Faculty Contact Information:
Dr. Doris Brodie
email: dbrodie@ed.umuc.edu.
Telephone: 06221 7143465 | |
Consultation:
| Dr. Brodie may be contacted via email at any time or by phone between 8:30pm and 10:30pm. Students may expect a response within 48 hours unless otherwise notified. | |
Required Texts and Readings:
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American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Sperry, L., Carlson, J., and Kjos, D. (2002). Becoming an Effective Therapist. Boston: Allyn & Bacon. [Chs. 4-5 of this text, which is also used in PSYC 502, PSYC 714 and PSYC 734, will be covered in this class.]
Whiston, S. (2005). Principles & Applications of Assessment in Counseling. 2nd Ed. Belmont, CA: Brooks/Cole.
Zimmerman,M. (1994). Interview Guide for Evaluating DSM-IV Psychiatric Disorders & the Mental Status Examination. East Greenwich, RI: Psych Products Press. | |
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. | |
Recommended Journals:
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Course Description:
This course explores the basic concepts of quantifying behavior including validity, reliability, norms, and methods of expressing test scores statistically. The course examines theoretical and multicultural
issues in assessment and emphasizes standardized and non-standardized instruments, methods of communicating test results, and planning the school and non-school testing program. Practice in test interpretation is provided. As this course replaces GUCO 510, students may receive credit for only one of the following courses: GUCO 610, GUCO 510 or EDCP 615. | |
Course Goals:
| This course is designed to enable students to become familiar with general theories of counseling as they apply to subjective assessment, tests and their measurement. It will assist students in preparing for the comprehensive exam and will prepare them for professional practice. | |
Course Objectives:
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At the conclusion of the course, the student will be able to:
1. Respond to verbal and non-verbal behavior of clients so as to facilitate the process of assessment.
2. Identify and assess problems presented by the client.
3. Formulate counseling strategy appropriate to the client’s concerns and needs.
4. Use and interpret various interest inventories, aptitude tests, and other measures related to education and career choices.
5. Identify assessment limitations that stem from gender, multicultural, special needs clients, and other issues.
6. Demonstrate an enhanced self-awareness of personal strengths, interests, and abilities.
7. Demonstrate an understanding of the legal and ethical issues of assessment. | |
Grading Information:
Grades for this course will be assigned as follows:
A 90 - 100%
B 80 – 89%
C 70 – 79%
F 69% and Below
Your final grade will be calculated as follows:
Participation in weekly conferences and exercises 33 1/3% (rubric provided for clarification on grading for conference participation)
Graduate level Papers 33 1/3%
Written Examinations 33 1/3 (Weekly quizzes and Fianl Examination)
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:
Participate in classroom discussions 33 1/3%
Write graduate level papers or case studies 33 1/3%
Complete one or more written examination(s) 33 1/3% | |
Description of Course Requirements:
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Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the onsite classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. In an eight-week term, that is the equivalent of a half-time job. Most fourteen-week graduate distance education courses require at least ten hours per week of dedicated time, plus time spent in the virtual classroom.
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner.
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 coursework from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. APA style is mandatory for all graduate counseling course work. Plan on committing approximately 150 hours over the duration of this course to producing professional level work.
Orally/visually present prepared material: You are required to present your research in a professional manner. In an onsite course, this typically means an oral presentation accompanied by appropriate visual material. In an online class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary for successfully passing the comprehensive exam required of all graduate students. The questions used in this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam. | |
Course Schedule:
This schedule presents 16 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
Initial Week:
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Orientation to subject
Read Chapter One and Two in the Whiston text
Discussion
Read Chapter one in Sperry text.
Written Assignment on Norm Referenced vs Criterion Referenced Assessment Instruments
Quiz
Second Week:
Read Chapters Two, Three and Four in the Sperry text.
Work in pairs to complete a formal diagnostic assessment Interview and write a report.
Read Chapter Chapter Three in the Whiston text.
Discussion
Quiz
Third Week:
Read Chapters four and five in the Whiston text
Select an assessment and evaluate the instrument based on Figure 5.1 on page 91 of Whiston text.
Quiz
Fourth Week:
Read Chapters Six and Seven in the Whiston text.
Select an Intelligence Theory on which to do a 5-7 page research paper. You may not select Howard Gardner's multiple intelligence theory.
Discussion
Quiz
Fifth Week:
Read Chapters Five, Six, Seven and Eight in Sperry text
Exercises
Discussions
Quiz
Sixth Week:
Read Chapters Eight and Nine in Whiston text.
Exercises
Discussion
Quiz
Seventh Week:
Read Chapters Ten in Whiston text.
Take a personality test and write 3-4 page paper.
Discussion
Quiz
Eighth Week:
Read Chapters Nine and Ten in the Sperry text.
Exercise on Interventive Interviewing Questioning Types
Discussion
Quiz
Paper
Ninth Week:
Read Chapter Eleven in the Sperry text and the Whiston text.
Exercise
Discussions
Quiz
Tenth Week:
Read Chapters Twelve and Thirteen in Whiston text
Exercise
Discussion
Quiz
Eleventh Week:
Read Chapter 14 in Whiston text
Paper on Ethical and Legal Issues in Assessment
Read Chapters Twelve and Thirteen in Sperry text
Exercise
Quiz
Twelfth Week:
Read Chapters fifteen and sixteen in the Whiston text
Discussion
Exercise on future trends in assessment and technology
Final Examination | |
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:
| Dr. Doris Brodie received her B.S. in elementary education and her M.S. in Counseling from the University of Central Connecticut. She received her doctorate from the University of Southern California in Education. Dr. Brodie is a practicing administrator with the Department of Defense Dependent Schools. She has a special interest in brain research and the effect of nutrition on learning. Dr. Brodie is also a certified personal trainer with the National Academy of Sports Medicine and is currently writing her first book on the effects of nutrition on learning to be published in the spring of 2007. | |