1
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
2
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,
3
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
4
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
5
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
7
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
8
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
9
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.
12
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
13
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