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Criswell CollegeSteve Hunter Ed.D., LPC-S

4010 Gaston AvenuePhone: 214-232-3251 (cell)

Dallas, TX 75246E-mail:

FALL 2015 SYLLABUS

CSL530 L01.A LIFESTYLE AND CAREER DEVELOPMENT (3 HRS)

COURSE DESCRIPTION:

An investigation of the concept of career, providing an overview of the career development field and the practice of career guidance. Students identify and analyze theories of career development relevant to American culture including strategies, assessments, and various resources to assist with career decisions. Students examine the concept of career as a process that continues throughout the life span in light of God’s purpose and plan.

COURSE OBJECTIVES:

  1. Survey the origin, development, and nature of Lifestyle and Career Development theories in the context of the counseling process.
  2. Develop a greater understanding and view of work, careers, and lifestyle issues throughout the lifespan.
  3. Conceptualize lifestyle and career development activities and programs for individuals and/or special populations.
  4. Identify the role multicultural issues play in family, work, and communitylife for individuals.
  5. Select and apply appropriate assessmentand career development techniques.
  6. Explore a personal and professional orientation to career counseling related to beliefs, values, philosophy, and view of human nature within a global economy.

COURSE TEXTBOOKS:

Bolles, R. (2014). What Color is Your Parachute: A Practical Manual for Job-Hunters and Career-Changers. Berkley, CA: Ten Speed Press.

Sherman, D.,Hendricks, W. (1990).Your Work Matters to God. Colorado Springs, CO: NavPress.

Swanson, J., & Fouad, N. (2010). Career Theory and Practice: Learning through Case Studies. Los Angeles, CA: Sage.

COURSE REQUIREMENTS AND EVALUATION PROCEDURES:

a.Thirty percent (30%) of the student’s semester grade will depend on the completion of a comprehensive final exam. The exam will be closed book and be made up of true/false, multiple choice, short answer, and essay questions. The exam will have a time limit of 90 minutes.

b.Thirty percent (30%) of the student’s grade will depend on the completion of a project related to Lifestyle and Career Development. The student will complete the Self Inventory or “Flower Exercise” contained in the book What Color is Your Parachute by Richard Bolles. The project contains seven steps in order to identify and explore a student’s: 1) Special Knowledge, 2) People Environments, 3) Working Conditions, 4) Level of Responsibility and Salary, 5) Geography, 6) Goals, Purposes, and Values, and 7) Transferable Skills. Each step is detailed in Chapter 13in addition to an example of a finished inventory in order to create, “That One Piece of Paper.”

c.Forty percent (40%) of the student’s semester grade will include regular reading assignments, discussion questions and class participation. Replies to initial discussion questions should be made by Thursday night on the week each question is assigned. Replies to other students are due by the end of the week that each discussion is assigned. Students are required to submit an initial post and respond to two other students each week.

Additional Discussion Board Guidelines (Maria Puzziferro):

  • An acceptable post to the Discussion Board would contain accurate, original, and relevant comments. The comments should stimulate additional thought about the issue being discussed. A simple "I agree" or "I disagree" will not be counted as an adequate comment.
  • Your postings should reflect a) facts, b) logical reasoning, c) be related to the topic, d) be written well (no spelling errors, etc.), and e) be on time. Try to avoid sharing your personal opinions if you cannot back them up with facts and/or statistics.
  • You may certainly express your views and beliefs in the context of the discussion topic, but DO NOT use your views to attack others. Simply use your best judgment and treat others with respect. This will be important to bear in mind as we discuss very sensitive and controversial issues.
  • Read the assigned chapters before you post your response to the question so that you can tie in the main ideas and facts in the readings to your postings.
  • You will be evaluated on the quality and thoughtfulness of how you present your point of view. A quality message is well thought out, clearly presented, and well-formulated.
  • When posting, be sure to present your thoughts and point of view in an unbiased way. You can and should cite evidence for your assertions where appropriate. Use your textbook, and other selected web resources as educational aids.
  • Your postings should be clear, yet concise. Please do not feel as though you have to write a lot. Think quality over quantity.
  • Please try to keep messages to one paragraph (150-200 words), if possible.
  • Once you have posted, check back frequently to see if anybody has responded to you.

Methods of Instruction: This is an online course in which students study the assigned material, take quizzes and exams, hand in assignments, and interact with the instructor and other students online. In online courses, the student must initiate the learning and the instructor must become a facilitator of the student’s educational activities and progress. Since the student must take the initiative, the student should become familiar with an overview of the course material by examining all of the documents posted on Blackboard. For each Section (and subsection) students should read the lecture notes and other assigned material (e.g., textbooks and handouts), learn the material (e.g., make notes, develop a theory chart), and then test their knowledge of the material read by taking a quiz and participating in a discussion group. Because this is an 8 week course (instead of the traditional 15 to 16 week course), the student cannot afford to get behind. The instructor, because the course is online, can easily monitor the student’s activities in the course.

Course Outline and Tentative Schedule

Session / Content/Topic / Reading Assignments / Written Assignments / Due Dates
Session 1 / Introduction / CTP 1-2 / Quiz,
Discussion Board
Case Study / CTP 3
Session 2 / Counselee Differences / CTP 4-5 / Matrix, Quiz, Discussion Board
Holland’s Theory and Case Studies / CTP 6
Session 3 / Work Adjustment Theory and Case Studies / CTP 7 / Matrices, Quiz, Discussion Board
Super’s Theory and Case Studies / CTP 8
Session 4 / Gottfredson’s Theory and Case Studies / CTP 9 / Matrices, Quiz, Discussion Board
Social Cognitive Theory and Case Studies / CTP 10
Session 5 / Summary and Integration Theory and Case Studies / CTP 11 / Quiz,
Discussion Board
Preparing for the next textbook and the book review that follows
Session 6 / Views of Work / YWMG 1-4 / Discussion Board
Christian View of Work / YWMG 5-8
Session 7 / Implications 1 / YWMG 9-12 / Discussion Board
Implications 2 / YWMG 13-16
Session 8 / Book Review / Extended Book Review Comprehensive Exam
Comprehensive Exam

*CTP (i.e., Swanson and Fouad) refers to the text Jane L. Swanson and Nadya A Fouad entitled Career Theory and Practice (2d ed).

*YWMG (i.e., Sherman and Hendricks) refers to the text by Doug Sherman and William Hendricks entitled Your Work Matters to God.

COURSE COMMUNICATION
Students can expect to receive email replies from their online instructor within 48 hours of sending an initial email. Students can expect to have most assignments graded within one week of the due date.
ATTENDANCE POLICY
Weekly student participation and response in online courses is considered necessary for the learning process. In distance education classes, weekly course participation is equivalent to class attendance. Online participation may include: e-mail to faculty/class members, response to a discussion board posting, an assignment being turned in, and/or other communication which reflects ongoing learning in the course. If no student response occurs during a week of the term, the student is considered absent. More than three (3) absences for online classes will result in a grade of “F” for the courses. The professor and the Vice President of Academic Affairs must approve all exceptions to this policy. Students are responsible for all absences due to illness or any other reason. Granting of excused absences is permitted at the discretion of the professor.

GENERAL POLICIES

Grading System

A97-100 4.0 grade points per semester hour

A-93-963.7 grade points per semester hour

B+ 91-92 3.3 grade points per semester hour

B 88-90 3.0 grade points per semester hour

B-86-87 2.7 grade points per semester hour

C+ 83-85 2.3 grade points per semester hour

C 80-82 2.0 grade points per semester hour

C- 78-79 1.7 grade points per semester hour

D+75-77 1.3 grade points per semester hour

D 72-74 1.0 grade point per semester hour

D- 70-71 0.7 grade points per semester hour

F 0-69 0.0 grade points per semester hour

INCOMPLETE GRADES:

Students requesting a grade of Incomplete (I) must understand that incomplete grades maybe given only upon approval of the faculty member involved. An “I” may be assignedonly when a student is currently passing a course and in situations involving extendedillness, serious injury, death in the family, or employment or government reassignment, not student neglect. Students are responsible for contacting their professors prior to the end of the semester, plusfiling the appropriate completed and approved academic request form with the Registrar’sOffice. The “I” must be removed (by completing the remaining course requirements) no later than 60 calendar days after the grade was assigned, or the “I” will become an “F.”

INSTITUTIONAL POLICIES:

Academic Honesty: Absolute truth is an essential belief and basis of behavior for those who believe in a God who cannot lie and forbids falsehood. Academic honesty is the application of the principle of truth in the classroom setting. Academic honesty includes the basic premise that all work submitted by students must be their own and any ideas derived or copied from elsewhere must be carefully documented.

Academic dishonesty includes, but is not limited to:

• Cheating of any kind,

• Submitting, without proper approval, work originally prepared by the student for

another course,

• Plagiarism, which is the submitting of work prepared by someone else as if it were

his own, and

• Failing to credit sources properly in written work.

Learning Disabilities: In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking or test-taking needs) is strongly encouraged to contact the instructor at the beginning of the course or if a student has a learning disability, please inform the professor so assistance can be provided.

Auditing and Sit-in Students: Any student may enroll in a course as an Auditor or Sit-in as long as the class is below capacity. A student’s permanent transcript will reflect which courses have been completed as audits. Sit-in students are not given grades by professors and their transcripts will not reflect enrollment in the course. Taking tests and participation in course activities are afforded to credit students in the syllabus and is at the discretion of the professor.

Dress Code: All students are to follow the Criswell College Dress Code as noted in the Student Handbook and College Catalog. Those not dressed accordingly may be asked to leave class. The dress code reflects our intent of preparing students for leadership in ministry. Here are the basics of the dress code: a) jeans and casual wear are appropriate provided that the clothing is modest and in good condition, b) both men and women should avoid extremes in hairstyles and jewelry, c) no body piercings are allowed except women’s earrings, d) all students are expected to maintain proper hygiene and grooming, e) shorts and tank-tops are no allowed on campus, and f) other inappropriate wear would include torn clothing, skimpy dresses, bare midriffs, and bare shoulders.

REFERENCES

Keller, Timothy J. Every Good Endeavor: Connecting Your Work to God’s Work. Redeemer. New York: Dutton, 2012.

Kendall, Pat. Jumpstart Your Online Job Search in a Weekend. In a Weekend. Rocklin, CA: Prima Tech, 2000.

Liptak, John J. Treatment Planning in Career Counseling. Belmont, CA: Wadsworth Thomson Learning, 2001.

Lock, Robert D. Job Search. 4th ed. Career Planning Guide bk. 2. Belmont, CA: Wadsworth Pub, 2000.

Parrott, Leslie L., and Les Parrott. The Career Counselor. Contemporary Christian Counseling 11. Dallas, TX: Word, 1995.

Reardon, Robert C. Career Development and Planning: a Comprehensive Approach. Belmont, CA: Brooks/Cole, 2000.

Sharf, Richard S. Applying Career Development Theory to Counseling. 3rd ed. Pacific Grove, CA: Brooks/Cole, 2002.

Sherman, Doug, and William Hendricks. Your Work Matters to God. Colorado Springs, CO: NavPress, 1990.

Stevens, R. Paul. Work Matters: Lessons from Scripture. Grand Rapids, MI: William B. Eerdmans Pub. Co, 2012.

Swanson, Jane Laurel, and Nadya A. Fouad. Career Theory and Practice: Learning through Case Studies. 2nd ed. Los Angeles: Sage, 2010.

Volf, Miroslav. Work in the Spirit: Toward a Theology of Work. Eugene, OR: Wipf and Stock, 2001.

White, Jerry E, and Mary White. Your Job: Survival or Satisfaction? Grand Rapids, MI: Zondervan Pub. House, 1981.

Williamson, David. Unemployed/Unfulfilled: Down but Not Out. Serendipity Support Group Series. Littleton, CO: Serendipity, 1990.

Witherington, Ben. Work: a Kingdom Perspective on Labor. Grand Rapids, Mich.: W.B. Eerdmans Pub. Co., 2011.

Zunker, Vernon G. Career Counseling: Applied Concepts of Life Planning. 6th ed. Pacific Grove, CA: Brooks/Cole-Thomson Learning, 2002.