OUTLINE FOR SUBMITTING PROPOSALS FOR NEW GRADUATE CERTIFICATES. I. Rationale EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS

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1 New Graduate Certificate Proposals Page 1 EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS OUTLINE FOR SUBMITTING PROPOSALS FOR NEW GRADUATE CERTIFICATES Proposals for graduate certificates should be submitted in narrative form, using the following outline. Directions for preparing graduate certificate proposals are on the following page. PROPOSED CERTIFICATE NAME: POSTSECONDARY PLANNING SPECIALIST CERTIFICATE PROGRAM FOR SCHOOL COUNSELORS DEPARTMENT(S): LEADERSHIP AND COUNSELING COLLEGE(S): EDUCATION DEPARTMENT CONTACT JACKIE TRACY CONTACT PHONE: CONTACT JTRACY@EMICH.EDU I. Rationale With the passage of P.A. 123 of 2006, the Michigan Merit Curriculum legislation, school counselors are now mandated to be responsible for assisting students with the formal development of educational development plans, including attention to postsecondary planning. This legislation is consistent with Governor Granholm s goal of doubling the number of college graduates in Michigan. Additionally, the Governor s Office is spearheading an initiative known as the Michigan College Access Network and EMU is positioned to assume an essential role in this movement. Similarly reflecting new industry standards, the Joyce Ivy Foundation s Michigan High School Counselor Report (2008) focused specifically on Recommendations for Improving the Transition from High School to College. Recommendation # 15 called for school counseling programs to increase attention to postsecondary planning: Michigan colleges and universities should introduce in their Schools of Education curricula specific courses on college admission counseling for those studying to become guidance counselors (p. 5). The need for this increased attention on postsecondary planning in school counselor training programs is evident. Although school counselors are estimated to spend approximately 30% of their time assisting students in this area, very little attention has historically been placed on this topic in school counselor training programs (O Connor, 2008). This is in large part due to the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) curricular requirements for school counselors. Because of the breadth of these accreditation standards, it is not feasible to significantly increase attention to postsecondary planning within the already existing master s degree program in school counseling. We developed a three credit course on this topic (COUN 670: Postsecondary Planning for School Counselors) and have received very positive feedback from students. In fact, student feedback that we need even more coursework on this topic provided the impetus for the development of this proposed certificate program. Miller, New Grad Certificate Sept. 05

2 New Graduate Certificate Proposals Page 2 II. Description A. Goals and Objectives The primary goals of the proposed Postsecondary Planning Specialist certificate program for school counselors are three-fold: (1) to provide a high quality training program designed specifically to assist school counselors in gaining the competencies and credentials necessary to effectively assist K-12 students in planning and achieving their postsecondary goals; (2) to allow Eastern Michigan University to play a key role in the Michigan College Access Network initiative; and (3) to increase credit hour production in the Counseling program. Upon completion of this certificate program, students will demonstrate competency in the following areas: Postsecondary Planning for School Counselors Military Resources for Students Career College/Trade School Resources for Students Community College Resources for Students Alternative 13th Year Resources for Students College Exploration Resources for Students College Application Resources for Students College Selection Resources for Students Financial Aid Resources for Students Earning College Credit during High School Credit Completion Options Transitioning into Employment Resources for Students Educational Development Plans and Career Development in the Schools College Exploration Resources College Application Management for School Counselors Financial Aid Foundations for School Counselors Postsecondary Planning with Families and Special Populations B. Program Coursework Students in the Postsecondary Planning Specialist certificate program for school counselors take all coursework below. Please note that there is also a requirement of prerequisite or co-requisite coursework that must also be met. Required Coursework Current and New Courses The following table outlines the coursework to be included in the proposed certificate program. 7 of the 12 credits in the proposed certificate program involve current courses and 5 of the 12 credits would be achieved with the development of new courses. In accordance with the guidelines, an appendix including proposals for each new course is included with this proposal. Miller, New Grad Certificate Sept. 05

3 New Graduate Certificate Proposals Page 3 II. Description B. Program Required Coursework Current and New Courses Course # Course Title Credit Hours Status COUN 612 The School Counselor 2 Required COUN 670 Postsecondary Planning for School Counselors 3 Required COUN 591 Special Topics COUN 672 New course COUN 590 Special Topics COUN 591 Special Topics Educational Development Plans and Career Development in the Schools (anticipate eventual numbering as COUN 671) College Exploration Resources College and Application Management for School Counselors (anticipate eventual numbering as COUN 672) Special Topics: Financial Aid Foundations for School Counselors (anticipate eventual numbering as COUN 673) Special Topics: Postsecondary Planning with Families and Special Populations (anticipate eventual numbering as COUN 674) 2 Required 2 Required 1 Required 2 Required Total Credit Hours 12 Primary Setting and Format in which the Program will be Offered Courses in the Postsecondary Planning Specialist certificate program for school counselors will be offered in a variety of alternative formats involving fully online, hybrid, and weekend classes. Plans are noted below. COUN 670 Postsecondary Planning for School Counselors fully online Educational Development Plans and Career Development in the Schools Hybrid format College Exploration Resources and College Application Management for School Counselors hybrid format Financial Aid Foundations for School Counselors Weekend College 2 Saturdays Postsecondary Planning with Families and Special Populations Weekend College 5 Saturdays Because the proposed certificate program will require a significant contribution from Continuing Education, evidence of Continuing Education support is included as an appendix. Miller, New Grad Certificate Sept. 05

4 New Graduate Certificate Proposals Page 4 II. Description B. Program Anticipated Schedule of Course Offerings Using the following possible rotation, students could complete the program in 5 semesters, with much of the coursework being offered in alternative delivery formats. Possible Rotation: Spring or Summer 2009 COUN 612 The School Counselor already on schedule Winter 2010 COUN 670 Postsecondary Planning for School Counselors (fully online, 3 credits) already on schedule Spring or Summer 2010 Educational Development Plans and Career Development in the Schools (2 credits) Fall 2010 College Exploration Resources and College Application Management for School Counselors (2 credits, hybrid format) Winter 2011 Financial Aid Foundations for School Counselors (1 credit, 2 Saturdays) Winter 2011 Postsecondary Planning with Families and Special Populations (2 credits, 5 Saturdays) Outline of a Typical Program of Study A student entering this Postsecondary Planning Specialist certificate program for school counselors could adhere to the following program of study: Semester Coursework Spr/Sum 2009 COUN 612 The School Counselor Winter 2010 COUN 670 Postsecondary Planning for School Counselors Spr/ Sum 2010 Educational Development Plans and Career Development in the Schools College Exploration Resources and College Application Management Fall 2010 for School Counselors Financial Aid Foundations for School Counselors Winter 2011 Postsecondary Planning with Families and Special Populations C. Admission EMU will admit a maximum of 28 students per year to this post-master s certificate program. Applicants will be considered on a competitive basis, with the following criteria representing minimum requirements for admission. Applicants who have already completed a master s degree in school counseling may be considered for regular admission. Applicants who are currently enrolled in a master s degree program in school counseling may be considered for conditional admission, with the certificate being awarded to the student only after completion of the requirements for the certificate program and the completion of the requirements for a master s degree in school counseling. Miller, New Grad Certificate Sept. 05

5 New Graduate Certificate Proposals Page 5 II. Description C. Admission Regular Admission To be considered for regular admission, candidates must provide evidence of the following criteria. 1. Applicants must have graduated from a regionally accredited institution of higher education with a master s degree in school counseling. 2. Applicants must show evidence of academic aptitude for continued graduate-level study as evidenced by a graduate grade-point average of at least a 3.3 on their previously completed master s degree program in school counseling. 3. International students must meet one or more of the following additional criteria: a. A score of 550 (total) on the Test of English as a Foreign Language (TOEFL), a score of 230 on the Test of Spoken English (TSE), and a rating of 4.0 on the Test of Written English (TWE). (Additional coursework in composition may be required.) b. A score of 80 on the Michigan English Language Ability Battery (MELAB) and a rating of at least 3.0 on the Oral Interview portion of the MELAB. (Additional coursework in composition may be required. These tests must have been taken within the past five years. 4. Statement of Intent: A one-page statement focusing on the applicant s motivation and rationale for seeking admission to the program as well as his or her background and goals related to professional studies. 5. Resume: A focused, one-page summary of program relevant educational, career, and/or life experiences. Conditional Admission To be considered for conditional admission, candidates must provide evidence of the following criteria. 1. Applicants must be currently enrolled in a master s degree program in school counseling at a regionally accredited institution of higher education. 2. Applicants must show evidence of academic aptitude for continued graduate-level study as evidenced by a graduate grade-point average of at least a 3.5 in their current master s degree program in school counseling. 3. International students must meet one or more of the following additional criteria: a. A score of 550 (total) on the Test of English as a Foreign Language (TOEFL), a score of 230 on the Test of Spoken English (TSE), and a rating of 4.0 on the Test of Written English (TWE). (Additional coursework in composition may be required.) b. A score of 80 on the Michigan English Language Ability Battery (MELAB) and a rating of at least 3.0 on the Oral Interview portion of the MELAB. (Additional coursework in composition may be required. These tests must have been taken within the past five years. 5. Statement of Intent: A one-page statement focusing on the applicant s motivation and rationale for seeking admission to the program as well as his or her background and goals related to professional studies. 6. Resume: A focused, one-page summary of program relevant educational, career, and/or life experiences. Miller, New Grad Certificate Sept. 05

6 New Graduate Certificate Proposals Page 6 II. Description D. Projections III. Assessment With the current state of the Michigan economy, graduate students in the school counseling master s degree program are eager to increase their chances of employment. Because of the significant focus on college planning in our public schools, a certificate as a postsecondary planning specialist would render our graduates more attractive to high schools that are seeking to hire a new school counselor. We therefore project that one major source of demand for this certificate program will come from our current and future students enrolled in the school counselor master s degree program. A second major source of demand may come from those individuals who are currently employed as school counselors and who are relatively new to the field. Surveys suggest that new school counselors often feel overwhelmed by their responsibilities to assist students with planning for college and other postsecondary options (O Connor, 2008). We therefore project that school counselors who have been in the field from 1-5 years will also be drawn to our certificate program. Due to these two factors, the COUN faculty anticipates a strong demand for a postsecondary planning specialist certificate program for school counselors. In order to ensure that the program remains a high quality program and that the implementation of the program will not require the hiring of additional faculty members at this time, the COUN faculty will limit enrollment in this post-master s certificate program to 28 students per year. Goals of the Program: Upon completion of this certificate program, students will demonstrate competency in the following areas: Postsecondary Planning for School Counselors Military Resources for Students Career College/Trade School Resources for Students Community College Resources for Students Alternative 13th Year Resources for Students College Exploration Resources for Students College Application Resources for Students College Selection Resources for Students Financial Aid Resources for Students Earning College Credit during High School Credit Completion Options Transitioning into Employment Resources for Students Educational Development Plans and Career Development in the Schools College Exploration Resources and College Application Management for School Counselors Financial Aid Foundations for School Counselors Postsecondary Planning with Families and Special Populations Miller, New Grad Certificate Sept. 05

7 New Graduate Certificate Proposals Page 7 III. Assessment Assessment Instruments: Assessment of whether the program has met its goals will be based on the following instruments: Student Evaluation of Each Course Evaluation Form from Field-Based Supervisors Performance Measures: The program will be considered successful if the following performance measures are achieved: Students will rate the effectiveness of each course as 3 or higher on a scale of 1 to 5 (where 1 = not very effective and 5 = very effective) Field-based supervisors will evaluate the effectiveness of the program s students as having the competencies necessary for postsecondary planning as school counselors IV. Budget Support would be needed to (a) conduct market research to assess the viability of such a program; (b) market the program regionally; (c) provide compensation for new course development; (d) provide compensation for instructors. V. Action of the Department/College 1. Department (Include the faculty votes/department head signatures from all submitting departments.) Vote of department faculty: For 7 Against 0 Abstentions 0 (Enter the number of votes cast in each category.) I support this proposal. The certificate program can cannot X be implemented within the affected Department without additional College or University resources. Department Head Signature 2. College/Graduate School Date A. College. (Include signatures from the deans of all submitting colleges.) I support this proposal. This certificate program can cannot be implemented within the affected College without additional University resources. College Dean Signature Date B. Graduate School Graduate Dean Signature Date Miller, New Grad Certificate Sept. 05

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9 New Graduate Certificate Proposals Page 8 VI. Approval Associate Vice-President for Academic Programming Signature Date VII. Appendices: A. Market Analysis/Needs Assessment B. Request for New Graduate or Undergraduate Course Forms C. Cost Analysis. (Complete only if the certificate cannot be implemented without additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.) Estimated Resources: Year One Year Two Year Three Faculty / Staff $ 9,000 $ 4,500 $ 7,500 SS&M $ 0 $ 0 $ 0 Equipment $ 0 $ 0 $ 0 Total $ 9,000 $ 4,500 $ 7,500 Total Estimated Costs over 3 Years: $21, Total Estimated Revenue* over 3 Years: $80, *This estimate of revenue is very conservative. It is based upon projected enrollment of 20 students taking 8 credits each of coursework not currently required or offered (not including COUN 612 or COUN 670) and is also based upon Fall, 2008 tuition rates. Miller, New Grad Certificate Sept. 05

10 New Graduate Certificate Proposals Page 9 EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS DIRECTIONS FOR PREPARING PROPOSALS FOR NEW GRADUATE CERTIFICATES Departments intending to submit proposals for new graduate certificates are encouraged to consult with the Course and Program Development Office and the Graduate School prior to submitting such proposals. Proposals for new graduate certificate programs should be submitted in narrative form, according to the following guidelines: I. Rationale: Explain completely the rationale for the proposed certificate. If it is the result of a market analysis or needs assessment, include documentation as Appendix A. II. Description A. Goals and Objectives. List the goals and objectives as specifically as possible. Goals and objectives should be developed and stated so as to permit ready evaluation of whether or not they are being met. B. Program 1. List all current courses that will be included in the certificate program, and indicate whether they will be required, restricted electives or electives. Care should be exercised to see that all courses implement program goals and objectives. 2. List all new courses that will be needed for the program. Care should be exercised to see that all courses implement program goals and objectives. A completed Request for a New Course form for each new course should be included as Appendix B. 3. Indicate the primary setting and format in which the program will be offered, i.e. on campus, off campus, on-line, etc. If the program will require a significant contribution from Continuing Education, provide evidence of Continuing Education support. 4. Provide an anticipated schedule of course offerings. 5. Outline a typical program of study a student would follow in completing the certificate. 6. (Interdisciplinary programs only) Through which department or college will the program be administered? C. Admission (Complete only if admission requirements are different from regular Graduate School admission requirements.) 1. What admission requirements will be established for the program (GPA, national examinations, interviews, letters of recommendation, etc.)? 2. If conditional admission is to be granted, how will this be determined and what requirements will be established that are different from those of regular admission? D. Projections 1. Indicate the projected implementation date for the certificate program. 2. Project the number of students at initial enrollment and after the certificate program is established. III. Assessment: Provide a plan for evaluating the quality of the program, and a schedule for this evaluation. The evaluation plan should assure the inclusion of objective data to determine the degree of success in reaching stated goals and objectives. IV. Budget. Provide budgetary information about the proposed certificate. If there are increased costs, can they be covered by current department and/or college budgets? If not, indicate likely funding sources. If additional University resources will be needed, complete Cost Analysis and include as Appendix C. (Note: If a significant portion of the cost of the certificate program will be borne by Continuing Education, include evidence of Continuing Education s willingness to bear those costs.) Miller, New Grad Certificate Sept. 05

11 Page 10 Syllabus COUN 671*: Educational Development Plans and Career Development in the Schools Department of Leadership and Counseling Eastern Michigan University Instructor: Suzanne M. Dugger, Ed.D. Office: John W. Porter Building, Suite 304 Phone: (734) , ext Course Description: This course is designed to prepare school counselors to effectively assist middle and high school students with the development of educational development plans. Attention will be given to legal requirements as well as to the essential role of career development in the educational planning process. (2 credits) Prerequisites: COUN 612 or special permission of the coordinator Course Purpose, Goals and Objectives: This purpose of this course is to equip future school counselors with the knowledge and skills necessary to assist high school students in developing educational development plans that are appropriately geared toward their postsecondary educational and career plans. Upon completion of this course, students will be able to demonstrate: 1. An understanding of the relationship between career development and educational planning; 2. An understanding of the school counselor s responsibilities related to career development and educational planning; 3. The ability to assist students in identifying career pathways of interest to them; 4. The ability to assist students with course selection and the development of educational plans consistent with career pathways of interest to them. 5. The ability to assist students with course selection and the development of educational plans consistent with their postsecondary educational aspirations. 6. Knowledge of how to develop a formal educational development plan; and 7. Knowledge of how and when to develop a modified personal curriculum for a student. Textbooks and Other Required Materials: Reserve Readings * This course will first be offered as COUN 591 (special topics) to pilot the content and methodology prior to submission of a proposal for a new course with the anticipated number of COUN

12 Page 11 Outline of Content: Unit 1a 1b 2a 2b 3a 3b 4a 4b Topics Introduction and Overview Role of career development in the educational planning process Michigan Career Pathways Using Assessments for Career Exploration Development of Classroom Guidance Lesson Legal Requirements regarding school counselors and educational planning Components of an effective educational development plan School Counselor Responsibilities for Development of Educational Development Plans Field-based experiences with EDPs School Counselor Responsibilities for Development of Modified Personal Curricula Field-based experiences with Personal Curricula Computer Assisted programs o Bridges o Career Cruising o Michigan College Access Portal (MiCAP) Closure Field-based experiences with Computer Assisted programs Description of Assignments and Method of Evaluation: (225 total points) 1. Classroom Guidance Presentation This assignment requires you to prepare a classroom guidance unit on career pathways. You must submit your lesson plan and all materials for review. This assignment is worth 50 points. 2. Field-based Experience # 1 This assignment requires you to conduct an educational planning session with three different 8 th grade students. The sessions must be videotaped and reviewed with a practicing school counselor for feedback. This assignment is worth 50 points. 3. Field-based Experience # 2 This assignment requires you to observe a meeting in which a modified personal curriculum is developed for a student. This assignment is worth 25 points. 4. Field-based Experience # 3 This assignment requires you to conduct a large group or classroom guidance lesson using a Computer Assisted Program. The session must be videotaped and reviewed with a practicing school counselor for feedback. This assignment is worth 50 points. 5. Analysis Paper This assignment requires you to prepare a paper critiquing your performance in the three field-based experiences (described above) and suggesting ways in which you could improve. This assignment is worth 50 points. Grading Scale: % A % A % B % B % B % C % C % C- * Assumes no loss of points for academic dishonesty, participation, or professional/ethical behavior. ** A grade of C- or higher is required in order to pass this course and have it count toward a master s degree in counseling. A cumulative grade point average of at least a 3.0 is also required. Please see the Counseling Program Student Handbook and the Graduate School Catalog for additional details. 2

13 Page 12 Other Requirements and Evaluation Criteria: 1. Academic Integrity University-Wide Policy: Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class. Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic dishonesty, but if you are not sure about whether something you re doing would be considered academic dishonesty, consult with the instructor. Counseling Program Policy: The Counseling Program at EMU is committed to academic integrity as a means to promote ethical development, personal accountability, and an exceptional learning environment. Therefore, within the Counseling Program, an act of academic dishonesty may result in failure of the assignment at issue, removal from a field experience, practicum, student teaching or internship site, failure of the course, or dismissal from the program. Consistent with the Counseling Program s Disciplinary Policy (outlined in the Counseling Program Student Handbook), concerns regarding a student s academic behavior (including an allegation that a student has committed an act of academic dishonesty) may result in an Informal Review Meeting or a Formal Review Meeting. All students at the graduate level are expected to fully understand how to avoid plagiarism. Any student who plagiarizes, intentionally or unintentionally, or who engages in other forms of academic dishonesty will fail this course and may also be dismissed (expelled) from the Counseling Program and the University. 2. Attendance and Participation Students are expected to participate fully in class. Non- participation will result in significant grade reduction. 3. Professional and Ethical Behavior Students are expected to behave in accordance with the Code of Ethics of the American Counseling Association. The penalty for unethical or unprofessional behavior will include failure in this course and may also include dismissal from the Counseling Program and the University. 4. Timely Submission of Assignments: Students are expected to submit all assignments by the deadlines posted for each unit. No credit will be awarded for late submissions. The only exceptions to this are for extensions that are granted by the instructor at least 24 hours in advance of the deadline. 3

14 Page 13 Classroom and On-line Civility Policy: Counseling is a field requiring an empathetic response to conflicting issues. These issues require practicing and prospective counselors to respond politically, educationally, and emotionally. As such, this class expects and models respectful collaboration among students. Although students are encouraged to present alternative perspectives, it is expected that such differences are expressed with sensitivity toward other students, the instructor, and the field of counseling as a whole. Students should support their responses with the content of the class. At all times, everyone is expected to act in a civil and disciplined matter. While online: o o o o Engage in discussions pertinent to the assignments. Do not use discussion threads as a form of grievance against the class, the instructor, other students, and/or the assignments. You are welcome to express any concerns you have regarding the class, but should do so by contacting the instructor directly. Do not use the class web page or the student lists as a means for distributing nonclass material (examples: jokes, chain letters) Sign all online discussions with your first name. Students with Disabilities: If you wish to be accommodated for your disability, EMU Board of Regents policy #8.3 requires that you first register with the Office for Students with Disabilities (OSD) in 240K of the Student Center. You may contact OSD by telephone at (734) Students with disabilities are encouraged to register with OSD promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible. Students in Need of Assistance with Writing Assignments: The instructor of this course expects students to submit quality written papers. Graduate students are expected to display a mastery of spelling, grammar, punctuation, organization, and APA style. Students in need of assistance with their writing assignments should utilize EMU s writing center ( and other on-line resources ( and and Students who wish to utilize the turn it in software to check for plagiarized content before submitting papers to the instructor may do so. Go to for information about using the program. F and J International Students: The Student Exchange Visitor Information System (SEVIS) requires F and J students to report the following to the Office of International Students, 244 EMU Student Center within ten (10) days of the event: Changes in your name, local address, major field of study, or source of funding. Changes in your degree-completion date Changes in your degree-level (ex. Bachelors to Masters) Intent to transfer to another school Prior permission from OIS is needed for the following: Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours Employment on or off-campus Registering for more than one ONLINE course per term (F-visa only) Endorsing I-20 or DS-2019 for re-entry into the USA Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS at , not your instructor. 4

15 Request for New Course EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS Page 14 REQUEST FOR NEW COURSE DEPARTMENT: Leadership and Counseling COLLEGE: Education DEPARTMENT CONTACT: Dr. Jaclynn Tracy CONTACT PHONE: (734) CONTACT A. Rationale/Justification for the Course Especially given the tough economic times and the Governor s emphasis on requiring the completion of a college preparatory curriculum by all high school graduates, the need to train prospective school counselors in postsecondary planning is more apparent than ever. Indeed, professional associations such as the Michigan Association of College Admissions Counselors (MACAC) and the Association of Michigan School Counselors (AMSC) have joined with the Joyce Ivy Foundation in their call for more specific training of school counselors in this area. After piloting one course on the topic (recently approved new course = COUN 670: Post secondary planning for school counselors), student feedback and market demands have prompted us to develop a post-ma certificate program on the topic. This proposed course would be part of the certificate program. B. Course Information 1. Subject Code and Course Number: COUN Course Title: College Exploration Resources and College Application Management for School Counselors 3. Credit Hours: 3 4. Catalog Description (Limit to approximately 50 words.): This course is designed to prepare school counselors to assist high school students in exploring community college and university options, helping students select colleges to which to apply, and to developing a college application management system within the guidance office. Attention to transcripts and recommendation letters will also be included. 5. Prerequisites: (List by Subject Code, Number and Title.) Students MUST complete prerequisites before they can take this course. COUN 670: Postsecondary planning for school counselors AND COUN 612: The School Counselor OR COUN 650: Organization and Administration of School Counseling Programs OR Special Permission of Instructor 6. Corequisites: (List by Subject Code, Number and Title.) Students MUST take corequisites at the same time as they are taking this course. None 7. Concurrent Prerequisites: (List by Subject Code, Number and Title.) Students MUST take concurrent prerequisites EITHER before or at the same time as they are taking this course. None 8. Equivalent Courses: (List by Subject Code, Number and Title) Students may not earn credit for both a course and its equivalent. None Miller, New Course Sept. 05

16 New Course Form 9. Course Restrictions: Page 15 a. Academic/Class Level (Check all those who will be allowed to take the course for credit within their academic program.): Undergraduate Graduate Freshperson Certificate X Sophomore Masters X Junior Senior Specialist Doctoral Note: Only 400-level undergraduate courses can be taken by graduate students for credit within their graduate program. Only Certificate and Masters students may take these courses. If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate Credit. Note: Only 500-level graduate courses can be taken by undergraduate students. b. Will only students in certain majors/programs be allowed to take this course? Yes X No If yes, list the majors/programs Counseling c. Will Departmental Permission be Required? Yes No X (Note: Department permission requires the department to enter authorization for every student registering.) d. Is admission to a specific College Required? College of Business Yes No College of Education Yes X No 10. Will the course be offered as part of the General Education Program? Yes No X If yes, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this course is NOT approved for inclusion in the General Education program, will it still be offered? Yes X No C. Relationship to Existing Courses Within the Department: 11. Will this course will be a requirement or restricted elective in any existing program(s)? Yes No X If yes, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum. Program School Counseling Required Restricted Elective X Program Required Restricted Elective 12. Will this course replace an existing course? Yes No X NOTE: Complete #13 only if the answer to #12 is Yes. Complete #14 only if the answers to #12 and #13b are both Yes. 13. (Complete only if the answer to #12 is Yes. ) a. Subject Code, Number and Title of course to be replaced: Not applicable b. Will the course to be replaced be deleted? Yes No Page 2 of 4

17 New Course Form 14. (Complete only if the answers to #12 and #13b are both Yes. ) If the replaced course is to be deleted, it is not necessary to submit a Request for Graduate and Undergraduate Course Deletion. a. When is the last time it will be offered? Term Year b. Is the course to be deleted required by programs in other departments? Contact the Course and Program Development Office if necessary. Yes No Page 16 c. If yes, do the affected departments support this change? Yes No If yes, attach letters of support. If no, attach letters from the affected department explaining the lack of support, if available. Outside the Department: The following information must be provided. Contact the Course and Program Development office for assistance if necessary. 15. Are there similar courses offered in other University Departments? Yes No X If yes, list courses by Subject Code, Number and Title 16. If similar courses exist, do the departments in which they are offered support the proposed course? Yes No If yes, attach letters of support from the affected departments. If no, attach letters from the affected department explaining the lack of support, if available. D. Course Requirements 17. Attach a detailed Sample Course Syllabus including: a. Course goals, objectives and/or expected student outcomes b. Outline of the content to be covered c. Student assignments including presentations, research papers, exams, etc. d. Method of evaluation e. Grading scale (if a graduate course, include graduate grading scale) f. Special requirements g. Bibliography, supplemental reading list h. Other pertinent information. NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM. Please see attached. Page 3 of 4

18 New Course Form Page 17 E. Cost Analysis (Complete only if the course cannot be implemented without additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.) Estimated Resources: Year One Year Two Year Three Faculty / Staff $ 3000* $ 0 $ 0 SS&M $ 0 $ 0 $ 0 Equipment $ 0 $ 0 $ 0 Total $ 0 $ 0 $ 0 F. Action of the Department/College 1. Department *Lecturer Replacement Vote of department faculty: For 7 Against 0 Abstentions 0 (Enter the number of votes cast in each category.) Department Head Signature Date 2. College/Graduate School A. College College Dean Signature Date B. Graduate School (if Graduate Course) Graduate Dean Signature Date G. Approval Associate Vice-President for Academic Programming Signature Date Page 4 of 4

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20 EASTERN MICHIGAN UNIVERSITY Department of Leadership & Counseling School Counseling, Certified Master of Arts Degree 48 Semester Hour Program of Study Page 18 Student s Name Address Address Street City State Zip Code Student Number Home Phone Number Work Phone Number MAJOR CONCENTRATION Basic Counseling Core (27 Semester Hours) Hours Required Transfer / Comments *COUN 503 Dynamics of Life Development 3 *COUN 505 Counselor Development: Basic Skills 3 *COUN 508 Theories of Counseling 3 *COUN 520 Assessment in Counseling [EDPS 667 or 677] 3 *COUN 530 Career Development & Info. Services [COUN 505] 3 *COUN 540 Group Processes I [COUN 505, 508, program admit.] 3 *COUN 571 Cross Cultural Counseling [COUN 505 or permission of instr.] 3 Fall/Winter only *COUN 580 Counselor Development: Counseling Process [COUN 505, prog. admit] 3 Fall/Winter only COUN 622 Diagnosis and Treatment Planning [COUN 580] 3 Fall/Winter only School Counseling Specialization Area (6-9 Semester Hours) *COUN 612 The School Counselor [COUN 503, 505] 2 Spring/Summer only *COUN 650 Organization & Admin. of School Counseling [COUN 503, 505] 2 Spring/Summer only COUN 651 Counseling with Children 3 Required for K-8 & K-12 credentials COUN 696 Ethical, Professional, & Legal Issues in School Counseling [COUN 686] 2 Supervised Counseling Experiences (8 Semester Hours) *COUN 686 Counseling Practicum I [Departmental Permission] 4 Entire Core + Application Required COUN Counseling Internship [Departmental Permission] 4 Application + COUN 612, 650, & 686 or permission required Elective Courses (1-4 Semester Hours) COUN 515 Crisis Intervention [COUN 505 or permission of instr.] (2) 2 COUN 575 Substance Abuse Counseling I [COUN 505] (2) 2 COUN 651 Counseling Children (3) 3 COUN 670 Postsecondary Planning for School Counselors [COUN 612 or 650] 3 COUN 672 College Exploration Resources and Application Management for 2 School Counselors [COUN 670 AND COUN [612 or 650] COUN 687 Counseling practicum II [COUN Dept. Permission] (3) 3 COUN 590/591 Special Topics (1-3) credits electives to be approved by advisor COGNATE COURSES Required Courses (3 Semester Hours) *EDPS 667: Principles of Educational research OR EDPS 677: Methods in Quantitative Research OR COUN 592: Counseling Research Elective Courses (0-4 Semester Hours) *SPGN 510 Exceptional Child in the Regular Classroom [or equivalent] 3 3 Advisor s Name: Program must be completed by: Advisee s Signature Advisor s Signature Date All courses denoted with an asterisk + passage of Guidance Counselor specialization subtest of the Michigan Test for Teacher Certification are required for the Preliminary Employment Authorization for School Counselors.

21 Page 19 Syllabus COUN 672: College Exploration Resources and College Application Management for School Counselors Department of Leadership and Counseling Eastern Michigan University Instructor: Suzanne M. Dugger, Ed.D. Office: John W. Porter Building, Suite 304 Phone: (734) , ext Course Description: This course is designed to prepare school counselors to assist high school students in understanding their post-secondary options and planning their futures. The course will examine a wide range of postsecondary options, including alternate thirteenth years; business, trade or technical programs at career colleges; military training; employment; community colleges; and four year colleges. Emphasis will be placed upon the knowledge and skills necessary for assisting students with college selection and planning. (2 credits) Prerequisites: COUN 670 AND COUN [612 and/or 650] Course Purpose, Goals and Objectives: This purpose of this course is to equip future school counselors with the knowledge and skills necessary to assist high school students in making sound decisions about college applications and to equip future school counselors with the knowledge and skills necessary to develop and implement a college application management system in the guidance office. Upon completion of this course, students will be able to demonstrate: 1. Knowledge of the school counselor s role in aiding students with the college search, selection and application process; 2. Knowledge of admissions requirements for various types of colleges 3. Knowledge of college application timelines and deadlines 4. The ability to identify and utilize a full range of resources via which high school students can explore community colleges and 4 year universities of interest to them; 5. The ability to articulate methods and decision-making models students can use to select colleges to which to apply; and 6. Knowledge of school counselor responsibilities for the management and handling of college applications, including recommendation letters and transcripts. Textbooks and Other Required Materials: The College Board. (2009). College Handbook New York: Author. National Association for College Admission Counseling. (2008). Fundamentals of college admission counseling for graduate students and practicing counselors (2 nd ed.). Dubuque, IA Kendall Hunt Publishing. 1

22 Page 20 Outline of Content: Unit Topics Assignments 1 Introduction and Overview The role of the school counselor in college admissions 2 Fundamentals of College Admissions Admissions requirements for various types of colleges Hitchner s 6-rung selectivity model College application timelines and deadlines 3 College Exploration/Search Process Part I College Tours and Fairs College Search Resources Chapters 1-3 Chapters 14 and 17 Sourcebook Chapter 3: Helping students research colleges Quiz 1 4 College Exploration/Search Process Part II Community Colleges Public Universities Private/Independent Colleges 5 College Exploration/Search Process Part III Community Colleges Public Universities Private/Independent Colleges Chapters 6 and 15 Presentations about Colleges Chapter 18 Presentations about Colleges 6 Conducting a College Fair Review of College Guides 7 Coordinating Visits from College Representatives Quiz 2 8 The College Application Process Chapter 13 The Student Cycle The Counselor Cycle 9 The College Application Process Report on Promoting the Publics The Application College Fair The Student Essay Letters of Recommendation Transcripts 10 Assisting Students with College Applications and Student Chapter 19 Essays 11 Writing Effective and Ethical Recommendation Letters Counselor and Teacher Recommendations Interviews Chapter Campus Visits and Admissions Interviews Quiz 3 13 Admissions Decisions Helping Students and Families make a final selection Alternatives to College Letters Chapters 5 and 7 College Recommendation 14 Putting it all Together Chapters 4 and 11 Developing a College Planning Center in your School 15 Presentation of Final Projects Postsecondary Resource Guide 2

23 Page 21 Description of Assignments and Method of Evaluation: (325 total points) 1. Unit Quizzes Three quizzes will be administered over the course of the semester. Each will be worth 25 points. 2. Presentation about Colleges You will be asked to research five non-public colleges and to prepare a paper describing each. Additionally, you will be required to deliver a 10 minute presentation during class regarding one college you reviewed. This assignment is worth 50 points. 3. Review of College Guides This assignment will provide you an opportunity to review six college guides and two college search websites or other software packages. You will submit a page paper summarizing your review. This assignment is worth 50 points. 4. College Recommendation Letters For this assignment, you will be asked to write three college recommendations for real students, preferably current juniors. One should be a high achieving student, one should be someone near the middle of his/her class, and the third should be an underachiever or low achieving student. Your recommendation letters must be accompanied by transcripts, activity sheets, student brag sheets and parent brag sheets. This assignment is worth 50 points. 5. Report on Promoting the Publics College Fair As part of this course, you are required to attend the Promoting the Publics College Fair to learn about Michigan s public colleges and universities. You will then submit a page paper summarizing your insights from this fair. This assignment is worth 50 points. 6. Post Secondary Planning Resource Guide The final assignment is to update and expand sections G, I, J and K of the Post Secondary Planning Resource Guide that you developed in COUN 670. This assignment is worth 50 points. Grading Scale: G. Community College Resources for Students I. College Exploration Resources for Students J. College Application Resources for Students K. College Selection Resources for Students % A % A % B % B % B % C % C % C- * Assumes no loss of points for academic dishonesty, participation, or professional/ethical behavior. ** A grade of C- or higher is required in order to pass this course and have it count toward a master s degree in counseling. A cumulative grade point average of at least a 3.0 is also required. Please see the Counseling Program Student Handbook and the Graduate School Catalog for additional details. 3

24 Page 22 Other Requirements and Evaluation Criteria: 1. Academic Integrity University-Wide Policy: Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class. Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic dishonesty, but if you are not sure about whether something you re doing would be considered academic dishonesty, consult with the instructor. Counseling Program Policy: The Counseling Program at EMU is committed to academic integrity as a means to promote ethical development, personal accountability, and an exceptional learning environment. Therefore, within the Counseling Program, an act of academic dishonesty may result in failure of the assignment at issue, removal from a field experience, practicum, student teaching or internship site, failure of the course, or dismissal from the program. Consistent with the Counseling Program s Disciplinary Policy (outlined in the Counseling Program Student Handbook), concerns regarding a student s academic behavior (including an allegation that a student has committed an act of academic dishonesty) may result in an Informal Review Meeting or a Formal Review Meeting. All students at the graduate level are expected to fully understand how to avoid plagiarism. Any student who plagiarizes, intentionally or unintentionally, or who engages in other forms of academic dishonesty will fail this course and may also be dismissed (expelled) from the Counseling Program and the University. 2. Attendance and Participation Students are expected to participate fully in class. Non- participation will result in significant grade reduction. 3. Professional and Ethical Behavior Students are expected to behave in accordance with the Code of Ethics of the American Counseling Association. The penalty for unethical or unprofessional behavior will include failure in this course and may also include dismissal from the Counseling Program and the University. 4. Timely Submission of Assignments: Students are expected to submit all assignments by the deadlines posted for each unit. No credit will be awarded for late submissions. The only exceptions to this are for extensions that are granted by the instructor at least 24 hours in advance of the deadline. 4