TPC-Journal-V1-Issue2

The Professional Counselor \ Volume 1, Issue 2 117 Varied instructional strategies are used in these disciplines. Faculty in Social environments have a strong community orientation characterized by friendliness and warmth. Like the Artistic environment, faculty place value on developing a historical perspective of the field and an emphasis on student values and character development. Unlike the Artistic environment, faculty also place value on humanitarian, teaching, and interpersonal competencies. Colleagueship and student independence and freedom are supported, and informal small group teaching is employed. The Enterprising environment has a strong orientation to career preparation and status acquisition. Faculty focus on leadership development, the development and use of social power to attain career goals, and striving for common indicators of organizational and career success. Teaching strategies in this environment are very balanced, but faculty like most to work with career-oriented students regarding specialized issues related to organizational and individual achievement. Once an academic program is selected as a major field of study and the student begins to interact with other students and faculty in the program, more information of a personal nature is acquired which can lead to adjustments that the student will need to make to excel in that environment. For example, when Smart et al. (2000) examined college environments (the percentage of seniors in each of the IASE areas), they found that from 30–50% of the four environments were composed of primary recruits and about half were secondary recruits, e.g., the seniors who had changed their majors. This means that almost half the seniors ended up in an IASE discipline that was different from their initial choice. Students migrated to and from the four environments in different ways. For example, two-thirds of the seniors in the Artistic environment were secondary recruits from one of the other areas; they did not intend to major in the Artistic area in their freshman year. In addition, about one third of the students migrating into the Social area came from Investigative, Enterprising, or undecided areas. Stated another way, the Social environments appear to be the most accepting and least demanding of the four environments studied by Smart et al. (2000) and Social disciplines seem to have the least impact and the least gains in related interests and abilities. Students moving into the Investigative area were most likely to come from the Enterprising area, and vice versa. These findings (Smart et al., 2000) reveal the fluid nature of students’ major selections and the heterogeneous nature of the four environments with respect to the students’ initial major preferences. They also provide information regarding the migration of students among the IASE disciplines, and this can inform educational planning for students and counselors about the way in which these four disciplines interact with different types of students. In summary, Smart et al. (2000) found that congruent students in Investigative, Artistic, and Enterprising environments increased their pattern of self-reported interests and abilities over four years by further developing what was already present in their personality. These three environments also increased the related traits for incongruent students, but the gap between the congruent and incongruent students did not decrease over time. In other words, students in both congruent and incongruent environments made equivalent or parallel changes in self-reported abilities and interests over four years, but students in congruent environments had higher levels of interests and abilities at the end of four years. Investigative and Enterprising environments had the most impact on student characteristics. These findings, if communicated to students in educational counseling, could affect the nature of discussions about students’ educational goals in college.