Human Development

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The Department of Human Development


Our Mission

The Department of Human Development is devoted to promoting an understanding of human development in families, schools, and institutions across the lifespan. The department provides social scientists and educators with theories, empirical methods, and analytical tools for understanding and conducting research in human development and cognition and for helping solve educational and psychological problems.

Programs

Faculty

  • Faculty

    • John B Black Cleveland E. Dodge Professor of Telecommunications & Ed.
    • Jeanne Brooks-Gunn Virginia and Leonard Marx Professor of Child and Parent Development and Education
    • Catherine Chi Chase Assistant Professor of Cognitive Studies
    • James E Corter Professor of Statistics and Education
    • Lawrence T DeCarlo Professor of Psychology and Education
    • Karen Froud Associate Professor of Neuroscience and Education
    • Peter Gordon Associate Professor of Neuroscience and Education
    • Bryan Sean Keller Associate Professor of Practice in Applied Statistics
    • Deanna Kuhn Research Professor of Psychology and Education
    • Young-Sun Lee Associate Professor of Psychology and Education
    • Xiaodong D Lin Professor of Cognitive Studies
    • Gary J Natriello Ruth L. Gottesman Professor in Educational Research
    • Kimberly G Noble Professor of Neuroscience and Education
    • Stephanie J Rowley Provost, Dean and Vice President for Academic Affairs
    • Robert Stuart Siegler Jacob H. Schiff Foundations Professor of Psychology and Education
    • Barbara Tversky Professor of Psychology and Education
    • Tyler Wayne Watts Assistant Professor in Developmental Psychology
  • Visiting Faculty

    • Charles Lang Visiting Assistant Professor
  • Emeriti

    • Herbert P Ginsburg
    • Joanna P Williams Professor Emerita of Psychology and Education
  • Lecturers

    • Laura Mielcarek DeRose Lecturer
    • Dobrin A. Marchev Lecturer
    • Thanos Patelis Lecturer
  • Adjunct Faculty

    • Ryan S. Baker
    • Melissa Marie Cesarano Adjunct Professor
    • Michael Jeffrey Dean Adjunct Assistant Professor
    • David Guralnick Adjunct Associate Professor
    • Michael Alan Hanchett Hanson Adjunct Assistant Professor
    • Jamie L. Krenn Adjunct Assistant Professor
    • Joseph Rocky Lao Adjunct Associate Professor
    • Sari Locker Adjunct Associate Professor
    • Ilya Alex Lyashevsky Adjunct Professor
    • Kerry M. Matlosz Adjunct Assistant Professor
    • JoAnn Leah Rock Adjunct Professor
    • Lauren Kelly Schiller Adjunct Professor - COG - Fall 2020
    • Doris Zahner Adjunct Associate Professor
  • Instructors

    • Mariel Rebecca Halpern Part Time Instructor - COG Program - Spring 2020
    • Aakash S Kumar Part Time Instructor - COG Program - Spring 2020
    • Sonya V Troller-Renfree Bruce S. Goldberg Postdoctoral Fellow in Youth Wellbeing Neurocognition, Early Experience and Development Lab, Biobehavioral Sciences
    • Lauren Ashley Young PT Instructor (non-operating) COG-FALL 2019

Courses

  • HUD 4120 - Methods of empirical research
    An introduction to the methods of scientific inquiry, research planning, and techniques of making observations and analyzing and presenting data.
  • HUD 6500 - Doctoral proseminar in Human Development
    Preparation for doctoral study. Presentations and discussions of research by faculty, visiting scholars, and students.
  • HUDK 4011 - Networked and Online Learning
    The course explores the social dimensions of online learning. The course begins by reviewing the uniquely social dimensions of learning in general and then turns to an examination of the transition to the information age that has made online or networked learning possible. The course next covers how traditional social forms such as classrooms, schools, professions, and libraries have been represented in online learning venues followed by consideration of new and emerging social forms such as digital publishing, social networks and social media, adaptive learning technologies, and immersive and interactive environments. The course concludes by examining macro-level factors that shape the opportunities for online learning.
  • HUDK 4012 - Learning in Small Groups
    Introduces the theoretical perspectives and associated research that inform thinking about learning in small groups. The course is organized as a series of projects that call on students to develop strategies and practices for structuring and supporting student learning in small groups. Students completing the course will be equipped to design, implement, support, and assess learning in small group settings and to conduct research that extends knowledge in the area.
  • HUDK 4015 - Psychology of thinking
    Examines cognitive psychology theories and research about various kinds of thinking, what each kind is best suited for, and problems people have with it. Also examines the best ways of learning from each kind of thinking. Critically examines the various thinking skills curricula that have been proposed.
  • HUDK 4021 - Developmental psychology: Infancy
    Review of research and theory in early perceptual, cognitive, and social/emotional development, with particular attention to the interaction of biological and environmental factors in early life.
  • HUDK 4022 - Developmental psychology: Childhood
    Children's cognition, perception, representation, language, affect, personality, and sexuality. Family structure and school as they influence these aspects of childhood.
  • HUDK 4023 - Developmental psychology: Adolescence
    Theoretical and empirical studies of personality and social development processes in adolescence. An ecological systems approach is emphasized.
  • HUDK 4025 - Cognition and Handheld Devices
    Examination of mobile phone technologies, designing learning activities for mobile phones, and pedagogical and theoretical frameworks.
  • HUDK 4027 - How Children Learn Math
    The development of informal and formal mathematical thinking from infancy through childhood with implications for education.
  • HUDK 4029 - Human cognition and learning
    Cognitive and information-processing approaches to attention, learning, language, memory, and reasoning.
  • HUDK 4031 - Eval Indiv Grp Institutions
    Individuals in modern societies live in a world in which evaluation is ubiquitous. More and more aspects of our performances are subject to informal and/or formal assessment. Everything from our health as infants, to our performance in schools as youngsters, our potential to benefit from higher education, and our capacity to contribute in the workplace is evaluated. This course examines the social dimensions of the development and operation of different kinds of evaluation systems in modern societies. Major topics include the social, political, and intellectual contexts for evaluation, the institutional bases of evaluation activities, the social settings in which evaluation takes place, and the effects of evaluations on individuals and groups
  • HUDK 4035 - Technology and human development
    Examines the use and design of various educational technologies (computer software, multimedia shareware, TV, World Wide Web sites, etc.) from the perspective of basic research and theory in human cognitive and social development. Provides a framework for reasoning about the most developmentally appropriate uses of technology for people at different ages.
  • HUDK 4050 - Core methods in Educational Data Mining
    The Internet and mobile computing are changing our relationship to data. Data can be collected from more people, across longer periods of time, and a greater number of variables, at a lower cost and with less effort than ever before. This has brought opportunities and challenges to many domains, but the full impact on education is only beginning to be felt. Core Methods in Educational Data Mining provides an overview of the use of new data sources in education with the aim of developing students’ ability to perform analyses and critically evaluate their application in this emerging field. It covers methods and technologies associated with Data Science, Educational Data Mining and Learning Analytics, as well as discusses the opportunities for education that these methods present and the problems that they may create. The overarching goal of this course is for students to acquire the knowledge and skills to be intelligent producers and consumers of data mining in education. By the end of the course students should be able to systematically develop a line of inquiry utilizing data to make an argument about learning and be able to evaluate the implications of data science for educational research, policy, and practice.
  • HUDK 4051 - Learning Analytics: Process and theory
    Learning Analytics, Theory & Practice builds on HUDK 4050 Core Methods in Educational Data Mining to provide advanced techniques in the use of new data sources in education with the aim of developing students’ ability to perform analyses and critically evaluate their application in this emerging field. It covers methods and technologies associated with data science, machine learning and learning analytics, as well as discusses the opportunities for education that these methods present and the problems that they may create. HUDK 4051 is a disaggregated course in which students choose the order in which they wish to complete the course content. The course is made up of eight units, the first and last units are preset, but the other units are completed in the order that students choose. Students will have two weeks to complete each which cover: recommender systems, predictive models, social network analysis, neural networks, natural language processing and interactive visualization.
  • HUDK 4052 - Data, Learning, and Society
    Introduction to multiple perspectives on activities connected to progress in our capacity to examine learning and learners, represented by the rise of learning analytics. Students develop strategies for framing and responding to the ranges of values-laden opportunities and dilemmas presented to research, policy, and practice communities as a result of the increasing capacity to monitor learning and learners.
  • HUDK 4054 - Managing education data
    Attaining, compiling, analyzing, and reporting data for academic research. Includes data definitions, forms, and descriptions; data and the research lifecycle; data and public policies; and data preservation practices, policies, and costs.
  • HUDK 4080 - Educational psychology
    Examines landmark issues in educational psychology, highlighting philosophical underpinnings and empirical evidence, tracing each issue from its roots to contemporary debates and evaluating current educational practice.
  • HUDK 4901 - Research and independent study
    Permission required.
  • HUDK 4902 - Research and independent study
    Permission required.
  • HUDK 5011 - Cognition of Social Emotional Learning
    The purpose of this course is to function as an introduction to the topic of social emotional learning and the cognitive mechanisms that underlie it. Through readings, discussion, hands-on exercises, and an interest-based final project, the course will cover such topics as the nature of emotion, the processes of emotion generation and regulation, and emotions’ role in decision-making and behavior; research on theory of mind, perspective taking and empathy; as well as the development of and individual differences in social emotional skills. The course will also focus on the instructional components of SEL, emphasizing research on effective teaching methodologies, SEL measurement instruments, and analysis of existing SEL programs. Throughout, emphasis will be placed on grounding concepts in concrete examples of human behavior drawn from the arts as well as students’ own experience.
  • HUDK 5020 - The development of creativity
    Major theories and contemporary research in creative work, emphasizing case studies of exceptional and historically influential individuals.
  • HUDK 5021 - Development of creativity: The case study method
    Seminar focusing on the case study method for understanding the principles and concepts underlying creative individuals and their products.
  • HUDK 5023 - Cognitive development
    Theory and research on the development of cognitive processes across the lifespan.
  • HUDK 5024 - Language development
    Survey of research and theory in the development of language, beginning with communication and the origins of language in infancy and emphasizing acquisition of the forms of language in relation to their content and use.
  • HUDK 5025 - Spatial thinking
    Analyzes research on how people learn, mentally represent, mentally transform, describe, and act on the spaces they encounter. Mental models of and transformations of space underlie the way people think about abstract domains, so thought about space has implications for thought in general. Implications for education and HCI are considered.
  • HUDK 5027 - Moral development
    Investigation of the major theoretical and empirical approaches to the study of how morality develops with particular emphasis on the behaviorist, cognitive, psychoanalytic, and sociopolitical approaches.
  • HUDK 5028 - Spiritual development across the lifespan
    This course concentrates on the role of spirituality on human development using a multidisciplinary focus. Spiritual traditions are examined using stage theory and parallel theories from other fields.
  • HUDK 5029 - Personality development and socialization across the lifespan
    Theory and research regarding the interaction between naturally developing personality structures and socialization processes throughout life.
  • HUDK 5030 - Visual explanations
    Surveys production and comprehension of visualizations ranging from ancient cave paintings and petroglyphs to diagrams, charts, graphs, comics, picture books, photographs, gesture, and film to extract and apply techniques for conveying objects, actions, forces relations, and emotions, meanings that are both inherently visible and non-visible. Implications for education, art, media, and HCI are drawn.
  • HUDK 5035 - Psychology of media
    Covers psychological theories and research that relate to various media and what people learn directly and indirectly from them.
  • HUDK 5037 - Psychology of children’s television
    Explores television-related media designed for pre-schoolers and young children from cognitive and developmental perspectives. Focuses on the psychological roles of television in regard to family and peer relationships, education, and social issues. Topics include hidden/visible curriculum development and cognitive research techniques relative to production.
  • HUDK 5040 - Development and psychopathology: Atypical contexts and populations
    Using contemporary research as the basis, the focus is on the interface between classical developmental psychology theories and patterns of development identified in atypical contexts (e.g., poverty) and among atypical populations (e.g., resilient youth). Implications for interventions and policy are also discussed.
  • HUDK 5042 - Motivation in education
    Overview of student motivation in an academic context from a cognitive psychology perspective. Examines theories of academic motivation, their constructs, and linkages between constructs and student engagement and academic achievement.
  • HUDK 5053 - Feature engineering studio
    Feature Engineering Studio is a core course of the Learning Analytics Program and preference is given to students within this course of study. FES is a design studio style course that tackles real world data problems associated with technology use in education. Students will work in groups with outside organizations on data projects pertinent to educational problems. They will be required to respond to briefs supplied by the organizations and perform all parts of the workflow to generate data solutions for those organizations including, data cleaning and access, feature engineering and distillation, visualization, and final deliverables.
  • HUDK 5063 - Cognitive development beyond childhood
    Examination of all aspects of cognitive functioning over the major portion of the life cycle that occurs beyond childhood, addressing both common patterns and individual and cultural variations. A particular focus will be critical examination of the research methods by which such knowledge is gained.
  • HUDK 5090 - Psychology of language and reading
    Basic theories, empirical findings, and educational applications in the psychology of language and reading: the cognitive processes involved in the perception and production of oral and written language.
  • HUDK 5121 - Children's Social and Emotional Development in Context
    Prerequisite: HUDK 4022 or equivalent. Contemporary theory and research on children adaptation to developmental tasks of childhood. Comparison of typical and atypical pathways in social-personality development. Analysis of the logic and method of empirical studies of development.
  • HUDK 5125 - Cross-cultural psychology
    Survey of psychological studies of development in different cultures, with emphasis on perceptual and cognitive issues and methodological problems specific to cross-cultural research.
  • HUDK 5135 - Poverty, Inequality, and Child Development
    The overall goal of the course is for students to gain understanding of how income and child development intersect. Students will learn about poverty and child development from psychological, economic, sociological, demographic, and biological perspectives
  • HUDK 5197 - Psychology of training in e-learning and industry
    Design of e-learning in workplace environments, from a perspective that looks to put academic research into practice. Real-world cases, including numerous demonstrations of real-life courses and systems, will be used to explore uses of e-learning in the workplace for both training and "just-in-time" performance support purposes.
  • HUDK 5324 - Research work practicum
    Students learn research skills by participating actively in an ongoing faculty research project.
  • HUDK 5500 - Capstone in Developmental Psychology
    The Capstone in Developmental Psychology course will provide students with guidance and mentorship as they prepare their thesis project for the Master's in Developmental Psychology degree. The course will heavily cover issues around academic writing, and will also provide professional development to students as they prepare to leave the program.
  • HUDK 6013 - Early childhood development and education: Integrating research and policy perspectives
    Two-semester course taught by faculty from Human Development and Education Policy and Social Analysis. Course links research and policy perspectives on early childhood with a focus on contemporary challenges in the field.
  • HUDK 6036 - Child and Family Policy I
    Provides a multi-disciplinary perspective on child and family policy. Also provides a foundation of knowledge concerning the role of child and family perspectives in informing policy.
  • HUDK 6037 - Child and Family Policy II
    Prerequisites: Any two of the following: HUDF 4000; HUDF 4024; HUDK 4021; HUDK 4022; C&T 4113; C&T 5113. Provides a multi-disciplinary perspective on child and family policy. Also provides a foundation of knowledge concerning the role of child and family perspectives in informing policy.
  • HUDK 6520 - Seminar in social and emotional development through childhood and adolescence
    Permission required. How people become socialized and how psychology deals with the process in terms of developmental concepts.
  • HUDK 6523 - Seminar in cognitive development
    Permission required. Advanced topics in research and theory in cognitive development.
  • HUDK 6529 - Seminar in risk, resilience and developmental psychology
    Permission required. Students participate in ongoing research.
  • HUDK 6539 - Research practicum in educational psychology, cognition, and learning
    Permission required. Limited to doctoral candidates in psychology.
  • HUDK 6901 - Advanced research and independent study
    Permission required.
  • HUDK 6902 - Advanced research and independent study
    Permission required.
  • HUDK 7501 - Dissertation seminar
    Permission required. Development of doctoral dissertations and presentation of plans for approval. Registration limited to two terms.
  • HUDK 7502 - Dissertation seminar
    Permission required. Development of doctoral dissertation and presentation of plans for approval. Registration limited to two terms.
  • HUDK 8900 - Dissertation advisement - Developmental Psychology
    Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See the section on Continuous Registration for Ed.D./Ph.D. degrees for details.
  • HUDK 8901 - Dissertation advisement - Human cognition and learning
    Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See catalog section on Continuous Registration for Ed.D./Ph.D. degrees.
  • HUDM 4050 - Introduction to measurement
    An introduction to basic concepts and issues in measurement. Descriptive statistics, scales of measurement, norms, reliability, validity. Advantages and limitations of measurement techniques are discussed and illustrated.
  • HUDM 4120 - Basic concepts in statistics
    Designed as a one‑semester introduction to statistical concepts and methods. An overview of data analysis techniques, including organizing, graphing, analyzing, reporting, and interpreting data. Both descriptive and inferential techniques will be introduced. Use of statistical software is discussed.
  • HUDM 4122 - Probability and statistical inference
    An introduction to statistical theory, including elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, T, chi square, and F distributions. Calculus not required.
  • HUDM 4125 - Statistical inference
    Prerequisite: Course in Calculus. Calculus-based introduction to mathematical statistics. Topics include an introduction to calculus-based probability; continuous and discrete distributions; point estimation; method of moments and maximum likelihood estimation; properties of estimators including bias and mean squared error; large sample properties of estimators; hypothesis testing including the likelihood ratio test; and interval estimation.
  • HUDM 4901 - Research and independent study: Measurement and evaluation
    Permission required.
  • HUDM 4902 - Research and independent study: Applied statistics
    Permission required.
  • HUDM 5000 - Statistics Lab
    Students in this lab must also be enrolled in HUDM 5122 or HUDM 5123.
  • HUDM 5026 - Intro to Data Analysis in R
    Prerequisite: HUDM 4122 or HUDM 4125. This course provides an introduction to the R language and environment for statistical computing with an emphasis on the application of fundamental graphical and statistical techniques. While some theory will be presented (for example, when discussing regression models), the focus will be on implementation and interpretation as opposed to study of the statistical properties of the methods.
  • HUDM 5058 - Choice and decision making
    Prerequisite: HUDM 4122 or equivalent. Surveys quantitative models of individual decision making, from the introduction of the notion of "utility" by Daniel Bernoulli through current models such as Tversky and Kahneman's "Prospect Theory." The focus is on psychological or descriptive models of how people make decisions, although methods of rational decision analysis are briefly discussed.
  • HUDM 5059 - Psychological measurement
    A previous course in statistics or measurement is recommended. An in-depth examination of measurement and associated techniques, norms, classical test theory, reliability, validity, item response theory, issues, and applications.
  • HUDM 5122 - Applied regression analysis
    Least squares estimation theory. Traditional simple and multiple regression models and polynomial regression models, including use of categorical predictors. Logistic regression for dichotomous outcome variables is also covered. Lab meetings devoted to applications of SPSS regression program. Prerequisite: HUDM 4120 or HUDM 4122. Students may also contact Amina Abdelaziz (aa3915@tc.columbia.edu) to request a prerequisite override. Class time includes time for lab.
  • HUDM 5123 - Linear models and experimental design
    Prerequisite: HUDM 5122 or HUDM 5126. This course provides an overview of experimental design and analysis from the perspective of the general linear modeling framework. Topics include the incremental F test for model comparisons, dummy and effect coding, single and multiple factor ANOVA and ANCOVA, analysis of categorical outcome data via generalized linear models, and repeated measures. The course includes lab time devoted to computer applications.
  • HUDM 5124 - Multidimensional scaling and clustering
    Prerequisites: HUDM 4122 and HUDM 5122 or equivalent. Familiarity with R recommended. Methods of analyzing proximity data (similarities, correlations, etc.), including multidimensional scaling, which represents similarities among items by plotting the items into a geometric space, and cluster analysis for grouping items. Graph and network models will also be discussed.
  • HUDM 5126 - Linear models and regression analysis
    Introduction to the theory and application of linear regression using calculus and matrix algebra. Focus on multiple regression models including dummy variables and polynomial models, regression diagnostics, and advanced methods such as weighted least squares, multilevel models, and an introduction to the generalized linear model.
  • HUDM 5130 - Meta-analysis
    Introduces practical and methodological issues for meta-analysis including program formation, literature search, data eveluation, effect size coding, data analysis, reporting results, summarizing effects, and combing results.
  • HUDM 5133 - Causal inference for program evaluation
    Prerequisite: HUDM 5122 or HUDM 5126 In this course we will focus on the Neyman-Rubin potential outcomes model as a theoretical base for understanding casual effect estimation . Using the potential outcomes notation and drawing on Pearl’s theory of directed graphs, we examine issues relevant to the design and statistical analysis of randomized experiments and quasi-experiments. For quasi-experimental designs, we will focus on non-equivalent control group designs, regression-discontinuity designs and instrumental variables designs.
  • HUDM 5150 - Statistical Careers, Communication, and Capstone
    Prerequisite: 24 points completed towards MS Applied Statistics degree. This is a capstone course to the M.S. in Applied Statistics degree. In it students will discuss best practices in statistical analyses, including the role of a consultant and ethical issues encountered in analyses. Students will also study best practices for effective communication of statistics, including verbal, written, and graphical. Students will produce a capstone paper integrating the methods and skills they have learned across the M.S. degree.
  • HUDM 5250 - Research practicum in measurement and evaluation
    Permission required. Students enrolled are expected to spend a semester involved in a research project, either assisting a faculty member or in an applied setting. A formal report will be submitted.
  • HUDM 6026 - Computational statistics
    Prerequisite: HUDM 4125 and either HUDM 5122 or HUDM 5126. Provides an introduction to computationally intense methods in applied statistics, taught in R. Topics include methods of evaluating statistical estimators; design, implementation, and reporting of Monte Carlo simulation studies; resampling and reordering methods; and nonparametric and data mining approaches to regression.
  • HUDM 6030 - Multilevel longitudinal data analysis
    Prerequisite: HUDM 5122. Multilevel models include a broad range of models called by various names, such as random effects models, multi-level models, and growth curve models. This course introduces the background and computer skills needed to understand and utilize these models.
  • HUDM 6051 - Psychometric Theory I
    Permission required. Prerequisites: Both HUDM 5059 and HUDM 5122 or 5126. Classical test theory, and test/instrument development and validation.
  • HUDM 6052 - Psychometric theory II
    Permission required. Prerequisites: HUDM 6051 or equivalents. Item response theory & applications, and cognitive diagnostic models.
  • HUDM 6055 - Latent structure analysis
    Prerequisite: HUDM 5122. Recommended: HUDM 6122. Study of latent structure analysis, including measurement models for latent traits and latent classes, path analysis, factor analysis, structural equations, and categorical data analysis.
  • HUDM 6122 - Multivariate analysis I
    Prerequisite: HUDM 5122 or HUDM 5126; HUDM 5123 is recommended. An introduction to multivariate statistical analysis, including matrix algebra, general linear hypothesis and application, profile analysis, principal components analysis, discriminant analysis, and classification methods.
  • HUDM 6900 - Advanced research and independent study
    Permission required.
  • HUDM 7500 - Dissertation seminar
    Permission required. Development of doctoral dissertations and presentation of plans for approval. Registration limited to two terms. Ph.D & Ed.D students must complete 3 points over 2 semesters prior to proposing their dissertation.
  • HUDM 8900 - Dissertation advisement
    Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See section in catalog on Continuous Registration for Ed.D./ Ph.D. degrees. Ed.D & Ph.D students must register for this every semester while completing their dissertation.
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