The training goal of the Developmental Science (DS) graduate area is to ensure that students who achieve the doctoral degree are well-prepared for careers in psychological research. To this end, the curriculum is structured to educate students in quantitative methods/designs and philosophy of science (quantitative requirement), to educate students in domains of study that are specifically related to their areas of research interest (depth requirement), to educate students in domains of study that complement their research interests and expand students’ general knowledge of the field (breadth requirement).
Please note that courses can only be designated as “breadth” or “depth” as they relate to a given individual student’s research interest (in other words, a single course can act as either for two different students). “Depth” is conceptually defined as a course that is specifically related to the student’s primary area of research focus, whereas “breadth” is conceptually defined as a course that introduces the student to literature, methodologies/analytic strategies, and/or theoretical frameworks that are substantively different from those representing their area of primary research focus.
In order to meet this training goal, each student is expected to formulate a plan of study with consultation from their faculty advisor and their advisory committee that satisfies the core (quantitative), depth, and breadth requirements. A few specific courses are required for all students, while still allowing DS students to exercise considerable freedom in composing plans of study that satisfy their intellectual and research needs. In addition to regular coursework, the DS area also meets on a regular basis throughout the Fall and Spring semesters to talk about current research projects, data analysis problems, design plans for new studies, etc. This is an informal meeting to get us all acquainted with each other’s research interests, provide students with an opportunity to present research to a group, and also as a platform to discuss professional development issues (e.g., research ethics, authorship protocols, etc.).
Developmental Science Graduate Curriculum
Core Requirement (quantitative research methods): See “General Curriculum” section above.
Depth Requirement: Two graduate-level courses within the student’s research concentration (5000-level; including but not limited to the Department of Psychology). A third depth course is taken as a Special Topics course (see Note below).
Breadth Requirement: Two graduate-level courses outside of the student’s research concentration (5000-level; including but not limited to the Department of Psychology). A third breadth course is taken as a Special Topics course (see Note below).
Note: All students must take at least two graduate-level advanced topic courses, one as a breadth course, and one as a depth course (Psyc 6944). We offer graduate seminars every Spring semester that encourage our students to explore specialized topics in greater depth. These topics are driven primarily by student interest, and do not necessarily repeat unless student demand is high. Thus, these topics evolve as the research interests of our faculty and students evolve. Examples of topics include: Developmental Psychobiology of Early Executive Function (Bell), Prosocial and Moral Development (Gulseven), Risk and Resilience in Development (Kim-Spoon), Developmental Cognitive Neuroscience (Lee), and Multisensory Integration in Infancy and Early Childhood (Panneton).
Additional Coursework Requirements (from the 2024-2025 cohort)
Core DS Courses (at least 9 credits from the list)
PSYC 5544 Cognitive Development (3)
PSYC 5554 Social Development (3)
PSYC 5984 Adolescent Development (3)
PSYC 5984 Dynamic Systems Theory in Developmental Science (3)
Advanced Topics Courses (at least 6 credits)
PSYC 6944: TBD (3) every Spring semester
Methods Courses (6 credits)
PSYC 5315 Research Methods (3)
STAT 5214(G) Regression (3)
Quantitative Courses (at least 3 credits, not limited to this list)
HD 6514: Structural Equation Modeling (3) with HD 6524 SEM Lab (1)
EDRE 6624: Measurement Theory in Education (3)
EDRE 6664: Application of Structural Equations in Education
EDRE 6674: Longitudinal Data Analysis (3)
EDRE 6684: Instrument Development and Validation (3)
EDRE 6694: Hierarchical Linear Modelling (3)
EDRE 6654: Multivariate Statistics for Applications to Educational Problems (3)
EDRE 6754: Advanced Item Response Theory (3)
STAT 5615: Stats in Research I (3)
STAT 5444: Introduction to Bayesian Statistics (3)
Restrictive Elective Courses (at least 6 credits)
PSYC 5314 Social Psychology (3)
PSYC 5344 Cognitive Psychology (3)
PSYC 5294 Psychophysiology (3)
PSYC 5984 Brain Imaging in Cognitive Neuroscience (3)
PSYC 5274: Personality (3)
HD 5224 Child Development in Family Context (3)
HD 5005 Theories in Human Development (3)
*both 5000-and 6000-level courses, and Core DS courses can be counted here.
** Substitution is allowed with consultation with the mentor.
Diversity and Inclusiveness Training (15 hours required by the dept)
Research Credits
Students enroll for research credits each semester to account for the time spent working on the thesis, preliminary exam, and dissertation projects. When working toward the MS degree, students should enroll for PSYC 5994 (Research and Thesis) credits. After completion of the MS degree, students should enroll for PSYC 7994 (Research and Dissertation) credits. See the Graduate Handbook and Plan of Study Instruction documents for more information on the minimum number or research credits required for each degree.