Human Development and Family Studies Major (B.S.)

http://chhs.unh.edu/hdfs/bs-human-development-and-family-studies

The bachelor of science degree in human development and family studies has three concentrations:

Each specialization has entry-level criteria and specific course requirements. All require close consultation with a faculty advisor.

Major Requirements

Core courses required of each human development and family studies concentrations are:

HDFS 525Human Development4
HDFS 545Intimate Relationships and Families4
Select a minimum of 36 Human Development and Family Studies credits, with 8 or more credits at the 700 level required36
Select a senior capstone experience 12
Select 20 credits of supporting coursework in consultation with adviser 220
Select an undergraduate statistics course4
Total Credits70
1

Each human development and family studies concentration has a capstone experience incorporated into the program.

2

Supporting courses must be 500 level or above, and supporting coursework must include at least 12 credits in courses outside the department.

Candidates for a degree must satisfy all of the University Discovery requirements in addition to satisfying the requirements of their human development and family studies concentration.

Family Support/Provisional CFLE Concentration

This concentration is intended for students interested in working with children, adolescents, adults, and families. Students in the family support concentration develop knowledge and skills to prepare them to provide individual and family support, direct services, and family life education and programs.

Family Internship

In the family internship (HDFS 782 Family Internship), students will apply knowledge gained from their academic studies in a supervised environment. The internship involves a commitment of sixteen hours per week for two semesters, plus a 2-credit seminar (HDFS 792 Family Internship Seminar), which meets every other week for a full academic year. Some internship sites may require additional applications or a criminal background check before placement is finalized. Arrangements for criminal background checks are the responsibility of the student and the requesting organization, not the Department of Human Development and Family Studies. Students apply for the internship during the spring semester of their junior year. Internship applicants must have completed 20 credits of departmental coursework prior to their senior year. Internship courses (HDFS 782 Family Internship/HDFS 792 Family Internship Seminar) count toward the 20 credits required in supporting courses

Certified Family Life Educator

Students in the family support concentration who are accepted to the family internship are encouraged to apply for provisional status as a Certified Family Life Educator (CFLE). Family life educators work in a variety of settings including social services, health services, child care, family support, youth programs, parent education, junior and senior high schools, and universities and colleges. The CFLE certification provides an individual with expertise in a broad range of issues that constitute family life education and increases their professional credibility by validating their education and experience. The National Council on Family Relations (NCFR) has approved the Department of Human Development and Family Studies’ family support program as meeting the standards and criteria required for CFLE certification. Students may apply to NCFR for provisional CFLE designation upon completion of required coursework. (See marked courses in the table below.) Upon meeting additional requirements listed on the NCFR website, students can apply for full certification after graduation.

Requirements for the Family Support Concentration

HDFS 525Human Development 14
HDFS 545Intimate Relationships and Families 14
HDFS 641Parenting Across the Life Span4
HDFS 746Human Sexuality 14
HDFS 757Race, Class, Gender, and Families (capstone) 14
HDFS 760Family Programs and Policies 14
HDFS 794Families and the Law 14
or HDFS 776 Children, Adolescents and the Law
Select one of the following statistics courses:4
Statistics in Psychology
Statistics
Statistics for Health and Human Service Professionals
Select one course from each of the following groups:8
Group I:
Developmental Perspectives on Infancy and Early Childhood
Developmental Perspectives on Adolescence and Early Adulthood
Adult Development and Aging
Group II:
Personal and Family Finance for Family Life Professionals
Families at Risk
Total Credits40
1

Required for provisional CFLE certification.

Supporting Courses

Supporting courses are intended to provide an individualized component of the HDFS curriculum. Because HDFS is interdisciplinary, this allows students to explore related areas that contribute to their academic and professional goals. Therefore, supporting courses may be any course that meets all the following criteria:

  1. 500-level or above
  2. Relates to the study of individuals or families
  3. Contributes to the student’s goals and/or academic interests
  4. Approved by an HDFS adviser

Courses that meet these criteria are often found in disciplines such as psychology, sociology, social work, women’s studies, education, and communication sciences and disorders. Eight HDFS credits may also be used as supporting courses as long they are not required for the student’s concentration.

Lifespan Development Concentration

This concentration is intended for students with a broad interest in working with families. The lifespan development concentration provides knowledge about specific life stages of individuals within the context of family systems with a focus on system dynamics, diverse family systems, gender, and cultural differences. This plan of study is designed particularly for those expecting to attend graduate school and those who desire a general background in lifespan development and family dynamics.

Requirements for the Lifespan Development Concentration

HDFS 525Human Development4
HDFS 545Intimate Relationships and Families4
HDFS 623Developmental Perspectives on Infancy and Early Childhood4
HDFS 624Developmental Perspectives on Adolescence and Early Adulthood4
HDFS 625Adult Development and Aging4
HDFS 641Parenting Across the Life Span4
HDFS 746Human Sexuality4
HDFS 757Race, Class, Gender, and Families (Capstone)4
HDFS 794Families and the Law 14
or HDFS 776 Children, Adolescents and the Law
Select one of the following statistics courses:4
Statistics in Psychology
Statistics
Statistics for Health and Human Service Professionals
Total Credits40
1

Required for provisional CFLE certification.

Supporting Courses—Lifespan Development

Supporting courses are intended to provide an individualized component of the HDFS curriculum. Because HDFS is interdisciplinary, this allows students to explore related areas that contribute to their academic and professional goals. Therefore, supporting courses may be any course that meets all the following criteria:

  1. 500-level or above
  2. Relates to the study of individuals or families
  3. Contributes to the student's goals and/or academic interests
  4. Approved by an HDFS adviser

Courses that meet these criteria are often found in disciplines such as psychology, sociology, social work, women's studies, education, and communication sciences and disorders. Eight HDFS credits may also be used as supporting courses as long they are not required for the student's concentration.

Child Development Concentration

This concentration is intended for students who have a broad interest in working with children ranging in age from birth to age eight. The child development concentration has four major foci: child development, teaching methodology and curriculum development, developmentally appropriate learning environments for young children, and home-school-community relations.

Requirements for the Child Development Concentration

HDFS 525Human Development4
HDFS 545Intimate Relationships and Families4
HDFS 623Developmental Perspectives on Infancy and Early Childhood4
HDFS 635Teaching and Learning in Early Childhood Settings4
HDFS 709Child Development Internship4
HDFS 734Curriculum for Young Children4
HDFS 743Families, Schools, and Community4
HDFS 771Observation and Assessment of Young Children4
Select one additional HDFS Course 500 or above4
Select one of the following statistics courses:4
Statistics in Psychology
Statistics
Statistics for Health and Human Service Professionals
Total Credits40

Supporting Courses—Child Development

Supporting courses are intended to provide an individualized component of the HDFS curriculum. Because HDFS is interdisciplinary, this allows students to explore related areas that contribute to their academic and professional goals. Therefore, supporting courses may be any course that meets all the following criteria:

  1. 500-level or above
  2. Relates to the study of individuals or families
  3. Contributes to the student's goals and/or academic interests
  4. Approved by an HDFS adviser

Courses that meet these criteria are often found in disciplines such as psychology, sociology, social work, women's studies, education, and communication sciences and disorders. Eight HDFS credits may also be used as supporting courses as long they are not required for the student's concentration.

Child Development: Prekindergarten—Third Grade Teacher Preparation Program

The Early Childhood Education P-3 Teacher Preparation (P-3) program prepares students for a career in teaching young children. Course work for this program is designed to maximize in-classroom mentorship and to provide a broad range of exposure across the prekindergarten to 3rd-grade levels. This competitive program within the child development specialization in the Human Development and Family Studies Department is approved by the New Hampshire State Board of Education.

Requirements and instructions for the application process for this program are detailed below. Students who wish to be considered for the P-3 Program must indicate their interest at the time of application to the major so that an appropriate plan of study can be arranged.

Application Requirements

Juniors in the child development concentration who have maintained a minimum overall GPA of 3.0, and a departmental GPA of 3.2 are eligible to apply. Please note that this is a competitive program with limited enrollment. Those accepted into the program must maintain this level of achievement throughout the program. Students must be prepared to have their own transportation for off-campus placements as needed.

Applications are available through the department website http://chhs.unh.edu/hdfs/undergraduate-forms and are due by February 15 of each year. Completed applications will be reviewed by the child development faculty. Admission decisions will be made by mid-March. Provisional admission may be given to those who have not yet taken and passed the Praxis Core Academic Skills for Educators test (or who have not received approval from the New Hampshire Department of Education for a Praxis Core Waiver Request) at the time of application in mid-February. Final admission will be given pending the submission of a passing Praxis core test score (or approved waiver) by the last day of final exams at the end of the junior year.

A Note about Obtaining State Teacher Certification

For detailed information about the State of New Hampshire Department of Education Certification requirements, please visit http://education.nh.gov/certification/documents/edtestinginfo.pdf.

Although students may graduate from UNH with a bachelor's degree in Human Development and Family Studies, without the required set of passing test scores, and having completed the P-3 coursework along with all student teaching requirements, they will not be eligible to apply for the New Hampshire State P-3 Teaching Certificate. This is a state of New Hampshire requirement; not a condition for graduation from UNH. In order to fulfill a teaching contract with a public school district, a prospective teacher must be certified by the state in which he/she is to be employed.

In addition to the Praxis core, all P-3 teacher program candidates are expected to take the Praxis II for Education of Young Children (5024) and the New Hampshire Foundations of Reading test prior to graduation.

Prekindergarten to 3rd grade (P-3) Internship Course Descriptions

P-3 Internship Course HDFS 785 Seminar for Student Teachers is a fall semester seminar-based course intended to prepare students, as teacher candidates, for the student teaching experience in the spring semester. This course emphasizes students' continued development as learners, researchers, and collaborators. Discussions and projects focus on the ways in which these three roles are developed within the classroom and school community. Students meet as a cohort in weekly/bi-weekly seminars on campus.

Students should expect to spend a minimum of five hours per week in their assigned classroom (60+ hours). Other expectations for this course include, but not limited to, preparing a resume observing at other sites, attending professional conferences, starting a professional portfolio to document their achievement of professional teaching standards, completing additional assignments and readings.

HDFS 786 Seminar for Student Teachers and HDFS 788 Student Teaching Young Children provide the student teaching experience in the spring semester of the senior year. Students should expect to spend a minimum of twenty-five hours per week (a minimum of 325+ hours total) in their assigned classrooms, gradually assuming increasing teaching responsibilities, culminating in the assumption of two to three lead-teaching weeks. Additional hours outside of actual classroom/program operation hours are expected for meeting and planning with cooperating teachers, preparing for teaching, and attending parent conferences and other school functions, as well as attending professional conferences. Seminars provide continued opportunity for reflection on students' development as teacher candidates, reflecting on classroom practices, identifying teaching strengths and weaknesses, and planning their first professional appointment as teachers of young learners. Students should be prepared to meet weekly after school hours, and to complete and present their professional portfolio to faculty and related professionals in the field.

Requirements for Child Development Concentration P-3 Program
HDFS 525Human Development4
HDFS 545Intimate Relationships and Families4
HDFS 623Developmental Perspectives on Infancy and Early Childhood4
HDFS 635Teaching and Learning in Early Childhood Settings (56 classroom hours)4
HDFS 709Child Development Internship (140 classroom hours)4
HDFS 734Curriculum for Young Children4
HDFS 743Families, Schools, and Community4
HDFS 771Observation and Assessment of Young Children4
HDFS 785Seminar for Student Teachers ( - Fall Semester)2
HDFS 786Seminar for Student Teachers ( - Spring Semester)2
HDFS 788Student Teaching Young Children ( - Spring Semester)8
Select one of the following statistics courses:4
Statistics in Psychology
Statistics
Statistics for Health and Human Service Professionals
Additional Requirements for the P-3 Program
EDUC 500Exploring Teaching4
EDUC 741Exploring Mathematics with Young Children4
or MATH 601 Exploring Mathematics for Teachers I
EDUC 706Introduction to Reading in the Elementary School4
EDUC 760Introduction to Young Children with Special Needs4
EDUC 703MTeaching Elementary Social Studies2
EDUC 703FTeaching Elementary School Science2
Total Credits68