COUC 747 Instruction in Counselor Education

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. (Formerly COUN 747)

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. 

Method of Instruction: This course is delivered using a digital synchronous intensive format. Students attend 36-40 hours of video-based instruction. In addition to the one week of digital synchronous class time, students are expected to complete additional work online both pre and post intensive over the duration of this 16-week course.

Course Requirements Checklist

Advising Acknowledgement Quiz

No details available.

Interview with a Counselor Education Assignment

For this assignment the student will conduct an interview with a full-time graduate counseling professor in Counselor Education and Supervision who is not affiliated with his/her doctoral program. Although it is not required, students are encouraged to seek out interviews with individuals who are not affiliated with Liberty University to be exposed to varying cultures of counselor education. The interview can take place in person, over zoom, or over the phone (if necessary). The student may not conduct this interview through email. The interview should be no longer than 30 minutes to 1 hour, unless requested by the professor. The student will make sure to highlight the areas required on the assignment instructions and submit a succinct outline of a (member-checked) summary of the interview, personal/professional reactions, alignment with the CE’s perspective, and the student’s overall growth experience. Lastly, after completing the interview and summary, the student will reflect upon the interaction of a biblical worldview with what h/she has learned from this assignment and how it might inform his/her philosophy of teaching. Submit this assignment by the date posted by the professor. See assignment instructions and grading rubric for more details.

(CLO: A, B, C, D, E, K)

Benchmark Syllabus Assignment

To give the student hands on experience in course design and delivery, he/she 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 graduate counseling program:

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, the student will create a syllabus for your mini-course. We will first discuss topics for this project during the intensive week and each aspect of effectively creating a syllabus will be discussed during the online-lectures. Once completed, the student’s syllabus will be self-evaluated and submitted for feedback/grading by the date indicated on the course calendar. See assignment instructions and grading rubric for more details.

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

(CLO: A, B, E, F, G, I, K)

Intensive Week ACES Lesson Plan and Teaching Demonstration Assignment

During the intensive week, each student will be paired with one other student to complete his/her Intensive Week Teaching Demonstration. This teaching demonstration will be based upon the student’s ACES Proposal Presentation Submission Assignment. The student and his/her partner will be given time during the intensive week to develop the presentation and present it to the class; the student does not need to complete the ACES Proposal Presentation Submission assignment beforehand (that assignment is due post-intensive). The Intensive Week Teaching Demonstration Assignment will serve as the foundation for the development of the student’s ACES Proposal Presentation Submission assignment. The student will create a lesson plan in the same manner as the Benchmark Post-Intensive Teaching Demonstration. This includes an outline of the lesson plan and rationale. Submit the lesson plan (with the Grading Rubric filled out with a self-evaluation) on Canvas. See assignment instructions and grading rubric for more details.

For the Benchmark Post-Intensive Teaching Demonstration, see separate assignment instructions.

(CLO: A-K)

Philosophy of Teaching Statement Assignment

The Philosophy of Teaching is a part of job applications for most counselor educator programs. It is unique to the student, the counselor educator, and outlines his/her CE identity, along with the lens in which he/she educates counselors in training. After the intensive, the student will develop a 1-2-page single-spaced philosophy of teaching. See assignment instructions for more information and the Grading Rubric.  

(CLO: A, B, E, D, E, G, H, I, K)

ACES Proposal Presentation Submission Assignment

As a future counselor educator, investment and involvement in the American Counselor Education and Supervision (ACES) division in essential. The student will be assigned to work in a group with his/her peers. As a team, the students will write and submit a proposal based on one of the 9 CES related topic from the reading and the topic will be specifically related to Instruction in Counselor Education. Learning outcomes will be developed during the intensive week with the support of your professor. Then, the students will present the topic during the intensive week and submit the proposal assignment post-intensive. See assignment instructions and rubric for more details.

(CLO: A, B, C, D, E, F, G, J)

Benchmark Post Intensive Lesson Plan and Teaching Demonstration Assignment

As a part of the student’s Benchmark Syllabus Assignment, he/she will create a course calendar comprising of four weeks, along with their subsequent lecture topics related to the mini-course you created (specifics on this assignment you can find on the Benchmark Syllabus Assignment Instructions). The student will choose one of the four weeks’ lecture topics to develop his/her Benchmark Post Intensive Lesson Plan and Teaching Demonstration Assignment. The student will submit a lesson plan, Kaltura recording of the demonstration, and a self-evaluation using the rubric in the assignment instructions. Submit this assignment by the due date posted by the professor. See assignment instructions and grading rubric for more details.

(CLO: A, B, D, E, F, G, I, K)