Career Development (SC 608)

Course Description

In this course students will acquire knowledge and skills that are important for developing, implementing and evaluating career development programs for public schools. Students will be introduced to career development theories, career counseling procedures and techniques, career assessment tools and sources of occupational information. This course focuses on decision making, goal setting, vocational assessment, career information, and career education programs.Students will learn school-to-career systems appropriate for all students, including those with disabilities.

Objectives-CACREP 2009 standards

Identify and analyze of a variety of theories or approaches to career development and lifestyle choices. (CACREP A.1. B.2. C.1.E.2.)
Examine career assessment instruments and how to interpret various assessments, including computer based career applications and strategies and computer-assisted career guidance systems and resources relevant to career planning and decision making career planning. (CACREP G.3. H.2. H.3.)
Develop skills in career counseling process, techniques, and resources, including making modifications for a diverse and special population. (CACREP A.2. B.1.D.1. E.1.C.2. F.1. G.1.G.2. H.1.)
Examine career issues and how they affect lifestyle. (CACREP A.6. E.2. G.1.H.1.I.1. I.3.J.1.)
Identify and analyze state and national legislation and local programs impacting the practice of career counseling (CACREP A.2. A.4. B.1.)
Demonstrate awareness of vocational, educational and labor market information resources available, including visual and print media, and computer-based career information systems. (CACREP C.2. C.2. C,3. C.4. C.5. D.2. D.3.I. 2.I.4.fJ.2.J.3.K.3.M.2.M.4.M.7. N.2.O. 2.O.4.)
Discuss the ethical standards/dilemmas associated with career counseling, career assessments and computers (including CACG, internet, etc.) as a tool in counseling. (CACREP A.2.A.3. A.5. B.1. E.1.E.3. F.3.)
Plan and implement a career development program (including organization, implementation, administration and evaluation) for a particular setting, based on specific goals for the population. (CACREP A.5. C.4. D.3. E.2. F.2.I.2. K.1. K.2. K.3. L.1.L.2. M.2. N.2.O.2. O.3.P.1. P.2.)
To identify the interrelationship among work, family and other life roles and factors including multicultural and gender issues as related to career development. (CACREP E.2.,E.3.H.1.M.1. M.2. M.7. N.1. N.5.P.2.)

Time Requirements

This course will be offered over a 15-week period and is a 45 hour 3 credit graduate course. Modules will be completed one per week.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Curriculum Design

This course will emphasize the connection between the role of the counselor and the knowledge and skills important for developing, implementing and evaluating career development programs for public schools. Students will be involved in a variety of tasks for completion of course requirements: readings, reports on readings, exams, journal and reflection entries, projects related to real world learning environments, and development of instructional counseling strategies for specific content areas. Participants model appropriate assessment concepts to educational scenarios in each module. This is an online forty five hour, three credit graduate level course completed over a fifteen-week period.

Course Materials

Required Texts:

Career Information, Career Counseling and Career Development (2007), by Durane Brown and

Career Development Across the K-16 Years: Bridging the Present to Satisfying and Successful Futures (2004), by Richard T. Lapan.

Online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Student Performance Requirements:

Students will complete assigned readings, written assignments, applications/practice/direct observations in the educational setting and forum postings (as required) in each module. Students will complete tests and special projects as listed in the module content.

Session Outline

Module 1: Introduction to Career Counseling

Objectives:

The student will examine the past and present trends in career counseling and explain its purpose in the school counseling setting.
The student will investigate counseling strategies for school programs to assist school aged children become members of a global workforce.
The student will explain the practical implications for using career counseling in school counseling.

Module 2: Career Counseling to Enhance Self-Regulation and develop Workforce Readiness behaviors.

Objectives:

The student will review research on self-regulation learning and identify how the research fits into a career counseling plan.
The student will identify three critical components of self-regulated learning.
The student will explain the role of career counseling and its affect on the school, family and community.
The student will identify the social skills individuals need to be successful in the workplace.
The student will develop a plan of social competency based on six areas of social skill development and workforce readiness behaviors.

Module 3: Career Planning with Diverse Populations and Student with Special Needs.

Objectives:

The student will review a model for multicultural career counseling to use in the school setting.
The student will identify the cultural values that effect approaches to problem solving, relationships and communication.
The student will examine various cultures and develop counseling skills that are culturally sensitive.

Module 4: Career Planning for Special Needs Populations

Objectives.

The student will identify specific characteristics of a special needs population.
The student will explore various career counseling models and explain their use with the special needs population.
The student will develop skills for counseling students with special needs.

Module 5: Selecting Occupations Based on Student Interests.

Objectives:

The student will discuss the importance developing an understanding of the many occupations available to the school-aged population.
The student will develop a plan for finding and organizing information about occupations to share in career counseling sessions.
The student will investigate both printed and web-based assessments to use for career exploration and counseling sessions in the school setting.

Module 6: Developing Career Counseling Programs for the Elementary School Program

Objectives:

The student will understand and apply the ASCA frameworks for designing career programs in the elementary school setting.
The student will implement group counseling programs following the ASCA frameworks.
The student will explore the need for individual career counseling in the elementary school setting.

Module 7: Developing Career Counseling Programs for Middle and High Schools.

Objectives:

The student will compare and contrast career development and counseling programs at the elementary and middle/high school levels.
The student will develop and implement a career development/counseling program at the middle/high school level and identify the ASCA frameworks included.
The student will develop a directory of community resources to use in the implementation of a middle/high school level career program.

Module 8: Career Choices: Locating and Using Occupational Classification Systems

Objectives:

The Student will explore educational options for selection of career choices.
The student will identify a system for collecting educational information on career choices.
The student will develop skills in facilitating educational exploration.
Analyze the components of vocational training and career counseling in job placement.
The student will develop skills for instruction on building resume’s and interviewing techniques.

Module 9: Ethical Issues in Career Development

Objectives:

The student will identify seven principles that are similar in most professional codes of ethics.
The student will observe career development programs at the elementary, middle and high school levels and analyze the implementation of ethical practices.

Module 10: Application of Career Counseling Model

Objectives:

The student will select one theory of career counseling and compare and contrast its strengths and weaknesses to at least two other career counseling theories.
The student will develop a career counseling program based on this model and identify how the program meets ethical standards and provides opportunities for typical, multicultural and special needs populations.
Develop a plan for further educational needs to effectively demonstrate competency for program delivery.

Module 11 Future Trends in Career Counseling

Objectives:

The student will identify possible future changes in technology, labor market, and theories in career counseling.
The student will investigate the need for ‘preventative’ career development programs.
The student will explore future trends in providing career counseling to cultural minorities.

Student Requirements

Students will complete weekly written assignments. 25% of grade
Students will complete weekly application to educational setting. 25% of grade
Students will complete forum postings and responses. 10% of grade
Students will complete special projects and or exams. 40% of grade.

Grading:

100-93	A
92-85	B
84-77	C
76-69	D
68-61	F

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined in the Teacher Education University catalog and is subject to academic disciplinary action.

References

Online Resources

http://www.bls.gov/oco/ocos067.htm -School Counselor Roles

http://www.education-world.com/a_curr/curr115.shtml -Career Counseling Resources on the Internet

http://findarticles.com/p/articles/mi_m0KOC/is_2_8/ai_n8580065 Career counseling for adolescents and adults with mental handicaps

http://www.ed.gov/about/offices/list/ovae/pi/cte/guidcoun2.html College and Career Guidance

Suggested Readings

Bakke, D. W. (2005). Joy at work: A revolutionary approach to fun on the job. Seattle, WA: PVG.

Bolles, R. N. (2004). What color is your parachute? A practical manual for job-hunters and career-changers. Berkley, CA: Ten Speed Press.

Cantor, Dorothy (2000). What do you want to do when you grow up?: Starting the next chapter of your life. New York: Little, Brown and Company.

Combs, Patrick (2000). Major in Success. Berkeley, CA: Ten Speed Press

Coplin, Bill (2003). 10 Things Employers Want you Learn in College. Berkley, California: Ten Speed Press.

Covey, Stephen R. (1989). 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. New York: FreePress.

Dowd, Karen & Sherrie Gong Taguchi (2004). The Ultimate Guide to Getting the Career You Want and What to Do Once You Have It. New York: McGraw-Hill.

Ehrenreich, B. (2005). Bait and switch: The (futile) pursuit of the American dream. NewYork: Metropolitan Books.

Ehrenreich, B. (2002). Nickel and dimed: On (not) getting by in America . New York:Metropolitan Books.

Ellig, J.R. & Morin, W.J. (2001). What Every Successful Woman Knows: 12 Breakthrough Strategies to get the Gower and Ignite Your Career. McGraw-Hill

Professional.

Fellman, W.R. (2000). Finding a Career that Works for You. Plantation, FL :Specialty Press, Inc.

Griffiths, B. (2001). Do What You Love for the Rest of YourLife: A Practical Guide to Career Change and Personal Renewal.Ballantine Books, Inc.

Haldane, Bernard Associates (2000). Haldane’s Best Cover Letters for Professionals. Manassas Park, Virgina: Impact Publications.

Han, P. (2005). Nobodies to somebodies: How 100 great careers got their start. New York: Portfolio.

Johnson, S. (1998). Who moved my cheese? An A-mazing way to deal with change in your work and in your life. New York: Penguin Putnam, Inc.

Knight, Rebecca M. ( 2003). A Car, Some Cash, and a Place to Crash: The only post-college survival guide you’ll ever need. Martin Press.

Lama, His Holiness the Dalai, Cutler, C. (2003). The art of happiness at work: The conversation continues about job, career, and calling. New York: Riverhead Books.

Liptak, J. L. (2001). Treatment planning in career counseling. Belmont, CA: Brooks/Cole Thomson Learning.

Miller, D. (2005). 48 days to the work you love. Nashville, TN: Broadman and Holman Publishers.

Nemko, Marty & Edwards P. & S. (2001). Cool Careers for Dummies (2^nd Edition), IDG Books, Worldwide, Inc.

Niles, S. & Harris-Bowlsbey, J. H (2005). Career development interventions in the 21^st century. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Ormont, R (2001). Career solutions for creative people: How to balance artistic goals with career security. New York: Allworth Press

Peterson, G. Sampson, J. & Reardon, R. (1991). Career development and services: A cognitive approach. Belmont, CA: Brooks/Cole.

Phifer, Paul (2003) College Majors and Careers: A Resource Guide for Effective Life

Planning. 5^th ed. Chicago, IL: Ferguson Publishing CO.

Pink, D. (2001). Free agent nation: The future of working for yourself . Warner Books.

Poore, Carol A (2001). Building Your Career Portfolio. Franklin Lakes, NJ: Career Press.

Sachs, J. D. (2005). The end of poverty: Economic possibilities for our time. New York:The Penguin Press.

Senge, P. Scharmer, C. O. Jaworski, J. Flowers, B. S. (2005). Presence: An explorationof profound change in people, organizations, and society. New York: Doubleday.

Teiger, P. T. (2001) (3rd Ed.). Do what you are: Discover the perfect career for you through the secrets of personality type. Boston, MA: Brown Little Publishers.

Williamson, J.C.; McCandrew, D.A.; Muse, C.T. (2001). Roadways to Success (2^nd Ed.). New Jersey: Prentice Hall.

Vault Editors (2004). The Vault College Career Bible. New York: Vault Inc.

Veruki, P, & Venki, P. (1999). The 250 job interview questions: You’ll most likely be asked…and the answers that will get you hired! Adams Media Corporation.

Wheatley, M. J. (2005). Finding our way: Leadership for an uncertain time. San

Francisco: Berrett-Koehler Publishers, Inc.

Wheatley, M. J. (2002). Turning to one another: Simple conversations to restore hope to the future. San Francisco: Berrett-Koehler Publishers, Inc.