Faculty Contact Information:
Clement Marcantonio, Ed. D.
Email: clement.marcantonio@lnd.amedd.army.mil
Phone: DSN 486-8141-8518, Civ 06371-15917
Address: LRMC Box 799 CMR 402 APOAE 09l80
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Consultation:
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30 minutes before and after class and by appointment
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Required Texts and Readings:
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Santrock, J.W. (2004). Life-Span Development. Boston, MA: McGraw Hill.
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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.
Best sellers and selected articles related to Human Growth and Development will be assigned and introduced as part of class discussion.
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Recommended Journals:
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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:
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.
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Grading Information:
Grades for this course will be assigned as follows:
A 92%
B 80 – 91%
C 70 – 79%
F Below 70%
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.
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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:
Participate in classroom discussions 10%
Write graduate level papers or case studies 30%
Orally/visually present prepared material 20%
Complete one or more written examination(s) 40%
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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. 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 Projects:
a. Students will conduct interviews (related to the chapter under study)at Day Care Centers, Preschools, Elementary and Jr./High Schools or other agencies such as Addiction Treatment Facility, community Counseling Center (CCC). Based on the content of the particular chapter under study, the students will submit a list of questions for approval by the instructor. The questions will be sude during in the interview and a written report will describe the date collected, interpreted/evaluated in the light of the research discussed in class. More information will be given on the first day of class. (Length 7-8 pages)
b. Autobiography: Students will provide a chronological description of their life and discuss it in terms of concepts covered in class. Students might begin by constructing the facts of their life starting at birth (or prenatally if this information is available). No fact is "correct" or "incorrect", but analysis of the facts should logically connect to research, theory, and concepts covered in the text. (Length of paper 7-8 pages long).
d. Evaluation of Child Care or Addiction Treatment Facility/CCC Manual: Students will evaluate one of the many popular books on Child Development or Addiction Programs available in local bookstores. Points that students could consider when evaluating the book/manual include: author's credentials and experience; accuracy of the description of child development/addiction model; reasonableness of the sugggestions; theoretical orientation of the author and how it this might influence their suggestions; whether or not claims are adequately supported by research; and contradictions between the book and the material in the textbook. (Length of paper 7-8 pages long).
Students will submit two (2) out of three (3) of the above written assignments. Papers are to be in APA format. Grammar, punctuation, and spelling should be excellent and reflect college level ability. Your writing style should make your meaning clear. Extensions are granted only on request and for circumstances beyond the control of the student. To safeguard against loss, always keep a second copy of your papers before giving the original to the instructor.
Study Questions: The instructor will provide a set of study questions on the first day of class so that the students will prepare the class material ahead of time and participate in meaningful way in class discussions.
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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 meeting: Dates June 5/6, 2004
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Orientation to subject: relevance of developmental issues
Life-span perspective, nature of development
Second meeting:
Theories of human development, methods and research challenges
Heredity and environment interaction and development
Training video
Third meeting:
Physical development in infancy
Cognitive development in infancy
Socioemotional development in infancy
Fourth meeting:
Physical, cognitive and socioemotional development in infancy
Middle and late childhood
Guest speaker
Readings for first weekend: Chapters one through ten of textbook
See study questions
Fifth meeting: dates June 19/20, 2004.
Physical and cognitive develoopment in adolescence
Socioemotional development in adolescence
Sixth meeting:
Identity
Religious development in adolescence
Guest speaker
Seventh meeting:
Physical and cognitive development in early adulthood
Eighth meeting:
Socioemotional development in early adulthood
Attraction, love and close relationships
Readings: Chapters of 12 through 14 of class textbook
See study questions
Ninth meeting: dates July 17/18, 2004
Socioemotional development in early adulthood
Marriage and family: trends in marriage; expectations and myths
Tenth meeting:
Diversity of adult lifestyles
Intimacy, independence, and gender
Eleventh meeting:
Physical and cognitive development
Careers, work and leisure
Guest speaker
Twelfth meeting:
Regilion and meaning in life
Readings: Chapters 15 and 16 of class textbook
See study questions
Thirteenth meeting:
Socioemotional development in middle adulthood
Close relationships
Empty nest and its refilling
Studies in personality theories
Fourteenth meeting:
Biological theories of aging
Life expectancy and life span
Counseling and the elderly
Fifteenth meeting:
Cognitive functioning in late adulthood
Mental health of older adults
Death and dying
Sixteenth meeting:
Attitudes toward death
Facing one's own death
Readings: Chapters 19,20 and 21 of class textbook
See study questions
Final exam
Written assignments due
Course evaluations
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Academic Policies:
Please refer 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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Dr Clement Marcantonio earned Doctor of Education degree in Psychology, Marriage and Family at University of Northern Colorado; he is a clinical member and Approved Supervisor for the American Association of Marriage and Family Therapists, Licensed Marriage and Family Therapist and National Certified Counselor; pursued post-doctoral training in Marriage and Family Therapy at the Mental Research Institute in Palo Alto, Ca., at St Rafael Graduate School of Marriage and Family and at the Milano Institute of Systemic Family Therapy in Italy; has taught graduate courses for the University of Southern Cal, Boston University and University of Maryland; enjoys skiing, tennis and composing.
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