will be a mid-semester (March 15)
and a final comprehensive test (TBA
May 4-12). The tests will cover the entire text and other
assigned reading. The tests will include multiple choice,
brief answer, and brief essay questions. One way to prepare
for the tests is to go to the companion website, review the
chapter information and take the on-line quizzes. Another
way is to have your learning team prepare answers to assigned
on-line quizzes, distribute the answers, and discuss the essay
responses in a learning team meeting.
The mid-semester test and instructions will be available for pick-up between March 14 at 9 AM and the beginning of class March 15. The tests are due by 5 PM, March 16. The March 15 class will end at the break so those who want to take the time for the test can do so.
Career Autobiography [75 Points]
This autobiography is a
paper in which you describe how your career planning has developed.
Specifically, you should discuss your vocational development
using the career theories in Chapters 2 and 3 of the text.
You should draw upon relevant concepts and terms (e.g., career
maturity, career adaptability, career stage, career development
tasks, life-role salience, consistency, congruence, career
myths, environmental influences, self-observation generalizations,
and differentiation) to describe your vocational development
and link your "story" to the theories.
You will find it useful to reflect upon important factors
(e.g., family-of-origin, education and occupation of parents,
your education, your previous jobs) as you apply career development
concepts to your planning. Finally, place your current career
plans in a developmental context
paper should be approximately five double-spaced pages of
text with an additional reference section. Suggested submission
Career Guidance System (CACG) Critique [50 Points]
the March 22 class meeting you should make an appointment
at University Career Services
to use a computer-assisted
career guidance system. After you have used a system, write
a critique (approximately 2 double-spaced pages) in which
you evaluate the effectiveness
of the system (e.g., its strengths, weaknesses, what
of career client it is most appropriate for, etc.). You are
encouraged, but not required, to post the critique on the
discussion site. More information will be provided at the
March 23 class meeting. Jenny has completed
an assistantship at University Career Services and will
be the primary course liaison with that office. In addition,
The Curry School University Career Services liaison is
or 924-8912). Due April
Critique (Learning Team) [25 Points]
learning team will select and study an assessment device
(test or inventory) that
is related to career interventions. Chapter 5 of the text,
Assessment and Career Planning,
provides guidance for the analysis of the instrument selected.
The critique should be posted on the EDHS 722 Discussion
Post by April 19.
Internet Resource Critique (Learning Team)
Learning Team should find and study an Internet site that
provides some type of career service (e.g., assessment, counseling,
information, etc.) and critique the site based on
it provides about the intended audience and the disclosed
limitations. The critique should identify the URL and should
be posted on the course discussion site. Each Team should
post their critique by April
Career Counseling Program (Learning Team Presentations) [50 Points] April
Learning teams will be responsible for a presentation to the class that describes a career counseling program appropriate for a work setting (client group). Your group presentation will cover the following topics:
1. Identification of a target group (School or Mental Health).
2. Identification of career development tasks for your target group
3. Identification of career development activities that can be used to address the career development tasks confronting your target group (be sure to discuss goals and objectives for each activity)
4. Demonstration of 3 career activities
5. Identification of how you will evaluate the effectiveness of your activities
6. How you will make the program appropriate for the diverse groups you might be serving.
addition each team member is asked to provide the other
team members anonymous, typed feedback on their work as
a team member.