Human Development & Family Sciences (HDFS)

HDFS 1351. Lifespan Development.

This course provides a comprehensive overview of the developmental principles that shape human behavior across the lifespan. Students explore development from conception to death, with particular emphasis on adult development. Students examine major theories and empirical research to understand the complex interplay of physical, cognitive, and socioemotional factors that shape development. Through analysis of real-world examples, students learn developmental patterns, consider individual differences, and evaluate how people navigate key transitions and challenges across the lifespan.

HDFS 1355. Introduction to Family Relationships.

This course introduces students to the scientific study of family relationships across the lifespan. Topics include patterns of family formation, the establishment and maintenance of interpersonal and marital relationships, parenting, communication and conflict within families, variation in family structures and processes, and other aspects related to individual and family relationships through the lifespan. Students explore major theoretical frameworks and empirical findings that inform the study of family processes, with attention to how individual characteristics and contextual factors shape relationship dynamics. Emphasis is placed on understanding empirical findings and applying concepts to real-world scenarios.

HDFS 2311. Statistics and Data Analysis for Human Development and Family Sciences.

This course is an introduction to statistical concepts within the field of Human Development and Family Sciences. Students analyze how data are used to explore developmental and family related questions. The course emphasizes the use of statistical software to summarize, analyze, and interpret data relevant to social and behavioral research. Students examine foundational methods, underlying assumptions, and common limitations of quantitative analysis. Students report statistical findings and interpret statistical results reported in scientific literature, government publications, and media sources.

HDFS 2351. Child Development.

This course examines developmental changes from the prenatal period through adolescence, emphasizing major theories, research findings, and methodological approaches used in the scientific study of development. Students explore physical, cognitive, and socioemotional domains and consider how individual differences arise through complex interactions among biological and contextual influences. The course integrates ethical considerations in developmental research and provides guided observational experiences that allow students to connect course concepts to real world settings.

HDFS 2353. Principles of Guidance.

This course examines research, theory, and evidence based practices related to children’s social and emotional development. Students analyze how observation tools and techniques, environmental factors, and theoretical perspectives contribute to understanding children’s behavior and the development of guidance strategies. The course includes structured participation in the Child Development Center, where students apply course concepts through supervised observation and practice. Through these experiences, students learn to evaluate developmentally appropriate guidance approaches using discipline specific terminology and research supported frameworks. Prerequisite: HDFS 2351 either with a grade of "D" or better.

HDFS 3303. Professional Development in Human Development and Family Sciences.

This course introduces the Human Development and Family Sciences discipline and its professional applications. Students will explore career opportunities in Human Development and Family Sciences, examine employment trends, compare Human Development and Family Sciences to related fields, and learn about professional roles and behaviors. Students will also evaluate scholarly literature, practice scientific writing and learn strategies for presenting research to academic and community audiences. Emphasis is placed on developing career-planning materials and engaging with peer-reviewed research. Prerequisite: HDFS 1351 and HDFS 1355 both with a grade of a "D" or better.

HDFS 3344. Introduction to Infant and Early Childhood Mental Health.

This course introduces the scientific study of infant and early childhood mental health, with emphasis on social and emotional development from the prenatal period through early childhood. Students examine research on developmental processes, risk factors, early indicators of mental health concerns, and the role of family and caregiving environments. The course also explores assessment principles, developmental disorders, and evidence based approaches to prevention and early intervention. Attention is given to the professional functions of infant mental health specialists as they observe, document, and interpret developmental and relational patterns.

HDFS 3351. Creative Experiences for Children.

This course examines developmentally appropriate creative methods, materials, and approaches used in early childhood settings across content areas such as language, literature, music, art, dramatic play, science, mathematics, technology, and social studies. Students study how creative processes support children’s learning and explore ways to design environments and activities that promote inquiry, problem solving, and expression. Emphasis is placed on understanding how observation informs curriculum planning and how various types of creative experiences align with developmental theories and research. The course includes structured participation in the Child Development Center, where students apply course concepts through supervised observation and practice. Prerequisite: HDFS 2351 with a grade of "D" or better.

HDFS 3356. Introduction to Early Childhood Intervention.

This course introduces the field of Early Childhood Intervention (ECI) through an interdisciplinary examination of its historical development, professional roles, service systems, and foundational principles. Students explore eligibility criteria, assessment tools, developmental concepts, and the structure of federally and state supported early intervention programs. Emphasis is placed on understanding how ECI professionals collaborate with families, service coordinators, and multidisciplinary teams to support children from birth to age three. The course addresses the Individualized Family Service Plan (IFSP), service delivery models, and general practices used to organize early intervention services. Students analyze how ECI systems function within broader educational and community contexts without endorsing specific policy positions or professional philosophies. Prerequisite: HDFS 2351 either with a grade of "D" or better.

HDFS 3358. Practicum in Child Development.

This course provides supervised practical experience in approved early care and education settings, allowing students to apply research supported principles of child development in real world environments. Students observe and document developmental patterns, participate in curriculum implementation, and practice developmentally appropriate teaching and guidance strategies under the supervision of qualified professionals. Emphasis is placed on connecting theory to practice, using observation to inform decision making, and developing professional communication skills. Through structured fieldwork and reflective activities, students gain foundational competence in observing, interacting with, and supporting young children in group settings. Prerequisite: HDFS 2353 and HDFS 3351 both with grades of "D" or better.

HDFS 3359. Contemporary Families.

This course examines contemporary family forms by analyzing their internal dynamics and the social, economic, and demographic contexts in which they develop. Students study trends in family prevalence, variability, and structure, and review research that investigates how families respond to changing social environments. The course emphasizes scholarly analysis of factors that shape family experiences, including policy environments, social expectations, and economic conditions. Students evaluate empirical studies, compare theoretical perspectives, and develop skills for interpreting research findings related to family functioning, strengths, and vulnerabilities. Prerequisite: HDFS 1355 with a grade of "D" or better.

HDFS 3394. Adolescent Development.

This course provides an overview of major theories and research related to adolescent development. Students explore developmental changes within biological, cognitive, emotional, and social domains, with attention to the role of families, peers, schools, and broader sociocultural environments. The course examines a range of topics relevant to adolescents’ experiences, including normative developmental tasks and factors related to adjustment. Students engage in critical evaluation of data and theoretical perspectives to better understand the complexity of adolescent development.

HDFS 4301. Internship in Human Development and Family Sciences.

This course provides supervised internship fieldwork in professional settings related to Human Development and Family Sciences. Students apply developmental and family science concepts in real-world environments while observing organizational practices, professional communication, and workplace expectations. The internship enables students to explore career paths, develop professional skills, and engage with mentors in the field. Activities may include structured tasks, supervised projects, and reflective documentation designed to support academic integration of the internship experience. Students must meet all college, school, and program requirements. Prerequisite: HDFS 1351 and HDFS 1355 and HDFS 2351 and HDFS 4355 with a grade of "D" or better.

HDFS 4304. Research on Family Experiences.

This course examines research methodologies for studying family experiences, emphasizing the design, implementation, and interpretation of empirical studies. Students will evaluate contemporary issues in family research and apply methodological frameworks to collect and analyze data. Through inquiry-based activities, the course fosters critical engagement with research design and analytical strategies, enabling students to interpret findings within scholarly contexts. By practicing systematic approaches to data collection and analysis, students will develop the ability to assess methodological rigor and articulate research outcomes for academic and applied audiences. Prerequisite: Minimum 2.5 Texas State GPA and instructor approval.

HDFS 4305. Conducting Research in Childhood.

This course introduces students to the fundamental concepts, principles, and methods used in research with children. Students examine how research questions are developed, how studies are designed, how data is gathered, and how findings are interpreted within the context of childhood. Emphasis is placed on understanding methodological approaches, evaluating research quality, and applying research results appropriately. Students also gain experience participating in aspects of the research process, such as data collection, analysis, and critical review of reports. Prerequisite: Minimum 2.5 Texas State GPA and instructor approval.

HDFS 4306. Practicum in Child Life.

This course provides a structured practicum experience in child life settings. Under the supervision of a certified child life specialist, students participate in professional activities within hospital or community environments and observe how developmental and family theories inform supportive services for children and families. The course includes professional conduct expectations, applied activities, and integration of academic concepts into practice-based contexts. Students complete fieldwork hours and engage in reflective documentation in accordance with program guidelines. Prerequisite: [HDFS 2351 or HDFS 3394] and HDFS 4353 and HDFS 4354 all with grades of “D” or better.

HDFS 4351. Families in Context.

This course examines family functions, life patterns, and socialization processes across racial, ethnic, and religious contexts, with attention to both global and U.S. perspectives. Students analyze contextual influences on family dynamics, compare similarities and differences among groups, and examine family life cycle patterns. The course integrates empirical research and theoretical frameworks to interpret family experiences, including historical events that have shaped American families. Through engagement with scholarly literature and research methods, students analyze and communicate findings for academic and applied audiences. (WI) Prerequisite: FCD 1355 or FCD 3355 or HDFS 1355 any with a grade of "D" or better.

HDFS 4352. Administration of Programs for Children.

This course introduces administrative structures, responsibilities, and professional practices involved in directing programs for young children. Topics include the historical development of childcare programs, philosophical foundations that guide program design, and ethical considerations in organizational decision making. Students examine staffing models, budget development, facility regulations, and standards associated with agency management. Emphasis is placed on understanding how administrative decisions support program quality and compliance with state and organizational requirements. The course addresses approaches for developing, evaluating, and maintaining early childhood programs. Prerequisite: HDFS 2353 with a grade of "D" or better.

HDFS 4353. Introduction to Child Life.

This course provides an overview of child life practice with a focus on how theoretical perspectives and research inform support for children and families in medical settings. Topics include developmental reactions to hospitalization, family-centered care, and coping strategies for healthcare-related stressors. The course examines the responsibilities of child life specialists, including assessment, play preparation, emotional support, and collaboration with healthcare providers. Emphasis is placed on application of evidence-based approaches in child life practice. Prerequisite: HDFS 1355 and HDFS 2351 with a grade of "D" or better.

HDFS 4354. Play and Child Development.

This course focuses on how play influences growth, learning, and coping across developmental stages. Students study the therapeutic aspects and learning objectives of play in infants, children, youth, and young adults. The curriculum addresses how settings, materials, and environmental features affect children’s play experiences. Emphasis is placed on applying developmentally appropriate play strategies in caregiving contexts and recognizing how structured and unstructured play experiences support children’s well being. The course also incorporates specific professional applications of play, such as medical play, art therapy, music therapy, and play therapy. Prerequisite: HDFS 2351 with a grade of "D" or better.

HDFS 4355. Family Theory.

This course introduces students to major theories used to understand family processes, structures, and transitions. Students analyze how frameworks such as family systems theory, bioecological theory, symbolic interactionism, social exchange theory, and family stress theory explain patterns of interaction, development, and adaptation within various family forms. Emphasis is placed on understanding the assumptions, core concepts, historical background, and methodological implications of these theories. Throughout the course, students consider how theoretical models offer multiple ways to interpret family patterns and analyze how theories guide research. Prerequisite: HDFS 1355 with a grade of "D" or better.

HDFS 4356. Administration of Human Service Organizations.

This course introduces the administration and management of human service organizations, with emphasis on staffing, budgeting, planning, and coordination in program operations. Students examine organizational structures, strategic planning processes, and problem-solving approaches relevant to agencies that serve children, families, and communities. Topics include supervision, personnel development, communication practices, grant writing, and documentation. Ethical practices are addressed in relation to professional responsibility and organizational decision-making. The course addresses evaluation of organizational needs and development of administrative tools within human service settings. Prerequisite: HDFS 1351 and HDFS 1355 with a grade of "D" or better.

HDFS 4357. Grief and Bereavement in Children, Adolescents, and Parents.

This course examines grief and bereavement across the life span with particular attention to how children, adolescents, and parents experience and understand loss. Course content addresses ambiguous loss, developmental transitions, palliative care, and the role of self awareness and self care for professionals working with grieving families. The course emphasizes analyzing research and theory to understand how bereavement processes vary across historical, current, contextual, spiritual, and religious perspectives, developmental stages and family roles. Students evaluate how child life specialists and related professionals support children and families during times of loss using evidence based, developmentally appropriate practices.

HDFS 4358. Youth and Families in Latino/a Populations.

This course explores research on youth and families in Latino/a populations within social, cultural, and ecological frameworks commonly used in developmental research. Students will distinguish among major theories used to study Latino/a families and evaluate research findings with respect to methodological rigor and sample characteristics. The course examines how environmental factors shape developmental trajectories and family relationships. Students will analyze variations in family structures across contexts. Emphasis is placed on developing analytical skills to evaluate evidence and articulate insights relevant to both academic and applied settings. (WI).

HDFS 4359. Human Welfare Across the Lifespan.

This course investigates family, partner, and community violence across the lifespan, focusing on physical abuse, sexual abuse, and psychological abuse, neglect, elder abuse, and human trafficking. Students will examine historical and theoretical perspectives alongside empirical research to evaluate causes and consequences of violence. Emphasis is placed on analyzing developmental impacts, assessing methodological rigor, and interpreting findings within scholarly frameworks. Students will develop skills to critique research, synthesize evidence, and apply best practices for working with survivors. Prerequisite: HDFS 1351 and HDFS 1355 all with a grade of "D" or better.

HDFS 4391. Independent Study in Human Development and Family Sciences.

This course provides students with the opportunity to pursue independent study in an area of Human Development and Family Sciences aligned with their academic interests. Students engage in reading, research, and scholarly inquiry to examine a focused topic selected in consultation with a supervising faculty member. Learning activities may include literature reviews, analytical writing, project development, and integration of existing research. The course emphasizes independent academic work, methodological rigor, and the development of research and communication skills essential for advanced study in the field. This course is writing intensive and supports individualized, inquiry based learning within the HDFS discipline. (WI) Prerequisite: HDFS 1351 and HDFS 1355 and HDFS 2351 and HDFS 4355 all with a grade of "D" or better.

HDFS 5159. Internship in Child Life.

This course is a structured clinical experience for students preparing for careers in child life. The course emphasizes professional conduct and ethical practices, applied skill development, interdisciplinary collaboration, and integration of academic concepts into real world practice. Students complete assigned internship hours at a clinical site under the supervision of a Certified Child Life Specialist, engage in reflective documentation, and meet all college, school, and program requirements associated with internship participation. This course is required for students in the child life concentration.

HDFS 5199B. Thesis.

This course represents a student’s continuing thesis enrollment in Human Development and Family Sciences. Under the supervision of a faculty advisor and the thesis committee, students complete their thesis research project, including data collection, analysis, interpretation, and writing of the final thesis. Through this experience, students demonstrate their mastery of advanced research design and implementation, as well as scientific writing. Students remain enrolled in this course or another alternative Thesis B course across semesters as needed until the thesis is completed and approved by the thesis committee.

HDFS 5299B. Thesis.

This course represents a student’s continuing thesis enrollment in Human Development and Family Sciences. Under the supervision of a faculty advisor and the thesis committee, students complete their thesis research project, including data collection, analysis, interpretation, and writing of the final thesis. Through this experience, students demonstrate their mastery of advanced research design and implementation, as well as scientific writing. Students remain enrolled in this course or another alternative Thesis B course (e.g., HDFS 5199B) across semesters as needed until the thesis is completed and approved by the thesis committee.

HDFS 5305. Foundations of Play.

This course examines theoretical foundations, historical perspectives, and empirical research on play in relation to child development. Students analyze major theories of play and evaluate how play is conceptualized across developmental domains. Course content includes scholarly examination of medical play, play therapy and other play-based interventions (e.g., music therapy, art therapy, and animal assisted interventions) as they are described in research and professional literature. Emphasis is placed on understanding how play is studied, applied, and evaluated in diverse professional contexts without prescribing specific practices or interventions. Through critical analysis of research findings and case examples, the course positions play as an object of scholarly inquiry relevant to developmental science and applied human development fields.

HDFS 5341. Advanced Child Development.

This course examines human development from conception through adolescence, focusing on major domains of development including physical, cognitive, emotional, and social processes. Developmental change is analyzed within multiple contexts, including families, peer groups, schools, cultural systems, and socioeconomic environments, with attention to how these contexts relate to variation in developmental processes. Major theoretical frameworks and empirical research in developmental science are used to examine key processes and mechanisms underlying developmental change across childhood and adolescence and to interpret patterns of developmental continuity and change.

HDFS 5342. Advanced Theory in Family Sciences.

This course examines major theoretical frameworks and current research in the field of family sciences. Emphasis is placed on analyzing contemporary trends in family theories, family structures, and family transitions. Students critically evaluate and compare leading theoretical perspectives, which may include family systems theory, ecological theory, symbolic interactionism, family development theory, the family life course perspective, conflict theory, family stress theory, social exchange theory, family resilience theory, attachment theory, and biosocial theory.

HDFS 5343. Child Life Specialist.

This course introduces students to the scope of child life practice and the impact of illness, injury, and hospitalization on children and families. Students study child life professional competencies, including assessment, coping, therapeutic play, psychological preparation and family-centered care. Emphasis is placed on theoretical foundations and evidence-based practices used by child life specialists when interacting with children and families in a variety of settings. Students examine research related to children’s coping and adjustment and learn to apply child life principles and professional practices in developmentally appropriate and evidence informed ways. This course includes content necessary for pursuing application to child life internships and applying for the national Child Life Certification Exam.

HDFS 5344. Infant and Early Childhood Mental Health.

This course provides an interdisciplinary understanding of infant and early childhood mental health, with emphasis on social and emotional development from infancy through early childhood. Students analyze research within the domains of developmental processes, risk factors, and the role of family, caregivers, and the environment as it relates to infant and early childhood well-being. The course explores assessment principles, developmental disorders, and evidence based approaches to prevention and early intervention. Attention is given to the responsibilities of an infant mental health specialists as they observe, document, and interpret developmental and relational patterns of children.

HDFS 5347. Grief and Bereavement in Children, Adolescents, and Parents.

This course examines grief and bereavement across the lifespan through theoretical, historical, and contemporary perspectives. Students study major models of grief, factors that influence bereavement responses, and research on varied experiences among children, adolescents, and adults. The course also investigates approaches used by child life specialists and other professionals in interactions with individuals and families experiencing loss. Evidence-based perspectives and therapeutic activities for grieving children, adolescents, and families are reviewed. Course content addresses ambiguous loss, developmental transitions, palliative care, and professional considerations related to self-awareness and self-care. This course fulfills Child Life Certification Commission requirements for grief and bereavement coursework.

HDFS 5348. Pain and Anxiety Management for Children.

This course examines theoretical, developmental, and clinical foundations relevant to understanding pediatric pain and anxiety within healthcare environments. Students study non pharmacological approaches used by child life professionals and related practitioners to support children and families during medical experiences. Emphasis is placed on assessing pain and anxiety, identifying factors that influence coping, and analyzing evidence based interventions that promote adjustment. The course also explores professional roles, communication practices, and the systematic use of observation to understand the healthcare environment. Through lectures, case examples, and applied activities, students evaluate a range of therapeutic and preparatory techniques while developing skills for communicating effectively with children, caregivers, and interdisciplinary teams.

HDFS 5350. Research Design and Methods in Human Development and Family Sciences.

This course provides an in-depth examination of research design and methods in human development and family sciences. Topics include the nature of scientific research, ethical principles, sampling techniques, levels of measurement, reliability, and validity. Students explore major socio-behavioral research approaches, including survey, qualitative, and experimental methods, as well as basic data analysis. Emphasis is placed on the critical evaluation of research reports, with attention to methodological rigor, internal and external validity, and the interpretation of findings in developmental and family research.

HDFS 5352. Issues in Human Development and Family Sciences.

This course examines current issues in human development and family sciences through conceptual, methodological, and multidisciplinary lenses. Students study how contemporary research frames questions in the field, how theories guide interpretation, and how methodological choices shape conclusions. Attention is given to evaluating empirical findings, comparing disciplinary approaches, and considering how research informs professional practice across a variety of settings. Emphasis is placed on developing the ability to assess evidence, engage with multiple perspectives, and understand how scientific inquiry contributes to knowledge in human development and family sciences.

HDFS 5354. Administration and Evaluation of Family and Child Service Programs.

This course examines the management and effectiveness of family and child service programs. Topics include program planning and design, management and leadership practices, survey and assessment development, program implementation, evaluation methods, fiscal management, and professional standards. Students analyze and assess how programs operate and are adapted across different community contexts and organizational settings. Program areas may include parenting and family support services, youth programs, early childhood programs, trauma-informed and mental health services, and community health and wellness initiatives.

HDFS 5355. Advanced Independent Study.

This course is an advanced study of a topic in Human Development and Family Sciences. Students engage in reading, research, and scholarly inquiry to examine a focused topic selected in consultation with and approved by a supervising graduate faculty member. The course emphasizes independent academic work and research practices relevant to advanced study in the field. Emphasis is placed on research competency, theoretical integration, methodological approaches, and scholarly communication appropriate to graduate-level study. The course may be repeated once for credit when the topic of study varies.

HDFS 5357. Comparative Studies in Child Development.

This course focuses on the study of contemporary issues affecting children in varied contexts. Students explore how values, beliefs, and policy environments influence developmental processes and practices that support children. Emphasis is placed on reviewing and evaluating empirical research, understanding multidisciplinary perspectives, and examining how global and national policies relate to children’s daily experiences. The course addresses evidence-based interpretation of research while considering diverse viewpoints and professional responsibilities in human development and family sciences.

HDFS 5358. Practicum in Human Development and Family Sciences I.

This course provides a structured, supervised practicum experience in human development and family sciences settings. Students engage in applied professional activities under the guidance of a graduate faculty instructor and an on-site professional supervisor. The course emphasizes the application of disciplinary theoretical perspectives, professional standards, and workplace practices in real world contexts. Through reflective assignments and structured supervision, students examine and experience the relationship between academic preparation and professional roles within human development and family sciences organizations.

HDFS 5359. Practicum in Human Development and Family Sciences II.

This course provides a continued, supervised practicum experience in human development and family sciences settings. Students engage in applied professional activities under the guidance of a graduate faculty instructor and an on-site professional supervisor. The course emphasizes the application of disciplinary theoretical perspectives, professional standards, and workplace practices in real world contexts. Through reflective assignments and structured supervision, students examine and experience the relationship between academic preparation and professional roles within human development and family sciences organizations. Utilizing knowledge and skills gained in Practicum 1, students complete an in-depth research informed project and report that examines professional experiences, organizational contexts, and applied problem solving within the field. Prerequisite: FCD 5358 or HDFS 5358 either with a grade of "CR".

HDFS 5394. Advanced Adolescent Development.

This course provides an in-depth examination of major theories and research on adolescent development. Students study biological, cognitive, and social transitions while analyzing how family, peer, school, and broader sociocultural contexts shape adolescent developmental processes. Emphasis is placed on investigating risk and protective factors that explain variability in adolescents’ psychosocial adjustment. Students synthesize theoretical perspectives and empirical research to develop evidence-based practice and policy recommendations that address real-world challenges and promote positive development among contemporary adolescents.

HDFS 5399A. Thesis.

This course represents a student’s initial thesis enrollment. As a structured research experience, this course is where students earn course credit for preparing their thesis proposal. Students complete supervised research under the direction of a graduate faculty member and in collaboration with their thesis committee members. This course covers the formulation of a research topic and research questions or hypotheses, the development of a critical review of literature, the application of a research design, and the writing of the thesis proposal. This course is repeatable for credit. No thesis credit is awarded until a thesis course like HDFS 5399B is completed.

HDFS 5399B. Thesis.

This course represents a student’s continuing thesis enrollment in Human Development and Family Sciences. Under the supervision of a faculty advisor and the thesis committee, students complete their thesis research project, including data collection, analysis, interpretation, and writing of the final thesis. Through this experience, students demonstrate their mastery of advanced research design and implementation, as well as scientific writing. Students remain enrolled in this course or another alternative Thesis B course (e.g., HDFS 5199B) across semesters as needed until the thesis is completed and approved by the thesis committee.

HDFS 5599B. Thesis.

This course represents a student’s continuing thesis enrollment in Human Development and Family Sciences. Under the supervision of a faculty advisor and the thesis committee, students complete their thesis research project, including data collection, analysis, interpretation, and writing of the final thesis. Through this experience, students demonstrate their mastery of advanced research design and implementation, as well as scientific writing. Students remain enrolled in this course or another alternative Thesis B course (e.g., HDFS 5199B) across semesters as needed until the thesis is completed and approved by the thesis committee.

HDFS 5659. Internship in Child Life.

This course is a structured clinical experience in child life settings. The course includes professional conduct, ethical practices, applied activities, interdisciplinary collaboration, and integration of academic concepts into real-world practice. Students complete internship hours at a clinical site under the supervision of a Certified Child Life Specialist and engage in reflective documentation in accordance with program guidelines. This course is required for students in the child life concentration.

HDFS 5660. Advanced Practicum.

This course provides an extensive structured, supervised practicum experience of 300 hours in human development and family sciences settings. Students engage in applied professional activities under the guidance of a graduate faculty instructor and an on-site professional supervisor. The course emphasizes the application of disciplinary theoretical perspectives, professional standards, and workplace practices in real-world contexts. Through reflective assignments and structured supervision, students examine and experience the relationship between academic preparation and professional roles within human development and family sciences organizations. Prerequisite: Instructor approval.

HDFS 5999B. Thesis.

This course represents a student’s continuing thesis enrollment in Human Development and Family Sciences. Under the supervision of a faculty advisor and the thesis committee, students complete a thesis research project, including data collection, analysis, interpretation, and writing of the final thesis. The course includes application of research design, implementation, and scientific writing practices. Students remain enrolled in this course or an alternative Thesis B course (e.g., HDFS 5199B) across semesters as needed until the thesis is completed and approved by the thesis committee.