COURSE SYLLABUS EDUC 660 PRINCIPLES OF SCHOOL COUNSELING

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1 Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course materials.

2 COURSE SYLLABUS EDUC 660 PRINCIPLES OF SCHOOL COUNSELING COURSE DESCRIPTION This course studies the specialization of professional school counseling including foundations, history and current trends, and the roles of the school counselor in pluralistic schools with a systems-focus. Students are introduced to the ASCA Model as a framework for developing comprehensive, developmental school counseling programs. Field experience required. RATIONALE This course studies the specialization of professional school counseling including foundations, history and current trends, and the roles of the school counselor in pluralistic schools with a systems-focus. Students are introduced to the ASCA Model as a framework for developing comprehensive, developmental school counseling programs. Students are introduced to key professional associations, licensure, and contextual dimensions of school counseling such as consultation, advocacy, collaboration, and leadership. Students will gain a greater understanding of the professional, legal, and ethical issues specific to counseling minors in the schools (e.g., case notes, student records, confidentiality, informed consent, parent involvement). I. PREREQUISITES None II. REQUIRED RESOURCE PURCHASES Click on the following link to view the required resource(s) for the term in which you are registered: III. ADDITIONAL MATERIALS FOR LEARNING A. Computer with basic audio/video output equipment B. Internet access (broadband recommended) C. Microsoft Word (Microsoft Office is available at a special discount to Liberty University students.) D. APA Manual Page 1 of 4

3 IV. MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Recall history, philosophy, and trends in school counseling and educational systems and the roles, functions, settings, and professional identity of the school counselor in relation to the roles of other personnel in the school. B. Apply legal and ethical standards from the ACA, ASCA, and AACC related to the practice of school counseling. C. Demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program, including professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling and self-care strategies. D. Recognize the relationship of the school counseling program to the academic mission of schools, including current models of school counseling programs such as the ASCA National Model. E. Identify the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. F. D Demonstrate multicultural competencies in relation to student learning and development, identity development, self-understanding, diversity, culture and acculturation, and spiritual and religious beliefs. G. Develop school-counseling-related educational programs for use with parents and teachers. H. Design a general framework for understanding and practicing consultation and collaboration with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development.) I. Identify the qualities, principles, skills, and styles of effective leadership. J. Identify strategies to promote, develop, and enhance effective teamwork within the school and the larger community. Page 2 of 4

4 V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings, lecture presentations and articles B. Course Requirements Checklist As the first activity in this course, please read the syllabus and Student Expectations. After reading the syllabus and Student Expectations, the student will then complete the related checklist found in Module/Week 1. C. Discussion Board forums (3) Participation in all three Discussion Board forums is critical to evaluating the mastery of the learning objectives for this course; by demonstrating understanding and the ability to apply knowledge gleaned from course texts, lecture presentations, and assigned research articles. For each forum, the original thread must be at least 500 words and no more than 550. The original thread is due by 11:59 p.m. (ET) on Wednesday of the assigned module/week. There must also be at least one reply to another student s thread with a minimum of 0 words and a maximum of 300 words. The reply is due by 11:59 p.m. (ET) on Sunday of the assigned module/week. All citations for the forums must be included in APA format. D. Multicultural Journal Entry Students will complete the Multicultural Checklist in chapter six of the Erford text. Students will also engage in a virtual Christian school experience using select websites. Once these activities have been completed, students will follow the rubric to complete the journal assignment to be submitted to Blackboard. The journal will have sub-headings IDENTICAL to those listed on the rubric. The journal should be no more than 4 5 pages, double-spaced with 1-inch margins, and 12-point font. This is a freestyle journal entry with no APA writing style requirements. This journal entry is due by 11:59 p.m. (ET) on Sunday of Module/Week 5. E. Parent-Teacher Presentation Students will prepare a PowerPoint presentation with lecture notes included with each slide. The presentation needs to cover material useful to both parents and teachers in promoting academic achievement and personal-social, career, and academic development of all students. This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 6. F. School Counseling Collaborative Model Student will develop a School Counseling Collaborative Model as the culminating benchmark assignment for this course that integrates learning across all course modules. This model must be submitted through the LiveText template. This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8. Page 3 of 4

5 G. Module Quizzes (7) By the end of each module/week students will complete a 60-minute, openbook/open-notes quiz that covers the content of the textbook chapter(s). There are multiple-choice questions per quiz. The quizzes must be completed by 11:59 p.m. (ET) on Sunday of the assigned modules/weeks. VI. COURSE GRADING AND POLICIES A. Points B. Scale Course Requirements Checklist Discussion Board forums (3 at 100 pts ea) Multicultural Journal Entry 150 Parent-Teacher Presentation 150 School Counseling Collaborative Model 2 Module Quizzes (7 at pts ea) 175 Total 1010 A = A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = 729 and below C. Late Assignment Policy If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by . Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions: 1. Late assignments submitted within one week of the due date will receive a 10% deduction. 2. Assignments submitted more than one week late will receive a 20% deduction. 3. Assignments submitted two weeks late or after the final date of the class will not be accepted. 4. Late Discussion Board threads or replies will not be accepted. Special circumstances (e.g. death in the family, personal health issues) will be reviewed by the instructor on a case-by-case basis. D. Disability Assistance Students with a documented disability may contact Liberty University Online s Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to make arrangements for academic accommodations. Further information can be found at Page 4 of 4

6 EDUC 660 Course Schedule COURSE SCHEDULE EDUC 660 Textbooks: Erford, B., Transforming the School Counseling Profession (2011). Schellenberg, R., The New School Counselor: Strategies for Universal Academic Achievement (2008). Stone, C., School Counseling Principles: Ethics and Law (2009). ASCA, The ASCA National Model: A Framework for School Counseling Programs (2012). MODULE/ WEEK READING & STUDY ASSIGNMENTS POINTS 1 Erford: ch. 1 Schellenberg: ch. 1 Stone: ch. 2 3 articles 2 presentations Course Requirements Checklist Class Introductions Module Quiz Erford: ch. 2 Schellenberg: ch. 3 Stone: ch. 3 3 articles Module Quiz 2 3 Erford: ch. 3 ACSA Manual Stone: ch article DB Forum 1 Module Quiz Erford: ch articles Module Quiz 4 5 Erford: ch. 6 Stone: chs. 4, articles DB Forum 2 Module Quiz 5 Multicultural Journal Entry Erford: chs articles Module Quiz 6 Parent-Teacher Presentation Erford: ch. 5 Stone: chs. 1, 5 6, articles DB Forum 3 Module Quiz Page 1 of 2

7 EDUC 660 Course Schedule MODULE/ WEEK READING & STUDY ASSIGNMENTS POINTS 8 None School Counseling Collaborative Model 2 DB = Discussion Board TOTAL 1010 NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday. Page 2 of 2