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Department of Human Development
hd.wsu.edu
Johnson Tower 501
509-335-8439
Interim Chair and Professor, D. Handy; Professors, C. Bolkan, M. Cleveland, M. Diversi, P. Pendry, Y. Sano; Associate Professors, C. Bletscher, B. Cooper, R. Cooper, J. Hewa, M. K. Patton, S. Perone, A. Salazar, S. Waters, R. Weaver, E. Weybright, A. Whitehall; Assistant Professors, M. Cheng, L. Colón, J. Duckworth, R. Dueben, K. Forsythe, L. Krupke, J. Putney, S. Reisz, N. Scalise, G. Shrestha; Adjunct Instructors, M. Garcia, S. Grant, N. Kaivan, D. Rock, K. Smathers, M. Strey; Professors Emeriti, B. Boyd, M. K. Deen, J. Dillman, L. Hill, J. Hiller, S. Horton, J. Lanigan, A. Lawrence, L. Linden, J. McReynolds, D. Nelson, L. Parker, K. Peterson, T. Power, K. Rodgers, E. Soliday, G. Tan, M. Wandschneider, M. Young.
Undergraduate Program
In the Department of Human Development, students focus on how children, youth, adults, and families develop, change, and face challenges throughout the lifespan. The Department of Human Development is a multidisciplinary department devoted to understanding the nature of human development within the context of families, schools, and communities. Students completing a Human Development degree are well prepared for a wide range of careers working with children, adolescents, adults, and/or families in a variety of professional settings; many Human Development graduates are also well equipped to enter graduate school in several disciplines.
Human Development majors may choose to focus their studies in one of seven options: Family and Consumer Sciences Education, Lifespan Development, Early Childhood Education, Child/Youth Development, Gerontology, Family Services or Prevention Science. All options lead to a Bachelor of Arts in Human Development.
The Family & Consumer Sciences Education option is for students interested in teaching in a junior or senior high school setting. Family and consumer sciences teachers instruct courses in foods and nutrition, family health, human development, apparel and textiles, family resource management, family communication, and interior design. Graduates are prepared for Family and Consumer Sciences and Career and Technical Education state certification. They are also well prepared for careers with agencies and organizations that serve the needs of families in the community.
The Lifespan Development option is for students who desire to deepen their understanding of the foundations of development from childhood, adolescence, to adulthood. Students in this option will gain psychosocial and bioecological perspectives on the interrelationships between individuals, families, organizations, and communities. A lifespan development focus opens the doors for many helping professions. Students are ready for careers in public and private human service agencies, and local, state and federal government.
The Early Childhood Education option focuses on children birth-age five. Students gain a deeper understanding of the importance of building relationships with children, observing and documenting their development and learning, planning and implementing age-appropriate curricula and assessing the success of the planned curricula. This option prepares students to be early childhood educators as they complete a 270-hour practicum in a high-quality, early childhood classroom. While this option focuses on preparing for a teaching role, students are also ready for careers outside of the classroom working with young children and their families.
The Child/Youth Development option is designed for students preparing for careers or graduate education focused primarily on children and adolescents. Examples include careers developing programming for youth (e.g., parks and recreation, after-school programs, youth development programs); working with youth engaged in systems of care, including those who have experienced trauma (e.g. residential treatment facilities, foster care systems, behavioral health or developmental services); working in the juvenile justice system; counseling youth and families.
The Gerontology option is for students who desire to deepen their understanding of the foundations of development across the entire lifespan, particularly in adulthood to later life. Students in this option will gain an overview of the interdisciplinary field of gerontology and explore psychosocial and bioecological perspectives on adult development and aging over the life course as it affects individuals, families, and communities and has social, political, and economic implications world-wide. Examples of careers in gerontology include working directly with older adults in a variety of settings and administering programs for older adults.
The Human Services option is for students who seek to improve the quality of life for individuals, families and communities through direct service, advocacy, or policy. Students will gain an understanding of: the foundations of human development including conditions which support or limit optimal functioning, family functioning and family dynamics and how those relate to human development across the lifespan, service delivery systems, and strategies for working with diverse clientele. Students in this option may be interested in careers such as family social service programs, advocacy and nonprofit work, community education, and counseling support. This option will also prepare students for advanced education in social work, counseling, and family law.
The Prevention Science option is designed for students who are interested in taking a developmental approach to improving public health. Specifically, the Prevention Science option focuses on (a) identifying risk and protective factors that shape human development throughout the lifespan, and (b) designing, implementing, and evaluating interventions, programs, and policies that promote well-being for individuals, families, and communities. The option in Prevention Science is a good fit for students interested in graduate studies in fields such as Prevention Science, Public Health, and Community Psychology; in addition, this option will prepare students for careers in fields such as community coalition coordinator, public health prevention coordinator, and residential youth counselor.
Students completing a human development degree may also complete a minor or approved certificate of study. A minor or certificate of study should be selected in consultation with a human development advisor, preferably by the end of the third semester.
Student Learning Outcomes
We expect our graduating students will demonstrate: 1) an understanding of social, emotional, cognitive, and physical development across the lifespan in the family context; 2) an understanding of how contextual systems interact to influence family and individual development; 3) the ability to critically select, evaluate, and utilize information to understand and benefit individuals and families; 4) writing, listening, and speaking appropriate for human development related occupations; 5) application of human development knowledge and skills in professional settings.
Graduate School Preparation
The human development degree provides preparation for graduate work leading to teaching, research, counseling, or administrative positions in domains such as academia, social services, and counseling.
Graduate Program
The department also administers an interdisciplinary doctoral program in Prevention Science. Students in the program learn to conduct basic research on risk and protective factors, and to develop, evaluate, and disseminate evidence-based programs to promote the well-being of people across the lifespan. The program is offered in collaboration with the Colleges of Communication, Education, Medicine, and Nursing, as well as WSU Extension. Graduates are prepared for careers as faculty members, program evaluators, research analysts, and research associates to work in a range of settings including universities, research institutes, social service agencies, and consulting firms.
Schedules of Studies
Honors students complete the Honors College requirements which replace the UCORE requirements.
Human Development - Child and Youth Development Option (120 Credits)
| First Year | |
| First Term | Credits |
| H D 101 [SSCI] | 3 |
| Quantitative Reasoning [QUAN] | 3 |
| UCORE Inquiry1 | 6 |
| Written Communication [WRTG] | 3 |
| Second Term | Credits |
| Communication [COMM] or Written Communication [WRTG] | 3 |
| H D 200 | 2 |
| HISTORY 105 [ROOT] | 3 |
| UCORE Inquiry1 | 4 |
| Elective2 | 3 |
| Second Year | |
| First Term | Credits |
| H D 204 | 3 |
| H D 220 | 3 |
| UCORE Inquiry1 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 306, 307, or 408 | 3 |
| H D 350 [DIVR] | 3 |
| Electives2 | 9 |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| H D 306, 307, or 408 | 3 |
| H D 310 [M] | 3 |
| Child and Youth Elective3 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| Child and Youth Electives3 | 6 |
| Electives | 9 |
| Fourth Year | |
| First Term | Credits |
| H D 410 [M] | 3 |
| H D 479 | 3 |
| H D 4974 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 4985 | 3 |
| Integrative Capstone [CAPS] | 3 |
| Electives | 9 |
Footnotes
| 1 | Must complete 4 of these 5 UCORE designations: ARTS, BSCI, EQJS, HUM, PSCI. One lab science (BSCI or PSCI) must be completed. |
| 2 | Electives must include sufficient 300-400-level coursework to meet the University requirement of 40 credits of upper-division coursework. |
| 3 | Child and Youth Electives (9 credits; minimum 6 H D credits): Students must complete at least three courses from the following: H D 300, 301, 302, 341, 360, 418, 430, ANTH 302, PSYCH 464, SOC 352, 362, 367. |
| 4 | H D 497 is required and must be completed prior to H D 498, but no more than two semesters before H D 498. |
| 5 | The internship course (H D 498) is also available during the summer term of the junior or senior year. Students may take H D 498 for up to 9 credits. For students completing the Child and Youth Development options, the H D 498 internship experience must focus on a field relevant to child and/or adolescent development. |
Human Development - Early Childhood Education Option (120 Credits)
| First Year | |
| First Term | Credits |
| H D 101 [SSCI] | 3 |
| Quantitative Reasoning [QUAN] | 3 |
| UCORE Inquiry1 | 6 |
| Written Communication [WRTG] | 3 |
| Second Term | Credits |
| Communication [COMM] or Written Communication [WRTG] | 3 |
| H D 200 | 2 |
| HISTORY 105 [ROOT] | 3 |
| UCORE Inquiry1 | 4 |
| Elective2 | 3 |
| Second Year | |
| First Term | Credits |
| H D 204 | 3 |
| H D 220 | 3 |
| H D 306 | 3 |
| UCORE Inquiry1 | 3 |
| Elective2 | 3 |
| Second Term | Credits |
| H D 300 or 302 | 3 |
| H D 341 | 3 |
| H D 350 [DIVR] | 3 |
| Electives2 | 6 |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| H D 235 | 1 |
| H D 300, 302, or 403 | 3 |
| H D 310 [M] | 3 |
| H D 482 | 3 |
| Electives2 | 5 |
| Second Term | Credits |
| H D 300, 302, or 403 | 3 |
| H D 342 | 4 |
| Electives2 | 8 |
| Fourth Year | |
| First Term | Credits |
| H D 4453 | 3 |
| Integrative Capstone [CAPS] | 3 |
| Electives2 | 9 |
| Second Term | Credits |
| H D 410 | 3 |
| H D 4464 | 6 |
| Electives2 | 6 |
Footnotes
| 1 | Must complete 4 of these 5 UCORE designations: ARTS, BSCI, EQJS, HUM, PSCI. One lab science (BSCI or PSCI) must be completed. |
| 2 | Electives must include sufficient 300-400-level coursework to meet the University requirement of 40 credits of upper-division coursework. |
| 3 | H D 445 must be taken before H D 446 but no more than two semesters before H D 446. |
| 4 | All H D majors complete a practicum/internship experience. H D 446 is reserved for students completing the option in Early Childhood Education and requires a half-day each day, 5 days a week for a semester. |
Human Development - Family and Consumer Sciences Option (120 Credits)
| First Year | |
| First Term | Credits |
| BIOLOGY 140 [BSCI] | 3 |
| ENGLISH 101 [WRTG] | 3 |
| H D 101 [SSCI] | 3 |
| Quantitative Reasoning [QUAN] | 3 or 4 |
| UCORE Inquiry1 | 3 |
| Second Term | Credits |
| ENGLISH 201 [WRTG]2 | 3 |
| H D 200 | 2 |
| HISTORY 105 [ROOT] | 3 |
| UCORE Inquiry1 | 7 |
| Second Year | |
| First Term | Credits |
| AMDT Elective3 | 3 |
| H D 204 | 3 |
| H D 220 | 3 |
| H D 306 | 3 |
| Second Term | Credits |
| H D 302 | 3 |
| H D 307 | 3 |
| H D 310 [M] | 3 |
| HBM 258 | 3 |
| TCH LRN 301 | 3 |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| AMDT Elective3 | 3 |
| H D 320 [M] | 3 |
| H D 350 [DIVR] | 3 |
| H D 479 | 3 |
| TCH LRN 317 | 2 |
| Second Term | Credits |
| H D 410 [M] | 3 |
| H D 480 | 3 |
| Integrative Capstone [CAPS] | 3 |
| TCH LRN 464 | 3 |
| TCH LRN 465 | 3 |
| TCH LRN 466 | 2 |
| Fourth Year | |
| First Term | Credits |
| AG ED 440 | 2 |
| ED PSYCH 468 | 3 |
| H D 404 | 3 |
| TCH LRN 467 | 3 |
| TCH LRN 469 | 2 |
| TCH LRN 470 | 3 |
| Second Term | Credits |
| H D 407 | 8 |
| TCH LRN 415 | 8 |
Footnotes
| 1 | Must complete 3 of these 4 UCORE designations: ARTS, EQJS, HUM, PSCI. One lab science (BSCI or PSCI) must be completed. Recommend one from AMDT 210 or CHEM 101. |
| 2 | One from ENGLISH 201, 301, 302 [M] or 402 is required for admission to the Teacher Education Program. Students who take ENGLISH 302 will need to take an additional [WRTG] or [COMM] course. |
| 3 | Select two from: AMDT 210, 211, or 417. |
Human Development - Gerontology Option (120 Credits)
| First Year | |
| First Term | Credits |
| H D 101 [SSCI] | 3 |
| Quantitative Reasoning [QUAN] | 3 |
| UCORE Inquiry1 | 6 |
| Written Communication [WRTG] | 3 |
| Second Term | Credits |
| Communication [COMM] or Written Communication [WRTG] | 3 |
| H D 200 | 2 |
| HISTORY 105 [ROOT] | 3 |
| UCORE Inquiry1 | 4 |
| Elective2 | 3 |
| Second Year | |
| First Term | Credits |
| H D 204 | 3 |
| H D 220 | 3 |
| H D 308 | 3 |
| UCORE Inquiry1 | 3 |
| Elective2 | 3 |
| Second Term | Credits |
| H D 350 [DIVR] | 3 |
| Gerontology Elective3 | 3 |
| Elective2 | 9 |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| H D 310 [M] | 3 |
| H D 360 | 3 |
| Gerontology Elective3 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 309 | 3 |
| Gerontology Elective3 | 3 |
| Electives2 | 9 |
| Fourth Year | |
| First Term | Credits |
| H D 410 [M] | 3 |
| H D 4974 | 3 |
| Electives2 | 9 |
| Second Term | Credits |
| H D 4985 | 3 |
| Integrative Capstone [CAPS] | 3 |
| Electives2 | 9 |
Footnotes
| 1 | Must complete 4 of these 5 UCORE designations: ARTS, BSCI, EQJS, HUM, PSCI. One lab science (BSCI or PSCI) must be completed. |
| 2 | Electives must include sufficient 300-400-level coursework to meet the University requirement of 40 credits of upper-division coursework. |
| 3 | Gerontology Electives (9 credits): Students must complete at least three courses from the following: H D 301, 302, 320, 430, 479; HBM 270; PSYCH 320, and 444. |
| 4 | H D 497 is required and must be completed prior to H D 498, but no more than two semesters before H D 498. |
| 5 | The internship course (H D 498) is also available during the summer semester of the junior or senior year. Students may take H D 498 for up to 9 credits. For students completing the Gerontology option, the H D 498 internship experience must focus on a field relevant to adult development and/or aging. |
Human Development - Human Services Option (120 Credits)
| First Year | |
| First Term | Credits |
| H D 101 [SSCI] | 3 |
| Quantitative Reasoning [QUAN] | 3 |
| UCORE Inquiry1 | 6 |
| Written Communication [WRTG] | 3 |
| Second Term | Credits |
| Communication [COMM] or Written Communication [WRTG] | 3 |
| H D 200 | 2 |
| HISTORY 105 [ROOT] | 3 |
| UCORE Inquiry1 | 4 |
| Elective2 | 3 |
| Second Year | |
| First Term | Credits |
| H D 204 | 3 |
| H D 220 | 3 |
| UCORE Inquiry1 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 300, 301, or 302 | 3 |
| H D 350 [DIVR] | 3 |
| H D 384 | 3 |
| Electives2 | 6 |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| H D 300, 301, or 302 | 3 |
| H D 310 [M] | 3 |
| H D 385 | 3 |
| Human Services Elective3 | 3 |
| Elective2 | 3 |
| Second Term | Credits |
| H D 300, 301, or 302 | 3 |
| Human Services Elective3 | 3 |
| Electives2 | 9 |
| Fourth Year | |
| First Term | Credits |
| H D 410 [M] | 3 |
| H D 4974 | 3 |
| Electives2 | 9 |
| Second Term | Credits |
| H D 4985 | 3 |
| Integrative Capstone [CAPS] | 3 |
| Electives2 | 9 |
Footnotes
| 1 | Must complete 4 of these 5 UCORE designations: ARTS, BSCI, EQJS, HUM, PSCI. One lab science (BSCI or PSCI) must be completed. |
| 2 | Electives must include sufficient 300-400-level coursework to meet the University requirement of 40 credits of upper-division coursework. |
| 3 | Human Services Electives (6 credits): Students must complete at least two courses from the following: H D 306, 307, 308, 320, 334, 360, 403, 405, 406, 408, 430, or 479, PSYCH 444. |
| 4 | H D 497 is required and must be completed prior to H D 498, but no more than two semesters before H D 498. |
| 5 | The internship course (H D 498) is also available during the summer term of the junior or senior year. Students may take H D 498 for up to 9 credits. For students completing the Human Services option, the H D 498 internship experience must focus on a human services field. |
Human Development - Lifespan Development Option (120 Credits)
| First Year | |
| First Term | Credits |
| H D 101 [SSCI] | 3 |
| Quantitative Reasoning [QUAN] | 3 |
| UCORE Inquiry1 | 6 |
| Written Communication [WRTG] | 3 |
| Second Term | Credits |
| Communication [COMM] or Written Communication [WRTG] | 3 |
| H D 300, 301, or 302 | 3 |
| HISTORY 105 [ROOT] | 3 |
| UCORE Inquiry1 | 4 |
| Elective2 | 3 |
| Second Year | |
| First Term | Credits |
| H D 204 | 3 |
| H D 220 | 3 |
| UCORE Inquiry1 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 306, 307, 308, or 309 | 3 |
| H D 350 [DIVR] | 3 |
| Lifespan H D Elective3 | 3 |
| Electives2 | 6 |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| H D 306, 307, 308, or 309 | 3 |
| H D 310 [M] | 3 |
| Lifespan H D Elective3 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 306, 307, 308, or 309 | 3 |
| Lifespan H D Elective | 3 |
| Electives2 | 9 |
| Fourth Year | |
| First Term | Credits |
| H D 410 [M] | 3 |
| H D 4974 | 3 |
| Electives2 | 9 |
| Second Term | Credits |
| H D 4985 | 3 |
| Integrative Capstone [CAPS] | 3 |
| Electives 2 | 8 |
Footnotes
| 1 | Must complete 4 of these 5 UCORE designations: ARTS, BSCI, EQJS, HUM, PSCI. One lab science (BSCI or PSCI) must be completed. |
| 2 | Electives must include sufficient 300-400-level coursework to meet the University requirement of 40 credits of upper-division coursework. |
| 3 | Lifespan H D Electives (9 credits): Students must complete three courses from the WSU Catalog Human Development course listing, not used to complete other requirements. |
| 4 | H D 497 is required and must be completed prior to H D 498, but no more than two semesters before H D 498. |
| 5 | The internship course (H D 498) is also available during the summer term of the junior or senior year. Students may take H D 498 for up to 9 credits. For students completing the Lifespan Development option, the H D 498 internship experience must focus on a field relevant to lifespan human development. |
Human Development - Prevention Science Option (120 Credits)
| First Year | |
| First Term | Credits |
| H D 101 [SSCI] | 3 |
| Quantitative Reasoning [QUAN] | 3 |
| UCORE Inquiry1 | 6 |
| Written Communication [WRTG] | 3 |
| Second Term | Credits |
| Communication [COMM] or Written Communication [WRTG] | 3 |
| H D 200 | 2 |
| HISTORY 105 [ROOT] | 3 |
| UCORE Inquiry1 | 4 |
| Elective2 | 3 |
| Second Year | |
| First Term | Credits |
| H D 204 | 3 |
| H D 220 | 3 |
| UCORE Inquiry1 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 350 [DIVR] | 3 |
| H D 384, 418, 430, or 479 | 3 |
| H D Focus3 | 3 |
| Electives2 | 6 |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| H D 310 [M] | 3 |
| H D 384, 418, 430, or 479 | 3 |
| H D Focus3 | 3 |
| Electives 2 | 6 |
| Second Term | Credits |
| H D 384, 418, 430, or 479 | 3 |
| H D Focus3 | 3 |
| Electives2 | 9 |
| Fourth Year | |
| First Term | Credits |
| H D 384, 418, 430, or 479 | 3 |
| H D 410 [M] | 3 |
| H D 4974 | 3 |
| Electives2 | 6 |
| Second Term | Credits |
| H D 4985 | 3 |
| Integrative Capstone [CAPS] | 3 |
| Electives2 | 9 |
Footnotes
| 1 | Must complete 4 of these 5 UCORE designations: ARTS, BSCI, EQJS, HUM, PSCI. One lab science (BSCI or PSCI) must be completed. |
| 2 | Electives must include sufficient 300-400-level coursework to meet the University requirement of 40 credits of upper-division coursework. |
| 3 | H D Focus (9 credits): Students must complete one H D option focus: Lifespan (H D 306, 307, 308); Child & Youth (H D 306, 307 or 408, 341); Gerontology (H D 308, 360, 405); or Family (H D 300, 301, 302). |
| 4 | H D 497 is required and must be completed prior to H D 498, but no more than two semesters before H D 498. |
| 5 | The internship course (H D 498) is also available during the summer semester of the junior or senior year. Students may take H D 498 for up to 9 credits. For students completing the Prevention Sciences option, the H D 498 internship experience must focus on a field relevant to prevention science. |
Minors
Gerontology
The minor in gerontology requires a minimum of 18 credits and a minimum GPA of 2.6 or better in course work used to fulfill the minor. Required courses include H D 405 and 15 credits selected from HBM 270, 497; H D 308, 360, 384, 385; KINES 264; MGMT 101, 301; PSYCH 320, 363, 490; SOC 351, 356. Course work for the minor must include a minimum of 9 credits of 300-400-level work earned in WSU courses or through WSU-approved education abroad or educational exchange courses.
Human Development
The Human Development minor requires 18 credits and a cumulative GPA of 2.6 or better in coursework used to fulfill this minor. Required coursework includes H D 101, 204, 220, and 9 additional H D elective credits selected from H D 300, 301, 302, 306, 307, 308, 320, 334, 341, 350, 360, 385, 403, 405, 406, 408, 430, 479, 480, or 482. A maximum of 3 credits of H D 485 may apply to the upper-division requirement of the minor. Coursework must include a minimum of 9 credits of 300-400-level work earned in WSU courses or through WSU-approved education abroad or educational exchange courses.
Leadership
The interdisciplinary Leadership Minor, offered through the Center for Transformational Learning & Leadership, is open to all students interested in developing high-demand applicable leadership skills. Students will learn leadership theories, examine the ethics and social responsibility of leadership, consider the centrality of diversity, equity, and inclusion to leadership, and develop leadership skills through engagement in service-learning and self-selected leadership experiences. Students can explore discipline specific leadership development through elective courses. All students will take three leadership core classes including H D 205 or H D 305; H D 315; and H D 415 or H D 416. Students will take one class in each of three categories (ethics; diversity, equity, & inclusion; and leadership electives). In addition to the above courses, students will participate in an approved self-selected leadership experience where they will explore leadership theories and develop leadership skills through hands-on experiential learning, culminating in a required leadership portfolio completed through a one-credit HD 499 course. The minor requires a minimum of 19 credits. At least 9 credits must be upper-division earned in WSU courses or through WSU-approved education abroad or educational exchange courses. A minimum cumulative GPA of 2.6 is required in courses applied to the minor.
Leadership Core (3 courses required): H D 205 or 305; 315; 415 or 416
Ethics Elective (1 course required): ASIA 320; B A 211; COM 440; CRM J 450; CST M 467; MGMT 487; NAV SCI 402; NURS 309; PHIL 103, 360, 365, 370, 450; SPMGT 365; WGSS 462/PHIL 462
Diversity, Equity, & Inclusion (1 course required): ANTH 220, 316; CES 101, 291, 440, 462, 464, 489; COM 321; CRM J 205; H D 350, 403; HISTORY/WGSS 399; NURS 455; PSYCH 309; SOC 340; WGSS 120; WGSS/ENGLISH/SOC 300/310/300; WGSS/SOC 385
Leadership Electives (1 course required): AERO 311; AMDT 440; HBM 381; H D 334; I BUS 280, 480; KINES 315; MGMT 301, 401; MIL SCI 301; NAV SCI 206; NURS 405, 408; POL S 442; PSYCH 308; SOC 341; UNIV 295, 497
Leadership Experience (1 credit H D 499): Leadership Minor students must complete at least one applied leadership experience lasting one semester or more (Fall, Spring, or Summer Session). Not all leadership experience requires an official title or leadership position. Students must confirm leadership experience by the start of the semester in which it will be completed by emailing the Leadership Minor faculty advisor (ctll.leader@wsu.edu) and enrolling in one (1) credit of H D 499, which will be taken during the approved leadership experience. At the conclusion of H D 499, students will produce a leadership portfolio that will highlight their experience, career goals, and leadership development. Students must complete H D 315 prior to the leadership experience.
Certificates
Adolescence
The department of Human Development offers a Certificate in Adolescence. The certificate reflects a high standard of training and experience in this specific area of human development. Non-human development majors are required to complete any prerequisites for the internship requirement. The requirements include 6 credits in H D core courses that support the area of certification, 15 credits in required and optional courses and 4 credits of internship that reflect the area of certification. Students must maintain an overall GPA of 2.6 in those courses that count toward the certificate.
Certificate requirements:
Required courses: H D 220, 302, 307, 408, 498, one other 300-400 level H D course, H D 479 or 480, and one from PSYCH 230, 265, SOC 360, or 362.
Early Childhood Education
The Department of Human Development offers a Certificate in Early Childhood Education. The certificate is only available to students who (a) are living in the state of Washington; (b) are currently majoring in Human Development or who have completed the Human Development major within the past 10 years; and (c) have satisfied the necessary prerequisites. Students must maintain an overall GPA of 2.6 in courses required for the certificate. Required courses to complete the certificate include H D 302, 306, 341, 342, 446, 482.
Family Studies
Gerontology Certificate
The Department of Human Development and the Program in Aging offer a Certificate in Gerontology. The certificate reflects a high standard of training and experience in this specific area of human development. The requirements include H D 405, 497, 498, an internship that reflects the area of certification, and 15 credits taken from an approved list of courses. Students must maintain an overall GPA of 2.6 or better in those courses that count toward the certificate.
Certificate requirements:
Required courses: H D 405, 497, and 498. Elective Courses, 15 credits minimum from the following: BIOLOGY 140; HBM 270, 497; H D 308, 360, 384, 385; KINES 264; MGMT 101, 301; PSYCH 320, 363, 490; SOC 351, 356.
Human Services Case Management and Administration
The Certificate in Human Services Case Management and Administration, administered by the Department of Human Development, is designed to assist students in building a theoretical and applied understanding of working with people in a variety of human service settings including, but not limited to, social service agencies, health care agencies, non-profits, and educational institutions. Students are able to concentrate on either case management, which is focused on those wanting to work with clients, or administration, which is developed for those interested in managerial and supervisory roles.
To be admitted into the Certificate Program, students must (1) be admitted to their WSU major or be a non-degree-seeking student, (2) have a cumulative GPA of at least 2.0, and (3) have completed 60 semester credits. The certificate is awarded based upon successful completion of 9 credits of core courses: H D 301 or 403, H D 385, H D 430, MGMT 301 or PSYCH 308, and 9 credits of either Case Management or Administration focus electives. Case Management focus electives: CRM J 365/SOC 367, CRM J 403, H D 300, 350, 360, 410, 498, POL S 436, PSYCH 110, 333, 444. Administration focus electives: ACCTG 230, 231, H D 334, 479, 498, MGMT 401, 450, MKTG 379, POL S 436, 442, 445, PSYCH 308, 309. Students must maintain a cumulative GPA of 2.6 in those courses that count towards the certificate and 15 of the 18 credits must be taken in residence at WSU or through WSU-approved education abroad or educational exchange courses.
Mindful Emotional and Social Intelligence
The Mindful Emotional and Social Intelligence (MESI) certificate is open to all students and offers a transformational program combining academic coursework, community engagement, and evidence-based mindful practices to support the development of emotional and social intelligence for personal and professional engagement. To earn the certificate, students must complete 15 or more credits distributed as follows: (A) 9-10 credits in MESI-related core courses, consisting of either H D 205 or H D 305, H D 370, and H D 415; (B) 3 credits examining social issues with either the DIVR or EQJS UCORE designation; (C) 2 or more credits of H D 475, a repeatable 1-credit Mindful Emotional and Social Intelligence Seminar course that features the development and practical application of MESI skills, or an approved alternative course that features MESI content and skill development. A grade of C or better must be earned in each of the letter-graded courses applied toward the certificate. Students are strongly encouraged to work with an advisor from the Center for Transformational Learning and Leadership to plan an appropriate schedule of studies. See an advisor from the Center for Transformational Learning and Leadership for approval of the certificate and any proposed alternative courses in the (C) category above. Students may earn only one of either this certificate or the MESI certificate in Honors.
Courses
The online catalog includes the most recent changes to courses and degree requirements that have been approved by the Faculty Senate, including changes that are not yet effective. Courses showing two entries of the same number indicate that the course information is changing. The most recently approved version is shown first, followed by the older version, in gray, with its last-effective term preceding the course title. Courses shown in gray with only one entry of the course number are being discontinued. Course offerings by term can be accessed by clicking on the term links when viewing a specific campus catalog.
Prevention Science (PREV_SCI)
508 Longitudinal Structural Equation Modeling 3 Longitudinal structural equation modeling and the use of Mplus statistical software to perform and interpret a broad range of longitudinal structural equation models. Recommended preparation: ED PSYCH 576, PSYCH 514, PSYCH 516, or previous knowledge of multivariate analysis and factor analysis. Typically offered Even Years - Fall.
510 Multilevel Modeling II: Advanced Multilevel Models for Longitudinal Data 3 Advanced applications of the general linear mixed model (aka multilevel model, hierarchical linear model, latent growth curve model, random coefficients model) used to analyze data from longitudinal, repeated measures designs; conduct cumulative steps in a longitudinal multilevel analysis, including setting up data file and coding variables, evaluating fixed and random effects and interpreting covariance structures, predicting between- and within-person variation using time-invariant and time-varying covariates, and interpreting empirical findings. Recommended preparation: ED PSYCH 575 or previous knowledge of multivariate analysis and multilevel modeling. Typically offered Even Years - Fall.
511 Introduction to Prevention Science 3 Disciplinary roots; the epidemiological approach to risk and prevention; design, implementation, and dissemination of preventive interventions. Typically offered Fall.
512 Finite and Growth Mixture Modeling 3 Introduction to a specific type of latent variable statistical models, commonly referred to as finite mixture models, which include several distinct subtypes including latent class analysis, latent profile analysis, latent transition analysis, and latent class growth analysis; conceptual background for models and application of models in practice. Recommended preparation: ED PSYCH 514 and ED PSYCH 576, or knowledge of multivariate analysis and psychometrics. Typically offered Odd Years - Spring.
513 Research Methods in Prevention Science 3 Introduction to process of research and methods in prevention science; techniques of research, data collection, and data analysis procedures. Typically offered Fall.
535 Effective Prevention Strategies I 3 Community mobilization and problem analysis; program selection, implementation, and management; grant writing. Typically offered Odd Years - Fall.
538 Program Implementation 3 Dissemination and Implementation (D&I) Science and how it connects with Prevention Science; translation of research to practice in improvement of implementation, sustainment, and scale-up of prevention programs. Typically offered Fall.
540 Effective Prevention Strategies II 3 Evaluation of prevention science programs. Typically offered Even Years - Spring.
700 Master's Research, Thesis, and/or Examination V 1-18 May be repeated for credit. Independent research and advanced study for students working on their master's research, thesis and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 700 credit. Typically offered Fall, Spring, and Summer. S, U grading.
800 Doctoral Research, Dissertation, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admitted to the Prevention Sciences PhD program. Independent research and advanced study for students working on their doctoral research, dissertation and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 800 credit. Typically offered Fall, Spring, and Summer. S, U grading.
Human Development (H_D)
101 [SSCI] Human Development Across the Lifespan 3 Overview of lifespan development from a psychosocial ecological perspective; individuals, families, organizations, and communities and their interrelationships. Typically offered Fall and Spring.
200 Introduction to the Field of Human Development 2 Introduction to the multidisciplinary field of human development and the research and outreach of faculty in this field.
204 [SSCI] Family Interactions 3 Introduction to the study of family processes: family generational, emotional, boundary, rule, and ritualistic systems. Typically offered Fall and Spring.
205 [COMM] Developing Effective Communication and Life Skills 4 (3-2) Enhancing interpersonal communication, leadership, and team skills through action-based learning. Typically offered Fall, Spring, and Summer.
220 Human Development Theories 3 Introduction to foundational human development theories, key concepts, comparison, and application of theory to inform practice. Typically offered Fall and Spring.
235 Introduction to Early Childhood Programs 1 Course Prerequisite: H D 306. Introduction to the field of early childhood education; connection with a field placement site in a community-based child care program for H D 342 is required. For students completing Early Childhood certificate. S, F grading.
275 Special Topics in Human Development: Study Abroad V 1-6 May be repeated for credit; cumulative maximum 6 credits. Course Prerequisite: By department permission.
300 Child and Family Violence, Abuse, and Neglect 3 Course Prerequisite: Sophomore standing Overview of causes, consequences, and treatment of those who experience violence, abuse, and neglect, particularly for vulnerable populations such as children, intimate partners, disabled, and elderly. Recommended preparation H D 204. Typically offered Fall and Spring.
301 Family Stress and Coping 3 Course Prerequisite: Sophomore standing Examination of the nature and course of family crisis, using a family systemic approach, including principles used in intervention strategies. Recommended preparation H D 204. Typically offered Fall and Spring.
302 Parent-Child Relationships 3 Course Prerequisite: Sophomore standing Parenting in contemporary society with focus on reciprocity of parent-child relationships and diversity of families. Recommended preparation: H D 204. Typically offered Fall and Spring.
305 Developing Effective Communication and Life Skills 3 Course Prerequisite: Junior standing. Enhancing interpersonal communication, leadership, and team skills through action-based learning. Typically offered Fall, Spring, and Summer.
306 Child Development 3 Course Prerequisite: H D 101; sophomore standing. Understanding growth and change across all developmental domains from prenatal through age 10, including contextual influences on development. Recommended preparation: H D 220. Typically offered Fall and Spring.
307 Adolescence and Emerging Adulthood 3 Course Prerequisite: H D 101; sophomore standing. Understanding growth and change across all developmental domains from adolescence through emerging adulthood, including contextual influences. Recommended preparation: H D 220. Typically offered Spring.
308 Adult Development 3 Course Prerequisite: H D 101; sophomore standing. Understanding growth and change in adulthood, including contextual influences on the adult years of human development. Recommended preparation: H D 220. Typically offered Fall.
309 Gerontology 3 Course Prerequisite: Junior standing. Examination and analysis of social context of aging including public policy, implications of demographic shifts, and quality-of-life issues. (Formerly H D 405.) Typically offered Spring.
310 [M] Research Methods 3 Course Prerequisite: H D 200; admitted to the major in Human Development; sophomore standing. Overview of research techniques in human development; methods of evaluating research products. Typically offered Fall and Spring.
315 Leadership Theories and Practice 3 Theories and models of leadership from different disciplines, cultures, and periods of history; emphasis on active learning and real-world applications. Typically offered Fall.
320 [M] Resource Management 3 Course Prerequisite: Sophomore standing Styles of managing material, human and environmental resources with families; analysis of consumer role; interaction of consumers, government, market: various approaches to problem solving with individuals and families; effects on communities, families, and individuals. Typically offered Fall and Spring.
334 [EQJS] Principles of Community Development 3 Course Prerequisite: Sophomore standing Factors influencing how communities grow and decline and the ways in which social interventions influence these outcomes.
341 Guidance in Early Childhood Programs 3 Course Prerequisite: H D 306 or concurrent enrollment; sophomore standing. Theories of child guidance; understanding of child behavior; strategies and techniques for effective group and individual guidance of young children. Typically offered Fall and Spring.
342 Curriculum for Early Childhood Programs 4 (3-3) Course Prerequisite: By department permission only; H D 235; H D 306; H D 341 or concurrent enrollment; sophomore standing. Planning and implementation of developmentally appropriate curriculum for use in programs serving young children. Typically offered Fall and Spring.
350 [DIVR] Family Diversity 3 Course Prerequisite: Sophomore standing Preparation for students in human service professions to work with ethnic, cultural, economic, language, gender, religious and other types of diversity. Typically offered Fall.
360 Death and Dying 3 Course Prerequisite: Sophomore standing Death and dying throughout life and in different contexts; manner of death, grief, and legal and ethical considerations. Recommended preparation: H D 204.
370 Introduction to Mindfulness 3 Theory and practice of mindfulness including guided practice, emotional intelligence, self and social awareness and responsibility, well-being and relational mindfulness. Typically offered Spring.
384 Prevention and Intervention in Human Development 3 In-depth study of theory and empirical knowledge used to integrate prevention and intervention approaches to support healthy human functioning across the lifespan. Typically offered Spring.
385 Perspectives in Human Services 3 Course Prerequisite: Sophomore standing In-depth study of human service practice, theoretical perspectives and strategies for delivery of appropriate services to diverse clientele.
403 [CAPS] Families in Poverty 3 Course Prerequisite: Junior standing. Examining poverty in US and globally; description of groups most often poor; identification of effective solutions and successful interventions. Typically offered Fall and Spring.
404 Family and Consumer Sciences Professional Preparation Seminar 3 Course Prerequisite: Junior standing. Family and consumer sciences career preparation through examination of career and technical education state processes, professional presentation and participation, FCCLA management, and study of curricula to engage diverse populations. Typically offered Fall and Spring.
405 (Effective through Summer 2025) Gerontology 3 Course Prerequisite: Junior standing. Examination and analysis of social context of aging including public policy, implications of demographic shifts, and quality-of-life issues. Typically offered Spring.
406 Work and Family 3 Course Prerequisite: Junior standing. Issues related to work and family; workplace environments; fostering effective policy responses to family needs; role of work-family coordination.
407 Student Teaching for Family and Consumer Sciences V 4-16 Course Prerequisite: By department permission only; TCH LRN 415; junior standing. Supervised teaching in public schools, including seminars reflecting on effective teaching. Typically offered Fall and Spring. S, F grading.
408 Advanced Adolescent Development 3 Course Prerequisite: Junior standing. In-depth examination of theories and research; developmental issues and prevention and intervention programs for school-aged child and adolescent. Typically offered Fall.
410 [M] Public Policy Issues in Human Development 3 Course Prerequisite: H D 310; junior standing. Family policy issues in a changing society; ecological perspective; relationship of public policy to communities, organizations, families, and individuals. Typically offered Fall and Spring.
415 [CAPS] Peak Experiences in Leadership 3 Course Prerequisite: Junior standing. Experiential human development course that utilizes challenge and application to develop personal and group leadership skills. Typically offered Fall and Spring.
416 Leading Change 3 Course Prerequisite: Junior standing. Interdisciplinary theories and practical applications related to leading change in multiple contexts, including at the personal, interpersonal, community, societal, cultural, and international levels; service learning and group projects to effect change within an organizational or community context. Typically offered Spring.
418 [CAPS] Health Equity 3 Course Prerequisite: Junior standing. Examination of relationships between early life and lifespan health through an equity lens; exploration of the roles of systems, social policies, and intervention/prevention. Typically offered Fall and Spring.
430 [M] Professional and Grant Writing Skills 3 Course Prerequisite: H D 384 or 385; junior standing. Examination and development of skills important for effective professionals; communication, leadership, ethical behavior, cultural competence, grant writing, evaluation, and others. Typically offered Spring.
445 Early Childhood Professional Preparation Seminar 3 Course Prerequisite: By department permission only; H D 341; junior standing. Preparation for careers and practicum placement in early childhood education, with an emphasis in self-assessment and professionalism; procurement of field practicum with an early childhood program in preparation for H D 446 Practicum in Early Childhood Programs. Typically offered Fall and Spring.
446 Practicum in Early Childhood Programs 6 May be repeated for credit; cumulative maximum 12 credits. Course Prerequisite: By department permission only; H D 342; H D 445; junior standing. Supervised teaching; emphasis on skill building in working with diverse groups of children and building partnerships with families.
449 (Effective through Summer 2025) Early Childhood Seminar 3 Course Prerequisite: H D 306; junior standing. Identification and examination of current issues and trends in early childhood education with emphasis on child, family, and community concerns. Typically offered Spring.
464 Administration of Early Childhood Programs 3 Course Prerequisite: H D 306; junior standing. Organization, administration, and management of early childhood programs; finance, program development, service delivery, personnel concerns, resource development, and evaluation.
475 Mindful Emotional and Social Intelligence Seminar 1 May be repeated for credit; cumulative maximum 4 credits. Course Prerequisite: H D 205 or H D 305, with a C or better. Weekly seminar featuring examination and development of Mindful Emotional and Social Intelligence (MESI) skills and competencies to support thriving; application of MESI skills in approved student-selected real-world settings. Typically offered Fall and Spring. S, F grading.
479 Program Development and Evaluation 3 Course Prerequisite: Junior standing. Planning, designing, implementing, and evaluating community/school programs; engaging community/school stakeholders; needs assessment; logic models; process, outcome, and cost evaluation. Typically offered Fall.
480 Instructional Strategies in Human Development 3 Course Prerequisite: Junior standing. Identification and use of instructional strategies; evaluation of strategies to determine appropriate use and effectiveness with a variety of learners. Typically offered Spring.
482 Child Assessment and Evaluation 3 Course Prerequisite: H D 306; junior standing. Understanding aspects of assessment and evaluation of young children; selection, administration, summary development, ethics and professional responsibilities, evaluation and follow-up. Typically offered Fall.
485 Participation in Human Development Research V 1-3 May be repeated for credit; cumulative maximum 6 credits. Course Prerequisite: By permission only. Supervised participation in faculty research including data collection, analysis, literature review, preparation of findings. Typically offered Fall, Spring, and Summer. S, F grading.
486 Special Topics in Human Development: Study Abroad V 1-6 May be repeated for credit; cumulative maximum 15 credits. Course Prerequisite: By department permission; sophomore standing. Typically offered Summer Session.
487 Special Topics in Human Development V 1-3 May be repeated for credit; cumulative maximum 6 credits. Course Prerequisite: Junior standing. Assessment and evaluation of families and children. Typically offered Fall, Spring, and Summer.
495 Instructional Practicum V 1-4 May be repeated for credit; cumulative maximum 4 credits. Course Prerequisite: By permission only. Opportunity to assist with instruction; experience in further study of topic, organization of material, grading, management of resources. Typically offered Fall, Spring, and Summer. S, F grading.
496 Independent Internship Placement Preparation 1 Course Prerequisite: By department permission only; H D 497 with a C or better; H D majors or H D certificate students; junior standing. Independent course conducted under the jurisdiction of an approving internship coordinator; investigation of career goals, interviewing and professional presentation, internship competencies, and internship procurement. Typically offered Fall, Spring, and Summer. S, F grading.
497 Professional Preparation Seminar 3 Course Prerequisite: By department permission only; admitted to a major or certificate in the Department of Human Development; junior standing. Human service career preparation through examining related careers, career self-assessment, professional presentation, professional ethics, professional competencies, and internship procurement. Typically offered Fall and Spring.
498 Internship in Human Development V 1 (0-3) to 9 (0-27) May be repeated for credit; cumulative maximum 9 credits. Course Prerequisite: By department permission only; H D 497 with a grade of C or higher; 2.60 GPA minimum in all other H D courses; department approved and documented internship; admitted to the major or a certificate in Human Development. Self-initiated, supervised work experience with appropriate private organizations, businesses, or government agencies; interaction with professionals in related fields. Typically offered Fall, Spring, and Summer.
499 Special Problems V 1-4 May be repeated for credit. Course Prerequisite: By department permission. Independent study conducted under the jurisdiction of an approving faculty member; may include independent research studies in technical or specialized problems; selection and analysis of specified readings; development of a creative project; or field experiences. Typically offered Fall, Spring, and Summer. S, F grading.
505 Developing Effective Leadership: Tidal Leadership 2 Customized leadership course for acquiring essential skills beyond the discipline skills for professional and personal success; build a personal leadership platform. Typically offered Fall and Spring.
514 (Effective through Summer 2025) Research Methods in Human Development II 3 Course Prerequisite: H D 513. Integration of formal decision making into the social science research process; procedures appropriate for experimental, quasi-experimental and field research. Cooperative: Open to UI degree-seeking students.
520 Adolescence 3 In-depth examination of theories and research, developmental issues and prevention and intervention programs for school-aged children and adolescents. Typically offered Odd Years - Spring.
550 Seminar on Family Relationships 3 Survey of family studies topics and issues examined from a research point of view. Typically offered Odd Years - Spring.
558 Parent-Child Relationships 3 The reciprocal interactions among family members will be examined; theoretical perspectives and empirical findings will be explored in terms of implications for education and practice. Typically offered Even Years - Fall.
560 Seminar in Child Development 3 Survey of literature on selected areas in child development; discussion of research and application related to current issues and trends. Typically offered Even Years - Spring.
561 (Effective through Summer 2025) Advanced Curriculum for Early Childhood Programs 3 Opportunity to explore curriculum practices in early childhood education; discussion, evaluation and adaptation of curricula based on current research.
562 (Effective through Summer 2025) Administration and Leadership in Programs 3 Examining early childhood administrator role; analysis and application of research to administration, developing concrete skills necessary for successful administration.
570 Adult Development and Aging 3 In-depth examination of theories and research, developmental issues, and prevention/intervention approaches across adulthood to later life, including exploration of how early life experiences shape later life within the context of larger social and policy environments. Typically offered Spring.
580 Families, Community and Public Policy 3 Analysis of family policy research; role of family policy research in public policy and knowledge building processes. Typically offered Odd Years - Spring. Cooperative: Open to UI degree-seeking students.
586 Special Topics in Human Development V 1-3 May be repeated for credit; cumulative maximum 6 credits. Assessment and evaluation of families and children. Typically offered Fall.
598 Professional Internship 3 Supervised individual experiences with related organizations, businesses, or government agencies; opportunities for interaction with professionals in related fields. S, F grading.
600 Special Projects or Independent Study V 1-18 May be repeated for credit. Independent study, special projects, and/or internships. Students must have graduate degree-seeking status and should check with their major advisor before enrolling in 600 credit, which cannot be used toward the core graded credits required for a graduate degree. Typically offered Fall, Spring, and Summer. S, F grading.
700 Master's Research, Thesis, and/or Examination V 1-18 May be repeated for credit. Independent research and advanced study for students working on their master's research, thesis and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 700 credit. Typically offered Fall, Spring, and Summer. S, U grading.
- Human Development
Courses
- Human Development
- Prevention Science
Schedules of Studies
- Human Development - Child and Youth Development Option
- Human Development - Early Childhood Education Option
- Human Development - Family and Consumer Sciences Option
- Human Development - Gerontology Option
- Human Development - Human Services Option
- Human Development - Lifespan Development Option
- Human Development - Prevention Science Option
Minors
- Gerontology
- Human Development
- Leadership
Certificates
- Adolescence
- Early Childhood Education
- Family Studies
- Gerontology Certificate
- Human Services Case Management and Administration
- Mindful Emotional and Social Intelligence