General Course Information for CED637: School Counseling Research

Course: CED637 - School Counseling Research
Textbook: For the correct edition of the textbook assigned to a specific class, go to:

Course Prerequisite(s):
  • ILD625
Course Description: This course is designed to provide the knowledge and skills required to generate and evaluate research relevant to various areas of professional education. The work of the educator will be emphasized throughout the course as students produce a major research and writing project. Students prepare a research proposal in their area of practice, obtain Institutional review Board (IRB) approval, conduct the study and prepare an oral and written report. Course include relevant aspects of professional writing while remaining focused on the practical needs of educators who wish to join the larger professional community in their field of specialty. This class is scheduled for two months one day a week and at the end of that time a grade of 'IP' will be posted then the maximum length of time is 10 additional months. Grading is H, S, or U only.
Course Learning Outcomes:
  • Identify an educational issue that impacts school counselors and which may be addressed via an action research project.
  • Identify, interpret, analyze, and synthesize research-based educational literature associated with a selected topic of interest.
  • Design and implement an action research project related to the selected topic.
  • Collect, analyze, and interpret data from action research intervention.
  • Contextually evaluate the impact of research findings on the impact of education and school counseling.
  • Produce and present a written report of each step of the action research project.
  • Create and conduct an effective verbal presentation of the completed action research project.
  • Demonstrate proficiency in the written language appropriately using the current American Psychological Association's (APA) style and format.
Specified Program Learning Outcomes:
    • Advocate academic success for all preK-16 students by employing appropriate standardized and non-standardized group and individual educational and psychological assessment data and data driven educational decisions/interventions.
    • Apply social science research in professional practice and research.
    • Appraise and address relevant social and diversity concerns and crises of individuals and groups of students.
    • Appraise and address relevant social and diversity concerns and crises of individuals and groups of students.
    • Demonstrate a basic understanding of descriptive statistics and test and survey construction, as well as the purpose and uses of standardized and un-standardized group and individual assessment.
    • Demonstrate skills in developing and interpreting social science research and applying the findings to professional practice.
    • Differentiate relevant social and diversity concerns and crises of individuals and groups of students.
    • Identify and effectively address relevant social and diversity concerns and crises of individuals and groups of students.
    • Identify themselves as professional school counselors who understand the history, development and trends in the profession and act as a professional leader to enhance the field of school counseling and the school system.
    • Implement comprehensive guidance programs based on relevant data that has been developed and implemented buy the student.
    • Interpret findings of social science research, developed and implemented by the student, to professional practice.
    • Propose career based programs and interventions based on career development theories, and the impact of career development on school behavior and learning.
    • Propose career based programs and interventions based on career development theories, and the impact of career development on school behavior and learning.
    • Understand and utilize computer technology relevant to the tasks and role of a school counselor.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like:

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:


Contact the Library:

  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty:

Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures