Developmental Science

Program Description

Developmental Science is an emerging approach to the study of human development that combines elements of more traditional approaches from the fields of Developmental Psychology and Human Development. Developmental Science entails the study of human development across the lifespan, integrating the biological, cognitive, and socioemotional underpinnings of development, and incorporating the familial, social, institutional and cultural contexts in which development occurs.

• Cumulative GPA of 3.0 or higher
• Statement of purpose should be 500 words or less and address the following:
  • How your interest in this field developed
  • Why you chose our program at NDSU
  • The experiences you have had (e.g. informal, academic, employment, volunteer) that you see as related to this graduate program or your professional goals
  • What your research interests are and how they might fit with the current research emphases in the department. If you have questions about this, the HDFS faculty research interests are described on the HDFS website (http://www.ndsu.edu/hdfs).
  • What your professional goals are and how this graduate program will help you accomplish your professional goals
• Curriculum vitae or resume
• Thesis or writing sample
• Submission of GRE Scores is optional. Lack of scores will not affect admissions decision.
• For non-native English speakers, TOEFL ibT score of at least 100 or IELTS score of at least 7
• Subscores on the TOEFL ibT are at least 24 for speaking and 21 for writing

For those entering with a Master’s degree:

• Master’s degree from accredited educational institution in child development, developmental psychology, human development, developmental science, or related area
• At least one course in statistics and one course in research methods, with a grade of B or higher
• Completion of an empirical Master’s thesis

For those entering with a Bachelor’s degree:

• Bachelor’s degree from accredited educational institution in child development, developmental psychology, human development, developmental science, or related area

Financial Assistance

All admitted students are awarded graduate assistantships, which provide a full tuition waiver plus a stipend.

Curriculum for students entering with a Bachelor’s degree (90 credits total)
 

• Students earn a Master’s degree after completing 30 credits, master’s oral examination and the master’s thesis.
• All courses 3 credits unless otherwise noted.

Curriculum for students entering with a Master’s degree (60 credits total)

• Students may follow this track only if their Master’s degree and thesis was approved by the Developmental Science Committee upon admission.
• Additional coursework may be necessary to compensate for courses not taken.
• All courses 3 credits unless otherwise noted.

Other Requirements
 

• Teach one undergraduate course, with supervision, for course credit in HDFS 892. Must have first taken HDFS 802 Teaching Developmental Science as well as two courses out of HDFS 811, 813, 815, and 817.
• Submit at least four proposal/abstracts for presentations or posters at national conferences, including as a co-presenter (2 submissions if enter with MS)
• Present (in person) at least twice at national conferences (once if enter with MS), unless a waiver is granted by the student’s committee.
• Submit at least two peer-reviewed articles for publication (including as co-author). Note: Although these presentation and publication requirements do not carry course credit per se, they are projects that would be worked on as part of HDFS 893 Individual Study/Tutorial, and/or HDFS 899 Doctoral Dissertation.
• Qualifying examination
• Dissertation

Core Faculty

Sean Brotherson, Ph.D.
Oregon State University, 2000
Research Interests: Parenting and Fatherhood; Healthy Marriages; Family Stress; Rural Families; Grief and Bereavement; Family Life Education; Family Policy

James E. Deal, Ph.D.
University of Georgia, 1987
Research Interests: Personality Development in Children; Relationship Between Individual Development and Family Relationships

Heather Fuller, Ph.D.
University of Michigan, 2009
Research Interests: Social Relationships Across the Lifespan (E.G. Intergenerational Relationships); Psychological Well-Being in Old Age; Culture and Aging; Migration, Transnationalism and Acculturation; Biculturalism 

Joel Hektner, Ph.D.
University of Chicago, 1996
Research Interests: Aggressive Children; Research Methods; Prevention Programs For High-Risk Aggressive Children; Peer Affiliation Patterns and Peer Influences on Children's Behaviors; Family and School Conditions That Facilitate Optimal Experiences (Flow) and Optimal Development; The Experience Sampling Method 

Melissa Lunsman O'Connor, Ph.D.
University of South Florida, 2010
Research Interests: Cognitive and Functional Aging in Healthy and Clinical Populations; Older Drivers; Research Methods; Attitudes toward Dementia

Brandy A. Randall, Ph.D.
University of Nebraska-Lincoln, 2002
Research Interests: Relational and Contextual Influences on Adolescents' and Young Adults' Positive and Problem Behaviors

Elizabeth Blodgett Salafia, Ph.D.
University of Notre Dame, 2008
Research Interests: Family and Peer Influences on Adolescents' Disordered Eating Attitudes and Behaviors

Rebecca Woods, Ph.D.

Texas A&M University, 2006
Research Interests: Perception and Cognition In Infancy; Object Processing; Multimodal Processing; Early Gender Differences

Affiliated Faculty within HDFS

Carrie Johnson, Ph.D. 
Iowa State University, 2012
Research Interests: Personal Finance for Low-Income and Under-served Populations; Financial Education Impact; Student Loan Debt; Program Delivery Methods and Evaluation; Behavioral Finance across the Lifespan 

Christie McGeorge, Ph.D.
University of Minnesota, 2005
Research Interests: Heterosexism and Homophobia; Single Parenting; Women's History; Gender Socialization From a Feminist Perspective 

Meagan Scott Hoffman, Ph.D. 
Oklahoma State University, 2016
Research Interests:  Understanding How Changing Trends in Society Influence Youth; Afterschool Training; Positive Youth Development; Professional Development Methods to Better Meet the Needs of 4-H Staff

Thomas Stone Carlson, Ph.D.
Iowa State University, 2000
Research Interests: Narrative Pedagogy; Relational Accountability Approach to Couples Therapy, LGBT Affirmative Therapy Competence Among Therapists, and Influence of Spirituality on Clinical Practice and Training 

Affiliated Faculty outside of HDFS

Ben Balas, Ph.D.,  
Psychology

Sarah Boonstoppel, Ph.D.,  
Criminal Justice and Political Science

Erin Conwell, Ph.D.,   
Psychology

Donna Grandbois, Ph.D.,
Nursing

Britt Heidinger, Ph.D.,  
Biological Sciences  

Brent Hill, Ph.D.,  
Education

Andrea Huseth-Zosel, Ph.D.,  
Public Health

Linda Langley, Ph.D.,  
Psychology

Carrie Ann Platt, Ph.D.,  
Communication

Susan Ray-Degges, Ph.D.,  
Apparel, Design and Hospitality Management

Molly Secor-Turner, Ph.D.,
Nursing

Kevin Thompson, Ph.D.,
Criminal Justice and Political Science

Rachelle Vettern, Ph.D.,  
Center for 4-H Youth Development