Graduate Curriculum Committee Course Proposal Form
for Courses Numbered 5000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm
1. Course prefix and number:
2. Date:
ADRE 6100
7/31/2013
3. Requested action:
X
X
New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
#
to
Required
#
Elective
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
Expected
Future Delivery
Method(s):
On-campus (face to face)
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5. Justification. Identify the committee or group (e.g., Graduate faculty of the Department of
English) that conducted the assessment of curriculum and student learning. Explain why the
unit wishes to offer or revise the course. Include specific results from the unit assessment that
led to the development or modification of the course. If applicable, cite any accrediting
agency/ies and reference the specific standard/s. Indicate the graduate faculty of your unit have
reviewed and approved this proposal.
An ongoing assessment by the Graduate Faculty in the Department of Addictions and
Rehabilitation Studies, as required by the Council for Accreditation of Counseling and Related
Educational Program (CACREP) standards, found the inclusion of new content to be needed in
the occupational analysis course. CACREP Standards (CACREP Manual, 2009, pp.24-29;
Retrieved on 7-31-2013 from
http://www.cacrep.org/doc/2009%20Standards%20with%20cover.pdf) are addressed in this
course.
Approved by GCC April 2013; posted summer of 2013
6. Course description exactly as it should appear in the next catalog:
ADRE 6100 - Occupational Analysis and Career Counseling Strategies
3
P: Consent of instructor. Current occupational, vocational, career counseling, and career
development theories and practices related to persons with mental and physical
disabilities. Emphasis on occupational analysis, career exploration, and person centered
job seeking and job placement activities.
7. If this is a course revision, briefly describe the requested change:
Requested changes to course title, objectives, topics, and texts.
8. Course credit:
Lecture Hours
3
Weekly OR
Lab
Weekly OR
Studio
Weekly OR
Practicum
Weekly OR
Internship
Weekly OR
Other (e.g., independent study) Please explain.
Total Credit Hours
Per Term
Per Term
Per Term
Per Term
Per Term
Credit Hours
Credit Hours
Credit Hours
Credit Hours
Credit Hours
9. Anticipated annual student enrollment:
3
3
30
10. Changes in degree hours of your programs:
Degree(s)/Program(s)
Changes in Degree Hours
N/A
N/A
11. Affected degrees or academic programs, other than your programs:
Degree(s)/Program(s)
Changes in Degree Hours
N/A
N/A
12. Overlapping or duplication with affected units or programs:
x
Not applicable
Documentation of notification to the affected academic degree programs is
attached.
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
x
Not applicable
Applicable and CTE has given their approval.
14. University Service-Learning Committee (USLC) approval:
x
Not applicable
Approved by GCC April 2013; posted summer of 2013
s.h.
s.h.
s.h.
s.h.
s.h.
s.h.
s.h.
Applicable and USLC has given their approval.
15. Statements of support:
a. Staff
x Current staff is adequate
Additional staff is needed (describe needs in the box below):
b. Facilities
x Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
x Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
x
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
x
ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country. Include ISBN (when applicable).
Szymanski, E. M., & Parker, R.M. (2010). Work and disability: Context, issues and
strategies for enhancing employment outcomes for people with disabilities (3rd ed.).
Austin, TX: Pro-Ed. ISBN:13: 978-1416404361
Ryan, D.J. (2004). Job search handbook for people with disabilities (2nd ed.).
Indianapolis, IN: Jist. ISBN:13: 978-1563706653
b. Course objectives for the course (student – centered, behavioral focus)
Approved by GCC April 2013; posted summer of 2013
If this is a 5000-level course that is populated by undergraduate and graduate students,
there must be differentiation in the learning objectives expected.
Upon completion of this course, students will be able to:
1. Examine the underlying principles in career development theories and decisionmaking models with its impact on persons with and without disabilities, as well as a
variety of special populations (i.e., ex-offenders, persons in recovery, older workers;
2. Demonstrate skills in job analysis career, avocational, educational, occupational, and
labor market information resources, and career information system;
3. Demonstrate career development program planning, organization, implementation,
administration and evaluation;
4. Examine the interrelationships among and between work, family, and other life roles
and factors, including the role of multicultural issues in career development;
5. Organize career and educational planning, placement, follow-up, and evaluation;
6. Appraise career assessment instruments as well as facilitating techniques for career
and educational planning and decision making in a culturally-sensitive manner;
7. Appraise career counseling processes, techniques, and resources, including those
applicable to specific populations in a global economy;
8. Synthesize the foundations of the vocational rehabilitation process in both statefederal vocational rehabilitation programs and private-for-profit and non-profit sectors;
9. Apply the state/federal employment legislation (e.g., Title I of Americans with
Disabilities Act- ADA) that exists to protect and enhance the rights of applicants and
employees who may or may not have a qualified disability for the purpose of obtaining
positive career and personal outcomes;
10. Examine issues concerning societal and cultural attitudes towards people with and
without disabilities and how attitudinal and environmental barriers may restrict full
participation in all aspects of the person’s occupation and career choice;
11. Organize job placement skills for persons in school-to-work, return-to-work, and
other work-related transition programs, that assist the person to prepare for, obtain, and
maintain employment; and
12. Assess and identify persons that require assistive technology, job accommodations,
and other resources with the intention of facilitating optimal outcomes for people with
a variety of functional limitations.
c. Course topic outline
The list of topics should reflect the stated objectives.
1. Career counseling and development theory via case studies.
2. Job Analysis and Transferable skills analysis.
Approved by GCC April 2013; posted summer of 2013
3. Cover letter and resumes; job placement, development, and employer consulting.
4. Psychosocial, socio-cultural, and economic aspects of work.
5. Job development, placement, and search activities; finding job leads and researching
employers.
6. Occupational resources for clients and professionals; DOT; Internet/software
applications; Worker traits, Labor market survey.
7. Career counseling techniques.
8. NC Industrial Commission-Worker Compensation Law; forensic rehabilitation,
occupational stress; workplace violence; professional burnout.
9. ADA- Title I; vocational rehabilitation legislation.
10. Psychosocial, socio-cultural, and economic aspects of work.
11. Job development, placement, and search activities; finding job leads and
researching employers, school-to-work transition.
12. Job/Disability Accommodation and Assistive Technology Career exploration; selfassessment of values, skills, abilities, interests, and aptitudes.
d. List of course assignments, weighting of each assignment, and grading/evaluation system
for determining a grade
Grading Policy: at the conclusion of the semester, all points are totaled and a score is
calculated.
Assignments
2 exams @ 75 points each
Career Counseling exam
Self Assessment
Cover letter and resume
Job analysis/placement project
Total points
Points
150
35
10
20
50
265
Grade ranges for scores are as follows:
A = 239-265 (90-100% of total possible points)
B = 212-238 (80-89% of total possible points)
C = 186-211 (70-79% of total possible points)
F=Below 70 points
Approved by GCC April 2013; posted summer of 2013