Course Overview
Trends in Career Development is a foundation course that addresses career development theory, practice, and resources. The course is designed to provide academic advising students with the knowledge to understand and address the career advising needs of students and to make career advising an integral part of academic advising. Two goals of this course are for academic advising certificate and master’s degree students to learn to apply the content in their context and to consider ways to enhance their career advising to facilitate students’ academic and career development, planning, and decision making.
This course is designed to meet the student learning outcomes (SLOs) for the master’s degree in Academic Advising. The course objectives listed below are derived and assessed within the context of four student learning outcomes.
1. Apply advising strategies to institutional advising programs and individual advising.
Apply theories of learning, student development, and career development to assist students with their academic and career planning.
Understand the influence of multicultural factors on the advising relationship and the content of advising with students.
Apply knowledge of the needs and characteristics of specific groups of students and apply to academic advising.
Course Objectives: By the completion of this course, students will be able to demonstrate competencies in the following content areas.
Promotion, understanding, and celebration of diversity.
1. Recognize institutional bias and understand its impact on multicultural advising.
2. Recognize the systematic, cultural biases within instruction and teaching.
3. Recognize the influence of privilege in academic advising activities.
Delivery of Exemplary Instruction to graduate students.
1. Recognize the cultural learning embedded within advising activities.
2. Recognize unique learning needs of each American socio-racial cultural groups.
3. Recognize the cultural interpersonal barriers to academic advising.
4. Recognize the environmental barriers to academic advising.
Production, interpretation, and dissemination of sound and useful research and scholarship
1. Understand racial and ethnic identity theories within advising contexts.
2. Recognize the cultural limitations of existing advising models and approaches.
3. Recognize culturally appropriate advising interventions.
Leadership, collaboration, and service within the profession;
1. Understand the cultural elements of academic advising practice.
2. Recognize academic advising ethics and standards of practice.
3. Recognize multicultural advising competencies.
4. Production, interpretation, and dissemination of sound and useful research and scholarship;
5. leadership, collaboration, and service within the profession;
6. and promotion, understanding, and celebration of diversity.
Unit/Module/Lesson Learning Objectives
Module 1: Demonstrate self- awareness of core academic advising principles.
Module 2: Apply student development theories to academic advising interactions.
Module 3: Identify culture–specific climate/ environmental elements important in advising.
Module 4: Develop culture-specific academic advising interventions.
Module 5: Identify future multicultural academic advising practices issues.
Table 1 below shows a representative sampling of general course goals and major assignments that help the students achieve those goals.
Course Objectives and Major Course Assignments Table 1
Course Objective Major Assignments to achieve goals
Recognize privilege in academic advising activities. video. Case scenario.
Group discussion. Multicultural portfolio
Understand racial and ethnic identity theories within advising contexts Case scenario. Group discussion
Multicultural portfolio
Recognize culturally appropriate advising interventions Team project. Group discussion
Multicultural portfolio
Recognize academic advising ethics and standards of practice. Advising core values exercise
Group discussion
Recognize the environmental barriers to academic advising. Multicultural portfolio. Team project
Group discussion
Assignment Guidelines for writing:
Deadline: September 8th, 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online 10PM eastern time EST – DO NOT PROCRASTINATE
IF YOU HAVE QUESTIONS PLEASE DO NOT WAIT UNTIL THE LAST HOUR/DAY TO TELL ME – LET ME KNOW IMMEDIATELY
http://cgps.une.edu/assets/CGPS-Student-Handbook/cgps-student-handbook.pdf
https://nces.ed.gov/surveys/annualreports/
http://instructionaldesign.org/books/
https://www.ed.gov/
– DO NOT PLAGIARIZE
“Plagiarism is the academic and literary equivalent of robbery, taking someone else’s property. If you copy somebody’s test answers, take an essay from a magazine and pass it off as your own, lift a well-phrased sentence or two and include them without crediting the author or using quotation
marks, or even pass off somebody’s good ideas as examples of your own genius, you are guilty of intellectual thievery. If you are caught you should expect punishment or contempt or both.” Robert M. Gorrell and Charlton Laird,
Modern English Handbook, 6th edition, (Englewood Cliffs, N.J.: Prentice-Hall, 1976), p. 71.
What Is Considered Plagiarism?
The following are all punishable as plagiarism:
·Borrowing another’s term paper
·Handing in as one’s own work a paper purchased from an individual or agency
·Submitting as one’s own papers from a living group, club, or organization files.
To avoid plagiarism, you should “acknowledge indebtedness”:
1. Whenever you quote another person’s actual words.
2. Whenever you use another person’s idea, opinion, or theory, even if it is completely
paraphrased in your own words.
3. Whenever you borrow facts, statistics, or other illustrative materials — unless the information is common knowledge.
-Do not give me fragments, runs ons, vague sentences. Check, check, check – for proper grammer, spelling, and make sure the content is correct, make sure it flows and back up statements with proper examples. Check, before submitting draft – proof read!
**In graduate courses, you are expected to support your viewpoints with academic evidence (citing and referencing your sources using APA style. Reference the link https://owl.english.purdue.edu/owl/resource/560/01/ – Use Proper APA Format**
– APA 6 format throughout (e.g., title page, running head, in-text citations, headings, references) Double spaced, Times New Roman Size 12 font, 1″ margins.
– Quotes must be something that could not have been paraphrased by you (because of its eloquence) The APA manual indicates that page numbers are required for all direct quotes and page numbers are optional for paraphrased material.
· In addition APA format documents have been attached so that proper APA format is used
· APA 6th Edition Quick Reference Guide
· Proper APA Style
· APA Formatting
· Basic citation styles
· Introduction to APA Style
· Paraphrasing
· In addition, I attached a Proofreading Tip file to cover writing style. Your writing must be professional and appropriate for the target audience. DO NOT use I, we, our, you. Do NOT refer to your paper (ex. In this paper…). USE PROPER writing mechanics, grammar, spelling, sentence structure, etc. Attached is a document called:
· Proofreading Tips
– NO REDUNDENCY OR WORDINESS:
I want to put emphasis on using appropriate academic sources, APA formatting, writing clarity, and the ability to synthesize information into a thoughtful and cohesive paper
The work must be above average and truly exceptional. The paper:
1. It not only fulfills the assignment but does so in a fresh and mature way. The paper is exciting to read; it accommodates itself well to its intended audience.
2. The evidence is detailed and used persuasively and where appropriate; citations are used effectively where appropriate and are formatted correctly.
3. The organization gives the reader a sense of the necessary flow of the argument or explanation. Paragraphs are fully developed and follow naturally from what precedes them; the conclusion reinforces the reader’s confidence in the writer’s control of the argument. Organizational guides are used as appropriate.
4. The prose is clear, apt, and occasionally memorable. The paper contains few, if any, errors of grammar, mechanics, word choice or expression, none of which undermines the overall effectiveness of the paper.
5. Try not to write sentences in the passive voice. With the active voice, the subject performs the action. This style can provide more clarity, brevity, responsibility, or certainty than passive voice. In the passive voice, the actions are performed upon the subject by someone or something else. When the subject is more important than the actor, the passive voice is a useful style. If the active voice makes sense, use it.
6. Your writing has a clearly defined purpose and it makes a definite point. You are able to supports that point with specific information. The information is clearly connected and arranged and the words are appropriate, and the sentences are concise, emphatic, and correct.
· QUALITY: Review/use the applicable required resources below and do your own research to ensure that they create and give QUALITY work.
· LENGTH: Your responses should be at least 300 words in length.
o REFERENCES AND IN-TEXT CITATIONS: Your MUST include citations for information cited in the essay. Use APA formatted citations. You must cite any data or research.
Citation Machine Warning
Here is a review of some basics to help you maximize your points:
JOURNAL ARTICLE –
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy
Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(3), 5-13.
