Instructor:
Bruce Dykeman, Ph.D.
Office Hours:
Wednesdays: 3 – 5 p.m.
Saturdays: By appointment
Contact Information:
bdykeman@roosevelt.edu
847-619-8822
Office Address:
Schaumburg Rm. 528
Career and Lifestyle Development
CHS 417-98
Spring On-Line Semester 2014
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.
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.
SC A School Counseling CACREP standard.
CHS 417: Career and Lifestyle Planning
2
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
reading assignments, Blackboard discussions, self-awareness exercises, weekly quizzes, a
research paper, MyCounselingLab’s video clip observations, and homework assignments.
Module 1
Module 2
Module 3
Content Area
Background, Theory and Cultural Influences
Assessment, Technology and Information Support
Career Interventions
CHS 417: Career and Lifestyle Planning
3
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 Spring 2014 on-line semester ends on Friday, 04.25.2014.) 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: Papers are evaluated based on content, writing, grammar, and
APA style. This is a graduate level course; therefore, professional writing/work is
expected, to include analysis, synthesis, and evaluation of concepts. Recommended font
includes Times New Roman, Ariel, or Courier.
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
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 should 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
CHS 417: Career and Lifestyle Planning
4
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 College of Education
students 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.). Boston: Pearson Publishing Company.
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 one career assessment instrument for
purposes of self-evaluation.
Recommended References
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,
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
Resume and Cover Letter
Career self-assessment (i.e., MBTI, Strong, SDS, etc.)
CACREP Criteria
CORE: II.G.4.e
CORE: II.G.4.f
CHS 417: Career and Lifestyle Planning
Career Autobiography/ Self-reflection
Proposal for Career Development Workshop
Quizzes
Blackboard Discussions
5
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
Resume and Cover Letter: A cover letter that introduces the student to a hypothetical and/or
potential employer for 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 4 of the on-line semester (02.23.2014).
Career Self-Assessment: Students will take at least one career assessment instrument (i.e., the
MBTI, Strong, SDS, etc.) for purposes of career self-assessment and career exploration. Submit
a 1- to 2-page paper describing and interpreting the results from your career assessment.
Students are expected to integrate these results into the Career Autobiography/ Self-reflection
paper.
Due Date:
At the conclusion of Week 7 of the on-line semester (03.23.2014).
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 college major and career. 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
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;
CHS 417: Career and Lifestyle Planning
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 3-4 pages in length, double spaced.
Due Date: At the conclusion of Week 9 of the on-line semester (04.06.2014).
Design a Proposal for a Career Development Workshop – Each student will submit a 3-4
page paper that describes a proposal for career development workshop that would last for an
estimated 30-45 minutes if you were to implement 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
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
6
CHS 417: Career and Lifestyle Planning
7
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 12 of the on-line semester (04.27.2014).
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
Resume and Cover Letter
Career Self-Assessment (i.e., MBTI, Strong, SDS)
Career Autobiography/ Self-reflection
Proposal for Career Development Workshop
Quizzes
Blackboard Discussions
Total Points
Points
30
30
100
100
120
120
500
CACREP Criteria
CORE: II.G.4.e
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
CORE II: G.4.a-g; CMHC: E.2; SC: E.2
*Point deductions incur for late submissions.
Grading Scale
Final grades are based on percentage of total points accumulated.
CHS 417: Career and Lifestyle Planning
Grade
A
AB+
B
BC+
C
CD
F
=
=
=
=
=
=
=
=
=
=
8
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
January 27
Week 2
February 3
Chapter 1
Chapter 2
Week 3
February 10
Chapter 3
Week 4
February 17
Chapter 4
Introduction to Career Development Interventions
Quiz 1
Applying Theories of Career Development
Quiz 2
Applying Recent Theories of Career Development
Quiz 3
Culturally Competent Career Development Interventions
Quiz 4
Resume and Cover Letter is due
CORE: II.G.4.d
CORE: II.G.4.a,d
CORE: II.G.4.a
II.G.4.d,g; SC: E.2
CMHC: E.2
CORE: II.G.4.e
Module 2: Assessment, Technology and Information Support
Week 5
February 24
Chapter 5
Week 6
March 3
Chapter 6
Week of
March 10
Week 7
March 17
Assessment and Career Planning
Quiz 5
Career Information and Resources
Quiz 6
CORE: II.G.4.f
CORE: II.G.4.b,g
SPRING RECESS
Chapter 7
Technology to Support Career Counseling and Planning
Quiz 7
Career Self-assessment paper is due
CORE: II.G.4.b,f,g
CORE: II.G.4.f
Module 3: Career Interventions
Week 8
March 24
Chapter 8
Week 9
March 31
Chapter 9
Week 10
April 7
Chapter 10
Chapter 11
Week 11
April 14
Chapter 12
Chapter 13
Career Counseling Strategies and Techniques
Quiz 8
Design, Implement, and Evaluate Career Programs
Quiz 9
Career Autobiography/ Self-reflection is due
Career Development Interventions: Elementary Schools
Career Development Interventions: Secondary Schools
Quiz 10
Career Development Interventions in Higher Education
Career Development Interventions in Community Settings
CORE: II.G.4.e,g
CORE: II.G.4.e
II.G.4.a, d, e, f
CORE: II.G.4.g
CORE: II.G.4.g
CORE: II.G.4.g
CORE: II.G.4.g
CHS 417: Career and Lifestyle Planning
9
Quiz 11
Week 12
April 21
Chapter 14
Ethical Issues in Career Development Interventions
Quiz 12
Career Development Workshop Proposal is due
CORE: II.G.4.g
II.G.4.a,b, c, g
CORE: A CACREP Core Standard
CMHC: A CACREP Clinical Mental Health Counseling Standard
SC: A CACREP School Counseling Standard
How to Register for MyCounselingLab:
To Register for MyCounselingLab: CHS 417
1.
2.
3.
4.
Go to http://www.pearsonmylabandmastering.com
Under Register, click Student.
Enter your instructor’s course ID: dykeman89825, and click Continue.
Sign in with an existing Pearson account or create an account:
If you have previously registered with the 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:
You can purchase 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 sign into MyCounselingLab later:
1.
2.
3.
4.
Go to pearsonmylabandmastering.com.
Click Sign In.
Enter your Pearson account username and password. Click Sign In.
Under MyLab / Mastering New Design on the left, click MyCounselingLab: CHS 417 to
start your work.
You can also register for MyCounselingLab as a Stand-Alone Resource by visiting
www.MyCounselingLab.com for instructions.
Assessment Rubric for Career Autobiography/ Self-Reflection Paper
Standard Area
Criteria Level and Point Assignment Expectations
Points
CHS 417: Career and Lifestyle Planning
10
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.
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
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.
Students will have or
do the following
CHS 417: Career and Lifestyle Planning
11
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,
and resources, including
those applicable to
specific populations in a
global economy (II.
Career Development. G.
4. g.).
Student has clearly
and thoroughly
addressed the
assignment
elements (II. Career
Development. G. 4.
g.); No errors in
writing, spelling,
format.
Student has
addressed the
assignment
elements (II. Career
Development. G. 4.
g.); A few errors in
writing, spelling,
format.
Student has
addressed the
assignment
elements (II. Career
Development. G. 4.
g.); Multiple errors
in writing, spelling,
format.
Student has not
addressed the
assignment
elements (II. Career
Development. G. 4.
g.); Multiple errors
in writing, spelling,
format.
Students will have or do
the following
Total Points

Rubric points are converted to a 100 point scale for accumulation of points.
Points