FLORIDA STATE UNIVERSITY
College of Education
MHS 5341: Career
Development Program Design & Evaluation, 3 credits
Fall Semester,
5:15-8:00 p.m.
Dr. Robert Reardon, Professor & Program Director
4150A University Center (daily office hours).........644-9777 FAX: 644-3273
306G Stone (Monday a.m. office hours)...............644-1249
E-mail:
rreardon@admin.fsu.edu
Course History
In 1973-74,
a grant-funded 20 member special task force composed of educational, business,
and community leaders from throughout Florida was created by Florida State
University to develop a new degree program in the career development area. This group identified a broad range of
competencies thought to be essential for those graduate students specializing
in this field. Several new career
development courses were proposed for the new degree program, including
Foundations of Career Development and Career Development: Program Design and
Evaluation. For the latter course,
eleven objectives were identified by the task force and used to formulate
course-learning activities. This course
has been revised several times in the past 30 years, most recently in 1993 as
part of a self-study for a planned CACREP accreditation review. In 1998, the course was added as a
requirement for students in the school counseling specialization, because of
the priority given to school-to-work programs such as career education in the
public schools, and the priority for program development skills for school
counselors. However, the essence of the
course and the title has remained unchanged since the task force originally
conceptualized it in 1974.
Purpose
A counselor
must be able to conceptualize, design, implement, and evaluate a comprehensive
career development program in almost any setting in which he or she may
work. Skills and abilities include
being able to survey an environment, assess individual and organizational
needs, develop or utilize career interventions, and evaluate program outcomes. A counselor must be familiar with
state-of-the-art intervention resources and technology, and be able to
coordinate and integrate career programs with other guidance, mental health,
and educational programs. A counselor
must also be able to provide program leadership for the career development area
within the organization through management, supervision, and
administration. Finally, a counselor
needs the skills to be able to conceptualize, design, establish, operate, and
evaluate a staff, unit, office, or department.
Prerequisites/Co-requisites
Prior coursework in career
development, counseling, or student services, and professional experience as a
counselor are highly desirable for successful completion of this course.
Objectives
(Related to CACREP Standards)
** To demonstrate an understanding of the use of a systems
approach to program development and evaluation related to life/career
development. [Standards B2; C1a; C2b]
** To demonstrate an understanding of how to write a
comprehensive career development grant proposal on a topic of interest in a
setting of choice. [Standards B2; C1c]
** To demonstrate an understanding of how to prepare a
budget request for career resources and materials for a targeted population and
setting. [Standards B3; B5; C1c; C1d]
** To demonstrate an understanding of how to make a
persuasive oral presentation to obtain support for a proposed program. [Standard C1c; C1e]
** To demonstrate an understanding of social system needs
assessment and program evaluation strategies.
[Standard C1d]
** To demonstrate an understanding of how various
professional roles, relationships, and functions affect program development and
operations. [Standards A3; C1b]
** To demonstrate an understanding of how job positions are
created, supervised, and evaluated in developing career related programs. [Standard A3]
** To demonstrate an understanding of how cultural, ethnic,
gender, and physical diversity affect career development program design. [Standard C3b]
Methods of
Instruction
Class time
during the first part of the course is devoted to lecture presentations by the
instructor and class discussions of assigned readings in the text. The last part of the course is devoted
primarily to independent work on a program development project proposal, with
the instructor providing consultation and technical assistance as needed.
Behavior
Expectations
Students
are expected to be punctual and regular in class attendance, and to read
assignments in preparation for class discussion or explore follow-up readings
as they are made available by the instructor.
Assignments should be submitted on the dates provided in the class
schedule. Project grades will be
reduced by 5% for each class meeting after the due date.
Students registered with the Student
Disability Resource Center and having a disability that may interfere with
learning in this class may negotiate a reasonable accommodation with the
instructor during the first week of the semester.
Texts
Primary Text:
Supplemental Texts available in UCA 4148:
Reardon, R., & Lenz, J. (1998). The Self-Directed Search and related
Holland career materials: A
practitioner’s guide. Odessa,
FL: PAR, Inc.
Reardon, R., Lenz, J., Sampson, J., & Peterson, G.
(2000). Career development and planning:
A comprehensive approach. Pacific Grove, CA: Wadsworth-Brooks/Cole.
Peterson, G.,
Sampson, J, & Reardon, R. (1991). Career
development and services: A cognitive
approach. Pacific Grove, CA:
Brooks/Cole.
Kobylarz, L. (1996).
National Career Development Guidelines: K-adult handbook.
Stillwater, OK: NOICC Training
and Support Center.
Note: Additional
readings will be provided for reference in Tech Center Professional Library
(UCA 4148) of the Career Center. These
will include sample program and grant project proposals; articles and samples
of reports on strategic planning; reports from NOICC and the Florida Bureau of
Career Development; and articles on career counseling for members from diverse
populations. In addition, a collection
of more than 580 items describing career development vendors and products is available
in the FSU Career Center/Tech Center for use in completing course projects.
Grading
Letter
grades will be assigned by the instructor on the basis of instructor evaluation
of the quality of:
·
participation in
class activities and discussions (10%);
·
quiz on text chapters
and presentation materials (20%);
·
career information
resources purchase list (20%); and the
·
project proposal
(50%).
An
incomplete grade (I) is given only in exceptional circumstances involving death
of a family member or a critical personal health problem. Students should confer with the instructor
at the first indication of problems in completing course assignments as
scheduled.
5341syl.doc