Course Description
Involves study of research about counseling theories, including discussion of common factor underlying counseling theories, strategies for evaluating theories, and critical analysis of research about theories. Prerequisite: Admission to doctoral program or permission of instructor.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
Articulate the roles, responsibilities, and mentoring functions involved in educating counselors
Apply andragogy and adult learning theories, teaching methods, curriculum design, and instructional delivery relevant to counselor education
Understand the use of technology in instructional design and program delivery, and apply universal design principles to meet diverse learner needs.
Describe and implement culturally sustaining strategies in curriculum and teaching
Describe instructional/curricular evaluation methods, assess student learning and professional dispositions, and understand screening, remediation, and gatekeeping functions
Understand legal and ethical responsibilities across program delivery types, and prepare a professional conference proposal.
Course Grading Information:
Activity/Performance Measure | Percentage/Points |
|---|---|
Course Engagement, Including Peer Observation & Mentoring | 25% |
Preparation of Learning Unit | 40% |
Online Teaching Certificate with Integration | 25% |
Final Reflection | 10% |
Late assignments are discouraged and may result in a one-letter grade reduction in the final grade. This course is a core doctoral program requirement. A grade below B is not acceptable and will require repeating the course.
Grading Scale
Percentage | Letter Grade |
|---|---|
93% and above | A |
90 – 92% | A- |
87 – 89% | B+ |
83 – 86% | B |
80 – 82% | B- |
77 – 79% | C+ |
70 – 76% | C |
below 69% | F |
Attendance/Participation:
The readings and any handouts used in the course are complementary to lectures, discussions, and presentations. Therefore, regular class attendance is essential, expected, and necessary to insure mastery of course competencies. If a student knows in advance that he/she must be absent, it is expected that the student will make arrangements to get notes from classmates for the missed class and will also notify the instructor of the upcoming absence. If the absence is unexpected, please notify the instructor as soon as possible via email.
One absence is allowed without penalty. Each unexcused absence thereafter will result in 5% reduction. With the exception of extreme circumstances, students should not plan on additional absences being excused.
Student participation is required in this course. Since this is a doctoral level course, all students are expected to give meaningful and thoughtful contributions to each class and dedicate time preparing and leading discussions over the semester. All students should act in a professional manner as well as respect the view of their classmates/colleagues during class discussions. All students are expected to be fully prepared for class each day.
Course Materials Purchased by the Students:
Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How learning works: Eight research-based principles for smart teaching (2nd ed.). Jossey-Bass.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.