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.
EDCE 660 Course Syllabus
COURSE SYLLABUS
EDCE 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. The candidate is introduced to the ASCA Model as a framework for developing
comprehensive, developmental school counseling programs. The candidate is introduced to key
professional associations, licensure, and contextual dimensions of school counseling such as
consultation, advocacy, collaboration, and leadership. The candidate 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.
II.
PREREQUISITES
For information regarding prerequisites for this course, please refer to the Academic
Course Catalog.
REQUIRED RESOURCE PURCHASES
Click on the following link to view the required resource(s) for the term in which you are
registered: http://bookstore.mbsdirect.net/liberty.htm
III.
IV.
ADDITIONAL MATERIALS FOR LEARNING
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Office
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 as well as the roles, functions, settings, and professional identity of the
school counselor in relation to the roles of other personnel in the school.
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EDCE 660 Course Syllabus
V.
B.
Apply professional, legal, and ethical standards from the ACA, ASCA, and
AACC related to the practice of school counseling, including assessing and
managing suicide risk.
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.
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 in student learning; opportunities that enhance and barriers that impede
learning; and advocacy for equitable policies, programs, practices, and school
climates.
F.
Demonstrate multicultural competencies in relation to student learning and
development and 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 and engage parents to promote personal/social, academic, and career
development of students and to act on behalf of their children.
H.
Design a general framework for understanding systems theories and practicing
consultation and collaboration with teachers, staff, and community-based
organizations to make appropriate referrals and promote student academic, career,
and personal/social development.
I.
Identify the qualities, principles, skills, and styles of effective leadership and the
school counselor’s role as a systems change agent and in student assistance
programs.
J.
Identify strategies to promote, develop, and enhance effective teamwork within
the school and the larger community.
COURSE REQUIREMENTS AND ASSIGNMENTS
A.
Textbook readings and lecture presentations
B.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will
complete the related checklist found in Module/Week 1.
C.
Discussion Board Forums (3)
Discussion boards are collaborative learning experiences. Participation in all 3
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 thread must be at least 500 words and no more than
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EDCE 660 Course Syllabus
550 words. There must also be at least 1 reply to another candidate’s thread, with a
minimum of 250 words and a maximum of 300 words. All citations for the forums
must be included in current APA format (MLO: A, B, C, D, E, F, G, H, I, J).
D.
Virtual Field Experience Multicultural Journal Entry
The candidate will complete the Multicultural Checklist in Chapter 6 of the Erford
text. The candidate will also engage in a virtual Christian school experience using
select websites. Once these activities have been completed, the candidate will
follow the grading rubric to complete the journal assignment to be submitted to
Blackboard. The journal will have sub-headings identical to those listed in the
grading rubric. The journal must be no more than 4–5 pages, double-spaced with
1-inch margins, and in 12-point font. This is a freestyle journal entry with no APA
writing style requirements (MLO: E, F).
E.
Parent-Teacher Presentation
The candidate will prepare a PowerPoint presentation with lecture notes included
with each slide. The presentation must cover material useful to both parents and
teachers in promoting academic achievement and personal-social, career, and
academic development of all students (MLO: D, E, G, H).
F.
School Counseling Collaborative Model
The candidate will develop a School Counseling Collaborative Model as the
culminating benchmark assignment for this course that integrates learning across
all course modules/weeks. This model must be submitted through both the
assignment link and LiveText (MLO: A, B, C, D, E, F, G, H, I, J).
G.
Quizzes (7)
By the end of each module/week, the candidate will complete a 1-hour openbook/open-notes quiz that covers the content of the assigned textbook chapter(s).
There are 25 multiple-choice questions per quiz (MLO: A, B, C, D, E, F, G, H, I,
J).
VI.
COURSE GRADING AND POLICIES
A.
Points
Course Requirements Checklist
Discussion Board Forums (3 at 100 pts ea)
Virtual Field Experience Multicultural Journal Entry
Parent-Teacher Presentation
School Counseling Collaborative Model
Quizzes (7 at 25 pts ea)
Total
B.
10
300
150
150
225
175
1010
Scale
A = 960–1010 A- = 940–959 B+ = 920–939 B = 890–919 B- = 870–889
C+ = 850–869 C = 820–849 C- = 800–819 D+ = 780–799 D = 750–779
D- = 730–749 F = 0–729
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EDCE 660 Course Syllabus
C.
LiveText Submission Policy
Assignments that are to be submitted to LiveText must be submitted there in order
to receive credit for them. This includes assignments that are also submitted in
Blackboard, including those submitted to SafeAssign.
D.
Late Assignment Policy
If the student is unable to complete an assignment on time, then he or she must
contact the instructor immediately by email.
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
course 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.
E.
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 www.liberty.edu/disabilitysupport.
Page 4 of 4
EDCE 660 Course Schedule
COURSE SCHEDULE
EDCE 660
Textbooks: ASCA, ASCA National Model: A Framework for School Counseling Programs (2012).
Erford, Transforming the School Counseling Profession (2015).
Schellenberg, A New Era in School Counseling: A Practical Guide (2013).
Stone, School Counseling Principles: Ethics and Law (2013).
MODULE/
WEEK
READING & STUDY
1
Erford: ch. 3
Schellenberg: ch. 1
Stone: ch. 2
2 presentations
4 websites
Course Requirements Checklist
Class Introductions
Quiz 1 (Erford ch. 3)
10
0
25
2
Erford: ch. 1
Schellenberg: ch. 3
Stone: ch. 3
1 presentation
3 websites
Quiz 2 (Erford ch. 1)
25
3
ASCA Manual
Erford: ch. 2
Stone: ch. 14
1 presentation
1 website
DB Forum 1
Quiz 3 (Erford ch. 2)
100
25
4
Erford: ch. 14
1 presentation
3 websites
Quiz 4 (Erford ch. 14)
25
5
Erford: ch. 8
Stone: chs. 5, 8–9
1 presentation
2 websites
DB Forum 2
Virtual Field Experience Multicultural Journal Entry
Quiz 5 (Erford ch. 8)
100
150
25
6
Erford: chs. 4, 9
1 presentation
4 websites
Parent-Teacher Presentation
Quiz 6 (Erford chs. 4, 9)
150
25
7
Erford: ch. 7
Stone: chs. 1, 6–7, 10–12
1 presentation
4 websites
DB Forum 3
Quiz 7 (Erford ch. 7)
100
25
8
None
School Counseling Collaborative Model
225
TOTAL
1010
DB = Discussion Board
ASSIGNMENTS
POINTS
ASCA = American School Counselor Association
NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at
11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.