Human Development, Culture, & Learning Sciences (HDCLS) receives approximately 80 applications each year and admits about 6-10 students annually. There is no established minimum GRE or GPA, although students with weakness in these or any other area would need to show outstanding performance in other areas in order to be given serious consideration. Selection of students is based on multiple factors including GRE scores, undergraduate grades, letters of recommendation, demonstrated interest and productivity in research, apparent match between student and faculty interests, and evidence from the recommendation letters and personal statement of intellectual curiosity, tenacity, open-mindedness, interpersonal sensitivity, and integrity.
The HDCLS doctoral Ph.D. program offers two concentrations:
- Human Development & Culture, and
- Learning Sciences.
The HDCLS master's program has four areas of concentration:
- College Teaching,
- Cultural Perspectives on Schooling,
- Individualized Studies, and
- Psychology for Teachers.
Goal 1: Develop students' knowledge and skills in research, theory, and scholarship to allow them to make significant contributions to knowledge in the fields of human development, culture, and learning sciences.
Goal 2: Enhance students' understanding and appreciation of the effects of diverse cultures on human development and learning.
Goal 3: Develop students' knowledge and skills as instructional leaders about ways to enhance learning in a variety of educational contexts.
Goal 4: Prepare students for professional success in a variety or educational settings, including universities and colleges, school districts, and research organizations.
Goal 5: Stimulate discussion, inquiry, and curiosity concerning issues of psychology as applied to education at all levels, in both online and face-to-face contexts, in both formal and informal settings.
Our Learning Community
HDCLS works primarily in the form of a learning community model. Even though each student accepted into the HDCLS Area is assigned a core member of the faculty as an adviser based on student and faculty interests, students are encouraged to pursue additional opportunities to work with other faculty in the area and the department (or sometimes even in other departments). Opportunities for research are available through facilities on campus, as well as in connection with the research activities of individual faculty members. Course work, practicums, and other experiences are planned to meet individual student needs as dictated by interests and career plans. However, built into area activities will be several opportunities for building a network of peers and faculty who support one another as a learning community.