Degree Requirements

Summary of Program Curriculum

Overall: 120 credit hours
Core Program Requirements: 45 – 50 credits
General Education and other university courses: 70 – 75 credits.

Program Coordinator

Human Development and Learning Core (15 -18 credits)

All students must take the following  required courses or approved equivalents:

  • UIC First‐Year Dialogue Seminar (DLG 120)* – 1 credit hour
  • Introduction to Human Development and
    Learning (EPSY 100) – 3 credit hours
  • Child and Youth Policies in Urban America (ED 135) – 3 credit hours
  • Human Development and Learning
    Academic Success (EPSY 150)* – 2 credit hours
  • Principles of Learning and Instruction Across
    the Lifespan (EPSY 210) – 3 credit hours

*Required for first year students only.

Lifespan Development Core Sequence (6 credit hours)

Students must take one of the course sequences listed below:

  • Child Development in Contemporary Society (EPSY 255) – 3 credit hours
  • Adolescents Development in Contemporary Society (EPSY 256) – 3 credit hours

-or-

  • Adolescents Development in Contemporary Society (EPSY 256)
  • Adult Development and Aging in Contemporary Society (EPSY 257) – 3 credit hours

Research Core (6 credits)

All students must take EPSY 363 (required) and must choose an Assessment and Evaluation elective or its equivalent (advisor approval needed for equivalency)

  • Understanding and Applying  Research in Human Development  (EPSY 363) – 3 credit hours

And one of the following electives:

  • Systematic Approaches to Program Quality (EPSY 416) – 3 credit hours
  • Educational Assessment and Evaluation (EPSY 405) – 3 credit hours OR
  • Assessment and Evaluation of Learning Outcomes and Instructional Products (EPSY 450) – 3 credit hours
  • Advanced Research Methods in Human Development and Learning (EPSY 373) – 3 credit hours
  • Assessment of Students with Disabilities (SPED 462) – 3 credit hours

Domains of Development and Learning Across the Lifespan (6 credits)

One course from at least two different domains/areas:

Cognitive Development, Learning, and Instruction

  • Constructivist Approaches to Development: Piaget and Vygotsky (EPSY 429) – 3 credit hours OR
  • Advanced Educational Psychology (ED 421)– 3 credit hours

Language Development, Language Acquisition and Learning

  • Language Development and Learning in a Diverse Society (ED 258)  (ED 258, counts for General Education Requirement:  Individual and Society and US Society.)  – 3 credit hours OR
  • Language Development, Diversity, and Disabilities (SPED/EPSY 466) – 3 credit hours

Physical Development

  • Introduction to Sexuality DevelopmentAcross the Lifespan (EPSY 242)– 3 credit hours OR
  • Child Development, Health and Wellness (EPSY 426) – 3 credit hours

Self Processes and Identity Development

  • Self and Identity Development Across the Lifespan (EPSY 340) – 3 credit hours

Social Emotional Development and Learning

  • Understanding Children’s Social Development and Socialization in Urban Contexts (EPSY 320) – 3 credit hours OR
  • Social and Emotional Learning:  Research, Practice, and Policy (PSCH/ED 424) – 3 credit hours

Diverse Populations and Learning Contexts

Diverse Populations – Electives

All students must take a minimum of 3 credits focused on the psycho-social development, learning, health, and/or well-being of diverse individuals and/or families or that focuses 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:  ED 205: Introduction to Race, Ethnicity, and Education; ED 222: Introduction to Gender, Sexuality, and Education (Both ED 205 and ED 222, count for General Education Requirements:  Individual and Society and US Society) SPED/EPSY 466: Language Development, Diversity, and Disabilities; SPED/EPSY 467: Social and Emotional Development and Disabilities.

Learning Contexts – Electives

In addition, students must take one course (3 – 4 credits) specifically focused on learning and development in context.  Students can choose one of the following or an approved equivalent course:

  • Youth Culture Community Organizing and Education (EDPS 480)
  • Developing Programs for Youth in Urban Contexts (EPSY 414)
  • Adolescence and the Schools (ED 445)
  • Early Childhood Education and Curriculum (EPSY 370) – 3 credit hours
  • Child Family Community (EPSY 382) – 3 credit hours
  • Family Diversity and Film: A Resilience Framework (EPSY 424) – 3 credit hours
  • Fieldwork in Human Development and Learning as a selective (EPSY 415) – 3 credit hours
  • Political and Socio‐Cultural Perspectives on Special Education (SPED 461) – 3 credit hours

HDL Electives (12 credits)

12 credits from Educational Psychology or related disciplines. HDL electives are taken after students have completed at least 12 hours of 100- and 200- level required HDL core coursework or the equivalent.  Courses are chosen in consultation with program advisor.

  • Choose from any Educational Psychology Course offerings at the 300- or 400- level in consultation with advisor.
  • Examples include but are not limited to:  EPSY 380:  Instructional Design and Training; EPSY 414; ED 421; ED 422: Advanced Developmental Psychology and Educational Processes; ED 445; EPSY 446: Characteristics of Early Adolescence; EPSY/SPED 449: Early Childhood/Early Childhood Special Education: Perspectives, Policies and History