Human and Organizational Leadership and Development, B.A.
Thurston Domina, Program Director
Fouad Abd-El-Khalick, Dean
Harriet Able, Associate Dean for Academic Affairs and Director of Graduate Studies
Jill Hamm, Associate Dean for Research and Faculty Development
Diana Lys, Interim Assistant Dean for Student Affairs
Diana Lys, Assistant Dean for Educator Preparation and Accreditation
David Churchill, Assistant Dean for Finance and Operations
Leslie Deslis, Assistant Dean for Development
Audrey Fulton, Director of Advising and Undergraduate Student Engagement
Lisa Johnson, Registrar
The human and organizational leadership and development (HOLD) program prepares graduates to understand, lead, and work effectively with a diverse set of stakeholders in organizations focused on learning and human development. The curriculum provides students with a grounding in the science of learning and adult learning, organizational and leadership theory, quantitative and qualitative social science research methods, and data-informed decision making. Students will gain an insight into the learning and development in a broad range of organizations, including businesses, non-profits, and government agencies that are committed to cultivating clients' and workers' capacities. In order to thrive in learning-oriented organizations, students must be skilled collaborators and communicators, keen observers of social structure and dynamics, as well as careful data consumers and analysts.
Admission
The School of Education will admit students to the HOLD program beginning Fall 2021. Additional information about admission procedures and deadlines will be available during the 2020-21 academic year.
Department Programs
Major
- Human Development and Family Studies, B.A.Ed.
- Human and Organizational Leadership and Development, B.A.
Minor
Student Learning Outcomes
Upon completion of the human and organizational leadership and development program, students should be able to:
- Gather and analyze data to critically assess and understand organizational dynamics
- Demonstrate organizational leadership skills, including effective written and oral communication, project management, and cultural sensitivity
- Collaborate with diverse stakeholders to change organizations and cultivate human development.
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.
| Code | Title | Hours |
|---|---|---|
| Core Requirements 1 | ||
| EDUC 2-- | Inquiry and Data Applications | 3 |
| EDUC 309 | An Examination of Quality and the Pursuit of Betterness | 3 |
| EDUC 3-- | Organizational and Community Development | 3 |
| EDUC 390 | Special Topics in Education (Internship/Practicum Project) | 3 |
| EDUC 4-- | Research Translation and System Improvement | 3 |
| EDUC 505 | Leadership in Educational/Nonprofit Settings | 3 |
| EDUC 508 | Equity, Leadership, and You | 3 |
| EDUC 583 | Career and Professional Development | 3 |
| EDUC 698 | Internship in Human Development and Family Studies (taken twice) | 6 |
| At least five elective courses from the list below: | 15 | |
| Total Hours | 45 | |
| 1 | Students may count courses completed prior to declaring a HOLD major toward major completion. |
Approved Elective Courses
| Code | Title | Hours |
|---|---|---|
| EDUC 410 | Families and Communities in Diverse Contexts for Youth | 3 |
| EDUC 504 | Learning in the Modern World | 3 |
| EDUC 506 | Politics, Policymaking, and America's Schools | 3 |
| EDUC 509 | Helping Youth Thrive in K-12 Schools | 3 |
| EDUC 510 | Mexican American and Chicana/o Experience in Education | 3 |
| EDUC 521 | Schools, Cultures, and Communities I: Youth | 3 |
| EDUC 522 | Schools, Cultures, and Communities II: Schools | 3 |
| EDUC 526 | Ethics and Education: From Global Problems to Classroom Dilemmas | 3 |
| EDUC 529 | Education in American Society | 3 |
| EDUC 532 | Human Development and Learning | 3 |
| EDUC 533 | Social Justice in Education | 3 |
| BUSI 405 | Leading and Managing: An Introduction to Organizational Behavior | 3 |
| BUSI 507H | Sustainable Business and Social Enterprise | 3 |
| COMM 120 | Introduction to Interpersonal and Organizational Communication H | 3 |
| COMM 325 | Introduction to Organizational Communication H | 3 |
| COMM 525 | Organizational Communication | 3 |
| MNGT/SOCI 131 | Social Relations in the Workplace | 3 |
| NSCI 222 | Learning H | 3 |
| PLCY 210 | Policy Innovation and Analysis H | 3 |
| PLCY 235 | Nonprofits and Public Policy | 3 |
| PLCY 330 | Negotiation and Mediation: The Practice of Conflict Management | 3 |
| PLCY 340 | Justice in Public Policy H | 3 |
| PSYC 101 | General Psychology | 3 |
| PSYC 250 | Child Development H | 3 |
| PSYC 260 | Social Psychology H | 3 |
| PSYC 465 | Poverty and Development | 3 |
| SOCI 101 | Sociological Perspectives H | 3 |
| SOCI 112 | Social Interaction | 3 |
| SOCI 251 | Research Methods | 3 |
| SOCI 252 | Data Analysis | 3 |
| SOCI 410 | Formal Organizations and Bureaucracy | 3 |
| SOCI 415 | Economy and Society | 3 |
| H | Honors version available. An honors course fulfills the same requirements as the nonhonors version of that course. Enrollment and GPA restrictions may apply. |
Sample Plan of Study
Sample plans can be used as a guide to identify the courses required to complete the major and other requirements needed for degree completion within the expected eight semesters. The actual degree plan may differ depending on the course of study selected (second major, minor, etc.). Students should meet with their academic advisor to create a degree plan that is specific and unique to their interests. The sample plans represented in this catalog are intended for first-year students entering UNC–Chapel Hill in the fall term. Some courses may not be offered every term.
| First Year | Hours | |
|---|---|---|
| ENGL 105 | English Composition and Rhetoric | 3 |
| Language Levels 2 and 3 (FL) | 6 | |
| Lifetime Fitness (LFIT) | 1 | |
| Additional General Education and elective courses | 20 | |
| Hours | 30 | |
| Sophomore Year | ||
| Quantitative Reasoning course | 3 | |
| Additional General Education and elective courses | 27 | |
| Hours | 30 | |
| Junior Year | ||
| EDUC 2-- | Inquiry and Data Applications | 3 |
| EDUC 309 | An Examination of Quality and the Pursuit of Betterness | 3 |
| EDUC 3-- | Organizational Community Development | 3 |
| EDUC 505 | Leadership in Educational/Nonprofit Settings | 3 |
| EDUC 583 | Career and Professional Development | 3 |
| HOLD elective courses and additional General Education courses | 15 | |
| Hours | 30 | |
| Senior Year | ||
| EDUC 390 | Special Topics in Education | 3 |
| EDUC 4-- | Research Translation and System Improvement | 3 |
| EDUC 508 | Equity, Leadership, and You | 3 |
| EDUC 698 | Internship in Human Development and Family Studies (taken twice) | 6 |
| HOLD elective courses and additional General Education courses | 15 | |
| Hours | 30 | |
| Total Hours | 120 | |
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 HDFS 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.
