Home > Career Counseling: Counseling 513
University of New Mexico Counselor Education Program
CACREP Accredited
COUN 513: Career Counseling: 3 Credits
Spring 2009
Assistant Professor:
David Olguin, PhD, LPC Office: Simpson Hall 115
Office phone: 277-5324 Office hours: Wednesdays 3:00-5:00
Fax: 277-8361 Thursdays 3:00-4:00
Or by appointment
Email: dolguin1@unm.edu Class Time: Thursdays 4:00-6:30
Website: www.unm.edu/~dolguin1 Location: Dane
Smith Hall 332
UNM Catalog Course Description:
This course is a practical
and theoretical foundation for understanding the relationships of personal
and career development theories to counseling practice. Includes vocational
choice theory, lifestyle choices, occupational and educational information,
decision-making processes and career exploration techniques; all include
working with diverse populations and ethical standards.
College of Education Conceptual
Framework:
Professional Understandings Professional Practices Professional Identities
1. Human Growth & Development 1. Learner-Centered 1. Caring
2. Culture & Language 2. Contextual 2. Advocacy
3. Content of the Disciplines 3. Coherent 3. Inquisitiveness
4. Pedagogy 4. Culturally Responsive 4. Reflection-In-Action
5. Technology 5.Technologically Current 5. Communication
6. Professional Issues 6. Collaboration
7. Nature of Knowledge 7. Ethical
Behavior
Counselor Education Program Mission Statement:
The Counselor Education Program
prepares students to address the counseling and human development needs
of a pluralistic society. The program recruits and retains
students who reflect the broad range of diversity found in New Mexico.
Students graduate with knowledge and skills in core competency areas
that include: professional identity, social and cultural foundations,
human growth and development, career development, helping relationships,
group work, assessment, research and program evaluation.
The counselor education program
features an integration of theory, research, practice, and interdisciplinary
collaboration. It is intended to prepare counselors who are informed,
who will be sensitive to the diversity and uniqueness of individuals,
families and communities, and who will value and promote the dignity,
potential and well-being of all people. The program prepares professional
counselors and counselor educators to respond to a world with challenging
and pressing social problems.
Faculty members are committed
to teaching, scholarship, research, clinical practices and service,
while promoting a climate of social justice, systemic change and advocacy.
The faculty’s goal is to infuse multicultural and diversity training
in all aspects of academic and clinical coursework in order to prepare
multiculturally competent counselors and counselor educators.
From the beginning of the graduate course of study, classroom education
is combined with on-site training. These experiences provide the
opportunity for students to work in and with various educational settings
and community agencies.
CACREP Topic Areas Addressed:
a. career development theories and decision-making models;
b. career, a vocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems;
c. career development program planning, organization, implementation, administration, and evaluation;
d. interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development;
e. career and educational planning, placement, follow-up, and evaluation;
f. assessment instruments and techniques that are relevant to career planning and decision making;
g. technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites;
h. career counseling processes, techniques, and resources, including those applicable to specific populations; and
i. ethical and legal considerations.
Course & Learning Objectives:
Course Design & Learning modalities utilized:
Expectations of Professionalism:
Student Rights and Responsibilities:
Student Accessibility Services:
Qualified students with disabilities
needing appropriate academic adjustments (i.e. seating placement, arrangements
for examinations, etc.), should contact the instructor as soon as
possible to ensure your needs are met in a timely manner. Students
who need academic adjustments must register and work closely with UNM
's Accessibility Services to accommodate requests. This office must
send an official notification of your needs to the instructor in order
to make accommodations. They are located in room 2021 Mesa Vista
Hall. Please visit the department's website at www.as.unm.edu or call (505)-277-3506 if you need
further information.
UNM/Counselor Education Policies & Procedures:
Students are expected to follow all UNM policies. Please see http://www.unm.edu/currentstudents.html or the UNM Course Catalog for information on UNM services and policies. Please see the UNM academic calendar for course dates, the last day to drop courses without penalty, and for financial disenrollment dates. You must also familiarize yourself with the policies in the UNM Pathfinder located at http://pathfinder.unm.edu/. It is particularly important that you follow the UNM Student Code of Conduct, in the policies section of the Pathfinder http://www.unm.edu/~sac/policies.html#studentcode
In addition to UNM policies,
all students must follow the policies and procedures presented in the
Counselor Education Masters Student Manual. You can download a copy
at http://www.unm.edu/~divbse/couns/counselor.htm.
Academic Integrity & Expectations of Professionalism
Each student is expected to
maintain the highest standards of honesty and integrity in academic
and professional manners. The University reserves the right to take
disciplinary action, up to and including dismissal, against any student
who is found guilty of academic dishonesty or otherwise fails to meet
these standards. Plagiarism is representing someone else’s work as
you own and is not acceptable. All work is expected to be your
own individual work; paraphrasing a document written by someone else
is a violation and could result in failure of the class. A clear
description of Cheating or plagiarizing will be treated according to
the UNM Student Code of Conduct, located in the Student Handbook: http://www.unm.edu/~sac/policies.html#studentcode.
Cell Phones & Pagers:
Please turn off all cell phones
and pagers during class or put them on vibrate. Should a cell
phone ring in class, it is expected that you turn off the ringer immediately.
It is not acceptable to answer a phone during class. If you must be
available for an emergency call, please inform the instructor and your
class mates, answer the call immediately, sit close to the door, and
make a non-disruptive exit.
Computers in Class:
You are welcome to use computers
in class to take notes or to personally navigate websites being reviewed
during class. It is not acceptable to use your computer for non-class-related
work.
Required Textbook:
Niles, S. G., & Harris-Bowlsbey,
J. (2009). Career Development Interventions in the 21st
Century (3rd ed.). Pearson-Merril Prentice Hall. ISBN
970-0-13-225438-0
Recommended Book:
Peterson, N. & Gonzales,
R.C. (2000). Career Counseling Models for Diverse Populations: Hands-on
applications by practitioners. Wadsworth/Brooks Cole.
Web Site:
www.prenhall.com/niles
Assignments & Course Requirements
Class Attendance & Participation: Expected Throughout Semester
Class attendance and participation
are expected because they are crucial elements in a graduate counseling
program and for the learning community. Your grade can be affected
by absences. Students are expected to attend every class on time,
have completed the assigned readings, and be prepared to discuss what
was read. There will be a variety of in-class activities that
will be completed in groups.
Myers-Briggs Type Indicator (MBTI) & Strong Interest Inventory (SII): Due Early in Semester
Each student will need to either
go to UNM Career Services (2nd floor Student Services Center,
room 220; http://www.career.unm.edu) or call them to see about setting
up an appointment to take the Myers-Briggs Type Indicator (MBTI) and
the Strong Interest Inventory (SII). Each assessment will cost $10.00
(total of $20.00 for both). After you take each assessment you need
to make an appointment to have them interpreted. Save your assessments/inventories
because you will practice interpreting the results with a partner in
class. Also, you need to use the results in the Self-Evaluation
Paper that is due April 16, 2009.
Student Theoretical Presentations (25%): February 12 & 19, 2009
Each student will pair up with
peers to present a career development theory from the textbook (chapters
2-3). Students will be paired to present a 20-minute presentation, and
handouts must be given to each individual in class. Groups must meet
outside of class time.
Curriculum Vitae, Cover Letter, Position Statement (20%): March 12, 2009
Each student will develop their
curriculum vitae (CV), cover letter and career counseling position statement.
These three important employment documents can be used to secure a desired
counseling position once you near graduation. Use the internet to get
additional resources so that you can develop your CV, cover letter and
career position statement. DO NOT use computer resume software
packages to create the CV. Include in Portfolio.
Self-Evaluation Paper (15%): April 16, 2009
This assignment involves your visit at UNM Career Services (2nd floor Student Services Center, room 220; http://www.career.unm.edu), taking and having the MBTI and SII interpreted. This paper is six (6) pages in length and is comprised of two parts. First, you will go through the process of going to the center to complete the MBTI and SII. After you complete the administration and interpretation processes you are to write three (3) pages addressing the following points and questions:
Describe what your experience at the center was like (parking, location, greeting, etc.).
Describe what you observed in the waiting room.
Describe what it was like for you to take the MBTI & SII.
Do you believe the MBTI & SII are culturally sensitive, and explain why?
Describe what occurred during the administration processes (What were some differences and similarities?).
What stood out about the career counselor’s style during the interpretation process? (What were some differences and similarities?)
What thoughts and feelings went through your mind and body during the interpretations?
Were the inventories useful and appropriate for you, and explain why?
What clients would these assessments not be suitable for, and explain why?
Second, you will write
three (3) pages integrating a career development theory with your MBTI
and SII results. Explain how the results (and information conveyed
to you during the interpretations) contributed to your career developmental
stages and decision-making processes (refer to the textbook and/or other
resources). Your paper will be graded on the content (integration of
information from the textbook-and other sources if needed-identification
of your skills, values, work history, and future career direction) and
organization (clear, concise, free of spelling and writing and grammar
errors). Follow APA style (use Dr. Olguin’s website for APA style
links). Include in Portfolio.
Personal Design of a Career Counseling Center (25%): April 30, 2009
This assignment requires that
your group select a targeted population in which to design a career
counseling center (i.e., elementary, middle, or high school, college/university,
or private practice). Once you have selected the targeted area
you will implement, design and develop your career counseling center.
Be creative. Include in Portfolio.
Your program design should
include:
Exam (20%): May 7, 2009
A comprehensive final exam
will be administered a minimum of two (2) weeks prior to the conclusion
of the semester. The final exam is comprehensive and will include
all of the chapters listed in the syllabus. The final exam is
due in class on May 7, 2009. You are required to complete
and turn-in the scantron sheet (name and social security must be in
the appropriate place); only one scantron will be given so do not lose
the one you are given. Answers will be emailed as soon as all exams
are collected.
Assignment Points Break-down:
Student Theoretical Presentations 20
C. Vitae, Cover letter, Position Statement 20
Self-Evaluation 15
Design Career Center 25
Exam 20
Grades: 98-100- A+ 94-97- A 90-93- A-
88-89- B+ 84-87- B 80-83- B-
78-79- C+ 74-77- C 70-73-
C- 69-Below- D-F
Grading Rubrics:
Refer to each assignment in
the Assignments and Course Requirements section for expected content.
Incompletes & Late Assignments & Drops:
Incompletes are only given
in rare circumstances. Before you attempt and assume that an incomplete
will be given, you must speak with Dr. Olguin to determine if an incomplete
will be given. If you need an extension on an assignment, please
speak with me before the assignment due date. Although an extension
may be given, you will receive a drop in letter grade for papers turned
in after the due date.
Writing Requirements:
All written assignments must
be in basic APA 5th Ed. format and style. This means
that each paper will have a title page (include header, Running head,
& name), one inch margins all around, double-spaced, and if needed,
citations with a reference page. Certain sections in the Career
Center assignment can be single spaced (base decision on appearance).
Electronic Submissions:
MUST GET APPROVAL.
If approved, ALL assignments (not turned-in in class on time)
MUST be emailed as MS Word or Text files (NOT Wordperfect)
to Dr. Olguin on the due date.
Masters Examination and Portfolio Requirements:
The curriculum vitae, cover
letter and position statement need to be placed in your portfolio. In
addition, you must also place the self-evaluation and design of career
center in the portfolio. After you turn in each of the assignments to
be graded, you will receive them after they are graded and edit any
areas outlined, and then show Dr. Olguin the corrected version in the
same semester to get approval to put into your portfolio.
RESOURCES:
Graduate Student Writing Studio Resources:
You can receive free assistance
with your writing at the College of Education Graduate Writing Studio
located in the Tech Center, Room 117. Individuals at the Graduate
Writing Studio can assist you with class assignments, grant writing,
dissertation writing, writing for publication, and other writing needs.
You can make an appointment by going to www.coewritingstudio.unm.edu and following the instructions.
You can also call the studio at 277-0466.
WebCT Resources:
Students can find information
about using WebCT at http://webctinfo.unm.edu/student. You will need to log in using your
NetID and password. Students who have technical problems with WebCT
can contact free technical support by calling (505) 277-7490.
If your computer does not have the appropriate software for WebCT, you
can access free software at http://webctinfo.unm.edu/student/getsoftware.htm
TENTATIVE
CLASS/COURSE SCHEDULE
Date | Reading
Assignments |
Topics and Activities | Assignments Due |
1/22/09 | Introductions & Syllabus | ||
1/29/09 | Niles Chs. 1
& 14
Appendixes B & D |
Introduction
to Career Counseling
Ethical Issues in Career Development Interventions |
|
2/5/09 | Niles Chs. 4 & 8 | Career Development
and Diverse Populations and
Career Counseling Strategies and Techniques for the 21st Century |
|
2/12/09 | Pedersen Triad Training Model | ||
2/19/09 | Niles Ch. 2 | Understanding and Applying Theories of Career Development | Student Presentations |
2/26/09 | Niles Ch. 3 | Understanding and Applying Emerging Theories of Career Development | Student Presentations |
3/5/09 | Appendix F | In Class Group
Activity
Road Trip Nation www.roadtripnation.com |
|
3/12/09 | Niles Chs. 6 & 7 | Career Information
& Resources
Using Technology to Support Career Counseling |
CV, Cover Letter, Position Statement |
3/19/09 | Spring Break | |
|
3/26/09 | Niles Ch. 9 | Designing and Implementing Career Development Programs and Services | |
4/2/09 | Chs. 10 &
11
Appendix C |
Career Development Interventions in Elementary, Middle, and High Schools | |
4/9/09 | Niles Ch. 12 & 13 | Career Development Interventions in Higher Education and Community Settings | |
4/16/09 | MBTI & SII Assessment Interpretations | Self-Evaluation
Paper
MBTI & SII Interpretation |
|
4/23/09 | Niles Ch. 5 | Assessment and Career Planning | |
4/30/09 | Discuss other Career Assessments/Inventories and Card Sort | Design of Career Counseling Center | |
5/7/09 | Final Exam Due | Final Exam | |
5/14/09 | Finals Week |
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