1 GRADUATE COUNCIL MEETING 18 January 2012 102 Kern ...

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Page F10 9 SYLLABUS SAMPLE CN ED 580 – Foundations of Counselor Education Fall <strong>2012</strong> The Department of Educational Psychology, Counseling, and Special Education endorses the University and College policies on equity, tolerance, and affirmative action. Students are expected to be familiar with and behave in accordance with their professional ethics code and the University Code of Conduct. Failure to behave according to these codes will likely result in disciplinary action. Lack of familiarity does not absolve students of responsibility for their actions. Course Description and Objectives The purpose of this seminar is to provide students with opportunities to learn about the historical context and future challenges of counselor education, as well as current issues within the profession. They will also clarify their goals and expectations for the CE program. Throughout the semester, students will be encouraged to examine how the issues discussed influence: (a) their area of specialization, (b) the degree to which topics discussed might be areas of research interest, and (c) their goals and expectations while in the counselor education doctoral program. At the end of the semester, it is expected students will be able to: • Describe the CE program, its requirements, and the context in which it operates. • Identify and describe major historical and legislative events in counselor education. • Describe the roles and functions of counselor educators, the credentialing and licensure process, and professional organizations and associations. • Demonstrate an awareness and understanding of ethical and legal issues relevant to counselor education, as well as the role of advocacy. • Demonstrate an understanding of emerging societal issues, trends, and developments as they relate to counselor education. Course Readings Remley, T. P., Jr., & Herlihy, B. (2010). Ethical, legal, and professional issues in counseling (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Readings available through electronic reserve from Pattee/Paternal Libraries.
Page F11 10 Students should also download the following documents: • ACA Code of Ethics and Standards of Practice and Policies and Procedures for Processing Complaints of Ethical Violations (www.counseling.org) • 2009 CACREP Standards (http://www.cacrep.org/) Course Assignments Professional Identity Paper 25% Literature Review Paper 35% Class Discussion Leader 15% Advocacy Project 15% Curriculum Vitae 10% Professional Identity Paper For this assignment, you will write a paper (6-8 pages of text) describing your professional identity and the progress you have made to this point in your journey as a counselor. The paper should describe your professional counseling experiences to date, your goals for the CE program and ways you hope to achieve these goals, and your plans for your professional life after graduation, including the setting you plan to work in and the skills and abilities you will need to work in that setting. Using readings and class discussions to enhance your paper would be helpful, but is not necessary. If you do use references to support your views, be sure to cite them on a reference page. This assignment is due September 21. Counseling Issues and Trends Literature Review Paper (CACREP IV.C.1, IV.C.3, IV.F.3, IV.I.5) You will write a literature review (10-12 pages of text, including at least 6 current references from 1998 to present) about an emerging issue or trend in counselor education. The paper should include a thorough review of the literature pertaining to your topic, including why the topic is important to the field and the implications for both theory and practice in counselor education. Include a discussion of ethical, legal, and multicultural issues relevant to your topic. You may select your own topic or use one of the issues/trends discussed in class, including the topic you choose for the class discussion facilitation assignment. Copies of the paper will be shared with your peers. This paper is due December 9. Class Discussion Facilitator (CACREP IV.G.4, IV.I.1, IV.I.4, IV.I.5) Each of you will facilitate the class discussion for one of the issues and trends topics discussed in class. To prepare, you should review the current literature on your topic and, if necessary, provide me (the instructor) with two readings that will be placed on electronic reserve two weeks before your presentation so students will have time to read them. You should also provide an outline to guide the discussion on the day of your topic. Advocacy Project (CACREP IV.I.2, IV.J.2) Being able to advocate—whether it is for our clients, ourselves, or our profession—is an important part of counseling. For that reason, you will be designing an advocacy project as a group (it can either be two smaller groups or the whole cohort). I will consult with you as you design the project, but you are responsible for deciding what you want to advocate for and how you will carry out your plan. Possible ideas include volunteering for a local organization, designing a brown bag workshop, writing letters to elected officials, or developing a website or
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GRADUATE COUNCIL MEETING 18 January
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Minutes of the Meeting Wednesday, D
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Minutes of the Meeting December 14,
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Minutes of the Meeting December 14,
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Appendix A, Page A1
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SUPPORTING DOCUMENTATION REQUIRED F
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Master of Science Degree in Enginee
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in the course work must be written,
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Peter Idowu, Program Coordinator -
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