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2000-2001 General Catalog
University of California, Riverside
Barbara J. Tinsley, Ph.D., Chair
Program Office, 2615 Life Sciences Psychology
(909) 787-5386
http://www.psych.ucr.edu/departmental/hmdv.htm
Committee in Charge
Ruth K. Chao, Ph.D. (Psychology)
Mary Gauvain, Ph.D. (Psychology)
Ross D. Parke, Ph.D. (Psychology)
Barbara J. Tinsley, Ph.D. (Psychology)
Athena Waite, M.A. (Education)
Patricia O'Brien, Ph.D.Dean, College of Humanities, Arts, and Social Sciences, ex officio
MAJOR
The Human Development Program offers an interdisciplinary major focusing on the processes and changes that characterize human development. Because the major focus of this course of study is people, graduates typically choose careers involving service to some segment of the population. Such careers might include infant care, preschool management, teaching, counseling, welfare, probation, health delivery, or careers servicing the needs of adults or the elderly through community agencies. In addition, by appropriate selection of courses, students may acquire preparation for graduate study in various fields relating to human development, such as psychology, education, and sociology.
Human Development majors are advised by the Student Affairs advisor in the Psychology Department (http://www.psych.ucr.edu).
Degree Requirements
University Requirements
See the Undergraduate Studies section for requirements that all students must satisfy.
College Requirements
See Degree Requirements, College of Humanities, Arts, and Social Sciences, in the Undergraduate Studies Section, for requirements that students must satisfy.
Biology courses required for the Human Development B.A. degree may also be used in partial fulfillment of college breadth requirements in Natural Sciences and Mathematics.
Because Human Development is an interdisciplinary major, care must be taken in satisfying Social Sciences breadth requirements; consult departmental advisors.
Major Requirements
The major requirements for the B.A. degree in Human Development fall into three categories: foundation requirements, core requirements, and specialization requirements.
Foundation courses (36 units)
- BIOL 002 or BIOL 003 or BIOL 005A
- BIOL 034
- PHYS 007 or PHYS 008 or PHYS 020 or PHYS 021 or CHEM 003
- GEO 001 or GEO 002 or GEO 003/BIOL 010 or GEO 005 or GEO 008 or GEO 010
- One 4-unit course from the Computer Sciences, Mathematics, or Statistics departments
- PSYC 001, PSYC 002
- One set from:
a) PSYC 011, PSYC 012
b) SOC 110A, SOC 110B
c) EDUC 140 and either PSYC 012 or SOC 110A
Core courses (24 units)
- Six (6) units from one of the following: (A minimum of two quarters in the same setting is judged necessary to ensure an experience of adequate depth.): ANTH 184, EDUC 100A, EDUC 100B, EDUC 106/ HMDV 106/PSYC 106, PSYC 198G, SOC 198G, or SOC 198-I
- PSYC 130 or PSYC 132 or PSYC 134
- EDUC 109 or ETST 100 or HMDV 174/SOC 174
- PSYC 160
- EDUC 116/HMDV 116
- HMDV 193
Specialization requirements (12 units or 16 units)
There are four specialization clusters: Diversity, Exceptionality, Psychological, and Social and Cultural Contexts. Students choose either a one-cluster or two-cluster specialization.
For a one-cluster specialization, choose three courses (12 units) from one of the clusters. For a two-cluster specialization (16 units), choose two courses from two of the clusters:
Note: Courses selected by a student to complete Core may not also be counted as completing Specialization.
- Diversity: ANTH 131, ANTH 133, ANTH 140 (E-Z); EDUC 109; ETST 100, ETST 113/HISA 134; ETST 121, ETST 122, ETST 124, ETST 131, ETST 137; ETST 164/HMDV 164/PSYC 164, ETST 167/PSYC 167, ETST 168/PSYC 168; ETST 127/SOC 127, ETST 136/SOC 136, ETST 165/SOC 165; SOC 130, SOC 140, SOC 141, SOC 162, SOC 177E, SOC 177F
- Exceptionality: EDUC 110, EDUC 117/HMDV 117, EDUC 120/HMDV 120, EDUC 129/HMDV 129, EDUC 130/HMDV 130, EDUC 131/HMDV 131
- Psychological: HMDV 135/PSYC 135, HMDV 161/PSYC 161, HMDV 162/PSYC 162; HMDV 163/PSYC 163 or ANTH 165; PSYC 169
- Social and Cultural Contexts: ANTH 104, ANTH 107, ANTH 125, ANTH 132, ANTH 144; ANTH 164/LNST 164/WMST 164; ETST 163/SOC 163; HMDV 160/SOC 160, HMDV 174/SOC 174; HMDV 182/SOC 182/URST 182; SOC 142, SOC 144, SOC 175, SOC 183H
Waiver Program for the Multiple Subject Teaching Credential
By completing the Human Development major and taking certain additional specific courses and additional units in specific areas, the Multiple Subjects Assessment for Teachers (MSAT) portion of the Praxis II test is waived. (The CBEST must still be taken.) Ask for a copy of the Waiver Program description and worksheet in the Human Development Program office. Students who intend to work toward a teaching credential should read the section in this catalog under Education entitled Credential Programs.
UPPER-DIVISION COURSES
HMDV 106. Practicum in Child Development. (4)
Lecture, three hours; practicum, three hours. Prerequisite(s): upper-division standing; consent of instructor is required for students repeating the course. Introduction to sociocultural perspectives of child development. Topics include sociocultural theories of development, motivational aspects of learning, technology in education, and school-home linkages. Application of child development theories and research related to them takes place during fieldwork assignments in an after-school, computer-based program for elementary school students. Course is repeatable. Cross-listed with EDUC 106 and PSYC 106.
HMDV 116. The Exceptional Child. (4)
Lecture, three hours; term paper, three hours. Prerequisite(s): upper-division standing. Characteristics of individuals with physical and mental disabilities, emotional disturbance, visual impairments, deaf, or gifted. Emphasizes educational programs and considers the effects of gender, socioeconomic, ethnic, and linguistic factors. Cross-listed with EDUC 116.
HMDV 117. Mental Retardation. (4)
Lecture, three hours; term paper, three hours. Prerequisite(s): upper-division standing. The organic and cultural basis of mental retardation. Physical, psychological, emotional, and social development of persons with mental retardation. Covers mild and severe forms of mental retardation. Does not meet requirements for the Special Education Teaching Credential. Cross-listed with EDUC 117.
HMDV 120. Guidance in Special Education. (4)
Lecture, three hours; term paper, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Application of principles and techniques of counseling children with disabilities and their families or guardians. Emphasizes the role of the teacher in educational, personal, and vocational (transition) guidance for exceptional children. Includes materials for working with families from diverse cultural and linguistics backgrounds. Cross-listed with EDUC 120.
HMDV 129. Educational Assessment of Individuals with Disabilities. (4)
Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Principles and techniques of assessment and educational planning for children with disabilities. Includes examination of a broad range of assessment tools for general and special education. Cross-listed with EDUC 129.
HMDV 130. Mild and Moderate Disabilities. (4)
Lecture, three hours; written outside work, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Explores characteristics, etiology, and identification of individuals with mild and moderate disabilities, history and laws influencing their treatment and education, and current education and transition issues. Includes mild and moderate retardation, learning disabilities, and emotional and behavioral disorders. Cross-listed with EDUC 130.
HMDV 131. Moderate and Severe Disabilities. (4)
Lecture, three hours; term paper, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Explores characteristics, etiology, and identification of individuals with moderate and severe disabilities, history and laws influencing their treatment and education, and current education and transition issues. Includes mental retardation, serious emotional disturbance, and autism. Cross-listed with EDUC 131.
HMDV 135. Psycholinguistics. (4)
Lecture, three hours; extra reading, three hours. Prerequisite(s): PSYC 001, PSYC 002, PSYC 011, PSYC 012; or equivalents; or consent of instructor. Introduction to psycholinguistics emphasizing the psychological implications of linguistic theory, including the effect of syntactic structure on the comprehension, production, and retention of speech; the course of language acquisition and models of the adult language user. Cross-listed with PSYC 135.
HMDV 150. Human Micro-evolution. (4)
Lecture, three hours; consultation, one hour. Prerequisite(s): ANTH 002 or ANTH 002H; relevant preparation in the life sciences; or consent of instructor. The methods of classical and population genetics applied to the understanding of evolution and variation in contemporary human populations. Cross-listed with ANTH 150.
HMDV 160. Sociology of Education. (4)
Lecture, three hours; extra reading, three hours. Prerequisite(s): upper-division standing or consent of instructor. Comparative analysis of educational institutions in complex societies and their relationship to the society's political and economic structure with an examination of the school as a societal subsystem consisting of teacher, student, and administrator roles and its own evolving subculture. Cross-listed with SOC 160.
HMDV 161. Personality Development. (4)
Lecture, three hours; discussion, one hour. Prerequisite(s): PSYC 001, PSYC 002, PSYC 011, PSYC 012 with grades of "C-" or better; or equivalents; or consent of instructor. Study of the development of human personality from birth through late adolescence. Emphasis is on the impact of interpersonal relationships on the acquisition of human traits, emotional reactions, and patterns of adjustment. Cross-listed with PSYC 161.
HMDV 162. Perceptual Development. (4)
Lecture, three hours; extra reading, three hours. Prerequisite(s): PSYC 001, PSYC 002, PSYC 011, PSYC 012 with grades of "C-" or better, PSYC 160; or equivalents; or consent of instructor. An analysis of theoretical and experimental approaches to perceptual development, with primary emphasis on human development. Cross-listed with PSYC 162.
HMDV 163. Cognitive Development. (4)
Lecture, three hours; discussion, one hour. Prerequisite(s): PSYC 001, PSYC 002, PSYC 011, PSYC 012 with grades of "C-" or better; or equivalents; or consent of instructor. An analysis of the intellectual development of the child from birth to maturity, mechanisms of intellectual growth, and the relationship between language development and cognitive development. Cross-listed with PSYC 163.
HMDV 164. Personality Development in Chicano Children. (4)
Lecture, three hours; extra reading, three hours. Prerequisite(s): PSYC 002. The affective and intellectual aspects of personality development as they pertain to the Chicano child will be extensively discussed and analyzed. The problems and rewards of an individual's identification with two cultures will be examined in detail. Cross-listed with ETST 164 and PSYC 164.
HMDV 174. Socialization and Personality. (4)
Lecture, three hours; discussion, one hour. Prerequisite(s): SOC 001 or consent of instructor. An analysis of socialization from various theoretical perspectives with emphasis on the impact of patterns of child rearing on personality development. Treatment will be historical and cross-cultural, with particular attention to the relationship among family structure, social structure, and socialization processes. Cross-listed with SOC 174.
HMDV 182. Urban Problems. (4)
Lecture, three hours; term paper, three hours. Prerequisite(s): upper-division standing or consent of instructor. An interdisciplinary examination of selected urban problems such as civil disorders, transportation, housing, welfare, and planning. Cross-listed with SOC 182 and URST 182.
HMDV 193. Senior Seminar in Human Development. (2)
Seminar, two hours. The goal of the seminar is to provide those students who are in their last or next-to-last quarter a summary experience in which they are exposed to a variety of developmental topics. In consultation with the instructor, each student will prepare a project for presentation to the seminar. The project may be a significant extension of a paper prepared for a previous course or a new reading or research project developed for the seminar.
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