The Professional Counselor | Volume 10, Issue 4 479 participants were significantly associated with Factor C (.75 and .87, respectively). Select participant quotes from participants’ post-sort questionnaires were incorporated into the factor interpretations below to provide contextual details for each factor. Factor A: The Course Designer Factor A is most distinguished by the view that CETI courses should result in students having the ability to design their own counseling courses, which differs from Factors B and C (Item 37; +4, 0, 0, respectively). This pervasive opinion is contained in the instructor’s semi-structured questionnaire response to Item 37: I cannot imagine the purpose of having a course for teaching in counselor education without the purposeful outcome being to create a course. The ability to do course development, to me, is the skillset that doctoral graduates should have from a teaching course. The student associated with this factor added, “I want this course to help me be successful, which means I have to practice . . . making a syllabus, working with students . . . the basis of the entire course is to learn to teach!” Learning how to design evaluations of the teaching and learning process (Item 48, +2) is also considered an essential CETI course component for Factor A. For Factor A, CETI courses need to include discussions about selecting textbooks (Item 14, +2) and opportunities to learn about classroom management (Item 18, +2). There was even stronger agreement that CETI courses need to include information about designing a syllabus (Item 39, +3) and constructing related course objectives (Item 33, +3), which would culminate in a plan for actual teaching experiences (Item 35, +3). Given the preference for technical and design elements in CETI courses, the authors have named Factor A The Course Designer. Factor A placed less emphasis on the developmental level (Item 25, -3) and cultural differences (Item 38, -1) of students as essential components of a CETI course. But that does not suggest these elements are unimportant, as one participant illustrated: “All instructors need to be mindful of students’ cultural differences. Learning can only be effective in an environment conducive of understanding students’ differences.” Importantly, the Factor A view was not limited to just design and technical components. In fact, Factor A, like B and C, viewed having some type of teaching experience as an essential element of a CETI course (Item 46; +4, +4, +1, respectively). Factor B: The Future Educator The Factor B viewpoint, which the authors named The Future Educator, placed importance on the use of interactive (Item 6, +4) and experiential (Item 45, +3) activities, more so than course design, as essential elements of a CETI course. In contrast to Factors A (-4) and C (-4), Factor B participants believed in the helpfulness of teaching to their peers (Item 44, +2). However, Factor B was most distinguished from Factors A (+1) and C (-1) in its belief that CETI courses should prepare students for future faculty roles (Item 43, +4). Collectively, individuals on this factor all agreed that the role of a CETI course was to help them be successful as future faculty members, and as one student stated, “Students need to be prepared for future faculty roles including teaching, so students need to be prepared to teach.” Factor B differed from Factors A and C on the importance of evaluation of students’ learning (Item 20, -1) and textbook selection (Item 14, -2), but agreed that videotaping students’ experiences is not an essential component of CETI courses (Item 11, -4). Regarding Item 11, participants noted, “Video recordings may not demonstrate the entire experience, including feelings and opinions of students and teachers.” Additionally, CEDS noted that being video-recorded could potentially “make students