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.
EDUC 660 Syllabus
COURSE SYLLABUS
EDUC 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. Students are introduced to the ASCA Model as a framework for developing
comprehensive, developmental school counseling programs. Students are introduced to key
professional associations, licensure, and contextual dimensions of school counseling such as
consultation, advocacy, collaboration, and leadership. Students 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.
PREREQUISITES
None
II.
III.
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
ADDITIONAL MATERIALS FOR LEARNING
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
(Microsoft Office is available at a special discount to Liberty University students.)
D.
APA Manual
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EDUC 660 Syllabus
IV.
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 and the roles, functions, settings, and professional identity of the school
counselor in relation to the roles of other personnel in the school.
B.
Apply legal and ethical standards from the ACA, ASCA, and AACC related to the
practice of school counseling.
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 and self-care strategies.
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, equity, and excellence in terms of student learning.
F.
D Demonstrate multicultural competencies in relation to student learning and
development, 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.
H.
Design a general framework for understanding and practicing consultation and
collaboration with teachers, staff, and community-based organizations to promote
student academic, career, and personal/social development.)
I.
Identify the qualities, principles, skills, and styles of effective leadership.
J.
Identify strategies to promote, develop, and enhance effective teamwork within
the school and the larger community.
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EDUC 660 Syllabus
V.
COURSE REQUIREMENTS AND ASSIGNMENTS
A.
Textbook readings, lecture presentations and articles
B.
Course Requirements Checklist
As the first activity in this course, please read the syllabus and Student
Expectations. After reading the syllabus and Student Expectations, the student
will then complete the related checklist found in Module/Week 1.
C.
Discussion Board forums (3)
Participation in all three 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 original thread must be at least
500 words and no more than 550. The original thread is due by 11:59 p.m. (ET) on
Wednesday of the assigned module/week. There must also be at least one reply to
another student’s thread with a minimum of 250 words and a maximum of 300
words. The reply is due by 11:59 p.m. (ET) on Sunday of the assigned
module/week. All citations for the forums must be included in APA format.
D.
Multicultural Journal Entry
Students will complete the Multicultural Checklist in chapter six of the Erford
text. Students will also engage in a virtual Christian school experience using
select websites. Once these activities have been completed, students will follow
the rubric to complete the journal assignment to be submitted to Blackboard. The
journal will have sub-headings IDENTICAL to those listed on the rubric. The
journal should be no more than 4–5 pages, double-spaced with 1-inch margins,
and 12-point font. This is a freestyle journal entry with no APA writing style
requirements. This journal entry is due by 11:59 p.m. (ET) on Sunday of
Module/Week 5.
E.
Parent-Teacher Presentation
Students will prepare a PowerPoint presentation with lecture notes included with
each slide. The presentation needs to cover material useful to both parents and
teachers in promoting academic achievement and personal-social, career, and
academic development of all students. This assignment is due by 11:59 p.m. (ET)
on Sunday of Module/Week 6.
F.
School Counseling Collaborative Model
Student will develop a School Counseling Collaborative Model as the culminating
benchmark assignment for this course that integrates learning across all course
modules. This model must be submitted through the LiveText template. This
assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
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EDUC 660 Syllabus
G.
Module Quizzes (7)
By the end of each module/week students will complete a 60-minute, openbook/open-notes quiz that covers the content of the textbook chapter(s). There are
25 multiple-choice questions per quiz. The quizzes must be completed by 11:59
p.m. (ET) on Sunday of the assigned modules/weeks.
VI.
COURSE GRADING AND POLICIES
A.
Points
Course Requirements Checklist
Discussion Board forums (3 at 100 pts ea)
Multicultural Journal Entry
Parent-Teacher Presentation
School Counseling Collaborative Model
Module 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 = 729 and below
C.
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
class 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.
D.
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.
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EDUC 660 Course Schedule
COURSE SCHEDULE
EDUC 660
Textbooks: Erford, B., Transforming the School Counseling Profession (2011).
Schellenberg, R., The New School Counselor: Strategies for Universal Academic
Achievement (2008).
Stone, C., School Counseling Principles: Ethics and Law (2009).
ASCA, The ASCA National Model: A Framework for School Counseling Programs
(2012).
MODULE/
WEEK
READING & STUDY
1
Erford: ch. 1
Schellenberg: ch. 1
Stone: ch. 2
3 articles
2 presentations
Course Requirements Checklist
Class Introductions
Module Quiz 1
10
0
25
2
Erford: ch. 2
Schellenberg: ch. 3
Stone: ch. 3
3 articles
1 presentation
Module Quiz 2
25
3
Erford: ch. 3
ACSA Manual
Stone: ch. 12
1 article
1 presentation
DB Forum 1
Module Quiz 3
100
25
4
Erford: ch. 12
3 articles
1 presentation
Module Quiz 4
25
5
Erford: ch. 6
Stone: chs. 4, 7–8
2 articles
1 presentation
DB Forum 2
Module Quiz 5
Multicultural Journal Entry
100
25
150
6
Erford: chs. 7–8
4 articles
1 presentation
Module Quiz 6
Parent-Teacher Presentation
25
150
7
Erford: ch. 5
Stone: chs. 1, 5–6, 9–11
4 articles
1 presentation
DB Forum 3
Module Quiz 7
100
25
ASSIGNMENTS
POINTS
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EDUC 660 Course Schedule
MODULE/
WEEK
READING & STUDY
8
None
ASSIGNMENTS
POINTS
School Counseling Collaborative Model
225
TOTAL
1010
DB = Discussion Board
NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday
night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET) on Friday.
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