HMD 103 Children's Rights and Public Policy
Selected public policies and laws that affect children's rights, with special attention to the historical context of contemporary policies and law.
Human development is the study of how people grow and change, from conception through the end of life. The changing nature of the American family, childhood and adolescence, the cultural dynamics of globalization, the influence of media on identity, children's rights, social policies, racial identity, coping and resiliency: these are just a few of the issues you explore as a human development major at Connecticut College. Your studies integrate theory, research and practice. Some students do research with professors and co-publish scholarly papers, and three-quarters of our courses have a service-learning component. Coursework will touch on anthropology, biology, economics, education, history, medicine, psychology and other subjects.
You work in the local community, putting to use what you've learned. You also learn as you work, and take that new knowledge back to class. The department works closely with the College's Office of Volunteers for Community Service to develop opportunities for you in local schools, community programs and non-profits.
The Children’s Program enrolls 90 infants and young children with a wide variety of backgrounds, abilities and special needs. You work with them alongside certified teachers, aides, therapists and administrators. What you learn at the Children's Program builds on the knowledge you gain in the classroom.
Sunil Bhatia's research focuses on the development of self and identity within the context of postcolonial migration, globalization, and formation of transnational diasporas. In particular, his research attempts to reformulate the concept of culture and identity in cultural psychology and human development by showing how critical concepts, such as diaspora and transnational migration, force us to redefine theories of culture, identity, cultural difference and development.
The College's teacher certification officer, Charlie Cocores has taught all levels of students from general to AP in his thirty years of teaching high school. During his years in the 9-12 classroom, he was a trained State of Connecticut Cooperating Teacher & Mentor and has served as a cooperating teacher for 12 student teachers from various colleges and universities. He teaches EDU 457, Student Teaching at the 7-12 Level, and EDU 103, Drug and AIDS Education for Teachers.
Michelle Dunlap teaches Introduction to Human Development: Social World of Children & Families; Social and Personality Development; Adolescent Development; and Children and Families in a Multicultural Society. She has written journal articles, book chapters, and essays about her research involving college students working in community service-learning settings; intergroup relations; and perceptions and misperceptions of African American child rearing.
Jennifer Fredricks is an educational and developmental psychologist whose research focuses on school engagement, motivation, organized out-of-school activity participation, adolescent development and parent socialization.
Loren Marulis teaches Introduction to Human Development, Children in Learning Environments and in the future, and Individual Differences in Development. The central goal of her research is to study the cognitive and developmental sciences related to cognitive development, learning, thinking, and the brain and mind.
A: When I came to tour Conn on Admitted Students Day, I was walking on Tempel Green with my dad and we opened up a map to find Coffee Grounds. Someone spotted us clearly struggling to locate something and ran over to us to help. That sense of community is what made me decide to come to Conn.
A: I was initially interested in Psych. I have always loved emotions and people, so I was naturally drawn to that subject. But Human Development offers a broader, more comprehensive look at the world, and that has really become my passion. Human Development teaches me to look at an issue from all the different perspectives at once, so no issue is an isolated, insular event. I feel like this integrated, holistic perspective more accurately depicts the world.
A: "Child Rights and Public Policy" has been my most rewarding class thus far. This course was my first experience with the integrated approach that Human Development brings to conversations about policy. We looked at how things like poverty, addiction, the Child Services system, socio-economic status, school culture and education policy all work together and separately to affect child rights and public policy.
A: I am planning to study in Australia next spring. There are some interesting things going on in the fields of child development and psychology there!