Instructor: Bruce Dykeman, Ph.D. Office Hours: Tuesdays: 5 p.m. – 7 p.m. Saturdays: 8-9 and 3-5 p.m. Contact Information: bdykeman@roosevelt.edu 847-619-8822 Office Address: Schaumburg Rm. 528 Career and Lifestyle Development CHS 417-98 Fall On-Line Semester 2013 Catalog Description Topics include career theories and decision-making models; assessment instruments and technology-based applications; processes, strategies, and resources available to the career counselor; program planning, organization, and administration; and interrelationships among work, family, and other life roles, including diversity and gender. Clinical observations and case studies consistent with student's career direction. Accommodation for Persons with Disabilities Students with disabilities or other conditions that require special accommodations are encouraged to identify themselves to the instructor and/or to the Academic Success Center/Office of Disability Services at 312-341-3810 as early as possible. Broad Goals: (College of Education) The faculty is committed to developing and expanding: 1. Devotion to social justice and global responsibility, 2. Passion for the counselor’s craft, and 3. Respect for knowledge and learning. Course Objectives: (CACREP 2009 Standards) CORE A Core CACREP Standard. CMHC A Clinical Mental Health Counseling CACREP standard. CHS 417: Career and Lifestyle Planning 2 SC A School Counseling CACREP standard. CORE Objectives for all students: The following CORE objectives are based on the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) 2009 Standards. Students will complete studies and assignments that provide an understanding of the following aspects of career development: 1. Career development models and decision-making models; (CORE: II.G.4.a) 2. Career, avocational, educational, occupational and labor market information resources, and career information systems; (CORE: II.G.4.b) 3. Career development program planning, organization, implementation, administration, and evaluation; (CORE: II.G.4.c) 4. Interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; (CORE: II.G.4.d) 5. Career and educational planning, placement, follow-up, and evaluation; (CORE: II.G.4.e) 6. Assessment instruments and techniques relevant to career planning and decision making; (CORE: II.G.4.f) 7. Career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. (CORE: II.G.4.g) CMHC Objectives: The following Clinical Mental Health Counseling (CMHC) objectives are based on the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) 2009 Standards. Students in CMHC will complete studies and assignments that provide an understanding of the following aspects of career development: 1. Understand the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and those of the client. (CMHC: E.2) SC Objectives: The following School Counseling (SC) objectives are based on the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) 2009 Standards. Students in CMHC will complete studies and assignments that provide an understanding of the following aspects of career development: 1. Identify community, environmental, and institutional opportunities that enhance – as well as barriers that impede – the academic, career, and personal/social development of students. (SC: E.2) Methodology We will actively explore career development and lifestyle planning across three modules through use of reading assignments, Blackboard discussions, self-awareness exercises, weekly quizzes, research paper, MyCounselingLab’s video clip observations, and homework assignments. CHS 417: Career and Lifestyle Planning Module 1 Module 2 Module 3 3 Content Area Background, Theory and Cultural Influences Assessment, Technology and Information Support Career Interventions Class Policies 1. Assignment Due Dates: All assignments must be submitted by their due date. Point reductions incur for late submission. Please notify your instructor if you have extenuating circumstances. 2. Incompletes and Withdrawals: No grades of Incomplete are given, and grades are calculated based upon assignments submitted prior to the end of the on-line semester. (The Fall 2013 on-line semester ends on Friday, 12.06.2013.) Please consult the University policy on Withdrawals if you cannot submit the required assignments by the end of the on-line semester. 3. Writing Requirements: All papers are required to be submitted in the formatting style detailed in the American Psychological Association’s (2001) Publication Manual of the American Psychological Association (6th ed.). Washington DC: Author. Points will be deducted from the final grade if this style is not followed. This is a graduate level course; therefore professional writing/work is expected. Analysis, synthesis, and evaluation of concepts are expected. All papers are to be typed, double-space, using 12-font in Times New Roman, Ariel, or Courier. Papers will be evaluated based on content, writing, grammar, and APA style. 4. Communication: All students are expected to communicate using his or her assigned Roosevelt University e-mail address. Announcements, readings, and relevant updates to any assignments related to this class will also be posted regularly on Blackboard. It is important to check both of these modes of communication on a regular basis. 5. Roosevelt University Graduate Handbook and Catalog: All students are expected to familiarize themselves with the information contained within the current university graduate handbook and catalogue. Students will be held accountable for all the information within these documents. University Academic Honesty/ Plagiarism Policy Please see http://www.roosevelt.edu/plagiarism/default.htm and http://www.roosevelt.edu/current/judicial/academic-dishonesty.htm Please also check the current Student Handbook Religious Holidays Policy CHS 417: Career and Lifestyle Planning 4 Roosevelt University respects the rights of students to observe major religious holidays and will make accommodations, upon request, for such observances. Students who wish to observe religious holidays must inform their instructors in writing within the first two weeks of each semester of their intent to observe the holiday so that alternative arrangements convenient to both students and faculty can be made at the earliest opportunity. Students who make such arrangements by the deadline will not be required to attend classes or take examinations on the designated days, and faculty must provide reasonable opportunities for such students to make up missed work and examinations. However, all work missed for such absences, including papers and examinations, must be made up. Students who do not arrange for excused absences by the deadline are not entitled to such accommodations. Assessment of Professional Dispositions All teacher, counselor, and school leader candidates enrolled in the College of Education are expected to demonstrate the professional dispositions articulated in the conceptual framework of the College of Education and by the state of Illinois and professional organizations. An assessment rubric accessible via Taskstream and/or the Blackboard website will be used at the end of the semester to evaluate all such candidates enrolled in this course in terms of their professional dispositions. The scores given will be viewable via Taskstream or another approved means. Students who receive a rating of “unacceptable” on any rubric item will be subject to a Student Performance Review. Please see the College of Education website for more information about the policy and procedures for the Assessment of Professional Dispositions. Required Readings and Materials Niles, Spencer G., & Harris-Bowlsbey, JoAnn. (2013). Career Development Interventions in the 21st Century (4th ed.) with Access Card Package for MyCounselingLab. Boston: Pearson Publishing Company. (ISBN: 0-13-303317-1) Pearson Higher Education. (2013). MyCounselingLab. Boston: Author. (www.MyCounselingLab.com) TaskStream: Students enrolled in the College of Education must purchase a subscription to TaskStream. This will be necessary for evaluation purposes. Students are expected to purchase and/or access at least two career assessment instruments for purposes of self-evaluation. As of this writing, you may request free access to the Kuder Assessment resources through the purchase of your textbook. Recommended Materials Amundsen, N.E., Harris-Bowlsbey, J.H., & Niles, S.G. (2009) Essential elements of career counseling: Process and techniques (2nd ed.). Upper Saddle River, NJ: Pearson. Gysbers, N. C., Heppner, M. J., & Johnston, J. A. (2003). Career counseling: Process, CHS 417: Career and Lifestyle Planning 5 issues, and techniques (2nd ed.). Boston: Allyn and Bacon. Sharf, R. S. (2010). Applying Career Development Theory to Counseling (5th ed.). Belmont, CA: Brooks/Cole. Zunker, V.G. (2006). Career counseling: A holistic approach. (7th ed.). Pacific Grove: CA: Brooks/Cole. Assignments Assignment Career self-assessment (i.e., MBTI, Strong, SDS) Resume and Cover Letter Career Autobiography/ Self-reflection Proposal for Career Development Workshop Quizzes Blackboard Discussions CACREP Criteria CORE: II.G.4.f CORE: II.G.4.a, d, e, f CORE: II.G.4.b, c, g CORE II: G.4.a-g; CMHC: E.2; SC: E.2 CORE II: G.4.a-g; CMHC: E.2; SC: E.2 Career Self-Assessment: Students will take a career assessment instrument (i.e., the MBTI, Strong, SDS) as part of the course for purposes of career self-assessment and career exploration. Submit a 1- to 2-page paper describing the results from your career assessment instruments! Students are expected to integrate these results into the Career Autobiography/ Self-reflection paper. Due Date: At the conclusion of Week 3 of the on-line semester (09.29.2013). Resume and Cover Letter: A cover letter that introduces the student to a hypothetical and potential employer with a professional position for which the student has interest. Students will develop their own resume that describes their academic history, vocational history, current competencies, and professional experiences. The resume must be employer ready and error-free. Include a cover letter that introduces yourself to a potential employer advertising a hypothetical position for which you might have interest. Assessment criteria are as follows: a. The resume accurately presents student’s academic history, professional experiences and skills. b. Materials are well organized and easy to read. c. The end product is free of spelling and grammatical errors. Due Date: At the conclusion of Week 6 of the on-line semester (10.20.2013). Career Autobiography/Self-reflection: As we travel through life, our family (whatever form that may take) gives us messages, spoken and unspoken, which become the family “motto” around topics like work, money, career and education. Discuss in your reflection paper how these messages including personal, social, political, family, ethnic, and cultural influences have influenced your decisions and the selection process of a career and college major. Past and present influences upon your career development; current interests, abilities and characteristics relevant to the occupational world ought to be described. In the paper, you should integrate any assessment results gained during the class or any other course. Furthermore, you should select two separate career development theories to analyze your career path, and you should address CHS 417: Career and Lifestyle Planning 6 such cultural issues as power, privilege and institution (i.e., barriers/ opportunities) as an influence upon your career path. A comprehensive career autobiography/ self-reflection paper includes the following criteria: a) A clear description of one’s personal career path, including the interrelationships between work, family and other life roles and the cultural influences upon your career path; b) A description of career and educational planning, decision-making, and experiences that contributed to one’s career path, including a discussion of how intentional and unintentional events have influenced you career path; c) A description of self-evaluations and assessments that have contributed to an understanding of career aspirations, d) The use of career theories to explain and/or illustrate your career development process, and e) A writing style with correct use of grammar and punctuation. This paper should be 6-8 pages in length, double spaced. Due Date: At the conclusion of Week 9 of the on-line semester (11.10.2013). Design a Proposal for a Career Development Workshop – Each student will submit a 6-8 page paper that describes a proposal for career development workshop that would last for an estimated 30-45 minutes and utilizes a career development theory in one of the following four settings: School Setting Corporate Setting Higher Education Setting Community Setting The workshop should be designed to meet the needs of the specific population. A career development theory should be used to guide the development, objectives, and activities utilized in the proposed workshop. Examples (and possible ideas) include: School Setting o Using Holland codes to teach high school students to identify possible career interest o Workshop for parents of elementary students to understand the career development needs of their students and how to address those needs Corporate Setting o Using Myers-Briggs theory in facilitating team building training to coworkers o Helping managers gain insight into employee motivation through the use of Brown’s Values-Based theory or Work Adjustment Theory Higher Education Setting o Resume/cover letter writing workshop for graduating seniors o Using career decision-making theory to help undecided students select a major CHS 417: Career and Lifestyle Planning 7 Community Setting o Workshop geared toward disabled veterans seeking careers guided by social learning theory principles o Utilizing work adjustment theory in assisting recently downsized individuals to reenter the workforce. Please note: You are not teaching the theory to the proposed group, but utilizing your chosen theory to design and implement a workshop for your setting. Your choice of theory should be evident in your proposed workshop. Please describe the types of technology you would use in delivery of your intended workshop and provide examples of power point slides you would use in the proposed workshop. The paper will be evaluated using the following criteria: a) How is the proposed workshop organized? b) How do you intend to administer and implement the intended workshop, and how would you evaluate the effectiveness of the intended workshop? c) Does the topic and content fit with the intended audience? d) Has the proposed workshop used principles of a career theory? e) Did the proposed workshop identify appropriate use of technology resources, including illustrations of power point slides? f) What career, avocational, educational, occupational and labor market information, resources, and career information systems were useful to this project? g) Was the paper written without grammatical and punctuation errors? Due Date: At the conclusion of Week 12of the on-line semester (12.08.2013). Quizzes: Weekly multiple choice quizzes covering the content of reading assignments Due Date: Sunday evening for each week of the on-line semester. Blackboard Discussions: Students are requested to participate in weekly discussions with your classmates on specific topics relevant to the week’s reading assignments. Each student is requested to post at least one response to your instructor’s original set of questions and post at least one response to one of your classmate’s posts. Due Date: Sunday evening for each week of the on-line semester. Assessment Assignment Career Self-Assessment (i.e., MBTI, Strong, SDS) Resume and Cover Letter Career Autobiography/ Self-reflection Proposal for Career Development Workshop Quizzes Points 30 30 100 100 120 CACREP Criteria CORE: II.G.4.f CORE: II.G.4.a, d, e, f CORE: II.G.4a..b, c, g CORE II: G.4.a-g; CMHC: E.2; SC: E.2 CHS 417: Career and Lifestyle Planning 8 Blackboard Discussions Total Points 120 500 CORE II: G.4.a-g; CMHC: E.2; SC: E.2 Grading Scale Final grades are based on percentage of total points accumulated. Grade A AB+ B BC+ C CD F = = = = = = = = = = Percentage of total points 95-100% 90-94% 87-89% 83-86% 80-82% 77-79% 73-76% 70-72% 65-69% < 65% Point range 475-500 450-474 435-449 415-434 400-414 385-399 365-384 350-364 325-349 <325 Assignments submitted after the posted due dates will incur point reductions. Schedule and Calendar for the On-line Semester Date Assignments Topic CACREP Standard Module 1: Background, Theory and Cultural Influences Week 1 September 9 Week 2 September 16 Chapter 1 Chapter 2 Week 3 September 23 Chapter 3 Week 4 September 30 Chapter 4 Introduction to Career Development Interventions Quiz 1 Applying Theories of Career Development Quiz 2 Applying Recent Theories of Career Development Quiz 3 Career Self-assessment paper is due Culturally Competent Career Development Interventions Quiz 4 CORE: II.G.4.d CORE: II.G.4.a,d CORE: II.G.4.a II.G.4.d,g CMHC: E.2 SC: E.2 Module 2: Assessment, Technology and Information Support Week 5 October 7 Chapter 5 Week 6 October 14 Chapter 6 Week 7 October 21 Chapter 7 Assessment and Career Planning Quiz 5 Career Information and Resources Quiz 6 Resume and Cover Letter is due Technology to Support Career Counseling and Planning Quiz 7 CORE: II.G.4.f CORE: II.G.4.b,g CORE: II.G.4.b,f,g Module 3: Career Interventions Week 8 October 28 Chapter 8 Week 9 November 4 Chapter 9 Career Counseling Strategies and Techniques Quiz 8 Designing, Implementing, and Evaluating Career Programs Quiz 9 Career Autobiography/ Self-reflection is due CORE: II.G.4.e,g CORE: II.G.4.e CHS 417: Career and Lifestyle Planning Week 10 November 11 Chapter 10 Chapter 11 Week 11 November 18 Chapter 12 Chapter 13 9 Career Development Interventions in the Elementary Schools Career Development Interventions in Middle and High Schools Quiz 10 Career Development Interventions in Higher Education Career Development Interventions in Community Settings Quiz 11 Week of November 25 CORE: II.G.4.g CORE: II.G.4.g THANKSGIVING RECESS Ethical Issues in Career Development Interventions Quiz 12 Career Development Workshop Proposal is due CORE: A CACREP Core Standard CMHC: A CACREP Clinical Mental Health Counseling Standard SC: A CACREP School Counseling Standard Week 12 December 2 CORE: II.G.4.g CORE: II.G.4.g Chapter 14 CORE: II.G.4.g How to Register for MyCounselingLab: To Register for MyCounselingLab: CHS 417 1. 2. 3. 4. Go to pearsonmylabandmastering.com. Under Register, click Student. Enter your instructor’s course ID: dykeman84855, and click Continue. Sign in with an existing Pearson account or create an account: If you have used a Pearson website (for example, MyITLab, Mastering, MyMathLab, MyHelpingLab, or MyPsychLab), enter your Pearson username and password. Click Sign In. If you do not have a Pearson account, click Create. Write down your new Pearson username and password to help you remember them. Select an option to access your instructor’s online course: Use the access code that came with your textbook or that you purchased separately from the bookstore. Or, buy access using a credit card or PayPal. If available, you can get 17 days of temporary access. (Look for a link near the bottom of the page.) Click Go To Your Course on the Confirmation page. Under MyLab / Mastering New Design on the left, click MyCounselingLab: CHS 417 to start your work. To Purchase MyCounselingLab as a Stand-Alone Resource without a textbook having an access card: You can also register for MyCounselingLab as a Stand-Alone Resource without a textbook having an access card by visiting www.MyCounselingLab.com for instructions. To sign in later: 1. Go to pearsonmylabandmastering.com. CHS 417: Career and Lifestyle Planning 10 2. Click Sign In. 3. Enter your Pearson account username and password. Click Sign In. 4. Under MyLab / Mastering New Design on the left, click MyCounselingLab: CHS 417 to start your work. Assessment Rubric for Career Autobiography/ Self-Reflection Paper Standard Area Criteria Level and Point Assignment Expectations Far Exceeds 4 pts. Exceeds 3 pts. Meets 2 pts. Does Not Meet 1 pt. Interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development (II. Career Development. G. 4. d.) ; Student has clearly and thoroughly addressed the assignment elements (II. Career Development. G. 4. d.) ; No errors in writing, spelling, format. Student has addressed the assignment elements development (II. Career Development. G. 4. d.) ; A few errors in writing, spelling, format. Student has addressed the assignment elements development (II. Career Development. G. 4. d.) ; Writing is difficult to understand. Multiple errors in writing, spelling, format. Student has not addressed the assignment elements development (II. Career Development. G. 4. d.) ; Multiple errors in writing, spelling, format. Career and educational planning, placement, follow-up, and evaluation (II. Career Development. G. 4. e.); Student has clearly and thoroughly addressed the assignment elements (II. Career Development. G. 4. e.); No errors in writing, spelling, format. Student has addressed the assignment elements (II. Career Development. G. 4. e.); A few errors in writing, spelling, format. Student has addressed the assignment elements (II. Career Development. G. 4. e.); Writing is difficult to understand. Multiple errors in writing, spelling, format. Student has not addressed the assignment elements (II. Career Development. G. 4. e.); Multiple errors in writing, spelling, format. Assessment instruments and techniques relevant to career planning and decision making (II. Career Development. G. 4. f.); Student has clearly and thoroughly addressed the assignment elements (II. Career Development. G. 4. f.); No errors in writing, spelling, format. Student has addressed the assignment elements (II. Career Development. G. 4. f.); A few errors in writing, spelling, format. Student has addressed the assignment elements (II. Career Development. G. 4. f.); Writing is difficult to understand. Multiple errors in writing, spelling, format. Student has not addressed the assignment elements (II. Career Development. G. 4. f.); Multiple errors in writing, spelling, format. Students will have or do the following Points CHS 417: Career and Lifestyle Planning career development theories and decisionmaking models (II. Career Development. G. 4. a.); Student has clearly and thoroughly addressed the assignment elements (II. Career Development. G. 4. a.); No errors in writing, spelling, format. 11 Student has addressed the assignment elements development (II. Career Development. G. 4. a.); A few errors in writing, spelling, format. Student has addressed the assignment elements development (II. Career Development. G. 4. a.);Writing is difficult to understand. Multiple errors in writing, spelling, format. Student has not addressed the assignment elements development (II. Career Development. G. 4. a.); Multiple errors in writing, spelling, format. Assessment Rubric for Career Development Workshop Proposal Standard Area Criteria Level and Point Assignment Expectations Far Exceeds 4 pts. Exceeds 3 pts. Meets 2 pts. Does Not Meet 1 pt. Career development program planning, organization, implementation, administration, and evaluation (II. Career Development. G. 4. c.); Student has clearly and thoroughly addressed the assignment elements (II. Career Development. G. 4. c.); No errors in writing, spelling and format. Student has addressed the assignment elements (II. Career Development. G. 4. c.); A few errors in writing, spelling and format. Student has addressed the assignment elements (II. Career Development. G. 4. c.); Multiple errors in writing, spelling, format. Student has not addressed the assignment elements (II. Career Development. G. 4. c.); Multiple errors in writing, spelling, format. Career, avocational, educational, occupational and labor market information resources, and career information systems (II. Career Development. G. 4. b.); Student has clearly and thoroughly addressed the assignment elements (II. Career Development. G. 4. b.); No errors in writing, spelling, format. Student has addressed the assignment elements (II. Career Development. G. 4. b.); A few errors in writing, spelling, format. Student has addressed the assignment elements 1(II. Career Development. G. 4. b.); Multiple errors in writing, spelling, format. Student has not addressed the assignment elements (II. Career Development. G. 4. b.);. Multiple errors in writing, spelling, format. Career development theories and decisionmaking models (II. Career Development. G. 4. a.); Student has clearly and thoroughly addressed the assignment elements (II. Career Development. G. 4. a.); No errors in writing, spelling, format. Student has addressed the assignment elements (II. Career Development. G. 4. a.); A few errors in writing, spelling, format. Student has addressed the assignment elements (II. Career Development. G. 4. a.); Multiple errors in writing, spelling, format. Student has not addressed the assignment elements (II. Career Development. G. 4. a.); Multiple errors in writing, spelling, format. Career counseling processes, techniques, Student has clearly and thoroughly Student has addressed the Student has addressed the Student has not addressed the Students will have or do the following Points CHS 417: Career and Lifestyle Planning and resources, including those applicable to specific populations in a global economy (II. Career Development. G. 4. g.). addressed the assignment elements (II. Career Development. G. 4. g.); No errors in writing, spelling, format. 12 assignment elements (II. Career Development. G. 4. g.); A few errors in writing, spelling, format. assignment elements (II. Career Development. G. 4. g.); Multiple errors in writing, spelling, format. assignment elements (II. Career Development. G. 4. g.); Multiple errors in writing, spelling, format. Total Points Rubric points are converted to a 100 point scale for accumulation of points.