Designing innovative counseling courses: combining technology, theory, and Practice

Gina Cicco*
Assistant Professor of Counselor Education, St. John's University.
Periodicity:March - May'2012


This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in organizational and administrative theory for school counselors-in-training. Their project will be described as well as the resultant conceptual model for integrating technology, theory, and practice through employing differentiated instruction. The proposed instructional design includes consideration of students' learning-style preferences. Countless studies document the many benefits of accommodating students' learning styles in the classroom, as doing so improves students' academic performance, learning outcomes, and overall attitudes (Cicco, 2009; Dunn & Griggs, 2003). The instructional design model presented incorporates techniques for engaging students through strategic lesson planning, emphasizing faculty expertise and interests, and providing students with assignment options so they can optimize their learning experiences. The instructional model ideally would combine thoughtful, meaningful technological tools, instruction of theory through various instructional strategies, and opportunities for application and evaluation through practical, experiential learning. Recommendations for enhancing lessons in the classroom by integrating resources from online course management systems will also be addressed. Utilizing faculty collaboration, peer-review methods, and experiential learning has been shown to produce positive learning outcomes in counselor preparation programs (Corey, Corey, & Callanan, 2005; Orr, Hall, & Hulse-Killacky, 2008).


Innovative Instructional Design, Counselor Education, Collaborative Team-Teaching, Integrating Technology, Theory and Practice, Differentiated Instruction, Strategic Lesson Planning, Online Resources.

How to Cite this Article?

Cicco ,G.(2012). Designing Innovative Counseling Courses: Combining Technology, Theory, And Practice.i-manager’s Journal on School Education Technology, 7(4), 1-7.


[1]. Anderson, L. (2005). Objectives, evaluation, and the improvement of education. Studies in Educational Evaluation, 31(2/3), 102-113.
[2]. Andrade, H. (2008). Self-assessment through rubrics. Educational Leadership, 65(4), 60-63.
[3]. Bernstein, D., & Bass, R. (2005). The scholarship of teaching and learning. Academe, 91(4), 37-43.
[4]. Bissel, A.N., & Lemons, P.P. (2006). A new method for assessing critical thinking in the classroom. Bioscience, 56(1), 66-72.
[5]. Brown, D., & Trusty, J. (2005). School counselors, comprehensive school counseling programs, and academic achievement: Are school counselors promising more than they can deliver? Professional School Counseling, 9(1), 1-8.
[6]. Burke, K. (2000). A paradigm shift: Learning-styles implementation and preservice teachers. In R. Dunn & S.A. Griggs (Eds.), Practical approaches to using learning styles in higher education (pp. 85-94). Westport, CT: Bergin & Garvey.
[7]. Cicco, G. (2009). Online versus in-class courses: Learning-style assessment as an advisement tool. International Journal on E-Learning, 8(2), 161-173.
[8]. Cobia, D.C., & Henderson, D.A. (2007). Developing an effective and accountable school counseling program (2nd ed.). Upper Saddle River, NJ: Pearson Education.
[9]. Corey, G., Corey, M.S., & Callanan, P. (2005). An approach to teaching ethics courses in human services and counseling. Counseling & Values, 49(3), 193-207.
[10]. Dahir, C.A. (2009). School counseling in the 21st century: Where lies the future? Journal of Counseling & Development, 87, 3-5.
[11]. Dunn, R., & Griggs, S.A. (Eds.). (2003). Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? New York: St. John's University.
[12]. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in Web-based instruction. Innovations in Education & Teaching International, 39(2), 153-162.
[13]. Kiley, M., & Wisker, G. (2009). Threshold concepts in research education and evidence of threshold crossing. Higher Education Research & Development, 28(4), 431- 441.
[14]. Orr, J.J., Hall, S.F., & Hulse-Killacky, D. (2008). A model for collaborative teaching teams in counselor education. Counselor Education & Supervision, 47(3), 146-163.
[15]. Reiner, C.M., & Arnold, K.E. (2010). Online course evaluation: Student and instructor perspectives and assessment potential. Assessment Update, 22(2), 8-10.
[16]. Trepal, H., Haberstroh, S., Duffey, T., & Evans, M. (2007). Considerations and strategies for teaching online counseling skills: Establishing relationships in cyberspace. Counselor Education & Supervision, 46(4), 266-279.

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.