COUN 512: Career Development SYLLABUS Winter-Mini

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1 COUN 512: Career Development SYLLABUS Winter-Mini Instructor Contact Information Chester R. Robinson, Ph.D., NCC Associate Professor, Department of Counseling Commerce Office: Binnion 213A Commerce Phone: Commerce Fax: Web Page:: Faculty.tamuc.edu/crrobinson Winter-Mini Office Hours Virtual Appointments Only Skype or cell ( instructor for cell number) For Students Needing Special Accommodations Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you have a disability requiring an accommodation, please contact: Office of Student Disability Resources and Services Texas A&M University-Commerce Gee Library 132 Phone (903) or (903) Fax (903) StudentDisabilityServices@tamu-commerce.edu Student Conduct All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment. (See Student's Guide Handbook, Polices and Procedures, Conduct) Texas A&M University-Commerce Procedure A Academic Honesty Graduate students at Texas A&M University-Commerce are expected to maintain high standards of integrity and honesty in all their scholastic work. (See Section A13.12, Academic Honesty, A&M-Commerce Procedures.) Course Descriptions Catalog Description 512. Career Development. Three semester hours. Interrelationships among lifestyle, work place, and career planning are explored. Career development theories; occupational educational, and personal/social information sources and delivery systems; and organization of career development programs are studied. General Course Description This course is a required course for all master s degree options. It appears on all plans leading to licensure as a professional counselor and certification as a school counselor in Texas. Course Outline Accessing the World of Work Developing resumes Writing cover letters Seeking job vacancies Successful interviewing

2 Understanding and Assisting Clients and Students Understanding theories of career development and career choice, Applying theories of career development and career choice Career considerations for diverse populations Selecting and implementing career interventions Role of assessment and appraisal in career interventions Understanding the World of Work Role of work in America and Americans' lives Locating and accessing occupational and career information Using occupational and career information Role of technology Career Development Programs and Services Elementary school interventions Middle and junior high school interventions Secondary school interventions Post-secondary school interventions Community-based interventions TExES Competencies for School Counselors that to this course 001 (Human Development) o The school counselor understands processes of human development and applies this knowledge to provide a developmental guidance program, including counseling services, that meets the needs of all students. 002 (Student Diversity) o The school counselor understands human diversity and applies this knowledge to ensure that the developmental guidance and counseling program is responsive to all students. 003 (Factors affecting students) o The school counselor understands factors that may affect students' development and school achievement and applies this knowledge to promote students' ability to achieve their potential. 006 (Counseling) o The school counselor understands how to provide effective counseling services to individuals and small groups. 007 (Assessment) o The school counselor understands principles of assessment and is able to use assessment results to identify students' strengths and needs, monitor progress, and engage in planning to promote school success. 009 (Collaboration with Others in the School and Community) o The school counselor understands how to work collaboratively with other professionals and with community members to promote positive change and to facilitate student learning. 010 (Professionalism) o The school counselor understands and complies with ethical, legal, and professional standards relevant to the profession. Course Objectives 1. Students will identify and/or describe components of various career development theories and decision-making models, including, but not limited to, those of Parsons, Holland, Super, Krumboltz, and Gottfredson. 2. Students will identify and/or describe components of various emerging theories and models of career development, career choice, and career decision-making, including, but not limited to, Social Cognitive Career Theory, Career Information Processing, the Values-based Model, and the Integrated Life Planning Model. 3. Students will list, identify, describe, and/or demonstrate the utilization of computer based career development applications and strategies, including computer-assisted career guidance systems. 4. Students will describe, list, and/or identify the components of career development programs including, but not limited to, planning, organization, implementation, administration, and evaluation. 5. Students will identify and/or describe the interrelationships among work, family, and other life roles and factors including, but not limited to, multicultural and gender issues, as related to career development. 6. Students will list, identify, and/or describe examples of career, avocational, educational, and labor market visual and print media. 7. Students will identify and/or describe the tests in the processes of career and educational placement, follow-up, and evaluation.

3 8. Students will list, identify, and/or describe assessment instruments and their usefulness and techniques relevant to career planning and decision-making. 9. Students list and/or identify and describe and/or demonstrate the utilization of career, avocational, educational, and labor market information resources. 10. Students will identify, describe, and/or demonstrate career counseling processes, techniques, and resources including, but not limited to those applicable to specific populations. 11. Students will identify, describe, and/or demonstrate knowledge of ethical considerations related to career planning, guidance, placement, and counseling. Methods of Instruction Readings, lecture transcripts, threaded discussion, small group activities, and supervised application. Course Requirements Prerequisites Students are expected to be able to: 1) Navigate the World Wide Web using a web browser (e.g., Safari, Explorer, Opera, Firefox, Chrome) and a search engine (e.g., Google); 2) Communicate electronically via ; 3) Send attachments via ; and, 4) Use a word processing computer program, preferably MS Word. Tests 10 tests of varying lengths must be completed during the semester. Test items are weighted equally across all tests. Consequently, missing one item on a 10-item test will yield an ecollege reported score of 90 for that test, while missing one item on a 20-item test will yield an ecollege reported score of 95. In reality, you will have missed 2 items of the approximately 160 items included in all tests, decreasing your actual test grade by about 1 point overall. You should know that I earned an A in a course in test construction in one of my degree programs. In it, I learned to construct multiple choice items that address all levels of Bloom s taxonomy. Thus, you will often encounter items for which responses are not readily found directly in the text or lessons. Instead, discerning the correct response will require you to have an in-depth understanding of the concepts upon which the item is based. There is no set schedule for completing tests. All tests must be completed by noon, Monday, January 7, Final grade value: 40% For those who prefer a set schedule, but may find it somewhat challenging to self-motivate, I offer the following RECOMMENDED test completion schedule: Test 1 12/19 Test 6 12/30 Test 2 12/21 Test 7 1/1 Test 3 12/23 Test 8 1/3 Test 4 12/26 Test 9 1/4 Test 5 12/28 Test 10 1/6 Assignments Internet Scavenger Hunt - Students will be asked to seek out career-related information on the internet. A list of career-related informational tidbits will be posted in the general area of Doc Sharing and ed via your default in ecollege. The completed assignment must be submitted to the Drop Box designated for Internet Scavenger Hunt. Your completed Hunt is due in the Drop Box by Wednesday, 1/2 at 11:59 p.m. Final grade value: 10% Resume Preparation and Critique - Students will develop and present their own resumes for review. First, students will create a current resume and submit it to Doc Sharing in the area labeled, Resumes for Critiquing by 11:59 p.m., Friday, 9/7. I will post a resume assignment list in the general Doc Sharing area by11:59 p.m., Friday, 9/14. You are expected to critique 2 of your classmates resumes. Critiques should be thorough and constructive. Please mark up submitted resumes using the Track Changes and Insert Comment features of MS Word. Once completed, you will submit critiqued resumes to Doc Sharing in the area labeled Critiqued Resumes by 11:59 p.m., Friday, 9/28. I will evaluate critiques for thoroughness and feasibility of recommendations. Remember, critiques, not resumes, are being evaluated. When making all submissions be sure that you set viewing capabilities for everyone, not Instructor Only. Due date summary: Your resume posted to Doc Sharing 12/20. Assignment list posted to Doc Sharing 12/21. Critiqued resumes posted to Doc Sharing 12/28. Final grade value: 10% Discussions Students are expected to participate in 5 discussions hosted asynchronously in ecollege. I will post a discussion prompt by midnight on the following dates. You are expected to respond to that prompt by 11:59 p.m. 1 day later and to respond to at least 2 classmates contributions by 11:59 p.m. 2 days after that. 20 possible points can be earned for each discussion, distributed as follows: Your initial contribution 12 points; first response to a classmate s contribution 5 points; second response to another classmate s contribution 3 points; having the last word PRICELESS! Final grade value: 20%.

4 Discussion Schedule Discussion Item Prompt posted Initial contribution due Responses to others due 1 12/17 12/18 12/ /21 12/22 12/ /26 12/27 12/ /30 12/31 1/2 5 1/3 1/4 1/6 Grading A Career Autobiography and Analysis - There are actually 2 parts to this assignment. You may wish to approach it as 2 separate assignments or as 1. In the past, students have enjoyed success through both approaches. Part 1: You will write your career autobiography from your earliest recollections when you fantasized about and/or played work, into your considerations and explorations, through your reality checks, through your present day work experiences. Be sure to discuss how you made decisions and who influenced your options and choices. Part 2: You will analyze your career using at least 3 of the theories discussed in the text or in other readings you might undertake. At least 1 of the theories must be from among the recent theories discussed in Chapter 3 of the text. Maximum credit for this assignment is based upon the depth and specificity employed in analyzing your autobiography. Length of the project is inconsequential. In the past, students have submitted 4 page projects that were stellar and 15 page projects that were stinky. One caution - please don't waste space and my time reviewing the tenets of a particular theory. I'm well-versed in the specifics of the theories. Instead dedicate your time, energy, and space to providing a top-notch, in-depth analysis. Career Autobiographies and Analyses must be submitted to the designated Drop Box by 11:59 p.m., Friday, 1/4. Final grade value: 20%. Late Assignments - Occasionally, students require "extra" time in order to complete an assignment. One additional week may be "purchased" with 10% of the possible grade for an assignment. For example, Harry is unable to complete and submit his Internet Scavenger Hunt on time. The maximum grade Harry can receive now on his Hunt is 90%. Please note that extra time cannot be purchased for submitting your own resume for critique. Others cannot complete their assignments until your resume is uploaded into Doc Sharing. Extra time cannot be purchased for completing tests. 90 Defined as consistently excellent performance which distinguishes the individual as being hard-working and highly motivated to succeed. B C D F Defined as above average performance, occasionally submitting work of superior quality distinguishing the individual as being of high caliber Defined as average performance with little or no distinction Defined as below average performance, but acceptable (according to university standards) in order to receive a passing grade. < 60 Defined as unacceptable performance in relation to standards. Course Materials Text Niles, S. G., & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st century (4th Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

5 Selected Bibliography Brown, D. (2003). Career information, career counseling, and career development (8th Ed.). Boston: Allyn & Bacon. Brown, D., & Brooks, L. (1996). Career choice and development (3rd ed.). San Francisco: Jossey-Bass. Crites, J. O. (1981). Career counseling: Models, methods, and materials. New York: McGraw-Hill. Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology Monograph, 28, Herr, E. L., & Cramer, S. H. (1996). Career guidance and counseling through the lifespan: Systematic approaches (5th ed.). New York: Harper-Collins. Hesketh, B., Elmslie, S., & Kaldor, W. (1990). Career compromise: An alternative account to Gottfredson's theory. Journal of Counseling Psychology, 37, Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd Ed.). Odessa, FL: Psychological Assessment Resources. Isaacson, L. E. (1985). Basics of career counseling. Boston: Allyn & Bacon. Kapes, J. T., Mastie, M. M., & Whitfield, E. A. (1994). A counselor s guide to career assessment instruments (3rd Ed.). Alexandria, VA: National Career Development Association. Kummerow, J. M. (Ed.) (1991). New directions in career planning and the workplace: Practical strategies for counselors. Palo Alto, CA: Davies-Black. LaBauve, B. J., & Robinson, C. R. (1999). Adjusting to retirement: Considerations for counselors. Adultspan Journal, 1(1), Osipow, S. H., & Fitzgerald, L. F. (1996). Theories of career development (4th ed.). Boston: Allyn & Bacon. Peterson, G. W., Sampson, J. P., & Reardon, R. C. (1991). Career development and services: A cognitive approach. Pacific Grove, CA: Brooks/Cole. Reardon, R. C., Lenz, J. G., Sampson, J. P., & Peterson, G. W. (2000). Career development and planning: A comprehensive approach. Stamford, CT: Brooks/Cole. Robinson, C. R. (1995). The effects of a career course on the career maturity of undergraduates. Ann Arbor, MI: University Microfilms Incorporated. Robinson, C. R., & LaBauve, B. J. (1999). Retirement Recycling: A model for retirement adjustment intervention. Career Planning and Adult Development Journal, 15(3), Savickas, M. L., & Lent, R. W. (Eds.) (1994). Convergence in career development theories: Implications for science and practice. Palo Alto, CA: CPP Books. Savickas, M. L., & Walsh, W. B. (1996). Handbook of career counseling theory and practice. Palo Alto, CA: Davies Black. Seligman, L. (1994). Developmental career counseling and assessment (2nd ed.). Thousand Oaks, CA: Sage. Sharf, R. S. (1997). Applying career development theory to counseling (2nd ed.). Pacific Grove, CA: Brooks/Cole. Super, D. E. (1957). The psychology of careers. New York: Harper & Row. Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown, L. Brooks, & Associates, Career choice and development (2nd e d., pp ). San Francisco: Jossey-Bass. Super, D. E. (1991). Career-development, assessment and counseling: The C-DAC model. Palo Alto, CA: Consulting Psychologists Press. Zunker, V. G. (1998). Career counseling: Applied concepts of life planning (5th Ed.). Pacific Grove, CA: Brooks/Cole. Zunker, V. G., & Norris, D. S. (1998). Using assessment results for career development (5th Ed.). Pacific Grove, CA: Brooks/Cole. Supplemental Materials As copyright laws permit, supplemental materials may be made distributed via ECollege.