This course is designed to examine the overall design, development and implementation of a comprehensive school counseling program. The dynamics of classroom guidance lessons are explicitly addressed. Implications for direct and indirect school counseling services are explored as well as ways to promote access and equity for all students.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Based on a biblical world view, the goal is to synthesize academic knowledge and skills with biblical values, moral dimensions, and ethical implications. The school counselor licensure program at Liberty University maintains a continuous cycle of evaluation and revision in order to achieve its mission of developing competent professionals with a biblical world view for Christian, public, and private schools. This course is designed to examine the planning, development, organization, implementation, and evaluation of comprehensive developmental K–12 school counseling programs that promote access and equity for all students. Students will learn about academic- and systems-focused programming, strategies for closing the achievement gap, and methods for working with culturally diverse students and students with special needs.
Method of Instruction: This 8 week course is delivered in a digital asynchronous format, with Canvas® as the primary instructional delivery method. Students complete one module per week over the duration of the course.
Textbook readings, lecture presentations, and articles
Course Requirements Checklist Assignment
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Advising Acknowledgement Quiz
Parent-Teacher Presentation Assignment
Students will create a PowerPoint with lecture notes included on each slide that introduces and explains to parents, teachers, and administrators tips and strategies that support students' transition and success from the physical classroom setting to a virtual classroom setting. For this presentation, students will research pedagogy on virtual learning and multicultural considerations; identify strategies for virtual classroom management, team building exercises connected to core curriculum, and pre/post assessments for academic retention with blended ELA or Math standard objectives. The presentation needs to cover material useful to both parents and teachers in promoting academic achievement across the three developmental domains: personal-social, career, and academic. Students will present all components of the rubric by uploading a video presentation to Canvas. Choose targeted student population from (K-5), (6th-8th), or (9th-12th) The presentation will be 15–25 minutes in length. (CLOs: A, B, C, E, F, G, H, I, J)
High School Transition Program Assignment
Students will create a PowerPoint with lecture notes that introduces parents, teachers, and administrators to a comprehensive school counseling program based on the ASCA National Model that incorporates an ongoing transition program aimed at promoting a successful transition from middle school to high school and from high school to a post-secondary career path. (CLOs: A, B, G, H, J)
Benchmark Comprehensive School Counseling Program Assignment
Students will design a comprehensive school counseling program to include a plan for evaluation. This assignment is NOT to be submitted as a file in LiveText. This assignment is completed via the template in LiveText ONLY. Students need to paste or type directly into LiveText template for this assignment. The student must read the assignment instructions sheet and rubric carefully. If any issues arise, the student must contact LiveText (not the professor). LiveText support is available and can walk the student through submission. The student is required to become familiar with LiveText prior to the date of submission. (CLOs: A, F, G, H, J)
There are 4 quizzes during this course. Students will complete four 60-minute, multiple choice, timed quizzes that cover content from the Dollarhide text book chapters. These questions are multiple-choice, open-book, and similar to the content found on state licensure examinations. Quizzes can only be accessed one time and taken one time.
Students may use the text book, however, the student has approximately 1 minute per question, which means that the student would need to have read the chapters in order to do well on the assessment. Only material covered in the Dollarhide course text book will be on the quizzes. The student must read and study the textbook material prior to the quizzes. Once the quiz is accessed the timer begins. Students will know their scores immediately and the correct responses will be given to promote student learning. Students should anticipate technological issues and have a back-up plan in place prior to starting each quiz. There are 40 items per quiz. Each item is worth 1.50 points for a total of 60 points per quiz. Students who exceed the allotted 60 minutes: 1 point will be deducted for every 5 minutes over the allotted time-frame. Each quiz can only be taken one time. (CLOs: A, B, C, D, E, F, G, H, I, J)
Students are required to provide a thread in response to the provided prompt by 11:59pm Thursday, the week the discussion is due. Each thread must be at least 350 words in length and demonstrate course-related knowledge with at least one scholarly reference cited to support your work, citing more than one reference is going beyond average. In addition to the thread, students are required to reply to 2 other classmates’ threads by 11:59pm Sunday, after the student's initial thread has been posted. Each reply must be at least 250 words in length. (CLOs: A, C, D, E, F, G, I, J)
Quiz: Dispositions Reflection
Students will complete a quiz related to his or her reflection on the dispositions outlined in the course. The student must go to LiveText to submit the self-assessment but must also complete the quiz in Canvas.