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Course Criteria
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3.00 Credits
This course is designed to introduce students to the study of human development. Human development is typically conceived of as the study of early childhood or life-span processes of development. The department maintains a standpoint that examines development more broadly as that of individuals, groups, and communities and its relationship to local and global power relations; development is contextualized by organization characteristics as well as ?difference.? Therefore, as students gain experience in conducting library work focused on peer reviewed research and scholarly writing that frames the course, there will also be a focus on understanding social scientific study as both potentially useful (practical in its application to social issues) and just (taking a stance in the politics of oppression and domination).
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3.00 Credits
This course is intended to prepare Human Development students to be critical consumers of social science research. Students will be exposed to the concepts and approaches used in conducting and reviewing social science research. They will learn that the production of research is political and value-laden. The principal goal of this course is for students to become able to read and understand research methods provided in scholarly articles and to critically evaluate the value and weaknesses of them.
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3.00 Credits
This course will provide students with a theory-into-practice foundation for the study and understanding of the development, health, and well-being of children prenatal to 36 months. The course will begin with an examination of physical, cognitive, and socio-emotional development from conception to birth, an overview of prenatal care and reproductive technologies, and insight into the process of labor and delivery ù all the while focusing on influences and issues that contribute to healthy prenatal development. The remainder of the course will focus on infant and toddler development including the interrelationships between: heredity/genetics; the emotional, physical and social environment; physical/ motor development; nervous system development; perceptual development; development of learning processes and information processing; cognitive development; memory development; communication and language development; the development of emotions, temperament and character development; and the development of attachment and interactions. Students will examine the roles and responsibilities of parents, family members, caregivers, care providers, and child advocates, as well as federal, state, and community programs and policies that work to support the creation of culturally and developmentally appropriate environments for the unborn child, infant, and toddler and respectful, reciprocal relationships that educate, support, and empower families.
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3.00 Credits
Integrated study of the bio-cultural, emotional, intellectual, social and psychological themes and growth patterns of children. Emphasis is placed on their implications for child-rearing, social practices and political policies.
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3.00 Credits
Interdisciplinary overview of adolescence, including social, cultural and historical contexts for development. Physical and cognitive changes within the individual, together with socio-historical and cultural differences in our understanding of adolescence as a transitional period in life.
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3.00 Credits
This course is designed as a follow-up to HDEV 305, Child Development. The theory and research covered in that course will be applied to specific groups of children based upon their social locations, special needs, and/or particular circumstances. These may include, but are not limited to, courses on minority children, children in poverty, gender and childhood, children raised in step-families, nontraditional families, etc.
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3.00 Credits
This course is designed as a follow-up to HDEV 306, Adolescent Development. The overview of theory and research provided in that class will be applied to specific groups of adolescents and youth based on their social locations, special needs, and/or particular circumstances. These may include, but are not limited to, courses on adolescents at risk, transitional periods (e.g., puberty, leaving for college, etc.), gender and adolescence, adolescent family relations, minority youth issues, youth with disabilities, etc.
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3.00 Credits
Lives of lesbian, gay, bisexual, transgender people and others marginalized because of their sexuality and gender expression will be explored through the reading and discussion of theory, research, activist projects and practice scenarios.áCentral to this course will be the principle that an adequate understanding of our own and others? experience of sexuality and gender expression can only be obtained at their intersection with other identities such as race, class, ethnicity, and disability.Course takes a multi-level approach, exploring these issues within their individual, social and structural contexts. Goals are to recognize and describe (a) the ways what we come to understand about sexuality and gender expression affect or should affect our practice in social sciences and (b) the ways that minoritizing as well as more universalizing views of sexual injustice differently shape the goals of researchers, activists and practitioners.
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