1

University of North Florida

Educating Professionals Who Impact the Lives of Children and Adults

SDS 6310
College and Career Readiness
UNF professional education programs prepare candidates who are:
Multiculturally proficient. They understand, respect, and value differences in
individuals and model best practices for designing and delivering instructional
programs to fit the needs of ethnically and linguistically diverse learners.
Professionally aware. They hold to high ethical standards, professional
dispositions, and a code of professional conduct worthy of the education
profession. They value fairness and believe that all students can and should learn.
Analytically adept. They engage in reflective thinking about classroom practice
and contexts; assess and analyze a variety of data from those contexts; use
reflective practice to make appropriate adjustments to instruction; and make datainformed instructional decisions to benefit the learning of all students.
Competently prepared. They possess and demonstrate the content knowledge,
pedagogical content knowledge and skills, and pedagogical and professional
knowledge and skills necessary to help all students learn.
Technologically capable. They use technology effectively to facilitate design of
instruction, engage students in the learning process, and communicate with
colleagues, parents, and other key stakeholders.
Course Number: SDS 6310;
CRN: 12494
Course Title: College and Career Readiness
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Number of Credit Hours: 3
Required or Elective: Required
Instructors Information
Professor: Dr. Rebecca A. Schumacher, Assistant Professor
Office: Building 57, Room 3432
Office Hours: Wednesdays, 1:00 pm to 4:00 pm, or email for an appointment
Telephone: 904-620-1546
Fax: 904-620-1828
Email: rebecca.schumacher@unf.edu this is the quickest method of reaching me
Term: Spring 2016
Day and Time: Mondays, 4:30 pm to 10:15 pm on January 11 and 25
February 1, 15 and 29
March 7
April 4 and 11
Location: Building 57/Room 2050

Prerequisite(s)
Admission to the SOAR Program or Permission from the Instructor.
Required Text(s)/Resources
Curry, J. & Milsom, A. (2014). Career counseling in p-12 schools. New York: Springer
Publishing.
Savitz-Romer, M. & Boufford, S.M. (2013). Ready, willing, and able: A developmental
approach to college
access and success. Cambridge, MA: Harvard Education Press.
Recommended Text(s)/Resources
American Psychological Association. (2010). Publication manual of the American
Psychological
Association (6th ed.). Washington, DC: Author.
Conley, D.T. (2010). College and career ready: Helping all students succeed beyond high
school. San
Francisco: Jossey-Bass.
Coplin, D. (2012). 10 things employers want you to learn in college (Rev.ed.). New York:
Random House.
Putnam, R. D. (2015). Our kids: the American dream in crisis. NY, NY: Simon & Schuster.
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Sharf, Richard S. (2010). Applying career development theory to counseling. (5th ed.).
Belmont, CA:
Thomson Brooks/Cole.
Conceptual Framework for the Professional Education Unit at UNF:
UNFs professional education programs are founded on professional knowledge bases
and the world of practice to assure that graduates possess the knowledge, skills, and
dispositions appropriate for achieving excellence in their roles as educators. The
programs conceptual framework is encapsulated in the phrase, educating professionals
who impact the lives of children and adults and the acronym M-PACT. Our
programs prepare candidates to be multiculturally proficient, professionally aware,
analytically adept, competently prepared, and technologically capable.
Course Description
This course is designed to enable counselors to help k-12 students assess their skills,
knowledge and self-understanding necessary to arrive at appropriate career,
postsecondary, and educational decisions that will support success throughout the life
span. Career theories are addressed, and college readiness is emphasized.
Course Goals
a. Articulate knowledge of career theories, and career educational and developmental
issues.
b. Apply career theory to school counseling practice for grades pre-k through grade 12.
c. Use career and college readiness resources including various assessments, to guide
prek-12 students in
college and career readiness planning.
d. Alignment with state competencies and Standards of the Council for Accreditation for
Counseling and
Related Educational Programs (CACREP).
Course Objectives
The objectives for this course are grounded in the following state and national
standards: The Florida Educators Accomplished Practices, and, Council of Accreditation
Counseling and Related Educational Programs (CACREP), and other national discipline
standards. These standards provide guidelines and delineate what students are to know
or demonstrate by the end of the course.
Objectives Matrix

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Course Objectives
G. CACREP Core
Objectives
4. CAREER
DEVELOPMENT
studies that provide an
understanding of
career development
and related life factors,
including all of the
following:
Course Objectives
4.a. career development
theories and decisionmaking models.
4.d. interrelationships
among and between work,
family, and other life roles
and factors, including the
role of multicultural issues
in career development.
4.f. assessment
instruments and
techniques relevant to
career planning and
decision making.
CACREP School
Counseling Objectives
C. COUNSELING,
PREVENTION, AND
INTERVENTION
C. Knowledge
4. Knows how to design,
implement, manage, and
evaluate transition
programs, including
school-to-work,
postsecondary planning,
and college admissions
counseling.
G. ASSESSMENT
G. Knowledge
3. Identifies various forms of
needs assessments for academic,
career, and personal/social
development.
FEAPS
4e. Shares the importance
and outcomes of student
assessment data with the
student and the students
parent/caregiver(s).
6a. Understands that
educators are held to a
high moral standard in the
community

Knowled
ge

Skill

Disposition

Impact

Knowled
ge

Skill

Disposition

Impact

X
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Diversity Considerations
This course addresses diversity through comparisons and study of theories and practices
of career and college readiness development models, and how these theories and
practices address diversity. By study of various theories and models, class discussions,
field experiences, scenarios, and readings, school counseling students will plan,
strategize, and practice methods by which school counselors recognize gaps to equalize
appropriate career and college readiness experiences for every child within a school.
Disability Considerations:
Students with disabilities who seek reasonable accommodations in the classroom or
other aspects of performing their coursework must first register with the UNF Disability
Resource Center (DRC) located in Bldg 57, Room 1500. RC staff members work with
students to obtain required documentation of disability and to identify appropriate
accommodations as required by applicable disability laws including the Americans with
Disabilities Act (ADA). After receiving all necessary documentation, the DRC staff
determines whether a student qualifies for services with the DRC and, if so, the
accommodations will be provided to the student. DRC staff then prepares a letter for the
student to provide faculty advising them of approved accommodations. For further
information, contact the DRC by phone at 904-620-2769, by email drcexams@unf.edu, or
visit DRC website at http://www.unf.edu/drc
Military and veteran students who return from combat exposure may be utilizing the post
9/11 GI bill to continue postsecondary education goals and may need both physical and
academic accommodations. Contact Ray Wikstrom, Director of Military and Veterans
Resource Center by phone (904) 620-2655, email (ray.wikstrom@unf.edu).
Technology Considerations:
Candidates will use word processing to complete assignments, the Internet for research,
and electronic mail systems for communications. In addition, videotaping may be used
to critique presentation skills. If you experience any problems with your UNF account you
may send an email to:
helpdesk@unf.edu or call the UNF Computer Helpdesk at 904-620-4357.
Civility and Non-Discrimination:
The University of North Florida (UNF) is committed to providing an inclusive and
welcoming environment for all who interact in our community. To accomplish this intent,
UNF shall not commit or permit discrimination or harassment on the basis of genetic
information, race, color, religion, age, sex, disability, gender identity/expression, sexual
orientation, marital status, national origin or veteran status in any educational,
employment, social or recreational program or activity it offers. Similarly, UNF will not
commit or permit retaliation against an individual who complains of discrimination or
harassment or an individual who cooperates in an investigation of an alleged violation of
University Regulation. In exercising these standards, the University will not abridge
either free speech or academic freedom based on its context. Accordingly, any member
of the UNF community who believes that they have been subjected to discrimination,
discriminatory harassment, retaliation, or sexual misconduct may seek guidance,
counseling and/or file a complaint by contacting: Cheryl Gonzalez, Director, E.O.D. and
Title IX Administrator, located at Building One, J.J. Daniel Hall, Suite 1201, 1 UNF Drive,
Jacksonville, Florida 32224-7699, or call (904) 620-2507 or via 711 Florida Relay for
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persons who are deaf or hard of hearing or those with speech impairments and/or
limitations.
Critical Tasks Statement:
Critical tasks are key assessments embedded in courses aligned with Floridas Educator
Accomplished Practices (FEAPs); ESOL, professional and/or content standards per
program. Examples of critical tasks include: portfolios, group and individual
presentations, reflective essays, examinations, lesson and unit planning activities,
practicum observations, case studies, etc. The way in which these tasks are assessed
remains the same despite the instructor assigned to the course. In doing so, critical
tasks have become the means by which the Unit monitors and assesses the most
significant candidate learning outcomes in a program of study. Candidates need to
successfully complete critical task(s) assignment to receive a passing grade
for the course. Instructors register data on candidates performance on key
assessments or critical tasks in courses using a data management tool known as the
Electronic Candidate Assessment Tracking System (ECATS).
COURSE ASSIGNMENTS, EXPECTATIONS AND GRADING PROCEDURES
Modes of Instruction:
Lectures, discussions, participation in large and small groups, individual or team
presentations, readings, guest speaker presentations, and journal and resource articles.

1. CLASS READINGS, ATTENDANCE, PARTICIPATION, and PROFESSIONALISM

Standards Reference Box
CACREP Core:
CACREP Specialty:
Florida Educator Accomplished Practice(s) Indicators: 6.a.
Readings: Students are expected to complete readings before class, and come to class
prepared to participate in discussions. Readings are assigned in the class schedule.
Attendance: Attendance to class is essential and considered a portion of your
professionalism and self-awareness. Being in each class on time and returning to class
from breaks is considered attendance.
Participation: Students will be engaged, attentive, involved, willing to take risks, and
work toward increasing knowledge and skills enriches both your acquisition of the subject
content and the entire group. The expectation is that you will participate in class
discussions, practice leading discussions, be an attentive listener and group member,
and work to be a confident professional.
Professionalism: At all times, students and instructor will be respectful of one another;
peer to peer and instructor, and instructor to students. Behaviors demonstrate
professionalism as you progress in the preparation program and should equate to the
same behaviors as you would have in school faculty meetings and professional meetings.
Cell phones during class need to be off. Demonstrate professionalism in the preparation
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program the same as you would in school faculty meetings and professional meetings.
Laptop Ipads tablet computers are allowed for note taking or other class activities.
However, texting or surfing the web during class time is not considered professional
behavior. Additionally, professionalism is adhering to commitments and follow-through.
For this class, part of professionalism includes submitting assignments and projects
according to the due dates listed on the schedule in the syllabus, and daily checking
email messages.
Directions: Following directions is also essential and considered professional behavior
for a school counselors work and the impact this has on your future students. To help
shape effective work habits, you are expected to follow directions and instructions in this
syllabus. If you do not follow directions, I reserve the right to subtract five points from
your total grade points.
Confidentiality: We will adhere to one of the tenets of counseling in this course confidentiality. Any tapings completed for assignments will be erased at the last class
meeting, and stories or situations related during class discussions kept confidential.
Ethical and Legal Practices: In a preparation program, you are expected to adhere to
the ACA Code of Ethics and Standard of Practice (American Counseling Association, 2014)
and Ethical Standards for School Counselors (American School Counselor Association,
2010) in your work and field experiences.

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Name __________________
CLASS READINGS, ATTENDANCE, PARTICIPATION, and PROFESSIONALISM
RUBRIC
10 points
To receive 10 points fulfilled each measurement
10 points
a. Attended each class;
b. Arrived on time to class and after breaks;
c. Applied knowledge about course content in comments and questions
during
discussions and activities;
d. Connected content and skills to the work of a school counselor in
comments during
discussions and activities;
e. Showed self-awareness, sensitivity to others, and the skills needed
to relate to
diverse individual, groups, and classrooms through comments and
behaviors;
g. Worked to be responsive and collaborative with peers;
h. Avoided surfing the web and phone;
i. Adhered to the legal/ethical standards/professionalism for school
counselors;
j. Submitted all written assignments on the due dates; and,
k. Followed all directions
Points will vary depending on measurements met:
9 points to 8 points a. Attended each class;
b. Arrived late occasionally to class and after breaks;
c. Applied knowledge about course content in comments and questions
during
discussions and activities;
d. Showed self-awareness, sensitivity to others, and the skills needed
to relate to
diverse individual, groups, and classrooms through comments and
behaviors;
g. Surfed the web and checked phone occasionally during class time;
h. Conversed with neighbor (whispering or passing notes) occasionally
during class time;
i. Adhered to the legal/ethical standards/professionalism for school
counselors;
j. One written assignments submitted after the due date; and,
k. Frequently followed directions.
Points will vary depending on measurements met:
7 points to 0 points a. Attended each class;
b. Arrived late frequently to class and after breaks;
c. Applied knowledge about course content rarely in class discussions
or activities;
d. Showed little or no self-awareness, sensitivity to others, and the
skills needed to
relate to diverse, individual, groups, and classrooms though
comments and
behaviors;
e. Demonstrated no ability or interest in leading or collaborating with
peers;
f. Slept in class;
g. Surfed the web and checked phone frequently during class time;
h. Conversed with neighbor (whispering or passing notes) frequently
during class time;
i. Two or more written assignments submitted after the due date(s);
and,
j. Occasionally followed directions.
MetTarget=10to8points
Schoolcounselorsareheldtoahighmoralstandardinthecommunity(FEAP6.a.)
NotMetTarget=7to0points
Occasionally=twiceorfewer
Frequently=morethantwice

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KNOWLEDGE OF CAREER EDUCATION, THEORIES, AND COLLEGE READINESS
1. READINGS THEORIES PRESENTATIONS
Standards Reference Box
CACREP Core: G.4.a.
CACREP Specialty:
Florida Educator Accomplished Practice(s) Indicators
To acquire thorough knowledge of the educational process for careers and the knowledge
and skills to rigorously prepare youth in college readiness, you are expected to have
completed any assigned readings before the class meeting, and participate in class
discussions and activities. To facilitate acquisition of theories, content of subject matter,
and your professional presentation skills, you will each co-present one topic from our
readings; i.e. text chapters (a career development theory or decision-making
model (G.4.a.). The presentation should include:
a) The central concepts of the chapter;
b) Application with k-12 students; and,
c) Discussion questions and/or an activity to reinforce the content presented.
In advance of your presentation, email a one page summary (APA style) of your
presentation for the class. In the subject heading of the email, please put your last
names, chapter #, and title of the chapter.
The organization and schedule for presentations will be completed the first class
meeting. Anticipate a presentation of at the least 20 to, at the most 30 minutes, and be
sure to include a discussion and/or activity related to your topic when you present.
Consider this presentation as if you were presenting at a faculty meeting, or professional
conference. This presentation will allow further refinement of your presentation skills. To
aid in this skill development, you will receive feedback from your classmates and
instructor on your presentation skills.
DUE: Individual timetable based on presentation schedule
(2 presenters p/chapters; 3 presenters where *) Curry-Milsom (CM)
Savitiz-Romer (SR) will be a large and/or group discussion. Bring one
question or point you want to discuss about the assigned chapter
Other readings will be assigned -- be sure to check the Schedule for
these assignments
Reading Schedule
1/2
5
C
M
SR

1/25

2/1

2/1

Ch 3

Ch
4*
Intro

Ch
6
Ch
1

2/1
5
Ch
7
Ch
2

2/1
5
Ch.
8
Ch.
3

2/2
9
Ch.
9
Ch .
4

2/29

3/7

3/7

4/4

4/11

Ch.
10
Ch. 5

Ch.
11
Ch. 6

Ch.
12
Ch. 7

Ch.
13
Conc.

Ch.
14

Pete
rs
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Stud
y

Presentation Schedule: 2 presenters p/date except dates with an *

Jan. 25 Ch. 3

_____________________________________________________________________

Jan. 25 Peters Study _________________

Feb. 1 Ch. 4* 3 presenter
_____________________________________________________________
Feb. 1

Ch. 6

______________________________________________ ______________________

Feb. 15 Ch. 7

_____________________________________________________________________

Feb. 15 Ch. 8

_____________________________________________________________________

Feb. 29 Ch. 9

_____________________________________________________________________

Feb. 29 Ch. 10 ______________________________________________________________________

March 7 Ch. 11

_____________________________________________________________________

March 7 Ch. 12 _____________________________________________________________________

April 4 Ch. 13 _______________________________________________________________________
April 11 Ch. 14 _____________________________________________________________________
_

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PROFESSIONAL PRESENTATION FEEDBACK

10 points
Name s of Facilitators ______________________________Chapter ______________________
Student
Learning
Outcomes
Introduces
subject and
provides
overview of
presentation
Presents
materials in
organized
manner
Present content
for easy
understanding
of Career
Development
Theory
/DecisionMaking Models
(G.4.a.)
Exhibits
professionalism
in presentation
skills
Equal division of
presentation
and follows
appropriate
allotment of
time for
presentation

Thoroughly
2 points

Somewhat
1 point

Needs
Attention
0 points

TOTAL _______________________
Met Target
Not Met Target

10 points to 8 points
7 points or less points

What did the presenter do that was particularly helpful?

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Suggestions for improvement?

2. CCR AUTOBIOGRAPHY
Standards Reference Box
CACREP Core: G.4.a.
CACREP Specialty:
Florida Educator Accomplished Practice(s) Indicators

To demonstrate your knowledge of career development theories and decisionmaking models (G.4.a.), write an autobiography in which you describe your college
and career development and support your development with career theory (ies).
Specifically describe your college readiness process K-12 that brings you to your current
career, your choice of career, and the issues, challenges and resources you had that
helped and/or hindered your journey. To demonstrate how theory supports career
development, you want to weave a theory or theories to your development. For
example, you may find that Super Life Span theory relates to your development, or that
Holland does, or possibly a combination of the theories we will study. A projected five to
seven pages (not counting a title or reference page), should adequately describe your
college and career development, decision-making models, resources, and how career
development theories apply to your career portrait.
DUE: March 7
THEORIES AUTOBIOGRAPHY
15 points
Student
Learning
Outcomes

Points

Points

Points

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The
autobiograph
y
demonstrat
es your
knowledge
of career
developmen
t theories
and
decisionmaking
models
(G.4.a.).
College and
Career
development
was
presented in
an organized
and fully
developed
description.
Follows APA
style.

8 points
Major career
development
theories and
decisionmaking models
(G.4.a.) were
eloquently
described and
clearly integrated
into the
candidates
career
development.
4 points
The reader was
expertly guided
through the
content.
Sentences read
well and word
choices were
accurate and
graceful.
3 points
Correct APA style
was used
throughout the
paper.

7 points to 6
points
Major career
development
theories and
decisionmaking models
(G.4.a.) were
adequately
described and
integrated into
the candidates
career path.

5 points to 0 points
Major career
development
theories and
decision-making
models (G.4.a.) were
mentioned, but not
clearly described, nor
comprehensive in
description or
integrated into the
candidates career
path.

3 points
The reader was
guided through
the content with
few instances of
rereading
sections for
understanding.

2 points to 0 points
Poorly constructed
ideas and a poor
presentation of ideas.
The paper had
misspellings and
incorrect usage of
words throughout the
paper.

2 points to 1
points
A few errors with
the use of APA.

0 points
APA style was not used.

TOTAL POINTS _________

Met Target = 15 points to 12 points Not Met
Target = 11 points to points
KNOWLEDGE OF CAREER DEVELOPMENT AND PK-12 COLLEGE READINESS
3. STUDENT CAREER ASSESSMENT PROJECT
Standards Reference Box
CACREP Core: G. 4. a; G. 4.f.
CACREP Specialty: C. 4; G.3.
Florida Educator Accomplished Practice(s) Indicators:
You will develop a Career Assessment Narrative or Portfolio like document, which will
summarize your experiences with one of your mentees. The purpose of this assignment
is for school counselor candidates is to apply career development theories and
decision-making models (G.4.a.) and formulate knowledge for how to design,
implement, manage, and evaluate transition programs, including school-towork, postsecondary planning, and college admissions counseling (C.4), to
understand assessment instruments and techniques relevant to career
planning and decision making, (G.4.f.) and, to identify various forms of needs
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assessments for academic, career, and personal/social development. (G.3.)
To acquire this knowledge and understanding (C.4.; G.3; G.4.a., and G.4.f.), the
project and narrative will be comprised of four sections. In your paper, please label each
section with the appropriate section. The four sections are:
a. Resources: review the websites of Duval Public Schools (Guidance Dept.), Florida
Shines, College Board, and two other websites, and critique your findings. The
critique should consist of:
1) what was helpful and/or difficult to understand and/or locate;
2) if you were developing a website such as this, what could be changed in the
various websites to
aid families and students; and,
3) how might lessons learned from this critique enable you in your future work with
students.
Web addresses are listed in the bibliography of the syllabus. If you have a website
that is not listed and you want to use, please feel free to do.
b. Assessment: research types of inventories or resources you would consider
using to assess
individual students. Think of one of your mentees as an example of a
student and describe how a
particular inventory or a combination of inventories,
would be beneficial for this student.
c. Theory: use one (or more if applicable) of the CAREER theories you learned
about, and assess the
career development of your
mentee. Identify which CAREER theory you used and describe how this
CAREER
theory applies to your mentee.
d. Planning: as a way to identify appropriate activities for promoting students
college readiness,
describe recommendations and your rationale for future
activities that would facilitate this
students (your mentees) progression in school
and become college ready. Address the following with two activities per grade. Your
activities need to be relevant to this particular mentee so you
will want to describe the
activity and the rationale for how these activities correlate to your
mentees interest,
skills, aptitudes, values.
Start with 5th outline CCR activities and the transition to middle and then to high
school (so some type of transition program would be applicable;

Youwillhavealist(youmightwanttoputinatableformat)ofgrade,activity,andrationale
startingat5thgradethroughpostSeniorsummer
For the length, anticipate at least a page per section, section d may require two pages.
Suggest that you begin this project early in the semester to ensure completion
by the due date.
DUE: April 4

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Student Career Assessment Project

20 points
Project design incorporates activities to understand assessment instruments and
techniques relevant to career planning and decision making (G.4.f.); to identify various
forms of needs assessments for academic, career, and personal/social development.
(G.3.) and to develop knowledge for how to design, implement, manage, and evaluate
transition programs, including school-to-work, postsecondary planning, and college
admissions counseling (C.4),
Student Learning Outcomes

Met
(4 points to 3 points)

Not Met
(2 points to 0
point)

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The review and findings of the school
district and various websites indicates
identification of school counseling
activities related to careers and
demonstration of knowledge of
resources, including assessments used
in career development in which to
understand assessment
instruments and techniques
relevant to career planning and
decision making (G.4.f.)
To identify various forms of needs
assessments for academic, career,
and personal/social development.
(G.3.), candidates interpret data from
various informal and standardized
assessments, including knowledge and
understanding of the mentee, to provide
an interpretation of student assessment
data relevant to career development.
The narrative identifies decisionmaking approaches and theories
(G.4.a.) for students in various stages
of career development.
The narrative identifies appropriate
activities for promoting student
employability and lifelong learning and
from identifying various forms of needs
assessments for academic, career, and
personal/social development
accommodates different student
learning needs, developmental levels,
and cultural heritage indicating
knowledge for how to design,
implement, manage, and evaluate
transition programs, including
school-to-work, postsecondary
planning, and college admissions
counseling (C.4),
APA style is followed.

TOTAL POINTS _______

points

A thorough and
descriptive critique of
career activities,
resources, and
assessments was
explained in the
narrative.

The narrative
provided a
simple and short
overview of the
findings.

The reader was

expertly guided
through the
description of the
survey(s). How
assessments can be
integrated into career
counseling was
thoroughly described.
Theory or theories
were thoroughly
referenced, described,
and connected to your
mentees career
development.
Recommendations for
mentees career
development were built
from formal and
informal assessments
to accommodate the
learning needs that
were developmentally
appropriate.

The reader
followed the
thoughts of the
writer but
sometimes had
to reread
sections for
understanding.

Correct use of APA or

very minor errors noted
throughout the paper.

Errors with the

use of APA.

Met Target 20 points 16 points

Some portion or
no reference was
made to theory
or theories.
Recommendation
s were offered
but lacked
substantial
reference to
appropriate
activities.

Not Met Target 15 points or less

4. MANAGEMENT AND DELIVERY SYSTEMS PROJECTS

Standards Reference Box
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CACREP Core:
CACREP Specialty:
Florida Educator Accomplished Practice(s) Indicators: 4.e.
Throughout the semester, you will participate in multiple field experiences for your
contact hours for
SDS 6832 Internship. The Learning Critique (item D) will be the culmination of what
you take away from these experiences. Additionally, in small groups in class, you will
complete a case study of a fictitious student. The goal of this case study is to develop the
resources and lay out the processes for this student to be admitted to college with
sufficient funds.

SEE FIELD EXPERIENCE CHART FOR specific schedule, sites,

number of hours, and, the contact faculty for each event.
Learning Critique will be based on:
A. CLASSROOM LESSONS (we will be defining choices where you can complete deliver
of lessons)
Everyone will develop and deliver a lesson and be part of the overall team for the
curriculum plan. The focus of this lesson should be a CCR lesson. Your team will develop
the classroom lesson and an assessment for measuring impact of the lesson. You will
want to ask for feedback from the classroom teachers as well. This lesson should reflect
the theoretical knowledge and empirical research encountered in this class as well as the
content suggested by your respective school staff and students.
B. CAREER FAIRS: to be finalized Arlington Elementary; Arlington Middle that
includes Bridges to Success Middle School; or Terry Parker High School. These
schools are in processing of being finalized
Class will be divided into three teams for the career fairs. Each team will develop, plan,
implement, and facilitate, a Career Fair for your school. Included in the planning and
implementation will be an assessment of impact of the fair on the students who attend,
and a feedback survey from the career representatives, and teachers at the school.
These career fairs will reflect the theoretical knowledge and empirical research emerging
from this class. We are actually doing four with a fifth on in May. Bridges to Success is a
program for middle and high school students over-age or returning drop outs.
C. FINANCIAL AID PROGRAMS:
Multiple events will address financial aid learning that include College Goal Sunday, and
Financial Aid Nights throughout the district.
1. Everyone will participate in College Goal Sunday the specific presentation for
this program will be provided for you.
2. You will participate in at least one of the Financial Aid nights throughout the
district.
D. YOUR STUDENT
In teams of six (four per team), you will be given a case study pertaining to a fictitious
student. Your task, as a small group of college advisors, is to develop the information and
resources necessary for this student to be admitted to college and secure funding for a
four year degree. Assignments of small groups, distribution of the case study, and
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guidelines for your work in the college search, application, admission, and entering
college, will be distributed in class. This project is designed to complete as much in class
as possible.
A presentation from your group will be given the last night of class to describe the
resources used and processes your group followed.
E. LEARNING CRITIQUE THAT SYNETHESIS PROJECTS:
After the completion of these management and responsive services, the written
assignment that you will submit is an account of your learning(s) that will be applicable
to your future work as a school counselor. Include the following in your learning critique:
A synthesis of your learning about content, resources, partnerships, collaborations,
skills, and
dispositions for delivery of lessons, financial programs, career fair, and case
study.
CAREFUL: Sometimes rather than synthesizing learning of the experiences, students
instead describe what they did. Careful to avoid conveying a play-by-play of what you
did, this is not a synthesis of learning. Additionally, how you would share the
importance of the outcomes from the student assessment data with the
students involved in the lessons/fair with the student and the students
parent/caregiver(s). (FEAP 4.e.) should be addressed in the synthesis. Anticipate a
minimum of at least four pages to adequate convey your learning.
DUE: April 27 permissible to submit prior to this due date

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20 points

SUMMARY OF LEARNING
20 points
Candidate used technology to plan lessons, prepare materials, manage
instruction, and
enhance learning.
Lessons provided learning situations which encouraged the students to
practice
skills and gain knowledge needed in a diverse society.
Reader was able to understand the learning acquired.
Critical, in-depth descriptions of learning addressed content, resources,
partnerships,
collaborations, skills, and dispositions for delivery of field experiences.
The summary described how outcomes from the student
assessment data would be
shared with students and the students parent/caregiver(s).
(FEAP 4.e.)
Engaging, clear, meticulously organized, smooth and appropriate transitions
between
topics.
Punctuation, spelling, grammar, mechanics were accurate and Followed APA
style.

19 points to 16 points
Candidate used technology to plan lessons, prepare materials,
manage instruction, and
enhance learning.
Lessons provided learning situations which encouraged the students to
practice skills and
gain knowledge needed in a diverse society.
Summary provided descriptions of learning that addressed content,
resources,
partnerships, collaborations, skills, and dispositions for delivery of lessons
and career
fairs.
The summary described how outcomes from the student
assessment data would be
shared with students and the students parent/caregiver(s).
(FEAP 4.e.)
Summary is organized, and the description of learning is clear but not an indepth
description.
The writing lacks variety and sometimes is awkward or wordy, punctuation
sometimes
misused, grammar and spelling generally accurate (few errors).
APA style had minor errors.
15 points to 0 points Candidate did not use technology to plan lessons, prepare materials,
manage instruction,
and enhance learning.
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Summary provided minimal descriptions of learning that addressed content,
resources,
partnerships, collaborations, skills, and dispositions for delivery of lessons
and career
fairs.
The summary was poorly described for how outcomes from the
student assessment data
would be shared with students and the students
parent/caregiver(s). (FEAP 4.e.)
Lessons did not provide learning situations which encouraged the students
to practice skills
and gain knowledge needed in a diverse society.
Below level of performance for graduate school, disorganized, summary
repeats activities
rather than describes learning, lacks clarity in writing.
APA style had numerous and incorrect usage.

TOTAL POINTS ___________________

points or less

Met 20 points to 16 points

Not Met 15

PROFESSIONAL DEVELOPMENT
5. RESUME AND PROFESSIONAL SUMMARY
Standards Reference Box
CACREP Core:
CACREP Specialty:
Florida Educator Accomplished Practice(s) Indicators:
In order to prepare for your career, you will develop an updated resume and a
professional summary.
The professional summary is designed to develop public relations and a way to
demonstrate your abilities in developing a school counseling program. You will develop a
one or two page handout or brochure. Models will be presented in class. The summary
will be an overview of what you can do for a school as a school counselor to address
school success for all students. The professional summary should describe your skills
and knowledge. You may develop the format in any way you want. You may want to
simply list your knowledge and skills or categorize them into themes, followed by a
description, such as:
Professional Development - followed with a brief summary of the programs you
have planned and presented; such as faculty in-service and parent training workshops.
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Program Development - followed with a description of how you used data to
develop your school counseling program and address academic, career, and
personal/social needs.
You can use this Professional Summary for future interviews. And this summary might be
used when you become a professional school counselor, as a handout for business
partners, parents, and community leaders.
Bring a rough draft to class January 25. In class we will discuss resume
development and give feedback to each other about our resumes before completing your
final version.
DUE: February 15 bring hard copy of your resume and professional summary:
check out *****UNF Career Center - For Resume Development and Cover Letters (see
bibliography at the end of the syllabus) for resources.
PROFESSIONAL DEVELOPMENT
Resume & Professional Summary
10 points
10 points

Easy to read and locate information,

Attractive and professional in appearance,
Accurate spelling and formatting.

9 points to 8 points

Two of three above criteria met.

7 points to 0 points
Below level of expected performance and unprofessional,
Criteria not followed or disorganized information and difficult to locate
information.
Met Target
points

10 points to 8 points

Not Met Target

7 points or less

6. CREATE A COLLEGE-GOING (CG) CULTURE AT YOUR SCHOOL

Standards Reference Box
CACREP Core: G.4.d.; G.4.f.
CACREP Specialty: C.4; G.3.
Florida Educator Accomplished Practice(s) Indicators:
This activity will help you synthesize much of what we have read, heard, researched,
experienced, and discussed throughout this course about college and career readiness.
Particular emphasis will be on the interrelationships among and between work,
family, and other life roles and factors, including the role of multicultural
issues in career development (G.4.d.); assessment instruments and techniques
relevant to career planning and decision making(G.4.f.); knowledge for how to
design, implement, manage, and evaluate transition programs, including
school-to-work, postsecondary planning, and college admissions counseling
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(C.4), and, awareness of various forms of needs assessments for academic, career,
and personal/social development (G.3.).
Creating a culture for college-going is planned intentionally and thoughtfully, with
research to support efforts. You will want to use references to support your responses,
and do follow APA style for the body of text and reference page.
Select a level (elementary, middle or high school).
Appoint yourself the school counselor for the school level you select. (Congratulations on
your position!)
Craft a college and career program for your school. Structuring the program by grade
level with appropriate activities will be a helpful organizer. You will want to cite literature
that supports what you are doing and the rationale. As part of the CG Culture, be sure
your program is culturally competent and includes families of your students.
DUE: April 11

CREATE A CG CULTURE Rubric

15 Points
Student Learning
Outcomes
Candidates program
indicated understanding
in the interrelationships
among and between
work, family, and other
life roles and factors,
including the role of
multicultural issues in
career development
(G.4.d.)

Met Target
15 to 12 points
The program exhibits
strong understanding for
how to develop a college
and career program that
fosters a college going
culture.

Not Met Target

11 to 0 points
The program exhibits
strong understanding
for how to develop a
college and career
program that fosters a
college going culture.

Met Target = 15 to 12 points

= 11 to 0 points
Complete and Submit with on April 11

Scor
e

Not Met Target

Assessment of Professional Development and Academic Progress

Name _________________________________________________
Please make comments about each of the following:
Class attendance/Timeliness to class/Assignments completed on time
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Active participation in class discussions and in-class activities; the general spirit with
which you entered into these and contributed to them.

Areas of professional development that are

Strengths:

Need More Attention:

Use the back side for additional comments.

Adapted from Dr. Mary Ann Clark, University of Florida, With Permission
7/03

Scholarly Activities
NAME ____________________________

Assignments
Points

Due Dates

Points
Received

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CLASS ATTENDANCE, PARTICIPATION, and
PROFESSIONALISM
Submit Self Assessment p. 19 syllabus

On-Going
Individually
Scheduled

10

#2. CCR Autobiography

March 7

15

#3. Student Career Assessment Project

April 4

20

April 27

20

February 15

10

April 11

15

#1. Readings - Theories Presentation

#4. Summary of Management and Delivery Projects

#5. Resume & Professional Summary
#6. Create a CG Culture
+ Professional Development Self-Assessment (p. 20)
Total
GRADE

10

100
________

Grading Scale
A = 100-95
A- = 94-90

B+ = 89-86
B = 85-83
B- = 82-80

C+ = 79-76
C = 75-73
C- = 72-70

F < 70 No D will be awarded in this course.

Please note that an Incomplete will be available only under extraordinary
circumstances. See Instructor Policies #4 in this syllabus.
Course Policies and Guidelines
Institutional Policies:
Academic Integrity:
UNF places high priority on and strives to uphold the highest standards of academic
integrity while protecting the rights of students and faculty. Should any instructor find
evidence of cheating, plagiarism, or other inappropriate assistance in work presented by
a student, the instructor should inform the student of the action that will be taken. Any
student who becomes aware of misconduct related to academic integrity should inform
the instructor or other proper authority.
The consequences of a breach of academic integrity may result in an F, which is nonforgivable, regardless of withdrawal status.
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COEHS Policies
1. AMERICANS WITH DISABILITIES ACT (ADA) POLICY: The College of Education and
Human Services complies with ADA requirements in making reasonable accommodations
for qualified students with disabilities. Students desiring reasonable accommodations
should contact the UNF Office of Disabled Services located in Bldg 57, Room 1500. DRC
staff members work with students to obtain required documentation of disability and to
identify appropriate accommodations as required by applicable disability laws including
the Americans with Disabilities Act (ADA). After receiving all necessary documentation,
the DRC staff determines whether a student qualifies for services with the DRC and, if so,
the accommodations will be provided to the student. DRC staff then prepares a letter for
the student to provide faculty advising them of approved accommodations. For further
information, contact the DRC by phone at 904-620-2769, by email at drcexams@unf.edu,
or visit DRC website at http://www.unf.edu/drc
2. DECLARATION OF MAJOR POLICY: In order to complete any graduate degree program
in the College of Education and Human Services, students must declare a graduate major
and be accepted into a program of study. Admission to graduate study by the University
does NOT guarantee admission into a given program of study. Students cannot count
more than 10 hours toward any graduate degree without first having been admitted into
a program of study. Any hours earned over 10 semester hours working toward a
certification or endorsement or as a non-degree-seeking student will NOT be accepted as
work toward a graduate degree.
3. Prior to being considered for admission into a masters or doctoral degree program,
students must
consult the Graduate Catalog and/or contact the Colleges Office of Student Services
(COEHS, Building 57; telephone: 904/620-2530) for information regarding admission to a
specific graduate program of study.
4. UNIVERSITY ENROLLMENT POLICY: Only those students who are admitted to the
University are entitled to enroll in classes, and only those students who are enrolled in a
given course are permitted to attend class meetings for that course. Sitting through a
class without registering does not constitute enrollment. Instructors are authorized to
bar students who are not enrolled in a course from attending class sessions until
evidence of enrollment is presented to the instructor. Even if not enrolled students are
allowed via the instructors oversight to remain in a class, university policy prohibits
students from being added to a class roster after the reinstatement deadline. The
primary responsibility for assuring that a student is enrolled in a course belongs to the
student. Students are therefore encouraged to check their enrollment status several
times during each semester with an advisor or via the UNF website.
5. POLICIES GOVERNING STUDENT CONDUCT: The University of North Florida has
adopted a Student Conduct Code in order to promote responsible behavior for all
students and to assure a physically, emotionally, and intellectually safe university
community. This code addresses issues that may threaten the safety and order of the
university environment and provides procedures and remedies for addressing these
issues. Specific issues addressed include, but are not limited to, sexual misconduct;
endangerment; harassment; hazing; possession/use of weapons, alcohol, and illegal
drugs; damage or destruction of property; malicious mischief; computer miscues; and
falsification/fraud. Students who are aware of and/or feel they are victims of any activity
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in violation of the Student Conduct Code should report the activity to the University
Police or the appropriate campus administrator. The conduct code is available in its
entirety on the University website at web address
http://www.unf.edu/studentaffairs/code.html.
6. ACADEMIC INTEGRITY POLICY: The University of North Florida has adopted a strict
policy on professionalism and academic integrity. As noted in the UNF Graduate Catalog
violations to academic integrity include, but are not limited to: cheating; fabricating and
falsifying information or citations; submitting the same work for credit in more than one
course; plagiarizing; providing another student with access to ones own work to submit
under this persons name or signature; destroying, stealing, or making inaccessible
library or other academic resource material; and helping or attempting to help another
person commit an act of academic dishonesty.
The full policy on academic integrity is available on the University website at web
address http://www.unf.edu/cse/cis/CSEhtml/CSEAcadIntegrity.html.
7. The Academic Integrity Policy affords University instructors authority to assign
penalties for these offenses. For example, the instructor may assign a grade of F on
the assignment in question or for the course. In the case of flagrant violations of the
Academic Integrity Policy, the instructor may recommend additional specific penalties to
the university admission, including referral for academic counseling, expulsion from a
grogram of study, denying of degree, expulsion from the University, or revocation of a
degree already granted.
8. E-MAIL POLICY: The University of North Floridas policy on student e-mail allows
academic and service units of the University to use e-mail as the primary means for
communicating certain types of information to students. Although individual instructors
may determine that external (i.e., non-University-provided) e-mail accounts are a
suitable means for communicating with students, the University policy specifies that the
University-provided e-mail address serve as the official e-mail address for purposes of
formal electronic communication with students. All students should become
knowledgeable of their University-provided e-mail address and either check their account
regularly or arrange for all e-mail delivered to their account to be forwarded to an
external e-mail account of their choice. Students can find out their e-mail account
username, reset their password, and set forwarding options by visiting
http://www.unf.edu/compserv/info/osp-acct.html.
Instructor Policies
1. CLASS ATTENDANCE: Attendance is expected. Class meetings will be comprehensive
in the topics,
activities, and materials discussed. Please dont ask the instructor to bless your
tardies or absences.
We are expecting you to use professional judgment in how you treat course
attendance.
2. PUNCTUALITY: Part of professional behavior is punctuality. Chronic tardiness is
unacceptable

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professional behavior and will impact your grade. Should you be tardy two or more
times, two points will be subtracted from your grade for each tardy, therefore, chronic
tardiness runs the risk of losing credit for the course.
3. PARTICIPATION: Attendance is necessary for this course, but does not necessarily
correlate with
participation. All of us are responsible for establishing an optimum learning
environment by coming to seminar prepared, participating in activities and discussions,
listening and learning from others, working collaboratively with others, and being
present and on time. Participation means a willingness to examine and critique your
values and behaviors that impact your professional growth. Participation is part of your
final grade.
4. INCOMPLETES: A grade of Incomplete will be available only under the following:
(a) extraordinary circumstances for you, or your family, or by previous agreement with
the instructor
before enrolling in the course, (b) with completion of over 50% of the course
requirements, and (c) with
permission of the instructor.
5. PROFESSIONALISM: You are expected to conduct your work in an ethical, legal, and
professional manner,
adhering to the ACA Code of Ethics and Standards of Practice (American Counseling
Association, 2005) and Ethical Standards for School Counselors (American School
Counseling Association, 2010).
6. READINGS: Readings will be assigned. You will be expected to attend each session
prepared to
discuss any assigned reading. The aim is to enhance your understanding and skills
related to these materials and enable you to share your understanding with our group.
7. WRITING: The ability to write clearly and effectively is essential in a profession.
Written assignments
represent your best professional abilities and excellence. Assignments must be written
in correct, inclusive English. Written assignments should be typed and carefully
proofread. Pages which are disorganized, contain errors in grammar, spelling, syntax,
or typing will receive reduced grades. All written work should adhere to the APA Style
Manual, 6th edition.
Written assignments are due as scheduled (see Tentative Schedule - Due Dates).
Assignments turned in late lower your total points for the course. Please dont ask for
late assignments to be excused.
8. CELL TELEPHONES: As courtesy to your classmates and instructor, please have cell
phones turned off
throughout our meetings.
9. LAP TOPS/IPads/NETBOOKS: Appropriate to use in class with instructor's permission
and they should
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only be used to support your learning in class discussions and/or activities. Note
taking is appropriate. Responding to email, social networking, surfing the web, doing
homework is not appropriate. It is obvious to the instructor when you are not focused
on the class work at hand.

Tentative Course Schedule

The schedule, topics, assignments, and due dates may be changed due to extenuating
circumstances or by mutual agreement between the instructor and by consensus of the
students. As speakers are confirmed for guest lectures, the schedule will be
updated.
Face-to-face classes scheduled below will meet according to the dates and times on page
2 of your syllabus.
In the event of disruption of normal classroom activities due to an emergency such as
hurricane, pandemic or other unforeseen event or combination of events, the format of
this course may be modified in order to enable completion of the course requirements. In
that event, you will be provided an addendum to this syllabus that will supersede this
version. It is your responsibility as a student participant to be proactive during any
emergency to find instructions that I will email, which you should check daily.
CLASS MEETING

TOPICS READINGS & ASSIGNMENTS are IN BOLD

January 11
Class 1 & 2

Perspectives of CCR

Reconnections
RationaleforCCR
Guest Speakers from DCPS District Level present:
PK-12 Career/College Readiness Curriculum and
Resources for School Counselors

Course Organizing & Syllabus Review

Read:

Chapter 3 Curry and Milsom (CM)

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ASCA School Counselor (Nov/Dec. 14)
Vol. 52, Issue 2, Article p. 6 (Stone) & p. 18
(Patterson)
Bring draft of your resume for 1/26 class
January 25
Class 3 & 4

Cultural and Societal Considerations in P-12 CCR

Resume Development and Professional Summary
Presentation and Discussion Ch. 3
Peters Study
Organization of Case Studies
Organize Career Fairs
Read:

Chapters 4 and 6 in CM
ASCA School Counselor (Nov/Dec. 14) Vol.
52, Issue 2,
Article p. 24 (Krumholz) & p. 30
(Liedtka)
Introduction & Chapter 1 in SR
February 1
Class 5 & 6

CCR & Educational Equity

Presentation and Discussion Ch. 4
Discussion of SR Introduction
Presentation and Discussion Ch. 6
Discussion of SR Ch. 1
Case Study Teams
Career Fairs Research and Planning Groups
Read:

Chapters 7 and 8 in CM
Chapters 2 and 3 in SR
Attend: FloridaShines webinar: see page for the webinar in your
bibliography

February 15
Class 7 & 8

CCR in Lower Elementary

Presentation and Discussion Ch. 7
Discussion of SR Ch. 2
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Presentation and Discussion Ch. 8
Discussion of SR Ch. 3
College Goal Sunday Practice Presentation & Feedback
for Sunday, February 21
Case Study Teams
Career Fairs Research and Planning Groups
DUE: #5 Resume & Professional Summary (submit
hard copies in
class)
Read:

Chapters 9 and 10 in CM
Chapters 4 and 5 in SR
ASCA School Counselor (Nov/Dec. 14)
Vol. 52, Issue 2,
Article p. 44 (Sparks)
February 29
Class 9 & 10

CCR in Middle Grades

Presentation and Discussion Ch. 9
Discussion of SR Ch. 4
Presentation and Discussion Ch. 10
Discussion of SR Ch. 5
Case Study Teams
Career Fairs Research and Planning Groups
Read:Chapter 11 and 12 in CM
Chapters 6 and 7 in SR
ASCA School Counselor (Nov/Dec. 14) Vol. 52,
Issue 2,
Articles p. 36 and p. 40 (Janners)

March 7
Class 11 & 12

CCR in High School

Presentation and Discussion Ch. 11
Discussion of SR Ch. 6
Presentation and Discussion Ch. 12
Discussion of SR Ch. 7
Case Study Teams
Career Fairs Research and Planning Groups
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DUE: #2 CCR Autobiography

Read:
Chapter 13 and 14 in CM
Conclusion in SR
ASCA School Counselor (Nov/Dec. 14) Vol. 52,
Issue 2,
Article p. 10 (Owen)
April 4
Class 13 & 14

CCR in High School and Postsecondary Transitions

Presentation and Discussion Ch. 13
Discussion of SR Conclusion
Presentation and Discussion Ch. 14
Discussion of SR Ch. 7
Case Study Teams
Career Fairs Research and Planning Groups
DUE: #3 Student Career Assessment

Project
April 11
Class 15 & 16

College Going Culture

Presenting Case Studies
Processing Our Semesters Experiences
DUE: #6 Create a CG Culture
DUE: Assessment of Professional Development

and
Academic Progress, p. 20
April 27 last day to accept
Delivery Projects

DUE: #4 Summary of Management &

Selected Bibliography
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In addition to your text which provides an extensive list of journals, articles,
and web sites:
Suggested Journals
Career Development Quarterly
Journal of Counseling and Development
Journal of Counseling Psychology
Exceptional Children
Journal of Vocational Behavior
Techniques (Association for Career and Technical Education)
Review of Educational Research
Professional School Counseling
Web Sites
Florida Web Sites
FloridaShines. https://www.floridashines.org/
event page for the webinar
Florida College Access Network http://www.floridacollegeaccess.org/
Florida Department of Education http://www.fldoe.org/
University of North Florida Career Services http://www.unf.edu/careerservices/
Work Source www.worksourcefl.com
SUS Admission Materials http://www.flbog.edu/about/cod/asa/admissionstour.php
Career Information, Job Searches, Resumes
College Board https://www.collegeboard.org/
On Net On Line www.onetonline.org
America Career InfoNet http://www.acinet.org/acinet/
Americas Job Bank http://www.AJB.dni.us/
Career Resource Center http://www.careers.org/
Military Career Guide http://www.militarycareers.com/
Occupational Outlook Handbook http://www.bls.gov/ooh/
The Occupational Information Network (Onet) http://www.doleta.gov/programs/onet/
My Skills-My Future www.mynextmove.org/
Career Coach https://fscj.emsicareercoach.com/
*****UNF Career Center - For Resume Development and Cover Letters
Career Services offers a host of services. If you go into the UNF webpage, then to the
Career Services page.
Click student Resources
Scroll down to Resume & Cover Letters
Read that first paragraph on this page, then scroll down to and click on College of
Education and Human Services
In this section you will find a wealth of materials pertaining to resumes and cover letters.
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Career Assessment
Self-Directed Search http://www.self-directed-search.com click line for sample report
Personality Type http://www.personalitypage.com
National Clearinghouses and Federal Agencies
ERIC Clearinghouse for Adult and Vocational Education http://ericacve.org/
ERIC Clearinghouse for Assessment and Evaluation http://ericae.net/
U.S. Department of Education http://www.ed.gov/
Professional Organizations
American School Counselor Association (ASCA) http://www.schoolcounselor.org/
National Career Development Association (NCDA) http://ncda.org/

Educational Information
United States Universities and Community Colleges http://www.utexas.edu/world/univ/
NCAA www.eligibilitycenter.org
Financial Opportunities Information
Free Scholarship Service Online http://www.fastweb.com/
Sources of Financial Aid (National Association of Student financial Aid Administrators)
http://www.finaid.org/
Free Application for federal Student Aid (FAFSA) http://www.fafsa.ed.gov/

College Abacus, a free online tool that allows students and families to calculate and compare their
individualized financial aid estimates across more than 5,000 U.S. colleges and universities; this is a
secure search site designed to simplify and streamline the college search process for low-income
students likely to be eligible for federal Pell Grants.
https://pell.collegeabacus.org
DCPS Scholarship Book for National, Regional, State, an Local Scholarships
http://www.duvalschools.org/Page/10393
Data Information

http://datacenter.kidscount.org/
impact.all4ed.org

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