Human Development and Family Science Major, B.A.Ed.
The mission of the human development and family science (HDFS) program is to promote the well-being of children, youth, and families, in diverse developmental and societal contexts through evidence-based teaching, service, leadership, advocacy, research, and innovation. HDFS prepares students for careers and graduate programs in fields such as education, public health, occupational therapy, speech-language pathology, social work, health services, leadership and nonprofit management, counseling services, and more. The HDFS program offers two optional concentrations: Child and Family Health and Family Life Education. The program also offers the courses needed for the Certified Family Life Educator Credential (CFLE). For more information, please visit the School of Education website.
Admission to the human development and family science major is required and offered every semester. Admission is based on, but not limited to, a 2.5 grade point average, good academic standing, expressed interest in the helping professions, and space available. For more information, please visit the School of Education website.
Newly admitted students should expect to be enrolled in the HDFS program for a minimum of three full-time semesters in order to meet program course sequencing and milestones. Students interested in studying abroad should meet the SOE director of undergraduate advising and student engagement to discuss a timeline upon as admission to the program.
Admitted students must earn a grade of C or better for each course counting to fulfill a degree requirement within the HDFS major. If a student earns a grade of C- or lower in a course, it will not satisfy a degree requirement within the HDFS major. The student will need to repeat that course or an equivalent. If a course is repeated, the student can only count the credit hours once when calculating the number of credit hours toward degree.
In the event that a student fails the internship or is dismissed for violating the School of Education, site placement, or the University Code of Ethics, they will be referred to the School of Education Appeals Committee.
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 2023–2024 academic year.
Student Learning Outcomes
Upon completion of the human development and family science program, students should be able to:
- (Theories and Human Development) Demonstrate the ability to understand and apply theories about human development and family relations in the physical, intellectual, cultural, and socioemotional domains.
- (Career/Ethical) Demonstrate both understanding and practical applications of professional behaviors that reflect knowledge about communication and relationship skills, work ethic, and ethical considerations needed to serve individuals, children, and families.
- (Family Dynamics and Diversity) Assess individual and family experiences and dynamics are shaped by diverse cultural backgrounds and perspectives, such as race, ethnicity, sexual identities, ability, socioeconomic status, immigrant status, and urban versus rural settings.
- (Applied Learning — Verbal and Written Applications) Demonstrate the ability to develop resources and initiatives and deliver services using appropriate strategies and technologies to support the well-being of children, families, schools, and communities through presentations, research, and service learning.
- (Research and Evidence-Based Approaches) Understand and apply research to inform education, prevention, intervention, and/or policy efforts related to children and families in diverse contexts.
Requirements
In addition to the program requirements, 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 (course and credit hours) at UNC–Chapel Hill
- earn a C or better in all courses for the HDFS major (core and additional requirements).
For more information, please consult the degree requirements section of the catalog.
Human Development and Family Science, B.A.Ed.
| Code | Title | Hours |
|---|---|---|
| Core Requirements | ||
| EDUC 181 |  Introduction to Human Development and Family Science F | 3 |
| EDUC 401 | Childhood Development: Prenatal Birth to Age 12 | 3 |
| EDUC 501 | Adolescent and Adulthood Development: A Cross-Cultural | 3 |
| EDUC 403 | Individuals, Families, and Communities in Diverse Contexts | 3 |
| EDUC 405 | Parenting and Family Life Education | 3 |
| EDUC 408 | Research Methods in Human Development (must be taken prior to EDUC 583) | 3 |
| EDUC 583 | Career and Professional Development 1 | 3 |
| EDUC 698 | Internship in Human Development and Family Science 2 | 9 |
| Diversity/equity focus course (select one): | 3 | |
| Identity and Sexuality | ||
| Families and Communities in Diverse Contexts for Youth | ||
| Schooling of Immigrant Children | ||
| Exploring Social Determinants of Health Across Populations | ||
| Equity, Leadership, and You | ||
| Latinx Experience in Education | ||
| Critical Examination of Racism and Education: African American Case Example | ||
| Ethics and Education: From Global Problems to Classroom Dilemmas | ||
| Exceptionality Across the Life Span | ||
| Social Justice in Education | ||
| Nurturing Latinx Identity Formation | ||
| Black Families in Social and Contemporary Contexts | ||
| Leadership requirement (select one): | 3 | |
| Foundations of Leadership F | ||
| Advanced Leadership Development Seminar | ||
| Organizational and Community Development | ||
| Resource Management for Individuals and Families | ||
| Leadership in Educational/Nonprofit Settings | ||
| Politics, Policymaking, and America's Schools | ||
| Equity, Leadership, and You | ||
| Educational Partnership Through Program Evaluation | ||
| Additional Requirements | ||
| Select from the following 3 options: 3,4 | 12 | |
Four courses from the Family Life Education concentration (see list below) | ||
Four courses from the Child and Family Health concentration (see list below) | ||
Four courses from the concentration lists or the elective list (see lists below) | ||
| Total Hours | 48 | |
| F | FY-Launch class sections may be available. A FY-Launch section fulfills the same requirements as a standard section of that course, but also fulfills the FY-SEMINAR/FY-LAUNCH First-Year Foundations requirement. Students can search for FY-Launch sections in ConnectCarolina using the FY-LAUNCH attribute. |
- 1
Must take EDUC 408 prior to enrolling in EDUC 583. Students must see the SOE director of advising for permission to enroll. EDUC 583 must be taken in the semester immediately preceding the internship semester. Students should consider summer internships where feasible to meet program milestones.
- 2
During the internship semester, it is preferred that students only take one class with the internship. However, students will be allowed to enroll in up to six credit hours in addition to the required nine credit hour internship course, for a maximum of 15 hours. Students will not be allowed to register for 18 hours. The internship site must be approved by the HDFS program in the semester preceding the internship.
- 3
At least 6 of the 12 hours taken to satisfy a concentration must be completed at the University of North Carolina at Chapel Hill.
- 4
Students in either concentration may elect to complete courses in the other concentration but can only declare one concentration. For example, a student in the CFH concentration may complete courses in the FLE concentration as part of their general major electives.
Family Life Education Concentration
| Code | Title | Hours |
|---|---|---|
| Select four (4) courses from the following list: | 12 | |
| Introduction to Counseling and Coaching | ||
| Identity and Sexuality | ||
| Families and Communities in Diverse Contexts for Youth | ||
| Resource Management for Individuals and Families | ||
| Family Systems and Policy | ||
| Black Families in Social and Contemporary Contexts | ||
| Law and Society | ||
| Introduction to Gender and Communication H | ||
| Cultural Diversity | ||
| Family Communication H | ||
PSYC 465 | ||
| The Development of Black Children | ||
| The Study of Adolescent Issues and Development | ||
| Addiction | ||
| Family and Society 1 | ||
| Family and Society, Junior/Senior Section 1 | ||
| Aging | ||
| United States Poverty and Public Policy | ||
| Social Welfare Systems and Policies | ||
| Total Hours | 12 | |
| H | Honors version available. An honors course fulfills the same requirements as the nonhonors version of that course. Enrollment and GPA restrictions may apply. |
Child and Family Health Concentration
| Code | Title | Hours |
|---|---|---|
| Select four (4) courses from the following list: | 12 | |
| Identity and Sexuality | ||
| Autism in Our Communities: An Interdisciplinary Perspective | ||
| Exploring Social Determinants of Health Across Populations | ||
| Therapeutic Value of Play | ||
| Child and Family Health | ||
| Exceptionality Across the Life Span | ||
| Advanced Research Design and Methods in Human Development and Family Studies | ||
| Foundations of Special Education | ||
| Fundamentals of Human Anatomy and Physiology and Fundamentals of Human Anatomy and Physiology Laboratory H | ||
| Adapted Physical Education | ||
| Health and Human Rights | ||
| Introduction to Language H | ||
| Phonology | ||
| Care of the Dying and Bereaved throughout the Life Span 1 | ||
| Introduction to Human Nutrition | ||
| Health and Human Rights | ||
| Statistical Principles of Psychological Research H | ||
| Biopsychology H | ||
| Psychopathology H | ||
| Addiction | ||
| Introduction to Population Health in the United States | ||
| Sociology of Mental Health and Illness | ||
| Aging | ||
| Health and Society | ||
| Care of the Dying and Bereaved 1 | ||
| Human Communication Across the Lifespan | ||
| Human Communication Across the Lifespan (EE) | ||
| Introductory Audiology I | ||
| Introduction to Clinical Practice in Speech-Language Pathology and Audiology | ||
| Total Hours | 12 | |
| H | Honors version available. An honors course fulfills the same requirements as the nonhonors version of that course. Enrollment and GPA restrictions may apply. |
Students may request additional health-related courses.
Electives Course List (for students who are not choosing a concentration)
| Code | Title | Hours |
|---|---|---|
| Select four (4) courses from the following list: | 12 | |
| Introduction to African American and Diaspora Studies | ||
| Law and Society | ||
| Comparative Studies in Culture, Gender, and Global Forces | ||
| The Peoples of Africa | ||
| Gender and Culture | ||
| Human Growth and Development | ||
| Anthropological Perspectives on Cultural Diversity | ||
| Fundamentals of Human Anatomy and Physiology and Fundamentals of Human Anatomy and Physiology Laboratory H | ||
| Introduction to Gender and Communication H | ||
| Cultural Diversity | ||
| Family Communication H | ||
| Making and Manipulating "Race" in the United States | ||
| Reading Children's Literature H | ||
| Introduction to Counseling and Coaching | ||
| Adulting | ||
| Identity and Sexuality | ||
| Autism in Our Communities: An Interdisciplinary Perspective | ||
| Families and Communities in Diverse Contexts for Youth | ||
| Exploring Social Determinants of Health Across Populations | ||
| Therapeutic Value of Play | ||
| Child and Family Health | ||
| Resource Management for Individuals and Families | ||
| Helping Youth Thrive in K-12 Schools | ||
| Schools, Cultures, and Communities I: Youth | ||
| Schools, Cultures, and Communities II: Schools | ||
| Learning on the Edge: Theories of Experiential Education | ||
| Screen Education: Representations of Education in Popular Culture | ||
| Exceptionality Across the Life Span | ||
| Education in American Society | ||
| Human Development and Learning | ||
| Children's Literature in Elementary and Middle Schools | ||
| Psychology of Creativity | ||
| Family Systems and Policy | ||
| Black Families in Social and Contemporary Contexts | ||
| Advanced Research Design and Methods in Human Development and Family Studies | ||
| Foundations of Special Education | ||
| Picture Books H | ||
| Adapted Physical Education | ||
| Health and Human Rights | ||
| Youth and Technology in Libraries | ||
| Introduction to Language H | ||
| Phonology | ||
| Language Acquisition and Development | ||
| The Latino Experience in the United States | ||
| Learning H | ||
| Introduction to Human Nutrition | ||
| Educational Problems and Policy Solutions H | ||
| Health and Human Rights | ||
| Statistical Principles of Psychological Research H | ||
| Biopsychology H | ||
| Psychopathology H | ||
| Child Development H | ||
| Social Psychology H | ||
PSYC 465 | ||
| The Development of Black Children | ||
| Family as a Context for Development | ||
| The Study of Adolescent Issues and Development | ||
PSYC 512 | ||
| Addiction | ||
| Race and Ethnicity | ||
| Sex and Gender in Society | ||
| Family and Society | ||
| Introduction to Population Health in the United States | ||
| Sociology of Mental Health and Illness | ||
| Sociology of Education, Experiential Education | ||
| Family and Society, Junior/Senior Section | ||
| Sociology of Education | ||
| Aging | ||
| Race, Class, and Gender | ||
| United States Poverty and Public Policy | ||
| Health and Society | ||
| Social Welfare Systems and Policies | ||
| Human Communication Across the Lifespan | ||
| Human Communication Across the Lifespan (EE) | ||
| Introductory Audiology I | ||
| Introduction to Clinical Practice in Speech-Language Pathology and Audiology | ||
| Introduction to Women's and Gender Studies H | ||
| Total Hours | 12 | |
| H | Honors version available. An honors course fulfills the same requirements as the nonhonors version of that course. Enrollment and GPA restrictions may apply. |
Special Opportunities in Education
Honors in the School of Education
During the fall semester of the senior year, an honors student in the School of Education participates in the first of a two-course sequence. This first course is an honors thesis class to begin the thesis preparation and writing process. During the spring semester of the senior year the student takes the second course in the honors class sequence. Across the two courses the student completes an honors thesis. In the spring semester there is an oral examination to defend the thesis. The program is limited to students with a minimum cumulative grade point average of 3.3 at the start of the fall semester of the senior year. That is, students who wish to undertake a senior honors thesis project must have a cumulative GPA of 3.3 or higher in order to begin the project, and must maintain a cumulative GPA of 3.3 or higher through graduation.
Department Programs
Major
- Human Development and Family Science Major, B.A.Ed.
- Human and Organizational Leadership Development Major, B.A.
Minor
Dean
Fouad Abd-El-Khalick
Associate Dean for Academic Affairs and Director of Graduate Studies
Thurston Domina
