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*Best/preferred contact method: Please use the course email through Blackboard to contact me. I will be using Blackboard for all course related materials and contacts. For Blackboard Help: Contact Joan Draper, for online help: jdraper@mercy.edu

COURSE DESCRIPTION: This course examines the basic ethical issues and current trends affecting the counselor working in a contemporary school or agency. Topics include: the nature and scope of counseling, the definition of ethics and its meaning for professional counselors, and the relationship between counseling and professional ethical practice as defined by the American Counseling Association. The variety of agency and school settings are examined to illustrate the specific ethical guidelines that apply to schools and agencies. Professional norms, such as non-malfeasance, patient autonomy, and confidentiality are explained. (3 credits)

TEXT: Ethics in Counseling and Psychotherapy: Standards, research and emerging issues (4th edition) Elizabeth Reynolds Welfel (2013) Belmont, CA: Brooks/Cole Cengage
ISBN13: 978-0-8400-2858-7

American Counselor Association Code of Ethics http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4 Code of Ethics of the American Mental Health Counseling Association. Available on-line at www.amhca.org/ethics.html American School Counselor Association Ethical Standards for School Counselors, Available on-line at www.schoolcounselor.org/library/ethics.pdf

Program Outcomes (PO) – Master of Science in Mental Health Counseling

Program Outcome (PO) Code | Program Outcomes (POs) | Program Goal (PG) Alignment | * PO1 | * Students will identify and describe the application of the American Mental Health Counseling Association standards in order to qualify to take the licensing examination in Mental Health Counseling required by New York State | * PG1, PG3 | * PO2 | * Students will demonstrate mastery of the eight CACREP Core Counseling Competencies: Human Growth and Development, Social and Cultural Foundations, Theories of Counseling, Groups, Lifestyle and Career Development, Appraisal, Research and Program Evaluation, and Professional Orientation and Ethics | * PG1-PG5 | * PO3 | * Students will Identify and treat symptoms presented by clients | * PG2, PG3 | * PO4 | * Students will define, explain, and apply counseling methods for the assessment, diagnosis & treatment of mental disorders | * PG2, PG3, PG4, PG5 | * PO5 | * Students will apply current knowledge and research from social and behavioral sciences, including the use of technology, to the practice of counseling | * PG4 | * PO6 | * Students will identify and explain the impact of cultural diversity on counseling techniques and make appropriate applications | * PG5 |

Program Outcomes (PO) – Master of Science in Counseling with a Specialization in School Counseling Program Outcome (PO) Code | Program Outcomes (POs) | Program Goal (PG) Alignment | * PO1 | * Students will identify and apply the American School Counseling Association standards to qualify for provisional certification as a School Counselor in New York State. | * PG1, PG3 | * PO2 | * Students will demonstrate mastery of the eight CACREP Core Counseling Competencies: Human Growth and Development, Social and Cultural Foundations, Theories of Counseling, Groups, Lifestyle and Career Development, Appraisal, Research and Program Evaluation, and Professional Orientation and Ethics. | * PG1-PG5 | * PO3 | * Students will identify, explain, and respond to concerns, issues, and challenges relevant to today’s students. | * PG2, PG3 | * PO4 | * Students will define, explain, and apply counseling, assessment, advocacy, prevention, and intervention techniques to assist students. | * PG2, PG3, PG4, PG5 | * PO5 | * Students will apply current knowledge and research from social and behavioral sciences, including the use of technology, to the practice of counseling in a school setting. | * PG4 | * PO6 | * Students will identify and explain the impact of cultural diversity on counseling techniques and make appropriate applications. | * PG5 |

ACCREDITATION STANDARDS: This course is aligned with the standards and practices of the Council for Accreditation in Counseling and Related Programs (CACREP) and National Council for the Accreditation of Teacher Education (NCATE).
The CACREP Core Areas are
(1) Professional Orientation/Ethical Practice
(2) Social and Cultural
(3) Human Growth and Development
(4) Career Development
(5) Helping Relationships
(6) Group Work
(7) Assessment
(8) Research and Program Evaluation

The CACREP School Counseling Specialty Areas are:
Foundations: A. Knowledge, B. Skills/Practices, Counseling Prevention and Intervention, C. Knowledge; D. Skills/Practices;
Diversity and Advocacy: E. Knowledge, F. Skills/Practices; Assessment: G. Knowledge; H. Skills/Practices;
Research and Evaluation: I. Knowledge, J. Skills/Practices; Academic Development: K. Knowledge; L. Skills/Practices;
Collaboration and Consultation: M. Knowledge, N. Skills/Practices;
Leadership: O. Knowledge, P. Skills/Practices

The NCATE Goals are: I. Content Knowledge, II. Pedagogical and Professional Knowledge, III. Diversity, IV. Technology,
V. Reflection,
VI. Dispositions.

COUNSELING 630 COURSE OBJECTIVES:
Upon successful completion of this course, the candidate will be able to:

| CACREP Core | CACREPSchool | NCATE | OutcomeMeasures | ProgramLearning Outcomes | CNSL 630 Objectives: Upon successful completion of this course, the candidate will be able to: | G1-5,G 8 | A, B, C, D, E, I, K, L, P | I, II, III, IV, V, VI | | | 1. Describe the social, political and economic contexts which shape individual behavior and, in which, counseling occurs. | G1a,G2a, G3a, G4a, G5a-g,G8 a-f | A. 1-7 | I, II | Classroom presentations | 2, 3, 4, 5 | 2. Describe the major ethical and professional issues in counseling and state their individual positions on each of these issues. | G8a | C. 1I. 1-5 | I, II, III | Classroom presentations | 2, 3, 5 | 3. Identify sources of, and evaluate the quality of, current research in the fields of counseling.[Key assessment in Admission to Candidacy] | G8a | A. 3B. 2 | II, IV, V | Classroom discussion, term paper | 4, 5 | 4. Demonstrate professional standards of writing, critical thinking and self-evaluation. | G2b | E. 1-3L. 3 K. 3 | V | Written assignments, discussion | 1, 3, 4, 5 | 5. Integrate theory and practice in their personal models of counseling, centered on the needs of the individual client. | G1b, G2f, G2e | D. P. | I, II, VI | Classroom presentations,final exam | 1, 5 |

ACTIVITIES

NOTE: Late work will not be accepted unless approved prior to the due date. Assignments that are late will receive a 10% deduction for each day that an assignment is late. In addition, if you miss your presentation day, there will be a 30% deduction of your final group/pair grade.

Current Issue Report and Presentation (Pair or Individual)

UNIT ONE: Framework for Understanding Professional Ethical Values and Standards in the Counseling Profession

Learning Activities: Lectures, discussions and reading based on the class text and readings. Students will engage in a series of exercises designed to examine ethical issues involved in counseling. Examples will be drawn from both school and agency settings. Topics will include: * Counseling and Counselors: An Overview * Normal Development and Adjustment * The Counseling Process * A Model for Ethical Practice * Confidentiality * Informed Consent * Ethical Practice in a Multicultural Society * Ethical Principles of the Counseling Profession * Ethical Issues for Counselors and Therapists

As part of this activity, students will read and review a research article from a Counseling Journal. This exercise will be one of the key assessments of students in the counseling program.

ASSESSMENT: Knowledge of readings and class materials will be evaluated by Unit quizzes, tests or related essay or paper assignment. In addition, students will be expected to demonstrate knowledge of unit material in course exercises and discussion.

Description of Assignment: Students will complete a written assignment that addresses an ethical issue that confront counselors (specific to program of study, school or mental health).Each student will choose – from a provided list – one of the major ethical issues discussed in class and write a research report on the topic, answering the listed questions concerning the topic. These topics include, but are not limited to the below list. Written assignment must be based upon program of study (e.g. confidentiality in schools, confidentiality in mental health setting). Students in the same program of study may not do the same topic

Suggested Ethical Issues: 1. 2. Ensuring that counselors practice ethically/abide by the code 3. Strengthening the professional identity of counselors 4. Determining boundaries of competence 5. Practicing with multicultural competence 6. Wording with clients who pose a danger to self or others 7. Managing confidentiality 8. Managing boundaries/multiple relationships 9. Addressing issues of social justice and advocacy 10. Dealing with diagnosis and third party payments 11. Ensuring access to care 12. Dealing with advances in technology and cyber counseling/* 13. Committing to counselor self-care 14. Dealing with issues related to informed consent 15. Dealing with conflicts between law and ethics 16. Dealing with the changing nature of the family 17. Managing relationships with other mental health professionals and paraprofessionals 18. Counseling clients on end of life decision making 19. Addressing religious/spiritual issues with clients and each other 20. Child custody issues 21. Managing conflicts with business goals 22. Conflicts of interest 23. Issues raised when services are delivered in non-office, off-site settings 24. Generational differences in how clients want to access and participate in counseling 25. Use of sliding fee scales 26. Counseling in a rural school 27. Assessing student clients who are possibly suicidal 28. Counseling students who may be violent 29. Properly using test results 30. Managing child custody issues when parents separate or divorce 31. Coordinating with mental health professionals outside the school setting 32. Coping with school policies that hinder the counseling process

You may use either your textbooks for this assignment, but each student is expected to utilize seven (7) different additional informational resources (peer-reviewed articles or association/organizational counseling sites, textbooks) for his/her report. Each student is expected to write a minimum of 4 pages, NOT including the cover page and reference page. There is no maximum page limit. Referenced articles are to be taken from a recent (2005 or later) scholarly journal. The paper should be a minimum of 4 pages in length, using Times New Roman, size 12 font. Use of APA format is expected for your title page, body of paper, and your reference page. Publication of the article and/or making a presentation on the topic in a professional venue is the goal. Plagiarism will result in an automatic failing grade. Due October 19th by 7:15pm via Blackboard and hardcopy.

The main elements of the paper will be on: 1. Your definition and description of your chosen topic. 2. What have current researchers / theorists written about your chosen topic? 3. Why is understanding your chosen topic important to the field of counseling, and to your professional life? 4. How does your chosen topic impact the professional and personal life of the counselor? How does it impact the life of the client? 5. What have you learned as a result of your research?

Test 1 (Online)
Test 1 will be comprehensive, consisting of multiple choice, true/false, and short answer. The test will focus on material covered in the text, class lectures and discussions, student presentations, and supplemental readings that is covered from chapters 1 through 7. Do not rely solely on material presented in the classroom lectures. Test will be given via Blackboard. The test will open on November 2nd at 12am and will close November 4th by 11:59pm.

Ethical Profile Paper (Individual)

UNIT TWO: Becoming a Helper
Learning Activities: Lectures, discussions and reading based on Welfel. Students will engage in a series of exercises designed to increase their knowledge of the many roles of counselors and how these are implemented in school and agency settings. Topics will include: * Self-understanding (goals, training, personal strengths and weaknesses) * Cultural Diversity in the Helping Professions * Ethical Issues Facing Counselors * Managing Boundary Issues and Dual Relationships * Ethical Responses to Unethical Behavior * Ethical Issues in Special Settings

ASSESSMENT: Knowledge of readings and class materials will be evaluated by Unit quizzes, tests or related essay or paper assignment. In addition, students will be expected to demonstrate knowledge of unit material in course exercises and discussion.

Description of Assignment: This paper profiles you with regard to ethical and professional practice. The paper should be approximately 8-10 pp.(max of 10) in length and follow the APA style guide (6thEd). It will include four sections. (1) Ethical Autobiography. Write about what in your backgrounds helps you think through and identify what is right and wrong, as well as what constitutes ethical professional behavior. Specify your current level of ethical commitment and ethical sensitivity.(2) Ethical Decision-Making Style. Everyone has a unique style of ethical decision-making which reflects their early and ongoing experiences with moral values and issues which has been influenced and shaped by parents, relatives, peers and valued adults in their lives, such as teachers and coaches . This section of your paper articulates your implicit style. Begin by describing the various relationships and the ways in which key individuals, particularly your parents, have dealt with moral issues and decisions and how this has influenced your style. 3) Professional/Ethical Hero. Describe the individual–typically a mental health or school professional but not necessarily-- that has most impressed you and serves as a role model for you because of their professional/ethical presence, i.e., sensitivity, ethical commitment and ethical courage. (4) Levels of Professional and Ethical Development. Identify your current developmental levels and indicate how it has and will likely impact your work as a counselor. Suggest ways in which you can facilitate further development. Due Oct 5th via Blackboard and hardcopy by 7:15pm.

Ethical Case Study (Group Assignment)

UNIT THREE: Critical School and Community Issues Learning Activities: Lectures, discussions and reading based on course texts(s). Students will engage in a series of exercises designed to increase their understanding of special issues in counseling, including: * State Court Decision: Financing Public Education in NYC and NYS * Sexual Harassment * Standards/State Testing/Graduation Requirements for Students in NYS * Politics and Education * Applying Ethical Standards with Agency Counseling * Applying Ethical Standards with School Counseling

ASSESSMENT: Knowledge of readings and class materials will be evaluated by Unit quizzes, tests or related essay or paper assignment. In addition, students will be expected to demonstrate knowledge of unit material in course exercises and discussion.
Description of the Assignment. For this assignment you will be presented with an ethical case study. In reviewing the case, you will write a minimum of an eight (8) page APA-formatted paper where you implement the Ethical Decision Making Model offered by Forester-Miller and Davis (1996) (as that is the one that has been endorsed by the American Counseling Association). You will find a review of this and other decision making models in the textbook, your lecture notes, and in the current counseling literature. In following the 7-step model, discuss what actions you would take as you proceed through the steps (FYI: in step 3, be sure to find four referred articles from the counseling literature that address the case’s topics and what these sources conclude). Throughout the paper, be sure to document and defend your courses of action and your final conclusions.

An excellent paper should have an introduction, a format that follows the seven headers suggested by the Ethical Decision Making Model, a conclusion, and a reference page. Each of the steps should take at least a paragraph (or more) to address. Due Nov 30th by 7:15pm via Blackboard and hardcopy.

Test 2
The test 2 will be comprehensive, consisting of multiple choice, true/false, and short answer. The test will focus on material covered in the text, class lectures and discussions, student presentations, and supplemental readings that is covered from chapters 8 through 15. Do not rely solely on material presented in the classroom lectures. Test will be given via Blackboard. The test will open on December 16th at 11:59pm and will close December 20th by 11:59pm.

Evaluation/Rubric for Assessment for the Course: CNSL 630DL Counseling and Ethics | Developing | Meets Expectations | Exceeds Expectations | Class Participation30 points | Class contributions and postings are inconsistent. Participation does not add to the discussion, comments are at times inaccurate. Assignments are late or missing. 0-31.5 | Class contributions are consistent. Participation adds to the discussion and is timely and accurate. Solves problems, fosters positive communication. Self-assesses – changes behavior based on feedback from fellow students and faculty. Behavior is respectful to all members of the class. Assignments are on time and of good quality. 32-35.5 | Volunteers, contributes to discussion accurately. Shares reflections during discussions that demonstrate accurate analysis of his/her own behavior. Displays active “listening” with all comments. Gives feedback without negative criticism (receives feedback without showing defensiveness) with all members of the class. Synthesizes material presented and answers questions. Submits all required assignments and discussions on time. 36-40 | Case Study30 points | Thoughts, and, or information are partially presented. The outline or flow seems unfocused or poorly prepared. Does not follow the required format. Assigned work is not submitted on time (on or before the specified deadline).0-23.5 | Formatting of written work includes all relevant information does follow APA style without frequent errors. The paper summarizes the key parts of the research article and gives an idea of how the information will fit into the student’s counseling practice, but connections unclear 24-.26.5 | Written work format follows APA style closely without errors. The presentation of the key points in the paper is clear and accurate. It summarizes the main points in a way that allows readers to see how the information can be applied in their counseling 27-30 | Current Issue10 points | Thoughts, and, or information are partially presented. The outline or flow seems unfocused or poorly prepared. Does not follow the required format. Assigned work is not submitted on time (on or before the specified deadline).0-7.9 | Formatting of written work includes all relevant information does follow APA style without frequent errors. The paper summarizes the key parts of the research article and gives an idea of how the information will fit into the student’s counseling practice, but connections unclear. 8- 8.9 | Written work format follows APA style closely without errors. The presentation of the key points in the article is clear and accurate. It summarizes the main points in a way that allows readers to see how the information can be applied in their counseling 9-10 | Profile Paper40 points | Thoughts, and, or information are partially presented. The outline or flow seems unfocused or poorly prepared. Does not follow the required format. Assigned work is not submitted on time (on or before the specified deadline).0-31.5 | Formatting of written work includes all relevant information does follow APA style without frequent errors. The paper summarizes the key parts of the research article and gives an idea of how the information will fit into the student’s counseling practice, but connections unclear.32.35.5 | Written work format follows APA style closely without errors. The presentation of the key points in the article is clear and accurate. It summarizes the main points in a way that allows readers to see how the information can be applied in their counseling 36-40 | Test 140 points | A grade of C+ or lower on content, written communication contains spelling and/or grammar errors; does not represent a professional level of communication0-31.5 | Content grade of B/B+. Essays show a general grasp of professional communication. There are no spelling errors.32-35.5 | Content grade of A-/A. Essays synthesize and apply personal awareness; client sensitivity; counseling skill; counseling theories and techniques; acknowledges verbal feedback and supervisory evaluation; describes ethical behavior. 36-40 | Test 250 points | A grade of C+ or lower on content, written communication contains spelling and/or grammar errors; does not represent a professional level of communication0-39.9 | Content grade of B/B+. Essays show a general grasp of professional communication. There are no spelling errors.40-44.5 | Content grade of A-/A. Essays synthesize and apply personal awareness; client sensitivity; counseling skill; counseling theories and techniques; acknowledges verbal feedback and supervisory evaluation; describes ethical behavior. 45-50 | Evaluation200 points | 0-159 | 160 – 179 | 180 – 200 |

Assessment:
Students are required to attend all classes and to complete all assignments. When determining the final grade, the following standards will apply:
Class Participation = 40
Current Issue Report=10
Test 1= 40
Ethical Profile Paper = 40
Ethical Case Study Due= 30
Test 2 = 50

Academic Honesty
Students are required to document in all of written work any information that is not original. Also when a student summarizes information, even when giving the complete documentation information, such summaries should be in the student’s own words and not retain the original author’s style. A paper that presents the ideas or writing of someone else as if they were the student’s own is considered plagiarism, and school and departmental policies on academic integrity will be followed.

Academic Integrity and Mercy College:
Cheating and plagiarism are contrary to the purpose of any educational institution and must be dealt with severity if students’ work is to have any validity. Plagiarism is the appropriation of words or ideas of another without recognition of the source. Professors reserve the right to use all appropriate and available resources to verify originality and authenticity of all submitted coursework. An instructor who determines that a student has cheated or plagiarized will give an “F” for the assignment and may give a grade of “F” for the course. Additionally the faculty member will submit a written report of the incident to the program director and executive dean for academic engagement and planning. Plagiarism and cheating can be grounds for dismissal. The matter is dealt with by the Instructor and the student, in consultation with the director of the graduate program, and school dean.

The Mercy College Policy/Class Practice Regarding Religious Holidays:
Mercy College was founded over half a century ago by the Sisters of Mercy as a Catholic college for young women. Since that beginning, Mercy has seen many changes. Today, Mercy College is a secular institution offering coeducational undergraduate and graduate degrees. The only holidays observed by the college are those national holidays listed in the academic calendar (available on the Mercy College website).
Although no action by a particular professor is required, it is not the intent to place students at a disadvantage because of their religious beliefs and/or practices. For that reason, students should speak with their instructor to see if allowance can be made for any student who faces a conflict between a scheduled class and a religious holiday (which requires that he/she abstain from any work as part of that day’s observance). In the Fall, for example, Yom Kippur and Rosh Hashanah may fall on days of scheduled classes. If you have such a conflict, please contact your instructor to discuss possible alternatives for the work that will be missed. It is best to do this in advance of the date in question (not after the fact).
Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from Mercy’s Office of Disabilities Services http://www.mercy.edu/student-life/center-for-student-success-and-engagement/academic-success/office-of-disabilities-services/ 914-674-7523. The student must present and discuss these recommendations with the instructor within a reasonable period, preferably by the end of the Drop/Add period.

Week | Reading | Question (the questions are points of focus to use as you read each chapter) | Assignments | Week 1 Sept 14 | Introductions, expectations, review syllabus; Read the ACA Code of ethics, ASCA Code of Ethics for (SCs), and AMHC codes | What are the similarities and differences between the various code of ethics? | | Week 2 Sept 21 | Chapter 1 | What are the components of moral behavior? | “How to Recognize Plagiarism” certificate due | Week 3 Sept 28 | Chapter 2 | What are the steps for ethical decision making (in your own words)? | | Week 4 Oct 5 | Chapter 3 | Define culture and ethnicity. What is the major problem with professional codes of ethics? | Ethical Profile Paper | Week 5 Oct 12 | Chapter 4 | Why is “competence” said to measure performance and not “capacity?” | | Week 6 Oct 12 | Chapter 5 | Explain the ways in which a court can make demands for client information. | | Week 7 Oct 19 | Chapter 6 | What are the five alternative formats for informed | Current Issue | Week 8 Oct 26 | Chapter 7 | What are the principles that underlie prohibition of sexual contact of counselors with clients/ | | Week 9 Nov 2 | Chapter 8 | Why are dual (or multiple) counselor-client relationships frowned upon? | Test 1 (1-7) The test will open on November 2nd at 12am and will close November 4th by 11:59pm. | Week 10 Nov 9 | Chapter 9 | How is informed consent different in group situations? | | Week 11 Nov 16 | Chapter 10 | How can test security differ from client rights? | | Week 12 Nov 23 | Chapter 11 | Explain the complaint procedures for ethical violations. | | Week 13 Nov 30 | Chapter 12 | Explain the term “abandonment” as it applies to the counselor-client relationship. | Ethical Case Study Due | Week 14 Dec 7 | Chapter 13 | Compare and contrast school and community counselor ethics. | | Week 15 Dec 14 | Chapter 14/ Chapter 15 | Explain the possible forms of consultation. What is required of a counselor to protect the rights of their research subjects? | Test 2 (8-15) The test will open on December 16th at 11:59pm and will close December 20th by 11:59pm. | Week 16 Dec 21 | | | Wrap-up | BIBLIOGRAPHY

ACA Governing Council (2005) American Counseling Association Code of Ethics Alexandria, VA: ACA.

American School Counselor Association (1997) The National Standards for School Counseling Programs. Alexandria, VA: ACA.

Barnett, J. E. and Johnson, W.B. (2010) Ethics Desk Reference for Counselors Alexandria, VA: ACA.

Bloom, M. (1996). Primary prevention practices. Thousand Oaks, CA: Sage.

Bolles, R.N (1997) Job hunting on the Internet. Berkley, CA: Ten Speed Press.

Bond, T. (2010) Standards and Ethics for Counselling in Action Third Edition London, England: Sage Publications.

Bruner, J. (1986). Active minds, possible worlds. Cambridge, MA: Harvard University Press.

Figley, C. ed. (1997) Death and Trauma: The Traumatology of Grieving (Bristol, PA: Taylor and Francis).

Gardner, H. (1983). Frames of mind. The theory of multiple intelligence. New York: Basic Books.

Gilligan, C (1982). In a different voice. Cambridge, MA: Harvard University Press.

Goodlad, J. I. (1983). A place called school: Prospects for the future. New York: McGraw-Hill.

Herr, E. L. (1995). Counseling employment bound youth. Greensboro: University of North Carolina at Greensboro, ERIC-CASS.

Herlihy, B. and Corey, G. (2006) Boundary Issues in Counseling, Second Edition Alexandria, VA: ACA.

Jacobi, J. (1973) The Psychology of C.G. Jung (New Haven, CT: Yale University Press).

Krumboltz, J. D. (1996). A learning theory of career counseling. In M.L. Savickas & B. Walsh (Eds), Handbook of career counseling theory and practice (pp. 55-80). Palo Alto CA: Davies-Black.

Maslow, A. H. (1954). Motivation and personality. New York: Harper & Row.

Morgan, J. ed. (1999) Meeting the Needs of Our Clients Creatively. Amityville, NY).

Moynihan, D.P. (1964). “Morality of work and immorality of opportunity.” Vocational Guidance Quarterly, 12, 229-236.

Reisman, D. (1961). The lonely crowd. New Haven, CT: Yale University Press.

Selye, H. (1976). The stress of life. New York: McGraw-Hill.

Silberman, H. F. (1994). “Research review of school-to-employment experience.” In A.J. Pautler(Ed.), High School to employment transition: Contemporary Issues (pp. 61-72). Ann Arbor, MI: Prakken.

Stevenson, R. ed. 2nd edition (2002) What Will We Do? Preparing A School Community to Cope With Crises. Amityville, NY: Baywood Publishing.

Super, D.E., & Sverko, B (1995). Life roles, values, and careers. International findings of the Work Importance Study. San Francisco: Jossey-Bass.…...

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...TROY UNIVERSITY eTROY IS2241 Section XTIC Computer Concepts and Applications COURSE SYLLABUS Term 1, 2014 August 11 – October 12 INSTRUCTOR INFORMATION: onn Dr. Joe Teng Troy University Chair, Information Systems and Quantitative Methods Office Location/Hours: Mailing Address: via email; within 24 238B Bibb Graves Hall Troy University Troy, Alabama 36082 Office: 334-670-3195 office jteng@troy.edu Dr. Joe Teng Troy University Chair, Information Systems and Quantitative Methods 334-670-3195 jteng@troy.edu Telephone: E-Mail: Troy Department Chair: The syllabus for this class includes the TROY Department Chair contact information for Dr. Teng. This is provided in the event you cannot resolve a situation with me, your instructor. PLEASE do not contact (e-mail or phone) Dr. Teng with a question, problem, or concern unless you have first contacted me and you have not received a response from me within 24-48 hours, or if you do not agree with my response. Thank you for your help in this matter. Students: Please place IS 2241 XTIC in the subject line of any emails sent to me. NOTE: For a course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via email or Blackboard announcement, when changes are made in the requirements and/or grading of the course. INSTRUCTOR EDUCATION: Ph.D., Management Information Systems. The University of Memphis, Memphis,......

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...[pic] College of Arts & Sciences Course Syllabus GEN/200 | Version r1 Foundations for General Education and Professional Success Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2011 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. GENERAL COURSE INFORMATION COURSE NUMBER: GEN200 COURSE TITLE: Foundations for General Education and Professional Success COURSE START DATE: 05/17/2011 COURSE END DATE: 06/20/2011 REQUIRED READING: Students are required to read all materials......

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...Perspective When you read a business publication website such as the Wall Street Journal, Fortune, Business Week, or even a general publication such as the Washington Post or the New York Times, you will see a large number of stories directly related to the use of information systems in business and government. Business people get excited because Information Systems (IS) have the power to create and restructure industries, empower individuals and firms, and dramatically reduce costs. Business people get scared because they know, when poorly implemented, IS can squander shareholder wealth, taxpayer money, and destroy firms and careers. Every manager in business, non-profits and government has to pay attention to the impact on their BMGT301(Syllabus(McCue(2014 Fall for 0601, 0701 v4.docx Page 1 of 12 business and career of information systems, information technology, and the innovations in that technology. Finance majors will fund investments in technology. They will lend to technology firms, will buy and sell technology stocks, and will try to understand how shifts in technology will affect investments. Investment bankers will finance startup technology companies and need to understand topics such as Cloud, Software Defined Networks, and Digital Presence. Marketing majors will use information systems to figure out what customers want and how to sell it to them. New roles such as the Chief Marketing Officer and Chief Digital Officer will have success defined by how......

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... 11th Grade Afro-Asian Literature Course Syllabus | Educ 508 – Principles of College Teaching | Submitted by:Jonathan Jay F. BaniagaSubmitted to: Dr. Wilhelmina Q. Tomas | LONDON.MANILA.TOKYO.SEOUL Tomoeda Academy Tomoeda Academy Julia Vargas Avenue, Ortigas, Pasig City 11th Grade World Literature Course Syllabus Mr. Jonathan Jay F. Baniaga 2015- 2016 I.Subject Code: English 101a II. Subject Description: Afro-Asian Literature III. Credit Units: 3 IV. Pre-Requisite: none V. Duration: 18 weeks (54 hours) – 1 meeting per week (3 hours per class session) VI. Course Overview: Afro-Asian Literature is a survey course in reading and writing. The text focuses on selected works of Afro -Asian literature ranging from 3,000 B.C. to the present and is augmented with a wide array of novels and other supplemental materials. All literary genres will be covered. Students are expected to critically read all genres of literature and write cohesive, clear, and well-structured analyses/critiques about what they have read. Students will write a variety of rhetorical modes and for a variety of purposes including narration, information, and persuasion. Students’ papers will reflect a sophisticated level of original analysis and include references to the read text or to outside sources where appropriate. VII. Course......

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...classroom while the class is in session. Such movements can be highly disruptive to the smooth conduct of a class lecture/discussion and are to be avoided. 5. It is very important that students give their undivided attention to the class discussion and material being covered while the class is in session, student teams are making presentations, and when in-class experiential exercises and quizzes are being held. In-class small talk is to be absolutely avoided. Any issue of concern or opinion is to be brought up for class discussion or separately communicated to the instructor outside of the class. Not adhering to the above rules will be considered as a serious violation of the MGT 701 Course Learning Contract (as expressed through this syllabus) and will invite severe penalties, including award of a failing grade in the overall course. 7.2 Conflict Redressing Policy Because a substantial part of the student’s work for this class will be done within respective student learning teams, a conflict redressing policy is necessary to ensure you have a productive and effective team. Any team that has a non-productive member should advise that member immediately and work to help the member’s inclusion and productivity. If a team continues to have problems with a member, notify the instructor by e-mail, copying the offending party and all group members. If a majority of the team agrees that remedial measures have been unsuccessful, that member may be suspended from that......

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...Orientation Syllabus UNIV/100 Version 9 1 Orientation Syllabus UNIV/100 Version 9 University of Phoenix Orientation Workshop Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This 3-week orientation workshop helps students be successful in college. Students practice using the Online Learning System (OLS), learn techniques to be successful in college, and identify useful university services and resources. Policies In every course at the University of Phoenix, faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • • University policies: You must be logged into the student website to view this document. Instructor policies: This document may be accessed from the student website. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials All electronic materials are available on the student website at http://ecampus.phoenix.edu. Adobe® Flash® download: http://get.adobe.com/flashplayer/ Adobe® Shockwave® download: http://get.adobe.com/shockwave/ Week One: Online Learning System (OLS) Details Objectives Nongraded Activities and Preparation UNIV/100 Course Page Overview 1.1 Use the Online......

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