Instruction in Counselor Education – COUC 747

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 07/27/2021

Course Description

This course explores contemporary andragogy, course design, adult learning theory, course delivery, and evaluation methods in the field of counselor education.  This exploration is both applied in focus and grounded in the empirical research on these subjects.  Students synthesize their own philosophy of teaching and incorporate it practically in residential and online instructional contexts.  Cultural, ethical, historical, and legal aspects of counseling instruction are examined.  Teaching Christian spirituality as a subspecialty area in a counseling program is also considered.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

The PhD in Counselor Education and Supervision program seeks to prepare students to function effectively in a variety of academic settings as counselor educators.  Students must possess the knowledge, skills, and practices necessary to effectively design, deliver, and evaluate a course with a diverse student population. 

Measurable Learning Outcomes

You will be learning about the importance of program and course learning outcomes in our class. Below are the program learning outcomes for Liberty’s PhD in Counselor Education and Supervision program, followed by the learning outcomes specifically designed for this course.

  1. The student will be able to apply supervision theory and skills to clinical supervision.
  2. The student will be able to demonstrate course design, delivery, and course evaluation methods appropriate to counselor education learning outcomes. (Links to these course assignments: VI. A, B, C, D, E, F).
  3. The student will be able to critically analyze and evaluate scholarly research, develop and implement research designs, and produce scholarly reports that disseminate findings to the profession of counseling.
  4. The student will be able to critically analyze, evaluate, and synthesize a broad range of counseling theories, with an advanced understanding of psychopathology, to inform case conceptualization and deliver and evaluate evidence-based interventions across diverse populations and settings.
  5. The student will be able to provide leadership and advocacy within the profession and on behalf of its clientele.
  6. The student will be able to integrate faith and spirituality into counselor education and supervision in an ethical manner.

Course Assignment

Reflective Journal Assignment

To be an effective counselor educator, you need to be familiar with a tremendous amount of research based information. The pre-intensive reading and reflective journal assignment expose you to some of this information and the assignment is specifically formatted to address key learning outcomes for this course. For this assignment, read both course texts carefully and in their entirety. While reading, gather data from the texts that specifically:

  • Describes the roles and responsibilities related to educating counselors
  • Discusses pedagogy and teaching methods relevant to counselor education
  • Describes models of adult developing and learning
  • Discusses instructional and curriculum design, delivery, and evaluation methods relevant to counselor education
  • Describes effective approaches for online instruction
  • Discusses screening, remediation, and gatekeeping functions relevant to teaching
  • Describes assessment of learning
  • Discusses ethical and culturally relevant strategies used in counselor preparation
  • Describes the role of mentoring in counselor education

On a MS Word document numbered 1-9, entitled Pre-Intensive Reflective Journal, provide the information you found in the texts that addresses each of these course learning outcomes. Each numbered answer should be a synthesized, succinct, reflective summary of the data you found in both texts that addresses the learning outcome stated in numbers 1-9 above. Write this assignment in the first person and in your voice. Limit each answer to 200 - 250 words, double spaced. Cite text and page number in truncated format ([i.e., (M, 6) or (W, 14)] next to each piece of data to save space. Citing and APA format is required. Paste a copy of the Grading Rubric for this assignment at the end of your document and assess yourself by filling it out before you submit it on the Canvas.

Because the pre-intensive reading and reflection forms the foundation for this course, students who do not submit this assignment the Wednesday before the intensive. Those who have not submitted this assignment by this time will not be permitted to attend the intensive and will have to withdraw from the class.

Carefully follow format, structure, and content directions found on the Grading Rubric for this assignment.

Meets program learning outcome 2 and CACREP standards B.3.a, B.3.b, B.3.c, B.3.e, B.3.f, B.2.g, B.3.h, B.5.b, B.5.c

Intensive and Post-Intensive Assignments: You will not start working on these until the week of the intensive.

Professionalism and Participation: Pre-Intensive, Intensive & Post-Intensive Assignments

Class participation involves interacting with peers in a way that is supportive of their professional development. Your ability to dialog intelligently about course content, give feedback in a supportive manner and to receive it constructively demonstrate important character traits needed to function as a growing counselor educator. Participation points will be earned in pre and post intensive online lectures as well as in intensive interactions. Meets program learning outcome 2 and CACREP standards B.3.a, B.3.c, B.3.d, B.3.e, B.3.f, B.2.g.

Faculty Shadowing Reflection Paper Assignment

This course is one of the more practical courses in our program. In order to learn more about the ins and outs of who a counselor educator is and what they do, you will be paired with a counselor educator who is currently teaching in a Masters CACREP program. During the semester, you will invited to join their online class [or a residential course that is approved] where you will directly observer the faculty member’s weekly interaction with their masters’ students and the other roles they participate in. You will be required to meet with them at least twice though more interactions are encouraged to get the benefit of learning from them.

To connect you to them, I will send an email to introduce you to your assigned faculty member at the beginning of the semester. After this introduction email, you will follow up with them to schedule a time to meet via WebEx or talk via phone. You will inform the faculty member that are taking this class and would be honored to shadow them in their class this semester. While you will NOT be grading any assignments, your faculty member may have introduce yourself to the class via an announcement and/or video. Outside the observations you will make in this class, think of asking your assigned faculty member about how to grow in this profession and their roles.

Toward the end of the course that you are shadowing, write a 2-3 page reflection paper about what you learned about teaching masters counseling students directly from the faculty member or from the class structure etc. Reflect on your engagement with this faculty member and describe what you will infuse in your role as a counselor educator in the future.

Syllabus Assignment

To give you hands on experience in course design and delivery, you will develop a “mini-course” that meets weekly for 30 minutes for four consecutive weeks and covers an aspect of one of the following courses in a CACREP accredited MA Program in Clinical Mental Health Counseling:

  1. Orientation to Professional Identity and Function
  2. Ethical and Legal Issues in Counseling
  3. Human Growth and Development
  4. Research and Program Evaluation
  5. Multicultural Counseling
  6. Counseling Techniques and the Helping Relationship
  7. Group Counseling
  8. Assessment Techniques in Counseling

For this assignment, you will create a syllabus for your mini-course. We will first discuss topics for this project during one of our pre-intensive online lecture on syllabus development. After receiving permission for your selection, you will create a rough draft of your syllabus and receive peer and faculty feedback during our intensive. We will discuss each aspect of effectively creating a syllabus during the online lecture and the intensive so you will know exactly how to complete your final draft, which will be self-evaluated and submitted to me for feedback and grading by the date indicated on the course calendar. When you present, you will: (1). Provide a hard copy of your syllabus draft with the Grading Rubric pasted below it to everyone in the class, including me; and (2).  Receive feedback based on the Grading Rubric to apply to your final draft.

Relax and enjoy this process! Only your final draft will be graded.

See Appendix 2 for the assignment description and the Grading Rubric.  Meets program learning outcome 2 and CACREP standards B.3.a, B.3.d, B.2.g, B.3.h, B.5.d

Lesson Plan and Teaching Demonstration: Intensive and Post-Intensive Assignment

We will first discuss lesson planning during one of our pre-intensive online lectures. Your syllabus will include a course calendar that details what will be covered during the four weeks of class. For the first week of your mini class, you will create a lesson plan (hard copy) derived from your syllabus, and provide the class with one 30- minute class session (teaching demonstration), depending on how many we have in the class. During your allotted teaching time, you will present each member of the class, including me, with a hard copy of your lesson plan, with the Grading Rubric pasted below it, to review. Each classmate, and me, will anonymously provide you with feedback on your lesson plan and teaching demonstration. This will give you ample practice and feedback for the final lesson plan and teaching demonstration that you will submit during the post-intensive portion of the course.

 You will submit the final demonstration lesson plans (with the Grading Rubric filled out with a self-evaluation) on Blackboard and a Kaltura teaching demonstration link.

See Appendix 3 for more information on the lesson plans, teaching demonstrations, and the grading rubric.  Meets program learning outcome 2 and CACREP standards B.3.a, B.3.b, B.3.d, B.2.g, B.3.h

Philosophy of Teaching Statement Assignment

You’ve experimented with teaching and seen others in the class teach.  Now it’s time to consider what you’ve learned about what leads to effective teaching.  After the intensive, you will develop a 1-2-page single-spaced philosophy of teaching statement. See Appendix 4 for more information and the Grading Rubric.  Meets program learning outcome 2 and CACREP standards B.3.a, B.3.b, B.3.c, B.3.d, B.2.g, B.3.h, B.3.i, B.5.b, B.5.c

CES Job Positions Review Matrix Assignment

As you prepare to start work as a Counselor Educator, it is important to ‘see the end in the beginning!’ This assignment looks at details of a potential future job posting in CES and the requirements that you are expected to have already completed or in the process of completing when you start. You will review the 3 job postings, highlight the themes, note the gaps that you are missing in light of the themes, include a brief plan to fill this gap in your journey to be a counselor educator. See the Grading Rubric below. This assignment meets program learning outcome 2 and CACREP standards B.3.a, B.3.b, B.3.c, B.3.d, B.2.g, B.3.h, B.3.i, B.5.b, B.5.c

Curriculum Vitae Assignment

Your Curriculum Vitae (CV) is a part of your job application for most counselor educator programs. Each profession may have additional elements that mark a superb CV. In being that CES addresses the five competency areas (counseling, teaching, supervision, scholarship, and leadership/service), organizing and highlighting these five sections succinctly is critical in presenting a CV that has good flow and showcases your strengths to CES programs looking for a counselor educator. Review the examples posted in the Resource folder and those shared in class as you refine your CV.  See the rubric below. This assignment meets program learning outcome 2 and CACREP standards B.3.a, B.3.b, B.3.c, B.3.d, B.2.g, B.3.h, B.3.i, B.5.b, B.5.c

E-Portfolio Shell Assignment

Your E-Portfolio is an important part of communicating who you are professionally. In today’s technologically advanced spaces, your professional website and other professional social media platforms (LinkedIn, Facebook, Twitter etc) are in some ways an extension of you. You will create a digital portfolio shell to house different job application documents including the CV and teaching philosophy that you work on in this class. This shell can also be used later in your program for your candidacy portfolio.  Review the examples posted in the Resource folder and those shared in class.  See the rubric below. This assignment meets program learning outcome 2 and CACREP standards B.3.a, B.3.b, B.3.c, B.3.d, B.2.g, B.3.h, B.3.i, B.5.b, B.5.c

ACES Proposal Presentation Submission Assignment

As a future counselor education, investment and involvement in the American Counselor Education and Supervision (ACES) division in essential. You will be assigned to work in a group with your peers.  As a team, you will write and submit a proposal based on one of the 9 CES related topic from our reading. I will provide you feedback on your proposal prior to submission. See the rubric below. This assignment meets program learning outcome 2 and CACREP standards B.3.a, B.3.b, B.3.c, B.3.d, B.2.g, B.3.h, B.3.i, B.5.b, B.5.c