CNEP 6305 Advanced Theories in Individual and Group Counselinglibrary.tamucc.edu/Syllabi_Courses/2011_2012/CNEP-6305_001_Fall... · in counseling. We will explore major theories of

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CNEP 6305 Advanced Theories in Individual and Group Counseling

Instructor: Mary Louise Holt, Ph.D.,LPC

Office: ECDC 149

Telephone: 825-3326

Email: [email protected]

Office Hours: 2:30-4:20 M, W and 8:30-11:30 T., other hours by appointment

CNEP 6305.001

I. Course Description

The course will examine the historical, theoretical, ethical, and philosophical foundations

in counseling. We will explore major theories of counseling and psychotherapy including

an in depth study of one’s personal practice theory. Projects may include development,

research, utilization, and evaluation of theoretical applications in school and community

settings. We will address the relevance of theories in counselor education and

supervision. Admission to doctoral program required for enrollment.

II. Rationale

This course serves as one of the foundation courses of the Ph.D. program in Counselor

Education and is designed to address the history, research, efficacy and current use of individual and

group theories.

III. State Adopted Proficiencies for Teachers and/or Administrators/Counseling

NA

IV. TExES Competencies

NA

V. This course is designed to meet the following CACREP Doctoral Standards for content areas and

Student Learning Outcomes.

A. CACREP Standards:

1. II-C-1. Theories pertaining to the principles and practice of counseling, group work, and

crisis/trauma.

2. IV-G-1. Knowledge of the major counseling theories, including their strengths and weaknesses,

theoretical basis for efficacy, applicability to multicultural populations, and ethical/legal

considerations.

3. IV-G-2. Methods for evaluating counseling effectiveness.

4. IV-G-3. The research base for existing counseling theories.

B. Student Learning Outcomes:

1. Students will learn theories pertaining to the principles and practice of counseling, group work,

and crisis/trauma as evidenced by scores of a class presentation and responses on a comprehensive

exam (see rubrics)

2. Students will demonstrate knowledge of the major counseling theories, including their strengths

and weaknesses, theoretical basis for efficacy, applicability to multicultural populations, and

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ethical/legal considerations as evidenced by class presentations, responses on a comprehensive

examination, and a theory paper. (see rubrics)

3. Students will learn various methods for evaluating counseling effectiveness as evidenced by class

discussion and responses on a comprehensive exam.(see rubrics)

4. Students will demonstrate understanding of the research base for existing counseling theories by a

seminal works presentation (see rubrics) and a theory paper.

VI. Course Topics

Major topics or projects will be related to the following theories and themes in individual and group

counseling and psychotherapy: psychodynamic, person-centered and existential, cognitive and

behavioral, affective humanistic/experiential and multicultural systems. Special topics may include

multicultural issues in counseling, postmodern influences, eclectic approaches vs.

integrated theories, counseling efficacy, and current theories of trauma resolution.

VII. Instructional Methods and Activities

The course will be taught in seminar fashion and include readings, discussion, research,

projects, student presentations, and examination. Activities will include the following:

1. Complete reading assignments and participate in seminar discussions.

2. Theory Presentation: Students will each present a group and individual theory in a manner

appropriate for a master’s level course session. It is expected that you will present

information, promote dialogue, and facilitate learning. Active learning exercises

are encouraged. Each session should be at least 1.5 hours. You will turn in your

preparation materials (which may include Power Point slides, handouts, activities

directions, etc.) and a theory outline by posting them to Blackboard. In addition, you

will provide 2 essay questions with grading rubric or 5 multiple choice questions

with answers provided. Assignments for presentations will occur in the first class

period.

3. Each student will evaluate each theory presentation using the form provided on

Blackboard and the syllabus. Feedback should be constructive, professional, and designed to

assist your colleagues in developing effective teaching skills. All forms will be turned in

to the instructor first, and will be distributed to presenters after review.

4. Seminal Works Facilitation: Each student will read a seminal work of their choice

for two theories covered in the course. Using Blackboard, notify the instructor of your

top four choices prior to the 2nd

class meeting, excluding the topic of your theory

presentation. Assignment of seminal works facilitation will occur in the 2nd

class.

Facilitators will review key concepts and ideas from the seminal work and

facilitate a dialogue of reactions and reflections on those ideas and how they

relate to current understanding and implementation of counseling approaches.

Students will notify professor about their reading choices the week prior to the

relevant theory.

5. Research Paper: A literature review paper, appropriate for professional

publication and using APA format must be completed. The paper should be 15-

20 pages, including bibliography, and may address either (1) a non-traditional

theoretical approach or other approach not covered in the text, including major

points of the theory, research, attention to issues of diversity, and potential

applications or (2) a specific theory covered in class, including major research

about that theoretical orientation in terms of outcome and effectiveness,

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applications, and diversity concerns. Either choice should include implications for counselor

educators. You must turn run your paper through www.turnitin.com Due Dec 2.

7. Contribute to annotated bibliography for class by collaborating with fellow

students to research literature for theoretical applications of counseling in a

variety of settings as well as other topics addressed in class. Submit via Blackboard to

instructor and class. Due Dec. 5

8. Complete in-depth examination. Completion date: 12-5

9. Class participation as measured by the enclosed rubric.

VIII. Evaluation and Grade Assignment

Class Participation 5% (20 pts. total)

Theory Presentation 25% (100 pts. total)

Seminal Works Facilitation 15% (50 pts. total)

Theory Paper 25% (100 pts. total)

Midterm 10% (30 pts. total)

Final Examination 20% (200 pts. total)

Total 100% 500 pts. Total

A student must achieve 350 of the above points to receive credit for this course. Grades

will be assigned based on cumulative points: 500-450 A, 449-400 B, 399-350 C. Students

who do not reach minimal levels of competency may be given the option of continuing

their learning experience in an attempt to upgrade skills to an acceptable level.

IX. Course Schedule and Policies

A. Instructor:

B. Because this course is taught as a seminar and is shared by participants, it is not possible

to make up material missed in class. Plan to attend all class meetings. Students are expected to

adhere to the Ethical Guidelines of the American Counseling Association and the Association for

Counselor Education and Supervision when engaged in counseling, teaching, and/or scholarly

activities. Unethical conduct may result in grade penalty or other consequences according to

departmental guidelines. All written assignments are to follow APA (6th

ed.) style. Failure to

follow APA style and failure to adequately proofread your assignments will result in non-

acceptance of the assignment or grade reduction.

B. Class Schedule of CNEP 6310 Advanced Theories in Individual and Group Counseling

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Each theory presentation will address the theory’s strengths and weaknesses, theoretical basis

for efficacy, applicability to multicultural populations, and ethical/legal considerations.

DATE TOPIC ASSIGNMENTS DUE

8-29 Orientation, Definitions and Chapter 1

Importance of Theory, Introduction

to Blackboard, Assignments, Personal

Practice Theory

9-5 Contemporary Issues Chapter 15

Psychoanalysis (individual and group) Chapter 2

Seminal Works Dialogue

9-12 Adlerian Therapy(individual and group) Chapter 3

Seminal Works Dialogue

9-19 Analytical Therapy(individual and group)Chapter 4

Seminal Works Dialogue

9-26 Client Centered Therapy(individual and group)Chapter 5

Seminal Works Dialogue

10-3 Gestalt Therapy(individual and group) Chapter 10

Seminal Works Dialogue

10-10 Behavioral Therapy(individual and group)Chapter 7

Seminal Works Dialogue

10-17 Rational Emotive Therapy(individual and group)Chapter 8

Seminal Works Dialogue

10-24 Reality Therapy(individual and group) Chapter 11

Seminal Works Dialogue

10-31 Contemplative Therapies (individual and group)Chapter 13

Seminal Works Dialogue

11-7 Trauma Resolution Theories(Individual and group)Seminal Works Dialogue

11-14 Integrative Psychotherapies (individual and group)Chapter 14

Seminal Works Dialogue

11-21 Multicultural Approaches(individual and group)Theory Paper Due

Seminal Works Dialogue

11-28 Postmodern and Feminist Theories

12-5 Final Exam (comprehensive) Annotated Bibliography Due

X. Textbooks

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Corsini, R.J., & Wedding, D. (Eds.). (2008). Current Psychotherapies (8th ed.). Itaska, F.E. Peacock

Publishers.

Other reading as assigned.

XI. Selected Bibliography

Atkinson, B. J. (2005). Emotional intelligence in couples therapy: Advances from neurobiology and the science of

intimate relationships. New York: W. W. Norton.

Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.

Beck, A. T. (1991). Cognitive therapy: A 30-year retrospective. American Psychologist,46, 368-375.

Beck, J. S. (1995). Cognitive Therapy: Basics and Beyond. New York: The Guilford Press.

Berg, I. K. (1994). Family-based services: A solution focused approach. New York: W. W. Norton.

Berg, I. K., & Reuss, N. H. (1998). Solutions step by step: A substance abuse treatment manual. New York: W. W.

Norton.

Bernard, M. E., & Joyce, M. J. (1984). Rational-emotive therapy with children and adolescents: Theory, treatment

strategies, preventive methods. New York: Wiley.

Burt, M. S. (1996). Stepfamilies: The step by step model of brief therapy. New York: Brunner/Mazel.

Corey, G. (2001). Theory and practice of counseling and psychotherapy (6th

ed.). Pacific grove, CA: Brooks/Cole.

Corey, G. (2001). Student manual for theory and practice of counseling and psychotherapy (6th ed.). Pacific

grove, CA: Brooks/Cole.

Cozolino.....The neuroscience of psychotherapy

Craighead, L. W., Craighead, W. E., Kazdin, A. E., & Mahoney, M. J. (1994). Cognitive and behavioral interventions:

An empirical approach to mental health problems.Boston: Allyn & Bacon.

Cummings, N. A. (2000). The essence of psychotherapy: Reinventing the art in the new era of data. San Diego:

Academic Press.

Dattilio, F. M., & Padesky, C. A. (1990). Cognitive therapy with couples. Sarasota, FL: Professional Resource

Exchange.

DeShazer, S. (1988). Clues: Investigating solutions in brief therapy. New York: W.W. Norton.

DeShazer, S. (1991). Putting difference to work. New York: W. W. Norton.

DeShazer, S. (1994). Words were originally magic. New York: W. W. Norton.

Dumont, F., & Corsini, R.J. Eds.). (2000). Six therapists and one client. New York:Springer Publishing Co.

Elson, M. (Ed.). (1987). The Kohut seminars on self-psychology and psychotherapy with adolescents and young adults.

New York: Norton.

Epstein, N., Schlesinger, S. E., & Dryden, W. (1988). Cognitive-behavioral therapy with families. New York:

Brunner/Mazel.

Frankl, V. E. (1959). Man's search for meaning. New York: Simon & Schuster.

Frankl, V.. E. (2000). Man's search for ultimate meaning. Cambridge: Perseus Publishing.

Freeman, A., & Dattilio, F. M. (Eds.). (1992). Comprehensive casebook of cognitive therapy. New York: Plenum Press. Freeman, A., Simon, K. M., Beutler, L. E., & Arkowitz, H. (Eds.). (1989). Comprehensive handbook of cognitive therapy.

New York: Plenum Press.

Finch, A. J., Nelson III, M., & Ott, E. S. (Eds.) (1993). Cognitive-behavioral procedures with children and adolescents: A practical guide . Boston: Allyn & Bacon. Feindler, E. L. (1994). Adolescent anger control: Cognitive-behavioral techniques. Boston: Allyn & Bacon. Glasser, W. (1965). Reality therapy: A new approach to psychotherapy. New York: Harper & Row. Goldstein, A. P., & McGinnis, E. (1997). Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills. Champaign, ILResearch Press. Gottman, J. M. (1999). The marriage clinic: A scientifically based marital therapy. New York: W. W. Norton. Guidano, V. F. & Liotti, G. (1983). Cognitive processes and emotional disorders: A structural approach to

psychotherapy. New York: Guilford Press.

Hargrave, T. D. and Pfitzer, F. (2003). The new contextual therapy: Guiding the power of give and take. New York: W. W. Norton & Company.

Hoyt, M. F. (1995). Brief therapy and managed care: Readings for contemporary practice. San Francisco:

6 Jossey-Bass. Hoyt, M. F. (1994). Constructive therapies. NewYork: Guilford. Johnson, S. M. (2004). The practice of emotionally focused couple therapy: Creating connection. New York: Brunner-Routledge. Jung, C. G. (1958). Psyche and symbol. New York: Anchor Books. Jung, C. G. (1965). Memories, dreams reflections. New York: Vintage Books. Jung, C. G. (1956). Symbols of transformation. New York: Bollingen Foundation, Inc. Kendall, P. C. et al. (1992). Anxiety disorders in youth: Cognitive-behavioral interventions. Boston: Allyn & Bacon. Littrell, J. M. (1998). Brief counseling in action. New York. Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: The Guilford Press. Mackewn, J. (1997). Developing Gestalt counseling: A field theoretical and relational model of contemporary Gestalt counseling and psychotherapy. London/Thousand Oaks, CA: Sage. Mahrer, A. R. (1989). The integration of psychotherapies: A guide for practicing therapists. New York: Human Sciences Press. Malchiodi, C. A. (1998). Understanding children's drawings. New York: Guilford. May, R. (1983). The discovery of being: Writings in existential psychology. New York: Norton.

McNeilly, R. B. (2000). Healing the whole person: A solution focused approach to using empowering language,

emotions, and actions in therapy. New York: Wiley.

Micucci, J. A. (1998). The adolescent in family therapy: Breaking the cycle of conflict and control. New York: Guilford

Miller, S. D., & Berg, I. K. (1995). The miracle method. • A radical new approach to problem drinking.

New York: W. W. Norton.

Miller, S. D., Hubble, M. A., & Duncan, B. L. (Eds.). (1996). Handbook of solution-focused brief therapy.

San Francisco: Jossey-Bass.

Minuchin, S. (1974). Families and family therapy. Cambridge: Harvard University Press.

Mirkin, M. P. (Ed.). (1994). Women in context: Toward a feminist reconstruction of psychotherapy. New York:

Guilford.

Oaklander, V. (1988). Windows to our children: A Gestalt therapy approach to children and adolescents.

Highland, NY: Center for Gestalt Development.

Perls, F. S. (1970). Gestalt therapy verbatim. New York: Bantam Press.

Polster, E. & M. (1973), Gestalt therapy integrated. New York: Brunner/Mazel.

Riso, L. P., duToit, P. L., Stein, D. J., and Young, J. E. (2007). Cognitive schemas and core beliefs in psychological

problems: A scientist practitioner guide.Washington, D. C.: American Psychological Association.

Roberts, A. R. (Ed.). (1996). Crisis management and brief treatment: theory, technique, and applications.

Chicago: Nelson Hall Publishers.

Rogers, C (1951) On becoming a person. New York: Delacorte Press.

Rogers, C. (1977). On personal power. New York: Delacorte Press.

Rubin, J. A. (2001). Approaches to art therapy: Theory and technique. Philadelphia, PA: Brunner-Routledge.

Reinecke, M. A., Datillio, F. M., & Freeman, A. (Eds.). (1996). Cognitive therapy with children and adolescents: A

casebook for clinical practice. New York: Guilford

U. S. Department of Health and Human Services. (2000). Children and Mental. In Mental health: A report of the

surgeon general. Select here to read on Line and click on any Chapter such as 3 for children.

Wachtel, P. L. (1997). Psychoanalusis, behavior therapy, and the relational world. Washington, D.C.: American

Psychological Association.

Walsh, F. (2006). Strengthening family resilience. New York: Guilford Press.

Walter, J. L., & Peller, J. (1992). Becoming solution focused in brief therapy, New York: Brunner/Mazel.

Walters, M. A. et al. (1988). The invisible web: Gender patterns in family relationships,The women 's project in

family therapy. New York: Guilford.

Wilkes, T. C. R. et al. (1994). Cognitive therapy for depressed adolescents. New York : Guilford.

Yalom, B. (Ed).). (1998). The Yalom reader: Selecions from the work of a master therapist and storyteller:

Irvin Yalom. New York: Basic Books.

XII. Grade Appeals

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As stated in University Rule 13.02.99.C2, Student Grade Appeals, a student who believes

that he or she has not been held to appropriate academic standards as outlined in the class syllabus,

equitable evaluation procedures, or appropriate grading, may appeal the final grade given in the

course. The burden of proof is upon the student to demonstrate the appropriateness of the appeal. A

student with a complaint about a grade is encouraged to first discuss the matter with the instructor.

For complete details, including the responsibilities of the parties involved in the process and the

number of days allowed for completing the steps in the process, see University Rule 13.02.99.C2,

Student Grade appeals, and University procedure 13.02.99.C2.01, Student Grade Appeal Procedures.

These documents are accessible through the University Rules Web site at

http://www.tamucc.edu/provost/university_rules/index.html. For assistance and /or guidance in the

grade appeal process, students may contact the Office of Student Affairs.

XIII. Disabilities Accommodations

The Americans with Disabilities act (ADA) is a federal anti-discrimination statute that provides

comprehensive civil rights protection for persons with disabilities. Among other things, this

legislation requires that all students with disabilities be guaranteed a learning environment that

provides for reasonable accommodation of their disabilities. If you believe you have a disability

requiring an accommodation, please call or visit Disability Services at (361) 825-5816 in Driftwood

101. If you are a returning veteran and experiencing cognitive and/or physical access issues in the

classroom or on campus, please contact the Disability Services office for assistance at (361) 825-

5816.

Evaluation Rubrics

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Class Participation

Each person will be encouraged to participate in all learning activities. You will be provided

choices in order to address your learning style and comfort with self-disclosure. While I will

solicit input from peers regarding your contribution to group activities, you will not be evaluated

by fellow students. We will embrace a collaborative rather than a competitive model for group

interactions. Each person makes contributions; each person receives feedback and support.

Participation will be measured in the following manner. Overall class participation will be

determined by a score assigned by the instructor based upon input from the entire class and one’s

self evaluation. At the end of the course, all class members will submit a list of major

participants (at least three persons) with corresponding brief descriptions of their contributions.

The instructor will review the lists and contributions and compile anonymous feedback for

participants. Each person will score her or his own level of participation, providing a paragraph

in support of the rating. The instructor will use the self evaluation and peer input to assign a

score for participation according to the following criteria. Students can also use the attached

rubric for feedback.

40-50 points Made significant contributions and offered input during

each class meeting

30-39 points Made one or more significant contributions and

offered input during half of the class meetings

20-29 points Offered input during at least half of the class meetings

10-19 points Offered input during less than half of the class meetings

<10 points Rarely offered input during class meetings

Theory Presentation

See attached rubrics (one for professor, one for the students)

Examination

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Percent correct out of 200 objective items, based primarily on the textbook.

Theory Paper

1. Abstract and introduction 0-10 points ______

2. Literature review pertinent 0-10 points ______

3. Literature review focused 0-10 points ______

4. Research critiqued 0-10 points ______

5. Conclusions drawn 0-10 points ______

6. Recommendations 0-10 points ______

7. Implications pertinent to counselor 0-10 points ______

education readership and diversity concerns

8. Sufficient detail provided so

Approach can be implemented or evaluated 0-10 points ______

9. Writing style/grammar 0-10 points ______

10. APA format (including references) 0-10 points ______

TOTAL 0-100 points ______

.

10 Classroom Participation Rubric

Criterion Quality

Degree to which student often cites from occasionally cites from readings; rarely able to cite from unable to cite from

integrates course readings readings; uses readings sometimes uses readings to readings; rarely uses readings; cannot use

into classroom to support points; often support points; occasionally readings to support points; readings to support

participation articulates "fit" of articulates "fit" of readings with rarely articulates "fit" of points; cannot

readings with topic at topic at hand (3) readings with topic at hand articulates "fit" of

hand (4 points) (2) readings with topic

at hand (1)

Interaction/participation always a willing often a willing participant, rarely a willing participant, never a willing

in classroom discussions participant, responds responds occasionally to rarely able to respond to participant, never

frequently to questions; occasionally volunteers questions; rarely volunteers able to respond to

questions; routinely point of view (3) point of view (2) questions; never

volunteers point of volunteers point of

view view (1)

(4 points)

Interaction/participation always a willing often a willing participant; acts rarely a willing participant, never a willing

in classroom learning participant; acts appropriately during role plays; occasionally acts participant, often

activities appropriately during etc., responds occasionally to inappropriately during role acts inappropriately

all role plays; etc., questions; occasionally volunteers plays; etc., rarely able to during role plays;

responds frequently to point of view (3) respond to direct questions; etc., never able to

questions; routinely rarely volunteers point of respond to direct

volunteers point of view (2) questions; never

view (4 points) volunteers point of

view (1) Demonstration of always demonstrates rarely unprepared; rarely arrives often unprepared; rarely prepared;

professional attitude and commitment through late; occasionally solicits occasionally arrives late; often arrives late;

demeanor thorough preparation; instructors' perspective outside rarely solicits instructors' never solicits

always arrives on time; class (3) perspective outside class (2) instructors'

often solicits perspective outside

instructors' perspective class (1)

outside class (4 points)

16 points = a score of 50 for Classroom Participation Grade 9 points = a score of 29

15 = 47 8 = 26

14 =44 7 = 23

13 = 41 6 = 20

12 = 38 5 = 17

11 = 35 4 = 14

10 = 32

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Oral Presentation Rubric

(Professor’s Assessment)

Teacher Name:

Student Name: _____________________________________________

CATEGORY 4 3 2 1

Preparedness Student is completely

prepared and has

obviously rehearsed.

Student seems pretty

prepared but might have

needed a couple more

rehearsals.

The student is somewhat

prepared, but it is clear that

rehearsal was lacking.

Student does not

seem at all prepared

to present.

Stays on Topic Stays on topic all

(100%) of the time.

Stays on topic most (99-

90%) of the time.

Stays on topic some

(89%-75%) of the time.

It was hard to tell what

the topic was.

Use of Activity Activity show considerable

preparation and is explained

clearly and adds to the understanding of the topic.

Activity is well thought out and

adds to the understanding of

the topic and is explained

clearly.

Activity shows a good

understanding of parts of

the topic and is explained

with some difficulty.

Activity does not seem to

relate to the topic very

well and is poorly

explained.

Use of Power Point Student uses a power point

that shows considerable

work/creativity and which

makes the presentation

better.

Student uses power point

that shows work/creativity

and which makes the

presentation better.

Student uses power point

which makes the

presentation better.

The student uses a power

point that shows little work

and which detracts from the presentation.

Comprehension Student is able to

accurately answer almost

all questions posed by

classmates about the topic.

Student is able to

accurately answer almost

all questions posed by

classmates about the topic.

Student is able to

accurately answer almost

all questions posed by

classmates about the topic.

Student is able to

accurately answer almost

all questions posed by

classmates about the topic.

Enthusiasm Facial expressions and body

language generate a strong

interest and enthusiasm

about the topic in others

Facial expressions and body

language sometimes

generate a strong interest

and enthusiasm about the

topic in others.

Facial expressions and body

language are used to try to

generate enthusiasm, but seem somewhat faked.

Very little use of facial

expressions or body

language. Did not generate

much interest topic

being presented.

Speaks Clearly Speaks clearly and

distinctly all (100-

95%) the time, and

mispronounces no

words.

Speaks clearly and

distinctly all (100-

95%) the time, and

mispronounces one

word.

Speaks clearly and distinctly

most (94-85%) of the time.

mispronounces no more

than one word.

Often mumbles or can not

be understood OR

mispronounces more than

one word.

Practicality The information presented

is highly practical and easily

used in a master’s level

theories counseling course

Information is mostly

practical and could be

helpful in a master’s level

theories counseling course

Information might be

useful in a master’s level

theories counseling course.

Information is not at all

practical for use in a

master’s level theories

counseling course.

Additional Comments:

28 to 32=91 to 100 pts.,24 to 27=81 to 90 pts,20 to 23=71 to 80 pts,16 to 19=61 to 70 pts, <16 = 0 pts;Student Feedback Factored in as well.

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Evaluations for Oral Presentations ( Student Feedback)

Key SA=Strongly Agree A=Agree U=Undecided D=Disagree SD

=Strongly Disagree NA

=Not

Applicable

SA A U D SD NA 1 The instructor seemed enthusiastic about the material that was presented. 0 0 0 0 0 0 2 I gained a good understanding of concepts and principles in this lecture. 0 0 0 0 0 0 3 1 believe this instructor was an effective teacher. 0 0 0 0 0 0 4 Grading rubric seemed fair. 0 0 0 0 0 0 5 The instructor seemed well prepared for this class 0 0 0 0 0 0 6 The instructor treats students with respect. 0 0 0 0 0 0 7 The instructor sets high standards for students. 0 0 0 0 0 0 8 The instructor's presentation added to my understanding of the material. 0 0 0 0 0 0 9 The instructor is sensitive to student difficulties in understanding this

presentation 0 0 0 0 0 0

10 The experiential portion of this presentation was helpful. 0 0 0 0 0 0 11 On the whole, this is a good instructor. 0 0 0 0 0 0 12 On the whole, this was a good presentation. 0 0 0 0 0 0

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SEMESTER: _____________________________________

___________________ ________________________ ________________________ _____________________

COURSE NAME COURSE NUMBER SECTION INSTRUCTOR

Please print or change your writing if you do not wish your response to be identified. YOUR THOUGHTFUL

APPRAISAL OF THIS PRESENTATION IS SINCERELY DESIRED.

13. Please comment on the degree of personal challenge you experienced as a student in this presentation.

14. Please comment on the way this presentation was managed and organized and on media if used.

15. Please comment on the quality of the learning environment in this presentation. Did the instructor

establish a good atmosphere for learning?

16. Please comment on the overall effectiveness of this instructor. How might this instructor enhance

his/her teaching effectiveness?

17. Please comment on both activities and handouts if used. What did you find helpful or interesting?

What was not helpful or interesting?

THANK YOU FOR HELPING THE PRESENTER