Career Theory and Procedures: An Online Teaching Approach

By Zachary Pietrantoni & Joseph A. Campbell

Recently, many traditional counselor education programs have explored and integrated online learning in their training programs. Teaching an online course can be a daunting and overwhelming task for newcomers. In the summer of 2014, two doctoral students designed and implemented an intensive four-week graduate level career-counseling course. This article provides a brief discussion of instructional and technical issues, an outline of the learning weeks, and strategies and recommendations to cultivate an active learning community and online teaching.

Preparing to teach an online course, we wanted it engaging and self-sustaining with meaningful and ongoing discussions. Reflecting on our performance, we were successful in some areas and not as successful in others. Our reflection and feedback suggests success at helping students engage in discussion questions. It was important to us to be equally engaged in the material as the students and by engaging in the discussions, we were able to help guide students in their reflections. On the other hand, we could have used video and audio more effectively. Video or audio-recorded lectures to go along with chapter readings and Power Point slides would have helped clarify main points and reduced the time spent addressing topics in discussions.

We intended to integrate personal reflection, peer feedback, theoretical conceptualization, and multicultural considerations into the online format in a way that would be both practical and meaningful to the students. We used Sharf’s (2014) Applying career development theory to counseling text and Desire2Learn (D2L) was the online learning platform.

Learning Weeks

Each week students read chapters from the Sharf (2014) text, engaged in discussions, and completed assignments that would combine reflection, application, feedback, theory, and multiculturalism. Learning weeks began Mondays at 12:00 A.M. and ended the following Sundays at 11:59 P.M. We decided to end the learning week at 11:59 P.M. instead of 12:00 AM because we felt an arbitrary time would keep students mindful of their submission deadlines.


Each learning week, except week four, students engaged in two discussion questions and replied to two peers per discussion engaging in six total discussions. In a four-week course, we had to make discussions engaging and meaningful. One way was for students to engage in personal reflection. We wanted students to consider their career development as a way to increase empathy for future clients. Peer replies were ways for students to give each other feedback about their thoughts and reactions on course materials. Our discussion topics were as follows:


Discussion questions allowed students to engage in the reading and get feedback from peers before completing a written assignment that would integrate personal reflection, theory, and application. Discussions were supplements to the course assignments. Additionally, students completed two short quizzes and two exams. Our assignments were as follows:

Strategies and Recommendations

After the class, we began to evaluate our performance as online instructors. Reflecting on ourselves, the course, and teaching online, we would like to offer suggestion for future improvements:


Starting Point for Future Educators

Preparing and teaching an online course can be overwhelming and requires considerable thought and preparation. Moreover, teaching career theory online presents its own set of unique concerns and challenges; however, with preparation and support, such concerns and challenges can be mitigated. We hope that through sharing our journey of creating and implementing a career theory course online that it will serve as a starting point for reflection and considerations for future educators.



Keirsey, D. W. (1996). The Keirsey temperament sorter (KTS-II). Retrieved from http://www.keirsey.com/sorter/register.aspx

Sharf, R. S. (2014). Applying career development theory to counseling (6th ed.). Belmont, CA:




Zachary PietrantoniZachary Pietrantoni, MA is a former school counselor. He is currently a third year doctoral student in counselor education at Southern Illinois University. (zpiet@siu.edu)





Joseph CampbellJoseph A. Campbell, MA is a former addictions counselor and mental health counselor. He is currently a Visiting Lecturer of counselor education at Indiana University South Bend and a doctoral candidate in counselor education at Southern Illinois University. (jcampbel@siu.edu)


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1 Comment

Jim Peacock   on Wednesday 09/03/2014 at 01:23 PM

I applaude your work on this. Teaching online is quite different but certainly has its place for lots of people. I have 4 & 5 week long online seminars on 3 career theories and have set them up very similar to yours.

The key is to have engaging discussions. Over 4 or 5 weeks people really get to know each other and can take discussions to a fairly deep level in this format...especially those introverts out there!

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