CEP 944A
Rehabilitation Counseling Pedagogy

Fall 2005

Instructor: Michael J. Leahy, Ph.D. Office Hours: By Appointment
463 Erickson Hall Seminar: Friday, 9:10-12:00,
432-0605 220 Bessey Hall
e-mail: Leahy[email protected]

A. Course Description

This seminar is designed to provide the doctoral student in Rehabilitation Counselor Education with in-depth exposure to the pedagogical tools and issues associated with teaching and learning in pre-service rehabilitation counseling preparation programs. This course is intended to compliment and provide preparation for the student’s applied practicum experiences in teaching. Topics will include exposure and discussion regarding CORE standards, curriculum design, course design, syllabus development, on-line course design, research, and teaching methods and approaches.

In addition, critical issues currently affecting rehabilitation counselor education will be identified, analyzed, and discussed. Preparation of presentations and discussion will require a scholarly synthesis and analysis of existing knowledge to help doctoral students’ advance their comprehension, and prepare for the responsibility of their future roles as rehabilitation counselor educators and researchers.

B. General Course Objectives

Upon completion of the course, the student will be able to describe the essential elements and implications of current knowledge and trends in the following areas:

* Rehabilitation counselor education, history and current status
• CORE Accreditation Standards and the MA curriculum in RCE
* Role and expectations of the rehabilitation counselor educator
* Education, training and knowledge dissemination resources
• Curriculum design and research
• Course design and syllabus development
• Pedagogy (teaching strategies and approaches)
* Critical challenges facing rehabilitation counselor education

C. Format

The course is conducted as a seminar, where students come together weekly and are supervised in advanced study as a group. The instructor and students will share responsibility for preparing for and facilitating discussion on all topics. The proposed topics are outlined below and will be refined according to the interests and needs of the group.

D. Schedule of Seminar Sessions

September 2 Orientation to seminar and assignments

September 9 Status of rehabilitation education
RCE issues and CORE standards

September 16 No class – Big Three Conference

September 23 Curriculum design and the CORE standards

September 30 Curriculum design and the CORE standards (continuation)

October 7 Course design and syllabus development

October 14 Course design and syllabus development (continuation)

October 21 Presentation of course syllabus developed by each student

October 28 Introduction to pedagogical issues in education
Dr. Nancy Crewe – Cooperative Learning Example

November 4 Practical teaching tips and approaches
Evaluation of student performance and learning

November 11 Instructional Design – student presentations

November 18 Instructional design - student presentations

November 25 No class – Thanksgiving vacation

December 2 On-line course design and development
Issues related to distance education in RCE
Dr. Tim Tansey

December 9 Diversity issues and learning environments
Dr. Chandra Donnell
Final papers due.
Course wrap up and evaluation.

December 16 Group presentation of curriculum design to core faculty and discussion (1:30-3:00, Erickson Hall).

E. Assignments/Products

There will be three presentations and papers that each student will be responsible for developing. The first of these presentations, which will occur early in the semester, will be on content that is foundational to curriculum design and course development, where students will be asked to construct a course syllabus covering specific content from the CORE standards. This will be followed later in the semester with a presentation and paper that will focus more on a particular aspect of pedagogy related to the course they have designed. The final product will be an introspective, personal reaction paper covering pedagogical issues.

Throughout the semester, other group and individual assignments may be identified in relation to specific content areas discussed.

F. Evaluation Criteria

• Course syllabus presentation and product (35%).
• Pedagogical presentation and paper (35%)
• Personal reaction paper (30%)

G. Academic Honesty Policy:

Academic honesty is expected of all students. Students are expected to work to the best of their abilities and to submit their own work. Students must give appropriate credit to ideas borrowed from other sources. University policy states that, “academic dishonesty, including plagiarism, may result in a zero grade in the course and removal from the program”. The specific policy regarding academic integrity can be found at

H. Electronic mail and ANGEL system:

Throughout the semester, course documents will be posted on the ANGEL system. Students will be able to access this information at any time from locations outside of the regular classroom. You are responsible to check Angel and your email routinely to obtain class updates, schedule changes, and assignment changes. These are your vital links to the course. In-class announcements will be made to alert students to ANGEL postings.

I. Special Accommodations:

Students requiring special accommodations over the course of the semester, including classroom accommodations, and alternative learning strategies need to contact the instructor during the first two weeks of the semester so that the necessary arrangements can be made. Students requiring accommodations are also encouraged to register with MSU’s Resource Center for Persons with Disabilities.

J. Primary Resources

Required Materials

McKeachie, W.J. (2006). McKeachie's teaching tips (12th edition). Houghton Mifflin Co: Boston.

CEP 944A Coursepack – available at Budget Printing Center, 972 Trowbridge Rd., East Lansing (351-5060).

Recommended Readings

Alston, R.J. (Ed.) (1996). Special Issue: Multiculturalism in rehabilitation education: History, pedagogy, and future trends. Rehabilitation Education, 10 (2&3), 69-224.
Alston, R.J. (1989). A model for coordinating clinical practice in rehabilitation counselor education. Rehabilitation Education, 3, 137-144.

Batorski, R.E.,& McAlpin, J. (1992). Instilling consumer-based attitudes in students of rehabilitation professions. Rehabilitation Education, 6, 257-264.

Bolton, B., & Cook, D. (1997). Special Issue: The master’s degree curriculum in rehabilitation counseling. Rehabilitation Education, 11, 155-256.

Chan, F., Leahy, M.J., Saunders, J.L., Tarvydas, V.T., Ferrin, J.M., Lee, G. (2003). Training needs of Certified rehabilitation Counselor for contemporary practice. Rehabilitation Counseling Bulletin,46(2), 82-91.

Chubon, R.A. (1992). Attitudes toward disability: Addressing fundamentals of attitude theory and research in rehabilitation education. Rehabilitation Education, 6, 301-311.
Cook, D., Andrew, J., & Faubion, C. (1998). Rehabilitation education and research productivity. Rehabilitation Education, 12(1), 17-28.

Council on Rehabilitation Education (CORE) (1997). CORE policies and procedures manual. Champaign-Urbana: Author.

Crimando, W., Killian, J., & Blankenship, C. (2001). The use of problem-based learning in rehabilitation education and training. Rehabilitation Education,15(3), 265-282.
Davis, A. & Yazak, D. (1995). Implementation and accreditation issues in the development of distance learning programs. Rehabilitation Education, 9, 293-308.

DeJong, G. (1994). Toward a research and training capacity in disability policy. Journal of Disability Policy Studies 22(1), 152-160

Dellario, D.J. (1996). In defense of teaching master’s-level rehabilitation counselors to be scientist-practitioners. Rehabilitation Education, 10, 229-232.

Dunn, P, Millard, R., Satcher, J., &Cain;, H. (2003). Academic tenure in higher education: A guide for rehabilitation counselor educators. Rehabilitation Education, 17 111-116.

Ebener, D.J. (2004). Demographics of rehabilitation counselor educators and their university programs: Revisited. Rehabilitation Education, 18, 107-120.

Emener, W.G. (1992). Consumerism in rehabilitation education and the empowerment of students’ personal and professional development. Rehabilitation Education, 6, 265-273.

Emener, W.G. (Ed.)(1986). Rehabilitation counselor preparation and development: Selected critical issues. Springfield, Ill: Charles C. Thomas.

Fabian, E.S., McInerney, M., & Rodrigues, P.S. (2005). International education in rehabiliotation: A collaborative approach. Rehabilitation Education 19, 15-24.

Gilbride, D.D., Breithaupt, B., & Hoehle, R. (1996). The use of the internet to support both on-and-off campus learners in rehabilitation education. Rehabilitation Education, 10, 47-62.

Gilbride, D.D., Connolly, M., & Stensrud, R. (1990). Rehabilitation education for the private-for-profit sector. Rehabilitation Education, 4, 155-162.

Habeck, R.V., Kress, M., Scully, S, & Kirchner, K. (1994). Determining the significance of the disability management movement for rehabilitation counselor education. Rehabilitation Education,8, 195-205.

Herbert, J.T. (2001). Thoughts on becoming a rehabilitation counselor educator. Rehabilitation Education,15(3), 307-316.

Hershenson, D.B., & McKenna, M.A. (1998). Trends affecting rehabilitation counselor education. Rehabilitation Education, 12(4), 277-288.

Hershenson, D.B. (2001). A model of domain learning for rehabilitation counselor education. Rehabilitation Education, 15(3), 301-305.

Houser, R.A., Seligman, M., Kiernan, W., King, M.A., & Pajoohi, E. (1991). A survey of class time devoted to required core curriculum content areas by RCE programs. Rehabilitation Education, 5, 11-18.

Koch, L.C., & Telzrow, C.F. (2002). Mentoring new faculty in rehabilitation counselor education programs: Challenges, strategies and innovative models. Rehabilitation Education,16(1), 49-60.

Koch, L.C., Schultz, J.C., Hennessey, M., & Conyers, L.M. (2005). Rehabilitation research in the 21st century: Concerns and recommendations from members of the National Council on Rehabilitation Education. Rehabilitation Education, 19, 5-14.

Leahy, M.J. (2002). The 60-hour requirement: An educational standard whose time has come. Rehabilitation Education,16, 381-386.

Leahy, M.J., Chan, F., & Saunders, J.L, (2003). Job functions and knowledge requirements of Certified Rehabilitation Counselors in the 21st century. Rehabilitation Counseling Bulletin, 46(2), 66-81.

Leahy, M.J., & Szymanski, E.M. (Eds.) (1993). Special Joint Issue: Rehabilitation Counseling Credentialing - Research and Practice. Rehabilitation Counseling Bullitin, 37 (2), 65-200. Journal of Applied Rehabilitation Counseling, 24 (4), 2-80.

Leahy, M.J. (1997). Qualified providers of rehabilitation counseling services. In D.R. Maki & T.F. Riggar (Eds.) Rehabilitation Counseling: Profession and Practice. New York: Springer.

Leahy, M.J., Patterson, J.B., Rubin, S.E., & Walker, M.T. (1994). Controversies in rehabilitation counselor education: Reactions from four educators. Rehabilitation Education, 8(4), 300-318.

Leung, P. (1987). Rehabilitation counselor education or rehabilitation technical training? Rehabilitation Education, 29-33.

Maki, D.R.& Berven, N.L. (1994). Doctoral study in rehabilitation II: Status and trends. Rehabilitation Counseling Bulletin, 37, 264-276.

Malaski, C., & Tarvydas, V.M. (2002). Teaching ethics and the ethics of teaching: Challenges for rehabilitation counselor educators. Rehabilitation Education, 16(10, 1-14.

Martin, G.E., McBride, M.C., & Jones, W.P. (1991). Theory congruence: A teaching model for rehabilitation counselor education. Rehabilitation Education, 5, 199-207.
Marvel, S.D., Vogt, J.E., & Crimando, W. (1998). Job market in rehabilitation acedemia revisited: Projections of size and character. Rehabilitation Education, 12(4), 289-298.

McFarlane, F.R. (1999). The expanded importance and expectations for lifelong learning and continuing education in rehabilitation. Rehabilitation Education, 13(1), 3-12.

Mpofu, E. (2004). Teaching with service learning: Strategies and opportunities for rehabilitation counselor educators. Rehabilitation Education, 18, 121-132.

Patterson, J.B. & Parker, R.M. (2003). Rehabilitation counselor education at the crossroads: Private practice or human service? Rehabilitation Education, 17(1), 9-18.

Rasch, J.D. (1992). RCE curricula and insurance rehabilitation. Rehabilitation Education, 6, 33-39.

Schriner, K. (1995). Improving rehabilitation education: A case for teaching disability policy to our rehabilitation students. Rehabilitation Education, 9, 323-338.

Smart, J. (Ed.) (1999). Special Feature: Distance learning in rehabilitation education. Rehabilitation Education, 13(3), 183-248.

Thielsen, V.A., & Leahy, M.J. (2001). Essential knowledge and skills for effective clinical supervision in rehabilitation counseling. Rehabilitation Counseling Bulletin, 44(4), 196-208.

Vash, C. (1992). Thoughts to share with educators: On teaching consumerism to rehabilitation students. Rehabilitation Education, 6, 251-255.

Primary Journals:

Rehabilitation Education
Counselor Education and Supervision
Rehabilitation Counseling Bulletin
Journal of Applied Rehabilitation Counseling
Journal of Rehabilitation
Rehabilitation Psychology
Journal of Disability Policy Studies

Last modified: Wednesday, 17 January 2007, 08:23 AM