence the direction faculty choose to follow. If teaching is to be restored to status equal with research, then the evaluation system must be changed to account for time input, and significant rewards for teaching must be offered.