Online Bachelor’s in Human Development and Family Studies Curriculum

This course is designed as an introduction to the field of Family and Human Development. Students develop an understanding of individual and family development over the life span. In particular, the course will focus on the developing individual within the context of the family system and the changes that occur in family systems over time. Normative family processes are emphasized.

A knowledge of normal growth and development is essential to professional practice in many disciplines. This course explores the process of human development, particularly in Western cultures. A holistic life-span approach is used to promote an understanding of the biophysical, cognitive, affective, social, and spiritual functioning of healthy individuals.

This course will provide an overview of current concepts, theories, and substantive issues in family studies from a sociological (and in some ways interdisciplinary) perspective. Attention is given to variation in family form and function across different social/cultural contexts and how family experience is structured by gender, race and religion. Issues of family development (such as marriage, parenting, divorce, remarriage, aging family) and the links between families and societal trends are explored. Cross-listed: SOC 361Prerequisite: HDFS 101

This course will focus on the acquisition of knowledge and skills needed for forming effective partnerships with diverse families and community stakeholders. Family systems and their impact on children's development and learning will be explored. Students will identify and collaborate with local agencies to learn more about resources available in their communities. Students will learn effective communication strategies as well as explore current state and federal initiatives for serving children and families.

This course examines the initiation, development, and dissolution of committed relationships with same- or opposite-sex partners within familial, cultural, and societal contexts. Examines trends in marriage, cohabitation, re-marriage, and other alternative relationship forms and the impact to all members of family systems.

Prerequisite: SOC-101, SOC-101F, SOC-202H, PSYC-101, PSYC-101F, or PSYC-202H; Minimum grade C- This course surveys the social, biological, and psychological aspects of human sexual behavior. Scientific research related to sexual anatomy, arousal, gender, and life span sexual behavior will be explored. Topics may also include but are not limited to sexual orientation, cultural variations in attraction and love, and sexual morality. Cross-listed: PSYC-330

Prerequisite: SOC-101 or CRIM-102; Minimum grade C-. Family Violence across the Lifespan explores the etiology, prevalence, treatment, and prevention of family violence. A broad coverage of viewpoints and theories behind family violence are covered. Cross-listed: CRIM-305

Examines influence of economic, demographic and social changes on families in the U.S. and on the opportunities of individual family members. Explores interactions of social class, poverty, race and gender and their effects on family life and on child and adolescent development. Includes critical analysis of health care, employment, immigration, family leave, welfare and other social policy options that affect family life and well-being.

This course provides a review of basic research methods and statistics as applied to human development and family studies. Emphasis will be placed on reading professional journal articles and understanding basic statistical methodology for the helping professional. Students learn the basic skills needed for managing and understanding data; analyzing data; and presenting data.

This course consists of supervised experiences in established career-related positions at a community agency; focus selected on basis of professional interest (some sites may require a background check).  Students will do weekly work while earning 120 hours of practical experience in the field. NOTE: Internship is required for students seeking Certified Family Life Educator certification. NOTE: Internship should not be taken by students pursuing the Child Life Specialist Concentration. Rather, students in this concentration must take HDFS 494 and HDFS 495. Prerequisite: Permission of Program Coordinator

Students will have the opportunity to integrate information from a variety of perspectives in human development and family studies and apply to a research project within their areas of interest. Each student will have a focal theme and share with fellow students throughout the course. that will allow students to gain new perspectives, as well as apply knowledge from prior courses and experiences. This course is presented as a capstone experience and Senior Standing is required. Capstone in encourage for Child Life Specialist Concentration students or those considering graduate school.

This course fulfills all of the Association of Child Life Professionals (ACLP) requirements for the Child Life course. It is taught by a Certified Child Life Specialist, has a focus on children in the healthcare environment, and includes all of the applied areas of study of the Child Life Professional.

This course will explore human development from conception through age 3. Students will explore how young children develop physically, cognitively, and socially to gain the ability to reason, speak, and form relationships. Students will also become familiar with theories and research relevant to the study and practices related to infant and child development.

This course focuses on the interplay of early childhood brain development and learning. The importance of playful interaction with adults and with the environment is emphasized. Students will discuss the role of play in normative development and therapeutic care in hospital and child care settings and explore how play, accountability, and standards can be fully aligned and complementary to both early learning and therapeutic goals. NOTE: This course meets the Play requirement for Child Life Specialist Concentration students. Prerequisite: HDFS 220

The course addresses human suffering and dying. Is suffering destructive or creative, and what transformations make the difference? This course addresses the topic from a multicultural perspective.

A Medical Terminology course for health professionals consisting of information regarding the pronunciation, spelling, definitions of medical terms; an in-depth review of Greek-Latin roots/prefixes/suffixes, medical abbreviations, medical chart review; and supplemental studies of documentation which will enhance the application of the acquired medical terminology in clinical settings.

This course provides an introduction to core counseling skills that incorporates therapeutic listening and empathy communication techniques, crisis management, etc. related to professional/client relationships across cultures-specifically in health profession settings.

The Child Life Field Experience is designed as an introductory experience for individuals interested in pursuing a career as a child life specialist. Through experiential learning and observation of professionals working with children in clinical or community settings, field experience students begin to increase their knowledge of evidence-based, developmentally appropriate interventions including therapeutic play, preparation and education that support and reduce fear, anxiety, and pain for infants, children, youth and families as they cope with the stress and uncertainty of illness, injury and treatment. Students are required to secure their own placements in a community or clinical setting.

The Child Life Practicum is designed for students who obtain an official hospital-based Child Life Practicum. Through experiential learning and observation of Certified Child Life Specialists® students will be given increased responsibilities in patient interaction and evidence-based practice. Child life practicum students will enhance their knowledge of the child life profession and investigate the process of applying child life and developmental theory to practice. Students are required to secure their Child Life Practicum placements through an external application process.

This course explores child development from birth through late childhood. Topics span biological, cognitive, language, social, emotional, and moral development. The interaction of nature and nurture (genes and environment) is emphasized, including the effects of different social and cultural contexts on children’s development, and implications for parenting decisions and educational practices.

This course explores development during adolescence. Topics span biological, cognitive, language, social, emotional, and moral development. The interaction of nature and nurture (genes and environment) is emphasized, including the effects of different social and cultural contexts on adolescent development, and implications for parenting decisions and educational practices.

This course will explore human development from conception through age 3. Students will explore how young children develop physically, cognitively, and socially to gain the ability to reason, speak, and form relationships. Students will also become familiar with theories and research relevant to the study and practices related to infant and child development.

This course focuses on the interplay of early childhood brain development and learning. The importance of playful interaction with adults and with the environment is emphasized. Students will discuss the role of play in normative development and therapeutic care in hospital and child care settings and explore how play, accountability, and standards can be fully aligned and complementary to both early learning and therapeutic goals. NOTE: This course meets the Play requirement for Child Life Specialist Concentration students. Prerequisite: HDFS 220

An exploration of guidance strategies for promoting pro-social behaviors with individual and groups of young children. Emphasis on positive guidance principles and techniques, family involvement and cultural influences. The course will also explore national, regional and state standards of care, routes to certification for childcare professionals and supervision of child care staff.

This course examines school-age children and teens in the context of modern society. Students will examine topics of stress and anxiety, suicide and drug use, family dynamics, mass shootings and growing up in today's world. Application to policy changes and advocacy will also be explored. Students will engage in virtual discussion and encouraged to explore peer-reviewed research on the topics. An in-depth topical exploration paper is required.

This course examines the fundamentals of youth development and the youth development profession. Through this introduction to the field, students explore the ethical, professional, and historical elements of youth development as it has evolved toward professionalism. National, Regional and State regulations will be examined and students will observe on youth programming in their community.

This course explores child development from birth through late childhood. Topics span biological, cognitive, language, social, emotional, and moral development. The interaction of nature and nurture (genes and environment) is emphasized, including the effects of different social and cultural contexts on children’s development, and implications for parenting decisions and educational practices.

This course explores development during adolescence. Topics span biological, cognitive, language, social, emotional, and moral development. The interaction of nature and nurture (genes and environment) is emphasized, including the effects of different social and cultural contexts on adolescent development, and implications for parenting decisions and educational practices.

This course provides an overview of basic family management theory and application from a systems approach. Students will be asked to apply the concepts of family management to real life scenarios and examine the interplay of resources, access to systems of care and goal achievement and management.

This course is an examination of parents’ roles on the holistic development of their children. Content emphasizes specific caregiving styles and practices and their effects on the cognitive and social/emotional development and functioning of children at each stage of life. Special attention will be given to diverse family forms, kinship care, adoption and fostering and extended family dynamics.

The course offers a philosophical and historical perspective on family life education across the lifespan and the role of a Family Life Educator in prevention and intervention settings. Practice in curriculum development including content, objectives, and teaching strategies for diverse social groups and settings is stressed. Ethical practice and skills for working with diverse populations will be emphasized.

This course provides a multidisciplinary perspective of the biological, psychological and sociocultural aspects of aging. An overview of the issues that significantly impact the older adult, their family and society is presented. The demographics profile of America’s older adult serves as a basis for explaining issues related to physical and mental health changes, role transitions, care and living arrangements for the older adult.

Prerequisite: SOC-101, SOC-202H, PSYC-101, PSYC-202H; Minimum grade C-. This course examines the problems and issues relevant to America's elderly population, focusing on financial concerns, public policy, health and institutionalization. Cross-listed: PSYC-340

This course examines the theory and practices relevant to careers working with Aging populations. Particular focus is placed on organizations providing services for the elderly. The economic, political, legal, and social issues that affect these organizations are studied in the context of the effect these issues have on direct care and services. Identification of deficiencies in current programs and the proposing of alternative modes of care for the elderly are explored.