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COUNS 720: Culminating Seminar in School Counseling

HUNTER COLLEGE, CUNY

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS

COUNS 720 CULMINATING SEMINAR IN SCHOOL COUNSELING



COURSE  DESCRIPTION:
This primary purpose of this course is to guide students in designing and executing a culminating project that applies the information acquired in the course work of the master’s program in school counseling, with particular emphasis on the use of information acquired in the research methods and measurement courses The project must be research driven and take the form of a comprehensive paper that includes a literature review of the applicable research, as well as an explanation of how the project would be carried out. This course will also further students’ knowledge and skill related to the collection, management and analysis of school-based data.

PRE-REQUISITES:
Taken in the last semester

STUDENT PRIVACY STATEMENT
At times, students may disclose personal information through class discussions.  It is expected that the class will respect the privacy of their classmates.  The information disclosed in the class will not be repeated or discussed with other students outside of the course.

COURSE OBJECTIVES
To consolidate the knowledge, skills and dispositions acquired throughout the graduate program in school counseling, particularly related to research. Write a scholarly research, program development or program evaluation proposal that includes a rationale, literature review, methods/implementation, analysis/evaluation and limitations section. Gain knowledge and skill related to the collection, management and analysis of school-based data. Increase the understanding of how program evaluation data can be used to effect program modifications that can improve counseling effectiveness in the schools.

METHODS OF INSTRUCTION
Students may work in small groups of no more than three or produce an individual project.

The total class will meet every other week during the semester to focus on data collection, data management and data analysis. The other class times will be used to meet with individuals or small groups to review projects.

Small groups (or the individual who chooses to do the project alone) should meet with the professor out side of class a minimum of two times during the semester to review projects. Students are welcome to meet more often, but most individuals require at least two consults.

REQUIRED READING
American Psychological Association (2001). Publication manual of the American Psychological Association, (5th Ed). Washington, DC: American Psychological Association.

Go to the following URL and download endnote: http://library.hunter.cuny/endnote.htp

RECOMMENDED READING
Cherry, A. L. (1999). A research primer for the helping professions: Methods statistics, and writing. Belmont, CA: Thompson.

Zerubavel, E. (1999) Coockwork muse: A practical guide to writing theses, dissertations and books. Cambridge, MA.: Havard University Press.

COURSE REQUIREMENTS
Students must design a project that is research driven and that synthesizes knowledge acquired through counselor education course work. The final project should take the form of a comprehensive paper that includes a literature review of the applicable research, as well as an explanation of how the project would be carried out.  All papers must be presented in APA Editorial Style.  While students are encouraged to further develop papers or projects begun in other classes, remember that this is a separate class and any previous work will likely be extensively reworked for this class.  It is erroneous to believe that a paper prepared for research methods class is a complete paper that requires little or no additional work.  Writing a paper of this magnitude is a process that requires the addition of new material, rewriting and continuous editing.

Students will also have the opportunity to engage in a number of simulated experiences related to the collection, management and analysis of school-based data. These simulations will be presented in class and students will have the opportunity to use data base and statistical analysis software.

Acceptable projects
•    Research study proposals
•    Evaluation study proposals
•    Program development proposals

Important Information
Project topics must be related to the school counseling profession and be approved by the professor.  When selecting a topic, choose one that is realistic, that is, imagine that you really intend to carry it out.  Ask yourself if your plans are realistic.  If they are not, choose another topic.

Although students are not required to submit their papers for feedback prior to completion, most students do benefit from feedback and so are encouraged to submit their papers two times during the semester.

Individuals who work in small groups do not automatically receive the same grade.  All individuals who work in small groups will be asked to assess the input of their colleagues.  Individuals who do not do their share of the group work will receive a lower grade than other group members.

Use the APA Editorial Style Manual as a guide for the presentation of the final project.  All work submitted must be typed. Do not use erasable paper.  Do not use print that is smaller than 12 points.  Double space all work.  Be sure all margins comply with APA Editorial Style, that is, they must be at least one inch all around.

Organize the paper in the following manner:
Title page
Table of Contents
List of Tables if any
List of Figures if any
Abstract
Introduction (a.k.a. rationale) and Literature Review
Method (if a research proposal) or Procedure for some other type of project
References
Appendices (Attach all measures, materials, scripts, letters or permission etc.)

Students will sign up to meet with the professor to review their project ahead of time.  Please sign up no later than Thursday at 5:00PM for the following week.  The professor will also be glad to meet at other times that are mutually convenient and/or do telephone consults at his/her convenience.
Drafts of projects to be reviewed by the professor should be sent via email. The drafts will be read, commented on and returned via email. Papers should be will written.  Do not plagiarize. If students have trouble with sentence construction, paragraph construction, etc., they should schedule time at the writing center.
When submitting a draft, always attach the previous draft and the feedback sheet.  At the end of the semester, be sure to attach the feedback sheet and the previous draft.
The final paper is due xx/xx/xx. The last day drafts may be submitted for feedback is xx/xx/xx prior to 5:00pm. When you submit the final paper, please attach a second copy. Neither copy is returned; both are retained by the department along with the feedback sheets.  If you have chosen to do a group project, then submit one copy of the paper for each group member plus one additional copy.  Papers submitted on the final due date will receive a grade, and there will be no opportunity to revise or rewrite the paper.
If a student wishes to request an incomplete for the semester, he/she must do so by xx/xx/xx prior to 5:00pm.  To request an incomplete a student must fill out a contract stating when he/she expects to complete the project.

EVALUATION/GRADE ASSIGNMENT
Grades for the culminating project will be assigned based on the following criteria:
•    Level of sophistication of the project
•    Originality and creativity
•    Ability to take initiative and work as a group (or individually) with minimal assistance, i.e., individuals should be prepared when they meet with me.  They should have specific questions or have identified the focus of each discussion.
•    Writing (i.e., sentence construction, grammar, paragraph construction, etc.)
•    Use of APA Editorial style
•    Student evaluations (for group work only)

Culminating project 75%
Active engagement in data simulations 25%

 

COURSE CONTENT

WEEK TOPIC CACREP STANDARDS
Week 1 Introduction and overview of course requirements
8a-f
Ca & b
Week 2 Meet with individual students and small groups to conduct culminating project tutorials
8a-f
Ca & b
Week 3 How to use existing data and create variables to conduct program evaluation
8a-f
Ca & b
Week 4 Meet with individual students and small groups to conduct culminating project tutorials
8a-f
Ca & b
Week 5 Data base management: electronic data bases; protecting participants identity
8a-f
Ca & b
Week 6 Meet with individual students and small groups to conduct culminating project tutorials
8a-f
Ca & b
Week 7 Review of SPSS for analysis of program evaluation data
8a-f
Ca & b
Week 8 Meet with individual students and small groups to conduct culminating project tutorials
8a-f
Ca & b
Week 9 Conduct in-class simulations of school based data entry and analysis
8a-f
Ca & b
Week 10 Meet with individual students and small groups to conduct culminating project tutorials
8a-f
Ca & b
Week 11 Conduct in-class simulations of school based data entry and analysis
8a-f
Ca & b
Week 12 Meet with individual students and small groups to conduct culminating project tutorials
8a-f
Ca & b
Week 13 Conduct in-class simulations of school based data entry and analysis
8a-f
Ca & b
Week 14 Meet with individual students and small groups to conduct culminating project tutorials
8a-f
Ca & b
 Week 15  Conduct in-class simulations of school based data entry and analysis  8a-f
Ca & b

Expectations for Written Proficiency
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://wwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops.

Integrity and Plagiarism
Hunter College has subscribed to the online company, Turnitin.comTurnitin.com allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized.  In this course, Turnitin.com is used to deter students from plagiarizing material.  Please be aware that student papers will be examined from time to time.  Students who plagiarize will be punished. “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty.  The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

Statement of Reasonable Accomodation
In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations.  For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).


CACREP STANDARDS MET BY THIS COURSE   

K1.c. technological competence and computer literacy;

K8.b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;

K8.c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy;

K8.d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications;

K8.e. use of research to improve counseling effectiveness; and

K8.f. ethical and legal considerations.

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