TPC Journal-Vol 9- Issue 2-Full-Issue

The Professional Counselor | Volume 9, Issue 2 115 Non-flipped course sections. The non-flipped counseling course in this study was Counseling Theories, taught by the same faculty member for both semesters in which the researchers collected data. This faculty member was not an author on the manuscript. Table 1 shows a comparison of the counseling theories taught in the flipped (experimental) and non-flipped (control) counseling courses studied. Students read textbook chapters for homework prior to attending each class. The instructor spent the first half of each class lecturing about the course material, then the second half engaging students in group discussion and hosting guest speakers who were experts in the topics. In this way, the course was not flipped, but it also was not strictly a lecture course. It was “lecture-based,” and regularly involved in-class student activities, as is often the case in counselor education (Cavanagh, 2011; Foldnes, 2016). Table 3 includes an example lesson plan for a non-flipped class session in Counseling Theories . Table 3 Example Non-Flipped Learning Lesson Plan—Counseling Theories Context Task Time Required Out-of-class Textbook chapters – Gestalt Counseling, Adlerian Counseling 80 minutes In-class Welcome – Overview and follow-ups 5 minutes Lecture – Didactically present information about Gestalt and 120 minutes Adlerian counseling approaches Guest speaker – Adlerian counselor is guest speaker to 45 minutes describe and discuss his counseling approach. Closing – Questions and review 10 minutes Data collection . After obtaining IRB approval, we recruited participants during the final week of each semester by explaining the study to course participants. We described the purpose of the study as “to examine student engagement in counseling courses” in an attempt to prevent participant bias that could have emerged if students knew we were studying engagement related to flipped or non-flipped teaching approaches. We informed students that study participation was voluntary and anonymous and emphasized that participation had no impact on course grades. We distributed paper-and-pencil questionnaires to students in both sections of Theories for Counseling Children and Adolescents and the first section of Counseling Theories. We distributed the questionnaire electronically to students in the second section of Counseling Theories due to in-person scheduling conflicts. All participants signed an informed consent form prior to participating. Participants Sixty-seven master’s students participated in the study. Thirty participants were in the experimental group, completing the flipped theories course (100% participation rate). Thirty-seven participants were in the control group, completing the non-flipped theories course (93% participation rate). Given the first and second authors’ familiarity with the participants as students, we chose not to collect participants’ individual identifying demographic information (including degree specialty)