Faculty Contact Information:
Kenneth J. Kovach, Ed.D.
PSC 37, Box 3414
APO AE 09459
email: kkovach@faculty.ed.umuc.edu | |
Consultation:
| Please use the private forum established in the Study group for personal issues. If necessary, call the instructor at the number proivded during the first class. For "public" matters - for the whole class to see, use the WebTycho forums. | |
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. | |
Supplementary Readings:
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, A. E. , Ivey, M. B., (1998) Reframing DSM-IV: Positive strategies from developmental counseling and therapy. The Journal of Counseling and Development. 76, 334-350.
Morgan, B., M., 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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Recommended Journals:
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Course Description:
| 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. | |
Course Goals:
| 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. | |
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. | |
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. | |
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 complete:
Classroom Discussions and Participation........25 points
Taskings.......................................25 points
Developmental Autobiography....................50 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 post onto WebTycho (which goes to each of us, and to no one else) . 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. | |
Description of Course Requirements:
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional for every hour of a face-to-face class and approximately ten hours of preparation per week for a DE class. Make it a minimum of three visits to the DE class per week. Respond to assigned Conferences and to other students for class discussions.
Topical responses require substance; in other words, state your position and provide examples or sufficient information to warrant a complete response. Total Value: 25 points. (A Rubric will be provided the first class)
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of course work from previous classes (whether or not taken at UMUC, UMUC-Europe, or BSU), partially or in its entirety, is acceptable in this course only if properly cited and referenced. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables. Taskings: There are two writing Assignments. The first is to complete a Comparative Article Analysis of articles provided (Value 10 points). The second is to develop a mini-Intevention program (Value 15 points). A Rubric will be provided for each.
Orally/visually present prepared material: You are required to present your research in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material. In a DE class, this means creating a visual/textual presentation for your instructor and classmates. Requirements will be identified in the course; however, your Intervention program is one activity that should be presented visually at the next to last week of the course.
Developmental Autobiography: This is a 12 item report that is conducted throughout the course. Total value equals 50 points; therefore, it is expected that this report is substantial and addresses the issues noted in the requirements. All citations and references will be iaw the APA rules. | |
Course Schedule:
This schedule presents twelve weeks of DE work and a ten day break (23 Dec 2006 – 1 Jan 2007). Course starts 30 October 2006 and finishes 28 January 2007.
Week 1: 30 Oct -5 Nov 2006
Bio & Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Orientation to subject
Science of Life-Span Development
Chs 1 & 2
Assignments: Read Chapters 1 & 2 and review all Course Content info, especially any Powerpoint files for the chapters. Complete any Conferences assigned.
Week 2: 6 – 12 Nov 2006
Chs 3& 4 (Biological beginnings & Prenatal development)
Assignments: Read Chapters 3 & 4 and continue to review Course Contents and complete any Conferences established.
Week 3: 13-19 Nov 2006
Chs 5 & 6 (Physical & Cognitive Development in Infancy)
Assignments: Read Chs 5 and 6 and complete any Conferences assigned.
Week 4: (20 -26 Nov 2006)
Ch 7 (Socioemotional development in infancy)
Article Analysis Tasking due 26 Nov.
Assignments: Read Ch 7 and complete Conferences established.
Submit Article Analysis to Assignments by 26 Nov 2006
Week 5: 27 Nov – 3 Dec 2006
Ch 8 (Physical & Cognitive Development in Early Childhood
Assignments: Read Chapter 8 and complete Conferences assigned.
Week 6: 4 – 10 Dec 2006
Ch 9 (Socioemotional Development in early childhood)
Assignments: Read Ch 9 and complete any Conferences established. Review Course Contents for info.
Week 7: 11-17 Dec 2006
Ch 10 (Physical & Cognitive Development in Middle and Late Adulthood)
Assignments: Complete Conferences established and review Course Content info.
Week 8: 18 – 23 Dec 2006
Ch 11 (Socioemotional Development in Middle and Late Childhood)
Assignments: Read ch 11 and complete Conferences established. Review Course Contents.
Week 9: 24 Dec 2006 – 1 Jan 2007
Midterm Break! Enjoy the holidays! Have a safe and happy time.
Week 10: 2 – 7 Jan 2007
Chs 12 & 13 (Physical & Cognitive Development in Adolescence and Socioemotional Development in Adolescence)
Assignments: Read Chs 12 & 13 and complete assigned Conferences. Review the Powerpoint files and other info in Course Contents.
Week 11: 8 – 14 Jan 2007
Chs 14 & 15 (Physical, Cognitive, & Socioemotional Development in Early Adulthood)
Assignments: Read Chapters 14 and 15 and complete Conferences established. Review Course Contents.
Week 12: 15 21 Jan 2007
Chs 16, 17, & 18 (Physical & Cognitive Development in Middle Adulthood and Socioemotional Development in Middle Adulthood and Physical Development in Late Adulthood)
Intervention Tasking
Assignments: Read chapters 16, 17, and 18 and complete assigned. Submit Intervention Tasking to Assignments nlt 21 Jan 2007. Complete any Conferences. Review Course Contents.
Week 13: 22-28 Jan 2007
Chs 19-21 (Cognitive & Socioemotional Development in Late Adulthood
Read Chapters 19-21 and complete assigned Conferences. Review Course Contents for Powerpoint files and other info. Submit Developmental Autobiography to Assignments. Course ends!
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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. | |
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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