BA in Human Development and Learning
Degree Requirements
To earn a Bachelor of Arts in Human Development and Learning from UIC, students must complete university, college, and department degree requirements. The Department of Educational Psychology requirements are outlined below. Students should consult the College of Education section for additional degree requirements and college academic policies.
HDL students choose at least one focus area to guide their course of study or an optional concentration to guide their course of study. In addition to HDL concentrations, HDL students can also earn a university minor or credentials from an external accrediting institution to prepare students for specific careers. Additional information is available on the College of Education focus areas and credentials page.
Students can earn up to two optional concentrations in HDL subdomains of interest. Four concentrations are available to students and appear on the student's transcript when earned:
- Early Childhood
- Family Studies
- Learning Design and Technology
- Youth Development
Courses appearing in concentration requirements may be used for HDL electives and core program requirement categories, when applicable. Students can refer to the specific program requirements for lists of required courses.
| Code | Title | Hours |
|---|---|---|
| Summary of Requirements | ||
| General Education Core and Elective Courses | 70-73 | |
| Human Development and Learning Core Requirement Courses | 47-50 | |
| Total Hours | 120 | |
General Education Core and Elective Courses
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| Analyzing the Natural World course a | 3-5 | |
| Exploring World Cultures course a | 3 | |
| Understanding the Creative Arts course a | 3 | |
| Understanding the Individual and Society course a,b | 3-4 | |
| Understanding U.S. Society course a,b | 3 | |
| Understanding the Past course a | 3 | |
| Two elective courses from any General Education Core category | 6 | |
| Quantitative Reasoning Requirement (see below) | 3-5 | |
| ENGL 160 & ENGL 161 | Academic Writing I: Writing in Academic and Public Contexts and Academic Writing II: Writing for Inquiry and Research | 6 |
| Electives | ||
| Select courses of interest in consultation with an advisor in order to meet the credit hours required for graduation. Electives taken in the junior and senior years must be 300‐level or above. | 32-40 | |
| Total Hours | 70-73 | |
- a
Students should consult the General Education section of the catalog for a list of approved courses in this category.
- b
ED 135 is approved for this category and is a required Core course.
Quantitative Reasoning Requirement
Human Development and Learning students must demonstrate competency in quantitative reasoning to earn a degree. Such competence can be demonstrated in any one of the following ways:
- A score of 22 or above on the Mathematics section of the ACT exam prior to admission to the program.
- Placement into MATH 121 or higher.
- Grade of C or better in any one of the following courses: MATH 105, MATH 121, MATH 140a, MATH 141a, MATH 160, MATH 165, MATH 180, or STAT 101.
- Grade of C or better in a logic course in PHIL 102 or PHIL 210.
- Transfer students may present equivalent courses taken elsewhere, for which they have received a grade of C or better, to satisfy this requirement or placement into MATH 121 or higher
- a
Transfer students require permission from the Math Department to enroll in these courses to fulfill the Quantitative Reasoning requirement.
Human Development and Learning Core Requirements
Students must earn a grade of C or better in all coursework in the core.
| Code | Title | Hours |
|---|---|---|
| Human Development and Learning Core | 20-21 | |
| Research Core | 6 | |
| Domains of Development and Learning Across the Lifespan | 6 | |
| Diverse Populations and Learning Contexts | 6-8 | |
| Human Development and Learning Electives | 9 | |
| Total Hours | 47-50 | |
| Code | Title | Hours |
|---|---|---|
| Human Development and Learning Core—Required Courses | ||
| DLG 120 | UIC First-Year Dialogue Seminar a | 1 |
| ED 135 | Child and Youth Policies in Urban America b,c | 3 |
| EPSY 100 | Introduction to Human Development and Learning | 3 |
| EPSY 150 | Human Development and Learning Academic Success a | 2 |
| EPSY 210 | Principles of Learning and Instruction Across the Lifespan | 3 |
| Lifespan Core Sequence: | ||
| EPSY 255 & EPSY 256 & EPSY 257 | Child Development in Contemporary Society and Adolescent and Early Adulthood Development in Contemporary Society and Adult Development and Aging in Contemporary Society | 9 |
| Total Hours | 20-21 | |
- a
DLG 120 and EPSY 150 are for first year students only. Transfer students are only required to take 20 hours in the HDL Core Courses.
- b
This course is approved for the Individual and Society General Education category.
- c
This course is approved for the US Society General Education category.
| Code | Title | Hours |
|---|---|---|
| Research Core—Required Courses | ||
| EPSY 363 | Understanding and Applying Research in Human Development | 3 |
| Select one of the following: | 3 | |
| Advanced Research Methods in Human Development and Learning | ||
| Educational Assessment and Evaluation a | ||
| Systematic Approaches to Program Quality b | ||
| Assessment and Evaluation of Learning Outcomes and Instructional Products c | ||
| Assessment of Individuals with Disabilities | ||
| Total Hours | 6 | |
- a
EPSY 405 can also be taken to fulfill requirements in the Early Childhood concentration.
- b
EPSY 416 can also be taken to fulfill requirements in the Youth Development concentration.
- c
EPSY 450 can also be taken to fulfill requirements in the Learning Design and Technology concentration.
| Code | Title | Hours |
|---|---|---|
| Domains of Development and Learning Across the Lifespan—Required Courses | ||
| Select one course from at least two of the following domains/areas: | 6 | |
Cognitive Development, Learning, and Instruction | ||
| Advanced Educational Psychology | ||
| Constructivist Approaches to Development: Piaget and Vygotsky | ||
Social Emotional Development and Learning | ||
| Understanding Children’s Social Development & Socialization in an Urban Context a,b | ||
| Social and Emotional Learning: Research, Practice, and Policy | ||
Language Development, Language Acquisition and Learning | ||
| Language Development and Learning in a Diverse Society c | ||
| Language Development, Diversity, and Disabilities a | ||
Self Process and Identity Development | ||
| Self and Identity Development Across the Lifespan | ||
Physical Development | ||
| Introduction to Sexuality Development Across the Lifespan d | ||
| Child Health, Safety, and Nutrition a,e | ||
| Development, Health and Wellness: Conception to age 8 e | ||
| Total Hours | 6 | |
- a
EPSY 320, EPSY 466/SPED 466, and EPSY 326 can be taken to fulfill requirements in the Early Childhood concentration.
- b
EPSY 320 can be taken to fulfill requirements in the Youth Development concentration.
- c
ED 258 is approved for the following General Education categories: Understanding the Individual and Society and Understanding U.S. Society.
- d
EPSY 242 is approved for the Understanding the Individual and Society General Education category.
- e
EPSY 326 and EPSY 426 can be taken to fulfill requirements in the Family Studies concentration.
| Code | Title | Hours |
|---|---|---|
| Diverse Populations and Learning Contexts—Required Courses | ||
| Diverse Populations | ||
| Students must take a minimum of 3 hours focused on the psychosocial development, learning, health, and/or well‐being of diverse individuals and/or families or focused on the ways that issues such as race/ethnicity, class, gender, sexual orientation, ability, or culture affect learning and development of individuals. This course is an elective but must be approved by an advisor. Courses can be chosen from within the College of Education or across the university. Examples include but are not limited to the following: | 3-4 | |
| Introduction to Race, Ethnicity, and Education a | ||
| Introduction to Gender, Sexuality, and Education a | ||
| Introduction to Sexuality Development Across the Lifespan | ||
| Understanding Children’s Social Development & Socialization in an Urban Context b,c | ||
| Observation, Curriculum, and Learning Environments for Very Young Children | ||
| Critical Perspectives in Latinx Human Development | ||
| Advanced Social Development of Children in an Urban Context | ||
| Family Diversity and Film: A Resilience Framework d | ||
| Language Development, Diversity, and Disabilities b | ||
| Understanding Students With Low Incidence Disabilities | ||
| Learning Contexts | ||
| Students must take one course specifically focused on learning and development in context. Select one of the following or an approved equivalent course: | 3-4 | |
| Adolescence and the Schools c | ||
| Youth Culture Community Organizing and Education | ||
| Developing Programs For Youth c | ||
| ECE and Curriculum b | ||
| Child, Family, and Community d | ||
| Fieldwork in Human Development and Learning in Urban Contexts | ||
| Family Diversity and Film: A Resilience Framework d | ||
| Political and Socio-Cultural Perspectives on Special Education | ||
| Human Development and Learning in the Context of Institutions | ||
| Facilitating Healthy Development in the Context of Trauma | ||
| Total Hours | 6-8 | |
- a
ED 205 and ED 222 are approved for the following General Education categories: Understanding the Individual and Society and Understanding U.S. Society.
- b
EPSY 320, EPSY 370, and SPED 466/EPSY 466 can be taken to fulfill requirements in the Early Childhood concentration.
- c
ED 445, EPSY 320, and EPSY 414 can be taken to fulfill requirements for the Youth Development concentration.
- d
EPSY 382 and EPSY 424 can be taken to fulfill requirements of the Family Studies concentration.
| Code | Title | Hours |
|---|---|---|
| Human Development and Learning Electives | ||
| Choose from any advanced‐level Educational Psychology course offerings; ED 421, ED 422, ED 445; or related disciplines at the 300 or 400 level in consultation with an academic advisor. Examples include but are not limited to: a | 9 | |
| Understanding Children’s Social Development & Socialization in an Urban Context a,b | ||
| ECE and Curriculum b | ||
| Human Development and Learning in the Context of Institutions | ||
| Youth, Families, Communities, and Justice | ||
| Advanced Research Methods in Human Development and Learning | ||
| Instructional Design and Training | ||
| Educational Assessment and Evaluation b | ||
| Developing Programs For Youth a | ||
| Fieldwork in Human Development and Learning in Urban Contexts | ||
| Advanced Social Development of Children in an Urban Context | ||
| Family Diversity and Film: A Resilience Framework c | ||
| Constructivist Approaches to Development: Piaget and Vygotsky | ||
| Characteristics of Early Adolescence a | ||
| Early Childhood/Early Childhood Special Education: Perspectives, Policies and History | ||
| Collaborating with Families, Community, and Professionals c | ||
| Total Hours | 9 | |
- a
ED 445, EPSY 320, EPSY 414, and EPSY 446 can be taken to fulfill requirements in the Youth Development concentration.
- b
EPSY 320, EPSY 370, and EPSY 405 can be taken to fulfill requirements in the Early Childhood concentration.
- c
EPSY 424 and EPSY 482 can be taken to fulfill requirements in the Family Studies Concentration.
Optional Concentrations
Students will have the option to declare up to two concentrations that enable them to gain advanced knowledge in a particular area of emphasis. Students will use hours of HDL electives toward concentration requirements. Students in good standing with a minimum 2.00/4.00 grade point average can declare a concentration any time after their first semester in the program.
Early Childhood
In this concentration, students will learn the emotional, physical, social, and intellectual development within context from infancy through childhood up to age 12. Students have the option to take additional courses toward the Illinois Gateways Level 5 Early Childhood Education Credential. Minimum semester hours: 9
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| EPSY 370 | ECE and Curriculum | 3 |
| Select two additional courses from the following list: | 6 | |
| Child Health, Safety, and Nutrition | ||
| Understanding Children’s Social Development & Socialization in an Urban Context | ||
| Educational Assessment and Evaluation | ||
| Seminar and Fieldwork in Human Development and Learning | ||
| Language Development, Diversity, and Disabilities | ||
| Foundation and Current Issues in Educating English Language Learners | ||
| Total Hours | 9 | |
Family Studies
Students in this concentration will learn about the role of families in human development and how to collaborate and work with families. Students have the option to take additional courses toward the Illinois Gateway Family Specialist Credential. Minimum semester hours: 9
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| Select three of the following courses: | 9 | |
| Child Health, Safety, and Nutrition | ||
| Child, Family, and Community | ||
| Family Diversity and Film: A Resilience Framework | ||
| Development, Health and Wellness: Conception to age 8 | ||
| Educational Programming and Community Relations for Leaders in Early Childhood Education | ||
| Seminar and Fieldwork in Human Development and Learning | ||
| Collaborating with Families, Community, and Professionals | ||
| Total Hours | 9 | |
Learning Design and Technology
Students in this concentration will learn to make effective interactive experiences, educational products, and technology-based approaches that promote learning across the lifespan. Students who select this concentration cannot also earn the Instructional Design and Technology minor. Minimum semester hours: 12
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| EPSY 380 | Instructional Design and Training | 3 |
| EPSY 450 | Assessment and Evaluation of Learning Outcomes and Instructional Products | 3 |
| Selection two courses from the following list: | 6 | |
| Print-based Instructional Materials: Design and Development | ||
| Interactive Online Instruction: Design and Development | ||
| Engaging Multimedia Instruction: Design and Development | ||
| Total Hours | 12 | |
Youth Development
In this concentration, students will learn the emotional, physical, social, and intellectual development within context of children and adolescents aged 10-25 years as well as asset-based approaches to create and support spaces, programs, and organizations that facilitate health youth development. Minimum semester hours: 9
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| EPSY 414 | Developing Programs For Youth | 3 |
| Select two courses from the following list: | 6 | |
| Understanding Children’s Social Development & Socialization in an Urban Context | ||
| Systematic Approaches to Program Quality | ||
| Adolescence and the Schools | ||
| Characteristics of Early Adolescence | ||
| Seminar and Fieldwork in Human Development and Learning | ||
| Total Hours | 9 | |
Recommended Plan of Study
| First Year | ||
|---|---|---|
| Fall Semester | Hours | |
| ENGL 160 | Academic Writing I: Writing in Academic and Public Contexts a | 3 |
| EPSY 100 | Introduction to Human Development and Learning | 3 |
| DLG 120 | UIC First-Year Dialogue Seminar | 1 |
| EPSY 150 | Human Development and Learning Academic Success | 2 |
| General Education Requirement course - Understanding the Individual and Society | 3 | |
| Elective | 3 | |
| Hours | 15 | |
| Spring Semester | ||
| ENGL 161 | Academic Writing II: Writing for Inquiry and Research a | 3 |
| ED 135 | Child and Youth Policies in Urban America b | 3 |
| EPSY 210 | Principles of Learning and Instruction Across the Lifespan | 3 |
| General Education Requirement course - Understanding Creative Arts | 3 | |
| Elective | 3 | |
| Hours | 15 | |
| Second Year | ||
| Fall Semester | ||
| EPSY 255 |
Child Development in Contemporary Society or Adolescent and Early Adulthood Development in Contemporary Society or Adult Development and Aging in Contemporary Society |
3 |
| Diverse Populations Elective | 3 | |
| General Education Requirement course - Understanding U.S. Society | 3 | |
| General Education Requirement course - Understanding the Past | 3 | |
| Quantitative Reasoning course | 3 | |
| Hours | 15 | |
| Spring Semester | ||
| EPSY 255 |
Child Development in Contemporary Society or Adolescent and Early Adulthood Development in Contemporary Society or Adult Development and Aging in Contemporary Society |
3 |
| General Education Requirement course - Exploring World Cultures | 3 | |
| General Education Requirement course - Analyzing the Natural World | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Hours | 15 | |
| Third Year | ||
| Fall Semester | ||
| Domain of Development and Learning Across the Lifespan Selective | 3 | |
| Human Development and Learning Elective (300- or 400-level EPSY course approved by advisor) | 3 | |
| EPSY 255 |
Child Development in Contemporary Society or Adolescent and Early Adulthood Development in Contemporary Society or Adult Development and Aging in Contemporary Society |
3 |
| Elective | 3 | |
| Elective | 3 | |
| Hours | 15 | |
| Spring Semester | ||
| EPSY 363 | Understanding and Applying Research in Human Development | 3 |
| Human Development and Learning Elective (300- or 400-level EPSY course approved by advisor) | 3 | |
| Domains of Development and Learning Across the Lifespan Selective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Hours | 15 | |
| Fourth Year | ||
| Fall Semester | ||
| Learning Context Selective | 3 | |
| Human Development and Learning Elective (300- or 400-level EPSY course approved by advisor) | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Hours | 15 | |
| Spring Semester | ||
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Hours | 15 | |
| Total Hours | 120 | |
Note: Electives must be selected in consultation with an advisor in the College of Education. Electives taken in the junior and senior year must be at the 300 level or above.