A Liminal Space: Challenges and opportunities in accreditation of prior learning in Judaic Studies

The accreditation of prior learning (APL) attests to the value of learning that takes place in a non-accredited institution. In the process of accrediting such learning, criteria have to be established and assessment methodologies selected. Accreditation deals with definitions, values, ideals, searches for equivalency, and similarities in the examined learning. However, such values and examinations are located within distinctive structures of learning: the greater the difference between these structures of learning the more problematic the accreditation process. While generally true, this proposition is highlighted in the evaluation of prior learning of Judaic Studies. Such accreditation brings into contrast the learning structures of both the rabbinical ('sacred') and Western liberal higher learning ('secular'). We review the difficulties of criterion selection, current accreditation techniques, and detail those elements of the ultra-Orthodox structure of learning that are salient and problematic in accreditations. Drawing metaphorically on the works of Arnold van Gennep and Victor Turner, we encourage a more theoretical, humble, and sensitive exploration of the liminal space that lies beyond structures.     

Trends in Counselor Preparation: Courses,Program Emphases,Philosophical Orientation,and Experimental Components

This article presents the results of a survey of counselor preparation programs in the U.S. concerning courses, program emphases, philosophical orientations and experiential components. Trends are generated based on data collected over a 10-year period. The authors discuss implications for the future.     

Prose-Text,Linear-Programmed,and Branching-Programmed Instruction in Teaching Counseling Theories

Ninety-one master's degree candidates in counseling at Michigan State University, enrolled in a counseling theories course, were randomly assigned to one of three instructional conditions: prose-text, linear-programmed instruction, and branching-programmed instruction. A pre- and posttest covering the whole course and posttests following each instructional unit were administered to each of the subjects. No significant differences were found in terms of overall treatment effects; however, a significant location effect was found. In addition, a significant difference among treatments over repeated measures was found. The prose-text group consistently performed more poorly than the other two groups. Better performance (on immediate criterion tests) of subjects instructed by the two programmed instruction methods suggests the possible use of these modes of instruction as motivational and reinforcing tools in teaching a course presented in small segments.