School of Education...Community Based Tour Research Paper & Presentation Project 300 2,000 Course Attendance Policy Attendance and Participation is mandatory. According to University

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