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ced 7070 -‐ course syllabus - College of Education - Wayne State

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  CED  7070  -­‐  COURSE  SYLLABUS    

COURSE  TITLE:     DIVISION:       DEPARTMENT:     COURSE  SECTION:     COURSE  CREDIT:     TERM  &  YEAR:     DAY  &  TIME:     COURSE  LOCATION:   INSTRUCTOR:    

                 

OFFICE  HOURS:       COUNSELING  DEPARTMENT:  

School  Guidance,  Counseling  &  Consulting     Theoretical  &  Behavioral  Foundations   Counselor  Education     20341   4  Credit  Hours   Winter  2014     Tuesdays  4:30  p.m.  -­‐  8:10  p.m.*(See  also  p.3)   COE  Room  171   Dr.  Laura  Strong   College  of  Education   (586)  482-­‐0019   [email protected]   Arranged  By  Appointment     (313)  577-­‐1613  

 

COURSE  OBJECTIVES   The  course  will  explore  principles  and  practices  of  counseling  and  consultation  in  school  settings.  The  focus  is   on   the   holistic   approach   to   enhance   and   facilitate   student   growth,   development,   and   self-­‐awareness.     Students   fulfilling   all   requirements   upon   completion   of   the   course   will   be   able   to   demonstrate   knowledge   and/or  skills  in:   • History  and  current  issues  in  the  practice  of  school  counseling.   • Explore  the  traditional  and  modern  role  of  a  school  counselor.   • Examine  a  school  counselor’s  function  and  practice  in  schools.   • Understand  a  variety  of  approaches  to  accomplish  the  ASCA  National  Model  objectives.       • Understand  legal,  ethical,  and  professional  issues  that  impact  practice.   • Explore  essential  services  for  students.   • Review  and  be  able  to  implement  the  Michigan  Comprehensive  Guidance  and  Counseling  Program.   • Explore  the  process  of  consultation  and  the  school  counselor.   • Explore  the  needs  of  special  populations  including  children  in  poverty,  and  children  with  disabilities.    

REQUIRED  TEXTS   •

•  

Schmidt,   J.J.   (2014).     Counseling   in   Schools:   Comprehensive   Programs   of   Responsive   Services   for   Students,  6th  Edition.    ISBN  0132851717     American   School   Counseling   Association   (2012).     The   ASCA   National   Model:   A   Framework   for   School   Counseling  Programs,  3rd  edition.  ISBN  1929289324    

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COURSE  REQUIREMENTS/ASSIGNMENTS   1. Attendance  is  mandatory  at  all  scheduled  classes.   2. Late  assignments  are  not  accepted.   3. Cell  phone  use  is  prohibited.  Texting  during  class  is  prohibited.  If  you  must  bring  your  phone  to  class,  it   should  be  on  silent.  In  cases  of  emergency,  you  should  leave  the  classroom  to  address  the  call.   4. All  papers  are  to  be  submitted  in  the  APA  format  only.   5. The  instructor  reserves  the  right  to  make  modifications  to  the  Syllabus.     IN  PERSON  PARTICIPATION/ONLINE  SESSION  POSTS  [28  Points]   Students   will   be   expected   to   initiate   and   engage   in   discussions   of   the   major   topics   assigned.     All   assigned   readings   should   be   completed   prior   to   each   class   session   and   all   assigned   activities   are   completed   on   time.   Please  sign  in  and  out  on  the  attendance  sheet  each  week.    Participation  points  will  be  awarded  during  the  in-­‐ person   and   online   sessions   for   participation   in   activities,   involvement   in   class   discussions,   and/or   discussion   posts.     It   is   expected   that   students   are   present   for   all   course   sessions.     If   a   student   misses   more   than   two   sessions  earning  credit  for  this  course  could  be  in  jeopardy.    If  a  student  misses  a  class  session,  participation   points  are  not  available,  however,  it  is  expected  the  student  will  complete  the  reading  and  the  work  that   was  missed.     ASCA  NATIONAL  MODEL  PAPER  [25  Points]   Research   the   ASCA   National   Model.   Questions   to   consider:   Who   developed   the   model?   Why   was   it   developed?    How  is  it  to  be  used  by  school  counselors?    You  will  be  writing  a  paper  on  your  findings.    Papers   should  include  an  introduction  paragraph,  body  paragraphs  and  a  conclusion  paragraph  and  be  3-­‐6  pages  in   length  (not  including  title  or  reference  page).    All  papers  are  to  be  typed;  format,  spelling  and  grammar  are   important.    The  paper  should  be  written  based  on  the  guidelines  provided  in  the  APA  Publication  Manual  (6th   edition).      A  grading  rubric  will  be  provided.   Resources:   WSU  Writing  Center  Website:    http://www.english.wayne.edu/writing/   Purdue  Owl:    http://owl.english.purdue.edu/owl/section/2/10/     MIDTERM  [25  Points  Possible]   The   midterm   will   be   20   multiple-­‐choice   questions   (1   point   each)   and   one   essay   question   (5   points).   All   questions   will   come   directly   from   the   readings   in   your   textbook   and   in   class   lectures.   The   midterm   examination  will  cover  course  content  up  through  the  week  prior  to  the  exam.       PRESENTATION  [22  Points  Possible]   Students   will   prepare   a   45-­‐minute   presentation   on   a   school   counselors’   role   with   regard   to   one   of   the   following  topics:     A:    Assisting  Students  with  Special  Needs  &  Special  Education  Referral  Process   B:    No  Child  Left  Behind   C:    Child  Protective  Services  &  Referral  Process  in  Schools     D:    Working  with  Homeless  Children   E:    Empowering  Underprivileged  Children   F:    Consultation  in  Schools   G:    Responding  to  School  Violence/Trauma  &  Crisis  Response   H:    Bullying  &  Cyber-­‐bullying  in  Schools     I:        Preventing  School  Drop-­‐out  

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  Each  presentation  should  provide:   a. Overview  of  the  topic.   b. Issues/needs  of  the  students  and  methods  you  would  use  to  identify  such  issues/needs.   c. School  counselor’s  interventions  or  actions  steps  to  resolve  issues/needs.   d. Resources  that  could  be  provided  to  a  students  and/or  their  families.   e. How  multicultural  competence  plays  a  role.   Consider   using   an   interview   with   a   school   counselor   to   gather   relevant   information.     If   you   do,   be   sure   to   cite   him  or  her  as  a  source.     FINAL  EXAM  [25  Points  Possible]   The  final  exam  will  consist  of  20  multiple-­‐choice  questions  (1  point  each)  and  one  essay  question  (5  points).  All   questions  will  come  directly  from  the  readings  in  your  textbook  and  in  class  lectures.  The  final  examination  will   cover  course  content  from  the  second  half  of  the  course.    

SCHEDULE   *IMPORTANT   NOTE:   We   will   meet   both   in-­‐person   and   online.     During   the   online   course,   we   will   utilize   Blackboard.    If  you  do  not  have  access  to  your  own  computer,  there  are  computers  available  in  labs  on  campus;   please  see  me  if  you  need  assistance  gaining  access  to  a  computer.     Januaey  7,  2014  –  IN  PERSON   • Introductions  &  Review  Syllabus   • Sign  up  for  Presentations  &  Discuss  Course  Format   • Article:    The  Role  of  the  Professional  School  Counselor,  ASCA     January  14,  2014  –  BLACKBOARD   • Chapter  1:  History  of  School  Counseling  &  The  School  Counseling  Profession     January  21,  2014  –  IN  PERSON   • Chapter  2:  Diverse  Students,  Communities  &  Schools   • ASCA  Ethical  Standard  E2:  Multicultural  &  Social  Justice  Advocacy  and  Leadership   • Introduction  to  Michigan  Comprehensive  Guidance  and  Counseling  Program  AND  the  ASCA  National  Model   • School  Counseling  Organizations   • Planning  and  research  time  for  Presentation     January  28,  2014  –  BLACKBOARD   • Chapter  3:  School  Counselors  &  Program  Leadership       February  4,  2014  –  IN  PERSON   • Chapter  4:  Comprehensive  &  Guidance  Program   • Presentation  A   • Presentation  B   • Presentation  C     February  11,  2014  –  BLACKBOARD   • Chapter  5:  Responsive  Services  &  Comprehensive  Programs          

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February  18,  2014  –  IN  PERSON   • Chapter  6:  Program  Development     • Presentation  D   • Presentation  E   • Presentation  F   • Mid  Term  Exam  Review     February  25,  2014  –  BLACKBOARD   • Chapter  7:  Individual  Counseling  &  Group  Processes     • Chapter  8:  Collaboration  &  Consultation     March  4,  2014  –  IN  PERSON   • Mid-­‐Term  Exam     March  18,  2014  –  BLACKBOARD   • Chapter  10:  Career  Development,  Academic  Planning  &  Educational  Development  Plans  (EDPs)     March  25,  2014  –  IN  PERSON   • Chapter  9:  Student  Appraisal     • ASCA  National  Model  Paper  Due   • Presentation  G   • Presentation  H   • Presentation  I     April  1,  2014  –  BLACKBOARD   • Chapter  11:  Evaluating  School  Counseling  Programs       April  8,  2014  –  IN  PERSON     • Chapter  12:  Professional  Ethics  &  Legal  Issues  in  Counseling   • ASCA  Ethical  Standards  for  School  Counselors,  Rev.  2010   • Final  Exam  Review     April  15,  2014  –  IN  PERSON   • Chapter  13:  School  Counseling  Today  and  Tomorrow   • Final  Exam     • Course  Evaluations     April  22,  2014   • Study  Day,  Per  WSU  Academic  Calendar     April  29,  2014   • Final  Exam,  Per  WSU  Academic  Calendar    

EVALUATION  &  GRADING   The  following  grades  will  be  awarded  for  a  percentage  based  on  your  total  points  (out  of  125):   Letter  Grade     Percentage       A         95-­‐100%   B  -­‐   80-­‐83%       A  -­‐       90-­‐94%   C  +   77-­‐79%  (below  graduate  standards)   B  +       87-­‐89%   C   70-­‐76%     B       84-­‐86%   F   Below  70%  

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ATTENDANCE  POLICY   All  students  are  expected  to  attend  class,  be  punctual,  and  remain  in  class  until  it  is  over.    It  is  expected  that   students   will   participate   fully   in   class,   be   open-­‐minded   and   respectful   of   all   viewpoints   shared   in   class.   If   a   student  misses  more  than  two  sessions  earning  credit  for  this  course  could  be  in  jeopardy.    

ENROLLMENT/WITHDRAWAL  POLICY   Beginning   in   Fall   2011,   students   must   add   classes   no   later   than   the   end   of   the   first   week   of   classes.     This   includes  online  classes.    Students  may  continue  to  drop  classes  (with  full  tuition  cancellation)  through  the  first   two   weeks   of   the   term.     Students   who   withdraw   from   a   course   after   the   end   of   the   4th   week   of   class   will   receive  a  grade  of  WP,  WF,  or  WN.   o WP  will  be  awarded  if  the  student  is  passing  the  course  (based  on  work  due  to  date)  at  the  time   the  withdrawal  is  requested     o WF   will   be   awarded   if   the   student   is   failing   the   course   (based   on   work   due   to   date)   at   the   time   the  withdrawal  is  requested     o WN  will  be  awarded  if  no  materials  have  been  submitted,  and  so  there  is  no  basis  for  a  grade   Students  must  submit  their  withdrawal  request  on-­‐line  through  Pipeline.    The  faculty  member  must  approve   the   withdrawal   request   before   it   becomes   final,   and   students   should   continue   to   attend   class   until   they   receive  notification  via  email  that  the  withdrawal  has  been  approved.  Beginning  in  Fall  2011,  the  last  day  to   withdraw   will   be   at   the   end   of   the   10th   full   week   of   classes.   The   withdrawal   date   for   courses   longer   or   shorter   than  the  full  15-­‐week  terms  will  be  adjusted  proportionately.      

ACADEMIC  INTEGRITY   The   College   of   Education   has   a   “zero   tolerance”   approach   to   plagiarism   and   other   forms   of   academic   dishonesty.   (See   Student   Code   of   Conduct   http://doso.wayne.edu/codeofconduct.pdf).   Plagiarism   includes   copying  material  (any  more  than  5  consecutive  words)  from  outside  texts  or  presenting  outside  information  as   if   it   were   your   own   by   not   crediting   authors   through   citations.     It   can   be   deliberate   or   unintended.   Specific   examples   of   academic   dishonesty,   including   what   constitutes   plagiarism,   can   be   found   in   the   University’s   Undergraduate   Bulletin   (http://bulletins.wayne.edu/ubk-­‐output/index.html),   the   Undergraduate   Student   Handbook   (http://comm.wayne.edu/files/undergradhandbook.pdf   ).   and   in   print   and   online   versions   of   the   Graduate   Catalog   (http://www.bulletins.wayne.edu/gbk-­‐output/index.html)   under   the   heading   “Student   Ethics.”  It  is  every  student’s  responsibility  to  read  these  documents  to  be  aware  which  actions  are  defined  as   plagiarism   and   academic   dishonesty.   Sanctions   could   include   failure   in   the   course   involved,   probation   and   expulsion,   so   students   are   advised   to   think   carefully   and   thoroughly,   ask   for   help   from   instructors   if   it   is   needed,  and  make  smart  decisions  about  their  academic  work.    

STUDENTS  WITH  DISABILITIES   If   you   have   a   documented   disability   that   requires   accommodations,   you   will   need   to   register   with   Student   Disability   Services   (SDS)   for   coordination   of   your   academic   accommodations.   The   Student   Disability   Services   (SDS)   office   is   located   at   1600   David   Adamany   Undergraduate   Library   in   the   Student   Academic   Success   Services  department.  SDS  telephone  number  is  313-­‐577-­‐1851  or  313-­‐202-­‐4216  (video  phone).  Once  you  have   your  accommodations  in  place,  I  will  be  glad  to  meet  with  you  privately  during  my  office  hours  to  discuss  your   special   needs.   Student   Disability   Services’   mission   is   to   assist   the   university   in   creating   an   accessible   community   where   students   with   disabilities   have   an   equal   opportunity   to   fully   participate   in   their   educational   experience  at  Wayne  State  University.    

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  Please  be  aware  that  a  delay  in  getting  SDS  accommodation  letters  for  the  current  semester  may  hinder  the   availability  or  facilitation  of  those  accommodations  in  a  timely  manner.  Therefore,  it  is  in  your  best  interest  to   get  your  accommodation  letters  as  early  in  the  semester  as  possible.    

SEVERE  WEATHER  CLOSURE   “Wayne   State   University   will   close   when   severe   weather   conditions   compromise   the   safety   of   its   students,   faculty   and   staff,   both   at   the   University   and   in-­‐transit   to   or   from   the   University.”   (Wayne   State   Administrative   Policy  10.1)  Call  (313)  577-­‐5345  for  information  regarding  class  cancellation.    

RELIGIOUS  OBSERVATION  POLICY   Because   of   the   extraordinary   variety   of   religious   affiliations   represented   in   the   University   student   body   and   staff,   the   Wayne   State   University   calendar   makes   no   provision   for   religious   holidays.   It   is   University   policy,   however,  to  respect  the  faith  and  religious  obligations  of  the  individual.  Students  who  find  that  their  classes  or   examinations  involve  conflicts  with  their  religious  observances  are  expected  to  notify  their  instructors  well  in   advance  so  that  alternative  arrangements  as  suitable  as  possible  may  be  worked  out.    

CACREP  STANDARDS  (Rev.  2009)    www.cacrep.org     SCHOOL  COUNSELING:    Students  who  are  preparing  to  work  as  school  counselors  will  demonstrate  the   professional  knowledge  skills,  and  practices  necessary  to  promote  the  academic,  career,  and  personal/social   development  of  all  K–12  students.  In  addition  to  the  common  core  curricular  experiences  outlined  in  Section   II.G,  programs  must  provide  evidence  that  student  learning  has  occurred  in  the  following  domains:       FOUNDATIONS   A.  Knowledge     B.  Skills  and  Practices       COUNSELING,  PREVENTION,  AND  INTERVENTION   C.  Knowledge     D.  Skills  and  Practices       DIVERSITY  AND  ADVOCACY   E.  Knowledge     F.  Skills  and  Practices       ASSESSMENT   G.  Knowledge     H.  Skills  and  Practices      

 

RESEARCH  AND  EVALUATION     I.  Knowledge     J.  Skills  and  Practices       ACADEMIC  DEVELOPMENT   K.  Knowledge     L.  Skills  and  Practices       COLLABORATION  AND  CONSULTATION   M.  Knowledge     N.  Skills  and  Practices     LEADERSHIP     O.  Knowledge     P.  Skills  and  Practice

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ced 7070 -‐ course syllabus - College of Education - Wayne State

Page 1   CED  7070  -­‐  COURSE  SYLLABUS     COURSE  TITLE:     DIVISION:       DEPARTMENT:     COURSE  SECTION:     COURSE  CREDIT:     TERM  &  ...

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