The present study investigated 52 graduate counseling students’ levels of ethical and legal knowledge (Lambie, Hagedorn, & Ieva, 2010) and social cognitive development (Hy & Loevinger, 1996) at three points: (a) prior to a counseling ethics course, (b) at the completion of the course, and (c) four months later. Students’ ethical and legal knowledge scores increased and they retained their learning; however, their social-cognitive development did not change. Implications for the scholarship of teaching and learning are discussed.
Lambie, G. W., Ieva, K. P., & Mullen, P. R. (2013). Graduate counseling students' learning, development, and retention of knowledge. Journal of the Scholarship of Teaching and Learning, 13(4), 54-67. Retrieved from http://josotl.indiana.edu/article/view/3284.