Human Development and Family Science Major, B.A.Ed.

Note: The program title was changed in the 2022–2023 Catalog on 8/2/2022, from "Human Development and Family Studies" to "Human Development and Family Science." The new name is effective immediately for Fall 2022.  

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 advising 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 2022–2023 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.

Core Requirements
EDUC 181IDEAs in Action General Education logo Introduction to Human Development and Family Studies F3
EDUC 401IDEAs in Action General Education logo Childhood Development: Prenatal Birth to Age 123
EDUC 501IDEAs in Action General Education logo Adolescent and Adulthood Development: A Cross-Cultural 3
EDUC 403Individuals, Families, and Communities in Diverse Contexts3
EDUC 405Parenting and Family Life Education3
EDUC 408Research Methods in Human Development (must be taken prior to EDUC 583)3
EDUC 583IDEAs in Action General Education logo Career and Professional Development 13
EDUC 698IDEAs in Action General Education logo Internship in Human Development and Family Studies 29
Diversity/equity focus course (select one):3
IDEAs in Action General Education logo Identity and Sexuality
Families and Communities in Diverse Contexts for Youth
Schooling of Immigrant Children
IDEAs in Action General Education logo Exploring Social Determinants of Health Across Populations
IDEAs in Action General Education logo Equity, Leadership, and You
IDEAs in Action General Education logo Latinx Experience in Education
Critical Examination of Racism and Education: African American Case Example
IDEAs in Action General Education logo Ethics and Education: From Global Problems to Classroom Dilemmas
IDEAs in Action General Education logo Exceptionality Across the Life Span
IDEAs in Action General Education logo Social Justice in Education
IDEAs in Action General Education logo Nurturing Latinx Identity Formation
IDEAs in Action General Education logo Black Families in Social and Contemporary Contexts
Leadership requirement (select one):3
IDEAs in Action General Education logo Foundations of Leadership F
Advanced Leadership Development Seminar
Organizational and Community Development
Resource Management for Individuals and Families
IDEAs in Action General Education logo Leadership in Educational/Nonprofit Settings
IDEAs in Action General Education logo Politics, Policymaking, and America's Schools
IDEAs in Action General Education logo Equity, Leadership, and You
IDEAs in Action General Education logo Educational Partnership Through Program Evaluation
Additional Requirements
Select from the following 3 options: 3,412
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 Hours48
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

Select four (4) courses from the following list: 12
IDEAs in Action General Education logo Introduction to Counseling and Coaching
IDEAs in Action General Education logo Identity and Sexuality
Families and Communities in Diverse Contexts for Youth
Resource Management for Individuals and Families
Family Systems and Policy
IDEAs in Action General Education logo Black Families in Social and Contemporary Contexts
Law and Society
Introduction to Gender and Communication H
IDEAs in Action General Education logo Cultural Diversity
IDEAs in Action General Education logo Family Communication H
Poverty and Development
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
Foundations of Social Welfare and Social Work
Total Hours12
H

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

1

Students may not receive credit for both SOCI 130 and SOCI 425.

Child and Family Health Concentration

Select four (4) courses from the following list: 12
IDEAs in Action General Education logo Identity and Sexuality
IDEAs in Action General Education logo Autism in Our Communities: An Interdisciplinary Perspective
IDEAs in Action General Education logo Exploring Social Determinants of Health Across Populations
Therapeutic Value of Play
Child and Family Health
IDEAs in Action General Education logo Exceptionality Across the Life Span
Advanced Research Design and Methods in Human Development and Family Studies
Foundations of Special Education
IDEAs in Action General Education logo Fundamentals of Human Anatomy and Physiology
and Fundamentals of Human Anatomy and Physiology Laboratory H
Adapted Physical Education
Health and Human Rights
IDEAs in Action General Education logo Introduction to Language H
IDEAs in Action General Education logo Phonology
Care of the Dying and Bereaved throughout the Life Span 1
Introduction to Human Nutrition
Health and Human Rights
IDEAs in Action General Education logo Statistical Principles of Psychological Research H
Biopsychology H
Psychopathology H
Addiction
IDEAs in Action General Education logo Introduction to Population Health in the United States
IDEAs in Action General Education logo 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 Hours12
H

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

1

Students may not use credit for both NURS 685I and SOWO 856 to count toward the concentration

Students may request additional health-related courses. 

Electives Course List (for students who are not choosing a concentration)

Select four (4) courses from the following list:12
IDEAs in Action General Education logo 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
IDEAs in Action General Education logo Human Growth and Development
Anthropological Perspectives on Cultural Diversity
IDEAs in Action General Education logo Fundamentals of Human Anatomy and Physiology
and Fundamentals of Human Anatomy and Physiology Laboratory H
Introduction to Gender and Communication H
IDEAs in Action General Education logo Cultural Diversity
IDEAs in Action General Education logo Family Communication H
Making and Manipulating "Race" in the United States
Reading Children's Literature
IDEAs in Action General Education logo Introduction to Counseling and Coaching
IDEAs in Action General Education logo Adulting
IDEAs in Action General Education logo Identity and Sexuality
IDEAs in Action General Education logo Autism in Our Communities: An Interdisciplinary Perspective
Families and Communities in Diverse Contexts for Youth
IDEAs in Action General Education logo 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
IDEAs in Action General Education logo Exceptionality Across the Life Span
IDEAs in Action General Education logo Education in American Society
IDEAs in Action General Education logo Human Development and Learning
IDEAs in Action General Education logo Children's Literature in Elementary and Middle Schools
IDEAs in Action General Education logo Psychology of Creativity
Family Systems and Policy
IDEAs in Action General Education logo Black Families in Social and Contemporary Contexts
Advanced Research Design and Methods in Human Development and Family Studies
Foundations of Special Education
IDEAs in Action General Education logo Picture Books
Adapted Physical Education
Health and Human Rights
Youth and Technology in Libraries
IDEAs in Action General Education logo Introduction to Language H
IDEAs in Action General Education logo Phonology
IDEAs in Action General Education logo Language Acquisition and Development
The Latino Experience in the United States
Learning H
Introduction to Human Nutrition
IDEAs in Action General Education logo Educational Problems and Policy Solutions H
Health and Human Rights
IDEAs in Action General Education logo Statistical Principles of Psychological Research H
Biopsychology H
Psychopathology 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
Popularity, Friendship, and Peer Relations
Addiction
IDEAs in Action General Education logo Race and Ethnicity
IDEAs in Action General Education logo Sex and Gender in Society
Family and Society
IDEAs in Action General Education logo Introduction to Population Health in the United States
IDEAs in Action General Education logo Sociology of Mental Health and Illness
IDEAs in Action General Education logo 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
Foundations of Social Welfare and Social Work
Human Communication Across the Lifespan
Human Communication Across the Lifespan (EE)
Introductory Audiology I
Introduction to Clinical Practice in Speech-Language Pathology and Audiology
IDEAs in Action General Education logo Introduction to Women's Studies H
Total Hours12
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 (likely the HOLD internship semester), 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.

School of Education

Visit Program Website

Peabody Hall, CB# 3500

(919) 966-1346

Program Director

Helyne Frederick

helyne@email.unc.edu

Dean

Fouad Abd-El-Khalick

Associate Dean for Academic Affairs and Director of Graduate Studies

Harriet Able

hable@email.unc.edu

Assistant Dean for Student Affairs

Shauna Harris

shauna.harris@unc.edu

Assistant Dean for Educator Preparation and Accreditation

Diana Lys

lys@unc.edu

Registrar and Interim Director of Undergraduate Advising and Student Engagement

Lisa Johnson

lisajohnson@unc.edu