ࡱ>  '` ~bjbjLULU $.?.?N/V V V V V V V .N.N.N&O PD \RZQZRpRpRpRKSfS$Sۦݦݦݦݦݦݦ$hV dKSKSddV V pRpRjjjddV pRV pRۦjdۦjjN"V V pRNQ )u.N e0,0\Cg`V S8!Yj\_SSSsjXSSS\dddd DC.N .N V V V V V V   SEQ CHAPTER \h \r 1Mercer University: Atlanta COUN 601: Career/Vocational Counseling Instructor: Karen D. Rowland, Ph.D., LPC, NCC, GA Certified School Counselor (S-7) Phone: 678-547-6049 (office) Office: 359 ACC Bldg Email:  HYPERLINK "mailto:rowland_kd@mercer.edu" rowland_kd@mercer.edu Office Hours: Monday: 1:00-3:00pm; Tuesday: 1:00-5:00pm; Thursday: 1:00-5:00pm or by appointment LiveText User Name: kdrowland PURPOSE This course helps familiarize the student with the nature and scope of career/vocational development and counseling. Emphasis will be placed upon the content and process of career/vocational development and choice. In addition to the description in the catalog, Mercer Universitys Social Sciences conceptual frameworkthe Transforming Practitioner, is embedded throughout the graduate curriculum in School and Clinical Mental Health Counseling: Counseling Program Outcomes Candidates who complete the masters degree program are school counselors who will be able to promote the success of ALL clients/students by: Delivering a comprehensive developmental school counseling program for students in grades P-12 that includes student competency in three domains: (1) academic development, (2) career development, and (3) personal/social development. Using knowledge of the beliefs and philosophy of professional school counseling to advocate for the educational needs of students and assuring that these needs are addressed at every level of the school experience. Ensuring the proper management of the school counseling program through the use of data, action plans, and time management. Consultation and collaboration with teachers, students, administrators, other school personnel, parents, and community stakeholders. Using data driven decision making skills that demonstrate accountability for the school counseling program and student outcomes. Specific Course Objectives Students will demonstrate understanding of: ObjectiveCACREP StandardGA PSC StandardNCATE StandardMU Conceptual FrameworkTheories of career/vocational developmentII.K.4.a1.04001.2, 1.5A.1-2Developmental tasks from exploration to retirement for both males and femalesII.K.3.a II.K.3.c II.K.4.c1.0400 1.03001.2, 1.5 1.7A.3Transitions across the vocational life span II.K.4.b II.K.4.c II.K.4.e1.0400 1.03001.2, 1.5, 1.7A.3The complexity of interrelatedness of career/vocational life events upon significant others in the relational contextII.K.4.d1.0400 1.03004.1, 4.2, 4.3, 4.4B.1-2Human behavior and understanding of career/vocational developmental crisesII.K.3.c II.K.4.b, e, f1.04001.2, 1.5, 1.7A.3 B.2Career/vocation and disabilityII.K.4.d, h1.0400 1.02001.2, 1.5, 1.7B.2-3Nature versus Nurture in relation to career/vocationalII.K.3.a1.0400 1.03001.2, 1.5, 1.7A.2The long term effects of disruptions in the career/vocational developmental processII.K.4.h1.04001.2, 1.5, 1.7B.2-3The concept of career/vocational development in the framework of the counseling process and strategies for facilitating optimum development over the life spanII.K.4.g, h1.0400 1.03001.2, 1.5, 1.7A.3 B.3 C.2Career/vocation and diversity, ethnicity, and cultureII.K.4.d, h1.0400 1.0200Career/vocation and assessmentsII.K.4.f1.0400 1.0700Legal and ethical considerationsII.K.4.i1.04001.5, 1.6C.1 REQUIRED TEXTStc "Required Text" Brown, D. (2007). Career information, career counseling, and career development. (9th ed.). Needham Heights, MA: Allyn and Bacon. Note: There may be other additional readings on the internet and/or in handouts. Counseling Candidates must purchase and use LiveText: LiveText Requirements: A LiveText account. You can purchase your LiveText account at  HYPERLINK "http://www.livetext.com" www.livetext.com. Your account will be active for the duration of your current program at Mercer and one year beyond your program completion. For additional instructions on creating your LiveText account, see the LiveText instructions on the Tift College of Education website ( HYPERLINK "http://www2.mercer.edu/Education/LiveText/default.htm" http://www2.mercer.edu/Education/LiveText/default.htm). If you have already created a LiveText account for another course in Tift College of Education, you do not need another one; you will use the same account for any classes or assignments that require LiveText. Candidate Information Form. All students must complete this form in LiveText. Each semester, please check the form to be sure the information is still correct if you have changed programs, please update the form so that it contains the most current information. See specific directions for locating and completing this form at  HYPERLINK "http://www2.mercer.edu/Education/LiveText/candidate_information_form.htm" http://www2.mercer.edu/Education/LiveText/candidate_information_form.htm . Portfolio Introduction. Please complete the Introduction of your portfolio by writing a paragraph or two about yourself and the contents of your portfolio (you will add to the content in each course). Also include a current photo or two of yourself (make photo/s small or medium size). METHODS OF INSTRUCTION The following methods will be used to facilitate learning in this course: - lecture - small group activities, including discussions and interactions - cooperative learning via group projects and activities - media, including video tapes, audiotapes, visual aids - research via library, internet, interviews, case studies - simulation via role play, mock testing - critical thinking exercises - thinking outside the box - writing via reaction papers, evaluation of assessments COURSE REQUIREMENTStc "Course Requirements" Activities and Assessments Multicultural Career Counseling Center Project: Students will be assigned to work in groups of three (3) to develop and design a career counseling center for a specific group (elementary, middle/junior high, high school, college or vocational/technical school, private practice, employment agency, or a business), using a multicultural/diversity approach. Each group will be asked to give a 15 - 20 minutes presentation in class on the date assigned. Your paper is due on the date of your presentation. The format for the project is attached. Assignment due: ______. Upload to LiveText on due date. Personal Career Counseling Portfolio: Each student will explore his/her own career development and future plans and present it in a portfolio format. For this assignment you will self-administer, score and interpret the Self Directed Search (SDS). You may wish to include additional interest and value measures in your portfolio. You will also include a discussion of your own career development and future plans. Apply and discuss one career theory and/or decision making model that supports your career development history and plans. Submit a resume using one of the formats provided in your course textbook, that you could use at the time of your graduation. Identify a target job that you might like to apply for. List your personal strengths that you can sell to this employer. Also prepare a letter of application (cover letter) utilizing those strengths. Include anything else that you think/feel is meaningfully related to your career development. Be prepared to briefly present important aspects of your portfolio to the class in a 15 minutes presentation. Be creative in your presentation in using PowerPoint, a career genogram and or career-o-gram (pictorial view), etc. Please allow 5 minutes for questions. Assignment due: ________. Upload to LiveText on due date. Examinations: Students will take three (3) written examinations on the dates assigned. The first exam will consist of 50 multiple choice questions, and the second and third exams will consist of 50 multiple choice and one essay question. Class Participation: Participation is essential to this course. Since much of the learning in this course occurs in the context of discussion, demonstration and practice sessions, you are expected to be present for all class meetings. The factors used to assess your grade include participation in class exercises and discussions, mastery of the techniques presented in class, and staying current with assigned readings. ALL PAPERS ARE TO BE WRITTEN IN AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) STYLE. Please see the APA Manual 6th edition. Be thorough, and answer completely all the questions in the assignments. Professional and School Counselor Portfolio (LiveText) The counseling portfolio is a visual showcase of a students work that demonstrates professional growth, achievement, and competence in the field of counseling. The portfolio is used to document your philosophy of education, school counseling, and central concepts of student development; as well as understanding and application of the standards, overall counseling program, lesson plans, etc. Required sections for this course will be developed in separate documents and added to the portfolio. This is an ongoing portfolio which will be added to throughout your completion of the masters degree. LiveText Assessment Measures Portfolio Artifact Requirement(s). Your course assignments in this class are required artifacts in your portfolio. As part of the requirements for this course, you must place your artifacts in the appropriate portfolio section and write a reflection on how your performance on the assignment addresses the targeted standard. If you have used your portfolio in previous semesters, it should already be submitted to the appropriate program account; however, if this is your first semester to use your portfolio, be sure you follow the directions about which instructor account you should submit your portfolio to (see INSTRUCTIONS in syllabus). If you have created a portfolio in a previous semester, do NOT create a new one now simply add the artifact(s) and reflection(s) from this course to the existing portfolio. See the chart in this syllabus for specific information on where to place your artifact and reflection (the portfolio section). Portfolio Reflection Expectations: The required reflection in your portfolio must address how the artifact demonstrates you meet the associated standard. This is not a reflection on the process of completing the assignment or what you think about the assignment. FOCUS ON THE STANDARD. The standard as stated in your portfolio template is quite global; to ensure that your reflection is fully address, use the details of the rubric elements that will be used to assess this section of your portfolio, make sure you address each element. To access and download a pdf copy of the assessment tool used by faculty to assess your portfolio, go to  HYPERLINK "http://www2.mercer.edu/Education/LiveText/rubrics_for_portfolios.htm" http://www2.mercer.edu/Education/LiveText/rubrics_for_portfolios.htm Failure to comply with the LiveText requirements of this course will result in a grade of F for the course and the course will need to be repeated. Should your GPA fall below 3.0 as a result of this, you will be placed on academic probation and you will be unable to continue in the program until you repeat this course successfully (grade of B or better). EVALUATION Grading will be done on a letter grading basis. Therefore, students are encouraged to focus on their professional development. Successful completion of the course requirements and evidence of professional development will serve as the basis for the final grade. It is the students responsibility to have presented throughout the semester specific data representative of his/her work. Grading Policy A grade of A, B, C, D, or F will be earned based on fulfillment of all course requirements Grading scale: A 93-100% mastery of content/concepts A- 90-92 _________________ B+ 87-89 B 83-86 good understanding of material B- 80-82 _________________ C+ 77-79 C 73-76 rather basic understanding, more work is needed to perform C- 70-72 appropriately and at a professional level_____________ F <70 Assignment Evaluation Career Center Project 20% Career Counseling Portfolio 30% Exams (15% each exam) 45% Class Participation 5% (attendance, attitude, discussions and feedback) ___________________________________ TOTAL 100% An A signifies an exceptionally clear and creative grasp of the concepts of the course with demonstrated ability to apply this knowledge to specific problem situations. It also means that the student was actively participating in class activities and has completed all assignments in a neat and timely manner. The completed assignments indicate that the student spent extra time, personal energy, and critical reflection in an effort to demonstrate exceptional work. Grade in the B+/B ranges are very good grades, and signify a solid understanding of the major concepts of the course and the ability to apply those concepts. It also means that the students effort and class participation have exceeded the minimal basic requirements for the course. All assignments were judged to be solid in content and were completed in a timely manner. Grades in the C+/C ranges indicate that the basic objectives of the course have been achieved, that the student has demonstrated satisfactory mastery of the material of the course and its objectives, as well as minimal participation in class activities. The minimum expectations of the professor are met. These grades are respectable in their own rights. The D grade is assigned for work, which is passing, but below average in competency for college-level work. The student receiving a grade of D has not demonstrated and/or exerted a level of effort or expertise expected of the average college student. It may also indicate that assignments were not completed in a satisfactory or timely manner, or that attendance requirements were not met. The F grade is failing. POLICIES AND EXPECATIONS The classroom format is largely experiential. It is not possible to make up the experiences of discussion, demonstration, and practice done in class. In addition, your readings should be completed on the day assigned so you may be able to participate in the discussion. Participation: You will be required to demonstrate being engaged in every class period via attentiveness and verbal/nonverbal communication.  SEQ CHAPTER \h \r 1That includes not playing on the internet on your laptop or other activities that are not related to the class.  SEQ CHAPTER \h \r 1 Absences: missing four classes will result in an F for the course; missing three classes will result in one letter grade reduction. Punctuality: being on time is expected. Consistent lateness will also add up and become inclusive as an absence. Additionally, leaving class significantly early two times will be equivalent to one absence. In order to participate, attendance is necessary. Attitude also plays a direct role in your grade; therefore, what you put into the course you will get out. Late work: a 10% penalty will be assessed for late work and each day after another 10% will be deducted. Unless arrangements are made, it will be considered late. In writing papers: plagiarism, the act of copying the work of another author without crediting the source, shall be grounds for a failing grade. Academic Honesty: All students are expected to adhere to the Honor Code as explained in your Mercer catalog. All cell phones must be turned off during class. If there is an expected emergency where you need to be accessible, the phone must be in the vibrate/silent mode. In addition, you may not leave during class to answer your cell phone; however, you may respond during break. Please be courteous to the class and refrain from talking during the instruction or when others are speaking. You will also be asked to return promptly from breaks to maintain classroom decorum and assure you dont miss essential information. As noted and stated, mutual respect is requested and will be adhered to. If at anytime the professor is unable to attend class, there will be an online classroom discussion assignment on WebCT/Blackboard for that missed class. Disability Syllabus Statement for Atlanta, Douglas & Henry Co. Campuses Students requiring accommodations for a disability should inform the instructor at the close of the first class meeting or as soon as possible. The instructor will refer you to the Disability Support Services Coordinator to document your disability, determine eligibility for accommodations under the ADAAA/Section 504 and to request a Faculty Accommodation Form. In order to receive accommodations in a class, students with sensory, learning, psychological, physical or medical disabilities must provide their instructor with a Faculty Accommodation Form to sign. Students must return the signed form to the Disability Services Coordinator. A new form must be requested each semester. Students with a history of a disability, perceived as having a disability or with current disabilities who do not wish to use academic accommodations are still strongly encouraged to register with the Disability Services Coordinator and request a Faculty Accommodation Form each semester. For further information, please contact Richard Stilley, Disability Support Services Coordinator / Assistant Dean for Campus Life, at (678) 547-6823 or visit the website at  HYPERLINK "http://campuslife.merceratlanta.org/disabilityservices.html" http://campuslife.merceratlanta.org/disabilityservices.html. Student Conduct The University expects students to conduct themselves in a manner, which reflects their maturity and their awareness that matriculation at the University is a privilege accorded only to those who share the ideals of an academic community. Any conduct determined as having an adverse effect on the University community may result in disciplinary action, including dismissal. The Code of Conduct is enforced both on University premises and at University sponsored events held off campus. Please refer to the Mercer catalog for examples and other information. Diversity Mercer University and the College of Continuing and Professional Studies are committed to social justice and respect for all individuals. The Community Counseling Program seeks to create a culture of community that actively supports all who live, work, and serve in a diverse nation and world. Attaining justice and respect involves all members of the community in recognizing the multi-dimensional diversity that contributes to the learning environment and the community in which we live. An essential part of our program is to create an environment that supports exploration, learning, and work free from bias and harassment, thereby improving growth and development of each member of our community. The Code of Ethics for Counselors The American Counseling Association is an educational, scientific, and professional organization whose members work in a variety of settings and serve in multiple capacities. ACA members are dedicated to the enhancement of human development throughout the life span. Association members recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts. Professional values are an important way of living out an ethical commitment. Values inform principles. Inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization. Ethical Standards for American Counseling Association (2005). Retrieved on August 12, 2008.  HYPERLINK "http://www.counseling.org" http://www.counseling.org . The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students. Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility. Ethical Standards for School Counselors, American School Counselor Association (June 24, 2004). Retrieved January 19, 2008.  HYPERLINK "http://www.schoolcounselor.org/content.asp?contentid=173" http://www.schoolcounselor.org/content.asp?contentid=173 The Code of Ethics for Educators The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Professional Standards Commission has adopted standards, which represent the conduct generally accepted by the education profession. The code protects the health, safety and general welfare of students and educators, ensures the citizens of Georgia a degree of accountability within the education profession, and defines unethical conduct justifying disciplinary sanction. The Code of Ethics for Educators, Georgia Professional Standards Commission (July 15, 2003). Retrieved August 14, 2003,  HYPERLINK "http://www.gapsc.com/Professionalpractices/NEthics.asp" http://www.gapsc.com/Professionalpractices/NEthics.asp RECOMMENDED READINGS Professional Journals ASCA School Counselor Professional School Counseling Journal of Counseling and Development The Career Development Quarterly The Journal of Multicultural Counseling and Development The Journal of Career Development References Bolles, R. (2006). What Color is Your Parachute? Ten Speed Press. Brown, D., & Associates (Eds). (2002). Career choice and development. San Francisco CA: Jossey-Bass Feldman, D.C. (2002). Work careers: A developmental perspective. San Francisco, CA: Jossey-Bass. Gybers, N. C. (2006). Using qualitative career assessments in career counseling with adults. International Journal for Educational and Vocational Guidance, 6(2), 95- 108. Hultin, M. (2003). Some taking the glass escalator, some hit the glass ceiling? Career consequences of occupational sex segregation. Work and Occupations, 30, 30-61. Lum, D. (Ed. (2003). Culturally Competent practice: A framework for understanding diverse groups and justice systems. Pacific Grove, CA: Brooks/Cole-Thompson Learning. Mpofu, E.; Harley, D.A. (2006). Racial and disability identity: Implications for the career counseling of African Americans with disabilities. Rehabilitation Counseling Bulletin, 50(1), 14-23. Nevo, O., & Wiseman, H. (2002). Incorporation short-term dynamic psychotherapy principles counseling: A theoretical and practical approach. Journal of Career Development, 28, 227-245. Paisley, P.O. & McMahon, H.G. (2001). School counseling for the 21st century: Challenges and opportunities, Professional School Counseling, 5, 106-115. Pederson, P.B. & Carey, J.B. (2003). Multicultural Counseling in Schools: A Practical Handbook (2nd ed). Allyn & Bacon: Boston, MA. Pope, M. (2001). A brief history of career counseling in the United States. Career Development Quarterly, 49(3), 194-211. Rowland, K. D. (2004). Catch a dream career center: Creating an elementary school career center. ASCA School Counselor, 41(6), 20 24. Rowland, K. D. (2004). Career decision-making skills of high school students in the bahamas. Journal of Career Development,31(1), 1-13 Turner, S.L., & Lapan, R.T. (2003). The measurement of career interests among at-risk inner city and middle class suburban adolescents. Journal of Career Assessment, 11, 405-420. Zunker, V.G. (2006). Career counseling: A holistic approach (7th ed.). Pacific Grove CA: Brooks/Cole. TENTATIVE CLASS SCHEDULE Date Assignment Week 1 Course Syllabus; Introduction to Career Counseling and Development (ch.1) Week 2 Career Theories (ch.2 & 3) Week 3 Multicultural Approach to Career Counseling (ch.4) Self-Directed Search (SDS) instrument Week 4 Clients with Special Needs (ch.5); My Vocational Situation (MVS) instrument Week 5 Testing and Assessments (ch.6); case study; Career Maturity Inventory instrument Week 6 Exam I (ch.1-6) Week 7 Finding, Organizing and Using Occupational Info. (ch.7) Using Technology in Career Counseling (ch.8) GACollege411.com; GCIS Week 8 Preparing for Work (ch.9) Job Placement, Outplacement, Job Search Process (ch.10) Personality inventory instrument Week 9 SPRING BREAK Week 10 Career Development Programs in K-12 settings (ch.11) (Case Study) Career Development Programs in Community and 4-year Colleges (ch.12) Values Scale instrument Week 11 Exam II (ch.7-12) Week 12 Career Counseling Center Project Paper and Presentation due Trends in Labor Market (ch.13); Occupational Classification Systems (ch.14). Week 13 Career Counseling Center Project Paper and Presentation due Career Development in Business (ch.15) Week 14 Career Portfolio Paper and Presentation due Career Counseling in Private Practice (ch.16) Week 15 Career Portfolio Paper and Presentation due Ethical, Legal & Competencies issues for career counselors (ch.17); Week 16 Career Portfolio Paper and Presentation due Trends and Issues in Career Counseling (ch.18). FINALS Exam III (ch.13-18) Note: This syllabus is a guide that may be amended as needed, including the schedule, subjects covered in class, and course requirements. Career Counseling Center Presentation and Paper Project Format Page Title (including name of Career Center, names of members in the group, date, university name, course number and name) II. Centers Description (setting, target population) III. Goals of the Center (include behavioral objectives for each goal, methods used, and evaluations that the goals have been met) for school counseling students - list the specific goals of your program based on the ASCA standards and the objectives based on ASCA competencies. IV. Equipment and Materials on hand at the center for opening of the center must include Internet resources (rationale or how do these meet the centers goals and objectives) V. Equipment and Materials to be purchased (rationale or how do these meet the centers goals and objectives) Using your $3000.00 start up money. VI. Equipment and Materials your wish list to purchase (rationale or how do these meet the centers goals and objectives) Using your grant money obtained. VII. Grants available at least three (description and reference of each grant) VIII. Budget your total budget is $3000.00 prior to grant money (use a table format to show how money is/will be spent) IX. List and description of local, state, and national resources available for the target population (what resources are currently in place for your clients). X. Reference Page (include all references used) XI. Appendix (include all activities mentioned in your centers program) Personal Career Counseling Portfolio Paper and Presentation Project Format You may wish to include additional interest and value measures in your portfolio. You will also include a discussion of your own career development and future plans. Apply and discuss one career theory and/or decision making model that supports your career development history and plans. Submit a resume using one of the formats provided in your course textbook, that you could use at the time of your graduation. Identify a target job that you might like to apply for. List your personal strengths that you can sell to this employer. Also prepare a letter of application (cover letter) utilizing those strengths. Include anything else that you think/feel is meaningfully related to your career development. Be prepared to briefly present important aspects of your portfolio to the class in a 15 - 20 minutes presentation. Be creative in your presentation in using PowerPoint - a career genogram, career-o-gram, or lifeline (pictorial view), etc. Please allow 5 minutes for questions. 1. Introduction Provide a detailed description and discussion of your career development history with current position and future career plans. 2. Career Theory or Career Decision-Making Model Give a detailed description of your career theory/model of choice. Provide a rationale for your theory/model that supports your career development history, progress and projection. Self Directed Search (SDS) assessment results. See the format provided below 4. Other Assessments Results a. Identify and explain the results of other assessments taken. (paragraph format) 5. Cover Letter and Resume a. See textbook for correct format. 6. Career Assessment Instrument/s appropriate for this population 7. Creative Graphic depiction of your career development history. note: for the presentation, include a section on lessons learned. Self-Directed Search Assessment Report Format Date of Evaluation Reason for Assessment - presenting issue Background Information - family information (parents, siblings, position in family, parents occupation, SES, etc.); client information (education/academic achievements, favorite/best subject/s, least favorite/worse subject/s, extracurricular activities at school/work and in the community, positions or offices held, awards/trophies received) Test Administered - name and description of the test with appropriate normative informative Analysis and Interpretation of Test Results - report results of test with your interpretation of the scores based on the test information in the textbook and/or manual. Compare the results with the norm group with your interpretation of the comparison. GACollege411 Analysis and Interpretation in addition to the Career Keys, explain what aspect/s of this online information resource you used and why (your rationale must be related to the results of the career instrument given). Report on the results of the online resource used. Summary and Recommendation - summarize the evaluation. Provide some general interpretations of the test results as it relates to the clients self-reported education/academics, extra curricular activities, and family information. What career plan did the client make as a result of the assessments taken. Make specific recommendations for career counseling (individual, group, classroom, and/or family counseling), and a rationale for these approaches. Include as many specific next steps in the career counseling process as possible (e.g., career research, job search, job placement, internship, job shadowing, part-time work experience, apprenticeship, etc.). Assignments to be Uploaded into Livetext Class AssignmentLivetext ArtifactCareer Counseling Center Artifact #1Personal Career Counseling PortfolioArtifact #2 LIVETEXT INSTRUCTIONS Type the following in your address bar in your browser:  HYPERLINK "http://c1.livetext.com" http://c1.livetext.com Select Purchasing from the menu across the top of the screen Click on Student Membership under the heading : How Do I Get Started? In the box on the left, labeled Standard Student Membership ($99), click on Purchase Online Click on the circle next to LiveText Standard Membership Student Edition Go to the next screen and fill in the form. For your user name, you must use the following format: First initial of first name, First initial of middle name, First four letters o last name, Last four numbers of Mercer ID #. EXAMPLE: John K. Gullible ID# 1025436 user name: JKGull5436 Make sure you select Mercer-Education for your University There is NO school provided PIN When you have completed the form, click next and confirm your registration, print your receipt, and finish the process. You are now ready to attend the LiveText Training Session. Live Text Training Session 1 General Instructions: NEVER EVER use the Back arrow when working in Live Text. To go to a previous page, click on the page or on the tab where the page is found. Type the following in your address bar in your browser:  HYPERLINK "http://c1.livetext.com" http://c1.livetext.com Once on the Home Page, Log In using the user name and password created when you bought Live Text. Once in Live Text, your first page is your Dashboard. You should see all of the courses for which you are registered with any assignments that your instructors have made through Live Text. You will see Portfolio assignments for the artifacts you will be uploading. On the right, you will see the courses for which you are currently registered. If you do not see your courses, email Dr. Clark at  HYPERLINK "mailto:clark_dm@mercer.edu" clark_dm@mercer.edu. Send your name, the courses for which you are registered, your student ID # and Live Text log in name. Across the top of the Dashboard page, you will see six tabs; Dashboard, Courses, Documents, Reviews, Forms, Community, Tools. For our purposes, we will concentrate only on the first three tabs: Dashboard, Courses, and Documents. DASHBOARD Your Dashboard (the page you are now viewing) is your quick view of your Live Text. It will display active assignments created by your professors and active documents created by you. There is also an Inbox. This is where you might find documents that someone else has created and chooses to share with you. Dont worry about the Inbox right now. COURSES Click on the Courses tab. You will see a list of your current courses. If you click on one of your courses, you will be taken to a page entitled Course Content. You will see the name of the course, instructor, and probably a link for the syllabus. You may also see other links there. You will also see tabs for Assignments, Outcomes and Standards, Announcements, and Discussions. Again, unless you have been specifically instructed by your professor, you need not worry about the tabs or their contents. For the most part, they are empty or simply give the codes for standards. Click on the Assignments tab on the Course Content page. There, you will see any assignments that your professor has created in Live Text for you to upload. There will be an assignment for your portfolio artifact. DOCUMENTS Click on the Documents tab at the top of the page. Here you will see any documents you have created in Live Text. There are also tabs on the page: Inbox, Sent, Trash, All, Manage My Labels. At this point, we are only working with Documents and the other features are for another lesson. CREATE YOUR PORTFOLIO On this page you will see the heading, My Work. Below are several boxes: New, Apply Label, Change Label, Remove Label, and Delete. Click on NEW. You are now on the Create New Documents Page. Click on the drop down box that says: Choose a folder Under Mercer University, select Portfolios. Click on the drop down box for Templates. Locate either Professional Counseling Portfolio or School Counseling Portfolio (depending on which degree you are pursuing). Name your portfolio using your first and last name. For example: Janet Jones Professional Counseling Portfolio. Click Save as new document. You will now see your portfolio in your list of documents.     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