Pedagogy

Question 1

Scaffolding

Answer 1

Refers to guidance provided to support one’s independent functioning (Lee & Hannafin, 2016)

Question 2

What does scaffolding do?

Answer 2

assists students to participate meaningfully by supporting efforts to identify relevant goals, pursue/monitor progress towards goals, reconcile differences between existing understanding/concepts yet to be learned and construct/refine artifacts (Lee & Hannafin, 2016)

Question 3

Procedural Scaffolding

Answer 3

focuses on operational, how-to features of learning environment; reduces learners’ cognitive load by providing step-by-step directions and directs attention to important aspects of task (Lee & Hannafin, 2016)

Question 4

Conceptual scaffolding

Answer 4

assist in linking/organizing knowledge related to topic and helps students to determine what they already know, need to learn, how existing knowledge/to-be-learned content are related and how new content can be organized with respect to domain knowledge (Lee & Hannafin, 2016)

Question 5

Strategic Scaffolding

Answer 5

support individuals address challenges and consider multiple alternatives by stimulating consideration of alternate strategies (Lee & Hannafin, 2016)

Question 6

Metacognitive Scaffolding

Answer 6

guide students in goal setting, planning, organizing, self-monitoring and self-evaluation; scaffolds can support development of domain knowledge acquisition and general self-regulatory strategies (Lee & Hannafin, 2016)

Question 7

Data Collection in Counselor Education Programs: Program Inputs

Answer 7

Include student characteristics, faculty characteristics, financial resources, facilities and programs, curriculum, courses and schedules (Barrio Minton et al., 2016)

Question 8

Student characteristics of program inputs

Answer 8

collected through admission information (Barrio Minton et al., 2016)

Question 9

Faculty Characteristics in Program Inputs

Answer 9

include demographic, advising load, research accomplishments, collected every year through vitas, advising logs and so forth (Barrio Minton et al., 2016)

Question 10

Financial Resources in Program Input

Answer 10

documented every year through faculty meeting minutes and program/department budgets (Barrio Minton et al., 2016)

Question 11

Facilities in Program Input

Answer 11

documented every year through faculty meeting minutes and classroom rosters (Barrio Minton et al., 2016)

Question 12

Programs in Program Input

Answer 12

documented every semester/year through faculty minutes, program summary reports, course schedules and faculty program/department/college/school minutes (Barrio Minton et al., 2016)

Question 13

Transformation Process Considerations in Data Collection

Answer 13

Transformation process includes following considerations:
Design: course programs, schedules, inputs, classes
Delivery: methods to deliver course material to students
Measurement of outputs: includes measures used to document program standards and SLOs
Evaluation of program, courses and professors: student surveys, alumni, employers and site supervisors (Barrio Minton et al., 2016)

Question 14

Employment achievement as part of program outputs are measured how?

Answer 14

Through on-the-job accomplishments, employer satisfaction (Barrio Minton et al., 2016)

Question 15

Academic achievement, SLOs and dispositions as part of program outputs are measured how?

Answer 15

Through looking at success rates and skill development competency (Barrio Minton et al., 2016)

Question 15

Program completion data as part of program outputs are measured how?

Answer 15

Through looking at graduation, dropout and failure rates (Barrio Minton et al., 2016)

Question 16

Comprehensive Exams in Counselor Education

Answer 16

Provide opportunities for students to demonstrate culminating knowledge across a variety of areas (Barrio Minton et al., 2016)

Question 17

Counselor Educators using Comprehensive Exams

Answer 17

CE’s are likely to consider two primary types of comprehensive exams as part of overall SLO assessment plan: standardized examinations and local examinations
* When choosing to utilize standardized examinations, CE faculty should consider the degree to which examination fits into broader program framework as well as plans for remediating concerns identified through standardized assessment
CE faculty may need to consider how to prepare students for this reality without teaching to the test or sacrificing richness for CBAs (Barrio Minton et al., 2016)

Question 18

Standardized Examinations in Counselor Education

Answer 18

Standardized examinations: exams that are created, normed, validated and often administered by outside bodies (Barrio Minton et al., 2016)

Question 19

CPCE in Counselor Education

Answer 19

CPCE may provide practice experience for students, especially those who do not test well or who are concerned with greater cost of NCE (Barrio Minton et al., 2016)

Question 20

Portfolios in Counselor Education

Answer 20

Collection of artifacts that are organized around a common theme or purpose and that are tied together through intentional reflection that serve a variety of purposes and provide an opportunity for formative and/or summative assessment of knowledge, skills or dispositions; important to remember that faculty may utilize portfolio approach within specific courses and experiences (Barrio Minton et al., 2016)

Question 21

Didactic Pedagogy

Answer 21

more passive form of learning understood as expert, imparts knowledge to learners (often in forms of lectures and course readings) (Killian & Floren, 2020)

Question 22

Experiential Pedagogy

Answer 22

more active form of knowledge acquisition, students construct knowledge by building on the foundational content of didactic instruction (Killian & Floren, 2020)

Question 23

What are key contributors to effective learning environments?

Answer 23

Instructors’ organization and clarity regarding learning intentions and goals (Malott et al., 2014)

Question 24

What should educators do first in determining instructional content?

Answer 24

educators should first assess and attend to students’ prior learning related to course topics (Malott et al., 2014)

Question 25

Three general functions of syllabi

Answer 25

syllabi are a means to communicate with students, promote course organization and serve as agreements between faculty and students (West et al., 2013)

Question 26

Student Assessment Tasks of Bloom’s Taxonomy: Remembering

Answer 26

include define, repeat, list, name, match, identify, memorize, record, relate, label, locate and select (West et al., 2013)

Question 27

Student Assessment Tasks of Bloom’s Taxonomy: Understanding

Answer 27

include restate, describe, explain, identify, estimate, group, summarize, recognize, express, locate, review and rearrange (West et al,. 2013)

Question 28

Student Assessment Tasks of Bloom’s Taxonomy: Application

Answer 28

include translate, apply, employ, practice, illustrate, demonstrate, solve, dramatize, use, schedule, compute and modify (West et al., 2013)

Question 29

Student Assessment Tasks of Bloom’s Taxonomy: Analyzing

Answer 29

include calculate, test, contrast, criticize, differentiate, questions, solve, experiment, appraise, diagram, compare, separate, inventory, infer, analyze and outline (West et al., 2013)

Question 30

Student Assessment Tasks of Bloom’s Taxonomy: Evaluate

Answer 30

include judge, discriminate, compare, score, choose, estimate, measure, support, appraise, predict, rate, value, select, assess, justify and criticize (West et al., 2013)

Question 31

Student Assessment Tasks of Bloom’s Taxonomy: Create

Answer 31

include compose, propose, formulate, assemble, construct, hypothesize, manage, summarize, plan, design, modify, collect, create, organize, invent and generate (West et al., 2013)

Question 32

Section 3.A CACREP STANDARDS

Answer 32

Professional Counseling Orientation and Ethical Practice (CACREP, 2024)

Question 33

Section 3.B CACREP STANDARDS

Answer 33

Social and Cultural Identities and Experiences (CACREP, 2024)

Question 34

Section 3.C CACREP STANDARDS

Answer 34

Lifespan Development (CACREP, 2024)

Question 35

Section 3.D CACREP STANDARDS

Answer 35

Career Development (CACREP, 2024)

Question 36

Section 3.E CACREP STANDARDS

Answer 36

Counseling practice and relationships (CACREP, 2024)

Question 37

Section 3.F CACREP STANDARDS

Answer 37

Group Counseling and Group Work (CACREP, 2024)

Question 38

Section 3.G CACREP STANDARDS

Answer 38

Assessment and Diagnostic Process (CACREP, 2024)

Question 39

Section 3.H CACREP STANDARDS

Answer 39

Research and Program Evaluation (CACREP, 2024)