Spring 2022 - EDUC 328 D100

Career Education and Career Counselling (3)

Class Number: 3673

Delivery Method: In Person


  • Course Times + Location:

    Th 11:30 AM – 2:20 PM
    WMC 2503, Burnaby

  • Prerequisites:

    EDUC 220 or EDUC 401/402 or corequisite EDUC 403.



An introduction to theories of career choice, adjustment and development. Emphasis on critical evaluation of established theories that are influential in the development of career education curricula and in the practice of career counselling.


The Canadian Guidelines and Standards for Career Development Practitioners (CSGCDP) defines career development as “the lifelong process of managing learning, work, leisure, and transitions in order to move towards a personally determined and evolving preferred future”. This class will begin with an overview of theoretical conceptions of career development as they have evolved from the original structural theories, to developmental theories, and finally to modern conceptions of career development. The second phase of the course will examine the role that educators, especially teachers and counsellors within school settings, play as career influencers. The course will conclude with an exploration of the connection between effective career interventions and mental health/well-being. Participants in the course can expect to engage in weekly readings, small group discussions, demonstrations and presentations of group work projects.


Course-Level Educational Goals
Upon completion of the course, participants will be able to:

  • Explain the progression of theories and conceptions of career development, and how those conceptions impacted career services and interventions;
  • Describe the role that educators play as “career influencers”;
  • Demonstrate ways to support the career development of youth and/or adults;
  • Foster well-being and mental health through career development interventions



A number of different forms of assessment will be used in the course, including participation in on-line discussion forums, personal learning journal, group presentation of research, and a term paper.

There is no final exam for this course.



Magnusson, K. (2020). Career Helping: Harnessing perspective and emotion in everyday practice. Quebec: Septembre.


ISBN: 9782894715581

Redekopp, D.E. & Huston, M. (2020). Strengthening mental health through effective career development. Toronto: CERIC

NOTE: Available for free electronic download from:



Paperback: 978-1-988066-43-1

ePUB: 978-1-988066-44-8


ISBN: 978-1-988066-44-8


Amundson, N.E., Harris-Bowlsbey, J. & Niles, S.G. (2013) Essential elements of career counseling: Processes and techniques (3rd ed.). Upper Saddle River, NJ: Pearson Education
ISBN: 9780132850643

Registrar Notes:


SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html


Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place.  Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.