The Division of Human Development provides multidisciplinary undergraduate and graduate programs that examine individual, social and structural aspects of human development. The programs engage in a critical exploration of social, cultural, economic, historical and political frameworks and the ways in which individuals, families and communities are situated within them. The goal of the programs is to foster students’ understanding of complex human conditions. The division values diversity and is committed to exploring issues of equity and social justice.
The student population of the division is diverse in age, race, ethnicity, class, gender, sexual orientation and physical ability. The courses taught within the division stress collaborative education and the importance of inclusiveness for building trusting and supportive relationships. The curriculum is flexible and designed to encourage self-directed learning.
Graduates are expected to be able to demonstrate the ability to:
1. think critically;
2. analyze social issues;
3. express themselves well verbally and in writing;
4. apply knowledge by linking theory and practice;
5. understand and use technology;
6. develop an understanding of self and others as situated in history and community;
7. develop an understanding of global-local issues and relations of power;
8. demonstrate an understanding of the ways in which oppression affects the process of development;
9. demonstrate knowledge, sensitivity and skill in working with diverse populations; and
10. engage in a critical analysis of the concept of human service in the context of politics, history and economics.
Graduates of the programs in human development are employed in diverse and
inclusive settings, including social services, schools, child care
organizations, the criminal justice system, health care agencies, mental health
programs and community development organizations. Many students in the
undergraduate human development program go on to graduate schools in such fields
as social work, higher education administration, speech pathology, school
counseling, education, criminal justice
and law.
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The school generally follows the academic policies announced in this Bulletin; however, students should be aware of the following policies pertinent to SEHD undergraduates only. Students are expected to be familiar with and to observe the regulations in this section.
All matriculated students follow the requirements for graduation listed in the Bulletin current at the time they are admitted to the degree program. However, students who interrupt enrollments for more than two consecutive semesters are governed by the Bulletin in effect when they are readmitted.
Upon the adviser’s recommendation and an approved petition through the Academic Standards Committee, students may elect a later Bulletin under which they fulfill these degree requirements; however, they may not use a combination of requirements from different Bulletins. When courses required in older Bulletins are no longer offered, or in other special cases, course substitution may be made with the approval of the Academic Standards Committee.
The term "full-time student" is applied to a person carrying 12 credits or more. The maximum number of credits a student may take, without the special approval of the adviser and division director, is 18.
A student may drop below 12 credits without permission and be classified as a part-time student.
Students are enrolled in a major when accepted into the school. In addition to their assigned faculty adviser, the SEHD academic adviser, peer advisers, and the Human Development Division director provide assistance in program planning for students.
A maximum of 30 credits may be granted for credit by examination and for other educational experiences through military, industrial, or professional programs that have been assessed by appropriate organizations such as those contained in A Guide to Educational Programs in Noncollegiate Organizations and similar publications.
Students taking SEHD undergraduate courses are graded in one of two ways:
1) A, A-, B+, B, B-, C+, C, C-, D, F; or
2) Pass/Fail.
Under the normal grading system, students choose the first option. However, undergraduates in SEHD may elect the Pass/Fail option for a total of four courses while a student at Binghamton University and receive a P (pass) or F (fail) rather than a traditional grade. Courses taken for a P/F option may not be used to complete major requirements or the General Education Requirement. Mandatory Pass/Fail courses do not count as part of the four total courses. A course taken on the P/F option is calculated into the student’s grade-point average only if the student receives an F.
The grading option for a course may be changed (either from normal to P/F, or vice versa) at any time up to the last day for dropping courses, usually during the ninth week of the semester.
Students may retake courses in which they have received a passing grade by submitting a special petition to the faculty member teaching the course and the SEHD general academic adviser. This provision allows a student to demonstrate mastery of a given subject matter most notably (but not exclusively) in foundation courses, on which successful performance in later courses may depend.
If approved, the repeated course does not count toward rate of progress. That is, when a student repeats a course previously passed, both grades appear on the transcript, but only the first grade is counted in the GPA calculations for rate-of-progress purposes.
Students may retake courses in which they have received a failing grade; they are not required to do so by SEHD, although major requirements may dictate otherwise. When a student repeats a course previously failed, both grades appear on the transcript, and both are counted in the GPA. Students are encouraged to speak with the SEHD general academic adviser as they make their decision about repeating any failed course.
A notation of Incomplete, rather than a grade, may be reported by the instructor when a student has made substantial progress, but has not been able to complete a course. In addition, the student must have a valid reason, because of illness or other justifiable circumstances, for requesting an Incomplete. The questions of substantial progress, potential to pass the course, and a valid reason for the request are decided by the instructor. When requesting an Incomplete, the student must:
1. Complete the "Contract for Fulfilling an Incomplete" form, which is signed by the student and the instructor.
2. Specify in the contract how the course will be completed, by what date the work will be completed, and specifically list all outstanding assignments (tests, papers, presentations) to be completed.
3. Submit the contract to the SEHD general academic adviser, who ensures that the student is in compliance with Division of Human Development rules governing the number of Incomplete credits a student may carry at one time. A student may not carry more than eight credits of Incompletes at any time.
4. When necessary, include the signature of any additional instructor needed for successful completion of the course. This circumstance may occur when the original faculty member is on sabbatical or no longer teaching the course. A student must first obtain the secondary instructor’s signature before having the original instructor sign the form.
An Incomplete becomes an F at the end of the semester following that in which the Incomplete was granted, unless a "Change of Grade" form is submitted by the instructor. It is the student’s responsibility to ascertain that the coursework has been completed according to the contract, and the new grade is submitted by the instructor. An extension of the deadline must be approved by the division director on a "Request for Extension of Incomplete Grade in an Undergraduate Course" form, and is approved only in highly unusual circumstances.
If a student withdraws from a course after the official deadline to drop a
course, the instructor may assign a grade of WP (Withdrawn Passing) or WF
(Withdrawn Failing). The grade of WP does not count as a course taken. A WF is
equivalent
to an F.
No changes from one letter grade to another and no extensions of an Incomplete are permitted after 12 months from the date of the last day of class in the semester in which a course was offered. However, faculty are required to keep graded work not returned to students for only one semester following the end of the course.
To remain in good academic standing, students enrolled in degree programs are expected to make satisfactory progress toward the degree. In SEHD, satisfactory progress is defined as maintaining a grade-point average (GPA) of 2.0 in all courses taken (both within and outside of SEHD). Failure to maintain the minimum grade-point average results in academic probation. Academic probation does not imply either suspension or dismissal and does not preclude students from registering or receiving financial aid. Standards for financial aid eligibility are described in the Financial Information section of this Bulletin.
The grade-point average is calculated on a 4.0 system using the following grade-point equivalents.
The grade-point average is calculated on a 4.0 system using the following grade-point equivalents.
| A = 4.0 | C+ = 2.3 |
| A- = 3.7 | C = 2.0 |
| B+ = 3.3 | C- = 1.7 |
| B = 3.0 | D = 1.0 |
| B- = 2.7 | F = 0.0 |
Full-time students normally complete a degree program in SEHD in approximately eight semesters. Review of students’ academic progress is made at the end of each semester excluding summer session. Students must have a 2.0 cumulative grade-point average (GPA) to graduate; those falling below a 2.0 are placed on probation.
Students are considered to be making satisfactory progress if their cumulative GPA meets the criteria listed below. Those not meeting the criteria are subject to suspension. Upon expiration of the suspension period, suspended students are automatically granted readmission upon application to the Undergraduate Admissions Office and are placed under an academic contract for that semester. Students who are readmitted after suspension and again fall below the stated criteria are subject to permanent dismissal from the school.
Exception for First-Semester Transfer Students
First-semester transfer students who have a cumulative GPA of 1.5 or
more, but are under the minimum GPA listed below, are placed on probation and
deemed to be making satisfactory progress. Students transferring more than 34
credits and attaining a Binghamton University GPA of less than 1.5 are subject
to suspension.
| Hours Passed and Advanced Standing | Required Cumulative GPA |
| 1-34* | 1.440 |
| 35-51 | 1.625 |
| 52-68 | 1.715 |
| 69-85 | 1.800 |
| 86 -102 | 1.875 |
| 103-119 | 1.950 |
| 120 + | 2.000 |
To qualify for the SEHD dean's list at the end of the fall or spring semesters, students must have a 3.5 or better semester grade-point average and have no missing or Incomplete grades. Recognition is given for each semester in which students meet these criteria. The award is noted on the transcript.
Students with outstanding academic records receive honors upon graduation. To qualify, students must meet the cumulative grade-point averages specified below, have earned at least 32 SEHD credit hours, with a normal grading option, and have no missing grades or incompletes. Honors are awarded as follows:
a) 3.50--3.69 GPA: Cum laude
b) 3.70--3.84 GPA: Magna cum laude
c) 3.85--4.00 GPA: Summa cum laude
The appropriate graduation honors are indicated on the diploma and on
the final transcript.
If students who withdraw from the School of Education and Human Development wish to remain in good standing, they must follow a formal withdrawal procedure. Mere absence from class does not constitute withdrawal. Withdrawal applications may be obtained from the Registrar's Office or Academic Advising Office either in person or through the mail. A grade of W is assigned when the student has withdrawn from all courses and thus from the University. Grades of W do not count as courses taken.
SEHD applies the same withdrawal and readmission policies as established for the University, except that SEHD students may drop below a three-course program without permission.
Undergraduate students must apply for readmission through the Undergraduate Admissions Office.
See your faculty advisor, the SEHD academic advisor, or your division director if you have a concern which you have not been able to resolve regarding your academic program or particular courses/professors. You may request a copy of the SEHD Grievance Procedure from any of the above or the Dean's Office.
School of Education and Human Development students are eligible to participate in the University's financial aid program. Aid is available to full-time and selected part-time matriculated students. Students interested in obtaining financial aid should contact the student financial aid and employment office as soon as possible to determine their eligibility.
All SEHD students, matriculated or nonmatriculated, are eligible to receive the services provided for all students at Binghamton and to participate in the various student activities. Students should be familiar with the Bulletin sections that deal with services for students and student activities.
See "Honors and Awards" in the Academic Policies section of this Bulletin.
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The Division of Human Development offers two undergraduate degrees: the bachelor of arts and the bachelor of science in human development. Both undergraduate degrees are designed to prepare students for careers in which they will work with people, in communities and organizations, addressing complex social problems such as poverty, drug and alcohol abuse, victimization, equity and justice. Students design their own individualized plans of interdisciplinary study within the general framework of the program requirements based upon their specific personal, educational and career goals. The two degrees differ only in the number of liberal arts credits required.
The undergraduate curriculum is organized into four conceptual areas — developmental processes, social structures, service systems and practice. Without presupposing that theory and practice are distinct, two areas emphasize theory and two emphasize practice. Theoretical courses explore ideologies that describe human development, situating individual and social group development within the political, economic and social structures that shape it. These courses serve to provide the underpinning for exploration of work with people in the practice courses. While practice courses examine the philosophies, strategies and techniques for working with individuals and organizations, they also emphasize socio-structural factors that influence practice.
To qualify for a baccalaureate degree from the School of Education and Human Development, students must meet the following conditions:
1. Earn a minimum of 124 credit hours, including transfer credits (with a maximum of two credits of physical education), with an average of at least C overall (2.0 GPA) and a minimum of a C average in the major program.
2. Meet the General Education Requirement as outlined elsewhere in this Bulletin.
3. Complete the specified requirements in the major program in which they are candidates for the degree.
4. Students must complete a minimum of 40 credit hours of upper-division (junior and senior) courses.
5. For each degree offered, students must earn a minimum number of credit hours in the liberal arts and sciences: for the BA, 90 credit hours, and for the BS, 60 credit hours.
6. At least nine courses (36 credit hours) must be satisfactorily completed in the Human Development division. To maintain the existing flexibility in student programming, these nine courses need not be the last nine courses toward the degree, nor do they need to be taken when the student has matriculated status.
7. No more than a total of eight credit hours in internships/independent study courses may be applied toward the 124 credit hours required for a degree.
8. Students must not be on probation or under disciplinary action, and must pay or make a satisfactory adjustment of all tuition, fees or other bills incident to their attendance at Binghamton University.
9. Students must be recommended by the faculty of the School of Education and Human Development.
10. Finally, the State University Trustees by formal action must admit the students to the degree.
The school reserves the right to make changes in the requirements listed above for graduation, except that no increase in total credit hours required for graduation shall retroactively affect any student already matriculated in the School of Education and Human Development when the change is made.
Major Course Requirements
1. Students must take three lower-division social science courses: an introductory course in psychology, an introductory course in sociology, and at least one other lower-level social science course outside psychology or sociology.
2. HDEV 200. Introduction to Interdisciplinary Study in Social Sciences
3. HDEV 300. Social Science Research Methods
4. Two upper-division courses (three or four credits each) in each of the four curriculum areas:
a. Developmental Processes:
HDEV courses numbered
301-339, 380A-MCourses are designed to provide students with knowledge of multidisciplinary theories of human development. Theories may reflect individual and social group processes of development, socio-historical constructions of development and/or cultural distinctions in the concept of development.
b. Social Structures:
HDEV courses numbered
340-379, 380N-ZCourses in this area examine various social, political and economic frameworks within which individuals and social groups are situated. These may include particular institutions or contexts, such as schools, neighborhoods or the workplace, as well as communities of color and class.
c. Service Systems:
HDEV courses numbered
401-439, 480A-MCourses explore program models and agencies that address human problems, barriers to service delivery and the outcomes of interventions. Other courses examine the development of social policy to address complex human problems.
d. Practice:
HDEV courses numbered
440-474, 480N-ZCourses are designed to prepare students to work effectively with people. They include program delivery models, counseling, group dynamics, organizational behavior, leadership and social change, and program evaluation.
5. HDEV 475. Practicum in Human Development
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The MASS program emphasizes an interdisciplinary approach to the study of individual, social and structural aspects of human development. Students design individualized plans of study that may combine theory and practice across a range of professional fields (e.g., health care, social welfare, education, counseling, criminal justice, diversity issues in the workplace, etc.). Students are challenged to engage in a critical analysis of psychosocial, economic and political influences on the ways in which individuals, families and communities function. The MASS program addresses the academic, professional and practical needs of students who aspire to positions of responsibility and leadership in fields in which the social sciences provide useful insights and background. It is useful for persons seeking professional development within a wide variety of institutions and organizations.
The procedures for applicants to the MASS program in the Division of Human Development are outlined in the general section on Graduate Admission in this Bulletin.
The MASS program reviews applications beginning April 1 for fall admission and Nov. 1 for spring admission. If you wish to be considered for a graduate assistantship, your application must be received by Feb. 15.
It is recommended that applicants to the MASS program include a personal interview with the MASS program coordinator as part of the application process. To schedule a pre-admission interview, contact the MASS program coordinator, School of Education and Human Development, Binghamton University, PO Box 6000, Binghamton, New York 13902-6000, 607-777-6723.
MASS candidates must complete, with no less than a B average, 36 semester hours of work within five years of being admitted to the program, to include:
| Courses | credits |
| MASS 500. Practitioner as Researcher | 4 |
| 2 MASS courses | 8 |
| Additional graduate courses | 20 |
| MASS 575. Integrative Seminar | 4 |
The grading system of the Graduate School is applicable to the master of arts in social sciences program.
A notation of Incomplete, rather than a grade, may be reported by the instructor when a student has made substantial progress, but has not been able to complete a course. In addition, the student must have a valid reason, because of illness or other justifiable circumstances, for requesting an Incomplete. The questions of substantial progress, potential to pass the course, and a valid reason for the request are decided by the instructor. When requesting an Incomplete, the student must:
1. Complete the "Contract for Fulfilling an Incomplete" form, which is signed by the student and the instructor.
2. Specify in the contract how the course will be completed, by what date the work will be completed, and specifically list all outstanding assignments (tests, papers, presentations) to be completed.
3. Submit the contract to the SEHD general academic adviser, who ensures that the student is in compliance with Division of Human Development rules governing the number of Incomplete credits a student may carry at one time. A student may not carry more than eight credits of Incompletes at any time.
4. When necessary, include the signature of any additional instructor needed for successful completion of the course. This circumstance may occur when the original faculty member is on sabbatical or no longer teaching the course. A student must first obtain the secondary instructor’s signature before having the original instructor sign the form.
Graduate students who are given a mark of Incomplete have a maximum of six months to make up the Incomplete if they register in the subsequent semester, and a maximum of one year if they do not register in the subsequent semester. It is the student’s responsibility to ascertain that the coursework has been completed according to the contract and the new grade submitted. Any extension of the deadline must be approved by the vice provost for research and graduate studies on a "Request for Extension of Incomplete in Graduate Course."
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The School of Social Welfare in the Nelson A. Rockefeller College of Public
Affairs and Policy at the University at Albany and the School of Education and
Human Development at Binghamton University offer a dual, jointly registered
degree program culminating in the master of social work degree and the master of
arts degree in social science.
The master of social work (MSW) degree, with a concentration in direct practice, prepares graduates for beginning-level professional social work with individuals, families and small groups. The MSW degree program at the University at Albany is accredited by the Council on Social Work Education.
The master of arts degree in social science (MASS) is an interdisciplinary program offering a broad perspective in the social sciences. The MASS program strengthens the potential for responsibility and leadership in the adult student.
The MSW/MA dual degree offers students an opportunity to combine an MSW with a strong interdisciplinary social science focus. In social work, students complete generalist foundation courses and advanced courses in direct practice that prepare them to work with individuals, families and small groups. Concurrent with academic courses, they take field instruction in a social work agency under the supervision of a qualified social worker.
In social science, students complete required core courses, special courses for dual degree students and social science electives. Approximately half the courses are taken in Albany and half in Binghamton.
For Albany courses, there may be the option of Saturday courses or interactive video courses beamed to Binghamton. Field instruction may be in the Southern Tier, if the student wishes. Travel to Albany is required each semester, and additional travel may be required by the field instruction agency.
Students applying for the joint-degree program with the University at Albany must submit special application materials. Applications for the joint program may be requested from the Graduate School or the MSW/MASS program in the School of Education and Human Development at Binghamton University, PO Box 6000, Binghamton, New York 13902-6000. Applicants may also check out the SEHD webpage at http://sehd.binghamton.edu.
The deadline for applications to the joint MSW/MASS program is Feb. 15.
It is recommended that applicants to the joint MSW/MASS program include a personal interview with the program coordinator as part of the application process. To schedule a pre-admission interview, contact the program coordinator, School of Education and Human Development, Binghamton University, PO Box 6000, Binghamton, New York 13902-6000, 607-777-6723.
The MSW/MA dual degree program is open to full-time students only. The completion of both degrees takes 73 credit hours. Completion of both degrees takes two years of full-time study, including two summers. Field instruction is taken concurrently with courses over four semesters, approximately 16 hours per week.
MSW/MASS candidates must complete, with no less than a B average, 73 semester hours of work, within five years of being admitted to the joint program, to include:
| Courses | credits |
| MASS 500. Practitioner as Researcher | 4 |
| MASS 526. Human Behavior and Social Environment I | 4 |
| MASS 527. Human Behavior and Social Environment II | 4 |
| MASS 575. Integrative Seminar | 4 |
| MASS elective courses | 12 |
| Albany course: Micro Practice | 3 |
| Albany course: Macro Practice | 3 |
| Albany course: Micro Practice II | 3 |
| Albany course: Macro Practice II | 3 |
| Albany course: Evaluation of Clinical Practice | 3 |
| Albany course: Social Welfare Policy and Service | 3 |
| Albany course: Advanced Behavior elective | 3 |
| Albany course: Advanced Practice elective | 6 |
| Albany course: Advanced Policy elective | 3 |
| Field instruction | 15 |
The grading system of the Graduate School at Binghamton University is applicable to Binghamton University courses. The grading system of the University at Albany is applicable to Albany courses.
The notations of incomplete, as explained above, pertain to the Binghamton University courses.
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The following course descriptions, while indicating the nature and scope of the SEHD undergraduate programs, are not a historical record. Most courses meet one or two times per week.
Note: Unless otherwise noted, all undergraduate courses carry 4 credits and are offered every year.HD 400. COMMITMENT AND SOCIAL RESPONSIBILITY
Exploration of social responsibility and commitment within the context of
relevant social and professional issues. Class-selected topics are researched,
debated and assessed so that students may clarify their views on socially
responsible approaches to social, personal and professional dilemmas. As a
capstone experience, students define and complete an integrative paper or
project. Open only to matriculated students in SEHD. Prerequisite: HD 300.
HDEV 101. EXPLORING HUMAN DEVELOPMENT: THEORY AND PRACTICE I 1 cr.
Exploration of the theoretical perspectives of human development and
professions that draw upon them. Introduction to the scholarship and practice of
human development through a series of presentations and discussions by faculty
concerning their research. Open to freshmen and sophomores in human development.
Pass/Fail option only.
HDEV 102. EXPLORING HUMAN DEVELOPMENT: THEORY AND PRACTICE II 1 cr.
Exploration of the theoretical perspectives of human development and
professions that draw upon them. Introduction to the scholarship and practice of
human development through a series of presentations and discussions by faculty
concerning their research. Open to freshmen and sophomores in human development.
Pass/Fail option only.
HDEV 200. INTRODUCTION TO INTERDISCIPLINARY STUDY IN SOCIAL SCIENCES
Introduction to social science disciplines: anthropology, economics,
history, political science, psychology and sociology. Grounding in the social
sciences as distinct, yet interdependent, disciplines. Qualitative and
quantitative methods of inquiry; macro- and micro-levels of analysis.
Examination of journals, books and other relevant academic materials to
familiarize students with current interdisciplinary scholarship.
Interdisciplinary analysis of both content and methods of scholarship.
HDEV 210. INFORMATION RESOURCES 2 cr.
Introduction to information sources and contemporary library research
strategies. Evaluating, interpreting and synthesizing information. Development
of search strategies to locate information using variety of electronic databases
and standard print sources. Lectures, demonstrations and hands-on practice in a
lab setting within the library. Pass/Fail grading only.
HDEV 300. SOCIAL SCIENCE RESEARCH METHODS
Examination of two interrelated areas of academic inquiry: theory and research. Promotes acquisition and/or proficient use of analytical skills in critically examining socio-historical information and politico-economic arguments from different methodological perspectives. Attention to quantitative and qualitative methods.
HDEV 305. CHILD DEVELOPMENT
Integrated study of the bio-cultural, emotional, intellectual, social and psychological themes and growth patterns of children. Emphasis is placed on their implications for child-rearing, social practices and political policies.
HDEV 306. ADOLESCENT DEVELOPMENT
Interdisciplinary overview of adolescence, including social, cultural and historical contexts for development. Physical and cognitive changes within the individual, together with socio-historical and cultural differences in our understanding of adolescence as a transitional period in life.
HDEV 307 (also NURS 325). NUTRITION THROUGH THE LIFE SPAN
Nutrition for the healthy and ill infant, child and adult. Diet therapy for clients in relation to pathology of major body systems and psyche.
HDEV 308. GERONTOLOGY
Definition of aging, images of elderly. Life span perspectives, social
milieu of aged. Multicultural exploration of aging. Institution of retirements,
finances, social security or insecurity. Crime and drug abuse, mental health,
death and dying.
HDEV 309. DEATH AND DYING
Definition, types and meanings of death. Fear and anxiety, suicide,
euthanasia. Life span perspective, grief and bereavement, spiritual
perspectives, funeral rituals.
HDEV 312 (also ANTH 334). COMPARATIVE ASPECTS OF HUMAN GROWTH AND
DEVELOPMENT
Human growth processes from conception to old age. Biological aspects of
growth, with considerations of secular trends, individual and population
variations, and cultural factors that may influence biological growth processes.
HDEV 314. SIBLING RELATIONSHIPS
Examination of sibling relationships across the life span and in context of
society. Family systems theory and other frameworks to explain sibling
interaction. Sibling rivalry, support systems, niche filling, abuse, incest.
Birth order position, culture and gender influence on individual behavior,
family roles, sociability, mate selection. Influence of ethnicity, social and
economic resources, sexual orientation, gender and oppression.
HDEV 315. FAMILY SYSTEMS
Concept of the family unit as a social structure. Systems theory and family
therapy literature are used to explain within-family interactions and impact of
the family on its members. Family life cycle, multigenerational patterns, family
work, communication, variations in family organizations, coupling and marriage.
Issues affecting family life, including family violence, substance abuse, mental
illness. Sociological research and conceptual frameworks to understand family
interaction within context of society. Oppression, ethnicity, social and
economic resources, sexual orientation and gender in terms of family life.
HDEV 316. WOMEN AND EDUCATION: LIFE AND CAREER TRANSITIONS AT MID-LIFE
Influences of intergenerational and religious gender attitudes; economic,
cultural, situational privilege and relation to women and quest for further
education and/or career change. Time demands of school, career, family life and
effect on other areas of a woman’s life. Issues of menopause and physical
changes, life course expectations, "empty nest" syndrome, changing
marital relationships, domestic neglect/abuse, traditional cultural
expectations/definitions of "wife" and "mother." Options to
clarify priorities and set goals for educational, career, emotional, physical
and relational attainment and fulfillment at mid-life and beyond.
HDEV 318. IMAGES OF THE FAMILY
Representation of "family" as a normative concept in U.S. history.
Exploration of how our understanding of concept of family has changed to
accommodate dominant economic, social, political agendas. Topics include
gendered expectations, pathologizing differences, family stereotypes. Use of
films, novels, multicultural readings.
HDEV 319. HUMAN BEHAVIOR AND SOCIAL SYSTEMS
Ways in which society defines and explains social dysfunction largely direct
how attempts to address these problems are made. Examination of a number of
human conditions associated with social dysfunction. Behavior explained from a
variety of viewpoints. Open systems theory used as foundation for exploring
seemingly contradictory ways of understanding human behavior with context of
social problems such as poverty, mental illness, educational failure,
oppression, violence and substance abuse.
HDEV 320 (also WOMN 400S). WOMEN AND THE LAW
Ways in which women influence and are affected by our system of laws. Can
one define a set of feminist legal theories? If so, how can such theories be
used to recognize women as legal subjects?
HDEV 321. LATINAS/OS IN THE U.S.
Diverse experiences of U.S. Latinas/os. Questions of race, culture, class,
gender from theoretical and socio-historical perspectives. Issues of racism in
education, employment, housing, health care; development of cultural hybridity
and other forms of social resistance. Examination of overlapping relations of
European Americans and distinct populations of Latin American and Caribbean
descent within North America, but also between Native Americans and
Mexican/Chicanos and African Americans and Hispanic-Caribbean peoples.
HDEV 322. RACIAL FORMATION
Examination of the difference that difference makes: the difference that
other "ethnic" experiences, very different from the white/European
one, have represented and continue to represent in the U.S. Historical analysis
of "whiteness"; analysis of necessarily conflictive intersection of
race, class, gender and culture as complex socioeconomic structures, systems of
meaning and lived experiences.
HDEV 323. WOMEN, RACE AND REPRESENTATION
Exploration of two overlapping questions: How women are individually and
collectively situated and how they shift within existing social frameworks; and
the ways in which these changing positions are represented within contemporary
U.S. visual media. Cultural conflicts, patterns of groups and personal
development, small- and large-scale political agency, social and textual
contradictions, ideological symbols. Examination of ways in which
representations of women have been understood in terms of race and in terms of
how this racialization has intersected social class and sexuality within
dominant U.S. cultures. Critical theorizations of how women change over time, in
recent feminist film criticism and in cultural theories by women and men of all
races.
HDEV 324. MOTHERING: FEMINIST PERSPECTIVES ON CARING
Interdisciplinary exploration of women’s experiences, with particular
emphasis on diverse caring, nurturing or mothering activities that women and men
do irrespective of whether or not they are biological mothers. Experiential
accounts of mothering; feminist theoretical approaches to mothering; personal
perceptions of mothering and fathering. Mothering is viewed as a social
construction with historical, cultural, political, class and ethnic variation.
HDEV 325. AMERICAN FAMILY AND AMERICAN HOME
Historical roots, contemporary structure, legal structure of American
family. Place of the family within pluralistic landscape of contemporary
American life. Idea of the family for women and children; different perspectives
from viewpoints of maids, au pairs, prostitutes. Ways various cultural, racial,
gender groups and social classes have developed different understandings of
"the family" and "home" and how that refines the idea of the
American family and American society generally.
HDEV 326. THEORIES OF HUMAN DEVELOPMENT
Interdisciplinary study of development across individual, social, historical
and cultural contexts. Overview of field; linking theory, research and practice.
Multicultural, psychological, sociological theories; different methodological
approaches to study of development; ways in which theory and method become
translated into practice.
HDEV 327. SOCIO-HISTORICAL MEANINGS OF CHILDHOOD
Social, historical, cultural factors that affect the ways in which people
understand the concept of "childhood." What it means to be a child
across time, economies and cultures, rather than emphasis on biological or age
determinants.
HDEV 328. ADULTHOOD
Adulthood from the perspective of stage theories and timing of events
models. Adulthood as a stage of development, limitations of stage theories.
Effect of socioeconomic and cultural factors, family status roles, employment
status, gender, ethnicity/race, age on adult lives.
HDEV 333. SOCIAL CONTEXT OF HUMAN DEVELOPMENT IN THE U.S.
Socio-historical analysis of interaction of black people and American
environment, from slavery to migration to urban areas and subsequent isolation
in the black ghetto.
HDEV 340. MULTICULTURALISM
Exploration of possible meanings of pluralism in the U.S. Histories of
racial formation (including construction of whiteness), material erasure and
subordination, and cultural domination that have shaped contemporary social
fabric. Distinction between structural and ornamental pluralism; relation
between monoculturalism and culturalism domination. Creation, recognition,
promotion of multicultural public spaces; complex unity; complex communication;
possibility of a heterogeneous critical citizenship.
HDEV 341. SOCIAL PROBLEMS
Survey of social problems. Topics may include poverty, race relations,
violence, sexism, drug addiction, AIDS, urbanization. Emphasis on
interdisciplinary understanding of relationships of concepts and theories to
modern social problems on local, national, global levels. Use of
interdisciplinary literature, fiction, film to provide more inclusive framework
for understanding social problems. Students expected to spend time in the
community researching a particular social problem.
HDEV 342. SOCIAL STRUCTURES
Sociological analysis of American society. Structure and interrelations of
major institutions. Recent social movements and social change. Comparative and
historical analysis of urban industrial society.
HDEV 343. ECONOMICS OF POVERTY AND DISCRIMINATION
Examination of economic problems of poverty and racial discrimination.
Analysis of public policies such as income maintenance programs, minimum wage
legislation, affirmative action, education and housing policies.
HDEV 344. CULTURE AND CONTEXT IN DEVELOPMENT
Theories, themes, issues of ongoing interaction between people as they grow,
change, develop over the life course, and the social context in which this
occurs. Assumptions about human behavior that may interfere with recognition of
diversity in ongoing interaction among individual, family and group identity,
social context and social life. Impact of culture and context on development,
particularly as social inequalities, modes of domination, resistance. Roles of
ethnicity/race, class, language, religion and gender in development.
HDEV 345 (ALSO WOMN 300). PEACE AND WAR
Variety of approaches to the study of peace. Exploration of assumptions:
that state of peace and justice among nations and people leaves much to be
desired; that teaching needs to be more relevant to the search for peace and
human well-being in a rapidly changing world; that only by feeling, thinking and
acting as planetary citizens in a globally interdependent world can we begin to
understand how to approach a state of world order; that a paradigm shift from
one centered on war to one centered on peace is imperative; that a paradigm for
peace must embrace an understanding of personal change in human beings, as well
as structural change in the public order.
HDEV 346. INSTITUTIONAL POLITICS
Critical interdisciplinary examination of dynamics and political nature of
institutions and organizations; emphasis on power relationships within the
organization and influences from outside the organization.
HDEV 347. RELIGION AND CULTURE
Major religions of the world and relationship with corresponding cultures in
various times and places. Analysis of how religions relate to each other, to the
state and to people; how people deal with and try to control (or not) religious
organizations.
HDEV 348. POLITICS OF EDUCATION
History of education in America and basic characteristics of education
policy and policy making. Understanding of contemporary issues in their
formulation, implementation and evaluation. Focus on how larger social issues
are reflected in the life of schools and how they may be transformed.
HDEV 349. WOMEN, FEMINISM AND POLITICS
Exploration of history of "women" in the U.S. since mid-19th
century. Focus on individual and community experiences to assess dynamic
variation in women’s class, racial/ethnic and gender identity formation;
differential treatment based on race, class and gender at different levels of
society; women’s response to the structural arrangements that affect their
lives.
HDEV 350. MEDIA AND SOCIETY
Impact of media on public opinion, public participation, societal attitudes
and behaviors toward race, class, gender, human values. Use of media analysis
theory and skills to explore influence of politics, industry, economics and
technology on American media.
HDEV 351. CULTURES AND CRISIS
Exploration of cultural change in face of colonialism, post-colonialism and
perceived social threats felt by various societies of the world. Issues of
history, economics, religion, culture and language, and effect upon various
cultures and ways people of these cultures respond to change. Case studies from
U.S., Europe, Africa and Polynesia.
HDEV 352. GENDER, POWER AND DIFFERENCE
Examination of how construct of difference raises important questions about
problems faced by most women of color in general vis-à-vis historically
existent feminism, both as a political movement and as an academic current.
Multiple ways of theorizing women’s rights and struggles; ideological
differences among feminists and women’s rights advocates. Focus on issues of
race, gender, sexuality and culture within context of reproduction, the family,
reproductive rights, feminization of poverty, social services, academic
disciplines, language, discourse.
HDEV 353. POLITICAL AND ECONOMIC TRANSITIONS IN A GLOBAL PERSPECTIVE
Examination of changes in ways social and governmental structures adapt to
new economic trends; ways in which economic factors are linked to international
political conflict.
HDEV 354. RECREATING A SENSE OF PLACE: COMMUNITY, COMMITMENT AND
CITIZENSHIP
Connections among class, race, gender and place. Theoretical base in urban
cultural geography. Use of case studies, narratives, film, fiction. Issues of
power and access to jobs, education, housing and connection to local, national
and world location.
HDEV 355 (also ANTH 156). WOMEN AND CULTURE
Historic and contemporary debates relating to anthropological examinations
of women. Roles and status of women in various cultures, including Western and
non-Western societies. Issues include women’s work, mothering, reproductive
rights, status, class.
HDEV 356. DIVERSITY AND SOCIAL JUSTICE
Theory, practice and manifestations of oppression. Various methods and
techniques of working toward an effective strategy for combating oppression.
HDEV 357. GLOBAL ECONOMY: INTERNATIONAL ISSUES
Socio-economic exploration of broad range of international issues, including
Asian crisis, the European Union, demise of the Soviet Union, emergence of
international corporations, influx of illegal immigrants to the U.S.
HDEV 358. RACE AND ETHNICITY
Study of ethnicity from a cross-cultural perspective. Comparative
perspective of case studies from both Western and non-Western societies. Topics
dealing with everyday aspects of ethnicity, including ethnic images in
advertising, joking and ethnic stereotyping, ethnic socialization and education.
Reflection of student experiences from a critical perspective.
HDEV 359. REGULATING THE POOR
Critical examination of dynamics of causes, consequences and potential
remedies of poverty in the U.S. History of public assistance and other
poverty-related social programs. Implications for families of proposed changes
in current welfare system. Analyses of power and implications of race and gender
and socio-economic status.
HDEV 360. HUMAN RIGHTS AND WORLD POLITICS
Focus on role of human rights in world political arena. Exploration of
historical progression of importance of human rights with special emphasis on
U.S. and international organizations. Types of human rights; ways states have
attempted to incorporate promotion of human rights into foreign policies. Role
of ethics and morality in politics; arguments of the Realist and Idealist
schools.
HDEV 361. SOCIAL MOVEMENTS OF THE 1960s
Analysis of social movements of the 1960s, including decolonization
movements in Africa, the Caribbean and Asia; civil rights movements; Black Power
and Young Lords; Chicano movements in California and Texas; anti-war movements;
environmental, CISPES, women’s movements; gay and lesbian rights movements.
Deepening understandings of these movements, their particularities, relations
and tensions among them; developing theoretical tools to better approach such
topics.
HDEV 362. CIVIL RIGHTS AND LIBERTIES
Freedom of expression, privacy, freedom of religion, equal protection under
the law, due process and rights of the accused. Socio-historical contexts that
have shaped ongoing debates about and laws governing these issues.
HDEV 363. CURRENT ISSUES IN ECONOMICS
Application of economic theory to analysis of current problems such as
inflation, social security, federal deficit and debt, role of government,
globalization trends.
HDEV 380A-M. TOPICS IN DEVELOPMENTAL PROCESSES
Special topics in Developmental Processes curriculum area. Topics vary in
different semesters.
HDEV 380N-Z. TOPICS IN SOCIAL STRUCTURES
Special topics in Social Structures curriculum area. Topics vary in
different semesters.
HDEV 395. INTERNSHIP var. cr.
A learning experience integrating theory with practice in a health, human
service, criminal justice, community, education, non-profit or business setting.
Faculty sponsor required. Open only to matriculated students in the Division of
Human Development.
HDEV 397. INDEPENDENT STUDY var. cr.
Individual research of special topics not offered elsewhere in the
curriculum. Demonstrated academic ability and approval of proposed subject are
required. Open only to matriculated students in the Division of Human
Development. Consent of instructor is required.
HDEV 401. AGING, SOCIETY AND SOCIAL POLICY
Aging as a social phenomenon. Biological, psychological, social factors in
the aging process; demographic and ecological conditions of aging; problems of
retirement; public policy and politics related to aging. Factors affecting
aging: hereditary factors, physical and social environment, disease, nutrition,
medical care, exercise, financial status, ethnicity/race, gender, stress.
HDEV 402. YOUTH AND SOCIAL POLICY
Critical examination of issues in social control and social policy in youth
development. Role of gangs, drug cultures, family, media, community structures.
Focus on youth-based organizations and alternative forms of policy formation
through the lens of race, class, ethnicity and gender identities.
HDEV 403. ISSUES IN EDUCATION
Relationship between public education and human services. Topics include
role of education in the human condition; political and cultural structure of
schooling; public schools as human service delivery systems; historical
perspectives in current practices; human service professionals’ interaction
with the schools.
HDEV 404. COMPLEMENTARY MEDICINE
Description of the growing relationship and integration of services between
orthodox medicine and alternative medicine. Healing modalities and theories;
acupuncture and Ayurveda; high-tech practices; light and sound machines.
Holistic practices treating person as a multidimensional being in context of own
environment.
HDEV 405. JUVENILE JUSTICE SYSTEM
Philosophy, history and development of juvenile justice system. Attention to
services and treatment programs.
HDEV 406. ISSUES IN CRIMINAL CORRECTIONS
Development of corrections; impact of incarceration on the offender and
society. Historical evolution of corrections; role of sentencing in correctional
process; role of local, state, and federal agencies; community sanctions;
prisoner rights; changing profile of offender population;
treatment/rehabilitation in corrections.
HDEV 407 (also ANTH 242). MEDICAL ANTHROPOLOGY: HEALTH POLICY
Health and nutritional implications of planned culture change; contributions
of anthropology to health policy decisions in development organizations,
comparative health delivery systems.
HDEV 408. INTRODUCTION TO SOCIAL WORK AND SOCIAL WORK SERVICES
Introduction to the social work profession. Specific focus on role(s) of
social work within major areas in social welfare, including child welfare, crime
and delinquency, mental health, health care and aging.
HDEV 409. CRIMINAL JUSTICE POLICY
Perspectives of the crime problem and what government can do about it.
Exploration of current trends of crime and violence. Examination of public
opinions about crime and its control, including juvenile delinquency and public
policy regarding juvenile offenders.
HDEV 410. SUBSTANCE ABUSE POLICY
Comprehensive exploration of substance abuse policy in the U.S. Influence of
social, cultural, historical, economic and political factors that guide policy
making and service delivery. Examination of current drug control debate,
including legal and illegal drugs, from an interdisciplinary perspective.
HDEV 411. THEORIES AND SKILLS OF HELPING PROFESSIONS
Theories and skills used in helping professions (counseling, social work,
psychology). Emphasizes development of professional relationship, phases of the
helping process and problem-solving methods.
HDEV 412 (also NURS 324). SOCIO-CULTURAL ASPECTS OF HEALTH
CARE 2 or 4 cr.
Sociological, anthropological and cultural views of health care. Belief
systems as determined by religion, culture, society and history. Influence of
cultural views and belief systems on health and health care.
HDEV 413. SOCIAL REFORM IN THE U.S.
Examination of social reform movements of last 200 years in America,
including abolitionism, nativism, populism, progressivism, labor, civil rights,
feminism, environmentalism. Influence on American society; future for social
reform in U.S.
HDEV 414. POPULAR EDUCATION
Different theories and practices of popular education. Models developed by
Gramsci and Friere. Ways in which popular education and movements for social
change have been historically intertwined.
HDEV 415. ISSUES IN HUMAN SERVICES
Overview of contemporary human services. Emphasis on variety of ways human
needs are met by agencies. Dilemmas faced by human service workers.
HDEV 416 (also UNIV 300H). GENERAL EDUCATION PROJECT
Application of General Education courses to study and research in one of the
following: 1) Individualism and social responsibility; 2) Scientific discovery
and ethical behavior; 3) Public leadership and stewardship. Problem framing,
solving; collaborative learning and research; use of computer technology and
telecommunications resources. Synthesis of General Education experiences;
relationships of lower-division courses to major; bridge between undergraduate
courses; graduate courses, world of work.
HDEV 418. SOCIAL WELFARE POLICY
Broad understanding of social policy in the U.S. Historical perspective to
examine development of social policies on issues including poverty, mental
health, employment, child welfare. Facilitate critical and creative thinking
about philosophical, political and practical bases of social policy.
HDEV 419. ISSUES IN CRIMINAL JUSTICE
Relationship of criminal justice to other aspects of American culture at
different points in history. Emphasis on cultural values found in the criminal
justice system, not on legal doctrine or institutions. Issues that challenge
criminal justice system; moral values and decisions; worldview and cultural
assumptions.
HDEV 420. COMMUNITY MENTAL HEALTH
Theoretical foundations, historical context, social value of community
mental health. Exploration of importance of situating mental health services
within community as a whole. Understanding of service as useful insofar as it is
reflective of the community’s self-defined needs.
HDEV 440. PRINCIPLES OF CASEWORK
Introduces casework principles: interviewing, assessment and case theory,
professional ethics and values; contracting, intervention, other related
counseling topics used in service agencies, institutions, programs and
organizations.
HDEV 441. THEORY AND PRACTICE OF COUNSELING
Overview of counseling theories. Detailed look at psychotherapy; counseling
techniques used in everyday situations; cross-cultural issues in counseling.
This course does not offer professional training in counseling.
HDEV 442. GROUP COUNSELING
Group work examined as major approach/method/technique for addressing a
number of human development and growth issues. Theoretical approaches to group
work: psychoanalytic, Adlerian, existential, person-centered, Gestalt,
transactional analysis, behavioral, rational emotive and reality therapy.
Development of eclectic model of group practice. Solidifying a personal
leadership style for working with groups.
HDEV 443. COUPLES AND FAMILY THERAPY
Theoretical foundations, practice applications, ethical issues of couples
and family therapy. Couples and family assessment and intervention process.
Research on couples and family treatment. Ways of understanding family
interaction and intervention are critiques and considered in regard to class,
race, gender, sexual orientation, religion and ethnicity.
HDEV 444. ADMINISTRATION OF PUBLIC SERVICE AGENCIES
Overview of responsibilities in administering the public agency. In-depth
examination of the many aspects of public agency administration and leadership.
Client-centered approach in fulfilling administrative duties. Development of own
philosophy and style of administration and leadership.
HDEV 445. COMMUNITY LEADERSHIP AND DEVELOPMENT
Community development theory and practice; community development problems,
history, actors. Models of intervention and range of such interventions,
including housing development and community economic development. Issues of who
defines community development agenda; relationship between physical and
non-physical development. Examination of selected recent trends and emerging
policy issues.
HDEV 447. CONFLICT RESOLUTION
Conflict analysis, management and resolution. Branch of social science
committed to the search for and perfection of alternative dispute resolution
methods. Explanation of why conflicts occur at every level, from the personal to
the global. Compares and contrasts competing explanatory paradigms. Conflict
resolution advocates and teaches certain practices that are non-violent and
non-coercive and are considered effective in building solid and satisfactory
personal and group relationships. Reflection on the root causes of conflict
(including issues of race, class, and gender); development of conflict
resolution skills and practices.
HDEV 448 (also NURS 334). COMPUTER APPLICATIONS IN HEALTH CARE
2 cr.
Exploration of the common applications of computer technology and health
care systems. Database and spreadsheet functions. Computer technology as an
essential tool for resource management in modern nursing and health care
delivery systems. Appropriate for non-nursing students interested in healthcare
systems application of computer technology.
HDEV 449 (also NURS 332, 2-WOMN 432). HOLISTIC HEALTH PRACTICE 4 cr.
Concepts of holistic health, holistic health nursing and practice. Focus on
the investigations of non-traditional, alternative health practices. Topics
include nutrition and vitamin therapy, therapeutic touch, relaxation techniques,
massage, hypnosis, herbology, meditation, chiropractics and alternative
birthing.
HDEV 450. BUILDING A BRIDGE TO THE 21ST CENTURY
Work life challenges in the 21st century from diversity, environmental
conditions, international conflicts, limited resources. Necessities of
adaptation, skills in working with diverse groups, use of interdisciplinary
knowledge. Opportunity to practice skills, including information technology.
Community-based learning projects included in course.
HDEV 451. PROGRAM EVALUATION
Basic theory and components of program evaluation through case studies.
Conceptualization and planning; interpreting and reporting results; evaluation
of programs in education, human services, criminal justice. Emphasis on
community needs assessment and impact evaluation.
HDEV 452. UNDERSTANDING BEHAVIOR IN ORGANIZATIONS
Applications of behavioral sciences to understanding individual, group and
inter-group behavior in organizations. Specific focus on optimizing individual
effectiveness through principles of shared leadership; team learning approach.
Topics include motivation, perception, communication, career/life balance,
empowerment, ethics and social responsibility, organizational culture, valuing
differences, group problem solving and decision making.
HDEV 453. PROFESSIONAL PRACTICE AND DEVELOPMENT
Examination of factors promoting positive behavior, growth and change in
professional relationships: professional-client, supervisor-staff,
colleague-colleague. Development of students’ individual professional personas
and styles.
HDEV 454. LEADERSHIP AND CHANGE IN ORGANIZATIONS
Examination of leadership theory and processes in organizations.
Characteristics and types of effective leaders; motivation; role of followers;
context; values and ethics; leadership development. Exploration of models and
methods for promoting positive change. Change processes; action research;
interviewing and interventions; resistance to planned change, groups and change;
consulting; evaluating organizational change.
HDEV 455. MEDIATION AND THE ADVERSARY PROCESS
Major examples of tension between conscience and law for individuals and
groups; source of conscience; nature of law; personal strengths; social
pressures. Intensive study of mediation as an emerging, successful methodology
for conflict solving in America today. Comparative analysis of mediation with
arbitration and therapy, as well as the adversary/judicial system of dispute
resolution.
HDEV 456. EMPLOYMENT LAW
Court system and ways civil matters are litigated. Concepts of subject
matter and in personam jurisdiction. Pre-employment process, including
advertising and posting positions; application process; post-employment issues,
including protected and non-protected classes, civil rights statutes, internal
governance, and state and federal regulations of health and safety.
HDEV 457. OVERVIEW OF CRISIS INTERVENTION
Foundations in crisis and trauma theory. Exploration of range of crisis
situations and effects. Elements of assessment, strategies for intervention and
worker self-care, with application to cases.
HDEV 458. GROUP DYNAMICS
Exploration and analysis of group and inter-group dynamics and impact on
effectiveness of work groups. Emphasis on cross-gender and cross-race dynamics.
Integration of group development theory with personal experience.
HDEV 459. INTRODUCTION TO ALTERNATIVE METHODS IN PSYCHOTHERAPY
Survey of alternative therapies in counseling to raise awareness of
practitioner. Topics include hypnosis, gestalt, narrative, dance, art, drama,
visualization and other therapies. Workshop format with presentations by
practitioners.
HDEV 460. TEACHING AND LEARNING IN A DIVERSE WORLD
Different learning theories affecting teaching and the classroom.
Understanding of early and contemporary learning theorists; variety of
strategies to foster learning; consideration of learning needs of individual
students.
HDEV 461. HELPING PROFESSIONS: COMPARATIVE AND CRITICAL PERSPECTIVES
Major overview and synthesis of psychotherapy, social work and education,
and secondary review of ministry and criminal justice as helping professions.
Historical roots; ideological assumptions; role and function in selecting and
treating clients; training programs and professional ethics. Gaps and
deficiencies in theory and practice; societal reactions to efficacy of the
professions; criticism and defense of the professions.
HDEV 475. PRACTICUM IN HUMAN DEVELOPMENT
Interrelationship of theory and practice explored in class seminar and field
placement. Social, cultural, historical, economic and political factors guiding
practice within field setting. Students must obtain approval of proposal for
field experience from their faculty adviser in the semester before registering
for the practicum. Prerequisites: HDEV 200 and HDEV 300.
HDEV 480A-M. TOPICS IN SERVICE SYSTEMS
Special topics in Service Systems curriculum area. Topics vary in different
semesters.
HDEV 480N-Z. TOPICS IN PRACTICE
Special topics in Practice curriculum area. Topics vary in different
semesters.
HDEV 495. INTERNSHIP var. cr.
A learning experience integrating theory with practice in a health, human
service, criminal justice, community, education, non-profit or business setting.
Faculty sponsor required. Open only to matriculated students in the Division of
Human Development.
HDEV 497. INDEPENDENT STUDY var. cr.
Individual research of special topics not offered elsewhere in the
curriculum. Demonstrated academic ability and approval of proposed subject
matter are required. Open only to matriculated students in the Division of Human
Development. Consent of instructor required.
[ TOP ]
MASS 500. PRACTITIONER AS RESEARCHER
Introduction to wide variety of approaches in social science research. Aims
to prepare students to plan, implement and utilize social science research in
their lives as citizens, professional practitioners and family members. Students
participate actively in course planning, with attention to research aims,
design, data analysis and interpretation, and utilization. This course is
recommended to be taken as student’s first MASS course; it must be taken
within first 12 credits in MASS. Open only to matriculated MASS students.
MASS 506. SIBLING VIOLENCE
Sibling violence across the life cycle, cultures and diverse populations.
Relationships between sibling violence and other social problems.
MASS 507. HUMAN ECOLOGY: A STUDY OF INTERRELATIONSHIPS AMONG PEOPLE,
FAMILIES AND ENVIRONMENTS
Diversity of environments and people living and interacting in them.
Examination of environments from perspectives of influence, interdependency,
change, maintenance, value, wellness, impactors pressing on them. Forces and
issues to help human service professionals deal with ecology of the environments
in which people exist and interact.
MASS 508. FOUNDATIONS OF SOCIAL SCIENCE
Consideration of social sciences as justifiable modes of inquiry. Credible
and logically coherent knowledge claims, valid research methods. Historical and
sociological constitution of current norms in social science, domination of
statistical methods, centrality of notion of social science
"findings." Alternative methodologies of re-search and implications.
Works of Kuhn, Feyerabend; feminist standpoint theory; contemporary critiques of
social science.
MASS 509. SOCIAL WORK PRACTICE IN HEALTH CARE
Introduction to social work services relevant to medical settings and
settings where workers need to be attentive to physiological concerns. Range of
theories and practices critical for work in healthcare settings, including
hospitals, outpatient clinics, nursing homes, drug and alcohol rehabilitation
centers. Special attention to settings serving diverse ethnic and immigrant
populations. Differential assessment and intervention practices, various
consultation services, interdisciplinary practices and evaluations relevant to
present day medical social work.
MASS 510. PERSONALITY THEORIES
Exploration of distinctive features of major personality theories and their
implications for everyday living and professional practice. Perennial concerns
of humankind, as portrayed by such thinkers as Freud, Jung, Adler, Fromm, Horney,
Sullivan, Murray, Goldstein, Maslow, Rogers, Erickson, Lewin, Skinner and
current feminist research. Emphasis on sharing ideas and themes that have a
direct bearing on effective, significant living in the students’ personal and
professional worlds.
MASS 511. THEORY AND PRACTICE OF COUNSELING
Overview of major counseling theories. Emphasis on how theories illuminate
practice. Detailed look at psychotherapy and understanding ways relationship
between client and therapist can be used to guide therapeutic interventions. Use
of counseling techniques in everyday situations; crisis intervention;
cross-cultural issues.
MASS 512. GROUP AND INDIVIDUAL DYNAMICS
Examination of interaction between individuals and groups. Through
participation in group and experiential activities, the class explores
individual and group behavior as a function of group processes and phases of
development.
MASS 513. APPROACHES TO BRIEF TREATMENT
Various time-limited treatment models for working with individuals, families
and groups. Examination and critique of task-centered, solution-focused,
strategic, crisis intervention, cognitive and psychodynamic approaches.
Consideration of brief treatment across the life cycle, across cultures and with
diverse populations.
MASS 514. HELPING PROFESSIONS: COMPARATIVE AND CRITICAL PERSPECTIVES
Major overview and synthesis of psychotherapy, social work and education,
and secondary review of ministry and criminal justice as helping professions.
Historical roots; ideological assumptions; role and function in selecting and
treating clients; training programs and professional ethics. Gaps and
deficiencies in theory and practice; societal reactions to efficacy of the
professions; criticism and defense of the professions.
MASS 515. PSYCHOLOGY OF GENDER
Theoretical approaches to the psychology of gender. Among these approaches
is the social construction of "difference" vs. essentialism and the
notion of continuums.
MASS 516. COUNSELING AND CHANGE PROCESSES
Overview of counseling processes designed to improve professional
communication skills. Focus on active listening, reflection, questioning
techniques, cognitive reframes, functional analysis, etc. Change processes
emphasized should be useful to counselors, caseworkers, administrators,
educators, human resource management personnel and others. Gender, social class,
and ethnic and sexual diversity issues addressed.
MASS 517 (also EDUC 572). EXPANDING PERSPECTIVES ON CHILDREN
Professionals and those preparing to work with children in such areas as
medicine, social work, psychology and education share and expand theories-in-use
that guide their practice with children. Formal and informal sources of current
knowledge about children’s growth and development.
MASS 518 (also EDUC 504). MULTICULTURALISM AND THE PRACTICE OF SCHOOLING
Examination of diverse cultural backgrounds of students and teachers; ways
in which these differences affect the practice of schooling, particularly in
early childhood, elementary, and secondary educational settings. Nature of
"education that is multicultural" and link to issues of school
culture, educational policy, community relations, curriculum, classroom
interactions, teaching styles, student learning, grouping practices, labeling,
assessment and the need to develop strategies for the improvement of educational
practice. Dynamics of race, class, gender, ethnicity, religion, disability and
sexual orientation; effects on schooling.
MASS 519. EXISTENTIAL-HUMANISTIC COUNSELING
Jungian analytical psychology provides framework to discuss existential
relations to counseling and in-depth psychological interventions. Utilization of
psychospiritual teachings and practices in myths/storytelling, active
imagination, meditation, dream analysis and development of personal rituals.
Students select a therapeutic model for in-depth exploration and personal
integration.
MASS 520 (also EDUC 530). ADOLESCENT PSYCHOLOGY AND EDUCATION
Advanced study in the psychological, social and education characteristics
and needs of adolescents. Research and theory relative to cognitive development
and functioning, self-development, and peer and adult relationships of
non-handicapped and handicapped youth emphasized. Fieldwork may be required.
MASS 521. ADULT DEVELOPMENT
Integrates theory with experiences, provides yardsticks for evaluating own
development. Implications of life cycle development for professional fields of
counseling, education, human resource development and management. Identity,
intimacy, finding work, generativity, mid-life transitions, finding and becoming
a mentor, life review. Debate between life stage theorists and those who
conceptualize development as independent of age and stage. Comparison of
developmental issues of men and women.
MASS 522 (also EDUC 501). CRUCIAL ISSUES IN EDUCATION
Interdisciplinary framework for the study of contemporary educational
problems. Analysis and criticism of current issues, uncovering historical,
sociological, philosophical and economic foundations. Special attention to
cultural diversity, educational equity and institutionalized forms of oppression
such as racism, sexism, classism and homophobia.
MASS 523. FOLK/POPULAR EDUCATION
Different theories and practices of folk education. Comparison and
connection of Antonio Gramsci’s and Paulo Freire’s work. Examination of
relationship between folk education and radical social change. Focus on folk
education movement in Latin America and in communities of color in the U.S.
MASS 524 (also ECEE 502). CHILD GROWTH AND DEVELOPMENT
Cognitive, psychosocial and aesthetic development of children from birth to
age 12. Impact of poverty, racism, gender and social class on child growth and
development. Roles of the teacher and the schools embedded in societal context.
Course project involves a child study based on direct interaction with a child
and family.
MASS 525. COUPLES AND FAMILY THERAPY
Theoretical foundations, practice applications and ethical issues of major
schools of family therapy. Progression from first contact with family,
assessments, intervention techniques, termination process. How issues of
socioeconomic class, race, gender, sexual orientation and ethnicity are
addressed within the family therapy context.
MASS 526. HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT I
Foundation of human behavior and the social environment as a basis for
direct practice with individuals and families and for the management of social
service programs. Individuals and families are viewed as transacting with their
environments throughout the life course. This perspective provides students with
a framework for understanding the range of normal bio-psycho-social development.
MASS 527. HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT II
Continuation of Human Behavior in the Social Environment I. Focus on
psycho-social dysfunction. Emphasis on multiple determinants of human behavior,
including biological, psychological, social and environmental factors.
MASS 528. ADULT DISORDERS
Development of problems in adulthood using various theoretical models.
Exploration of pathology through ego psychological, cognitive/behavioral and
environment theories. Attention to biological nature or basis of many adult
disorders. Attention
to cultural and gender bias in psychopathology.
MASS 529. TROUBLED FAMILIES/TROUBLED CHILDREN
Examination of family functioning characteristics, including socialization
practices, supervision, discipline, parent/child relations, family conflict,
marital discord. Stress and disorganization, violence, parental mental health
and family isolation in relation to problem behavior among children and
adolescents. Exploration of both risk and resiliency.
MASS 530. MOTHERING: FEMINIST PERSPECTIVES
Interdisciplinary course exploring nurturing or caring aspects of women’s
experiences. Facts, theories, emotions, ideals as seen by selected scholars in
history, psychology, sociology, political science, literature. Assumption that a
feminist perspective is practical as well as theoretical, and that it
illuminates possibilities for the future as well as criticizes limitations of
the present.
MASS 531. WOMEN IN THE WORKPLACE
Historical development, ethnic diversity and current social relations that
shape women’s situations in their workplaces. Case studies of specific
occupations and comparative analysis of the labor process. Current theories of
the labor process and assessment of their explanatory power with relation to
women workers.
MASS 533. WOMEN AND VIOLENCE
Ways in which race, ethnicity, class, levels of education, culture and/or
nationality shape women’s lives in connection with violence and each other.
Ways in which violence has been perceived and lived by women of color; ways in
which these issues have affected and divided women of color. Public policy and
service delivery; origin and development of organized women’s movements in the
U.S.
MASS 534. COMPLEX UNITY
Seminar in political theory. Focus on notions of solidarity and coalition
that are not dependent on agreement and sameness. Need for theorizing and
constructing such solidarity are explored. Investigation of political deployment
of notions of nation, community, identity.
MASS 535. SUBSTANCE ABUSE
Examination of epidemiological information and etiological determinants of
substance abuse, including physiological, psychological and social factors.
Examination of specific substances of abuse, including alcohol and other
depressants, as well as stimulants, hallucinogens, nicotine and caffeine.
Evaluation and treatment issues. Attention to special populations affected by
substance abuse and addiction.
MASS 537. TRAUMA AND RECOVERY
Examination of human adaptations to traumatic events. Historical and social
context in which trauma has been identified and explored. Stages of recovery,
framework for clinical work with traumatized people.
MASS 539 (also EDUC 594). SOCIAL ACTION AS CURRICULUM
Involving students in an effort to revitalize public education. Pursuit of a
local or national social action interest; development of related integrated
curriculum. Documentation of work on the project in context of a qualitative
research effort. Graded S/U only.
MASS 540. LEADERSHIP AND CHANGE IN ORGANIZATIONS
Exploration of the leadership process through case examples. Examination of
characteristics of successful and exemplary leaders in contemporary society.
Early lives of leaders, their lifestyles and values, successes and failures.
MASS 541. POWER AND INFLUENCE IN ORGANIZATIONS
Review and analysis of power and influence in organizations in contemporary
society. Roles and interactions of individuals, small groups and organizational
units in accomplishing the objectives of an organization. Organizations from
private, public and volunteer sectors are used to compare the similarities and
differences in managing power and influence. Current theories are applied to
actual practice in class discussion and individual student projects.
MASS 543 (also EDUC 506). TEACHING, LEARNING AND SCHOOLING
An introduction to the school as a social institution and to issues
pertaining to teaching, learning and schooling. Exploration of the relationship
between culture, teaching and learning; constructivist model of learning,
including its implications for teaching and schooling; structure and social
purposes of schooling; how students and teachers experience schooling; ideas and
issues related to school reform. Some field experience required in local
elementary/secondary schools. This course does not meet any program requirements
in the Division of Education, nor does it count for New York state teacher
certification.
MASS 544 (also EDUC 541). APPLIED RESEARCH TECHNIQUES
Basic issues in educational research; development of critical skills as
consumers of research. Qualitative and quantitative methodologies; experimental,
quasi-experimental and single-subject research designs. Issues of validity,
reliability and sampling; descriptive and inferential statistics.
MASS 545 (also EDUC 516 and SPED 516). LEARNER-CENTERED, COMMUNITY-BASED
INSTRUCTION
Examination of the theory and practice of creating learner-centered
classrooms; building learning communities where students are actively involved
in linking the curriculum to their lives and communities. Access to a classroom
for implementation is required. Graded S/U only.
MASS 546 (also EDUC 502). FOUNDATIONS OF MULTICULTURAL EDUCATION
Exploration of diverse educational experiences of women, ethnic and racial
minorities in the U.S. Ways in which power, equity, cultural politics,
empowerment, imagination and the social construction of identity produce
cultures and invest them with a range of meanings. Specific cultures and
sub-cultures are studied. Criteria for understanding diversity as broadly
defined and consideration of the complex dynamics of race, gender, sex and
class, and the pedagogical issues posed by diversity. Students collectively or
individually define and explore an area of relevant interest. A series of short
papers and one research project are required. Consent of instructor is required
for non-matriculated students.
MASS 547 (also EDUC 559). FUNDAMENTALS OF LIMITED ENGLISH PROFICIENCY (LEP)
EDUCATION
Exploration of the social, historical, cultural and linguistic elements that
define the LEP population; discussion of ways to work with them effectively.
Emphasis on assessment of LEP students in academic settings, impact of current
legislation, effective teaching and communication strategies. Course designed
for those preparing to work in settings that include Limited English Proficiency
population.
MASS 548. SOCIAL WORK PRACTICE IN THE SCHOOLS
Policies and organizational components guiding school social work. Range of
theories and practices relevant to work in schools, including practices relevant
to all schools and those that are unique to a particular school. Urban, rural,
elementary, high schools; settings serving diverse ethnic and immigrant
populations. Differential assessment and intervention practices, various
school-linked services, consultation, interdisciplinary practice and evaluation.
MASS 549. FUTURES AND THE HUMAN SERVICES
Forces of change and trends challenging human services in the future.
Necessary actions required to guide human services through the many transitions
that lie ahead.
MASS 550. RACE AND ETHNICITY IN AMERICAN SOCIETY
Historical and sociological analysis of racial and ethnic controversies in
American history and society. Background on the historical development of
relationships between dominant and minority groups in American society;
examination of racial and ethnic issues in contemporary America.
MASS 551. THE AMERICAN DREAM: IMAGE/ILLUSION/REALITIES
Social, economic, political, psychological, literary and popular cultural
themes surrounding questions of the "American Dream"; its illusory
qualities and its approximation to social reality. Values related to success,
pleasure, morality and care; rationality, individualism, community.
MASS 552. RACE AND HISPANIC CARIBBEAN PEOPLES
Past and present contexts of how race has been experienced among peoples in
and from the Hispanic Caribbean. Broad historical settings and socio-cultural
circumstances of the question of race. Racial identities, questions of gender,
class and sexuality in Caribbean and U.S.
MASS 553. COMMUNITY AND IDENTITY
Viable models toward formation of a resistant/decolonized subjectivity.
Borders, exile, nomadism, margins, traveling, war of position, war of maneuver,
community, home, nation, as examples of such models. Metaphorical or real places
or locations from which to think about, fashion and refashion identities and
struggles against oppression(s).
MASS 554. NARRATIVE STUDY OF LIVES
Interdisciplinary investigation through film, literature and storytelling of
narrative concept and methodology in the study of women’s and men’s lives.
Is the narrative study of lives just any story, or history? Does it have to
conform to a certain structure or carry a message? How is it related to
identity, culture and language? Does it differ, in any systemic way, when
constructed by differences in gender, race, class or sexual preference? What is
important and what is marginal about a life story? Exploration of the concepts
of subjectivity and reflexivity in relationship to people’s ways of knowing.
MASS 555. CROSS-CULTURAL PERSPECTIVES: PUERTO RICO 2 cr.
Comparative ethnographic study of social structure and crucial issues in
Puerto Rico and the U.S. Special emphasis on education and human services.
Cross-cultural, historical and political interdisciplinary analysis of target
cultures. Students will work in groups to explore local issues related to
education and human services and develop a plan for examining these issues in
Puerto Rico. Must be taken concurrently with MASS 556. Consent of instructor
required.
MASS 556. CROSS-CULTURAL PERSPECTIVES: PUERTO RICO 2 cr.
On-site study in Puerto Rico of issues explored in MASS 555. Must be taken
concurrently with MASS 555. Consent of instructor required. Study abroad
coordinated by the Office of International Programs. Travel costs in addition to
course tuition.
MASS 560 (also EDUC 560 AND SPED 560). CONFLICT RESOLUTION IN EDUCATIONAL
AND COMMUNITY SETTINGS
Conflict analysis, management and resolution in educational and community
settings with sensitivity to issues of race, class and gender. Explores
practices that are non-violent, non-coercive and effective in building solid and
satisfactory personal and group relations. Reflection on root causes of
conflict; development of conflict resolution skills and practices for those
involved in educational and community settings. Team-taught with SPED 560.
MASS 561. PEACE AND WAR
Cross-disciplinary introduction to the study of peace. Lecture and
discussion format with faculty from various departments and schools; class
discussion; analysis of lectures and required readings.
MASS 562. OVERVIEW OF CRISIS INTERVENTION
Transitional and developmental crises and range of crisis situations.
Definition of crisis and impact of trauma on individual, family, group,
community. Coping strategies for dealing with aftermath of crisis event and
approaches to crisis intervention. Processes involved in helping people who have
experienced trauma; trauma debriefing methods.
MASS 575. INTEGRATIVE SEMINAR
Students define, research, refine and successfully complete an integrative
paper or project. Paper must involve an interdisciplinary social science topic
or issue, be relevant to student’s educational and professional goals and
demonstrate competence in relevant theory and practice. This capstone course in
the MASS program is to be taken during the student’s last semester. Open only
to matriculated MASS students. Prerequisites: MASS 500 and completion of 28
other credits.
MASS 580. SPECIAL TOPICS IN MASS
Special topics vary from semester to semester.
MASS 595. INTERNSHIP 1-4 cr.
An applied learning experience for advanced students integrating theory with
practice in a health, human service, criminal justice, community, education,
non-profit or business setting. Faculty sponsor required. Open only to
matriculated MASS students. Maximum number of credit hours for one internship is
four hours.
MASS 597. INDEPENDENT STUDY 1-4 cr.
Independent study can include research or projects in areas of special
interest to MASS students that are not available as regular course offerings.
Demonstrated academic competence in the subject area and consent of the
instructor. Maximum number of credit hours for one independent study is four
hours.
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