Wake Forest University Department of Counseling

CNS743: Career Development and Counseling
Summer-2 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Sharon Jones

Email: joneshar@wfu.edu

Course Description

The purpose of this course is to introduce students to career development theories, career counseling processes and techniques, career assessment tools, career development program planning, and sources of occupational information. Emphasis is placed on empirically-based career development theories, theoretically based counseling interventions, and current issues in the world of work and vocational counseling.

Course Objectives

Upon successful completion of this course, you will be able to:

  1. Identify and apply the major theories of career development and career decision-making models. (CACREP 3.D.1)
  2. Demonstrate knowledge about the structure of occupations, the labor market, and individual and societal issues in career development (e.g., multicultural and gender issues). (CACREP 3.D.3, 3.D.5, 3.D.11)
  3. Identify major sources of career and educational information available through the Internet, career information systems, and printed materials. (CACREP 3.D.3, 3.D.6)
  4. Administer and interpret printed and computer-based assessments of career interests, beliefs, and values. (CACREP 3.D.3, 3.D.5, 3.D.9)
  5. Integrate career development theory and assessment results with career counseling interventions. (CACREP 3.D.1, 3.D.2, 3.D.3, 3.D.9)
  6. Explain the interrelationships among and between work, family, and other life roles and factors, including multicultural issues. (CACREP 3.D.1, 3.D.2, 3.D.3, 3.D.8, 3.D.9)
  7. Critically evaluate career and educational planning, placement, follow-up, and evaluation. (CACREP 3.D.4, 3.D.6, 3.D.7, 3.D.10)
  8. Analyze career counseling processes, techniques, and resources, particularly as they apply to specific populations in a global economy. (CACREP 3.D.4, 3.D.6, 3.D.7, 3.D.10, 3.D.11)
  9. Examine ethical and legal dimensions of addressing career development and counseling. (CACREP 3.D.12)

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.).

Required Text(s)

Niles, S. G., & Harris-Bowlsbey, J. H. (2021). Career development interventions (6th ed.). Pearson/Merrill. ISBN: 978-0135842638

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves, which is accessible from the Modules section:

Additional Materials

Webcam.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed. Throughout this course students will complete the following Discussions:

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1: Career Autobiography (CACREP 3.D.2, 3.D.5)

For this assignment, students will submit a five-page document highlighting their personal career development.

Assignment 2.1: Strong Interest Inventory (CACREP 3.D.1, 3.D.3, 3.D.5, 3.D.10, 3.G.8)

For this assignment, students will need to use their WFU inbox and email information to sign in to Elevate.com and complete the Strong Interest Survey. Once completed, students will submit a response describing their reaction to the results.

Assignment 2.2: Special Population Group Presentation (CACREP 3.D.1, 3.D.2, 3.D.6, 3.D.7, 3.D.8, 3.D.9, 3.D.11, 3.D.12)

For this assignment, students will work with their group to select a population of focus for their special population group presentation. Students will select one group member to post their chosen population.

Assignment 2.3: Pie of Life Private Blog Entry (CACREP 3.D.2, 3.D.4)

For this assignment, students will sketch two pie graphs. The first will represent the students’ roles and the amount of time and energy devoted to each. The second will depict how the student would like their roles to be balanced.

Assignment 3.1: Applying Krumboltz’s LTCC (CACREP 3.D.1, 3.D.2)

For this assignment, students will complete the provided worksheet after viewing the presentation on the Learning Theory of Career Counseling and the Krumboltz Counseling Demonstration video.

Assignment 3.2: Article Reflection Private Blog (CACREP 3.D.3)

For this assignment, students will submit a blog post describing and reacting to one of the articles from the week’s learning materials.

Assignment 4.1: Article Reflection Private Blog (CACREP 3.D.1, 3.D.2, 3.D.3)

For this assignment, students will use Anthology Portfolio to submit a paper utilizing one to two career theories to conceptualize their own career development.

Assignment 5.1: Annotated Website List (CACREP 3.D.3, 3.D.8)

For this assignment, students will submit their annotated website list. The purpose of this assignment is for students to share and collect quality files that can be used in future counselor work.

Assignment 6.1: Evaluating a Sample Career Development Program (CACREP 3.D.2, 3.D.6, 3.D.9)

For this assignment, students will submit their answers to a series of questions based on their evaluation of several examples of career development programs.

Assignment 6.2: Special Population Group Presentation (CACREP 3.D.1, 3.D.2, 3.D.6, 3.D.7, 3.D.8, 3.D.9, 3.D.11, 3.D.12)

For this assignment, students will work as a group, using the VoiceThread application, to create their presentation and share it with their classmates along with an associated activity handout.

Assignment 6.3: Group Presentation Peer Review (CACREP 3.D.1, 3.D.2, 3.D.6, 3.D.7, 3.D.8, 3.D.9, 3.D.11, 3.D.12)

For this assignment, students will complete a brief assessment of each member of their group.

Assignment 7.1: Jeopardy Labs (Not Graded)

For this assignment, students will use Jeopardy Labs Website to create an interactive quiz game to aid them in studying for the final.

Practice Quizzes (Not Graded)

Students will complete ungraded practice quizzes in weeks 2, 4, and 6. These quizzes are ungraded and will not be counted toward the final grade.

Final Exam Part 1

For the Final exam, students will respond to the Case Study of Hyung Kim. Students are encouraged to work on this assignment throughout the week. The score on the case study essay will comprise 20% of the total examination score.

Final Exam Part 2

For the second part of the Final Exam, students will have 150 minutes to complete the provided questions. This exam opens at noon on Day 5, and closes at 11:59 pm on Day 7.

Student Learning Outcomes / Key Performance Indicators

There is one signature assignment for this course, the Career Autobiography, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Cultural Reflection Paper assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Career Autobiography Paper is 3.D.1.2.6.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Percentage
Discussions 175 30%
Assignments 200 35%
Final 200 35%
Total 575 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

This section details the activities for each day of the week.

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Introduction to Career Development and Counseling and its Historical Foundations (June 24 – June 30)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Introduction to Career Development and Counseling

Course Objective(s): 6

CACREP Standard(s): 3.D.2, 3.D.8

 Niles & Harris-Bowlsbey text:
  • Chapter 1, "Introduction to Career Development Interventions" (pp. 1-36)

Shallcross, L. (January 2013). Making life work. Counseling Today, 55(7), 34–41.

 Discussion 1.1: Work-Life Balance

(Initial Post Due Day 4, Response Posts Due Day 7)		 Assignment 1.1: Career Autobiography, Part 1

(Due Day 7)		 None

Lesson 2: Historical Foundations and Current Influences on Career Counseling

Course Objective(s): 5, 6

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.8, 3.D.9

 Niles & Harris-Bowlsbey text:
  • Chapter 1, "Introduction to Career Development Interventions" (pp. 1–36)
  • Chapter 8, "Career Counseling Strategies and Techniques" (pp. 229-260)
 Discussion 1.2: Viewing Career Counseling as Personal

(Initial Post Due Day 4, Response Posts Due Day 7)		 None None

Week 2: Understanding and Applying Major Theories of Career Development (July 1 – July 7)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: John Holland’s Theory of Types of Person-Environment Fit

Course Objective(s): 1, 4, 5

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.9

 Niles & Harris-Bowlsbey text:
  • Chapter 2, "Understanding and Applying Theories of Career Development" (pp. 37–78)
 Discussion 2.1: Holland’s Theory of Types of Person-Environment Fit

(Initial Post Due Day 4, Response Posts Due Day 7)		 Assignment 2.1: Strong Interest Inventory

(Due Day 7)		 None

Lesson 2: Developmental Career Theories (Donald Super and Linda Gottfredson)

Course Objective(s): 1, 6, 8

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.4, 3.D.5, 3.D.6, 3.D.7, 3.D.8, 3.D.9, 3.D.10, 3.D.11

 Niles & Harris-Bowlsbey text:
  • Chapter 2, "Understanding and Applying Theories of Career Development" (pp. 37–78)
 None Assignment 2.2: Special Population Group Presentation
(Due Day 5)

Assignment 2.3: Pie of Life Private Blog Entry
(Due Day 7)		 Practice Quiz 2.1: Review (Not Graded)

(Due Day 7)

Week 3: Career Development Theories that Emphasize Learning, Environmental Factors, and Life Events (July 8 – July 14)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Learning Theory of Career Counseling and Planned Happenstance (Krumboltz and Colleagues)

Course Objective(s): 1, 5

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.9

 Niles & Harris-Bowlsbey text:
  • Chapter 2, "Understanding and Applying Theories of Career Development" (pp. 37–78)

Mitchell, K. E., Al Levin, S. and Krumboltz, J. D. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling and Development, 77, 115–124.

 None Assignment 3.1: Applying Krumboltz’s LTCC

(Due Day 7)		 None

Lesson 2: Social Cognitive Career Theory

Course Objective(s): 1, 8

CACREP Standard(s): 3.D.1, 3.D.3, 3.D.4, 3.D.6, 3.D.7, 3.D.10, 3.D.11

 Niles & Harris-Bowlsbey text:
  • Chapter 3, "Understanding and Applying Recent Theories of Career Development" (pp.79-112)

Choose and read one of the following two additional articles:
  • Ali, S. R., & Menke, K. A. (2014). Rural Latino youth career development: An application of social cognitive career theory The Career Development Quarterly, 62(2), 175–186.
  • Wachter Morris, C. A., Shoffner, M. F., & Newsome, D. W. (2009). Career counseling for women preparing to leave abusive relationships: A social cognitive career theory approach. Career Development Quarterly, 58, 44–53.
 None Assignment 3.2: Article Reflection Private Blog Entry

(Due Day 7)		 None

Week 4: Recent Career Theories and Career Counseling with Diverse Populations (July 15 – July 21)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Recent Theories of Career Development and Counseling

Course Objective(s): 1, 6

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.8, 3.D.9.

 Niles & Harris-Bowlsbey text:
  • Chapter 3, "Understanding and Applying Recent Theories of Career Development" (pp. 79–112)
 None Assignment 4.1: Career Autobiography, Part 2

(Due Day 7)		 None

Lesson 2: Career Counseling and Diverse Populations

Course Objective(s): 2, 6

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.5, 3.D.8, 3.D.9, 3.D.11

 Niles & Harris-Bowlsbey text:
  • Chapter 4, "Providing Culturally Competent Career Development Interventions" (pp. 113-147)

Perrone-McGovern, K.M., Wright, S.L., Howell, D.S., & Barnum, E.L. (2014). Contextual influences on work and family roles: Gender, culture, and socioeconomic factors The Career Development Quarterly, 62, 21–28.

Baumgartner, M. S., & Schneider, D. E. (2010). Perceptions of women in management: A thematic analysis of razing the glass ceiling Journal of Career Development 37, 559–576.

 Discussion 4.1: Career Development Article Review
(Initial Post Due Day 4, Response Posts Not Required)

Discussion 4.2: The Vocational Privilege Walk
(Initial Post Due Day 4, Response Posts Due Day 7)		 None Practice Quiz 4.1: Review (Not Graded)

(Due Day 7)

Week 5: Assessment in Career Counseling and Accessing Career Information and Resources (July 22 – July 28)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Assessment in Career Counseling

Course Objective(s): 4, 5

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.5, 3.D.9

 Niles & Harris-Bowlsbey text:
  • Chapter 5, "Assessment and Career Planning" (pp. 148-179)
 Discussion 5.1: Career Assessment Video Review

(Initial Post Due Day 4, Response Posts Not Required)		 None None

Lesson 2: Career Information and Files

Course Objective(s): 3, 5, 8

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.4, 3.D.6, 3.D.7, 3.D.10, 3.D.11

 Niles & Harris-Bowlsbey text:
  • Chapter 6, "Career Information and Resources" (pp. 180-206)
  • Chapter 7, "Using Information and Communication Technologies to Support Career Counseling and Planning" (pp. 207-228)
 None Assignment 5.1: Annotated Website List

(Due Day 7)		 None

Week 6: Career Development Interventions in Elementary Schools, Middle and High Schools (July 29 – August 4)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Career Development Interventions in Elementary Schools

Course Objective(s): 5, 6, 7

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.8, 3.D.9, 3.D.10

 Niles & Harris-Bowlsbey text:
  • Chapter 10, "Career Development Interventions in the Elementary Schools" (pp. 301-338)
  • Chapter 9, "Designing, Implementing, and Evaluating Career Development Programs and Services" (pp. 261-300)
 Discussion 6.1: The Case of Robert

(Initial Post Due Day 4, Response Posts Due Day 7)		 None None

Lesson 2: Career Development Interventions in Middle and High Schools and Higher Education

Course Objective(s): 6, 7

CACREP Standard(s): 3.D.1, 3.D.2, 3.D.3, 3.D.4, 3.D.6, 3.D.7, 3.D.8, 3.D.9, 3.D.10

 Select one of the following chapters in the Niles & Harris-Bowlsbey text. Skim the remaining chapters:
  • Chapter 11, "Career Development Interventions in Middle Schools" (pp. 339-357)
  • Chapter 12, "Career Development Interventions in High Schools" (pp. 358-389)
  • Chapter 13, "Career Development Interventions in Higher Education" (pp. 390-424)
  • Chapter 14, "Career Development Interventions in Community Settings" (pp. 425-445)
 None Assignment 6.1: Evaluating a Sample Career Development Program
(Due Day 7)

Assignment 6.2: Special Population Group Presentation
(Due Day 7)

Assignment 6.3: Group Presentation Peer Review
(Due Day 7)		 Practice Quiz 6.1: Review (Not Graded)

(Due Day 7)

Week 7: Ethical Issues in Counseling, Review, Final Exam (August 5 – August 11)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Ethical Issues in Career Development Interventions

Course Objective(s): 9

CACREP Standard(s): 3.D.12

 Niles & Harris-Bowlsbey text:
  • Chapter 15, "Ethical Issues in Career Development Interventions" (pp. 446-468)
 None None None

Lesson 2: Wrap-up

Course Objective(s): N/A

CACREP Standard(s): N/A

 None None Assignment 7.1: Jeopardy Labs (Not Graded)
(Due Day 5)		 Final Exam—Part 1
(Due Day 7)

Final Exam—Part 2
(Opens Day 5, Closes Day 7)

For a list of image credits for this course, visit the CNS743 Credits Page.