Students of human development seek understanding of psychological, social, biological, and spiritual change over the life course. Change can take the form of growth, maturation, loss, and/or impairment, as well as enrichment of human potential. Concentrations may encompass the life cycle or may focus on a particular age group (prenatal and infants, children and/or adolescents, adults or elderly), population (women, men, transgendered), situation (grieving and loss, incarceration, or disability) or theme (health, environment, cultural differences).
All concentrations should place these studies within contexts such as family, relationships, community, society, culture, and/or the natural environment. Students of human development have an opportunity to pursue and integrate personal, academic and professional goals. Many students find that what they learn enables them to:
Students of human development must demonstrate coverage of the following topics either through a study, a series of studies, components within a study or college-level knowledge through the PLA process. Students should obtain a broad foundation of knowledge in these topics before progressing to advanced studies, covering a range of theoretical perspectives and explanatory models about the process of human development across the life span. They should plan to explain how they have obtained knowledge in these topics in the rationale essay submitted with their degree plan.
Note: One concentration title within human development has particular meaning in the wider academic community: psychology. A psychology concentration is expected to meet the rigors of the discipline, including methodology and specific studies. Students planning a psychology concentration should consult Advice for Students Developing Concentrations in Psychology.