Comparison of Modeling Techniques in Counselor Training

Two techniques of videotape recorded modeling for training counselors to ask open-ended questions (OEQ) were examined. It was hypothesized that a pure video model, exhibiting only desired behavior, would result in greater learning than a corrective video model, exhibiting both desired and undesired behavior, given that both models contained cues to indicate whether the behaviors are desired or undesired. Eighteen undergraduate peer counselors were randomly assigned to either (a) pure video model, (b) corrective video model, or (c) no-treatment control. Pre and postmeasures of level of OEQ responses were obtained by simulated interviews with one of four research assistants trained as pseudo-clients. Results indicate: (a) treatment had a significant effect on percentage of OEQ (F (2, 15) = 3.75, p<.05); (b) only the pure model was significantly different from the no-treatment control (Dunnett's t (3, 15) = 2.58, p <.02); and (c) the pure model was not significantly different from the corrective model. The findings support, but do not confirm, the hypothesis of the study that a pure video model would result in greater learning than a corrective video model. The experimenters suggest that negative modeling examples may interfere with learning at this introductory level of training and that these results have implications for the training methods used by many trainers of counselors.     

The ‘Design Procedure’ as a Means of Storing Engineering Knowledge

The author observes that, apart from work done in the area of some expert systems, there has been little discussion of the problems of storing the knowledge used by engineering designers. It is often assumed that this comprises only a knowledge of engineering science in conjunction with a certain inner ‘feel’ for materials and system behaviour. The author argues that the knowledge of how to design is different from these and merits a separate identity, with its own epistemology and philosophy. The idea of the ‘design procedure’ is introduced as the means by which certain engineering design knowledge and skill can be stored, communicated, learned, researched, and given its own history independent of engineering science.     

Effectiveness Ratings of Counselors without Teaching Experience

Counselors without teaching experience were compared with counselors from the same graduate counselor education program with teaching experience and with other first-year counselors raters had known. Ratings were made in school employment settings by supervisors, principals, and associates of the rated counselors by indicating their relative effectiveness on each of five dimensions. On the first three, counselors without teaching experience were rated as effective or more so than other first-year counselors the raters had known. On the fifth—overall performance—two-thirds of the nonteaching counselors were rated as more effective. It was concluded that teaching experience does not seem to be necessary for the preparation of competent school counselors. It is recommended that biases and requirements against the employment of counselors without teaching experience be eliminated.     

A Problem-based Learning Approach to Civil Engineering Drawing

Civil engineering drawing courses need to relate to the students expectations, and discipline and maintain their interest. The main objectives of the drawing course in the Department of Civil Engineering at Monash University are: to teach students the main drawing techniques; to enable students to read and transmit the details on these drawings into understandable information and instructions; to develop the visualization skills of students; and to teach them to present their ideas using drawings. These aims are not uncommon, the main innovation in teaching this material was the introduction of a problem-based learning approach in the progressive assessment. A problem was set and the students asked to solve it progressively. The course was built around a particular civil engineering structure; a house. This allowed many of the students to relate the drawing to their experience and expectations. The house was used as a basis for the development of ideas and the presentation of these ideas using a large number of drawing types. Students' reaction to the course was positive. Statements like “This course is real engineering” were common. Areas for further improvement in the approach are highlighted.     

Prediction of Human Relations Training Outcome by Traditional and Nontraditional Selection Indices

A variety of traditional and nontraditional selection indices were used to predict the outcome of a graduate-level course in counseling which was specifically designed to improve the students' human relations skills. Multiple correlations of .75 to .80 were found between a measure of training outcome and various combinations of predictors. A series of multiple linear regression analyses indicated that the traditional selection indices (GPA, GRE-Verbal, GRE-Quantitative, Miller Analogies Test) accounted for a very minor amount of the variance in ratings of the final taped interview. In contrast, a newly developed selection measure (trainability index) accounted for almost all of the predictable variance. The need for a new and more efficient predictive model for graduate-level counselor training is discussed.     

THE PASS-FAIL GRADING OPTION AT A STATE UNIVERSITY: A FIVE SEMESTER EVALUATION1

To evaluate the pass-fail grading option, course and grade data were generated each semester. Faculty and student attitudinal data were obtained once. Because pass-fail students were not identified to instructors, all students were given traditional A-E grades. During administrative data processing, the A-E grades of pass-fail students were converted to pass or fail. In comparison with traditionally graded students in the same classes, pass-fail students received lower grades on the average. The pass-fail option proved to be popular. Students favored the pass-fail option, although their reasons for electing the option were not necessarily in accord with the official rationale, to foster exploration. Perhaps because they perceived students as abusing the option, the small faculty sample had somewhat negative attitudes toward the pass-fail system.     

Recent University-Industry Initiatives in the United Kingdom

A number of new initiatives have been taken recently in the UK to not only bring the universities and industry closer together but to allow genuine collaboration. These range from industry-based research programmes to university groups entering the industrial world for themselves

This paper outlines these various programmes and then describes the experience at Cambridge with a research programme and a teaching programme which linked directly with manufacturing industry.