Human Development and Family Studies, B.A.Ed.

School of Education

soe.unc.edu

Peabody Hall, CB# 3500

(919) 966-1346

Fouad Abd-El-Khalick, Dean

Kathleen Brown, Interim Associate Dean for Academic Affairs and Director of Graduate Studies

BrownK@email.unc.edu

Jill Hamm, Interim Associate Dean for Research and Faculty Development

Jill.Hamm@unc.edu

Anne Bryan, Assistant Dean for Student Affairs

abryan2@email.unc.edu

Diana Lys, Assistant Dean for Educator Preparation and Accreditation

lys@unc.edu

Vacant, Assistant Dean for Finance and Operations

Leslie Deslis, Assistant Dean for Development

leslie@unc.edu

Vacant, Assistant Director of Student Affairs

Human development and family studies (HDFS) is a pre-professional major for undergraduate students interested in careers that will improve the lives of children and families across the variety of contexts and cultures in which families live, learn, and work. These careers are called "helping professions" and might include education, public health, social work, health services, business services, counseling services, and more. This program results in a bachelor of arts degree in education.

The HDFS program does not result in teaching licensure but may be used to apply to a teaching license program at the postbaccalaureate or graduate level.

Admission to the program is required. Students can apply as soon as they have the required 2.75 grade point average. Admitted students are required to maintain a 3.0 grade point average in the courses for the HDFS major.

Students are subject to the requirements in place when they are admitted to the School of Education; consequently, the requirements for approved programs described in this catalog particularly apply to students admitted to the school during the 2017–2018 academic year.

Department Programs

Major

Minor

Student Learning Outcomes

Upon completion of the human development and family studies program, students should be able to:

  • Plan, implement, and assess instruction based on pedagogy appropriate to the content and grade level
  • Demonstrate the requisite instructional skills to be successful beginning teachers
  • Demonstrate leadership and collaboration through synthesis of school-based data and formulation of a school reform project

Requirements

In addition to the program requirements listed below, students must

  • attain a final cumulative GPA of at least 2.0
  • complete a minimum of 45 academic credit hours earned from UNC–Chapel Hill courses
  • take at least half of their major course requirements (courses and credit hours) at UNC–Chapel Hill
  • earn a minimum of 18 hours of C or better in the major core requirements (some majors require 21 hours).

For more information, please consult the degree requirements section of the catalog.

Core Requirements
EDUC 181Introduction to Human Development and Family Studies3
EDUC 401Introduction to Early Childhood Development: Birth to Eight3
or EDUC 532 Introduction to Development and Learning
EDUC 403Families, Schools, and Community Services3
or EDUC 410 Promotive Youth Services in Community and School Environments
EDUC 408Research Methods in Human Development (must be taken prior to EDUC 583)3
Three EDUC courses chosen from:9
Autism in Our Communities: An Interdisciplinary Perspective
Learning in the Modern World
Leadership in Educational/Nonprofit Settings
Politics, Policymaking, and America's Schools
Equity, Leadership, and You
Helping Youth Thrive in K-12 Schools
Mexican American and Chicana/o Experience in Education
Politics of Reading
Schools, Cultures, and Communities I: Youth
Schools, Cultures, and Communities II: Schools
Learning on the Edge: Theories of Experiential Education
Human Abilities and Online Learning
Ethics and Education: From Global Problems to Classroom Dilemmas
Screen Education: Representations of Education in Popular Culture
Education in American Society
Social Justice in Education
Children's Literature in Elementary and Middle Schools
EDUC 583Planning the Internship Experience (must be taken in the semester immediately preceding the internship semester)3
EDUC 593Internship/Student Teaching 9
EDUC XXX (TBD)Internship Project 3
Additional Requirements
Three additional courses chosen from the following list:9
Introduction to African American and Diaspora Studies
African American History since 1865
Law and Society
Comparative Studies in Culture, Gender, and Global Forces
Gender and Culture
The Peoples of Africa
Human Growth and Development
Anthropological Perspectives on Cultural Diversity
Political Ecology
Language Minority Students: Issues for Practitioners
Introduction to Gender and Communication H
Cultural Diversity
Family Communication H
Making and Manipulating "Race" in the United States
Reading Children's Literature
The Illustrated Book: History of Illustration in Children's Texts
Adapted Physical Education
North Carolina History since 1865
Youth and Technology in Libraries
The Latino Experience in the United States
Introduction to Language H
Phonology
Language Acquisition and Development
Revisiting Real Numbers and Algebra
Introduction to Human Nutrition
Educational Problems and Policy Solutions H
Statistical Principles of Psychological Research H
Learning H
Abnormal Psychology H
Child Development H
Social Psychology H
Poverty and Development
The Development of Black Children
Family as a Context for Development
The Study of Adolescent Issues and Development
Autism
Popularity, Friendship, and Peer Relations
Race and Ethnic Relations
Family and Society
Sociology of Education, Experiential Education
Family and Society, Junior/Senior Section
Sociology of Education
Race, Class, and Gender
Human Rights
Managing the Effects of Disasters on Families and Children
Introduction to Women's Studies
Total Hours45
H

Honors version available. An honors course fulfills the same requirements as the nonhonors version of that course. Enrollment and GPA restrictions may apply.

EDUC 593 and the Internship Project course must be taken in the same semester. No other college-level classes can be taken during the internship semester.

Special Opportunities in Education

Honors in Education

During the spring semester of the junior year, an honors student in education participates in the honors seminar. During the fall semester of the senior year, the student prepares an honors thesis, on which there is an oral examination. The program is limited in enrollment and open on a space-available basis to students with a minimum cumulative grade point average of 3.3.