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.

The BA in Human Development and Learning is not a state of Illinois licensure program to become a licensed teacher. Students considering an Illinois Professional Educator Licensure program upon graduation from the HDL program should inform their advisor(s) immediately. Students should meet with their advisor(s) to discuss the specific course requirements needed to meet Illinois State Board of Education licensing regulations. These courses, or licensure requirement prerequisite courses, could possibly be integrated into an undergraduate program with enough advance planning. 

Summary of Requirements
General Education Core and Elective Courses70-75
Human Development and Learning Core Requirement Courses45-50
Total Hours120

General Education Core and Elective Courses

Required Courses
Analyzing the Natural World course a3-5
Exploring World Cultures course a3
Understanding the Creative Arts course a3
Understanding the Individual and Society course a,b3-4
Understanding U.S. Society course a,b3
Understanding the Past course a3
Two elective courses from any General Education Core category6
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.32-42
Total Hours70-75

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:

  1. A score of 22 or above on the Mathematics section of the ACT exam prior to admission to the program.
  2. Placement into MATH 121 or higher.
  3. Grade of C or better in any one of the following courses: MATH 118, MATH 121, MATH 140*, MATH 141*, MATH 160, MATH 165MATH 180, or STAT 101.
  4. Grade of C or better in a logic course in PHIL 102 or PHIL 210.
  5. 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

*Transfer students require permission of 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 course work in the core.

Core Requirements
Human Development and Learning Core15-18
Research Core6
Domains of Development and Learning Across the Lifespan6
Diverse Populations and Learning Contexts6-8
Human Development and Learning Electives12
Total Hours45-50
Human Development and Learning Core—Required Courses
DLG 120UIC First-Year Dialogue Seminar a1
ED 135Child and Youth Policies in Urban America b,c3
EPSY 100Introduction to Human Development and Learning3
EPSY 150Human Development and Learning Academic Success2
EPSY 210Principles of Learning and Instruction Across the Lifespan3
Lifspan Core Sequence
Students must take one of the course sequences listed below:6
Child Development in Contemporary Society
and Adolescent through Early Adulthood Development in Contemporary Society
Adolescent through Early Adulthood Development in Contemporary Society
and Adult Development and Aging in Contemporary Society
Total Hours15-18
Research Core—Required Courses
EPSY 363Understanding and Applying Research in Human Development3
Select one of the following:3
Advanced Research Methods in Human Development and Learning
Educational Assessment and Evaluation
Systematic Approaches to Program Quality
Assessment and Evaluation of Learning Outcomes and Instructional Products
Assessment of Individuals with Disabilities
Total Hours6
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
Constructivist Approaches to Development: Piaget and Vygotsky
Advanced Educational Psychology
Social Emotional Development and Learning
Understanding Children?s Social Development & Socialization in an Urban Context
Social and Emotional Learning: Research, Practice, and Policy
Language Development, Language Acquisition and Learning
Language Development and Learning in a Diverse Society a
Language Development, Diversity, and Disabilities
Self Process and Identity Development
Self and Identity Development Across the Lifespan
Physical Development
Introduction to Sexuality Development Across the Lifespan b
Development, Health and Wellness: Conception to age 8
Total Hours6
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
Social Development of Urban Children
Family Diversity and Film: A Resilience Framework
Language Development, Diversity, and Disabilities
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
Youth Culture Community Organizing and Education
Developing Programs for Youth in Urban Contexts
ECE and Curriculum
Child, Family, and Community
Fieldwork in Human Development and Learning in Urban Contexts
Family Diversity and Film: A Resilience Framework
Political and Socio-Cultural Perspectives on Special Education
Total Hours6-8
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:12
Understanding Children?s Social Development & Socialization in an Urban Context
ECE and Curriculum
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
Developing Programs for Youth in Urban Contexts
Fieldwork in Human Development and Learning in Urban Contexts
Social Development of Urban Children
Family Diversity and Film: A Resilience Framework
Constructivist Approaches to Development: Piaget and Vygotsky
Characteristics of Early Adolescence
Early Childhood/Early Childhood Special Education: Perspectives, Policies and History
Collaborating with Families, Community, and Professionals
Total Hours12

Recommended Plan of Study

Plan of Study Grid
First Year
Fall SemesterHours
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
 Hours15
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
 Hours15
Second Year
Fall Semester
EPSY 255
Child Development in Contemporary Society
or Adolescent through Early Adulthood Development 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
 Hours15
Spring Semester
EPSY 256
Adolescent through Early Adulthood Development in Contemporary Society
or Adult Development and Aging in Contemporary Society
3
EPSY 363 Understanding and Applying Research in Human Development 3
General Education Requirement course - Exploring World Cultures 3
General Education Requirement course - Analyzing the Natural World 3
Elective 3
 Hours15
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
Research Core Selective 3
Elective 3
Elective 3
 Hours15
Spring Semester
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
Elective 3
 Hours15
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
 Hours15
Spring Semester
Human Development and Learning Elective (300- or 400-level EPSY course approved by advisor) 3
Elective 3
Elective 3
Elective 3
Elective 3
 Hours15
 Total Hours120

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.