EDU8331 Career Development in Educational Settings
|EDU||8331||1, 2010||WEB||Career Development in Educational Settings||1||Toowoomba|
|Student contribution band:||National Priority Teaching|
- Reference materials
- Student workload
- Assessment details
- Important assessment information
- Assessment notes
- Other requirements
- Production date
- PDF version
STAFFINGExaminer: Peter McIlveen
Moderator: Stephen Hughes
Our understanding of the nature and importance of careers is undergoing considerable change as the world of work continues its evolution from an enterprise industrial-based model to an information, enterprise and service-based model. Career development and education are becoming more important than ever as counsellors, mentors/supervisors, teachers, parents and others help prepare students to plan and prepare for, transition to, and participate effectively in these new work environments.
This course will introduce students to the major theories of career development and associated practices that are relevant for persons training as school guidance officers, educators and career practitioners and others who are interested in the broad area of career planning and development. Emphasis will be given to integration of theory and practice within educational/learning environments. Emerging theories and technologies will also be considered. It is expected that students will have access to an educational or training setting in which they are able to apply the concepts and principles studied in this course.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:
- demonstrate an understanding of the concept of career, the changing nature of the world of work, as well as of definitions and the complementary components of career guidance, careers education and career development (Assignments 1 Career Development Theory & Assignment 2 Program Development and Evaluation)
- compare and contrast major theories of career development and analyse implications for approaches to career development, guidance and education (Assignment 1Career Development Theory & Assignment)
- develop and justify an approach to career guidance and education which is relevant to a particular educational setting (Assignment 2 Program Development and Evaluation)
- develop a program appropriate to the needs of diverse learners in educational settings, incorporating evaluation criteria, processes and strategies (Assignment 2 Program Development and Evaluation))
- evaluate a range of career guidance/education resources (Assignment 2 Program Development and Evaluation))
- comment critically on a range of other practical issues affecting career guidance and discuss implications for professional and ethical practice. (Assignment 2 Program Development and Evaluation)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (All assessment items).
|1.||Importance of career guidance in education
|2.||Definitions and components of career guidance in education
|3.||Theories of career choice and development
|4.||The changing world of work
|5.||Application of theories
|6.||Program delivery/practical issues for career guidance in education
TEXT and MATERIALS required to be PURCHASED or accessed
ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).
Herr, EL, Cramer, SH & Niles, SG 2004, Career guidance and counselling through the life span: systematic approaches, 6th edn, Pearson/Allyn & Bacon, Boston.
Niles, S.G. & Harris-Bowlsbey,J. 2009, Career Development Interventions in the 21st Century., Pearson, Saddle River, NJ.
Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
(Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm)
Athanasou, J. 2007, Evaluating career education and guidance, Acer, Camberwell.
Patton, W. & McMahon, M. 2006, Career development and suystems theory: Connecting theory and practice, Sense Publishers, Rotterdam.
STUDENT WORKLOAD REQUIREMENTS
|Description||Marks out of||Wtg(%)||Due date|
|CAREER DEVELOPMENT THEORY||100||40||16 Apr 2010|
|PROG DEVELOP'T AND EVALUATION||100||60||11 Jun 2010|
IMPORTANT ASSESSMENT INFORMATION
- Attendance requirements:
All students are encouraged to atted the residential school. Students who are unable to participate in the residential school in person may negotiate alternative arrangements with the course examiner.
- Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item. USQ Regulation 5.6 Assessment 5.6.10 Resubmission of Assessment Items states that, "... an examiner may permit students to resubmit an assignment that has received a failing grade or a mark of less than 50%. If a student is permitted to resubmit a failed assignment, normally the only passing mark allowable for the resubmitted assignment will be 50%." Students will be allowed to resubmit both marked assessment items for re-assessment.
- Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
- Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
- Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
- Examination information:
There is no examination in this course.
- Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
- University Regulations:
Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook.
|1.||APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm|
- Students will require access to e-mail and Internet access to UConnect for this course.
- Students are to use a recognised referencing system a specified by the course examiner. APA.
This version produced 17 May 2011.