school of education...community based tour research paper & presentation project 300 2,000...
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School of Education
Course Number: 646 Course Name: Vocational Evaluation (2661, 2662) 3.0 credit hours
Class Meetings: 7:0 0 pm to 9:50 pm and possibly longer Monday Nights
Instructor: Dr. Kathryn Dziekan
Office: Las Vegas Campus Room 108
SFCC (Santa Fe Community College)
Phone: 505 – 454 - 3309
Office Hours: SFCC Monday 5 - 7 pm
SFCC Tuesday 11:30 am – 1:30 pm
Wednesday 1:00 – 5:00 pm
E-mail: [email protected]
Course Description
The focus of this course is on the introduction to client and work site evaluation, behavioral observation,
individualized vocational evaluation planning, ethics, use of support service options and report
development. General principles in vocational evaluation techniques (interest, achievement, aptitudes,
values, temperaments and skills) as they apply to person with disabilities will be reviewed. Hands-on
experience with evaluation tools is a required component of the class.
Course Prerequisites None
The NMHU School of Education
believes in democratic access to an
education, both theoretical and
authentic, that allows the reflective
learner to continue to develop cultural
schemas and diverse cognitive
processing skills to construct a
knowledge base, practice the skills and
develop professional dispositions in
authentic settings needed to excel in
education, leadership, counseling or
other self-determined endeavors.
Required & Suggested Books, Materials, and Websites Power, P. (2006). A guide to vocational assessment (4th Ed.) Austin, TX: Pro-ed. (Required Text)
Power, P. (2006). A guide to vocational assessment: An Experiential Workbook (4th Ed.) Austin, TX: Pro-ed.
(Required Text)
Blackwell, T., Field, T., Johnson, C. Kelsay, M. & Neulicht, A. (2005). The vocational expert: Revised and
updated. Athens, GA: Elliott & Fitzpatrick, Inc. (Suggested Text)
Ahlers, M., et. al., (2006). A new paradigm for vocational evaluation: Empowering the VR consumer
through vocational evaluation. Thirtieth Institute on Rehabilitation Issues. Hot Springs, AR: The
University of Arkansas Rehabilitation Continuing Education Center. (secondary text) American Psychological Association (2010). Publication manual of the American Psychological Association (6th
ed.). Washington, DC: Author.
Required & Suggested Books, Materials, and Websites Code of Ethics for Rehabilitation Counselors Professionals - -
http://www.crccertification.com/filebin/pdf/CRCCodeOfEthics.pdf
All posted web links and course materials are considered recommended reading and viewing.
Semester: Fall 2012 (Tentative and Subject to change to meet needs of Class)
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Course Objectives: The objectives for this course correspond with:
School of Education Themes (SOE):
Diversity (D) Reflective Practitioner (RP) Culturally Inclusive (CI) Authentic Settings (AS)
Practice (Pra) Knowledge (K) Professionalism (Pro) Leadership (L)
NM Counseling and Therapy Practice Board – Mental Health Clinical Core Curriculum (NMAC Chpt 27): http://www.nmcpr.state.nm.us/nmac/parts/title16/16.027.0009.htm
NM Public Education Department – Licensure for School Counselors, Pre-K-12 (NMAC Chpt 63): http://www.nmcpr.state.nm.us/nmac/parts/title06/06.063.0006.htm
NM Public Education Department – Licensure for Rehabilitation Counselors, Pre-K-12 (NMAC Chpt 63): http://www.nmcpr.state.nm.us/nmac/parts/title06/06.063.0011.htm
Council on Rehabilitation Education: CORE Accreditation Standards: http://www.core-rehab.org/Standards.html
North Central Association/Higher Learning Commission Student Traits (NCA):
1. Mastery of content knowledge and skills 2. Effective communication skills 3. Critical and reflective thinking skills 4. Effective use of technology
Course Objectives
The objectives for this course correspond with the general standards of the Council on Rehabilitation
Education (CORE, C7, 2010), the specific learning standards of the Council for Accreditation of
Counseling and Related Educational Programs (CACREP, 7f-I, 2009), and the licensure requirements of
the state Public Education Department listed in the New Mexico Annotated Code (NMAC 6.63.11.9).
CORE section C7 is most comprehensive and it is listed below in its entirety. Subsequently, the CORE
C7 Student Learning Outcomes are aligned with School of Education themes and Higher Learning
Commission traits.
CORE STANDARD C.7: ASSESSMENT Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by
the phrase: As demonstrated by the ability to:
Knowledge domains:
C. 7. 1 Role of assessment C.7.1.a. explain purpose of assessment in rehabilitation process.
C.7.1.b. use assessment information to determine eligibility and to develop plans for
Services.
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C. 7.2 Assessment resources and methods
C.7.2.a. identify assessment resources and methods appropriate to meet the needs of
individuals with a disability.
C.7.2.b. describe resources to assist rehabilitation counselors in identifying appropriate
test instruments and other assessment methods.
C.7.2.c. describe computer-based assessments for rehabilitation and employment
planning.
C 7.3 Individual involvement in assessment planning C.7.3.a. facilitate individual involvement in evaluating the feasibility of
rehabilitation or independent living objectives and planning.
C.7.3.b. utilize assessment as an ongoing process in establishing individual
rapport, rehabilitation service planning, objectives and goals.
C.7.3.c. evaluate the individual’s capabilities to engage in informed choice and to make
decisions.
C .7.4 Measurement and statistical concepts C.7.4.a. describe basic measurement concepts and associated statistical terms.
C.7.4.b. comprehend the validity, reliability, and appropriateness of assessment
instruments.
C. 7.5 Selecting and administering the appropriate assessment methods C.7.5.a. explain differences in assessment methods and testing instruments (i.e.
aptitude, intelligence, interest, achievement, vocational evaluation, situational
assessment).
C.7.5.b. apply assessment methods to evaluate a consumer's vocational, independent
living and transferable skills.
C. 7. 6 Ethical, legal, and cultural implications in assessment C.7.6.a. know the legal, ethical, and cultural implications of assessment
for rehabilitation services.
C.7.6.b .consider cultural influences when planning assessment.
C.7.6.c. analyze implications of testing norms related to the culture of an
individual.
Instructional Strategies Students will be exposed to lectures, student lead presentations, gathering of research to complete assignments, readings, film, tours of community agencies, debates, and literature regarding vocational evaluation. Classes will be conducted via ITV, maybe Elluminate, together in Las Vegas or if possible Santa Fe at a mutually convenient time for everyone plus at these 2 community visits. No exams or quizzes just projects and assignments.
Assignments & Points Assignments/Exams Points
Introductory Assignment 100
Disposition Rating (Participation and Attendance) 300
Chapter Project -- Questions from Textbook (Chapters 1 -16) and Outside Professional Journal Article
with brief Synthesizing of Chapter Summary (Each Do 2 – each 200 points) 600
Vocational & Assessment Bowl Project (Debate) 300
Vocational Evaluation Report and Presentation Project (If possible do face-to-face) 400
Community Based Tour Research Paper & Presentation Project 300
2,000
Course Attendance Policy Attendance and Participation is mandatory. According to University if you miss more than 2 classes then your grade will be lower by one grade for each class you miss past 2 classes. For example, if you miss 3 classes if you were receiving an A your grade will be lower to a B.
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Tentative Schedule (subject to change)
Date Topics and Assignments 08-20-12 Review of Professor Main’s Syllabus and course materials 08-27-12 Review of Professor Dziekan’s Syllabus
Chapter 1: Perspectives in Vocational Assessment 09-03-12 Labor Day Holiday: No Class 09-10-12 Chapter 2: Issues for Developing an Effective Vocational Assessment Process
Chapter 3: Understanding the Consumer with a Disability
Discuss VE Project & Date to meet together in Las Vegas or Santa Fe for VE Project 09-17-12 Chapter 4: Multicultural Dynamics and Practices in Vocational Assessment - A
Chapter 5: Understanding Selected Concepts in Vocational Assessment - B
Discuss Assignment of Vocational Evaluation Assessment for VE Project
Discuss Vocational and Assessment Bowl Project 09-24-12 Chapter 6: The Consumer Interview as an Effective Assessment Tool - C
Chapter 7: Interest Assessment in Vocational Rehabilitation - D
Discuss Community Based Tour Project 10-01-12 Chapter 8: Intelligence Assessment in Vocational Rehabilitation - E
Chapter 9: Personality Assessment in Vocational Rehabilitation – F
10-08-12 Chapter 10: Understanding Achievement &Aptitude in Vocational Assessment - A
Chapter 11: Selected Approaches in Assessment – B 10-15-12 Community Based Project Tours -- Fall Break -- No ITV Class 10-22-12 Chapter 12: Assessment with an Environmental Focus - C
Chapter 13: Interpreting Information and Identifying Resources – D 10-29-12 Class is asynchronous
Attend Community Based Tour & Face-to-Face November Classes for VE Project on 11/2 and 11/30
11-02-12 NMBHI and Vocational Evaluation Demonstrations 11-05-12 Chapter 14: Selected Issues in Vocational Assessment – E
Chapter 16: Assessment Evaluation and Rehabilitation Plan Development – F 11-12-12 Class is asynchronous
Attend Community Based Tour & Face-to- Face Class for VE Project 11-19-12 Chapter 15: Vocational Assessment of Industrially Injured Workers
1 11-26-12 Vocational and Assessment Bowl 11-30-12 NMSD and Vocational Evaluation Demonstrations 12-03-12 Community Based Tour Presentations 12-10-12 Community Based Tour Presentations
University Policies & Safety Issues
NMHU Academic Integrity Policy
Because academic dishonesty in any form compromises the university’s reputation and thus devalues
the NMHU degree, it simply will not be tolerated. Consequently, students caught cheating,
plagiarizing, or doing anything which involves trying to pass off someone else’s intellectual work as
their own, will be subject to disciplinary action (NMHU Student Handbook, page 28;
http://bit.ly/nmhustudenthandbook).
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Disabilities Accommodations (ADA Policy)
NOTE: “In accordance with federal law, it is university policy to comply with the Americans With
Disabilities Act (ADA). If you believe that you have a physical, learning, or psychological disability
that requires an academic accommodation, contact the Coordinator of Accessibility Services by
phone at (505) 454-3188 or 454-3252, via e-mail at [email protected], or visit the Felix Martinez
Building, Room 111 on the Las Vegas campus. If you need the document upon which this notice
appears in an alternative format, you may also contact the Coordinator of Accessibility Service.”
David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services
NMHU Inclement Hotline
505-426-2297 1-866-231-2366 www.nmhu.edu
Since the class is already online enhanced with Elluminate despite weather conditions we will usually
have class if not face-to-face it will conducted via Elluminate initiated with a Phone Chain from our
Introductory Assignment.
School of Education Policies
Counseling Disposition Inventory
The School of Education has developed inventories to help students and faculty evaluate the
dispositions of students. These surveys will be used to help students identify strengths and areas for
improvement in their dispositions for their professions. All students in designated courses will
complete a dispositions inventory. The professor will also complete a dispositions inventory for each
student at those times. Any dispositions suggesting the need for support will be discussed.
Empathy (the counselor senses accurately the feelings and personal meaning that the client is
experiencing and communicates this acceptant understanding to the clients).
Genuineness (client is willing to be authentic, open, honest within the helping relationship).
Acceptance (being able to regard clients unconditionally, despite differences in cultural heritage,
values, or belief systems).
Open-Mindedness (freedom from fixed preconceptions and an attitude of open receptive that
which the client is expressing).
Cognitive Complexity (ability to view an individual within both an individualistic and systemic
framework).
Psychological Adjustment (willingness to self-reflect and promote one’s psychological well-
being).
Competence (monitoring one’s effectiveness, knows when to consult with others, keeps current
on newest trends in the field).
Sensitive to issues of diversity (competent in counseling diverse clients).
Written Reports/Paper and Presentation Rubric
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1. Answers Questions completely and provides depth and creativity in your writing 2 4 6 8 10
2. Ability to critique and reflect on assigned readings and/or other literature and can apply readings to your writing
2 4 6 8 10
3. Exhibits correct grammar, punctuation, syntax, and professional writing skills 2 4 6 8 10
4. Anchors topics by writing questions and/or headers before answers are given 2 4 6 8 10
5. Does not plagiarize by using References In-text of report and at end uses a reference list
2 4 6 8 10
6. Uses rehabilitation etiquette – refers to individuals/persons with disabilities not crippled person or blind person
2 4 6 8 10
7. Presents core of assignment and/or report to others in class so everyone learns from you and is done within the timeframe allotted.
2 4 6 8 10
8. Uses APA format correctly 2 4 6 8 10
9. Clear, Comprehensive, and Concise Written Reports i.e., writing that flows 2 4 6 8 10
10. Sensitive & Respectful to colleagues during their presentation and their colleagues presentation
2 4 6 8 10
Total: 100 points
Online Learning Communities
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Online Learning Communities/Environments differ from face-to-face classes in that the students along with their
professor form a “cyber learning community.” We are dependent upon each other to reflect on the learning materials.
Professors, in online courses, are a guide, facilitator, and motivator in your learning process. Therefore, since this learning
experience is a highly specialized learning experience we need everyone’s participation and commitment to this process. By
being committed you will be required to give you best efforts to do the assignments in this class in a timely fashion, obtain
your textbook, avoid plagiarism, and post concise, thoughtful, and meaningful reflections to your assignments and in
discussing your colleagues’ assignments. Assignments will be scheduled for each class session, on a weekly, bi-weekly, or
else wise set forth in the syllabus. You are responsible to read all of your colleagues posting along with the professor’s
posting and to be respectful and sensitive in regards to Confidentiality and Timeframes. On Elluminate, if needed, the
Professor has the ability and will time presentations in addition for those students going over time the principal
moderator (professor) may turn off any student’s microphone that goes over the time limit set forth in class.
Internet Access sometimes can be a cyber challenge. This online class is based upon obtaining Internet access and
sometimes that may be a problem for all of us to obtain. You are expected to complete assignments in a timely manner, so
you can achieve your own best performance in this class. However, I do realize that emergencies arise so if an emergency
does arise that you have prior knowledge about please email the entire class on Blackboard that you will have difficulty
getting internet access and let us know when you will return. If you do not have prior knowledge of your challenges with
Internet access please let this professor know about this occurrence so the professor can let the class know about your brief
absence. The professor can be reached by Blackboard email, university email at [email protected], this professor’s
university phone number 505-891-6928. Keep in mind, your assignments are expected to be done on a timely basis and if you
plan to get all the points possible to do the best performance in this class contact the class and/or this professor immediately
when you know about your internet access will be a challenge and let the class know when we can expect your return.
NMHU’s Technological Help: If the Blackboard system goes down or you have other technical questions, contact
the NMHU Help Desk: 505-454-3496. If there is anything Educational Outreach Services can do to help you with your online
service needs (via Blackboard or Elluminate Live), please stop by our office at Sininger Hall Room 117 or call us at (505)
426-2215 or (505) 426-2276 or toll-free at 877-248-9854. Our office hours are Monday through Friday from 8 a.m. to 9 p.m.
and Saturdays from 9 a.m. to 2 p.m. (Summer hours may vary).
Plagiarism is unacceptable. Plagiarism is when you steal someone else’s words as your own. In compliance with
NMHU’s academic integrity policy you must not plagiarize! Therefore, it is required that you use the American
Psychological Association writing manual, otherwise known as the APA Manual. This is the writing format used in the field
of rehabilitation and no other writing format (such as MLA) will be used in this class setting. If you do not own the most
current version of the APA Manual, 6th edition, you should purchase one either from APA (the American Psychological
Association) itself, our bookstore, online, or your local bookstore.
APA website is the only website outside of the APA Manual that I can recommend. You will find several websites
that try to tell you how to implement this writing format, however they are sometimes in error or out of date so it is much
better to have the manual or to go to your local library and use the APA manual there. You can also go the APA website at
http://www.apastyle.org/.
APA Format is what you will be expected to use when referencing our textbook or other professional books and/or
articles in writing your assignments and comments to others. Please try to paraphrase what our text says or other professional
sources reveal in the following way:
Say our textbook is called Rehabilitation by Jo Smith published in 2007. You would write your paraphrased
statement as follows:
According to Smith (2007), it was reported that rehabilitation service providers offer support and valuable
information to their clients with disabilities.
Or you can paraphrase your reference as follows: It was reported that rehabilitation service providers offer support
and valuable information to their clients with disabilities (Smith, 2007).
If you directly quote the information from the professional resource you will need to use quotes marks (“ ”) and a
page number. For example, According to Smith (2007) “you need to sensitive to your rehabilitation clients in order to assist
them in reaching their maximum potential” (p. 207).
Professional Reports and Papers require that you have references in text, in other words in the body of your body.
It is required that you reference or cite other authors’ words or works within the body of your papers in every
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paragraph and you are required to give a reference list at the end of your report in order so you do not plagiarize. You must
give the other authors credit! In referencing in text and at the end! A professional paper example, this professor did in the
summer of 2008, in the correct APA format can be obtained for review on our classes’ website. Please review this paper for
its APA formatting in regards to referencing in text or body of the paper and references at the end. Please note that
referencing within inside any paper, document, report, and discussion board assignment or discussion board comments you
need to reference within text or body of your writings. Remember in papers every paragraph except maybe the
conclusion (if it is only your personal reflections) does need a reference in-text. Write our questions and provide
headers in all written reports. The APA article/paper example provided to you does have correct formatting. This article
also shows you how to do title pages and to write an overall APA formatted paper.
Rehabilitation Etiquette is how we address individuals with disabilities and do away with prejudice language to
people in need of rehabilitation services. We do not say “the disabled person or crippled person,” and therefore in order to
maintain the respect to individuals with disabilities, we refer to them just as that “individuals with disabilities.” Please
review the APA website for “removal of bias in language to persons with disabilities at
http://www.apastyle.org/disabilities.html
Scholarly Writing you will be expected to write at a college level. Therefore, please check your writing and make
sure you use your spell and grammar checker for all assignments and emails. You do want to lose points for poor grammar or
spelling. If you need help in writing, check with the [email protected]. The Writing Center is open Monday through
Friday and Sunday afternoon. Call 454-3537 for tutoring hours.
Professional Resources (Books and Articles) verses Nonprofessional Resources or what is called Popular
Literature. Popular literature is like magazines such as Time and Newsweek or even Wikipedia and Psychology Today and
these sources should rarely be used, if used at all. Except when commenting on your colleagues work and then make sure you
reference your popular literature source according to the APA Manual. As a future rehabilitation professional you are to use
professional resources such as our textbook and other professional books in the field of rehabilitation along with professional
journal articles. Authors who have an education and training in a given professional field write professional articles in
professional journals along with writing professional books.
Professionals in the field write professional journal articles. And their articles go through a “peer-review.” The “peer
review” process or refereed process is when three or more people, who are experts in a given field, review an article before it
is accepted for publication. These experts make sure the article is worth professional merit, has professional integrity, and is
accurate information to report to other professionals. For example, some of the professional journals in our field are: a) The
Journal of Rehabilitation, b) The Rehabilitation Counseling Bulletin, and c) The Journal of Applied Rehabilitation
Counseling. The NMHU library can be contacted at [email protected] or 505.454.3401 to help you find professional
resources.
What this course will look like: This course has a variety of components on Blackboard and Elluminate online
formats: tests, written papers, and Elluminate virtual on-line classroom chats/discussions. The
interactions/discussion/attendance/participation that takes place during the Chat Sessions on the discussion board/page is
VERY important and will compromise of your grade – so it should be taken very seriously.
Professionalism: Students are learning professional skills and are expected to engage in weekly and other classroom
chat discussions, complete reading assignments, display a professional demeanor/attitude, and turn in assignments in a timely
fashion as befitting professional behavior.
Discussion Board Assignments and Postings are a very essential concept of our class. Assignments will focus on the
field of Addiction. The assignments will be taken from our textbook and other accompanying professional resources.
Assignments need to be timely, comprehensive, concise, and accurate. Remember you also will have a discussion board
where everyone reads everyone else’s assignment. It is a way we can all get to know each other by reading each other’s
posting. You need to both embed your assignment in the message area and attach your assignments so we make sure we
all have access to them. In regards to posting (putting your answers/responses to our assignments on the Blackboard
Discussion site) you need to embed your answers/responses by cutting and pasting your written responses from a word
document (so you do not lose your answers by timing out) but everyone is able to read your assignments/answers/responses
in the message area and then so you do not lose formatting you are to attach your assignments/responses in a 2003 word
document format to the message area. Put all your documents in 2003 Word Document so all we can get your attachment, as
some individuals may not have Word 2007. Just in the case of the paper you might not be able to embed it in the message
area so please make sure attach it correctly. The page length will be specified and do not go under or over the page
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length of the report, assignments or paper as you do not want to lose points for being too brief or too long in your
assignments. Assignments will be due three days before class each week.
Confidentiality and Informed Consent: Some individuals may choose to disclose personal information during
class. Therefore, it is important that all classmates agree not to discuss or write about what others have discussed in class. In
other words, what is said in this class stays in this class. As we all have respect for each other’s confidentiality.
Quizzes and Examinations: You will have syllabus quiz to help you get familiar with this Blackboard course,
writing requirements, and APA formatting. You will also have a midterm exam and final exam. To prepare for these
quizzes/exams you should focus on reading the syllabus, textbook readings, and your discussion board. The quizzes are open
website/open book. There will be a window of time you will be allowed to take the quiz, probably at least two or three days.
You can take the test at 3AM if you want. You will have a set time to complete it, visit each question only once, and you will
only have one-time access. You will be able to find quizzes on the Blackboard homepage. It is important to make sure that
the questions load completely, that you submit each question after you complete it, and that you are patient before you move
to the next question.
Personal Reflections that you are to add to your assignments are your own personal reflections that come from your
experiences or personal thoughts/cognitive or personal feelings about a particular subject matter. Thoughts/Cognitions are
what you think, whereas feelings are your emotions towards something (anger and gladness).
Discussion Board Responses: You will discuss a few assignments with your colleagues and when you provide a
written discussion comment to your colleague in writing you need to give meaningful comments, not just “great job” or “I
agree with you.” Give 3 to 4 full sentences by sharing a similar experience or facts you know or a reference to share with
others.
Time Presenting during Chat: You will often be giving PowerPoint presentations and discussing several of your
assignments with your colleagues. Due to the time constrictions please be conscious of time and limit your presentations to 5
– 10 minutes and often we can extend class for a little longer than the 1 ½ hour chat and then you can have a little more time
to do your presentation but we might not have an abundance of time even when we go beyond the time of the class. Thank
you so very much for your consideration, we definitely look forward to your presentations but everything in life is time
limited. On Elluminate the Professor has the ability and will time presentations in addition for those students going
over time the principal moderator (professor) will turn off any student’s microphone that goes over the time limit set
forth in class.
Student Disposition Inventory, in regards to student participation and conduct as a future Counselor/Educator, the
Student Disposition Inventory form has been created that will be used to evaluate each student in their classroom conduct. As
you know 200 points of total grade goes to Student Participation & Conduct the following form will be how your Student
Participation & Conduct will be evaluated. Most of the items on this inventory are common sense and should not pose a
challenge for anyone. Please review this form before class starts so we you benefit from learning professional behaviors that
you can take to your future rehabilitation positions. Practicing in the field of rehabilitation for many years I have found that
individuals come to you for a rewarding, affirming, and professional experience that is free from disrespect and non-
professionalism. Please see the Student Disposition Inventory form below.
Student Disposition Inventory -- NMHU School of Education
Name of NMHU Student _________________________________________
Name of Professor _______________________________________________
Date __________________________________________________________
Course Name ___________________________________________________
Degree Emphasis and Specializations ______________________________________________
NMHU Site (Farmington / Las Vegas / Raton / Rio Rancho / Santa Fe & Espanola / other) _________________
Scale: 4=Proficient 3=Satisfactory 2=Developing 1=Needs Improvement 1
Professional Qualities 4 3 2 1
1 Scale approved - Teacher Education Department Meeting, 10/7/09
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1. Attendance/Participation/Discussion/Punctuality
2. Written communication (e.g. form, grammar, spelling, APA formatting, no plagiarizing)
3. Oral communication (e.g. grammar, voice modulation & clarity of delivery)
4. Demonstrates respect to self/others & Demonstrates an appreciation of diversity in others
(Vulgar and/or Disrespectful language in writing or verbally are unacceptable conduct as a
NMHU graduate student)
Comments:
Modified from Personal and Professional Qualities Checklist Inventory, Clarke College Iowa, Email, Michele Vosberg MAI, 4/09
What you can expect from your Professor: You can expect me to respond to your e-mails and other inquiries
within a reasonable time. By reasonable time, it may not be instantaneous. Rest assured you will receive a response from me.
Additionally, I will contribute to our weekly discussion on Elluminate. This is in no way, shape or form a correspondence
course without deadlines or an instructor. I take my job and role as a facilitator very seriously.
If you have a specific question that I did not answer, I may miss one from time to time, please e-mail me again and I
will do my best to respond to your question. I sincerely want this course to be stimulating and meaningful! As this is the
beginning of your rehabilitation career. I am glad to think I had some part in that career decision!
Survival
Surviving online courses like classroom courses you will receive a grade for this class. Our desire is that you do the
best as possible. The lowest you can obtain without having challenges in Graduate School is an “A” or “B”. If you receive a
“C” in this class you may need to repeat it. We want you to be successful so here are ways you can get the best grade as possible:
1. Do all assignments in a timely fashion
2. Put the best quality in your work by following the directions
3. Contact the professor if you need further clarification on any given assignment
4. Please provide concise (not wordy) but comprehensive, meaningful, knowledgeable, and substantial
answers to assignments and powerful responses to your colleagues on our discussion board
5. If you cannot post an assignment or you cannot attend our Elluminate Chat sessions, NOTIFY YOUR
PROFESSOR IMMEDIATELY either by email or call the professor’s office. So the class can be notified
about your absence and return to class
6. If you do not think you will be able to keep up with the class please contact the professor immediately to
see what course of action is best for you
7. Do not plagiarize by obtaining an APA manual and implementing it. Cite references in your weekly/bi-
weekly/otherwise specified assignments and papers. In regards to written reports or papers please
remember to reference in text/in the body of the paper and write a reference list at the end of a report or
paper. (See attached APA formatted paper to the Home Page).
8. We want you to be successful and enjoy your semester!
Course Policies & Safety Issues
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When taking any counseling/education course at NMHU, students agree to keep all information
disclosed by classmates confidential. Only when evident harm could come to someone should
confidentiality be suspended. Creating a safe environment is critical in any helping profession. In
group activities and class discussions, students should not disclose anything that (1) would leave
them feeling unduly uncomfortable, exposed or upset, or that (2) involves personal issues that are
being dealt with in professional counseling. Students with concerns about confidentiality or their
level of self-disclosure in class are encouraged to discuss these issues with the instructor.
The counseling/education program at NMHU is charged with the dual task of nurturing the
development of counselors/educators-in-training and ensuring quality client/student care. Faculty
must evaluate student dispositions, as well as academic and professional performance. A student’s
progress in the program may be interrupted for failure to comply with academic standards or if a
student’s interpersonal or emotional status interferes with the ability to provide ethical services to
clients. Counselors/educators-in-training need to: abide by relevant ethical codes, demonstrate
professional knowledge, accept supervision (including corrective feedback), and possess both
technical and interpersonal skills, professional attitudes, and professional character. These factors are
evaluated based on one’s academic performance and one’s ability to convey warmth, genuineness,
respect, and empathy in interactions with clients, classmates, staff, and faculty.
Any student deemed by the instructor to be exhibiting inappropriate, disruptive, or offensive
behavior during class will be dismissed immediately from that class with a loss of participation
points. The student will be counseled informally and will be given the opportunity to remediate the
behavior. Following one informal counseling opportunity, should the behavior continue, the student
will be required to develop and submit a personal development plan which will clearly indicate, in
behavioral terms, how the student plans to remediate his or her behavior. This plan will be reviewed
and signed by the instructor, the student, and the Department Chair and will be placed in the
student’s file until the student has provided behavioral evidence that remediation has occurred.
Subsequent unprofessional behavior will place the student at risk for removal from the course with a
failing grade and possible removal from the NMHU counseling program.
I. Introductory Assignment: (200 points total)
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Tell us who you are, where you live, and why you want to take this course, besides it is
required. And respond to at least 2 of your colleagues with meaningful comments with at
least 3 -5 sentences.
(20 points)
Post a current picture of yourself (jpeg or word) so we know whom we are honored to
have met. (20 points)
Provide both an email address and phone number (necessary) and mailing address
(optional) of how we can all get a hold of you in case of transportation, network, and/or
other challenges that may arise on days our class meets or we need to contact you.
(20 points)
Define four terms: a) Vocational, b) Evaluation, c) Vocational Evaluation, and d)
Functional Assessment. (20 points)
Please review the APA website for “removal of bias in language to persons with disabilities at
http://www.colby.edu/psychology/APA/Bias.pdf . “ Tell us your impressions of this website and how you
plan to implement this terminology in your profession. (20 points)
13
II. Chapter Project -- Questions from Textbook (Ch1 -16) and Outside Professional Journal Article
with brief Synthesizing of Chapter Summary (Each Do 2 – each 200 points) 600
1. Write in APA format a 2 -3 paragraph summary of your Professional Journal Article that matches
the chapter and Synthesize finding with Chapter
2. Bring up a thought provoking question with answer and/or use guide to simulate discussion about
chapter reading and article you found
3. Post written finding to Desire2Learn to discuss in class on day your Chapter is assigned
To Be Discussed
III. Vocational & Assessment Bowl Project (Debate) 250
IV. Vocational Evaluation Report and Presentation Project (Face-to-face on 11/2 & 11/30) 500
1. Develop/Create or use Case Study from Ch 3 in Textbook or Real Person with Release of
Information
2. Do at least 3 Vocational Assessment and one other Assessments for total of four assessments
with your Case Study – One of the Vocational Assessment items will be given by this professor
and you demonstrate it on one of the dates we meet face-to-face
3. Write your findings using the Vocational Evaluation Final Report format from our class and be
prepared to discuss your report when we meet Face-to-Face (If you have had similar classes
before make sure you use at least 2 new vocational assessments you have not used previously or
do not use the same case study you used before – Thank You).
V. Community Based Tour Research Paper & Presentation Project 250