Faculty Centered Guidance, Counseling, and Advising for

Document Sample
Faculty Centered Guidance, Counseling, and Advising for Powered By Docstoc
					                                                                              1/06/06, revised 1/07/06
                                                                                   Revised - 08-23-11

                       University of Wisconsin-Platteville
                                  Continuing Education

Guidance and Counseling for Technical College Instructors
WTCS Certification Education Requirement #55

Course Title: Guidance and Counseling for Technical College Instructors
Credits:       2 Credits / 30 Contact Hours
Course Number: Undergraduate credit - Teaching 4530, Graduate credit - Teaching 6530
Contact Hours: 30

Course Description
This course introduces the philosophy, function, and referral process of student services in
the Wisconsin Technical College System (WTCS). A guidance and counseling framework is
used to develop skills and strategies to enhance student success. Participants will explore
the educator’s role in meeting the guidance and counseling needs of learners. They will
develop a personal theory of counseling, explore available student support resources and
analyze legal and ethical implications of the educator’s role.

Target Student Group
This course lays the groundwork for excellence in teaching and educational leadership in the
Wisconsin Technical College System. The target audience is professionals holding positions
requiring WTCS certification and includes technical college teachers and those serving in
other technical college leadership roles (e.g. counselors, supervisors, librarians,

Recommended Text:
There is no textbook required for this course, materials will be provided by the instructor.

Program Outcome
Play an effective and appropriate role in meeting the guidance and counseling needs of

There are three units in this course. At the completion of these units, students will be able to:

Unit A: Educator’s role in and personal theory for enhancing student learning
1) Analyze the impact of personal factors and life circumstances on student success
2) Develop a personal theory of counseling
3) Compare the roles of the counselor, the advisor, and the instructor in facilitating the
   academic, career, and personal development of learners
4) Demonstrate learner centered communication

Unit B: Learner Confidence and Self-esteem, Barriers to Learning, Support Services
and Crisis Intervention
1)   Develop strategies to enhance learner confidence and self-esteem
2)   Formulate an action plan for addressing barriers to learning
3)   Assist learners in accessing support services
4)   Employ crisis intervention strategies

Unit C: Career Development, Problem Solving and Legal and Ethical Issues
1) Examine instructor role in student career development
2) Apply problem solving strategies in resolving conflicts
3) Analyze the legal and ethical implications of the instructor’s role in guidance and

Undergraduate/Graduate Learning Activities
Unit A: Enhancing Student Success
Performance Standards
1. Write an analysis of the data generated from a student survey, including the following:
   • non-statistical overview of an actual group of learners
   • description of the learner demographics such as age, sex, marital status, ethnicity,
       socio-economics, employment status, etc.
   • previous educational experiences of learners
   • other life role obligations of learners
   • summary of special needs of learners
   • comparison of learner goals to intended course outcomes
   • information from assigned readings
   • description of insights gained about student success

2. Write a theory paper that includes the following:
   • incorporates developmental, behavioral, affective, and/or cognitive theories
   • description of elements of theories used in development of personal theory
   • implications for interactions with students

3. Write a comparison paper that accurately identifies and illustrates:
    • similarities and differences between educational preparation of counselors and
    • tasks performed by counselors and by instructors in support of academic, career, and
       personal development of learners
    • opportunities for interaction and collaboration between counselors and instructors
    • the role effective advising plays in retention, career clarification and program

   Develop a matrix, chart or other graphic that illustrates the academic advising process
   • summarizes the key steps in the process of academic advising
   • illustrates the similarities and differences in the roles of the counselor, advisor and
      instructor in academic advising at your institution
4. Write a case study or role play and/or record a communication process in which a
    • demonstrates active listening techniques
    • reflects content, feelings, and meaning
    • clarifies content, feeling, and meaning
    • synthesizes content, feelings, and meaning
    • displays effective attending behaviors such as eye contact, body position, gestures,
    • uses silence effectively
    • refrains from judging, premature problem solving, stereotyping, making decisions for

Unit B: Learner Confidence and Self-esteem
Performance Standards
1. Gather data through a written log of classroom interactions or using two student
   interviews, and use to write an action plan that includes:
   • identification of instructor behaviors that enhance and diminish learner confidence and
   • self assessment of personal strengths and weaknesses in enhancing learner
       confidence and self-esteem
   • strategies to increase use of behaviors which enhance learner confidence and self-
   • strategies to decrease use of behaviors which diminish learner confidence and self-

2. Formulate an action plan based on a case study or actual student situation, that:
   • describes counter productive and/or atypical learner behaviors
   • discusses relationship between the behaviors and barriers to academic, career, and/or
      personal development issues
   • analyzes the severity of the situation
   • selects appropriate options for referral or instructor intervention
   • has a participant defending the intervention selection

3. Write a summary of available resources that includes at least five resources, and a
   referral and analysis based on a case study or actual student situation, which:
   • includes a participant making one or more actual or simulated referrals
   • clarifies learner need
   • matches learner need with appropriate resources
   • is appropriate to institution guidelines
   • describes the purpose of the referral to the learner
   • describes how the selected support service will help the learner

4. Write a paper based on a case study or actual student situation, which:
   • describes use of appropriate crisis intervention strategies in simulated situations
   •   outlines strategies that fall within guidelines of organizational policies/procedures
   •   documents rationale for choice of intervention strategies
   •   includes analysis of legal ramifications/responsibilities

Unit C: Career Development, Problem Solving and Legal and Ethical Issues
Performance Standards
1. Create a curriculum unit that describes career development strategies, and write a paper
   • outlines the instructor's role in the career development process
   • describes exploration of career development resources
   • includes relevant job market information for traditional and non-traditional opportunities
   • addresses gender equity issues in the workplace

2. Write a paper about the use of problem-solving strategies to resolve a conflict, based on a
   case study or actual situation, in which the resolution:
   • describes a conflict
   • examines two or more points of view and the reasoning behind them
   • includes problem solving process
   • is in alignment with applicable laws and college policies

3. Take a written quiz, which requires
   • demonstration of how FERPA laws are applied to selected student situations

   Write a paper based on an ethical case study, which includes:
   • an instructor's role in managing ethical issue
   • an identification of behavior and/or interventions that are consistent with the law
   • an outline of the personal philosophy of the role as student advocate
   • a description of four guidance and counseling strategies you plan to apply to enhance
      student retention

Requirements and Assignments for Undergraduate and Graduate Credit

To pass this course, you must complete and meet minimum standards for all required
assignments. Any graded assessment for which you fail to attain the "C" level (70 percents of
the points possible) will receive no credit and must be redone until it is acceptable. You must
earn a minimum of "C" in each graded element of the course to receive a 'passing grade.

The following is a list of all the assignments and the corresponding point values:

Part 1: Developmental Guidance and Counseling Process

      Module 1:
       Student Interview Criteria Sheet - 25
       Personal Theory Criteria Sheet - 25
      Module 2:
       Developing a Classroom Guidance and Advisement Criteria Sheet - 25
       Helping Relationship Criteria Sheet - 25

Part 2: Guidance/Counseling Applications

      Module 3:
       Career Planning Profile Criteria Sheet - 55
      Module 4:
       Instructor's Facilitation Role Criteria Sheet - 45

Part 3: Structure and Resources

      Module 5:
       Student Services Profile and Philosophy Criteria Sheet - 40
      Module 6:
       Crisis Criteria Sheet - 30
       Legal/Ethical Sheet - 30

Assessment of Course Requirements and Assignments
To pass this course, you must complete and meet minimum standards for all required
assignments. Any graded assessment for which you fail to attain the "C" level (70 percent of
the points possible) will receive no credit and must be redone until it is acceptable. You must
earn a minimum of "C" in each graded element of the course to receive a passing grade.

For undergraduate credit:
There are 300 points possible, grades will be earned as follows:
A = 300 – 270
B = 269 – 240
C = 239 – 210
No credit for 209 or below.

Additional Assignment for Graduate Credit
In addition to the course requirements and assignments described above, research a
particular subject in Guidance and Counseling. Write a paper on a topic that is approved by
the instructor. This paper should not exceed 12 pages, double-spaced, including the “works
cited” or “references” page. Use APA or MLA style.

Graduate credit Assessment:

40% of the final grade for graduate students will be derived from the graduate paper.
Evaluation criteria for this assignment is detailed below in the Assessment of Graduate
Assignment. The remaining 60% of the grade will be determined using the criteria outlined in
the undergraduate section above.

Assessment of Graduate Assignment
Grades are determined using the following rubric:
A = 90 – 100%             This assignment exhibits great effort and critical thinking on topics
                          discussed; construction is impeccable with appropriate word usage,
                          spelling, punctuation and creativity.
B = 80 – 89%              This assignment contains only minor errors in any of the above areas,
                          but still communicates effectively.

C = 70 – 79%              This assignment has several minor errors and at least one serious flaw
                          that inhibits communication effectiveness.

D = 60 – 69%              This assignment has minor errors and more than one serious flaw that
                          will have reduced communication effectiveness to below average.

F = less than 59% This assignment fails to meet the minimum criteria for the assignment;
                  any assignment that is turned in late; any assignment that fails to provide
                  adequate citations for sources.

Course outline
The instructor for this course will provide a schedule and calendar for the course, with a brief
summary of what will be covered at each class meeting and including the dates assignments
are due and exams are given.

NOTE: Students with impaired sensory, manual, or speaking skills are encouraged and have the responsibility to contact
the Office of Continuing Education toll free 888-281-9472 regarding reasonable accommodation needs. Students requiring
reasonable accommodation needs must be registered as a student with a disability. Please contact Roxanne Vedvig at the
Continuing Education office.

**Beginning in the Fall 2011 semester, UW-Platteville will be implementing a new grading
system as follows:
A = 4.00      B+ = 3.30    C+ = 2.30    D+ = 1.30
A- = 3.70     B = 3.00     C = 2.00     D = 1.00
              B- = 2.70    C- = 1.70    F = 0.00

Shared By: