Course Code: EDUC645 Course ID: 2812 Credit Hours: 3 Level: Graduate
Career Counseling and Development explores career development theories and the career decision making process. Students learn how to encourage motivation by connecting personal values and interests with academics. Topics include multicultural considerations, the relationship between one’s career development and other life roles, and assessment instruments relevant to career planning. The process of career development will be covered as well as the implications for students with disabilities.
|Registration Dates||Course Dates||Session||Weeks|
|02/22/21 - 07/30/21||08/02/21 - 09/26/21||Summer 2021 Session I||8 Week session|
|05/21/21 - 10/29/21||11/01/21 - 12/26/21||Fall 2021 Session I||8 Week session|
After successfully completing this course, you will be able to:
- Explain career development theories and decision making models
- Analyze your career development and path to becoming a counselor
- Analyze career, avocational, labor market resources, and computer based career information systems
- Examine the interrelationship of work, family and other life roles and factors including the role of diversity and gender in career decision making
- Explain the importance of assessment/testing instruments and techniques relevant to career planning and decision making with a special emphasis on those tools designed to support children, adolescents, and teens’ intellectual, academic, and career development
- Apply career counseling process when working with children, adolescents, and teens from diverse backgrounds and needs
- Differentiate the career exploration, educational planning, placement, and follow-up services that support their intellectual, social, and personal development
- Explain effective evaluation methods of career counseling services provided to children, adolescents, and teens
- Assess the needs of all students when designing career counseling programs related to exploration, motivation, and success devise strategies to connect learning and school performance to future opportunities
- Explain the need for transition programs (school to work and post-secondary placements)
Please join the forums each week. Students must post a reply to both weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 2 initial posts and 4 responsive posts. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.
- Post the initial response to each forum by 11:55pm, ET, Wednesday.
- Initial responses should be no less than 300 words.
- Initial responses are to be original in content and demonstrate a thorough analysis of the topic.
- Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
- Replies to classmates should be no less than 150 words.
- Responses to classmates are significant to advance the forum.
- All forums can be accessed in the Forums section of the course.
Throughout the semester you will write responses to questions. These responses will involve analyses of readings, comparing and contrasting the views of authors, and critique of arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression.
All writing assignments, unless otherwise noted, should be: 1) composed as Microsoft word documents, 2) written using 12pt Times New Roman font, 3) double-spaced, 4) submitted electronically by 11:59pm EST Sunday of each week. 10 points will be deducted for every day an assignment is late, and 5) all assignments should use APA format, an abstract is not required. Be sure to edit, proofread, use spell check, double check your grammar and correct all errors before submitting your weekly writing assignments. Title your work with your full last name, first initial, class, then assignment number or name.
The success of this course depends on your ability to read the assigned readings closely, think carefully about the points raised or ignored by authors, and bring to the group your questions and concerns about their theses and positions. Prior to each new week in the class, please review announcements and lessons. Having prepared and read the required readings prior to class ensures your productive participation. We should work to achieve conversational exchanges with each other through Forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.
In all participation and assignments I am looking for evidence of:
- demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;
- critical contemplation, e.g., "grapple" with issues and topics;
- appropriate use of knowledge learned;
- imaginative thinking and responses to challenges/problems/issues;
- exploring underlying assumptions about education and schooling;
- clarity of expression and logical connection among ideas expressed;
- writing that reflects precise and concise thinking;
- excellent grammar, syntax, and spelling.
Complete the Jung Typology assessment at http://www.humanmetrics.com and write a 2 page reflection based on your results. More detailed instruction are included on the Sakai course site.
Students will submit a 6-8 page double spaced paper discussing his or her career development from any starting point (i.e., age 5, middle high school, college) and discuss events that impacted their career development. In addition to the development of a career autobiography, students will include and make connections to one career development theory from each of the three main themes (trait-oriented, developmental, and social learning). While I do not want you to retell the whole theory to me in your paper, you do need to make sure to share enough about the theory so I can see you understand how he theory is applied and connects to your life example within the paper. Let me know if you have any questions. Assignment is due at 11:55 p.m. ET on Sunday of Week 4.
Prepare a presentation for delivery to students as either a guidance lesson or workshop that may be part of your comprehensive school counseling program. This program should be appropriate for high school students, and is designed to assist them in understanding and evaluating their post-secondary options. The final project should consist of two parts:
1- A PowerPoint presentation geared toward high school students that would take approximately 30 minutes to present. The presentation is related to understanding post-secondary options and related services of the guidance department.
2- A brief paper outlining the presentation, which should include:
a) a 2-3 page summary of the presentation, which explains the audience, what the counselor covers in the lesson/workshop, and incorporates and cites information from the course text or journal articles related to the need for such a presentation to students
b) copies of any handouts given to the audience
c) copies of instructions for any activities included in the presentation
d) a method for evaluating the program (include copies of any satisfaction/relevance surveys).
The PowerPoint and paper (at least 3 pages in length) are due by Midnight on Sunday of week 5.
Resume & Cover Letter
Using the recommendations and models presented in your Yates text, develop (or update) your resume so that it is ready for your school counseling position search process. Those who already have an existing resume may find it helpful to start anew using the skills inventory Yates recommends. In addition to your resume, prepare a form cover letter that will serve as the template for your job search. Keep in mind that this letter will need to be modified depending on the school districts and schools to which you are applying. Both are due by Midnight on Sunday of week 7. This document should be 2-5 pages in length.
Final Exam (Case Study)
The case study assignment is akin to the final exam for this course. Students will use two career development theories, three websites, one career assessment, and one activity to help the client presented in the case study with the career development process. The case study should be 8 pages to completely answer all of the topics listed. It will not be available until week 7 to allow you two weeks to work on this culminating assignment.
|Forum One||3.13 %|
|Forum Two||3.13 %|
|Forum Three||3.13 %|
|Forum Four||3.13 %|
|Forum Five||3.13 %|
|Forum Six||3.13 %|
|Forum Seven||3.13 %|
|Forum Eight||3.13 %|
|Career Autobiography||15.00 %|
|Career Autobiography||15.00 %|
|Career Assessment||10.00 %|
|Career Assessment||10.00 %|
|Career Activity||15.00 %|
|Career Activity||15.00 %|
|Cover Letter and Resume||5.00 %|
|Case Study||30.00 %|
|Career Case Study||30.00 %|
Course Textbooks and Related Readings:
Required textbooks for the course:
Gibson, R. & Mitchell, M. (2006). Introduction to Career Counseling for the 21st Century. Upper Saddle River, NJ: Pearson Education, Inc.
Recommended Textbook for the degree program:
In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource.
In addition to the required course texts, the following public domain web sites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.
Web Site URL/Address
NCDA - National Career Development Association, a division of the American Counseling Association (ACA)
|Book Title:||Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.|
|Author:||No Author Specified|
Not current for future courses.