Faculty Contact Information:
Dr Ken J. Kovach
PSC 37, Box 3414
APO AE 09459
email: kkovach@faculty.ed.umuc.edu
KJKovach@AOL.com
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Consultation:
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Please contact me at the above e-mail or phone number provided during the first class. For "public" matters – discuss in class.
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Required Texts and Readings:
American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed). Washington, DC.
Santrock, J.W. (2006). Life-Span Development (10th ed). Boston, MA: McGraw Hill.
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Supplementary Readings:
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All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
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Recommended Journals:
All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
The following reading material may be useful to students, depending on areas of interest:
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC.
Dillard, A. (1987). An American childhood. New York: Harper and Row
This is an illuminating and highly recommended autobiography of one woman's look back on the "growing up" process.
Fong, M. L., Silen, K. A. (1999). Assessment and diagnosis of DSM-IV anxiety disorders. The Journal of Counseling and Development. 77, 209-217.
Ivey, Allen E. , Ivey, Mary B., (1998) Reframing DSM-IV: Positive strategies from developmental counseling and therapy. The Journal of Counseling and Development. 76, 334-350.
Morgan, B., MacMillan, P. (1999) Helping clients move toward constructive change: A three-phase integrated counseling model. The Journal of Counseling and Development. 77, 153-170.
Schlossberg, N. (1984). Counseling adults in transition. New York: Springer. Excellent resource for counselors of adults!
Schlossberg, N. (1994). Overwhelmed: Coping with life's ups and downs. New York: Lexington Books. Excellent resource for adult clients in transition.
Spruill, D. A., Benshoff, J. M. (1996). The future is now: Promoting professionalism among counselors-in-training. The Journal of Counseling and Development. 74, 468-471.
Viorst, Judith: Any of her books on various developmental ages and stages in adult life. She writes intelligent books for the general public, and also story books for children.
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Course Description:
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This course places emphasis on the study of the characteristics of human growth at each stage of development. Special emphasis will be placed on counseling in various settings, including schools. Instruction and practice in the writing of a case study report is also given. Students may receive credit for only one of the following courses: EDUC 507 or EDCP 605.
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Course Goals:
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This course is designed to enable students to become familiar with the dynamic aspects of human growth and development over the life span. It will assist students in preparing for the comprehensive exam and will prepare them for professional practice with people of all ages.
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Course Objectives:
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At the conclusion of the course, the student will be able to:
1. Identify the main concepts and theories of human development postulated by prominent developmental psychologists.
2. Identify the determinants of physical, cognitive, and social/ psychological human growth and development.
3. Be knowledgeable about the nature and need of the individual at every level of development.
4. Be familiar with current research in the field of human growth and development.
5. Have an understanding of how to work with children, adolescents and adults in any setting.
6. Have enhanced self-awareness of personal strengths, interests, and abilities.
7. Be familiar with ethical issues in developmental psychology.
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Grading Information:
Grades for this course will be assigned as follows:
A = 90-100 points
B = 80- 89 points
C = 70- 79 points
F = below 70 points
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs.
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Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Although there are no tests in this course, there are three writing assignments: (a) Autobiography, (b) two brief research projects, and (c) weekend topics.
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Description of Course Requirements:
In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Classroom Discussions and Participation...........22 points
Developmental Autobiography.......................40 points
Research Projects.................................20 points
Topical Issue Reports.............................18 points
Total: 100 points
CONFIDENTIALITY - Because self-analysis is so important to promote understanding oneself, and, therefore, important to counseling, each of you will be introspecting and analyzing yourself. This is a course that will involve some self-examination and some degree of sharing personal information with the class. Therefore, students must be sensitive to the right to privacy of other students. It is important to be discrete and appropriate in your personal sharing in our “classroom;” therefore, be VERY mindful of what personal information you present. It is important to self-disclose about yourself; BUT ALSO, to be very mindful of what you share in “class” and NOT to share those personal things that you might regret sharing, at some later point. Further, you must be sensitive to the privacy of your fellow students, and that information shared REMAINS CONFIDENTIAL! During the first week of class, you MUST review “Self-Disclosure and Confidentiality” and AGREE to the terms of self-disclosure and confidentiality in this course.
Classroom Discussion & Participation: Students are required to attend all classes on time and be ready to discuss the topical issues assigned, to include other chapter topics. Value is 20 points.
Developmental Autobiography: This is a 12 part tasking related to the textbook chapters and course topics. It is a personal and confidential report only to the Instructor at the end of the course. Due 8 October 2006. Directions are provided in the Project. Value is 40 points.
Research Projects: Two research projects will be required. One will consist of an article review and the other development of an Intervention program. The article review is due 10 September 2006 and the Intervention program on 7 October 2006. Each project is to be ready for presentation to the class, as well as the completed report submitted to the instructor. Each is valued at 10 points.
Topical Issue Reports: Weekend reports on selected topics will be discussed in class; however, each student is to submit a brief written report on each topic at the start of the following weekend. For the last class, the three weekend report topics are due at the end of the last class. Point value equals 18 points for the completed report (18 topics).
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Course Schedule:
This schedule presents four weekends, or 8 sessions, with each session corresponding to two regular three-hour weekday meetings. Class starts at 0900 for each weekend session. Location: RAF Menwith Hill, UK- Room: Check with Field Representative.
Weekend 1: 19 & 20 August 2006
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Life Span Developmental Perspective - Chapters 1 & 2
Biological Beginnings & Prenatal/Birth Development - Chapters 3 & 4
Infancy - Physical & Cognitive Development - Chapters 5 & 6
Weekend 2: 9 & 10 September 2006
Socioemotional Development in Infancy - - Chapter 7
Physical, Cognitive, & Socioemotinal Development in Early Childhood - Chapters 8 & 9
Middle & Late Childhood - Physical, Cognitive, and Socioemotional Development- Chapters 10 & 11
Weekend 3: 23 & 24 September 2006
Adolescence - Physical, Cognitive & Socioemotional Development - Chapters 12& 13
Early Adulthood - Physical, Cognitive & Socioemotional Development -Chapters 14 & 15
Middle Adulthood - Physical, Cognitive & Socioemotional Devlopment -Chapters 16 & 17
Weekend 4: 7 & 8 October 2006
Late Adulthood – Physical & Cognitive Development -Chapters 18 & 19
Late Adulthood - Socioemotional Development -Chapter 20
Endings - Death & Grieving - Chapter 21
Special Topics & Conclusion
Student Presentations
Course Evaluation
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Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center.
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Faculty Bio:
Biography for Kenneth J. Kovach
Dr. Ken J. Kovach has been teaching for various colleges and universities since 1981, and mainly instructs for the University of Maryland's graduate programs in Counseling, Public Administration, Management Information Systems, and in Business & Management for the undergraduate programs. His main subjects include statistics, business management, counseling, career development, education, and qualitative and quantitative research, among others. For Embry-Riddle Aeronautical University, Ken focused on corporate and business aviation and air cargo. Overall, he has taught over 500 various courses in different formats, to include distance education, independent study, conference classes, and in-residence.
Ken gained extensive managerial and business operations experience while spending 23 years in the U.S. Air Force performing duties in the European Airborne Command Post (EC-135), logistics, plans, transportation, administration, patient care, aerial delivery, air passenger & cargo movements, vehicle management and control, VIP transportation, and others. He served five years in the Air Force's hospital system as psychiatric specialist, then was commissioned through the Airmen's Education & Commissioning Program and appointed as Transportation officer. Ken negotiated civilian contracts, represented management in labor disputes, and accomplished various managerial duties in a variety of command levels. He earned over 30 Department of Defense and Air Force awards during his career, among them the Airman's medal, Air Medal, and Air Force's Outstanding Transportation Officer.
He has conducted major research efforts in personnel management, labor relations, teaching, and corporate aviation. His publications have included texts in Corporate and Business Aviation and Corporate Aviation Management; three distance education courses for Embry-Riddle; a National Business Aviation Association management certificate program in aircraft selection, outfitting & retrofitting; a research writing guide for the University of Maryland; a Major Applied Research Project; and other educational writings. His doctorate was from Nova University (EdD in higher education), master of arts (MA in guidance & counseling) from Wayne State University, and bachelor of business (BS) from the University of Tennessee. Ken is active in the American Counseling Association, the American Statistical Association, Phi Gamma Sigma, and the Institute of Transport Administration; chairs and advises in major graduate research projects; advises in corporate and business aviation; and facilitates career planning for those seeking guidance. He has a British wife and two highly educated daughters. His interests continue to be in sports, research activities, and helping others learn.
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