Faculty Contact Information:
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Telephone: +49 (0)6374.805862
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Consultation:
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Available by email, prior to class, after class, and by appointment.
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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. (2008). Life-Span Development (11th 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:
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A variety of full-text, online, free-of-charge and pay-per-view academic journals are available from the UMUC-Europe online library at: http://www.umuc.edu/library/.
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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 69 Points and Below
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.
Students are expected to attend every weekend class. Should unavoidable circumstances make absences necessary, it is the student's responsibility to inform the instructor and to propose appropriate alternatives to make up the lost opportunities and the loss of classroom time. Missing more than one class meeting will result in a grade of C or lower for this class. If you are unable to attend class, please leave a message beforehand at 06374.805862 to explain your absence.
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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:
Developmental Autobiography - 35 points
Topic Report - 30 Points
Timeline - 25 points
Class Participation 10 Points
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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 ten-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.
1. Developmental Autobiography - Utilizing the textbook chapters and historical information, students will prepare a personal, reflective, and confidential developmental autobiography for submission to the instructor. This report will be read by the instructor only. 35 Points.
2. Topic Report - Students will write two, brief, APA compliant, topic reports (5- 8 pages, each) and present the material orally. Topics will be related to the physical, cognitive, and socioemotional development of humans and may include issues of career, diversity, health, death, and the social environment. 30 Points.
3. Timeline - Students will interview someone, other than a relative, who is 45 years of age or older. Students will pay particular attention to the major, developmental transition issue or issues as identified by the interviewee. Students will prepare a brief paper (4 pages minimum, excluding references) utilizing APA reference style (5th ed.) documenting the reported major developmental issues and highlighting the then current social context. 25 points.
4. Class Participation - Students are expected to engage in classroom and small group discussions. 10 points.
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Course Schedule:
(Tentative):
Weekend One
Introductions and Syllabus Review
Course Overview
Life-Span Developmental Perspective
Research, Theories, Application
Overview of Biology
Prenatal Development, Birth, and Infancy
Weekend Two
Reading Assignments
Text Chptrs. 8, 9, 10, 11
Lecture/Discussion:
Early Childhood
Middle and Late Childhood
Due:
Sunday Topical Report 1
Weekend Three
Reading Assignments
Text Chptrs. 12,13, 14, 15
Lecture/Discussion:
Adolescence
Early Adulthood
Due:
Saturday Timeline
Sunday Topical Report 2
Weekend Four
Reading Assignments
Text Chptrs. 16, 17, 18, 19, 20, 21
Lecture/Discussion:
Middle Adulthood
Late Adulthood
Death: The Final Developmental Task
Due:
Saturday Developmental Autobiography
Sunday Student Presentations Topical Reports
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Academic Policies:
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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."
Course Withdrawal: The last day to withdraw from a DE course is Friday before the last full week of the course. The last day to withdraw from an on-site course is the last business day before the last class meeting.
Students with disabilities should contct:
Director of Student Services
UMUC-Europe, UNIT 29216
APO AE 09102
Or: Im Bosseldorn 30, 69126 Heidelberg, Germany
Phone: +49-6221-378-299
Email: edstudent_svc@ed.umuc.edu
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:
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I currently maintain a license as a Marriage and Family Therapist in California and have more than 15 years of experience in providing individual, marital, and family counseling. I have provided consultation in educational and medical settings, and have an extensive background working with non-profit agencies. I have taught undergraduate psychology classes for Chapman University (Monterey, California campus) and graduate counseling classes for the University of San Francisco (South Bay campus). My degrees are from both traditional and non-traditional universities (The University of the State of New York, Chapman University, and Capella University). My professional interests include developing self-care skills for mental health professionals, posttraumatic growth, and the interface of spirituality and psychology.
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