COUN 519 01: Career Counseling

COUN 519 - Career Counseling

2023 Summer Syllabus, Section 01, CRN 8587

Course Information

You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.

The syllabus describes the requirements and procedures for COUN 519: Career Counseling. You are responsible for knowing this material, so please read carefully.

Times and Location

Asynchronous Online 

Instructor Information

Emily Brinck, Ph.D. (She, her, hers)

Email: (Best Method)

2023 Summer Office Hours:
By Appointment Only

About the Professor

Course Description

An introduction to the psychology of careers and to the practice of career counseling. Career development theories, occupational classification systems, assessment instruments, and the use of occupational information for career education and life planning are included. Career counseling strategies for use with a diverse population are introduced.

Required for Master’s students in addiction counseling, clinical mental health counseling, rehabilitation counseling and school counseling, as well as PhD students in counseling psychology As such, it meets multiple standards for accreditation, certification, and licensure, as outlined below This course will also introduce students to the variety of ways behavioral and mental health professionals incorporate and adapt the shared values of individual and cultural diversity/integrating work and life satisfaction/ (or whatever is appropriate for the class) As such, it provides a valuable opportunity for interprofessional education and collaboration.

This course provides coverage consistent with Standard II.B of the APA Commission on Accreditation Standards of Accreditation. As noted in Implementing Regulation C-8 D (available at, following this course: “Trainees [will] demonstrate competence in evidence-based interventions consistent with the scope of Health Service Psychology. Intervention is being defined broadly to include but not be limited to psychotherapy. Interventions may be derived from a variety of theoretical orientations or approaches.” This course will focus on individual counseling. 

Course Objectives

By the end of the course, students will be able to: 

  1. Understand and appreciate career counseling and its contribution to enhancing human development, and be aware of the career/life planning issues of various client populations, including the interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development (ESPB Section 2.4.b, 2.4.d, MPCAC G.1, G.2)

  2. Become knowledgeable about major theories and theorists in the area of career counseling, assessment, and decision-making models. (ESPB Section 2.4.a, MPCAC B.1, B.3.a)

  3. Be familiar with assessment instruments and techniques relevant to career planning and decision making; and to become skilled at using and interpreting the Strong Interest Inventory. (ESPB 2.4.e, 2.4.i, MPCAC E.1.a, E.1.b)

  4. Be familiar with a variety of information and guidance tools (career, vocational, educational, occupational, and labor market information resources) available through computer software and the WWW; and technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate WWW sites(CAEP A.1.e, ESPB Section 2.4.f)

  5. Be exposed to examples of career and educational planning and placement; and career development program planning, organization, implementation, administration, and evaluation(ESPB 2.4.f)

  6. Integrate career/life planning issues, theories, processes, techniques, and resources, including those applicable to cultural diverse populations; into your counseling interventions. (ESPB 2.4, MPCACn 3.1.a, B.3.1.c, C.2)

  7. To be aware of the ethical and legal considerations relevant to career interventions. (ESPB 2.4.j, MPCAC A.1.a) 

Additional course competencies  

  1. To attain an introductory level of knowledge about current research related to career counseling.(MPCAC F.1.a, F.2) 

  1. To learn, through introspection and interaction with peers and others, career counseling conceptualization and intervention skills that assist others in making career decisions(CAEP A.1.d, MPCAC B. 2.a) 

Course Materials

Required Text

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). 

Students do not need to purchase a copy of this textbook.  The Diagnostic and Statistical Manual of Mental Disorders (5th ed) can be found in Blackboard by accessing the Library Resource Guides link in the course menu. 

Optional Text

Niles & Harris-Bowlsbey (2017). ​Career development interventions in the 21st Century​. Pearson Education:  Upper Saddle River, New Jersey.  

* This textbook can be great supplemental material to assist with studying for the comprehensive examination as well as for national certification (e.g., National Counselor Examination, Certified Rehabilitation Counselor Examination) 

Required Additional Readings 

*Additional required readings as assigned throughout the semester. Please refer to the end of the syllabus for detailed readings by modules and topic areas.  These readings are also found in the corresponding module folder in Blackboard.

Students are required to pay for assessment instruments and their interpretations.​ (Detailed information about assessments and costs can be found on Blackboard in Module 0.) 

Technical Requirements/Assistance

Whether you’re taking courses in the classroom or online, it’s important to have the right technology and equipment.  Visit the UND Technical Requirements webpage for more information. Students are expected to use their official UND email in the course. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.

Minimum Technical Skills Needed

In order to succeed in this course, at a minimum, you should be able to:

Insert minimum requirements expected and needed. In the bulleted example list below

  • Navigate in and use basic Blackboard functions
  • Download and open electronic documents
  • Create, save, and upload/attach electronic documents
  • Send, receive, and manage email

Course Logistics

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

Course Format

This is a didactic and experiential course. The course will include video recorded lectures provided by the instructor. Please make sure you watch all the content from beginning to end as I provide detailed content. The slides are intended as a guide for the lecture. There will be online discussions using Voicethread. The expectation is using BOTH video and audio feedback in your original response and responses to your classmates. PowerPoint is encouraged (not required) to help keep you organized when answering complex (multiple) questions. There will be one group presentation due at the end of the semester. Besides the DSM-5 required textbooks there are many assigned readings that can be accessed on Blackboard. There are multiple assignments for this course that will all be due through Blackboard. The instructor will NOT except any assignments that are turned in by email.  


Insert information on how you will be communicating with students and how you would like them to communicate with you. Be sure to set expectations regarding response times. Some examples are provided below, please include all categories relevant to your instruction of this course:


Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters.


You are encouraged to post your questions about the course in the FAQs discussion board forum in the Blackboard site or raise them in class if held synchronously or on campus. The Blackboard discussion board is an open forum in which you and your classmates are encouraged to answer each other’s questions. But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. I will respond back to you within 48 hours during the week or weekend.

Discussion Forums, Blogs, & Wikis

These tools are an excellent way for you to engage with the course material and with your peers. Each week we will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions.

Course Etiquette

When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.


Recorded Lectures


Each week there will be a series of recorded lectures and YouTube videos that students will be required to watch.

Total: 1 point per recording weighted at 15% of overall grade.


VoiceThread Discussion

All students are expected to actively and meaningfully contribute to the online learning environment, including participating in class discussions, giving feedback to other students on work posted for the class, and integrating self-reflective feedback. It is your responsibility to complete the required course readings, attend to video materials, and watch course lectures. Students are expected to demonstrate their knowledge of the course topics when responding meaningfully to class discussions and while providing peer feedback. You should be prepared to post meaningful VoiceThread recordings of yourself responding knowledgably to discussion topics. Students are expected to attend to the research of every assigned reading, how the reading applies (or may not apply) to your current and/or future setting and may or may not be applicable to student/client cases and/or various populations. Students will be provided participation points by actively and meaningfully engaging in class discussion opportunities throughout the course. This includes providing meaningful feedback and discussion when prompted to throughout the course, including explicitly commenting on group presentations and discussions.

Note: I would recommend watching the Discussion Lecture video prior to starting the week's materials as the instructor explains in detail the main themes of this week. It is imperative to watch each one as the instructor goes into detail about expectations for each week's discussion questions. 

Total: 5 points per discussion board * 14 weeks = 70 points total weighted at 15% of overall grade. 

Major Assignment

Career Autobiography/Self-Assessment

Step 1: Complete the following assessments: 

  • O*NET Interest Profiler (Download all materials at once -Interest Profiler Desktop) - Free online 

  • Myers Briggs Type Indicator 

  • Strong Interest Inventory  

  • And at least one additional free assessment that is provided to you on Blackboard (please make sure it is an assessment that is able to be self-administered, self-scoring, and self-interpreting. 

Instructions on how to complete the assessments through the UND testing center will be available on Blackboard in Module 0. Students are responsible for the assessment fee ($20 for the Strong Interest Inventory and $25 for the MBTI). They can also be taken online for similar prices. You may take and include additional related assessment measure(s). 

Step 2: Evaluate the accuracy (validity) and usefulness of the results of each assessment. You are free, of course, to agree or disagree with the assessment interpretations; however, the precise reason(s) for any agreement or disagreement should be thoroughly explained. In addition, a brief critique should be included for the assessment instruments indicating what you liked or disliked about it, how useful/ interesting you found it to be, and any deficiencies/limitations that you were able to discern.  

Step 3: You will apply information learned from your assessment results, combined with your theoretical understanding (referencing a theory of career counseling) of your own process of development to write your own career autobiography. You will consider your own development across your lifespan in terms of a chosen career theory. APA format required 

Paper Criteria: 

  • Page length minimum 8 pages, maximum 10, pages excluding references. 

  • Be sure to consult the Publication Manual of the APA, 7th Edition for style and reference questions. You will be evaluated on adherence to APA style. 

Total: 60 points weighted at 20% of overall grade. 

Client Profile-Career Assessment/Interview

Each student will be required to meet with a “client” and conduct a brief career counseling session. In this session, the student will gather information about the clients vocational, avocational, and spiritual well-being, related to career assessment techniques discussed in class AND WILL BE RECORDED using VoiceThread. The camera should be facing you as the counselor.  We do not need to see the face of the client. 

The student will provide the individual with a career assessment and give feedback to that person regarding the results of the assessment. This may take place over 2 meetings with the “client” that should not exceed 50 minutes (each) in length. The first meeting should be the intake interview. Going through the designated form provided on Blackboard and getting your clients to answer all of the questions. The 2nd meeting will be providing career assessments and interpreting the results and explaining the results with the client. Note: you might want to pause your video to actually score the assessment. The student will conceptualize the client and write a narrative profile consisting of the following sections/

Part 1 of paper:

Discuss the following: 

1. what the “client” presented 

2. what assessments were given 

3. the rational for the assessments 

4. The intervention that would be used moving forward with the client 

This part of the profile is to be 5-7 pages of content, typewritten and double-spaced, and adhering to APA style (7th edition) throughout. 

Part 2 of the paper:

Self-reflection. You will be watching and submitting both sessions on the intake interview. You will be reflecting on your verbal and nonverbal reactions, think about if the conversation seemed “forced” or did it flow well, as there anything you wanted to ask but forgot to ask, how well did you do administering the assessment(s), etc.

This part of the profile is to be 4-5 pages of content, typewritten and doubled-spaced, and adhering to APA style (7th edition) throughout. This part can be a continuation of part 1 of the same paper.

Total: 60 points weighted at 20% of overall grade. 

Group Presentation

Your group will present on a specialized career topic of interest that is related to the material discussed in class, while extending beyond the basic content found in the textbook. Examples of career topics may include career counseling with first generation students, multicultural aspects of career counseling, career decision making, online career assessments, etc. Your group presentation should be approximately 40 minutes in length and include the following components: 

Apply at least one career theory to the topic; an integrative perspective is allowed. Explore current research in the area (minimum of 5 journal articles; integrated) Discuss effective career techniques and/or assessments related to the topic.

A large portion of your presentation should include an experiential component in which an applied career intervention or technique is thoroughly explained and used with the class in a small group or core curriculum lesson format - depending on best fit, given your selected technique or intervention. This likely will involve a brief role play that explains how and why you would use the intervention. Presentation groups will be solidified by the end of week 4 Sunday at 11:59 pm CST). The presentation also much include discussion questions your classmates to answer. These should be thought-provoking questions that go beyond what assessments should be used. This should spark discussion and integrate multiple viewpoints. All topics must be approved by the instructor.  

You will provide the class with an outline handout and reference list of consulted literature in APA format. You are expected to present equally (among all group members) during the presentation.  The presentation will be recorded using VoiceThread and be uploaded prior to the last week of the semester. No partial credit will be issued if you are absent that day; you must be present to earn points for the assignment. (CAEP A.1.d, A.1.e, ESPB 2.4, 5.3.e)  

Part 2: During module 8 of the semester, you will be required to watch and respond to all group presentations using VoiceThread. These responses will be based each groups discussion question. Make sure that you answer all questions in full.

Additional information be found on Blackboard 

Total: 60 points weighted at 20% of overall grade. 


Final Exam

NCE/CRC Practice Exam and Exam Reflection Wrapper for Career Counseling

Students will be required to complete a practice exam that is similar in content to the National Counselor Exam (NCE) and the Certified Rehabilitation Counselor exam (CRC). The NCE is an exam that many (not all) states require for counseling licensure. The  NCE/CRC covers counseling content in a number of domains, including but not limited to Creer Counseling topics. This assignment will however provide an opportunity for students to take a shortened practice version of the NCE that solely focuses on Career Counseling content areas in a low stakes class environment and obtain meaningful score-related feedback in the Career Counseling Domain This feedback should help students consider what Career Counseling areas they will need to learn and study more in-depth in the future in order to obtain a passing score on the NCE/CRC. This practice test may also help students prepare mentally for the format, content, and process of taking licensure exams. This practice NCE/CRC will consist of 50 randomized multiple-choice questions, and students will have 60 minutes to complete the exam. This exam may be completed at home and is expected to be taken individually without using any open-book sources, any additional resources, and with their web-browsers in Respondus LockDown Browser. Please refrain from using other types of technology such as your phone or tablets. The purpose of the exam is to mirror the NCE/CRC exam begin to get the experience of a standardized test environment. Students must complete the exam individually, and any attempt to consult with other students or people will be considered unauthorized collusion and will result in a score of 0 on the assignment. Students should be aware that it is possible for them to time-out of the exam which can also be viewed as a learning experience. As such, students should do their best to prepare for the exam without extensive use of resources throughout the exam taking period. Students may take the exam as early as the beginning of. week 13 but must have completed the exam no later than the end of week 14. Students will require a passing score of 50% (25 correct questions or greater). In the event that students do not pass the practice exam with a score of 50% or higher, they must retake the exam until they obtain a passing score. In the event that a student must retake the exam they may or may not be provided the same exam questions as in their prior exam attempt(s) as questions are pulled from a large practice exam question pool and are randomized each time a student takes the exam. Prior to taking the exam students should complete a pre-exam “exam wrapper” where they reflect on what they have done to prepare for taking the exam; this worksheet will be available on blackboard and must be submitted to blackboard by the end of week 10. After a passing score has been obtained, students must complete and submit an “exam wrapper” which is a worksheet that will help students to meaningfully reflect on their practice exam taking experience and identify Career Counseling areas they need to allot more time to studying. This exam wrapper will be submitted to the course instructor and should help students to prepare adequately to take future licensing exams. 

  • *Exam wrapper part 1 is a prep form to prepare for the exam

  • Exam wrapper part 2 is the reflection part  

Answers to the final exam will not be provided, however many of the questions were pulled from the following study exam materials:

  • Chan, F., Bishop, M., Chronister, J., Lee, E. J., & Chiu, C. Y. (2017). Certified rehabilitation counselor examination preparation. Springer Publishing Company. 

  • Erford, B. T., Hays, D. G., Crockett, S., & Miller, E. M. (2015). Mastering the national counselor examination and the counselor preparation comprehensive examination. Upper Saddle River, NJ: Pearson.

  • Rosenthal, H. (2013). Encyclopedia of counseling: master review and tutorial for the National Counselor Examination, state counseling exams, and the Counselor Preparation Comprehensive Examination. Routledge.

Total: 25 points (Pass/fail) on exam + 25 points Self-reflection = 50 points total weighted at 10% of overall grade. 

  • 12 points for Part 1 exam wrapper
  • 13 points for Part 2 exam wrapper 

Assessment Summary

Assessments Weight
VoiceThread Lectures 15%
VoiceThread Discussions 15%
Career Autobiography/Self-Assessment 20%
Client Profile-Career Assessment Interview 20%
Group Presentation 20%
Final Exam 10%

Final Grade Scale

A – 90-100%

B – 80-89%

C – 70-79%

D – 60-69%

F – <60%

*NOTE: There is no rounding in the grades. If you get 89.5% your grade for the class will be a “B”.  

Schedule of Topics and Assignments

Week of Reading(s): Agenda/Topic: Due:
5/15 See list below &/or Blackboard for readings Topics Part 1: Introduction to career counseling
Topics Part 2: Class Group Presentation – Groups Assigned (Completed by Instructor)
Module 1 – Discussion Due
5/22 See list below &/or Blackboard for readings Topics Part 1: Ethics
Topics Part 2: Is Career Development a Social Justice Issue?
Module 2 – Discussion Due
5/29 See list below &/or Blackboard for readings Topics Part 1: Technology to support career Interventions, JAN
Topics Part 2: O*NET, DOT, OOH
Module 3 – Discussion Due
6/5 See list below &/or Blackboard for readings Topics Part 1: Super's Developmental Theory
Topics Part 2: Roe's Personality Theory of Career Choice
Module 4 – Discussion Due
Class Group Presentation Topic
6/12 See list below &/or Blackboard for readings Topics Part 1: Holland's Theory of Vocational Personalities & Work Environments
Topics Part 2: Theory of Work Adjustment
Module 5 – Discussion Due
6/19 See list below &/or Blackboard for readings Topics Part 1: Gottfredson's Theory of Circumscription & Compromise
Topics Part 2: Krumboltz's Learning Theory of Career Counseling
Module 6 – Discussion Due
6/26 See list below &/or Blackboard for readings Topics Part 1: Social Cognitive Career Theory
Topics Part 2: Parsons Trait & Factory Theory & Theory of Person-Environmental Fit
Module 7 – Discussion Due
Group VoiceThread Presentation Due
7/3 See list below &/or Blackboard for readings Presentations Presentations Due
7/10 See list below &/or Blackboard for readings Topics Part 1: Assessment Intake
Topics Part 2: Employment Assessments
Module 9 – Discussion Due
Presenter comments to peer discussion presentation posts due
7/17 See list below &/or Blackboard for readings Career Assessments Module 10 – Discussion Due
Exam Wrapper Part 1
Career Counseling Reflection Paper Due
7/24 See list below &/or Blackboard for readings Career Counseling for Multicultural Groups
Career Counseling for Individuals with Disabilities
Module 11 – Discussion Due
Career Autobiography & Self-Assessment
7/31 See list below &/or Blackboard for readings Topics Part 1: Counseling for Veterans
Topics Part 2: Career Counseling for Ex-Offenders
Module 12 – Discussion Due

Course Readings

Below is a detailed list of course readings for this course by module and topic area: 

Module 1 

Introduction to Career Counseling

  • Chapter 1- Career Counseling- A Life Career Development Perspective - Alternative Formats in Gysbers, N. C., Heppner, M. J., & Johnston, J. A. (2014). Career counseling: Holism, diversity, and strengths. John Wiley & Sons. 

History of Career. Counseling 

Module 2


  • ACA. (2014). ACA Code of Ethics: As approved by the ACA Governing Council. American Counseling Association. 

  • Ajagbawa, H. O. (2014). The Role of Ethics in Career Counseling in the 21st Century. IOSR Journal of Humanities and Social Science, (19)5, 12-22. 

  • APA. (2016). Ethical Principles of Psychologists and Code of Conduct. American Psychological Association.

  • CRCC. (2016). Code of Professional Ethics for Rehabilitation Counselors. Commission on Rehabilitation Counselor Certification.

  • Habbal, Y., & Habbal, H. B. (2016). Identifying Aspects Concerning Ethics in Career Counseling: Review on the ACA Code of Ethics. International Journal of Business and Public Administration, (13)2, 115-124.

  • NCDA. (2015). NCDA Code of Ethics. National Career Development Association. 

Is Career Development a Social Justice Issue? 

Module 3 

Technology to Support Career Interventions 

  • Langton, A. J., & Ramseur, H. (2001). Enhancing employment outcomes through job accommodation and assistive technology resources and services. Journal of Vocational Rehabilitation, 16, 27-37. 

  • Pordelan, N. & Hosseinian, S. (2020). Online career counseling success: the role of hardiness and psychological capital. International Journal for Educational and Vocational Guidance. 

  • Pordelan, N., Sadeghi, A., Abedi, M. A., & Kaedi, M. (2018). How online career counseling changes career development: A life design paradigm. Educational Information Technology, 23, 2655-2672. 

  • JAN Workplace Accommodation Toolkit: Building Your Inclusive Workplace

Module 4 

Super’s Developmental Theory 

  • Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16, 282-298. 

  • Niles, G. S. (2001). Using Super's Career Development Assessment and Counseling (C-DAC) Model to link theory to practice. International Journal for Educational and Vocational Guidance, 1, 131-139. 

  • Giannontonio, C. M., & Hurley-Hanson, A. E. (2006). Applying image norms across Super's Career Development Stages. The Career Development Quarterly, 54, 318-330. 

  • Zytowski, D. G. A Super Contribution to Vocational Theory: Work Values. The Career Development Quarterly, 43(1), 25-31.

  • TFL (2018). How Abercrombie ended up being sued by 250,000 employees. The Fashion Law. 

Roe’s Personality Theory of Career Choice 

  • Peisha, C., Brodaty, H., Luscombe, G., Kruk, J., & Anstey, K. (1999). The Parent Adult-Child Relationship Questionnaire (PACQ): the assessment of the relationship of adult children to their parents. Aging & Mental Health, 3(1), 28-38. 

  • Wrenn, R. L. (1985). The Evolution of Anne Roe. Journal of Counseling and Development, 63, 267-275.

  • Brown, M. T., Lum, J. L., & Voyle, K. (1997). Roe Revisited: A call for the reappraisal of the Theory of Personality Development and Career Choice. Journal of Vocational Behavior, 51, 283-294. 

Module 5 

Holland’s Theory of Vocational Personalities 

  • Reardon, R. C. (2017). Chapter 2: Holland's Integration of Career Theory, Research, and Practice. In J.P. Sampson, E. Bullock-Yowell, V. C. Dozier, D. S. Osborn, & J. G. Lenz (Eds.). Integrating theory, research and practice in vocational psychology: Current status and future directions (pp. 28-39). Tallahassee, FL: Florida State University. 

  • Nauta, M. M. (2010). The Development, Evolution, and Status of Holland's Theory of Vocational Personalities: Reflections and Future Directions for Counseling Psychology. Journal of Counseling Psychology, 57(1), 11-22. 

  • Holland's Theory of Career Choice 

Theory of Work Adjustment 

  • Harper M. C. & Shoffner, M. F. (2004). Counseling for Continued Career Development After Retirement: An Application of the Theory of Word Adjustment. The Career Development Quarterly, 52, 272-284. 

  • Dahling, J. J. & Librizzi, U. A. (2015). Integrating the Theory of Work Adjustment and Attachment Theory to Predict Job Turnover Intentions. Journal of Career Development, 42(3), 215-228. 

  • Lyons, H. Z. & Fassinger, R. (2005). A Multicultural Test of the Theory of Work Adjustment: Investigating the Role of Heterosexism and Fit Perceptions in the Job Satisfaction of Lesbian, Gay, and Bisexual Employees. Journal of Counseling Psychology, 52(4), 537-548. 

  • Duffy, R. D., Blustein, D. L., Diemer, M. A., & Autin, K. L. (2016). The Psychology of Working Theory. Journal of Counseling Psychology, 63(2), 127-148. 

Module 6

Krumboltz's Learning of Career Counseling 

  • Shurts, M. W. (2004). Providing Career Counseling for Collegiate Student-Athletes: A Learning Theory Approach. Journal of Career Development, 31(2), 95-109. 

  • Datti, P. A. (2009). Applying Social Learning Theory of Career Decision Making to Gay, Lesbian, Bisexual, Transgender, and Questioning Young Adults. The Career Development Quarterly, 58, 54-64.

  • Krumboltz, J. D. (2009). The Happenstance Learning Theory. Journal of Career Assessment, 17(2), 135-154.

  • Krumboltz, J. D. (1979). The Effect of Alternative Career Decision-Making Strategies on the Quality of Resulting Decisions. Use Department of Health Education & Welfare National Institute of Education. 

Gottfredson's Theory of Circumscription and Compromise 

  • Blanchard, C. A. & Lichtenberg, J. W. (2001). Compromise in career decision making: A test of Gottfredson's theory. Journal of Vocational Behavior, 62, 250-271. 

  • Hesketh, B., Elmslie, S., & Kaldo, W. (1990). Career Compromise: An Alternative Account to Gottfredson's Theory. Journal of Counseling Psychology, 37(1), 49-56. 

  • Winter, D.  Using Circumscription & Compromise. The Careers Group. 

Module 7 

Social Cognitive Career Theory 

  • Wood, S. M., Klose Smith, C., & Duys, D. K. (2018). Chapter 41 Career Counseling and The Gifted Individual: Applying Social Cognitive Career Theory to the Career Decision Making of Gifted Individuals. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.). APA Handbook of Giftedness and Talent (pp. 629-644). Washington, DC: American Psychological Association. 

  • Hackett, G. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance. Journal of Vocational Behavior, 45, 79-122.

  • Lent, R. W., Hackett, G., & Brown, S. D. (2000). Contextual Supports and Barriers to Career Choice: A Social Cognitive Analysis. Journal of Counseling Psychology, 47(1), 36-49. 

Trait and Factor Theory & Theory of Person-Environment Fit 

  • van Vianen, A. E.M. (2018). Person-Environment Fit: A Review of Its Basic Tenets. Annual Review of Organizational Psychology and Organizational Behavior, 5, 75-101. 

  • Chartrand, J. M. (1991). The Evolution of Trait-and-Factor Career Counseling; A Person-Environment Fit Approach. Journal of Counseling & Development, 69, 518-524.

  • Johnson, P., Nichols, C. N., Buboltz Jr. W. C., & Riedesel, B. (2002). Assessing a Holistic Trait and Factor Approach to Career Development of College Students. Journal of College Counseling, 5, 4-14.

  • National Career Development Guidelines (NCDG) Framework 

Module 8 

Assessment Intake & History 

  • Liptak, J. J. (n.d.).  Career Intake & Counseling Scale: Administrator's Guide. JIST Career Solutions, St. Paul, MN. 

  • Harrington, T. & Long, J. (2013). The History of Interest Inventories and Career Assessments in Career Counseling. The Career Development Quarterly, 61, 83-92. 

  • Zunker, V. G. (2008). Career, Work, and Mental Health: Integrating Career and Personal Counseling, SAGE Publications 

Employment Assessment 

  • Borofsky, G. L. (1992). Assessing the Likelihood of Reliable Workplace Behavior: Further Contributions to the Validation of the Employee Reliability Inventory. Psychological Reports, 70, 563-592. 

  • Borofsky, G. L. & Garely, L. (1995). Assessing Effects of Treatment for Substance Abuse: A Further Contribution to the Validation of the Employee Reliability Inventory. Psychological Reports, 76, 1043-1049. 

  • Borofsky, G. L. (2000). Predicting Involuntary Dismissal for Unauthorized Absence, Lateness, and Poor Performance in the Selection of Unskilled and Semiskilled British Contract Factory Operatives: The Contribution of the Employee Reliability Inventory. Psychological Reports, 87, 95-104. 

  • Gottfredson, G. D. (1996). The Assessment of Career Status with the Career Attitudes and Strategies Inventory. Journal of Career Assessment, 4(4), 363-381.

  • Nordlund, A., Pahlsoon, L., Holmberg, C., Lind, K., & Wallin, A. (2011). The Cognitive Assessment Battery (CAB): A rapid test of cognitive domains, International Psychogeriatrics, 23(7), 1144-1151. 

Module 9 

Work Values Inventory 

  • Hansen, J. C. & Leuty, M. E. (2012). Work Values Across Generations. Journal of Career Assessment, 20(1), 34-52.

  • Nevill, D. D. & Super, D. E. (1986).  The Salience Inventory: Theory, Application, and Research. Consulting Psychologist Press: Palo Alto, CA.

  • Robinson, C. H. & Betz, N. E. (2008). A Psychometric Evaluation of Super's Work Values Inventory-Revised. Journal of Career Assessment, 16(4), 456-473.

  • Tuulik, K., Ounapuu, T., Kuimet, K., & Titov, E. (2016). Rokeach's instrumental and terminal values as descriptors of modern organization values. International Journal of Organizational Leadership, 5, 151-161.

Combined Assessment Programs 

Career Development Inventories 

  • Chartrand, J. M. & Nutter, K. J. (1996). The Career Factors Inventory: Theory and Applications. Journal of Career Assessment, 4(2), 205-218.

  • Pordelan, N., Sadeghi, A., Reza Abedi, M. & Kaedi, M. (2018). How online career counseling changes career development: A life design paradigm. Education and Information Technologies, 23, 2655-2672.

  • Savickas, M. L. & Porfeli, E. J. (2011). Revision of the Career Maturity Inventory: The Adaptability Form. Journal of Career Assessment, 19(4), 355-374.

Interest Inventory 

  • Casey Dozier, V., Sampson, J. P., Lenz, J. G., Peterson, G. W., & Reardon, R. C. (2015). The Impact of the Self-Directed Search Form R Internet Version on Counselor-Free Career Exploration. Journal of Career Assessment, 23(2), 210-224. 

  • Fouad, N. A. (2002). Cross-Cultural Differences in Vocational Interests: Between-Groups Difference on the Strong Interest Inventory. Journal of Counseling Psychology, 49(3), 283-289. 

  • Campell, D. (2002). The History and Development of the Campbell Interest and Skill Survey. Journal of Career Assessment, 10(2), 150-168. 

Abilities and Skills Assessment 

  • Pomeranz, J. L., Byers, K. L., Moorhouse, M. D., Velozo, C. A. & Spitznagel, R. J. (2008). Rasch Analysis as a Technique to Examine the Psychometric Properties of a Career Ability Placement Survey Subtest. Rehabilitation Counseling Bulletin, 51(4), 251-259. 

  • Wall, J. E. (1994). An Example of Assessment's Role in Career Exploration. Journal of Counseling & Development, 72, 608-613. 

  • Talboy, A. (2011). A Brief Evaluation of the Armed Services Vocation Aptitude Battery (ASVAB). Journal of Young Investigators, 22(6), 81-84.


  • Gough, H. G. (1995). Career Assessment and the California Psychological Inventory. Journal of Career Assessment, 3(2), 101-122.

  • Costa, P. T. & McCrae, R. R. (1995). Persons, Places, and Personality: Career Assessment Using the Revised NEO Personality Inventory. Journal of Career Assessment, 3(2), 123-139.

  • Suri, S. (2019). Moderating Effects of Big Five Personality Between Self-Efficacy and Career Choice among College Students. International Journal of Innovative Studies in Sociology and Humanities, 4(5), 101-109.

  • Schuerger, J. M. (1995). Career Assessment and The Sixteen Personality Factor Questionnaire. Journal of Career Assessment, 3(2), 157-175.

  • G. L. Boyle, G. Matthews, & D. H. Saklofske, (Eds.). In The SAGE Handbook of Personality Theory and Assessment: Personality Measurement and Testing Volume 2. SAGE Publications.

  • Boer, D. P., Starkey, N. J., & Hodgetts, A. M. (2008).  The California Psychological Inventory - 434 - and 260-item Editions. (pp. 97-112).

  • Cattell, H. E.P. & Mead, A. D. (2008).  The Sixteen Personality Factor Questionnaire (16PF). (pp. 135-159).

  • Costa, P. T. & McCrae, R. R. (2008).  NEO Personality Inventory.pdf . (pp. 179-198).

  • Furnham, A., Eysenck, S. B.G., & Saklofske, D.H. (2008).  The Eysenck Personality Measures: Fifty Years of Scale Development Click for more options . (pp. 199-218). 

Module 10 

Career Counseling for Individuals with Disabilities 

  • Lyons, B. J., Volpone, S. D., Wessel, J. L., & Alonso, N. M. (2017). Disclosing a Disability: Do Strategy Type and Onset Controllability Make a Difference? Journal of Applied Psychology, 102(9), 1375-1383. 

  • Dillahunt-Aspillaga, C., Jorgensen-Smith, T., Ehlke, S., Hanson, A., Sosinski, M., & Gonzalez, C. M. (2015). Disability Adjustment and Vocational Guidance Counseling for Individuals with Traumatic Brain Injury. Journal of Applied Rehabilitation Counseling, 46(1), 3-13. 

  • Castillo, Y. A. & Fischer, J. M. (2019). Self-Employment as Career Choice for People with Disabilities: Personal Factors that Predict Entrepreneurial Intentions. Journal of Rehabilitation, 85(1), 35-43. 

  • Dispenza, F., Brennaman, C., Harper, L. S., Harrigan, M. A., Chastain, T. E., & Procter, J. E. (2019). Career Development of Sexual and Gender Minority Persons Living with Disabilities. The Counseling Psychologist, 47(1), 98-128.

Career Counseling for Multicultural Groups 

  • Vespia, K. M., Fitzpatrick, M. E., Fouad, N. A., Kantamneni, N., & Chen, Y. L. (2010). Multicultural career counseling: a national survey of competencies and practices. Career Development Quarterly, 59(1). 

  • Flores, L. Y. & Bike, D. H. (2014). Multicultural Career Counseling. In F. T. L. Leong (Ed.), APA Handbook of Multicultural Psychology, Vol. 2, Application, and Training (pp. 403-417). American Psychological Association: Washington, D.C. 

  • Rush, L. C. (2010). The Needed Development of Multicultural Career Counseling Skills: If Not Now When? If Not Us Who?. Ideas and Research You Can Use: VISTAS Online.

  • Wada, K., McGroarty, E. J., Tomaro, J., & Amundsen-Dainow, E. (2019). Affirmative Career Counseling with Transgender and Gender Nonconforming Clients: A Social Justice Perspective. Canadian Journal of Counseling and Psychotherapy, 53(3), 255-275.

  • Byars-Winston, A. (2014). Toward a Framework for Multicultural STEM-Focused Career Interventions. The Career Development Quarterly, 62, 340-357.

  • Liu, W. M. & Ali, S. R. (2005). Addressing Social Class and Classism in Vocational Theory and Practice: Extending the Emancipatory Communitarian Approach. The Counseling Psychologist, 33(2), 189-196.

Module 11 

Career Counseling in the Criminal Justice System 

  • Federal Bureau of Prisons (2016). Reentering Your Community: A Handbook 

  • Center for Substance Treatment. Integrating Substance Abuse Treatment and Vocational Services. Treatment Improvement Protocol (TIP) Series, No. 38. HHS Publication No. (SMA) 12-4216. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2000.

  • Pandeli, J. & O'Regan, N. (2020). Risky Business? The Value of Employing Offenders and Ex-Offenders: An Interview with James Timpson, Chief Executive of Timpson. Journal of Management Inquiry, 29(2), 240-247.

  • Fitzgerald, E. L., Chronister, K. M., Forrest, L., & Brown, L. (2012). OPTIONS for Preparing Inmates for Community Reentry: An Employment Preparation Intervention. The Counseling Psychologist, 41(7), 1-21.

  • Westerling, T., Koch, J. M., Mitchell, T., & Clark, J. (2015). Exoffenders' career decision self-efficacy. Journal of Offender Rehabilitation, 54(2), 103-121.

  • Laux, J. M., Calmes, S., Moe, J. L., Dupuy, P. J., Cox, J. A., Ventura, L. A., Williamson, C., Benjamin, B. J., & Lambert, E. (2011). The career counseling needs of mothers in the criminal justice system. Journal of Offender Rehabilitation, 50(3),159-174.

  • Chen, C. P. & Shields, B. (2020). Career counseling ex-offenders: Issues and interventions. Australian Journal of Career Development, 29(1), 36-43.

Career Counseling for Veterans 

  • Bartee, R. L. & Dooley, L. (2019). African American Veterans Career Transition Using the Transition Goals Plans Success GPS Program as a Model for Success. Journal of Veterans Studies. 

  • Rausch, M. A. (2014). Contextual career counseling for transitioning military veterans. American Counseling Association, 51, 89-96. 

  • Hunter-Johnson, Y., Niu, Y., Smith, S., Whitaker, B., Wells, R., Charkasova, A. (2020). The Veteran Employees: Recruitment, Career Development, Engagement, and Job Satisfaction of Veterans Transitioning to the Civilian Workforce. New Directions for Adult and Continuing Education, 166, 139-150.

  • Reentry Myth Busters: A Product of the Federal Interagency Reentry Council

  • Robertson, H. C. & Hayden, S. C.W. (2018). Serving all that served: Career development among at-risk veterans. Career Development Network Journal, 34(4), 54-65.

  • Hayden, S., Green, L., & Dorsett, K. (2013). Perseverance and Progress: Career Counseling for Military Personnel With Traumatic Brain Injury. VISTAS Online, Article 43.

  • Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving Miltary Families: Theories, Research, and Application. Routledge: New York, NY.

    • Chapter 3: Defining Features of Military Family Life p. 49-72

  • Chunha, K. J. & Curran, E. R. (2013). A Brief Military Culture Overview. [Undergraduate Student Project]. Springfield College. 

Module 12 

Career Counseling in Addiction Counseling 

  • Andreassen, C. S., Griffiths, M. D., Hetland, J., & Pallesen, S. (2012). Personality and Social Psychology: Development of a Work Addiction Scale. Scandinavian Journal of Psychology, 53, 265-272. 

  • Center for Substance Abuse Treatment. Integrating Substance Abuse Treatment and Vocational Services. Treatment Improvement Protocol (TIP) Series, No. 38. HHS Publication No. (SMA) 12-4216. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2000. 

  • Graham, M. D. (2006). Addiction, the Addict, and Career: Considerations for the Employment Counselor. American Counseling Association, 43, 168-178. 

  • Rochat, S., & Armengol, J. (2020). Career Counseling Interventions for Video Game Players. Journal of Career Development, 47(2), 207-219.

  • SHRM (2018). Employing and Managing People with Addictions. SHRM: Better Workplaces Better World 

Career Counseling in Mental Health Counseling 

Module 13 

Career Counseling in School Settings 

Job Loss and Transition 

  • Abrams, L. R., Finlay, J. M., & Kobayashi, L. C. (2021). Job Transitions and Mental Health Outcomes Among US Adults Aged 55 and Older During the COVID-19 Pandemic. Oxford University Press. 

  • Thompson, M. N., Dahling, J. J., Chin, M.Y., Melloy, R. C. (2017). Integrating Job Loss, Unemployment, and Reemployment With Social Cognitive Career Theory, Journal of Career Assessment, 25(1), 40-57. 

  • Wanberg, C. R., Kanfer, R., Hamann, D. J., Zhang, Z. (2015). Age and Reemployment Success After Job Loss: An Integrative Model and Meta-Analysis. American Psychological Association, 142(4), 400-426. 

  • Sandra, Kerka. (1991). Adults in Career Transition. Eric Clearinghouse on Adult Career and Vocational Education Columbus OH.

Module 14 

Final Exam 

These are recommended but NOT REQUIRED books to help with studying for the NCE and CRC examination:

  • Chan, F., Bishop, M., Chronister, J., Lee, E. J., & Chiu, C. Y. (2017). Certified rehabilitation counselor examination preparation. Springer Publishing Company. 

  • Erford, B. T., Hays, D. G., Crockett, S., & Miller, E. M. (2015). Mastering the national counselor examination and the counselor preparation comprehensive examination. Upper Saddle River, NJ: Pearson. 

  • Rosenthal, H. (2013). Encyclopedia of counseling: master review and tutorial for the National Counselor Examination, state counseling exams, and the Counselor Preparation Comprehensive Examination. Routledge. 

Course Policies

Assignment Policy

Due dates for each assignment or activity will be posted in Blackboard.

Late Work

*All assignments are due by Sunday at 11:59 pm CST.   Late assignments cannot receive full credit, with a 10% penalty of total possible points given for each day it is late. For example, if an assignment is worth 40 points, 4 points will be lost each day it is late.   

Understanding that all students have other responsibilities outside of class and that at times an assignment may be missed, one (1) exception will be granted to this policy, as long as the student contacts the instructor before class starts on the day the assignment is due. An additional day to complete and submit work would be granted in this case.

**This exception cannot be used for the article review, group presentation, or final exam.**

Class Participation

Students are required to login regularly to the online class site. Students are also required to participate in all class activities such as the VoiceThread Discussions.

Incomplete Grades

It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.

Conceptual Framework​

This course provides experiences that will help students develop into effective mental health practitioners and consumers of research who attend to needs in a more holistic manner (e.g., personal and career needs and contextual factors). In this course, students will reflect on their own career development and biases regarding career, as well as the career development of current or former clients. Additionally, students will be exposed to career development research​ ​and counseling techniques, including issues and procedures salient to career assessment. Finally, the course will infuse issues related to diversity and multiculturalism and their impact on career development.  

Resolution of Problems

Should a problem occur, you should speak to your instructor first. If the problem continues to be unresolved, go to the department chair, and next to the college dean. Should the problem persist, you have the right to go to the provost next, and then to the president.

Course Requirements 

All students are expected to actively contribute to the learning environment, including attendance (e.g., logging onto blackboard and actively keeping up with the coursework), participation in VoiceThread discussion, giving feedback to other student. Regular attendance is essential as materials are due on a weekly basis. It is your responsibility to have completed the readings and watch all of the lecture materials each week.

All written assignments are to be typed. Use Times New Roman font, 12pt, double spaced, and APA style when indicated. Materials will only be accepted using Microsoft office platforms (e.g., Word, excel, PowerPoint, etc.). This is free for students through UND IT services. Other platforms such as Mac (pages, keynote, numbers, etc.) are not approved platforms. If an assignment is uploaded in this format, it will not be graded.


Career Counseling is a clinical/applied course, and consequently students will have the option of using their own career assessment instruments and career development process as learning tools for the class. It is expected that each individual in the course will respect basic counseling ethical guidelines, and will not share any personal information learned in class in any fashion outside of those required for course participation and completion. Likewise, individuals have the right to limit or abstain from sharing information as part of their classroom activitiesViolation of ethical guidelines may result in expulsion from the course and/or the assignment of a failing grade.  

College/Department Policies

Counseling Psychology and Community Service Section Policies  

Professionalism & Ethical Behavior

Counseling psychologists, counselors and counselors-in-training are expected to maintain a consistently high level of ethical and professional behavior. As part of this, all students must keep absolute confidence concerning any and all communication from their clients (even if they are role-plays with a fellow student) as well as any communications that they hear or see relating to the clients of anyone else in this class. A violation of ethical standards will result in remediative action by instructors, supervisors and/or Section faculty. This might include requiring additional supervision, additional study of ethics, the immediate dismissal from class, the assignment of a failing grade, and/or possible dismissal from the program. 

As a trainee, you will be interacting with the public as a mental health professionalYour public persona is therefore an important issue to consider on a regular basis. Part of your public persona is the way you represent yourself on-lineRecently, the issues of presentation on forums such as Twitter, Facebook, and YouTube have become important issues for college students. Future employers, for example, frequently peruse these postings to gather information about job applicants. It is also entirely possible that students and clients will gather information about you from these outlets. ​Therefore, you must ensure that any information you choose to post publicly on such a site is consistent with expectations for a mental health professional.​ Keep in mind that posting information about colleagues, such as pictures or videos taken of a group of classmates, may affect perceptions of those colleagues as well. If you have questions about, or want to further discuss, please do so during class office hours.

Department Evaluation of Students

The counseling faculty conduct periodic review of students’ progress in the M.A. and Ph.D. programs, including their academic performance, counseling and psychoeducational skills, professionalism and ethics. An interview may be required as part of the review.  Deficits identified through the faculty review may result in either a requirement that the student engage in remedial work or the removal of the student from the program.


​The practice of counseling requires significant self-disclosure for the person receiving counseling. Counseling students must become very familiar with this process. Therefore, it is an essential training component of the Counseling Psychology and Community Service Sector to provide assignments and classroom experiences that call for student self-disclosure of a personal nature, in an atmosphere of respect and confidentiality, to an extent not expected in other academic disciplines.   

The following is what APA states about the ethics of requiring self-disclosure in an academic program:  

Psychologists do not require students or supervisees to disclose personal information in course- or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers, and spouses or significant others except if (1) the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training- or professionally related activities in a competent manner or posing a threat to the students or others (APA, 2002, 7.04).

Policies for Students in Educator Preparation Programs


The Council of Accreditation for Educator Preparation (CAEP) requires the university to monitor the academic progress and dispositions of every student enrolled in a program leading to an education license or credentialDispositions refer to a student’s actions and behaviors in terms of professionalism, ethics and human relations. Should a concern arise about a student’s progress or dispositions, faculty, instructors and/or cooperating teachers may request a one-on-one meeting with the teacher candidate or advanced student to discuss areas of strength or concernsWritten documentation of this conference may be included in the student’s permanent fileSpecific procedures are delineated on the form, Professional Dispositions for UND Teacher Education.  

Essential Abilities Requirements

Essential abilities are academic performance requirements that refer to those physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of the educator preparation curriculum and the development of personal attributes required for professional licensure. The candidate must possess or be able to gain these abilities with or without reasonable accommodation. The essential abilities required by the curriculum are reflected by competencies in the following areas: communication, intellectual, behavioral, social, motor, and sensory (Handbook for Teacher Education). 

Reasonable accommodations will be afforded to education candidates with disabilities as required under the Americans with Disabilities Act of 1990Students who can no longer perform the essential functions of education candidates must report that to the Associate Dean of Student Services and Assessment and suggest any accommodations that they think will enable them to perform as education candidatesThe Associate Dean will then determine if the suggested accommodations are reasonable or if there are any other reasonable accommodations that can be madeIf accommodations cannot be made, the student may not be able to complete their educational program.

College of Education & Human Development​ ​Academic Concerns and Grievance Process Policy

Graduate students should follow the CEHD Grievance Policy for decisions made at the course or program level and should follow the School of Graduate Studies Grievance Policy for decisions made by the School of Graduate Studies. It is the student’s responsibility to initiate and advance the grievance.  Please contact Dr. Donna Pearson, the Associate Dean of Student Services and Assessment, for more information and assistance with the CEHD grievance process.

If you have a concern with a grade given, or any aspects of this course, I request you first discuss this concern with myself. I welcome such conversations and hope they result in better understanding on your part, as well as on mine.

University of North Dakota Policies & Resources

Academic Integrity

Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.

As a scholastic matter, the professor has the discretion to determine appropriate penalties for the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter and will have little tolerance and/or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.

Access and Opportunity, Disability Support, & Medical Services

The University of North Dakota is committed to providing equal access to students with documented disabilities. To ensure access to this class and your program, please contact Disability Services for Students (DSS) to engage in a confidential discussion about accommodations for the classroom and clinical settings. Accommodations are not provided retroactively. Students are encouraged to register with DSS at the start of their program. More information can be obtained by email or by phone at 701.777.2664.


UND is committed to maintaining a safe learning environment while providing quality learning experiences for our students. COVID-19’s continued presence within our UND community may necessitate changes in classroom management as the academic year progresses. As such, UND asks students and instructors to be flexible when necessary to promote a safe environment for learning. Please do not attend an in-person class or lab if you are feeling ill, particularly if you are experiencing symptoms of COVID-19, or if you have been directed by health professionals to quarantine or isolate. If you are not able to attend class or lab, please notify your instructor as soon as possible and discuss options for making up any missed work in order to ensure your ability to succeed in the course. If you will have an extended absence due to serious illness or other uncontrollable circumstances, you may request an absence notification through the Office of Student Rights and Responsibilities. Similarly, if your instructor is ill they may need to cancel class or temporarily move your course to online delivery to ensure that you are able to complete the course successfully.  Instructors may require students to wear masks in the classroom or in the laboratory as a preventative measure designed to facilitate uninterrupted classroom engagement and to facilitate health and safety in the classroom.   If your instructor does require masks in class or in a laboratory, you are expected to comply with that request.

UND also strongly encourages all members of the University community, including students, to get vaccinated, seek out testing when needed, and model positive behavior both on- and off-campus to foster a healthy and safe learning environment for all students. Individuals who would like to discuss disability accommodations regarding masks should contact the Disability Services for Students (DSS) office at 701.777.2664 or Individuals who are unable to wear a mask due to a sincerely held religious belief should contact the UND Equal Opportunity and Title IX Office at 701.777.4171 or

Religious Accommodations

UND offers religious accommodations, which are reasonable changes in the academic environment that enable a student to practice or observe a sincerely held religious belief without undue hardship on the University. Examples include time for prayer or the ability to attend religious events or observe a religious holiday. To request an accommodation, complete the student religious accommodation request form. If you have any questions, you may contact the Equal Opportunity & Title IX Office.

Pregnancy Accommodations

Students who need assistance with academic adjustments related to pregnancy or childbirth may contact the Equal Opportunity & Title IX Office or Academic Affairs to learn about your options. Additional information and services may be found at Pregnancy Resources.

Notice of Nondiscrimination

It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to Donna Smith, Assistant Vice President for Equal Opportunity & Title IX and Title IX/ADA Coordinator, 102 Twamley Hall, 701.777.4171, or the Office for Civil Rights, U.S. Dept. of Education, 230 S. Dearborn St., 37th Floor, Chicago, IL 60604 or any other federal agency.

Reporting of Discrimination, Harassment, or Sexual Misconduct

If you or a friend has experienced sexual misconduct, such as sexual harassment, sexual assault, domestic violence, dating violence, or stalking, please contact the Equal Opportunity & Title IX Office or UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171;; or visit the Title IX webpage. You may also contact the Equal Opportunity & Title IX office if you or a friend has experienced discrimination or harassment based on a protected class, such as race, color, national origin, religion, sex, age, disability, sexual orientation, gender identity, genetic information, pregnancy, marital or parental status, veteran's status, or political belief or affiliation.

Faculty Reporting Obligations Regarding Discrimination, Harassment, or Sexual Misconduct

It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual misconduct or of discrimination or harassment based on a protected class that they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been impacted by discrimination, harassment, or sexual misconduct, you can find information about confidential support services on the Equal Opportunity & Title IX webpage..

UND Cares Program

How to Seek Help When in Distress

We know that while college is a wonderful time for most students, however, some students may struggle or have issues that arise. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares Program Webpage.

How to Recognize When a Student is in Distress

The term “distressed” can mean any of the following:

  • Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
  • Student has cut off or minimized contact with family or friends.
  • Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
  • Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
  • Student is acting withdrawn, volatile, tearful, etc.
  • Student is acting out of character or different than usual.
  • Student is talking explicitly about hopelessness or suicide.
  • Student has difficulty concentrating or difficulty carrying on a normal conversation.
  • Student has excessive dependence on others for company or support.
  • Student reports feeling out of control of one’s emotions, thoughts, or behaviors.

Land Acknowledgement Statement

Today, the University of North Dakota rests on the ancestral lands of the Pembina and Red Lake Bands of Ojibwe and the Dakota Oyate - presently existing as composite parts of the Red Lake, Turtle Mountain, White Earth Bands, and the Dakota Tribes of Minnesota and North Dakota. We acknowledge the people who resided here for generations and recognize that the spirit of the Ojibwe and Oyate people permeate this land. As a university community, we will continue to build upon our relations with the First Nations of the State of North Dakota - the Mandan, Hidatsa, and Arikara Nation, Sisseton-Wahpeton Oyate Nation, Spirit Lake Nation, Standing Rock Sioux Tribe, and Turtle Mountain Band of Chippewa Indians.

Additional Resources

It is my goal to foster an environment of mutual respect in which everyone feels comfortable voicing their opinions, sharing their stories, and learning about potentially heavy or personally relevant material. If, at any point, you feel like the information covered in this class elicits thoughts, feelings, or concerns that you would like to discuss further, don’t hesitate to reach out to me, or the UND Counseling Center (701-777-2127).

Further, if you experience extenuating circumstances, sexual violence, identity-based harm, or any other personal crisis during the semester, don’t hesitate to reach out to me so we can provide academic assistance and help you in this course, and put you in contact with the appropriate resources and services (if needed).