2025-2026 Academic Catalog
Welcome to Virginia Tech! We are excited that you are here planning your time as a Hokie.
Welcome to Virginia Tech! We are excited that you are here planning your time as a Hokie.
The Department of Human Development and Family Science offers an undergraduate degree in Human Development. To earn this degree, students can major in Human Development or Early Childhood Development and Education (formerly Childhood Pre-Education). Human Development focuses on family relationships and human development across the lifespan, human service skills, and public policies and issues that impact individuals and families. Early Childhood Development and Education (formerly Childhood Pre-Education) helps students prepare for careers involving young children. The department's mission is to understand and improve the lives of people of all ages in relationships, families, organizations, and communities.
The program participates in the University Honors Program.
The department offers graduate programs leading to an M.S. or Ph.D. with content options related to adult development and aging, child and adolescent development, family studies, and marriage and family therapy. Graduate students can earn the Graduate Certificate in Gerontology along with their degree or as Commonwealth Campus students (for more information, contact the Center for Gerontology, 237 Wallace Hall, (540) 231-7657). Graduate students can also earn the Graduate Certificate in Human Sexuality Studies along with their degree or as Commonwealth Campus students (for more information, contact the HDFS Department, 366 Wallace Hall, (540) 231-4794). (See the Graduate Catalog)
The degree in human development is for students interested in a wide variety of careers and graduate school programs. The option provides undergraduate majors with a theoretical and experiential grounding in child and adult development and in family and relational dynamics. Course work includes emphases on how individuals and families develop over the life cycle, on the critical issues and events that influence families, and on family transitions and dynamics. The curriculum also focuses on family diversity and social and public policies that affect individuals and their families. Through course work and field placement experiences, human development and family science students develop and practice skills and communication techniques for working with individuals, families and groups. In addition to course work within the Department of Human Development and Family Science, students take courses in related fields in order to gain a broad perspective on issues that affect human development and families. Students may tailor their studies to their particular professional goals and interests through the use of free electives. The experiential field study requirement, which integrates theory, research, and practice, is pivotal to students' career development. It increases students' professional communication and human service practice skills and helps narrow career interests.
Careers open to human development and family science graduates include: early childhood education, employment and job training services, health and wellness programs, housing services, income programs, mental health services, nutrition and meals programs, protective services, recreation programs, respite services, social services, substance use disorder programs, volunteer programs, and child care services. Graduate and professional options that human development and family science graduates may consider include business, community health and public health, law, education, family studies, gerontology, marriage and family therapy, medicine and nursing, occupational therapy, physical therapy, psychology and sociology, public administration, rehabilitation, speech therapy, and social work.
Students are encouraged to consider the wide array of courses across the university curriculum as potential choices for electives to support their major. In consultation with an academic advisor, each student should confirm that prerequisite requirements have been met before enrolling in elective courses.
A student will be considered to have made satisfactory progress toward the degree when he/she has successfully completed the Pathways General Education requirements for Concepts 1F, 4, and one course for Concept 5F as well as HD 1004 Childhood and Adolescence, by the time the student has attempted 72 semester credits.
Department Head: Paul Springer
Alumni Distinguished Professor: R. Blieszner
Professors: M. Dolbin-McNab, B. Katz, K. A. Roberto, L. Sands, T. Savla, C. L. Smith, and P. Teaster
Associate Professors: E. Grafsky, B. Howell, K.J. Kim, and J.M. Russon
Assistant Professors: K. Choi, C. B. Hornburg, T. Rice, C. Sanner, and R. Wesche
Associate Clinical Professor: J. Case Pease
Research Scientist: I. Bradburn
Senior Instructor: K. Gallagher and A. Gardner
Advanced Instructor: J. Culligan, M. Komelski, V. Lael, and I. Schepisi
Undergraduate Academic Coordinator: A. Lemon
Graduate Academic Coordinator: M. Wyatt
CLAHS Academic Advisor for HD majors: C. Ballard
CLAHS Academic Advisor for CPED and ECDE majors: S. Jarrett
Basic concepts related to human development. Emphasis on developmental theories and principles of physical, cognitive, social, and emotional growth, development, and behavior of children, individually and within families and cultures, from conception through adolescence. Designed as a general survey course for majors and non-majors.
Introduction to the Human Development and Family Science Department: majors, minors, and curriculum requirements and options. Introduction to academic skills and career exploration. Exploration of University programs and services that support students and promote student development.
Discussion of key components of making meaningful connections. Engagement in activities and dialogue that highlight what brings people together, what keeps people apart, and how these things manifest in VT’s social culture. Focus on current research on the social, biological, emotional, and cognitive impacts of human connection. Apply various communication styles and conflict resolution strategies, and further consider how variations in communication can impact social interactions, connection, and sense of self.
Introduction to concepts related to physical, intellectual, cognitive, and emotional disability, with a focus on disability as a social construct and lived experiences of people with disabilities across the lifespan. Exploration of texts, videos, and other created artifacts to evaluate concepts and models of disability. Attention to policy, culture, and ethical issues.
Introduction to adult development and aging (gerontology). Basic concepts, principles, theories, research methods and social issues of development from emerging adulthood through the end of life. Biopsychosocial analysis of issues affecting aging processes, including family dynamics. Consideration of social, economic, political and ethical issues in aging. Attention to multicultural perspectives and significant global challenges and opportunities related to aging around the world.
Theories of integrative (mind-body) health and wellbeing. Examination of multidimensional factors, including stress, personality, relationships, and social environment, as well as issues of identity and equity that influence health across the lifespan. Engagement in contemplative and evidence-based integrative health practices used for promoting health, wellbeing, and resilience. Attention given to ethical use and teaching of practice methods.
Computational methods and ethical issues in the collection, transformation, consumption, and use of quantitative data in the design and evaluation of community programs. Consideration of effective data visualization and communication of findings. Emphasis on evaluating the reliability and accuracy of data used to frame decisions about community-related policies and service-oriented programs.
Overview of basic concepts, principles, theories, and issues of development and change in family relationships. Topics include families in historical and contextual perspective, structural and relational diversity in families, and processes of relational development, maintenance, and dissolution in families.
Explores the diversity of human sexuality using global perspectives. Biological, historical, developmental, psychological, sociological and self-reflexive approaches. Interdisciplinary examination of the social constructions of sexuality and gender; the historical and contemporary theoretical perspectives and research on sex; the interactions of race, ethnicity, class, gender, sexual orientation, religion, ability, and nationality in shaping sexuality and family formation; the international commercialization of sex; the impact of violence and sexual coercion; the debates surrounding sexual ethics, unintended pregnancy, sex education, and biotechnology; the application of the scientific method, study designs, and methods of observation; the promotion of sexual and reproductive health across the lifespan; and the development of sexual practices, rituals, mythologies, belief systems and other cultural contexts for sexuality across time and around the world.
2335: Basic concepts, techniques, and structure of the human services profession. Survey of client/family assessment and problem management. 2336: Advanced topics in human services focusing on: case management, crisis intervention, program administration, specialized interventions, ethics, and professional development.
2335: Basic concepts, techniques, and structure of the human services profession. Survey of client/family assessment and problem management. 2336: Advanced topics in human services focusing on: case management, crisis intervention, program administration, specialized interventions, ethics, and professional development.
Critical thinking and problem-solving involved in applying methods of scientific inquiry to the field of human development and family science. Analysis of individuals, families, and groups. Topics include method of data collection, basic methods for displaying and analyzing data, and writing reports.
Application of data analytics concepts to community issues at local and global levels. Data sources, data quality, data representation and data ethics. Statistical analysis to improve community livability. Communication of data and statistics for community stakeholders. Evaluation of reports that use data. Sophomore standing or higher.
Investigates selected contemporary issues and measures potential solutions in adulthood and old age; family and friend relationships; work and retirement; political, legal, and economic issues; vulnerability related to gender.
Introduction to the historical, ethical, legal, and economic models relevant to understanding students with disabilities and meeting their needs to increase their potential for success throughout their lives. Addresses research in early intervention, K-12 instruction, post-secondary education, and transition into work settings.
Theories, principles, and patterns of physical, cognitive, social and emotional development from conception to the early school years. Micro and macro environmental influences on development, including families and culture, are considered as they interact with genetic/biological determinants of development.
Theories, principles, and patterns of physical, cognitive, social and emotional development from middle childhood to adolescence. Micro and macro environmental influences, including families and culture, on development as they interact with genetic/biological determinants of development.
Health and human service programs serving children, youth, and families to address life course development issues in the changing American family. Overview of child/youth care issues in areas such as poverty, health and healthcare, day-care services, school-based services, court services, child abuse and neglect, and children in residential settings. Methods of determining service eligibility, needs assessment techniques, translation of client data into a plan for community-based programs and services, and procedures for maintaining quality assurance.
Supervised experience in planning and implementing emergent, play-based learning experiences for young children; examination of the role of the teacher; exploration of early childhood curricular design and materials suitable for addressing milestones of child development based on theory and research; utilization of approaches related to sharing child-specific information with families.
Helping skills used in human services settings. Case management, evaluating crisis situations, and approaches to individual and family assessment.
Application of academic knowledge and skills to in a work-based experience aligned with post-graduation goals using research-based learning processes. Satisfactory completion of work-based experience often in the form of internship, undergraduate research, co-op, or study abroad; self-evaluation; reflection; and showcase of learning. Pre: Departmental approval of 3900 plan.
Issues, functions, and responsibilities involved in developing, implementing, and evaluating family and human services programs.
Investigation of challenges, stresses, and crises experienced by diverse, complex families over the life course; protective factors and resilience; coping strategies; prevention and intervention; public policies. Pre: Junior standing.
Investigation of challenges, stresses, and crises experienced by individuals and families; protective factors and resilience; coping strategies; prevention and intervention; public policies.
Intra-personal and inter-personal dimensions of compulsive- addictive patterns manifested in the context of the family system. Reciprocal interaction between families and other systems. Junior standing required.
Theoretical and substantive issues that relate to the development and implementation of family policies. Implications of political culture and family legislation for the well-being of children and their families.
Theoretical and substantive issues that relate to the development and implementation of family policies. Implications of political culture and family legislation for the well-being of children and their families.
Examination of the changing character of individual and family diversity, as related to the intersections among gender, race, class, sexuality, age, and ability. Junior standing required
Intensive learning experiences in critical thinking and analysis of human development and family science. Opportunities to demonstrate breadth of learning while developing leadership skills and honing professional competencies. Topics include leadership and team development, problem solving, grant writing, program evaluation, and electronic portfolios. Pre: Senior standing.
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