1 COUN 22 Career Development and Counseling *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Course Syllabi Course Charts Professor s Notes
2 COUN 22 Career Development and Counseling Professor s notes* As of July 17, 2007 *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the overall level of difficulty of this course? Level of demand = 9 This course has been designed to be taken by itself. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the reading requirements in this course? Level of demand = 8 This course requires reading two to four chapters each week from the textbooks. It also requires each student to read an additional textbook by week #3. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the lecture requirements in this course? Level of demand = 3 From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the online exam requirements in this course? Level of demand = 7 This course contains 4 short objective exams. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the discussion board requirements in this course? Level of demand = This course contains three graded Discussion Boards. There are time-sensitive requirements for each discussion board (meaning, the student must post within particular assigned dates of the course) but the requirements are clearly stated and defined. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the written paper requirements in this course? Level of demand = 9 This course contains four written projects, each requiring analysis and synthesis of written or numeric data.
3 COURSE CHART COUN 22 *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. TEXTBOOKS: Amundson, Essential Elements of Career Counseling (200) Berens, Quick Guide to the 16 Personality Types in Organizations (2002) Hardy, The Fabric of this World (1990) Holland, The Occupations Finder (1994) Keirsey, Please Understand Me II (1998) Niles & Harris-Bowlsbey, Career Development Interventions in the 21st Century (200) WEEK READING LEARNING ACTIVITIES % 1 Niles, Chs. 1 & 4 Amundson, Chs. 1 & 6 Hardy, Preface, Into, Chs. 1 4 Discussion Board Class Introductions Begin work on Project 1 (Preparing and Analyzing the Career Genogram) 2 Niles, Chs. 2, 3, & 4 Amundson, Ch. 2 Project #1 My Vocational Heritage Paper Quiz #1 Niles, Chapters Niles, Chs. 4,, & 8 Amundson, Ch. 6 Berens, Appropriate sections Holland, Appropriate sections Keirsey, Appropriate sections Begin work on Project 2 including: Keirsey Temperament Sorter II Campbell Interest & Skill Survey Work Values Card Sort Career Daydream Group Discussion Board Consultation 4 Niles, Chs. 6, 7, & 8 Amundson, Chs. 7 & 8 Project #2 Career Assessment Report Group Discussion Board Consultation continued 1 Niles, Chs. 9 & 1 Amundson, Ch. 12 Quiz #2 Niles, Chapters 9 & 1 Begin work on Project 3 Group Discussion Board -- Personal Reflections 6 Niles, Chs. 10, 11, & 14 Amundson, Ch. 13 & Appendix B Project #3 -- Case Study Analysis Paper Group Discussion Board Quiz #3 Niles, Chapters 10, 11, & Niles, Chs. 12, 13, & 14 Amundson, Chs. 13 & Appendix B Group Discussion Board Begin work on Project 4 Quiz #4 Niles, Chapters 12 & 13
4 8 Niles, Ch. 8 Amundson, Chs Project #4 -- End the Process/Review the Progress Paper 20 TOTAL 100 NOTE: Each course week begins on Monday morning (12:00 a.m. ET) and ends on Sunday night (11:9 p.m. ET). COURSE SYLLABUS COLLEGE OF ARTS AND SCIENCES CENTER FOR COUNSELING AND FAMILY STUDIES COUN 22 CAREER DEVELOPMENT AND COUNSELING *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. COURSE DESCRIPTION This course provides students an understanding of career development and related life factors. Students study career development theory and decision-making models, procedures for planning and conducting effective job searches, assessment instruments and techniques relevant to career planning and decision-making, and the use of career information. Emphasis is placed on understanding the interrelationships between career development and career decision-making and such factors as God s calling, family, socio-economic status, leisure, individual interests and abilities, and other life roles. RATIONALE Considering that most people expend a large proportion of their time and energy during their lives selecting and fulfilling work roles, counselors with a Christ-centered approach to their counseling must be able to assist individuals in the development of a life-career with focus on the definition of the worker role and how that role interacts with other life roles. In that process, career counselors assist clients in choosing wisely,
5 helping them to understand their unique traits, interests, and capacities and to use these resources to the glory of God. I. PREREQUISITES COUN 01, 02, 03, 04, 0, 06, 10, and 12. II. III. REQUIRED RESOURCE PURCHASES Amundson, N. E., Harris-Bowlsbey, J., & Niles, S. G. (200). Essential Elements of Career Counseling: Processes and Techniques. Upper Saddle River, NJ: Prentice Hall. ISBN: Berens, L.V., Cooper, S.A., & Associates. (2002). Quick Guide to the 16 Personality Types in Organizations: Understanding Personality Differences in the Workplace. Huntington Beach, CA: Telos Publications. ISBN: Hardy, L. (1990). The Fabric of this World: Inquiries into Calling, Career Choice, and the Design of Human Work. Grand Rapids, MI: Eerdmanns. ISBN: Holland, J. L. (1994). The Occupations Finder. Odessa, FL: Psychological Assessment Resources. Catalog # WW-4438-AB Keirsey, D. (1998). Please Understand Me II: Temperament, Character, Intelligence. Del Mar, CA: Prometheus Nemesis Book Company. ISBN: Niles, S. G., & Harris-Bowlsbey, J. (200). Career Development Interventions in the 21 st Century. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: Online career assessments: Keirsey Temperament Sorter II and Campbell Interest & Skill Survey Bundle Package (Details inside course. Must be purchased online when ready to complete. Major credit card required.) ADDITIONAL MATERIALS FOR LEARNING A. Internet access (broadband or cable recommended) B. Microsoft Word (Microsoft Office is available at a special discount to LU students.)
6 IV. COURSE LEARNING OBJECTIVES A. COUN 22 fulfills the following Liberty University and professional requirements: 1. In accordance with the Mission and Aims of Liberty University, The Center for Counseling and Family Studies requires that students: a. Develop a Christian worldview by studying God s revelation in counseling and personal relations (LU Graduate Catalog 06-07, LO1, p. 49). b. Demonstrate an understanding of the nature and needs of individuals at all developmental levels (LU Graduate Catalog 06-07, LO3, p. 49). c. Understand issues and trends in a multicultural and diverse society (LU Graduate Catalog 06-07, LO4, p. 49). d. Demonstrate an understanding of career development and its counseling and consulting processes (LU Graduate Catalog 06-07, LOs & 7, p. 40). e. Demonstrate an understanding of individual and group approaches to assessment and evaluation (LU Graduate Catalog 06-07, LO8, p. 0). f. Understand all aspects of the function of professional counseling including history, roles, structures, ethics, [and] standards... (LU Graduate Catalog 06-07, LO10, p. 0). 2. The Virginia Department of Health Professions requires that Licensed Professional Counselor candidates complete basic graduate study in career development. 3. The Council for the Accreditation of Counseling and Related Educational Programs (CACREP) requires that masters-level counseling programs include studies that provide an understanding of career development and related life factors (CACREP 2001 Standards, C.II.K.4.).
7 B. Learning Objectives (LOs) Students will be able to demonstrate their knowledge of: 1. Christian and secular perspectives of work and their potential impact on clients and counselors (LU LO1). 2. Career development theories and decision-making models (LU LOs & 7; CACREP 2001, II.K.4.a.). 3. Career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems (LU LOs, 7 & 10; CACREP 2001 Standards, C.II.K.4.b.). 4. Career development program planning, organization, implementation, administration, and evaluation (LU LOs 3 & 7 8; CACREP 2001 Standards, C.II.K.4.c.).. Interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development (LU LOs 3 & 7; CACREP 2001 Standards, C.II.K.4.d.). 6. Career and educational planning, placement, follow-up, and evaluation (LU LOs 3, 7, & 8; CACREP 2001 Standards, C.II.K.4.e.). 7. Assessment instruments and techniques that are relevant to career planning and decision making (LU LOs 3, & 7, 8; CACREP 2001 Standards, C.II.K.4.f.). 8. Technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world wide web sites (LU LOs & 7, 8, 10; CACREP 2001 Standards II.C.K.4.g.). 9. Career counseling processes, techniques, and resources, including those applicable to specific populations (LU LOs 1, 3, 7 8, & 10; CACREP 2001 Standards II.C.K.4.h.). 10. Ethical and legal considerations (LU LO 10; CACREP 2001 Standards II.C.K.4.i).
8 V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings (Partially fulfills requirements of LOs V.B , listed above) B. Discussion boards Students are expected to actively participate in Blackboard discussions as they occur. An open, curious, and honest attitude toward learning from others will facilitate development for all participants. (Partially fulfills requirements of LOs V.B , listed above)
9 C. Project #1 ( My Vocational Heritage Paper) Individuals have a variety of views or concepts of work and what it means to them. These views stem from various religious, cultural, philosophical, and family influences, concepts, and traditions that, in some cases, may date back to ancient times. The purpose of this assignment is to: 1. Encourage students to explore the origins of their ideas about work, lifestyle, and careers through reading their textbooks and processing data derived from completing their career genograms. 2. Facilitate their ability to integrate their Christian faith with the subject of work, lifestyle and careers. (Partially fulfills requirements of LOs V.B.1. &, listed above.) D. Project #3 (Case Study Analysis Paper) Career development theories help describe and contextualize the career development and decision-making process for people. The purpose of this assignment is to help students understand and apply career development theories by analyzing their own life stories, careers, and lifestyle choices through the lens of one of the career development theories. (Partially fulfills requirements of LOs V.B.2., 3., &.) E. Projects #2 and #4 (Personal Lifestyle/Career Self-Assessment) The purpose of this assignment is to help students gain a greater appreciation of the scope of their career development and the importance of work in both their and other people s lives. This assignment also will familiarize students with career counseling processes, techniques, and resources, including (a) formal and informal assessment instruments and techniques; (b) technologybased labor market and career information systems (e.g., world-wide web sites); and (c) a career decision-making model. This assignment is divided into two graded sub-sections which will be completed throughout the eight weeks of study. The graded sub-sections or assignments are (a) Project #2 (Career Assessment Report) and (b) Project #4 ( Ending the Process and Reviewing the Progress Paper). (Partially fulfills requirements of Los V.B &. - 9.) F. Quizzes (4) (Partially fulfill requirements of LOs V.B ) VI. COURSE GRADING AND POLICIES A. Weight
10 B. Scale Discussion Boards 1% Project #1 - My Vocational Heritage Paper 1% Project #2 - Career Assessment Report 1% Project #3 - Case Study Analysis Paper 1% Project #4 - Ending the Process Paper 20% Quizzes % each) 20% A = B = C = D = F = 0 9 C. Policies 1. Students will read and abide by the Honor Code statement and other appropriate guidelines regarding cheating and plagiarism found under the About Your Course area of COUN 22 on Blackboard. 2. All assignments must be completed on time to be eligible for a passing grade. 3. Assignments are due as indicated. D. Disability Assistance Students with a documented disability may contact the DLP Office of Disability Academic Support (ODAS) at to make arrangements for academic accommodations.