CE 570
Career Counseling
Fall A 2021

Each week you will be asked to complete a participation task that will be graded and calculated into your final grade.

You will be responsible for completing weekly online quizzes (see Course Outline).

Your autobiography is a recap of key influential moments in your life that came together to sculpt your view of what a career means to you and how you landed here pursuing your degree in counseling.

A contrast biography is one that occurred during a different timeframe than your autobiography. Follow the same format as the autobiography except you must interview someone that is 15–20 + years older than you.

A career development lesson plan will allow you to practice understanding the process of career development intervention programs from planning to implementation to evaluation. These programs provide valuable information for clients and/or students and are usually developed for a target population under time restraints.

Identify a career counseling client for your case study. You may loosely base your client on the individual you interviewed for your contrast biography or a case study in the text.

This demonstration will be a brief view of a mock individual career counseling session. You may partner with a peer from class or a friend or family member to complete the career counseling intervention demonstration.

For your final assignment in the course, you will develop your own career counseling philosophy and complete a career counseling intervention demonstration.

Due to the nature of this course, your presence in each week of the material is imperative. Your participation in the Discussion Boards and Live Sessions, particularly, adds to the richness of the course content. If you cannot participate in a Live Session, recordings will be provided.

It is best to come up with a strategy for each week of study, and the following recommendations can help you build a successful routine for your coursework:

1. Complete the assigned readings, either before studying the online lesson, or segmented throughout the content as instructed by the faculty.
2. At the beginning of each week, enter the module from the course home page.
3. Read the overview page at the beginning of each lesson to orient yourself to the weekly learning objectives and responsibilities for the week.
4. Study the online lecture content, including text and associated media elements.
5. Submit your initial discussion post by 11:45 p.m. ET of Day 4 (Thursday).
6. Submit your two (or more) comments on your fellow students’ posts by 11:45 p.m. of Day 4–6 (Thursday–Saturday).
7. If there is a written assignment, submit your assignment by 11:45 p.m. on Day 7.
8. If there is an assessment during the week, complete during the posted available time(s) during the week.

While some material is difficult and may need additional explanation, students should have a basic understanding of the concepts that are to be covered that week. Prepare notes about topics/ideas that you don’t understand from the reading and questions that you want to have answered during the week, and share either through the Ask the Instructor Discussion Board section, or through a private message or email to the instructor.

This course promotes the conceptual framework of the SBU School of Education (“Education@SBU, A Journey to Excellence”) through the three components of the framework: competence, experience, and social justice.

This syllabus is a guide to this course and is subject to change as necessary. The professor reserves the right to make reasonable changes as a response to unexpected opportunities or situations which need to be addressed. Any such revisions will be communicated in as timely a manner as possible.

Dates and provisions are subject to change; any such changes will be announced in the Announcements in the course Moodle site.

If a student believes an error has been made on an assignment grade, please bring it to the instructor’s attention within one week of the date the assignment has been returned to the student. When submitting a grade appeal, please first review the assignment instructions and grading criteria, and then summarize the reasons for concern. Grade appeals must be in writing.

Moodle will be utilized and content such as PowerPoint slides, notes, discussion questions, and exams will be available online.

When committing to earning your degree online, you will want to ensure that you have regular access to the proper technology (hardware and software), as well as high-speed internet. Malfunction or failure of students’ technology (hardware and/or software) is not an excusable reason for late submission of work. It is the sole responsibility of the online student to procure the technological hardware (desktop, laptop, tablet, etc.) and software (Microsoft Office, Adobe Reader, etc.) necessary for completing course assignments.

Should a student experience technical difficulties with their internet connection or primary device used for completing coursework, it remains the student's responsibility to find alternative means of completing and submitting course assignments. In the event of technological failure, students are strongly encouraged to implement their “Plan B.” This may include using computers available at public libraries, borrowing computers from friends, relatives, or neighbors, accessing high speed internet at alternative locations, etc. Most importantly, please remember to contact your instructor first to alert them of the situation—preferably before an assignment deadline. Save your assignments on flash drives or other portable devices so that you may be able to upload them to your class or instructor from another computer.

If you are unable to participate in weekly activities due to an unforeseen illness, please alert your instructor as soon as possible to inform them of your condition. In case of a long-term illness, your faculty and Student Success Team will work with you to develop a viable solution.

As a graduate student, a high level of professionalism and quality writing is expected. Students are expected to adhere to the APA style guide for all assignments. Each written assignment will be evaluated on adherence to APA standards. Thus, please proofread your papers and consult appropriate writing resources to ensure high quality work. Additional references to the APA standards can be found at the Purdue OWL homepage, and by watching this brief video on APA Formatting.

As per APA, all papers and assignments, unless otherwise specified, should be double-spaced and written in 12-point Times Roman font with one-inch margins.

Noncompliance with these netiquette guidelines will result in one warning message from your instructor via private message. If violation of guidelines continues after the warning, a failing grade will be given. Violations may be as noticed by the instructor or via confidential complaints from class colleagues to the instructor.

Disagree politely and respectfully. You are welcome to disagree, just remember that communication is akin to a face-to-face discussion. Imagine how you would disagree with a colleague at work and take a similar approach. You are encouraged to be passionate and lively in your communications. However, your ideas should still be delivered with respect and professionalism. You may or may not agree with faculty or students, or vice versa. Act professionally. Don’t type whatever may be going on in your head. Think before acting.

Be open-minded
You may consider an idea without accepting it. This is part of the educational process. So be open to the perspectives of others, even if they do not resonate with your own point of view.

Social media vs. online course language
Keep in mind that this course exists within an academic environment. Therefore, you should not write to your professor or to your course colleagues as if you were texting friends, sending an informal tweet, or posting on Facebook. Write as you would for any academic or professional pursuit.

Read and think before “Send.”
Before you hit the “Send” button, check your work for proper grammar, punctuation, and spelling. After proofreading, think about your communication and make sure that is what you want to say. Remember that online discussions and emails may be misconstrued because we don’t have the benefit of seeing the associated nonverbal cues.

Add value
Get your point across, but be cautious of only pushing your points or agenda. As in any field/work situation, no one wants to listen to someone who is only promoting his or her ideas. Listen to others. Share what you have learned from your own experience. Offer tips to your colleagues.

Be courteous
Remember simple courtesies, like saying please and thank you. Don’t write in all caps (it looks like you are shouting—unless that is your intention in which case please refer to previous bullet points). Some academics and professionals abhor emoticons, so please do not use them in excess.

Avoid offensive language

Avoid getting off topic

Avoid negative emotional language (flaming)
If you have a concern or are feeling frustrated, you are always welcome to private message your faculty. Instructors would rather you unload with them rather than your colleagues.

Be brave
Be willing to express your opinion, even if you are in the minority. Doing so enriches our discussion.

Be gracious
We tend to be more critical in written communication than if we were speaking to one another face-to-face. It’s easier to see mistakes in writing. You will also notice that Bonas Online Campus does not have a reliable spell-check function. While every student should proofread their work, be gracious and seek to understand a person’s good intention. We, as members of the Bonas family, are all learning and growing together.

When in doubt—think first, send later

Academic Honesty Policy at St. Bonaventure University:
I am committed to St. Bonaventure University’s academic environment for students, supporting and rewarding only the highest standards of ethical behavior. That said, academic dishonesty, in any form, will not be tolerated. Please consult the St. Bonaventure University Student Handbook for a list of unacceptable practices, penalties to be assigned, and procedures to be followed in prosecuting cases of alleged academic dishonesty. Further, the St. Bonaventure University Undergraduate Catalog may be consulted for specific details on all academic policies at St. Bonaventure.

We wish to emphasize unacceptable practices in plagiarism, fabrication, falsification, misrepresentation, and other forms of misconduct. Below is a list of unacceptable practices. This list is not to be construed as exhaustive.

• Submitting another student’s paper or project as one’s own
• Submitting the same assignment to fulfill requirements in two courses without the expressed permission of both instructors
• Cheating during an examination either by copying from another student or by letting another copy one’s own work, or by using any other illegitimate source of information
• Helping to coach or edit another student’s assignment, including papers, projects, computer programs, etc. in ways that go beyond the instructor’s expectations or beyond the student’s statement of sources
• Impairing library resources to deprive others of their use, such as removing them from the library without checking them out, tearing out pages, hiding books, etc., with the intent to thereby gain an academic advantage
• Collaborating with another student in the planning or the writing of a theme, project, or computer program without the knowledge of the instructor
• Inserting into a paper phrasings or paragraphs from journals or books, or electronic sources without rewriting to demonstrate one’s own synthesis of ideas and of course, fully crediting the original source
• Obtaining general background for an assignment from a book, article, or other source that is not acknowledged
• Using a specific idea, detail, or illustration drawn from a particular source without a reference in a footnote and bibliography
• Paraphrasing without footnotes or citation
• Using even a brief phrase exactly quoted from a source without
  1. Putting it within quotation marks or indenting it
  2. Providing an appropriate citation
• Looking through computer output boxes or waste/recycle containers for ideas, methods or solution, algorithms
• Using data collected by other students on problems similar or identical to one’s own
• Using material from others and turning it in as one’s own work
• Taking an exam in one section of a course and then discussing the nature and content of that exam with students who have yet to take an exam with another section of the course
• Acquiring or possessing an examination before it is given, unless the instructor grants permission. Searching waste containers for same
• Submitting contrived or altered data, quotations, or documents with an intent to mislead or deliberately misattribute material to a source other than that from which the student obtained it
• Falsifying, tampering with or misrepresenting one’s own transcript or other academic record, or that of another student, or any materials relevant to a student’s academic performance
• Computer usage: The following unacceptable practices are ones that arise specifically with computer usage:
  
  All computer users must practice ethical behavior in their computing activities. The computing resources are provided for the use of staff, faculty, and students who are currently enrolled in courses approved or designated as requiring computer resources, or those who have permission for such usage.
  
  The privileges of use by a student are not transferable to another student, outside individual, or outside organization. Abuse of computer access privileges is considered to be a serious matter. And when such abuse is committed with the intent to thereby gain academic advantage, it constitutes academic dishonesty and will be treated accordingly.
  
  Examples of computer-related academic dishonesty include, but are not limited to, the following:
  
  1. Unauthorized entry into a file, either to read or to change it
  2. Unauthorized transfer of files
  3. Unauthorized entry into a network
  4. Unauthorized use of another individual’s computer account
  5. Use of computing facilities to interfere with the work of another student
  6. Use of electronic sources without fully crediting the original source
  7. Knowingly making false statements or presenting false evidence at any time throughout the academic honesty process. In cases where the student has been accused of other unacceptable practices, knowingly making false statements or presenting false evidence will be treated as an additional offense for purposes of determining the proper penalty category

As is the case for all other offenses that may come before a Board, the evidence in such cases must be clear and convincing.

Students with disabilities who believe they may need accommodations in this class are encouraged to contact the Office of Accessibility Services and Accommodations (ASA) as soon as possible to better ensure that such accommodations are implemented in a timely fashion. Documentation from this office is required before accommodations can be made.

We try our best to make everything in the course accessible, however there may be third-party tools and websites that are not fully accessible. Please contact the ASA for assistance.