1 Multicultural Career Center Project Presentation and Guidelines and Rubric Instructor: Shajuana Isom-Payne Component CACREP Standards

Rating/Scoring Comments/Grade

A1. Presentation: Conducted through either PowerPoint or Prezi (no more than 18 (5 per person and 3 for theory overview) slides and/or frames with bulleted points). The presentation will be limited to 30 minutes.

Unmet (0-2 points) More than 18 slides are used. Slide content is crowded, confusing, overanimated, or in a font that is difficult to read. Cannot read from 20 feet. All group members do not participate in both theory and technique/assessment components. Presentation is shorter than 25 minutes or longer than 30 minutes. Met/Exceed (>2-4 points) No more than 18 slides are used. Slide content is not crowded or overanimated. Easy to read from a distance of 20 feet. All group members participate in the presentation of both theory and technique or assessment components. Presentation is 30 minutes in length.

2 A2. Presentation Theory Content: -Students will provide an overview of the assigned theory with an explanation for using the theory in prek-12 and post-secondary settings. -Students will provide a rationale for using the career counseling theory with specific populations and/or in specific situations. Examples are required. -Students will explain the social, cultural, and legal concerns regarding the theory. CACREP G.II.4.a-Develop an understanding of career development theories and decisionmaking models. Unmet (0-2 points) All questions in the Exceeds rating are not addressed.

Met (>2 to 4 points) -All areas in the Exceeds rating are addressed but G.II.4.g- Demonstrate not adequately enough to knowledge of career understand the scope and counseling processes, appropriate application of techniques, and the theory. resources, including those applicable to Exceeds (>4 to 6 points) specific populations Main tenets of the theory in a global economy are highlighted. Rationale for using the theory with specific educational background is provided (could be with both prek-12 and postsecondary settings). Specific examples of the use of the theory are provided (i.e., population and situation). The social, legal, and cultural concerns regarding the theory are highlighted (all three areas are addressed). Literature is cited (in handout) for information about theory (Books allowed).

3 A3. Presentation Technique Content CACREP Unmet (0-2 points) All elements in the Exceeds area are not included. Met (>2 to 4 points) All elements in the Exceeds area are included but all may not be clear or explained/demonstrated well. Exceeds (>4 to 6 points) 3 techniques/assessments are presented and each one is designed for a different age population (i.e., elementary, middle school, high school, postsecondary) and for a different stage in career counseling (beginning, middle, end). An explanation of the connection between the technique and assessment and career counseling theory is provided. Directions/steps of the technique and/or assessment are explained. A demonstration of each technique or explanation of assessment (with group partners) is provided. Direct the class in practicing them with each other. Briefly discuss process questions you developed to use with specific

G.II.4.g-Develop an -Each student in the understanding of group will present a career counseling technique or career processes, techniques, service (inclusive of and resources, at least 2 including those assessments) related applicable to specific to the assigned theory populations in a that can be used with global economy. children in prek-12 or adults in postG.II.4.f secondary settings. Demonstrate knowledge of -Literature will be assessment used as a basis for the instruments and technique design, techniques relevant to assessment career planning and instruments and a decision making clear relationship between the technique, assessment and theory should be highlighted. -The assessment or technique should also be designed for one of the stages (beginning, middle, end) of a series of individual counseling sessions.

Hint: Each student should present a technique for different ages and stages.

4 population to use with technique or assessment. Explain how to evaluate the effectiveness of the technique or assessment. Literature (peer-refereed research articles) should be the basis for each technique or assessment. Unmet (0-2 points) All elements listed in the >2-4 points category are not included and/or comprehensively. Met/Exceeds (2-4 points) One group handout will include: -Theoretical basis for techniques or assessments and explanation of how they reflects theory -Purpose of technique or assessment -Objective/s of technique or assessment -Target population -Materials Needed -Step-by-step instructions for using technique or assessment -No less than 3 process questions used to help class understand and reflect on the technique or assessment and the outcomes

A4. Presentation Materials The presentation group will create a group handout to include highlights of the assigned theory and information on each of techniques/career center services (inclusive of at least 2 assessments) are presented.

-5 references (minimum) used for presentation are included in a reference list. APA (6th edition) style needs to be applied correctly. Majority of references need to be peerrefereed resources. -Handout should be edited for wording, grammar, and possible spelling errors. Copies are provided to class and instructor. Final Grade Presentation Total: (0-20 points)