Northeastern Illinois University
Department of Counselor Education

"Reflective Professionals Building Learning Communities"


COURSE TITLE

COUN 409: Career Development – SUMMER 2005

INSTRUCTOR INFORMATION

Dr. Ken Currier, Ph.D., CRC
Office: CLS 4097
Phone: 773-442-5576 (office); 773-588-1829 (home, Chicago); 608-752-2107 (home, Wisconsin); 773-213-4114 (Cell)
E-mail: ken.currier@comcast.net (preferred); K-Currier@neiu.edu

COURSE DESCRIPTION

This introductory course provides an overview of the field of career development with applications appropriate to the student's sequence. The focus is on career development theories; occupational and educational information; career and leisure counseling; lifestyle and career decision making; and program planning and evaluation. A whole life span perspective facilitates the personal, social, educational, and career development of children, adolescents, and adults. This course contributes to the Career Development component of the program and is required of all students.

PREREQUISITE

COUN 402 Developmental Counseling

REQUIRED TEXT

Herr, E.L., Cramer, S.H., & Niles, S.G. (2004). Career guidance and counseling through the lifespan: Systematic approaches (6th ed.). Boston: Allyn & Bacon.

REQUIRED CAREER ASSESSMENT INSTRUMENT

COPSystem Career Measurement packet (Available in Beck’s Bookstore on campus)

MODE OF INSTRUCTION

Lecture/discussion supplemented with personal exploration and internet-based (Blackboard) activities.

COURSE OBJECTIVES

The objectives of this course support the College of Education Performance Standards #7 Communication/Technology, #9 Assessment, and #13 Diversity. (See Appendix A for table of standards.) The objectives of the course are also designed to


1. Help provide students with a solid foundation for understanding the field of career counseling and development;
2. Provide an overview of the major theories, concepts, and principles that comprise the body of knowledge about career development, including trait/factor, personality, developmental, decision-making, sociological, and organizational models;
3. Explore current and future issues and trends, including the impact of gender and culture and the integration of career counseling with personal counseling;
4. Study career assessment, counseling, and other forms of interventions;
5. Introduce students to alternative career interventions.
6. Encourage students to explore their career development in order to understand the career development of others;
7. Consider employment issues for disabled persons, including accommodations, modifications, and removal of barriers (ADA); and;
8. Learn to apply career development knowledge by writing a Personal Career Assessment Paper.

REQUIRED PROJECTS

Each student will be required to write a research paper on a topic in career counseling that is appropriate to their professional counseling practice goals and objective. The students are required to post weekly assigned activities on the Blackboard “Discussion Board” which may involve such themes as personal exploration, current topics in career counseling, working with special population, and/or case studies. Two take-home exams are required which involve integrating, synthesizing, and processing career information appropriate and applicable to professional counseling practice.

STUDENT EVALUATION

2 Take-home exams @ 50 pts each (Mid- & Final) 100 pts – 40%
Career Development Research Paper (Guidelines provided) ~12-15 pgs. 100 pts – 40%
Blackboard-based “Discussion Board” Activities -10 pts each 100 pts – 20%
Total 200 pts –100%


GRADING POLICY

A = 90-99% D = 60-69%
B = 80-89% F = below 60%
C = 70-79%

ASSESSMENT OF LEARNING (FEEDBACK LOOP)

Assessment of learning begins in the initial class session and is on-going throughout the course. Data from the specific assessment tools (reflection papers and Personal Career Assessment Paper) will be analyzed and the results used to improve instruction and facilitate increased student learning. This feedback may be used to make adjustments in the course as it progresses and to implement future changes.

STUDENT ACCOMMODATIONS

In accordance with the Americans with Disabilities Act of 1990, Northeastern Illinois University does not discriminate against employees or students on the basis of disability. In addition, the University provides reasonable accommodations for both employees and students with disabilities. Students seeking reasonable accommodations in the classroom should contact the Accessibility Center/HELP Office, A
118 (phone 773/442-5495, 5496, or 5497; TDD 773/442-5499).

The University policy on services for students with disabilities may be found at http://www.neiu.edu/%7EDeanSt/survival/disabilities.pdf . Students should feel free to meet with the instructor at any time to discuss any reasonable accommodations or removal of barriers that may hinder full inclusion and participation in the course.

STUDENT RESPONSIBILITIES

Students are expected to attend all class sessions, read assigned materials in advance of the topic discussion in class, participate in class or Blackboard-based discussions, submit a 10-12 page research paper and complete two take-home exams. Students may have 2 absences (excused or unexcused) without penalty. By missing three classes, the student will lose one full grade (e.g. A to B, B to C). Missing 4 or more classes, for any reason, the student will fail the course.

COURSE TOPICS AND SCHEDULE

Key
Week/Topic
Date
Assignment Due

Note: Blackboard Activities need to be posted on the Bb “Discussion Board” site by 12 midnight Wed evening prior to the next class meeting e.g. Blackboard Activity assigned for Week 2 must be posted on the Bb by midnight Wed, June 15th to receive full pts. Those posted after will receive 50% of pts possible. The student is expected to have read the assigned readings prior to each class meeting.

Week 1 – Orientation
May 26
Assignment: Enroll in Blackboard (Bb)
Send email to Dr. Currier to let him know you were successful with Bb
Read Chapter 1

Week 2 - Overview of Career Development Field and Career Counseling
June 2
Assignments: Blackboard Activity
Read Chapter 2

Week 3 – The World of Work, Leisure, and Personal Meaning
June 9
Assignments: Blackboard Activity
Read Chapter 3

Week 4 - Occupational Structures, the Labor Market
June 16
Assignments: Blackboard Activity
Read Chapter 4
Topic & Outline draft Due of Research Paper

Week 5 – Career Development Theories & Approaches
June 23
Assignment: Blackboard Activity
Read Chapter 5
Reference List Due of Research Paper Topic (10 references min.)
Take-home midterm exam posted

Week 6 – Diversity in Career Development
June 30 Midterm Exam due
Assignment: Blackboard Activity
Read Chapters 6 & 13

Week 7 – Systematic Planning & Helping Strategies
July 7
Assignment: Blackboard Activity
Read Chapter 14 AND one Chapter of #7-12 whichever is appropriate to your chosen work setting

Week 8 – Information Systems & Special Populations
July 14
Assignment: Blackboard Activity
Research Paper Due next week
Read Chapter 15

Week 9 – Assessment in Career Counseling
July 21 Research paper due
Assignment: Blackboard Activity
Read Chapter 16

Week 10 – Review & Catch-up
July 28 Final Exam Posted


Week 11 – Final Exam Posted & Reviewed
August 11 Final Exam Due

August 17 – Grades due to Registrar


References

Bedell, J. R. (1994). Psychological assessment and treatment of persons with severe mental disorders. Taylor & Francis.
Bejian, D.V., & Salomone, P.R. (1995). Understanding midlife career renewal: Implications for counseling. Career Development Quarterly, 44, 52-63.
Betz, N.E. (1994). Self-concept theory in career development and counseling. Career Development Quarterly, 43, 32-42.
Boer, P. M. (2001). Career counseling over the Internet. Hillsdale, NJ: Erlbaum.
Bolles, R. N., & Figler, H. E. (1999). Career counselor's handbook. Ten Speed Press.
Bretz, R.D., & Judge, T.A. (1994). Person-organization fit and the theory of work adjustment. Journal of Vocational Behavior, 44, 32-54.
Brown, D. (2003). Career information, career counseling, and career development (8th ed.). Boston: Allyn & Bacon.
Cochran, L. (1997). Career counseling: A narrative approach. Thousand Oaks, CA: Sage Publications.
Dawis, R.V., & Lofquist, L.H. (1984). A psychological theory of work adjustment. Minneapolis: University of Minnesota Press.
Dawis, R.V. (1994). The theory of work adjustment as convergent theory. In M.L. Savickas, & R.W. Lent (Eds.). Convergence in career development theories (pp. 33-44). Palo Alto, CA: CPP Books.
Drummond, R.J., & Ryan, C.W. (1995). Career counseling: A developmental approach. Englewood Cliffs, NJ: Prentice Hall.
Eikelberry, C., & Bolles, R.N. (1999). The career guide for creative and unconventional people. Berkeley, CA: Ten Speed Press.
Farmer, H.S. (1997). Diversity and women's career development: From adolescence to adulthood. Thousand Oaks, CA: Sage Publications.
Fitzgerald, L.F., & Betz, N.E. (1994). Career development in cultural context: The role of gender, race, class, and sexual orientation. In M.L. Savickas & R.W. Lent (Eds.). Convergence in career development theories (pp 103-118). Palo Alto, CA: CPP Books.
Gelberg, S., & Chojnacki, J. (1996). Career and life planning with gay, lesbian, and bisexual persons. Annapolis, MD: American Counseling Association.
Gomez, M.J. & Fassinger, R.E. (1994). An initial model of Latina achievement: Acculturation, biculturalism, and achieving styles. Journal of Counseling Psychology, 41, 205-215.
Hanisch, K.A. (1994). Reasons people retire and their relations to attitudinal and behavioral correlates in retirement. Journal of Vocational Behavior, 45, 1-16.
Helms, J.E,. & Peper, R.E. (1994). Implications of racial identity theory for vocational psychology. Journal of Vocational Behavior, 44, 124-138.
Herring, R.D. (1998). Career counseling in schools: Multicultural and developmental perspectives. Alexandria, VA: American Counseling Association.
Holland, J.L. (1992). Making vocational choices: A theory of vocational personalities and work environments. Odessa, FL: Psychological Assessment Resources.
Holland, J.L., Powell, A.B., & Fritzsche, B.A. (1994). The Self-Directed Search professional user's guide. Odessa, FL: Psychological Assessment Resources (PAR).
Kapes, J.T., Mastie, M.M., & Whitfield, E.A. (1994). A counselor's guide to career assessment instruments (3rd Ed.). Alexandria, VA: National Career Association.
Kerr, B. & Maresh, S. (1994). Career counseling for gifted women. In W.B. Walsh & S.H. Osipow (Eds). Career counseling for women (pp. 197-235). Hillsdale, NJ: Earlbaum.
Kosciulek, J.F. (2004). Empowering people with disabilities through vocational rehabilitation counseling. American Rehabilitation. Available online at: http://www.findarticles.com/p/articles/mi_m0842/is_1_28/ai_n8681410
Lofquist, L.H., & Dawis, R.V. (1991). Essentials of person-environment correspondence counseling. Minneapolis: University of Minnesota Press.
U.S. Department of Labor. (1996). Occupational outlook handbook. Washington, DC: Author.
Osborne, W.L., Brown, S., Niles, S., & Miner, C.U. (1997). Career development, assessment, and counseling: The CDAC approach of Donald E. Super. Annapolis, MD: American Counseling Association.
Osipow, S.H. & Fitzgerald, L.F. (1995). Theories of career development (4th Ed.). Boston: Allyn & Bacon.
Parsons, F. (1996). Choosing a vocation. Boston: Houghton-Mifflin.
Peterson, N., & Gonzalez, R. C. (1999). Career counseling for diverse populations. Belmont, CA: Wadsworth.
Pimentel, R.K., Lodido, M.J., Bell, C.G., Lodido, M. & Bell, C. (1993). Job placement - ADA connection: Limiting liabilities and maximizing opportunities for persons with disabilities. Grenada Hills, CA: Milt, Wright Associates.
Salomone, P. (1995). Tracing Super's theory of vocational development: A 40 year retrospective. Journal of Career Development, 22, 167-173.
Sampson, P. J. (Ed.). (2003). Career counseling and services: A cognitive information processing approach. Belmont, CA: Wadsworth.
Savickas, M.L. & Lent, R.W. (1994). Convergence in career development theories. Palo Alto, CA: CPP Books.
Seligman, L. (1994). Developmental career counseling and assessment (2nd ed.). Thousand Oaks, CA: Sage Publications.
Super, D.E. (1990). A lifespan, lifespace approach to career development. In D. Brown, L. Brooks, & Associates. (Eds.). Career choice development: Applying contemporary theories to practice (2nd ed.) pp. 197-261). San Francisco: Jossey-Bass.
Swanson, J.L. & Fouad, N.A. (1999). Career theory and practice: Learning through case studies. Thousand Oaks, CA: Sage Publications.
Tieger, P. D., & Tieger, B. B. (2001). Do what you are: Discover the perfect career for you through the secrets of personality type (3rd Ed.). Little-Brown.
Vondracek, F.W., & Fouad, N.A. (1994). Developmental contextualism: An integrative framework for theory and practice. In M.L. Savickas & R.W. Lent (Eds.). Convergence in career development theories (pp. 207-213). Palo Alto, CA: CPP Books.
Walsh, W.B,. & Osipow, S.H. (1994). Career counseling for women. Hillsdale, NJ: Earlbaum.
Walsh, W.B., & Srsic, C. (1995). Vocational behavior and career development, 1994: A review. Career Development Quarterly, 44, 98-145.
Willmes, K., & Deloch, G. (Eds.). (1998). Methods and issues in neuropsychological assessment and rehabilitation. Taylor & Francis.
Zunker, V. G. (2001). Career counseling: Applied concepts of life planning (6th Ed.). Belmont, CA: Wadsworth.


Web Resources: Career Development

America’s Job Bank
http://www.ajb.org

Self-Directed Search
http://www.self-directed-search.com

DISCOVER Career Planning Program
http://webapps01.act.org/eDISCOVER/

FOCUS Career & Educational Planning Solutions
http://www.focuscareer.com/

Department of Labor Education and Training Administration
http://www.doleta.gov/

U.S. Bureau of Labor Statistics
http://www.ajb.org/

Occupational Outlook Handbook (Bureau of Labor Statistics)
http://www.bls.gov/oco/

Occupational Outlook Quarterly
http://www.bls.gov/opub/ooq/ooqhome.htm

Career Builder
http://www.careerbuilder.com



Appendix A: Table of Standards


The course objectives for Career Development are linked to the following standards. (COE = College of Education; CACREP = Council for Accreditation of Counseling and Related Educational Programs; CORE = Council on Rehabilitation Education.)

COE Performance Standards #7 Communication/Technology, #9 Assessment, and #13 Diversity.
CACREP II.K.4 = Career Development
CORE C.4 = Employment and Career Development

1. help provide students with a foundation for understanding the purposes and goals of career counseling;

COE Performance Standard #7
CACREP II.K.4.c
CORE C.4.3 and C.4.5

2. provide an overview of the major theories, concepts, and principles that comprise the body of knowledge about career development, including trait/factor, personality, developmental, decision
making, sociological, and organizational models;

COE Performance Standard #7
CACREP II.K.4.a
CORE C.4.1

3. explore current and future issues and trends in the world of work, including the labor market and employment opportunities for minorities and disabled persons;

COE PErformance Standard #7
CACREP II.K.4.c
CORE C.4.2 and C.4.4

4. study the role of assessment in career counseling and job placement;

COE Performance Standard #9
CACREP II.K.4.f
CORE C.4.17
5. introduce students to a variety of career interventions and programs (e.g., information sources, computer-assisted career guidance, the Internet, and program development and evaluation);

COE Performance Standard #7
CACREP II.K.4.b and II.K.4.g
CORE C.4.23

6. encourage students to explore their career development in order to understand the career development of others;

COE Performance Standard #7
CACREP II.K.4.f and II.K.4.h
CORE C.4.3 and C.4.5

7. consider employment issues for disabled persons, including accommodations, modifications, and removal of barriers (ADA);

COE Performance Standard #7
CACREP II.K.4.c and II.K.4.e
CORE C.4.7, C.4.8, C.4.9, and C.4.10

8. learn to apply career development knowledge by writing a Personal Career Assessment Paper.

COE Performance Standard #7
CACREP II.K.4.f, II.K.4.g, and II.K.4.h
CORE C.4.3, C.4.5, and C.4.17