Welcome to the Department of Human Studies
Our department is housed within the School of Education. We offer degrees at all academic levels across a range of program areas. We are committed to helping you explore the one that best fits your career goals.

Kristi Menear 400x550pxDepartment Chair,
Kristi Menear, Ph.D.
Degree Programs
The Department of Human Studies offers degrees in the following program areas: Counselor Education (including concentrations in school counseling and in clinical mental health), Educational Leadership, Health Education (including concentrations in community health and in human services), and Kinesiology (formerly Physical Education) (including concentrations in physical education teacher certification, in fitness leadership, and in exercise science/physiology).

Programs that serve the School of Education
The Department also serves the School of Education by offering classes in Educational Psychology and Research and Educational Foundations.

I invite you to view the web page of your interest and learn more about our curriculum and other requirements, outstanding faculty, student organizations, professional resources, and inspiring success stories. Please feel free to reach out to the faculty in your program of interest or to me if you have any questions about our programs. We are available to communicate with you over email, on the telephone, or in person. We value your relationship to us and view it as critical to our success.

Thank you for visiting our Department. We look forward to engaging with you to discuss our curriculum, research, or service. And, we hope to soon call you a Blazer!

Kristi S. Menear, Ph.D., CAPE
Email:  This email address is being protected from spambots. You need JavaScript enabled to view it.
Ph:  205-975-7409
Office location:  EB 207

 
 
 

Latest News

Learn about the new faculty in the Department of HS - Eric Plaisance and Rose McNeese
Health Education faculty offer tips for cutting out stress
Human Studies partnership with Campus Rec Center brings benefits to faculty, staff, students
Center for Exercise Medicine names Distinguished Lecture series after researcher Gary Hunter
Two counselor education students holding Zeta Chapter award

Zeta Chapter wins award for outstanding newsletter

Zeta Chapter, Counselor Education’s honor society, was recently awarded the Outstanding Newsletter award from Chi Sigma Iota, International. Read more.

UAB School of Education General Outcomes for all Counselor Education Programs

02.K    Knowledge and Understanding: Demonstrates an understanding of how individuals learn and develop over time

Levels of Achievement

 Criteria

[1]
Unacceptable

Lacks knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

[2]
Emerging Initial Performance

Has limited knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

[3]
Proficient Initial Performance

Has acceptable knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of development progressions.

[4]
Emerging Advanced Performance

Has extensive knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

02.P    Performance and Skills: Demonstrates an ability to provide learning opportunities that support the learner’s stages of development.

Levels of Achievement

 Criteria

[1]
Unacceptable

Makes frequent errors in efforts to describe a student in terms of theories or concepts of learning and development. Is unable to apply theories and concepts of learning and development to the design and evaluation of learning activities in a clear and valid manner. 

[2]
Emerging Initial Performance

Descriptions learning and development of an individual student are incomplete or contain errors of interpretation. Efforts to apply theories and concepts of learning and development to design and evaluation of instruction are accurate but not comprehensive.

[3]
Proficient Initial Performance

Is able to accurately describe an individual student’s cognitive, socio-emotional, linguistic, and physical development. Is also able to describe key aspects of the student’s learning (modalities, strategies, etc). Is able to apply theories and concepts of development and learning to the design  and evaluation of instructional activities. 

[4]
Emerging Advanced Performance

Is able to accurately describe and compare student behavior and performance in terms of theories and concepts of development and learning. Consistently and deliberately applies knowledge of educational and developmental theories to instructional planning and reflection. Is able to analyze teaching experiences from multiple theoretical perspectives.  

[5]

Proficient Advanced Performance

The candidate demonstrates leadership through excellence in teaching, professional development or research in this outcome area. Specific criteria are determined by each program.