Faculty Contact Information:
William M. King, Ed.D.
UMUC Europe
APO AE 09102
Phone: 370-6762 or
+49-(0)6221-378249
fax: 6221-315871 | |
Consultation:
| Please call at the above numbers or, if you email, you can expect a response within twenty-four hours. For "public" matters - for the whole class to see, use WebTycho. For personal questions or concerns, please email (or call - if critically important). | |
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. | |
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, Margaret L., Silen, Karen 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, David A., Benshoff, James 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. | |
Recommended Journals:
| 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.ed.umuc.edu/library/ | |
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:
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Grades for this course will be assigned as follows:
A 90-100%
B 80-89%
C 70-79%
F below 70%
Specific grading criteria for the Developmental Biography is available in the online class.
Weekly Postings - Discussion and Participation......40%
Developmental Autobiography.........................30%
Group Project One...................................15%
Group Project Two...................................15%
Total..............................................100%
Please note that Bowie State University does not use "D" for graduate students. The grade F(a) is used to designate academic failure. F(n) 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. Hard copies of the catalog are available in your local Education Center.
Make-up exams must be arranged in advance and they will be formatted differently than those given in class. | |
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: Each student is expected to sign on consistently. There will be material presented that is not available in the text. You are expected to sign on prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional study for every hour of an online class.
Weekly Postings (40% of grade): Students will be graded on their Conference participation and discussion. As there will be a permanent record of these postings, students should carefully consider their remarks before submission. "Thoughtful and respectful" should be your maxim. The student's postings will be graded on depth of understanding of the material.
Group Projects (each = 15% of grade): There will be two Study Group Projects, one in Weeks 3-4 and one in Weeks 8-9. Students will be assigned to these projects in groups of four and two, respectively, and follow the instructions given in the Study Group areas. Students will be individually graded, and all communication between students and faculty for these Projects must occur in the Study Group area, not via separate email.
Developmental Autobiography (30% of grade): Each week the student will add at least one page to an autobiography, using the material from that week's chapters in the text and one's own reflections, memory, etc. The object of this autobiography is to help the students learn about their own developmental process so they can generalize this understanding to their future clients. Each student will be assigned to an private Study Group to ensure maximum confidentiality. Material that the students want to share with the entire class can be posted in the weekly Conferences.
CONFIDENTIALITY - Because self-analysis is so important to promote understanding ourselves, and therefore important to counseling, each of you will be introspecting and analyzing yourselves. 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 all information shared REMAIN CONFIDENTIAL! During the first week of class, you MUST go to the Topic Area titled “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.
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 not acceptable in this course and will result in an automatic failure on the assignment. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables.
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.
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 to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam. | |
Course Schedule:
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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.
Week One, 9 June:
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
The Life Span Developmental Perspective
Discuss Chapters 1 & 2
Week Two, 16 June:
Beginnings - Biology, Prenatal Development & Birth
Discuss Chapters 3 & 4
Week Three, 23 June:
Infancy - Physical & Cognitive Development
Discuss Chapters 5 & 6
Week Four, 30 June:
Infancy - Socioemotional Development
Discuss Chapter 7
Project One due
Week Five, 7 July:
Early Childhood - Physical, Cognitive, & Socioemotional Devlopment
Discuss Chapters 8 & 9
Week Six, 14 July:
Middle & Late Childhood - Physical, Cognitive, and Socioemotional Development
Discuss Chapters 10 & 11
Week Seven, 21 July:
Adolescence - Physical, Cognitive & Socioemotional Development
Discuss Chapters 12 & 13
Week Eight, 28 July:
Early Adulthood - Physical, Cognitive & Socioemotional Development
Discuss Chapters 14 & 15
Week Nine, 4 August:
Middle Adulthood - Physical, Cognitive & Socioemotional Devlopment
Discuss Chapters 16, 17 & 18
Project Two due
Week Ten, 11 August:
Late Adulthood - Physical, Cognitive & Socioemotional Development
Endings - Death & Grieving
Discuss Chapters 19, 20 & 21
Developmental Autobiography due | |
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. | |
Faculty Bio:
| Dr. Bill King, Program Director of the UMUC Europe Bowie State University counseling program, is licensed as LMHC, LMFT and LCSW. He also holds two national certifications: CCMHC and NCC. Both graduate degrees, MS (1974) and EdD (1980), are in Counseling from Indiana University. His wife, Dorothea, an electrical engineer for 25 years, is presently working on the graduate MSIT degree. Daughter, Annie, and husband live in Chicago. Son, Ken, an Air Force pilot instructor, and wife, Kristen, live in Del Rio, Texas.
Dr. King served as a German linguist in the U.S. Army from 1966 through 1970, stationed in Berlin, Germany. From 1974 to 1978 he was the mental health counselor at an HMO in Indianapolis. While conducting a private counseling practice for 25 years, he was also employed part-time at two mental health clinics in rural Indiana and taught adjunct at Purdue University, Indiana University Purdue University Indianapolis, University of Indianapolis, and Indiana Institute of Technology, where he served as department chair of arts and social sciences before moving to Heidelberg in 2003.
As president of the Indiana Counseling Association, president of the Indiana Mental Health Counselors Association, and member of their legislative committees, Dr. King worked for over twelve years to gain state recognition for the profession of counseling. When the law passed in 1997 to create counseling licensure, he was appointed by the Governor of Indiana to the licensure board, serving as its president in 1999.
Fluent in German and French with a reading knowledge of Latin and ancient Greek, his hobbies are music, photography, architecture and cars of the 30’s, 40’s and 50’s. If he’s not watching a recent movie, surfing on the computer or reading a book, you’ll find him either traveling the by-roads of Germany or hiking the paths above his home in Heidelberg. |
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