college coursework human development and learning

Human Development and Education

Contact Information

Connect with program staff.

If you have program-specific questions, please contact HDE Assistant Director Mandy Farhoodi-Moberger .

• Connect with Admissions

If you have admissions-related questions, please email [email protected] .

Admissions Information

• Application Requirements
• Tuition and Costs
• International Applicants
• Recorded Webinars
• Download Brochure

Connect pioneering research with practice and policy in human development at every stage — helping you support the unique needs of all learners.

The Human Development and Education (HDE) Program prepares you to support the unique needs and growth of all learners — whether you are interested in exploring a direct service role, starting a nonprofit organization, engaging in clinical or counseling work, or pursuing doctoral research. By linking theories and pioneering research with practice and policy about child, adolescent, and adult development, you will have opportunities to examine different developmental domains — including cognitive, emotional, social, moral, and neurological — as well as design strategies and interventions to promote healthy development. HDE offers a School Counseling Licensure Pathway for students interested in pursuing Massachusetts licensure in school counseling. 

"We know much about the science of human development, but we are just beginning to figure out how to communicate and enact it to actually better the world. Our program helps our students gain a deeper understanding of learning and growth across diverse contexts, as they explore their professional roles in supporting human development for children, families, and communities." Junlei Li Faculty Co-Chair

After completing the HDE Program, you will have a deeper understanding of the following competencies that explore how:

• Learning and development are lifelong processes, with a predictable sequence at the population level and significant variation at the individual level  
• Learning and development are active and interactive, driven by maturity and experience levels  
• Ecological factors — including families, teachers, schools, communities, neighborhoods, and culture — influence learning and development  
• Evaluation of evidence and research from human developmental science can inform effective change strategies to lead, design, and implement intervention, prevention, and support efforts  
• Engagement in continuous learning can emerge from reflective practice, community involvement, and evaluation of intervention, prevention, and support efforts    

Curriculum Information

The HDE Program is designed to help you gain the knowledge and skills essential to promoting healthy development for all learners. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2024–25 academic year are: 

• This program commences with How People Learn, an immersive online course that runs June–July and requires a time commitment of 12-15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, students must take a minimum of 12 credits specific to HDE, including the following:

• The HDE Program Core Experience (4 credits), is a combination of required coursework, program-wide events, and small group experiences. It is designed to help you develop the capacity to bridge research and practice across human development contexts. Whether your professional trajectory leads you to focus on children, families, communities, or organizations, there are "through lines" (ways of thinking and connecting) from the field of human development that can expand our vision and understanding. For example, understanding individual development within the larger ecological contexts or recognizing human relationships as the driver for many different developmental outcomes. The program experience provides opportunities to discuss and reflect on your insights and professional goals with peers and the teaching team.
• Research methods and applied professional skills courses (4 credits), you will choose from a list of qualitative, quantitative, and skills-based courses. Course subject matter may include statistics and data science in education and organizations, participatory action research for educational justice, and ethnographic methods. 
• Human development, age/context/domain-specific courses (4 credits), tailor your coursework to your chosen career pathway by selecting from a rich and diverse set of courses that deepen your knowledge in a specific age category, context, or domain. Course subject matter may include early childhood development, developmental psychology, preventative and developmental group counseling, college student development, or language and literacy development. 
• The remaining credits are taken via  elective coursework , which includes the opportunity to specialize in a  Concentration . 

Explore our  course catalog . Note, a ll information and courses are subject to change.

School Counseling Strand

Students can get licensed as a school counselor by taking two years of sequenced coursework and fieldwork through our School Counseling Licensure Pathway . Year one consists of pursuing an Ed.M. in the HDE Program and our School Counseling Strand. The School Counseling Strand begins the pathway to Massachusetts licensure in school counseling and prepares K–12 school-based counselors-in-training with the skills necessary to promote positive, healthy academic and social emotional development with an emphasis on prevention and social justice.

Year two consists of our Certificate of Advanced Study in Counseling program, which allows students to pursue Massachusetts initial licensure as a school counselor or school adjustment counselor. Through this curricular sequence and field-based placement, graduates will be prepared to enter K–12 schools as counselors, leaders, and advocates.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Junlei Li's research and practice focuses on understanding and empowering human relationships across developmental contexts.

Meredith L. Rowe

Meredith Rowe's research focuses on young children's literacy and vocabulary development, particularly as it is influenced by communication between children and their caregivers.

Gretchen Brion-Meisels

Elizabeth Bonawitz

Hadas Eidelman

Catherine Elgin

Nadine Gaab

Paul L. Harris

Nancy E. Hill

Stephanie M. Jones

James S. Kim

Josephine M. Kim

Nonie K. Lesaux

Huan-Tang Lu

Pamela A. Mason

Dana Charles McCoy

Joseph McIntyre

Luke W. Miratrix

Charles Nelson, III

Gabrielle Oliveira

Ola Ozernov-Palchik

Alexis Redding

Mandy Savitz-Romer

Jack P. Shonkoff, M.D.

Catherine Snow

Carola Suarez-Orozco

Paola Uccelli

Adriana Janette Umana-Taylor

Richard Weissbourd

Jacqueline Zeller

Career Pathways

The HDE Program prepares you for a variety of career pathways, including: 

• School counselor (K–12)   
• Curricula developer
• College or university administrator   
• Afterschool program, camp, or youth organization director  
• Researcher (university centers, nonprofit/for-profit think tank)  
• Local, state, or federal government program administrator  
• Field-staff or program manager at domestic or international non-governmental organizations (NGOs) 
• Consultant, trainer, facilitator, technical assistance provider 

Cohort & Community

You will join an extraordinary cohort of students representing a rich diversity of personal and professional backgrounds. As an HDE student, you will engage in events and professional development opportunities that build community — including discussions about career pathways, conversations with faculty members about their research interests, and other community events. You will find that your cohort members exhibit energy, curiosity, and compassion, as well as a common commitment to understanding the deepest puzzles of development and addressing the greatest practical challenges. This community results in an exhilarating learning environment that forms the basis for lifelong friendships and long-term professional networks.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Human Development and Education experience and the impact its community is making on the field:

Collegiate Recovery

For one master's student, education brings a clean start

Can School Counselors Help Students with "FAFSA Fiasco"?

Support for low-income prospective college students and their families more crucial than ever during troubled federal financial aid rollout   

Your browser is unsupported

We recommend using the latest version of IE11, Edge, Chrome, Firefox or Safari.

College of Education

Ba human development and learning: degree requirements.

Summary of Program Curriculum

Overall: 120 credit hours Core Program Requirements: 45 – 50 credits General Education and other university courses: 70 – 75 credits.

Advising and Four-Year Plan Heading link Copy link

• Advising Guide
• Academic Road Map

Human Development and Learning Core (15 -18 credits) Heading link Copy link

All students must take the following  required courses or approved equivalents:

• UIC First‐Year Dialogue Seminar (DLG 120)* – 1 credit hour
• Introduction to Human Development and Learning (EPSY 100) – 3 credit hours
• Child and Youth Policies in Urban America (ED 135) – 3 credit hours
• Human Development and Learning Academic Success (EPSY 150)* – 2 credit hours
• Principles of Learning and Instruction Across the Lifespan (EPSY 210) – 3 credit hours

*Required for first year students only.

Lifespan Development Core Sequence (6 credit hours)

Students must take one of the course sequences listed below:

• Child Development in Contemporary Society (EPSY 255) – 3 credit hours
• Adolescents Development in Contemporary Society (EPSY 256) – 3 credit hours
• Adolescents Development in Contemporary Society (EPSY 256)
• Adult Development and Aging in Contemporary Society (EPSY 257) – 3 credit hours

Research Core (6 credits) Heading link Copy link

All students must take EPSY 363 (required) and must choose an Assessment and Evaluation elective or its equivalent (advisor approval needed for equivalency)

• Understanding and Applying  Research in Human Development  (EPSY 363) – 3 credit hours

And one of the following electives:

• Systematic Approaches to Program Quality (EPSY 416) – 3 credit hours
• Educational Assessment and Evaluation (EPSY 405) – 3 credit hours OR
• Assessment and Evaluation of Learning Outcomes and Instructional Products (EPSY 450) – 3 credit hours
• Advanced Research Methods in Human Development and Learning (EPSY 373) – 3 credit hours
• Assessment of Students with Disabilities (SPED 462) – 3 credit hours

Domains of Development and Learning Across the Lifespan (6 credits) Heading link Copy link

One course from at least two different domains/areas:

Cognitive Development, Learning, and Instruction

• Constructivist Approaches to Development: Piaget and Vygotsky (EPSY 429) – 3 credit hours OR
• Advanced Educational Psychology (ED 421)– 3 credit hours

Language Development, Language Acquisition and Learning

• Language Development and Learning in a Diverse Society (ED 258)  (ED 258, counts for General Education Requirement:  Individual and Society and US Society.)  – 3 credit hours OR
• Language Development, Diversity, and Disabilities (SPED/EPSY 466) – 3 credit hours

Physical Development

• Introduction to Sexuality DevelopmentAcross the Lifespan (EPSY 242)– 3 credit hours OR
• Child Development, Health and Wellness (EPSY 426) – 3 credit hours

Self Processes and Identity Development

• Self and Identity Development Across the Lifespan (EPSY 340) – 3 credit hours

Social Emotional Development and Learning

• Understanding Children’s Social Development and Socialization in Urban Contexts (EPSY 320) – 3 credit hours OR
• Social and Emotional Learning:  Research, Practice, and Policy (PSCH/ED 424) – 3 credit hours

Diverse Populations and Learning Contexts Heading link Copy link

Diverse Populations – Electives

All students must take a minimum of 3 credits focused on the psycho-social development, learning, health, and/or well-being of diverse individuals and/or families or that focuses on the ways that issues such as race/ethnicity, class, gender, sexual orientation, ability, or culture affect learning and development of individuals.  This course is an elective but must be approved by an advisor.  Courses can be chosen from within the College of Education or across the University.  Examples include but are not limited to:  ED 205: Introduction to Race, Ethnicity, and Education; ED 222: Introduction to Gender, Sexuality, and Education (Both ED 205 and ED 222, count for General Education Requirements:  Individual and Society and US Society) SPED/EPSY 466: Language Development, Diversity, and Disabilities; SPED/EPSY 467: Social and Emotional Development and Disabilities.

Learning Contexts – Electives

In addition, students must take one course (3 – 4 credits) specifically focused on learning and development in context.  Students can choose one of the following or an approved equivalent course:

• Youth Culture Community Organizing and Education (EDPS 480)
• Developing Programs for Youth in Urban Contexts (EPSY 414)
• Adolescence and the Schools (ED 445)
• Early Childhood Education and Curriculum (EPSY 370) – 3 credit hours
• Child Family Community (EPSY 382) – 3 credit hours
• Family Diversity and Film: A Resilience Framework (EPSY 424) – 3 credit hours
• Fieldwork in Human Development and Learning as a selective (EPSY 415) – 3 credit hours
• Political and Socio‐Cultural Perspectives on Special Education (SPED 461) – 3 credit hours

HDL Electives (12 credits) Heading link Copy link

12 credits from Educational Psychology or related disciplines. HDL electives are taken after students have completed at least 12 hours of 100- and 200- level required HDL core coursework or the equivalent.  Courses are chosen in consultation with program advisor.

• Choose from any Educational Psychology Course offerings at the 300- or 400- level in consultation with advisor.
• Examples include but are not limited to:  EPSY 380:  Instructional Design and Training; EPSY 414; ED 421; ED 422: Advanced Developmental Psychology and Educational Processes; ED 445; EPSY 446: Characteristics of Early Adolescence; EPSY/SPED 449: Early Childhood/Early Childhood Special Education: Perspectives, Policies and History

HDL Faculty Program Coordinator Heading link Copy link

Bernadette sánchez.

Human Development Program

The Human Development Program focuses on studies of developmental changes in social behaviors, social cognitions, and social relationships and how such changes are related to, caused by, or predictive of features of cognitive, emotional, motivational, neuropsychological, and psychopathological development. Specializations within the department include the following.

Educational Psychology:  The faculty in the Educational Psychology Specialization focus on the processes involved in learning across the lifespan. Themes include cognitive development focusing on language, mathematics, and reading. There are significant strengths in language learning, bi-lingualism, and cognitive neuroscience of reading.

Developmental Science:  The faculty in the Developmental Science Specialization focus on the processes involved in social and cognitive development across the lifespan. Themes include the importance of early experience on brain and behavior, the importance of peer relationships, moral reasoning, research on families and the influence of socio-economic status on children's development.

Current Graduate Students

There are two areas for specialization within the Human Development program: Developmental Science or Educational Psychology.

Developmental Science The Developmental Science specialization is designed to train students in the areas of social, cognitive, emotional, and biological aspects of human development. This specialization involves intensive research apprenticeships with faculty mentors, coursework in core courses and advanced seminars, and exposure to leaders in Developmental Science through the colloquia and professional development weekly seminar organized by the Center for Children, Relationships, and Culture, which is housed in the Department of Human Development and Quantitative Methodology.

The goal of the program is to train students for research careers in academic or applied areas of child development; graduates have obtained positions as university professors and research scientists. The program encourages engagement in collaborative research with faculty and students in a wide range of developmental science areas. In addition to coursework, students enroll in a one-credit weekly colloquia series and professional development seminar which hosts invited speakers from the Washington, D.C. metropolitan universities, institutes, and research "think tanks," as well as provides for professional development sessions on various topics such as conference preparations, dissertation projects, grant writing, and career options.

Specific topics investigated include peer relationships, parent-child relationships, attachment, emotional development, developmental neuroscience, social-cognitive development, moral judgment, motivation, social goals, intergroup attitudes and relationships, prejudice, linguistic development, play, cognitive development, parent-child discourse, father involvement, early childhood policy, civic engagement, and cultural influences on development.   Educational Psychology The Educational Psychology Specialization is a nationally-ranked and internationally-recognized program of study in the Department of Human Development and Quantitative Methodology. 

The goal of the Educational Psychology specialization is to train students in the processes involved in learning across the life span and competent functioning in educational settings. Based on a mentorship model, students work closely with faculty on research and scholarship. Specific topics of research include cognitive development, as it relates to language, mathematics, and reading, social and academic aspects of motivation and self-regulation, and parent, teacher and peer relationships as they relate to school success. Students take courses and advanced seminars on cognition, motivation, learning, language, social influences on learning, and cognitive neuroscience.  Advanced training in quantitative methods is also a specific focus of the specialization.

Educational psychology faculty and students meet bi-weekly as part of a research seminar series that focuses on the discussion of ongoing student and faculty research. The seminar also includes professional development topics such as how to publish and present research, grant writing, job search advice, and networking skills.  

While completing their Ph.D., graduate students are also able to pursue concentrations in quantitative methodology, as well as in interdisciplinary areas such as neuroscience and cognitive science and language science.

The doctoral program provides students with core courses and research experience relevant to the social, cognitive, affective, linguistic and neurophysiological aspects of human development from birth through adulthood. Core courses include: History and Systems of Human Development, Language Development, Cognitive Development and Learning, Social Development and Socialization Processes, Psychophysiological Processes, and Research Methods; students also are required to master intermediate-level statistics.

Students also receive close mentoring in developing their research capabilities and agendas through Research Apprenticeship experiences. As part of this apprenticeship experience, all Ph.D. students are required to complete a first-year research project. Students in the general program are welcome to participate in the colloquium series offered by the Developmental Science and Educational Psychology specializations. The required comprehensive examination consists of a portfolio of the student's research reviewed by three faculty members.

Please refer to the 

EDHD Doctoral Handbook 2023

for more information on program requirements.

Take advantage of research opportunities offered through the labs and centers affiliated with the Department of Human Development and Quantitative Methodology (HDQM) at the University of Maryland, College Park.

Advising Academic advisement for graduate students is provided by the graduate faculty in the Department of Human Development and Quantitative Methodology (HDQM). For general advising information, please contact the Coordinator of Graduate Studies, Jannitta Graham at (301) 405-8432 or  [email protected] . 

Graduate Policy Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements. The  Graduate Catalog   is the official listing of  Policies  governing graduate education at the University of Maryland. The  schedule adjustment policy  is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules.

Handbooks and Guidelines The program handbooks provide information about the Masters and Doctoral programs. The handbooks cover topics such as overviews of the programs, milestones, and course requirements.

Forms Graduate students must submit various forms at specific points as required by the Human Development program and as part of the Graduate School process. The Graduate School offers university-level forms, and the College of Education offers college-level forms. To determine the form required by the Human Development program, please refer to the Graduate Student Handbooks.

Templates and Formatting Guidelines for Thesis and Dissertation  Dissertations are to be submitted to the Graduate School in electronic format after final approval of the dissertation by the Dissertation Examining Committee.  The University of Maryland Electronic Thesis and Dissertation (ETD) website or the University of Maryland Thesis and Dissertation Style Guide include details of this process.

Dissertations submitted to the University through the ETD process will also be deposited in the UM Library's online electronic archive, DRUM (Digital Repository at the University of Maryland). This is a free public archive of academic work by University faculty and graduate students.

Study Fellowships and Awards A variety of fellowships and awards are available to prospective and current graduate students. Opportunities to apply for these awards are announced through the University , the College of Education, and the Department.

For applicants interested in obtaining a Doctor of Philosophy (Ph.D.) degree in Human Development,  please click here .  

For applicants interested in obtaining a Master of Arts (M.A.) degree in Human Development,  please click here .   

For applicants interested in obtaining a Master of Education (M.Ed.) degree in Human Development,  please click here .   

For applicants interested in an  Off-Campus Cohort , Master of Education (M.Ed.) degree in Human Development,  please click here . 

Stay up-to-date on the Department of Human Development and Quantitative Methodology with the College of Education's News and Events .

• Admitted Students
• Alumni & Friends
• Current Undergraduate Students
• Current Graduate Students
• Faculty & Staff

BC.EDU LINKS

• Boston College
• Campus Life
• Jesuit, Catholic
• Academic Calendar
• BC Magazine
• Directories
• Offices, Services, Resources
• Agora Portal
• Maps & Directions
• Undergraduate Programs
• Applied Psychology and Human Development
• Elementary Education
• Secondary Education
• Transformative Educational Studies
• Lynch School Minors
• Interdisciplinary Majors
• Experience, Reflection, Action (ERA)
• Study Abroad
• Internal Transfer

Bachelor of Arts (B.A.) in Applied Psychology and Human Development

Counseling, Developmental & Educational Psychology

Do you want to enrich the lives of children and adults every day? Do you want to understand the interface between human development and health, between psychology and the workplace, and between knowledge and action? If so, then a degree in Applied Psychology and Human Development is your first step. 

By the Numbers

of our students go directly into graduate training

CDEP Survey

of our students go directly into employment

The Applied Psychology and Human Development program in the Lynch School of Education and Human Development is a top choice among Boston College undergraduates.  Our focus is on meaningful learning in the classroom applied to real-world issues across local, national, and international contexts.

The program will help you:

• Understand the key tasks and processes underlying human development from infancy to adulthood
• Recognize how social and cultural contexts shape developmental and psychological processes
• Learn key research methods and statistical approaches used to study human development and psychology
• Gain skills in critically evaluating and translating scientific evidence from psychology and human development to real-world settings
• Develop a specialized understanding of a targeted focus area of study to prepare for a range of further education and career pathways

Learning Goals & Focus Areas

• Human Services and Health Sciences : Understand psychosocial challenges to healthy development across the lifespan, and learn about a range of individual and community-level strategies to prevent mental and physical illness and enhance psychosocial health and well-being.
• Organizational Studies and Human Capital : Focus on the intersection of individuals and work/organizational contexts, with the goal of applying the science of psychology and human development to interpersonal relationships, organizational settings, and the workplace.
• Policy, Advocacy and Community Change : Understand individual, community, and government roles in sustaining or challenging social and economic inequities affecting human development.  Assess how psychological science informs policies and programs designed to address pervasive social problems.
• Science of Learning : Understand cognitive, motivational, and affective processes that underlie learning and behavior across diverse contexts, and learn to translate this knowledge into educational and behavioral practice.

Learn More about the Four Focus Areas

Accreditation

The Lynch School has a long history of national accreditation, which includes NCATE (National Council for Accreditation of Teacher Education), TEAC (Teacher Education Accreditation Council), and CAEP (Council for the Accreditation of Educator Preparation). Most recently, the Lynch School was granted full and complete accreditation through CAEP, valid from Fall 2018 through Spring 2024. Boston College is currently the only CAEP accredited education preparation organization in Massachusetts.

Learn More about State Regulations

Core Courses

Focus Areas

Overview of the program.

Program of Study

There are three components to the APHD major:

1. Complete the six required core courses.

2. select and complete one focus area., 3. complete three major electives., required courses.

6 courses (18 credits)

3 courses (9 credits)

Students should select and declare a focus area  by the end of the second year in the program. Consult EagleApps Course Information & Schedule for course availability.

Human Services & Health Services

Organization studies and human capital, policy, advocacy & community change, science of learning, applied psychology and human development (apsy) electives.

Students should  select 3 electives  from the options below. Electives  must  differ from your 6 major core requirements and from the 3 courses in your selected focus area's requirements. No more than two elective courses should be from outside LSEHD.

*Indicates graduate level course open to juniors/seniors with permission from course instructor.

Sample List of Electives

Below is a sample list of electives available for undergraduate students that may be used to fulfill elective requirements. Please note, not all courses are available each semester. Please visit the EagleApps Course Information and Schedule for an up-to-date list of current offerings.  

Program Features

World-renowned faculty.

Internationally recognized faculty in applied developmental, educational, and counseling psychology

Real-World Learning

A foundational six-course sequence in human development across the lifespan, the analytic tools central to social sciences, and the application of applied psychology to real-world settings

Purpose-driven Education

An integrated field placement and course that helps students identify their purpose, including future career and life aspirations

Flexibility

The flexibility to choose one of four focus areas: Human Services and Health Sciences; Organizational Studies and Human Capital; Policy, Advocacy and Community Change; or Science of Learning

Customization

A wide-ranging set of electives from within the program and across BC, so that each student can frame their major to meet their individual interests and career goals

• PricewaterhouseCoopers, Associate
• Oracle, Sales Representative
• Massachusetts General Hospital, Research Assistant
• Pegasystems, Human Resources Coordinator
• Hill Holiday, Assistant Account Executive
• Asian Task Force Against Domestic Violence , Social Worker
• Brandeis University, International Coordinator
• Wellington Management, Business Associate
• Starcom Media Vest, Junior Media Associate

Program Faculty

Why study psychology in a school of education?

The Applied Psychology and Human Development major in the Lynch School of Education emphasizes state of the art connections between research, theory, and practice. Through practica and community involvement, students gain real-world experience and graduate prepared to apply what they learned in an array of community, education, business, and policy settings.

Quick Links

Facts & figures, diversity, equity, inclusion, & justice, tuition & aid.

Human Development

(11 reviews)

Human Development Teaching and Learning Group, Portland State University

Copyright Year: 2021

Publisher: Portland State University Library

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Masa Toyama, Assistant Professor, Marshall University on 5/6/24

This text covers all major age periods from conception to death. Although large parts of the text were adapted from the OER book of Lally and Valentine-French (which I’m currently using for my class), the authors of this text omitted sections on... read more

Comprehensiveness rating: 4 see less

This text covers all major age periods from conception to death. Although large parts of the text were adapted from the OER book of Lally and Valentine-French (which I’m currently using for my class), the authors of this text omitted sections on physical development (for early and middle childhood, etc.). As physical development is interconnected with other areas of human development, I believe that this omission can be considered a major weakness. The authors did not include any index or glossary.

Content Accuracy rating: 5

The content appears to be accurate overall.

Relevance/Longevity rating: 5

The authors included recent citations and statistics (relative to their publication in 2021) while maintaining the content on classical studies, theories, etc. I hope that the authors will continue to release new editions periodically by citing the latest studies.

Clarity rating: 4

The text is written in a reasonably clear manner and easy to understand, but I saw multiple issues that could cause confusion. First, possibly because large parts of the text were adapted from previous OER texts or other resources, the numbers of some tables/figures do not match those mentioned in the main text. For example, the main text in the Emerging Adulthood & Cognition chapter states “As can be seen in Figure 20.2, gender differences in living arrangements were also noted in that…”, but it should have referred to Figure 8.2. There are multiple such examples. Also, the Late Adulthood chapter states “In the last chapter, you read about the visual changes that were beginning in middle adulthood”, but visual changes are not addressed in the “last chapter” on middle adulthood (which is probably related to the omission of physical development as mentioned earlier). The authors did not provide the definitions of key terms, such as primary aging vs. secondary aging (which were mentioned in the Death, Dying, & Bereavement chapter).

Consistency rating: 5

Although there are some inconsistencies (e.g., some chapters have learning objectives while others don’t), the text is consistent overall having specific topics for each age period.

Modularity rating: 5

Each chapter has a reasonable amount of content, and I consider this text to be modular. However, for the parts that I mentioned next as an issue in terms of organization, I might have difficulty assigning readings (from multiple chapters) on a certain topic to my students.

Organization/Structure/Flow rating: 4

Although addressing age periods in order (from earlier to later age periods) could make it easy for readers to follow, I don’t think that the organization of the chapters on adult development is optimal. For example, “family life cycle” is included in the Early Adulthood chapter, but the content concerns middle and late adulthood as well as early adulthood, and intelligence addressed in the Middle Adulthood chapter also concerns other periods of adulthood. I thought that for adulthood, organizing chapters based on each area of development or each specific developmental topic/issue (rather than dividing them into early, middle, and late adulthood) would work better.

Interface rating: 5

I didn’t experience any interface issues.

Grammatical Errors rating: 5

I didn’t notice any grammatical errors (though there were some errors as mentioned in my comments on Clarity).

Cultural Relevance rating: 5

The authors appear to have attempted to address cultural diversity by including relevant citations. The cultural content is not complete or comprehensive, but it reflects the field of developmental research, which needs to be improved.

I appreciate the authors explaining meta-theories well in the first chapter, which would help students see human development from multiple perspectives.

Reviewed by Bengu Erguner-Tekinalp, Professor, Drake University on 12/14/23

The text covers most areas of human development. There is no index or glossary of terms which will make it harder for students when they need to review materials. The text uses stage approach vs topical approach which makes it easier for students... read more

Comprehensiveness rating: 3 see less

The text covers most areas of human development. There is no index or glossary of terms which will make it harder for students when they need to review materials. The text uses stage approach vs topical approach which makes it easier for students to follow and integrate the text into courses. The text provides up to date research as the text is continuously updated. The most useful part of the text is to help students to apply the content into their lives, past, present and future. This application is valuable for students in counseling or clinical programs. As the text is not comprehensive enough, if can be used as a supplementary material in higher level students. The text also covers social cultural context briefly, although I believe a more comprehensive discussion on social cultural context would be more beneficial. Content stays in the typical developmental theories and fails to expand ideas and theories. For example, like other human development text books Kohlberg’s moral development is covered however Gilligan’s more feminist based human development model is ignored.

Content Accuracy rating: 4

The content appears to be accurate and error-free. Like all other text books in human development, it is still white, hetero, cis centered.

Content is up-to-date and is continuously updated as a “living” text. The text has enough flexibility in it that updating the material is easy.

Clarity rating: 5

Writing is easy to follow, somewhat basic for upper-level students. Since there is no index or glossary, the terminology is hard to identify for students.

Consistency rating: 4

The text appears to be consistent in structure, flow, terminology and framework.

Modularity rating: 4

As a stage-based model, the text is easy to follow and can be used in stage based learning modules. Chapters are shorter so there is no need to divide the text into shorter sections for reading assignments. because there is no index or glossary, it is hard to integrate the text into a topic based approach of teaching human development

Organization/Structure/Flow rating: 5

Text is using stage based model providing theories and research background first and follows the stages of human development stages. Therefore the content is organized in a logical, straightforward, linear developmental fashion

Interface rating: 3

It is very easy to navigate the text. There are limited charts and images, which makes the text easy to navigate however, visuals are helpful for students.

To my knowledge, there no grammatical errors.

Cultural Relevance rating: 4

The text attempts to provide social cultural context for discussion of human development, however still like other human development texts, it is white, European, hetero, cis centered. There are no offensive or biased information.

very good overview of basics of human development as n introduction book. not suitable for upper level students

Reviewed by Jeff Bry, Sociology Faculty, Minnesota State Community and Technical College on 11/14/23

This textbook is fairly comprehensive. The chapters are fairly dense with material, perhaps some areas are more "glossed" over compared to a publisher textbook. Most of the major areas/themes are covered, in good detail. read more

This textbook is fairly comprehensive. The chapters are fairly dense with material, perhaps some areas are more "glossed" over compared to a publisher textbook. Most of the major areas/themes are covered, in good detail.

The textbook appears to be accurate. Some of the publications are a bit dated, but still provide empirical evidence to support the scope of what is being discussed. I did not notice any glaring omissions or issues with the content.

Relevance/Longevity rating: 4

The chapters are condensed, but the material seems up-to-date and relevant. Research is mainly current, or at least within the past few years. Much of the material is consistent with a publisher textbook.

The textbook is fairly easy to read, although the system to use it seemed a bit difficult to use. I am sure this would improve the more one uses this textbook, but the transitions to chapters was not terrific. The textbook is straight forward in its discussion of the content, some of which may be a bit weak in certain areas.

The textbook is consistent in terms of terminology used, also the framework of of the text itself. The system is a bit difficult to use, but as stated previously this would probably change and improve the more the user used the textbook.

I thought the textbook was broken down in a sensible manner, with content being grouped in an appropriate manner. The chapters have a good amount of content, but are not overwhelming or too long.

The textbook is well-organized. It is laid out in a sensible manner, with topics and issues concentrated into logical themes and areas.

Interface rating: 2

I found the interface to be difficult, not as easy to use as other OER textbooks I have reviewed or used.

There were no grammatical errors that I encountered with the textbook.

The textbook was culturally appropriate; it was not offensive or insensitive in any manner. The textbook was inclusive, providing various cultural, racial and ethnic examples and perspectives.

I really like the content of this textbook. The interface was a bit difficult, but I am sure would improve as one used the textbook.

Reviewed by Lorilene Cuevas, Psychology Department Instructor, Northeastern Illinois University on 5/5/23

The text is organized by developmental periods and takes a lifespan approach to the topic of human development. The text covers developmental periods from fertilization through death and presents the material from a multiple-domain perspective.... read more

Comprehensiveness rating: 5 see less

The text is organized by developmental periods and takes a lifespan approach to the topic of human development. The text covers developmental periods from fertilization through death and presents the material from a multiple-domain perspective. The breadth of material covered in each chapter is broad and includes all the topics you want and expect to find in a quality human developmental text. While I was unable to read every chapter of the text, it appears as if the depth of the content may vary from one section to another where some areas are discussed at great depth (e.g., meta-theories, older adulthood, etc.) and in a way that is clear and should facilitate the ease of understanding of complex topics. At the same time, other concepts or mechanisms of development under different theoretical perspectives are not covered as fully as one might desire if using this text for an upper-level core course. However, with that being said the text offers great supplemental reading suggestions and any instructor can choose which topic to explore more in-depth as needed.

Overall, the content of this text, and the theories and concepts presented, are accurate. The authors are thorough in their coverage in a way that many texts are not, especially as it relates to adulthood and aging. The chapters related to adulthood and aging were thorough and accurate in outlining the dominant perspectives as it relates to adult development. Whereas other texts often cram a lot of demographics and stats as it relates to aging and cover concepts related to aging in a very shallow manner, this text presents theoretical concepts related to adulthood that has been well-researched and that offer a much fuller understanding of the changes taking place in adulthood. With that being said, there does appear to be a significant typo in Table 1.2. In this table, middle adulthood (ages 45-65) is erroneously omitted. It is clear it is just a simple error because there is an entire section devoted to covering this period in the lifespan.

The content presented in this text is relevant and provides the foundational knowledge required for anyone who wishes to pursue research or a career requiring an understanding of human development and therefore it should stand the test of time. However, as with any developmental course, it is important to be aware of demographic shifts and current relevant research trends and perhaps for this text, the supplemental materials could use more recent relevant research citations for students to explore. However, this will be the case for almost all developmental texts as we move into a post-pandemic world as the field explores such effects.

The reading level of this text is appropriate and undergraduate students should be able to understand the material as it is presented. The text offers clear explanations of theoretical concepts in a way that should promote understanding. Furthermore, the learning objectives at the beginning of each chapter are clear and easy to understand.

This text is internally consistent. The chapters are arranged in developmental periods, however, they are not fully distinct from each other. In each period of development explored, there are connections back to differing world views, explorations across theoretical perspectives, and connections to the effects of context such as poverty and racism. The lifespan perspective, on which this text is built, lends itself to being presented in a consistent manner and should enable students to make learning connections within and across developmental periods.

I believe the modularity of the text is an advantage. There are several different ways in which the material is presented to the student. The chapters/topics are clearly outlined in the table of contents with clickable links to take them directly to the intended section. The sections and headers are easily identifiable and should make it easy for any student to read sections at a manageable pace. Furthermore, within each section, there are links to supplemental material such as articles or videos that should help students achieve their learning goals in a way they are most comfortable with and in the order in which they want to learn the information. In addition, although the text is organized by developmental periods, within each chapter, the coverage is presented by topic and it would not be difficult to assign readings by theory/topic rather than by developmental period.

The organizational structure and flow of the text are consistent throughout and what one would expect in a text within the field of human development. The material is presented in a way that clearly connects to the material presented earlier, and there are no surprise sections or sections that seem out of place, as the table of contents clearly identifies what the reader should expect to find within each chapter. However, I believe a glossary/subject/author type index presented as a last chapter would be helpful for students looking for a specific concept or citation.

The interface works well. Students can access this text in multiple ways (e.g., online, printable pdf, etc.). In order to access the links and videos, however, the student will need to access the online version of the text but the authors have included these links and directions in the printable pdf. I do wish there were video transcripts available for the videos embedded in the text as closed captioning is not always accurate however, I did not experience any obvious errors in the captioning for the videos I viewed.

There were no apparent grammatical errors that I detected. I did see a few minor typos or edits to be made but no significant grammar errors.

This text pays attention, as it should, to the significance of context and culture on development. The text presents the importance of context in the very first chapter and stresses the effects of context on development such as “status hierarchies” continuously throughout and within each chapter. Furthermore, throughout the text, many developmental topics are explored/explained and presented from differing cultural perspectives and the language for the material that I read appeared to be inclusive and unbiased. Someone learning human development from this text would have a clear understanding that context and culture affect development and that “universals” are challenged within this field and throughout this text.

I really appreciate the breadth of the material covered in this text and that it is written from the lifespan perspective!!!

Reviewed by Delanyard Robinson, Adjunct Faculty Member, Tidewater Community College on 12/9/22

The text covered all areas and ideas appropriately. Although several concepts and terms were defined, inclusion of a glossary would be more informative. The text covers most areas of subjects effectively and appropriately. read more

The text covered all areas and ideas appropriately. Although several concepts and terms were defined, inclusion of a glossary would be more informative. The text covers most areas of subjects effectively and appropriately.

Accurate, error-free, current and contextual.

The headings, topics and learning objectives are appropriate and usable. The topics are recent and are likely to remain relevant for several years in the future.

The text contains suitable language. It provides excellent introductions of concepts and applications. Te text is clear and accessible!

The text contains similar formatting, design and depth of information. Ii contains consistent writing and terminology.

The text is modular; designed with appropriate headings, charts and learning objectives. The text is readily divisible into smaller sections that can be addressed within the course.

Well-organized, flows logically from topic to topic.

Easy navigation and downloadability. Free of significant interface issues.

No grammatical errors. Excellent.

Outstanding cultural contexts throughout (including videos, references and discussions in each topical area). Coverage of cultural diversity is interesting and relevant.

This an impressive and readable textbook. It will be an excellent and helpful supplement in the course I’m teaching.

Reviewed by Deborah Allen, Lead Psychology Instructor, Fort Scott Community College on 10/7/22

This source covers most of the essentials, including historically significant theory and concepts. However, it does not have the detail in newly published statistics, etc. that I am used to in the textbooks I have used for this course. It is... read more

This source covers most of the essentials, including historically significant theory and concepts. However, it does not have the detail in newly published statistics, etc. that I am used to in the textbooks I have used for this course. It is especially weak in coverage of the physical aspects of development and factors related to them, except in certain age groups (i.e. infancy, puberty, late adulthood). It has a long section on gender covered in middle childhood, though I noticed few citiations of newly published research sources; did have some article links.

Although I cannot say I read the entire text word-for-word, I did read within each unit section. I noticed Table 1.2 is missing "middle adulthood"- ages 40-45 through 65. That's a significant omission. Instead, emerging adulthood (ages 18-25) was put in its place. :o( Another error I noticed was the reported smallest baby ever to survive. "Baby Saybie" born in the US in 2018 is mentioned there. Yet, there was a smaller baby born in Singapore in 2020. Agreeably, this is a hard stat to stay current on.

While I would say most of the information is relevant, this source focuses on timeless, general concepts, which are not likely to change. While there is merit in that approach, in this particular course, it is important and very challenging to keep up with trends and statistics of development. Many of the sources cited are dated. Up-to-date statistics and newly published research is sparse. Easily updated stats are a selling-point some make for OERs.

Clarity rating: 3

The reading level and flow of this source is appropriate. Topic are presented in an easy-to-understand manner. The arrangement of the topics covered appears to be chronological, but the actual contents really are not. It appears these author decided where to put the topic, but commented on all age groups within that topic. For instance, under the unit called "Adolescence", the reader reads about infants and young children. The unit heading are misleading.

For the most part, this strange arrangement of topics under any particular stage heading seems to be consistent.

Modularity rating: 3

Again, the information is divided in what appears to be a chronological arrangement/ chronological titles are used as "units", but may be more accurately described as a topical arrangement, as the information given is not specific to that particular lifespan stage of development. Another specific I noticed, the unit sub-heading was "Language and Cognition", but the topics of motor development and sensory capacities immediately followed. ???

Organization/Structure/Flow rating: 3

I am not sure how I would use this arrangement in my course. Currently, the State-determined competencies are written in a way that assessment by unit exams is difficult since I use a chronologically arranged book. I would like a textbook which allows for this method of assessment, but do not know if one exists. The lack of consistent information regarding four aspects of development would also be a problem (i.e. missing physical development info at each stage). I have brought this issue before the State committee without getting any resolution to this on-going issue. I am not sure if this text organization would make that better or worse.

I have not experienced into interface issues. Graphics are clear and video links are effective in opening and playing that video.

Grammatical Errors rating: 4

Early in the text, the authors use the term "gestational parent" (singular), but then talked about "their" eggs (plural). As is happening in the discussion of gender today, we hear mismatched pronouns ("they" instead of "him/her"). I suppose most textbooks will use this. ?? Otherwise, I did not detect any grammar issues in the other portions of this source that I read. I may with a more comprehensive read. ??

I did not detect any culturally insensitive or offensive material. Cultural differences are addressed, as an important part of this course. Cultural references are made throughout in the photos and in-text references.

I am seeking a newly published textbook to replace one I have used for six years. I think it is important to stay current in this particular course. I really wanted to like this OER option and was attracted to its 2021 copyright date. However, its odd arrangment and lack of comprehensive information about physical development will make this a difficult transition text, which covers the State-determined core competencies in a way I can easily teach and assess. Moreover, the lack of any ancillary resources - no in-text glossary, no in-text review/ practice items, no test bank - means this is not the one for my classes. :o(

Reviewed by Jenny Dozier, Assistant Professor, Department Chair, Tidewater Community College on 7/30/22

Attention is called to key terms through bolded text, however, there is no stand alone index or glossary. It should be noted that this text focuses on areas of cognitive development as they pertain to social and emotional growth through the... read more

Attention is called to key terms through bolded text, however, there is no stand alone index or glossary. It should be noted that this text focuses on areas of cognitive development as they pertain to social and emotional growth through the Lifespan and does not address others areas of Lifespan Psychology (physical and sociocultural development).

Content is accurate and cites current literature. Important topics relating to each age group are used to exemplify theory and applications.

The topics, theories, and examples used in this text ensure this is relevant material which can be used for teaching purposes in developmental learning environments for quite some time. While topics are up-to-date, edits would not be difficult to implement given the design of the text.

This text is written with clarity and with language suitable for undergraduate education. Concepts are introduced and while applications are shared and explained, the depth of knowledge provided makes this text appropriate for introductory level courses.

All areas of the text follow similar formatting, design, and depth of information - making the text flow with consistency and resulting in ease of use and navigation.

Format is designed with appropriate headings, graphs, charts, and learning objective blocks which would make assigning parts of a chapter reading or chapter section easy to do.

Format is highly organized and flows logically from one topic to the next in each developmental section. This text is organized similar to a traditional text book which can be beneficial to students who are new to OER learning materials or to those who may wish to print the PDF version for study review.

Interface rating: 4

Some of the text at the bottom of the pages is distorted/jumbled together, for instance, near the areas where the Creative Commons license is listed next to reference lists. This may change depending on browser or text version such as online vs PDF. However, the main areas of the text content do not appear to have display feature when viewed online.

Text does not appear to contain grammatical errors.

While the text is not culturally insensitive or offensive in anyway, this text could benefit from more culturally significant examples or literature references to highlight the diverse ways in which behavior is understood and examined through the Lifespan. Cultural topics are not explicitly mentioned in this text where there are many areas that represent opportunities in which they could be, or, to direct attention to the reader that little to no research exists on cultural understanding of developmental topics as of yet, why that may be the case, and how future researchers may change that.

This is a helpful text that can be used to supplement Developmental, Child, or Lifespan Psychology courses in the area of Cognitive Development. While this could not be used as a stand-along text, as it does not cover a comprehensive review of Developmental theory or content, this text can be a wonderful additional resource to add a foundational learning of cognitive research and literature at the introductory level.

Reviewed by Glenn Fox, Professor, Tidewater Community College on 7/28/22

The book does well on the topics it covers. However, the topics covered are more a selection than anything else. For instance, physical development is left out entirely, while the text has a thorough and sophisticated coverage of theories of... read more

Comprehensiveness rating: 2 see less

The book does well on the topics it covers. However, the topics covered are more a selection than anything else. For instance, physical development is left out entirely, while the text has a thorough and sophisticated coverage of theories of development and research methods. For instance, there is thorough and modern coverage of contextual theories of development where many texts limit themselves to classical theories like Erikson. The text has neither index or glossary. Further examples: Unit 5 on Early Childhood covers self-regulation and cognitive development. Both are well-described, but social-emotional development and physical development (as noted earlier) are left by the wayside.

What's here is accurate. The authors take a contextual perspective to development which results in consideration of many influences on development, which makes it less biased at least. (It's impossible to make an unbiased text.) However, the list of topics is limited as I noted above.

The book is modular, which would ease the process of updating it. Content is quite up-to-date, with many references from 2015 or later. It also addresses issues, such as gender development, which are relevant to now, and are likely to continue to be. While the text does address classical theories such as Erikson, it spends most of it's time on more modern content. For instance, the Early Childhood section starts with Initiative vs Guilt (Erikson) but quickly shifts to a discussion of behavioral and emotional self-regulation, which is far more consistent with topics in modern developmental research.

The text is written in a sophisticated way. It is clear and accessible but written at a college level, rather than at the level of "magazine-style" texts. It addresses the complexities of development, which is crucial in a text about human development.

Consistency rating: 3

The writing and terminology are consistent, as is the contextual approach. However, given that the text is more a selection of articles than a comprehensive text, there are wide inconsistencies in topics between chapters.

The text is pretty modular. The only issue is that it comes as a single PDF document, which leaves the student to "jump" between sections. An instructor can't just post a link to a section, though the Table of Contents does make navigation simple.

Overall, each topic has a logical flow. Shifts from point to point make sense. There are some issues however. As noted above, one significant issue is that topics are addressed in one chapter/epoch of development, but not again. For example, moral development and gender identity development are addressed in Middle Childhood, but not in Adolescence. In addition, coverage on some topics is limited. For instance in the discussion on popularity and its consequences, some of the categories (controversial, neglected, average) are mentioned but not discussed in the context of their effects on development.

The interface is fine overall. Links (those I tried) work, and it is easy to go anywhere in the book from the table of contents. Using my book reader (the built-in "Books" app in IOS, it was easy to get back to the table of contents as well. There are two confusing aspects. One, several embedded items like TED talk videos, have large boxes and the URL instead of the actual embed. There are also boxes with "required readings," which are links to outside content. That could be confusing to students as to whether those readings are required for their course. The instructor could address the "required readings" but that is still a challenge.

I saw a few typos, mostly two words joined together, but overall it is excellent.

The book's treatment of cultural diversity in development is one of its major strengths. The contextual perspective makes cultural diversity front and center. The book has few examples, however.

I would really like to see a more comprehensive treatment of the topic. What is here is up to date and sensitive to diversity in a way that few texts of this type are. However, the limited topics means that this is likely to be more of a supplemental reader than a stand-alone text.

Reviewed by Sarah Murray, Affiliate Faculty, Metropolitan State University of Denver on 6/30/22

Very clear and concise index and glossaries. The textbook is laid out well and highly comprehensible. It has a nice aesthetic and easy to access different sections. read more

Very clear and concise index and glossaries. The textbook is laid out well and highly comprehensible. It has a nice aesthetic and easy to access different sections.

The textbook is accurate and contains up-to-date and relevant information as would typically be seen on this topic.

This textbook follows a typical flow for it’s type. All of the content is relevant and is predicted to remain relevant for years to come. It’s nice to see an updated version (2021) with updated materials.

The writing is very clear. There are diagrams, charts, and images that all clearly depict what the authors are trying to convey.

This textbook follows a natural flow and is consistent/focused in each sub-topic area.

I find each section easy to access and could easily be utilized in small chunks/sections. Highly effective for teachability.

Excellent flow, as mentioned above.

Easy to navigate and without glitches in the downloadable version.

I wasn’t able to find any grammatical errors.

Great cultural contexts throughout including videos, references, and discussion in each topic area.

My first free textbook review. This was an impressive textbook. Sometimes the greatest things in life are free :)

Reviewed by Diana Kim, Lecturer, Leeward Community College on 2/25/22

This text covered the major topical areas of human development in a thorough and concise format. The textbook contains ten (10) major units, with each unit covering a developmental stage, and broken into smaller sections of theories and concepts.... read more

This text covered the major topical areas of human development in a thorough and concise format. The textbook contains ten (10) major units, with each unit covering a developmental stage, and broken into smaller sections of theories and concepts. The units also include supplementary materials to help the reader expand on perspectives and approaches. Overall, this text is highly comprehensive and easy to read.

The content in the textbook is accurate and covers the main concepts of development seen in most textbooks.

The textbook does well in highlighting various lifespan developmental methodologies, while staying relevant with the intended audience by providing case studies and examples. Each unit contains links to videos, PDFs, journal articles, and other interactive elements. This appears to be one of the strengths of this text, as it allows for ongoing updates and additions to each unit.

The text is very clear and readable. The content and presentation is very clean, which makes it easy to understand.

There are ten (10) units to this text, and each unit includes sub-sections highlighting major concepts within the specific developmental stage/topic. Overall, the text within each unit is internally consistent in terms of the use of terminology and the frameworks that are explored. As you go through each stage of development, the terminology and frameworks continue to be consistent with what was mentioned in previous units, while building on the stages of development. For example, the theories of Freud, Erikson, Piaget, and Kohlberg are mentioned throughout the units.

This text shines when it comes to modularity! The text is easily and readily divisible into smaller reading sections in all three formats (PDF, Online, and EBook). The PDF version of this text has a “Contents” page that contains links to each unit and subsection. The Online and EBook versions feature interactive and collapsible sidebars. This feature makes it easy to navigate through each section, as the content appears in the main frame of the browser.

The overall organization, structure, and flow of the text is logical and consistent with the progression of developmental stages discussed in most human development textbooks.

This text did not include any significant interface issues, or any navigation problems. All the images, charts, and display features were appropriately sized in all formats of the text.

The text did not appear to have any grammatical errors.

The text maintains cultural relevance through all ten units. This is evidenced through the variety of videos, cultural examples, and research findings included in both the main sections of the text, as well as the supplementary materials.

This text is very well organized and highly readable. It is comprehensive in covering the core topics of human development, while providing numerous supplementary materials for deeper learning and engagement. All three formats of the text (PDF, EBook, and Online) have a clean interface, making it easy to navigate between units and subsections. I would definitely consider using this textbook for my course!

Reviewed by Marjorie Schaeffer, Assistant Professor, Saint Mary's College on 12/23/21

Overall, this text is very thorough in its coverage of human development across the lifespan. The textbook begins with a strong outline of consistent themes and theorists across the lifespan, and integrates these ideas into each chapter as well.... read more

Overall, this text is very thorough in its coverage of human development across the lifespan. The textbook begins with a strong outline of consistent themes and theorists across the lifespan, and integrates these ideas into each chapter as well. Video links to recent conference presentations and TEDtalks are integrated into the text. These also help to provide contemporary and comprehensive material.

The content is accurate and current and provides a strong overview of development. It is error-free and unbiased.

The text includes examples that are relevant to child development today and college students specifically. It also includes links to videos and supplementary material that are very current. That said, this text could benefit from including more current research to show that our understanding of development is an ongoing process, with new developments arising all the time.

Overall, this is a clear and easy to understand textbook. Students with little previous background in the material will be able to understand the text.

The book has a consistent structure, beginning with the overall themes of the course and an introduction to research methods, then following each stage of human development. After the chapter on infancy, a chapter on parenting is included. This unit feels out of place and represents a slight departure from the overall consistent structure of the text.

The textbook provides clear subsections, making it easy for students to search for specific content and for instructors to assign specific topics.

The organization of the book is clear with a consistent flow. The table of contents helps students understand specifically what will be covered, compared to the more general developmental stage.

This book is easy to use. I was quickly able to download the book and to use the online interface.

I did not identify any grammatical errors.

Culturally relevant content is integrated throughout the text. For example, many of the examples or included videos reference development in many cultures.

Overall, this is a comprehensive textbook that provides a strong foundation for understanding human development across the lifespan. I am excited to use this book!

Table of Contents

• Unit I: Meta-theories
• Unit 2: Research Methods
• Unit 3: Infancy
• Unit 4: Family
• Unit 5: Early Childhood
• Unit 6: Middle Childhood
• Unit 7: Adolescence
• Unit 8: Early Adulthood
• Unit 9: Middle Adulthood
• Unit 10: Late Adulthood

Ancillary Material

About the book.

This open textbook is designed for Human Development, a core Psychology course. This course provides a bird’s eye view of major milestones and developmental tasks during each age period, starting at conception and ending with old age.

About the Contributors

Human Development Teaching and Learning Group , Portland State University 

Contribute to this Page

Professional & Continuing Education

• login-logout Login Alert: Unable to connect to Destiny One Course Management. alert-triangle-small
• login-logout Logout Alert: Unable to connect to Destiny One Course Management. alert-triangle-small
• Apply Contact Us
• map-pin Resources
• shopping-cart Cart Alert: Unable to connect to Destiny One Course Management. alert-triangle-small 0
• search Search

University College's course registration tool is experiencing technical difficulties. We apologize for the inconvenience, our team is available for questions as needed. Contact Us

Something went wrong!

The course was not removed from your cart due to an error.

Please try again later.

Human Development & Learning

Course description.

Introduction to theories of human development and learning, with a particular focus on relevance to education. Investigation of constructivist and socio-cultural perspective. Experience with a fundamental methodology, the clinical interview.

Basic Enrollment Requirements: 

Academic Year (Fall/Spring): Unofficial Transcript – Bachelor’s Degree or progress towards a Bachelor’s Degree + 3.0 GPA.

Summer: None.

Refund Policy: The refund policy for Courses at Tufts offerings is dependent on the course length. Please refer to the section details to confirm any exceptions to the standard refund policy. The refund policies are viewable here: https://universitycollege.tufts.edu/policies#Refunds  

Remission Eligible:  Yes; first day of term; all university policies apply.

View Cart & Proceed to Checkout

Please select one of the following options to continue:

Human Development and Education

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. HGSE’s Ed.M. centers on three pillars of study: Foundations, which focus on core skills and knowledge; Programs, which focus on specific areas of practice; and Concentrations, which are opportunities to deepen contextual knowledge. Together, these pillars empower students to create transformative learning at every level and in every role. The Human Development and Education (HDE) Program prepares students to understand and support the unique needs and healthy growth of all learners — whether you intend to explore a direct service role, start a nonprofit organization, engage in clinical or counseling work, or pursue doctoral research.

• Skip to Content
• Catalog Home

Academic Catalog

2023-2024 undergraduate catalog.

• Academic Calendar
• The University
• Admissions, Registration &​ Finances
• Degree Programs and Requirements
• College of Applied Health Sciences
• College of Architecture, Design, and the Arts
• College of Business Administration
• Minor in Education
• Curriculum and Instruction

BA in Human Development and Learning

• Minor in Instructional Design and Training
• College of Engineering
• Honors College
• College of Liberal Arts and Sciences
• College of Nursing
• College of Pharmacy
• School of Public Health
• College of Urban Planning and Public Affairs
• Council on Teacher Education
• Undergraduate Course Descriptions
• Archive &​ Links
• Graduate and Professional Catalog
• All Course Descriptions
• Undergraduate Catalog /
• Colleges & Departments /
• College of Education /
• Educational Psychology /

Program Codes: 20FP5485BA

Degree Requirements

To earn a Bachelor of Arts in Human Development and Learning from UIC, students must complete university, college, and department degree requirements. The Department of Educational Psychology requirements are outlined below. Students should consult the College of Education section for additional degree requirements and college academic policies.

HDL students choose at least one focus area to guide their course of study. Focus areas can lead to credentials, a university minor (or a double major), and/or prepare students for specific careers. Additional information is available on the College of Education  focus areas and credentials page . 

General Education Core and Elective Courses

Students should consult the General Education section of the catalog for a list of approved courses in this category.

ED 135 is approved for this category and is a required Core course.

Quantitative Reasoning Requirement

Human Development and Learning students must demonstrate competency in quantitative reasoning to earn a degree. Such competence can be demonstrated in any one of the following ways:

• A score of 22 or above on the Mathematics section of the ACT exam prior to admission to the program.
• Placement into MATH 121 or higher.
• Grade of C or better in any one of the following courses: MATH 105 , MATH 121 , MATH 140 a , MATH 141 a , MATH 160 , MATH 165 ,  MATH 180 , or STAT 101 .
• Grade of C or better in a logic course in PHIL 102 or PHIL 210 .
• Transfer students may present equivalent courses taken elsewhere, for which they have received a grade of C or better, to satisfy this requirement or placement into MATH 121 or higher

Transfer students require permission from the Math Department to enroll in these courses to fulfill the Quantitative Reasoning requirement.

Human Development and Learning Core Requirements

Students must earn a grade of C or better in all course work in the core.

DLG 120 and EPSY 150 are for first year students only. Transfer students are only required to take 15 hours in the HDL Core Courses.

This course is approved for the Individual and Society General Education category.

This course is approved for the US Society General Education category.

ED 258 is approved for the following General Education categories: Understanding the Individual and Society and Understanding U.S. Society.

EPSY 242 is approved for the Understanding the Individual and Society General Education category.

ED 205 and ED 222  are approved for the following General Education categories: Understanding the Individual and Society and Understanding U.S. Society.

Recommended Plan of Study

Note: Electives must be selected in consultation with an advisor in the College of Education. Electives taken in the junior and senior year must be at the 300 level or above. 

Apply Online | Contact Admissions | Privacy Statement Having problems accessing this site? Contact the Webmaster . © 2023-2024 The Board of Trustees of the University of Illinois

Print Options

Print this page.

The PDF will include all information unique to this page.

All pages in the campus catalog.

Human Development

Meet your 2023-2024 HUD Senators!

Join the growing HUD Alumni team!

With programs in Developmental Psychology, Cognitive Science in Education, Learning Analytics, Measurement and Evaluation, and Applied Statistics, we can help you shape your path of study—and your career. 

Prepare for Your Next Step

Our application is now open.

A Deeper Understanding of Human Development

Join us as we explore issues related to human development and cognition, analytics, and applied statistics. Our goal is to expand scientific understanding and help solve educational and social challenges.

Our office is in Grace Dodge Hall 461. The office is open Monday through Thursday, 9:00 AM - 5:00 PM & 9:00 AM - 2:00 PM EST or remotely on Fridays.

For assistance, don't hesitate to contact us at: [email protected] .

Thank you. 

Welcome to the Department of Human Development

Faculty and students in the Department conduct research on fundamental issues in human development, human cognition, analytics, and measurement and applied statistics, to increase scientific knowledge in these areas and to help solve educational and social problems.

Our current research emphasizes cognitive approaches to measurement and assessment, learning environments for the digital age, and the cognitive, social, and a neuroscience bases of learning and development.

Department Programs

Cognitive science in education, developmental psychology programs, learning analytics, measurement, evaluation, and statistics, our stories.

• View as grid
• View as list
• More Stories

Upcoming Events

• More Events

Department Chair: Professor Gary Natriello

Address: 461 Grace Dodge Hall

Box: 118 Phone: (212) 678-4190

Email: hud1@tc.columbia.edu

M.Ed. or Ph.D. in Learning Sciences & Human Development

What you can earn, credits earned, time commitment, upcoming deadline, improve the lives of real people in real places.

Learning Sciences and Human Development is a graduate study option that focuses on the nature and interaction of learning, development, and culture in a variety of settings. We study learning and development where they happen: in families, communities, workplaces, and schools from pre-school to college.

We are an interdisciplinary group working at local, state, national, and international levels with a shared focus on equity. Our research approaches are diverse, from ethnography to design-based research to survey and experimental methods.

Despite this diversity, we are unified in our interest and commitment to how our work can improve the lives of real people in real places. We involve students in innovative research around these issues, supported by federal, state, and private funding sources.

After graduation

Our students gain technical and intellectual foundations for practice in a variety of research and educational settings. Graduates of the master's program can be found working as educators in settings such as museums and nonprofit organizations and as researchers and consultants in public and private sector positions ranging from schools to software design. Graduates of the doctoral program often take university faculty positions.

Let's connect

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

Connect with us

Master's degree students experience a unique blend of two specializations within the field of education research, both with a strong focus on issues of equity. The program comprises an articulated sequence of courses and experiences designed to allow full-time students to graduate in two years.

Ph.D. students in work closely with their advisors to create highly tailored programs of study that include intermediate and advanced coursework in LSHD as well as outside coursework to gain broader perspective and deeper insight into specialized topics.

The LSHD M.Ed. Course of Study  details required and recommended courses and sequence. It includes required core courses in Learning Sciences and Human Development:

• EDPSY 542A  Proseminar in Learning Sciences & Human Development
• EDPSY 501 Human Learning and Educational Practice
• EDPSY 502 Developmental Foundations of Early Learning
• EDPSY 503 Culture, Learning and Development 
• EDPSY 532 Adolescence and Youth       

Also required is a year-long cohort-based seminar (EDPSY 581) designed to facilitate students’ navigation of the program, at least one course in the foundations of education (e.g., Education as a Moral Endeavor, History of Education, Philosophy of Education, Sociology of Education, or Foundations of Curriculum and Instruction), and two quantitative research methods and one qualitative research methods course (EDPSY 490 Basic Educational Statistics, EDPSY 517 Applied Measurement in Educational Research, and either EDPSY 581 Design-Based Research I or EDLPS 558 Introduction to Qualitative Methods).

Additional coursework reflects four  intellectual strands with multiple areas of focus within each:

•   Culture and Learning within and across Domains
•   Culture and Development across the Life Course
•   Learning across Environments
•   Learning to Resist Opression & Promote Cultural Resurgance

Students must have a specialization (3-4 courses in one major strand ), plus at least one course in two other supplemental strands .  Additional courses in research methods are recommended, tailored to the interests and goals of individual students. See the above course of study for suggested courses in each strand.

Ph.D. students in Learning Sciences and Human Development work closely with their advisors to create highly tailored programs of study that include intermediate and advanced coursework in LSHD as well as outside coursework to gain broader perspective and deeper insight into specialized topics. 

• COE specific requirements and milestones for Ph.D. students  
• LSHD Ph.D. Course of Study

Admission requirements and process

• A bachelor's degree is required for the Master of Education (M.Ed.) program
• A master's degree is required for the doctorate program
• Your degree can be in-process at the time of your application but must be completed before the program starts.
• Include one from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework and degree (if completed)
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned

The UW Graduate School requires a cumulative GPA of 3.0, or 3.0 for your most recent 90 graded quarter credits (60 semester credits). However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application by connecting with a Graduate Admissions Advisor.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically.

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a listing of all relevant awards, publications, presentations or other achievements that will help us evaluate your application.

• 1-2 pages for M.Ed.
• 3-5 pages for Ph.D.

Admissions committees use your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our programs. Your statement should address goals, relevant experience, future plans and how the desired specific program meets your needs. Be sure to include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Scholarly interests
• Career goals
• Your match for the program
• Faculty interests

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. Speak to topics like:

• Educational, cultural and economic opportunities and disadvantages you've experienced
• Ways these experiences affected the development of your special interests, career plans and future goals.

Statements should be no longer than two pages long. And while there are no standard formatting requirements, we encourage double-spaced text with a legible font.

Doctoral candidates must submit one sample of scholarly writing (e.g., course papers, articles, essays). The sample should demonstrate how well you can analyze or synthesize and critically reflect on information. The writing sample must have been written by you alone.

If you have no appropriate examples of scholarly writing, we urge you to consider preparing a medium-length (10-12 page) critical essay review of a book that you feel is central to your interests in education. The writing sample will be uploaded in your online application. Faculty will only review one writing sample. 

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions. Have questions about the process? Visit our graduate admissions page .

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online application and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about three weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 120+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Federal financial aid is available for students. Visit the UW Financial Aid website for information and resources. The College of Education also provides scholarship and other funding opportunities.

Graduate Student General Scholarships

Program faculty.

Edmundo M. Aguilar

Filiberto Barajas-López

Jondou Chen

Emma Elliott

Katie Headrick Taylor

Nancy Hertzog

Kara Jackson

Brinda India Jegatheesan

Gail E. Joseph

Elham Kazemi

Katherine Lewis

Carlos Martínez-Cano

Jodi Burrus Newman

Soojin Oh Park

Holly Schindler

Return to: 4170 Department of Middle and Secondary Education    

The Human Learning and Development concentration is an interdisciplinary program in the College of Education and Human Development. Courses are taught by faculty from the Departments of Counseling and Psychological Services; Educational Policy Studies; Learning Sciences; and Middle and Secondary Education.

This concentration provides students an opportunity to acquire a career-oriented range of skills and knowledge of this important field by choosing from the coursework in behavior and learning disabilities; counseling; deaf studies; educational psychology; family and community advocacy; learning technologies; research methods and problem solving, and urban education.

Students should contact an advisor in the University Advisement Center or the College of Education and Human Development Office of Academic Assistance to declare the major. Students should declare their major by the time they have earned 42 credit hours to avoid a delay in graduation.

Degree Requirements

Areas a-e: core curriculum (42-43 hours).

(see University Core Curriculum Requirements    in the undergraduate catalog)

Area F. Preparation for the Major (18 Hours)

Required (9 hours).

• EPY 2040 - The Science of Learning: Theories, Application, and Practice 3 Credit Hours
• EPY 2050 - Human Growth and Development 3 Credit Hours
• LT 2010 - Computer Skills for the Information Age 3 Credit Hours

Choose Three Courses (9 Hours)

• ASL 2001 - Intermediate American Sign Language I 3 Credit Hours
• ASL 2002 - Intermediate American Sign Language II 3 Credit Hours
• EDRD 2200 - Reading for Undergraduate Success 3 Credit Hours
• EDUC 2110 - Investigating Critical and Contemporary Issues in Education 3 Credit Hours
• EDUC 2120 - Exploring Socio-Cultural Perspectives on Diversity in Educational Contexts 3 Credit Hours
• EDUC 2130 - Exploring Learning and Teaching 3 Credit Hours
• EDUC 2152 - Birth and Parenthood 3 Credit Hours
• EDUC 2300 - Introduction to Child Development 3 Credit Hours
• KH 2360 - Childhood Health and Wellness 3 Credit Hours
• PSYC 1101 - Introduction to General Psychology 3 Credit Hours
• SOCI 1101 - Introduction to Sociology 3 Credit Hours
• World Language Course at 1002, 2001, or 2002 levels 3 Hours

Area G. Area of Concentration: Human Learning and Development (36-42 Hours)

• CPS 3400 - Career and Lifespan Development 3 Credit Hours
• EDUC 3100 - Introduction to Interdisciplinarity and Careers in Human Learning and Development-CTW 3 Credit Hours
• EPRS 4900 - Methods of Research in Human Learning and Development-CTW 3 Credit Hours

Choose two of the disciplines below (30 Hours)

Behavioral and learning disabilities (15 hours).

• EXC 4020 - Characteristics and Instructional Strategies for Students with Disabilities 3 Credit Hours
• EXC 4140 - Issues of Diversity in Special Education in Urban Environments 3 Credit Hours
• EXC 4760 - Special Topics in Special Education 3 Credit Hours

Choose Two Courses (6 Hours)

• CSD 4320 - Introduction to Language Disorders 3 Credit Hours
• EPY 3010 - Learning, Memory, and Cognition in the Real World 3 Credit Hours
• EXC 4030 - Applied Behavior Analysis 3 Credit Hours
• EXC 4600 - Collaboration Between Schools and Communities in Special Education 3 Credit Hours

Counseling (15 Hours)

• CPS 3200 - Diversity and Human Relations 3 Credit Hours
• CPS 3300 - Interpersonal Communication Skills 3 Credit Hours
• PSYC 3140 - Psychopathology and Abnormal Psychology 3 Credit Hours

Select Two Courses (6 Hours)

• CPS 3500 - Stress and Stress Management 3 Credit Hours
• CPS 3600 - Positive Psychology: Not Just Happiness, but Pursuit of a Meaningful Life 3 Credit Hours
• CPS 4880 - Peer Mentoring for a More Inclusive Campus Community 3 Credit Hours
• PSYC 3520 - Introduction to African-American Psychology 3 Credit Hours
• PSYC 4020 - Social Psychology 3 Credit Hours
• PSYC 4030 - Cross-Cultural Psychology 3 Credit Hours
• PSYC 4040 - Developmental Psychology 3 Credit Hours
• PSYC 4160 - Theories of Personality 3 Credit Hours

Deaf Studies (15 Hours)

Required (12 hours).

• DFST 3115 - Deaf History and Culture 3 Credit Hours
• DFST 3250 - Deafness and Diversity 3 Credit Hours
• DFST 4360 - Allyship with Deaf Communities 3 Credit Hours
• EXC 4350 - Foundations of Deaf Education 3 Credit Hours

Choose One Course (3 Hours)

• ASL 3001 - Advanced American Sign Language I 3 Credit Hours
• CSD 4480 - Introduction to Hearing Science and Disorders 3 Credit Hours

Educational Psychology (15 Hours)

Choose five courses (15 hours).

• EPY 4190 - Introduction to Behavior Analysis 3 Credit Hours
• EPY 4360 - Learning and Development During Adolescence 3 Credit Hours
• EPY 4450 - Culture and Cognition 3 Credit Hours
• EPY 4960 - Seminar in Educational Psychology 3 Credit Hours
• EPY 4970 - Seminar in Adult Literacy 3 Credit Hours ( EPY 4970    is also listed for the Family and Community Advocacy Discipline. This course can only be used for one discipline either Educational Psychology or Family and Community Advocacy.)

Family and Community Advocacy (15 Hours)

Note: Other courses may be substituted with approval of the HLD program coordinator and the discipline representative from the department.

• EDRD 3600 - Family Literacy and Community Learning 3 Credit Hours
• EDUC 4360 - Education for Community Building: Healing Social Wounds, Earth Stewardship, and Indigeneity 3 Credit Hours
• TSLE 4260 - Global and Local Intercultural Relations and Development 3 Credit Hours

Literacy Advocacy

Choose One Course (3 Hours): 

• EDRD 3400 - Reading the World of 21st Century Texts 3 Credit Hours
• EDRD 3500 - Assessment and Instruction of Middle Childhood Students with Reading Difficulty 3 Credit Hours
• EPY 4970 - Seminar in Adult Literacy 3 Credit Hours ( EPY 4970    is also listed for the Educational Psychology Discipline. This course can only be used for one discipline either Educational Psychology or Family and Community Advocacy.)

Multicultural Advocacy

• EDCI 4100 - Service-Learning in Action 3 Credit Hours
• EDUC 3333 - Field Experiences in International Education 0 to 3 Credit Hours
• TSLE 4250 - Language and Discourse in Global and Professional Contexts 3 Credit Hours
• TSLE 4440 - Working with Multilingual Populations 3 Credit Hours

Learning Technology (15 Hours)

Required (15 hours).

• LT 3000 - Technology, Society, and Education 3 Credit Hours
• LT 3100 - Educational Technology in Africa and the Diaspora 3 Credit Hours
• LT 3210 - Teaching, Learning, and Technology Integration 3 Credit Hours
• LT 3737 - Inventing to Learn: Teaching and Learning with Maker Technologies 3 Credit Hours
• LT 4500 - Gaming and Simulation for Exploratory Learning 3 Credit Hours

Research Methods and Problem Solving (15 Hours)

Required (3 hours).

• EPRS 4905 - Methods of Research in Education 3 Credit Hours

Choose Four Courses (12 Hours)

• EDUC 4660 - Field Based Research in Urban Education 3 Credit Hours
• EPRS 4500 - Qualitative Inquiry I 3 Credit Hours
• EPRS 4530 - Quantitative Methods and Analysis in Education 3 Credit Hours
• EPRS 4910 - Action Research 3 Credit Hours
• EPRS 4920 - Educational Measurement 3 Credit Hours
• EPSF 4100 - Critical Pedagogy 3 Credit Hours

Urban Education (15 Hours)

Note: Other courses may be substituted with approval of the HLD program coordinator and the discipline representative from the department.

EDRD 3600, TSLE 4260, and TSLE 4440 are also listed for the Family and Community Advocacy Discipline. These courses can only be used for one discipline either Family and Community Advocacy or Urban Education.

Required (6 Hours)

• EDUC 3010 - Introduction to Urban Education 3 Credit Hours
• EDUC 3440 - Self in Society: Decolonizing Educator Identities Toward Excellence in Urban Education 3 Credit Hours

Select One Course (3 Hours)

• EDUC 4460 - Culturally and Historically Responsive Education 3 Credit Hours
• AAS 4200 - Critical Pedagogy and African American Education 3 Credit Hours

Internship (3 Hours)

Students must complete a minimum of 3 hours of internship related to one or more of the disciplines chosen above.

Choose from the following repeatable courses.

• EDUC 4670 - Internship in Human Learning and Development 3 Credit Hours
• EDUC 4982 - Undergraduate Research in Urban Education 1 to 3 Credit Hours

Area H. Electives (11-18 Hours)

Students may choose courses from one of the disciplines listed above which were not previously selected or take courses numbered 1000 level or above to fulfill the elective requirement.

Total Program: Minimum of 120 Semester Hours

Psychology of Human Development and Learning, Graduate Certificate

Department of Educational Psychology

College of Education

The purpose of this graduate certificate is to provide instruction on the psychology of human behavior and development with a focus on its application to the learning process within the context of diversity.

University Requirements

• Graduate certificate programs require a minimum of 12 credit hours. Many graduate certificate programs require more than 12 credit hours.
• No more than one 400-level NAU course (3 - 4 units) may be used on a graduate certificate program.
• No more than twenty-five percent of the units required for the certificate program may be transferred from another university.
• A 400-level course (undergraduate course) completed at another university is not eligible for transfer credit.
• A minimum grade point average of 3.0 must be achieved to obtain a graduate certificate. No more than three units of coursework with a Grade of "C" may be used in a certificate program.
• A graduate student may pursue a graduate certificate concurrently with a graduate degree. Each graduate degree program must decide which, if any, certificate courses can be counted toward the graduate degree.
• Students who are admitted to a graduate certificate program will be eligible for the official posting of the graduate certificate to their transcripts when all applicable coursework has been successfully completed and approved by the academic unit and the Graduate College.
• Please be aware that federal financial aid is not available for some certificates, if the certificate is pursued and completed as a stand-alone certificate (i.e., not completed concurrently with a degree program).  See the “Details” tab for additional information.

In addition to University Requirements:

Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.

• Complete individual plan requirements.
• Integrate psychological theory and empirical evidence on human development and learning to determine research-based educational practice.
• Analyze the role of context, including racial, ethnic, and cultural diversity in informing the interpretation of psychological theories, applied to educational settings.
• Employ statistical and measurement theory and practice in the design and use of human development and learning assessment.
• Integrate effective critical thinking skills in a human development and learning context.

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:

• Transcripts.
• Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.

International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .

• Personal/Professional Essays

Certificate Requirements

Take the following 18 units:

• EPS 525 , EPS 580 , EPS 591 , EPS 596 , EPS 605 , Prerequisite: EPS 525 or Corequisite: EPS 625">EPS 664

This certificate may be pursued and completed concurrently with a degree program or as a stand-alone certificate. Under both circumstances, federal financial aid can be used for this certificate.

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

Campus Availability

• Service to the State

College of Education - UT Austin

• Academics Overview
• Bachelor’s Programs
• Master’s Programs
• Doctoral Programs
• Post-baccalaureate
• Educator Preparation Programs
• Student Life Overview
• Career Engagement
• For Families
• Prospective Students
• Current Students
• Tuition, Financial Aid and Scholarships
• Commencement
• Office of Student Affairs
• Departments Overview
• Curriculum and Instruction
• Educational Leadership and Policy
• Kinesiology and Health Education
• Our Programs

Educational Psychology

• Special Education
• Centers and Institutes
• Find Faculty
• Office of Educational Research
• Alumni and Friends Overview
• Advisory Council
• Meet Our Alumni
• Update Your Information
• About Overview
• College Leadership
• Facts and Rankings
• Reimagine Education
• Visit the college
• Building Renovations

How to Apply

• How To Apply
• Newly Admitted Students
• Academic Advising
• Student Services
• Office of Educational Research Support
• Communications, Marketing and Media
• Visit the College

Human Development, Culture and Learning Sciences

• Human Development, Culture, & Learning Sciences

Department of Educational Psychology

Human Development, Culture, & Learning Sciences (HDCLS), as a core academic area of specialization, represents the scientific and theoretical bases for research and practice within the field of Educational Psychology.

In order to prepare graduate students for careers in teaching and research, we train students in theories of: human cognition, culture, development, language, learning, motivation, social psychology and personality psychology.

Our program offers both Ph.D. and master’s degrees in specific sub-areas within our academic discipline. Please visit the links below for additional details about our program. 

• HDCLS Master’s in Education (M.Ed.) or a Master’s of Arts (M.A.)
• HDCLS Ph.D.

Goal 1 :  Develop students’ knowledge and skills in research, theory, and scholarship to allow them to make significant contributions to knowledge in the fields of human development, culture, and learning sciences.

Goal 2 :   Enhance students’ understanding and appreciation of the effects of different cultures on human development and learning.

Goal 3 :  Develop students’ knowledge and skills as instructional leaders about ways to enhance learning in a variety of educational contexts.

Goal 4 :  Prepare students for professional success in a variety or educational settings, including universities and colleges, school districts, and research organizations.

Goal 5 :   Stimulate discussion, inquiry, and curiosity concerning issues of psychology as applied to education at all levels, in both online and face-to-face contexts, in both formal and informal settings.

Admissions Overview

HDCLS receives approximately 80 applications each year and admits about 6-10 students annually. There is no established minimum GPA, although students with weakness in this or any other area would need to show outstanding performance in other areas in order to be given serious consideration. Selection of students is based on multiple factors including undergraduate grades, letters of recommendation, demonstrated interest and productivity in research, apparent match between student and faculty interests, and evidence from the recommendation letters and personal statement of intellectual curiosity, tenacity, open-mindedness, interpersonal sensitivity, and integrity.

Affiliated Centers

Coping and Stress in Education Research Team

Explores the intersection of health, psychology, and education by researching how to promote wellness and productivity in educational settings.

National Deaf Center on Postsecondary Outcomes

Supports postsecondary outcomes for individuals who are deaf, deafblind, deafdisabled, hard of hearing, or late deafened by drawing on evidence-based strategies to educate and engage with stakeholders across the nation.

The following faculty will be reviewing applications and plan to admit Ph.D. students in 2024:

• Stephanie Cawthon
• Patricia Chen
• Laura Quinones-Camacho
• Marie-Anne Suizzo
• Veronica Yan

Investigates issues of access and equity for disabled people, with a special focus on systems change, research translation, and assessment.

Studies the mindsets and behaviors that motivate learning, achievement and well-being; develops psychologically precise, scalable interventions to empower people, improving lives and societies.

Falbo uses both quantitative and qualitative methodologies to address problems in education and health. She is an internationally recognized expert on only children, including their academic, social, emotional, and health outcomes. Falbo is also an e...

Focuses on motivation and how individual beliefs and social-contextual factors influence students’ achievement and academic behaviors.

Studies predictors of risk for mental health problems in early childhood.

Focuses on the efficacy of different kinds of sexuality education programs: teacher preparation for the sexuality education classroom, anddifferences between evidence-informed and evidence-based programs, and differences between teaching and facilita...

Studies how cultural beliefs and values shape parent-child relationships, parental socialization, and children's and adolescents' development and learning.

Studies the cognitive underpinnings of learning and instruction (memory & metacognition), integrated with social-psychological processes (motivation & mindset), in direct applications to classroom practices, online instruction, and self-regulated lea...

Accepting new students

Additional Information

• Request More Information
• Frequently Asked Questions
• Student Handbook

Area Chair Marie-Anne Suizzo

Request Information

• Counselor Education
• Quantitative Methods
• School/Clinical Child Psychology

EDF 3214 - Human Development and Learning

• Majors Only
• SD04 - Quality Education
• SD16 - Peace

Online Master of Secondary Education

The Continuing Educator Improvement (CEI) program is designed for practicing educators interested in completing a master’s degree in secondary education (M.Ed.) entirely online in two years.

Application Dates

Applicants are admitted into the program as cohorts every spring semester. Individuals interested need to apply by October 15.

Learn More About The Program

The Continuing Educator Improvement Master’s Degree in Secondary Education (M.Ed.) offers practicing educators the opportunity to complete a course of study fully online in two years. This program is designed to draw on your previous experience and help you gain advanced knowledge on teaching, research, and curriculum development.  Coursework covers all areas of the educational spectrum, with classes in topics such as applying research in education, testing, curriculum development, and theory and learning principles. The CEI M.Ed. is a non-thesis program.

Request Information

Admission Requirements

• Two letters of professional recommendation (e.g., administrator, co-teacher, support professional, etc.)
• Current Resume/CV
• University Transcripts
• 1-2-page letter of intent describing why you are interested in further developing your teaching practices.
• A copy of a current teaching license.

Program Requirements

The CEI M.Ed. consists of 6 semesters in which students take two courses each semester for a total of 34 credit hours. Students must complete a summary scholarly project as part of their comprehensive examination. This project must be approved by the student’s advisor and is to be completed in the sixth semester.

Program Hours

48 credits for teaching licensure and master's degree.

World-Class Education and Human Development

The College is a recognized leader in guiding, shaping, and mentoring high-performing education professionals who will go forth with a lifelong love of learning and with the skills essential for thriving in a global, knowledge-based economy. The U.S. News and World Report ranks the College of Education and Human Development's graduate programs top 100 in the nation . T he online graduate programs are ranked 88th in the nation.

Program Faculty

Online Certificate in Applied Behavior Analysis

Join a community of scholars whose mission is to deliver high-quality behavioral services under challenging, real-world conditions and to develop and extend behavioral technology to improve the lives of individuals with disabilities.

Special Education Opportunities

• All ABA Programs
• Special Education Department
• Request Information

Certificate Overview

Peabody College's Online Post-Master's Certificate in Applied Behavior Analysis features coursework verified by the Association for Behavior Analysis International. The program is grounded in educational research and technology, and challenges students to integrate applied behavior analysis into practice. This program is housed within Peabody's top-ranked Department of Special Education, home to groundbreaking research, innovative practices, and widely used methods. The ABA certificate is designed for non degree-seeking individuals who have already completed a master's degree in a related field. Students who complete the program will be equipped to pursue careers working with individuals with disabilities. Coursework is offered online through a combination of synchronous and asynchronous coursework.

There's a growing need for board certified behavior analysts. According to the Behavior Analyst Certification Board, annual demand has grown each year since 2010, with job postings increasing by 190 percent from 2018 to 2021 alone, with a 14% increase from 2022 to 2023. 

Johanna Staubitz, assistant professor of the practice and ABA program director

“The goal of Vanderbilt’s online certificate program is to make our high-quality ABA course sequence accessible to any practitioner, regardless of their geographic location, who aspires to more effectively support the needs of individuals with disabilities."

Certificate Details

Certificate Director: Johanna Staubitz

Admission Coordinator: Kelly Limina

Email Us: [email protected]

This is a post-master's, non-degree, credit-bearing certificate program. Upon completion of the certificate, students will have satisfied all coursework required to sit for the Board Certified Behavior Analyst (BCBA) examination. Note : Applicants will have to meet additional field work requirements to qualify for the BCBA exam.

Admission Term : Fall 2024

Application Deadline : July 5, 2024

Required Hours : 21

Program Length: Approximately 1 year

Course Format: Courses are offered in a synchronous and asynchronous combination 

Tuition : $1,000 per credit hour

Funding: Tuition awards are not available for certificate programs since they are offered at a reduced rate.

Home Academic Department: Special Education

Application Requirements

• Completed application
• Undergraduate and graduate transcripts (A master’s degree in a disability-related field such as education, psychology, social work or counseling is required.) Please scan and attach your unofficial transcript(s), or a copy of your official transcript(s), to your application. Note: Unofficial transcripts are accepted for the application. We understand that requesting official transcripts can be expensive, so we only require official, sealed transcripts if you are admitted and enroll at Peabody College.

Two letters of recommendation are required, three preferred for our certificate program. Their letter should speak to your academic and/or professional abilities. We recommend choosing recommenders that have taught, supervised, or have worked with you for a period of time as they will have the clearest evaluation of your potential for the program.

Statement of purpose

This is a short essay on why you want to enroll in the Applied Behavior Analysis Certificate Online Program at Vanderbilt University. Be concise with your reasoning but leave no question unanswered for the review committee. Describe your background and experiences relevant to your choice to pursue further training in applied behavior analysis, your career goals, and how training at Vanderbilt will help you achieve those goals. The statement of purpose should be 1-2 pages long, not to exceed 2 pages single-spaced. 

• Resume or or curriculum vitae
• This program is open to individuals in the United States, Canada, Australia and the United Kingdom. Some courses meet synchronously and therefore the program is best suited for those in United States and Canadian time zones

English Proficiency Testing

TOEFL, IELTS, or Duolingo scores are  required  of all international applicants unless you have received a college degree and completed coursework from an accredited institution in the United States, Canada, United Kingdom, Ireland, Australia, or New Zealand.

Students who complete coursework on campuses of U.S.-based institutions   not in one of the above listed locations still need to submit English language scores.

An official score report sent directly from the testing agency is required. Our TOEFL institutional code is 1871, and there is no department code. The minimum recommended TOEFL score is 100.

There is no institutional code for the IELTS. A minimum recommended score is 7.0 for the composite score with no individual band score below 6.5.

Duolingo scores are also accepted. Test results must include subscores. If you took the test prior to July 15, 2019 when subscores were added, you should retake the test to comply with the subscore requirement. A minimum recommended score is 120.

Certificate Curriculum

The certificate consists of 7, 3-credit courses of the ABA verified course sequence (VCS)

• Management Procedures for Academic and Social Behavior
• Experimental Analysis of Behavior
• Theory in Behavior Analysis
• Administering Ethical Behavior Analytic Services
• Instruction and Learning in Early Childhood Special Education
• Introduction to Single Case Research Design
• Personnel Supervision and Management in Applied Behavior Analysis

Certificate Faculty

Vanderbilt Peabody College premieres new education doctorate for global learners

Media Inquiries

• 615-322-6397 Email

Latest Stories

• Limited Submission Opportunity: V Foundation 2024 V Scholar Cancer Research Grant
• Hinton lab grows, American Physiological Society award adds Clintoria Williams as Visiting Scholar
• Ethics and equity in the age of AI

May 3, 2024, 6:00 AM

Vanderbilt University Peabody College of education and human development has announced it will offer a new online Doctor of Education degree (Ed.D.) in Leadership and Learning in Organizations specifically for global learners . The program will first be offered to citizens and residents of the United Arab Emirates beginning in August 2024.

“The Ed.D. program in Leadership and Learning in Organizations (LLO) will equip high-level professionals with the skills and expertise to analyze information, solve complex problems, drive organizational change, and lead by example in a variety of contexts,” said Eve Rifkin , senior lecturer of leadership, policy, and organizations and program director for the new degree program. Typical students and graduates of the program serve as leaders, heads of school, directors or executive directors in education, business, and the non-profit sector, as well as in other industries.

Vanderbilt, located in Nashville, Tennessee, will be the first U.S. university to offer an education doctorate in the United Arab Emirates. The new program has been recognized as equivalent by the Ministry of Education in the United Arab Emirates, Certificate Equivalence Department for online degree programs.

Designed to meet the learning needs of established global professionals, the program is unique in being delivered completely online, through a combination of synchronous and asynchronous coursework. Students learn together in a cohort and develop strong networks. Enrollees can expect to expand their skills and elevate their career prospects. English language proficiency is necessary, and students must have completed 30 transferable hours from an accepted master’s degree or equivalent.

“Peabody College has extensive experience in the education sector in the United Arab Emirates, primarily in Abu Dhabi,” said Camilla P. Benbow, Patricia and Rodes Hart Dean of Education and Human Development. “Working with the Abu Dhabi Education Council from 2011-2018, Peabody faculty and staff conducted principal leadership training, established model preschool and elementary schools, and developed STEM curricula for high schools. We’re excited to build on our past collaboration at an even grander scale.”

Peabody College is one of the top research colleges of education and human development in the world, with a faculty of more than 180, and degrees offered at the bachelor’s, master’s, Ed.D. and Ph.D. levels. Almost 2,700 students are enrolled in on-campus and online programs.

Since 2017, Vanderbilt has offered an online Ed.D. to U.S. domestic students who seek to add leadership skills and advance in their professions. LLO-Global will share this focus on leadership and be taught by the same distinguished faculty.

Students will gain knowledge of research methodologies, data analytics, and program evaluation as well as how to use these tools to make evidence-based decisions, plan successful strategies, and lead organizational change. A culminating capstone project will allow them to apply their learning and demonstrate expertise. Graduates will be ready to make an immediate impact in managerial and executive roles across a variety of industries.

The unique capacity of the LLO-Global program to develop leaders may make it of interest of government entities or large organizations looking to partner or host a cohort.

Deadline for applications to the inaugural student cohort is July 5, 2024. To learn more about LLO-Global and request information, please visit http://vu.edu/llo-uae .

Keep Reading

Daring to Grow: The stories that shaped Vanderbilt in 2023

Peabody College to help American University of Iraq–Baghdad design, launch new college of education and human development

Peabody College hosts linguist Li Wei as a Vanderbilt Global Scholar in Residence

Explore story topics.

• Ideas In Action
• Ideas in Action Featured
• Peabody College
• Peabody global engagement
• peabody-home