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

OUTCOME  C10: The UAB School Counselor candidate is able to plan, implement, and evaluate a comprehensive school counseling program.

C10.K Knowledge and Understanding: Knows and understands history, philosophy, and current trends of the school counseling profession; professional roles; advocacy processes; professional organizations; credentialing; and diversity considerations. Knows and understands how to design, implement, monitor, and evaluate a comprehensive, developmental, outcome-based school counseling program; including an awareness of various systems that affect students, the school, and home.

Levels of Achievement

 Criteria

[1]
Unacceptable

 Does not demonstrate an understanding of the history, philosophy, and current trends of the school counseling profession; professional roles; advocacy processes; professional organizations; credentialing; and diversity considerations. Does not demonstrate a knowledge or understanding of how to design, implement, monitor, and evaluate a comprehensive, developmental, outcome-based school counseling program; also does not demonstrate an awareness of various systems that affect students, school, and home.

[2]
Emerging Initial Performance

Demonstrates some knowledge and understanding of the history, philosophy, and current trends of the school counseling profession; professional roles; advocacy processes; professional organizations; credentialing; and diversity considerations. Demonstrates some knowledge or understanding of how to design, implement, monitor, and evaluate a comprehensive, developmental, outcome-based school counseling program; including some awareness of various systems that affect students, school, and home.

[3]
Proficient Initial Performance

Demonstrates adequate knowledge and understanding of the history, philosophy, and current trends of the school counseling profession; professional roles; advocacy processes; professional organizations; credentialing; and diversity considerations. Demonstrates adequate knowledge or understanding of how to design, implement, monitor, and evaluate a comprehensive, developmental, outcome-based school counseling program; including an adequate awareness of various systems that affect students, school, and home.

[4]
Emerging Advanced Performance

Demonstrates exemplary knowledge and understanding of the history, philosophy, and current trends of the school counseling profession; professional roles; advocacy processes; professional organizations; credentialing; and diversity considerations. Demonstrates exemplary knowledge or understanding of how to design, implement, monitor, and evaluate a comprehensive, developmental, outcome-based school counseling program; including an exemplary awareness of various systems that affect students, school, and home.

OUTCOME C10: The UAB School Counselor candidate is able to plan, implement, and evaluate a comprehensive school counseling program.

C10.P Performance and Skills: The Counselor-in-training is able to design, plan for implementation, demonstrate monitoring techniques and evaluation methods of a comprehensive, developmental, outcome-based school counseling program; including how various systems affect students, the school, and home.

Levels of Achievement

 Criteria

[1]
Unacceptable

Unable to design, plan for implementation, demonstrate monitoring techniques and evaluation methods of a comprehensive, developmental, outcome-based school counseling program; including how various systems affect students, the school, and home.

[2]
Emerging Initial Performance

Able some of the time to design, plan for implementation, demonstrate monitoring techniques and evaluation methods of a comprehensive, developmental, outcome-based school counseling program; including how various systems affect students, the school, and home.

[3]
Proficient Initial Performance

Able most of the time to design, plan for implementation, demonstrate monitoring techniques and evaluation methods of a comprehensive, developmental, outcome-based school counseling program; including how various systems affect students, the school, and home.

[4]
Emerging Advanced Performance

 Consistently is able to design, plan for implementation, demonstrate monitoring techniques and evaluation methods of a comprehensive, developmental, outcome-based school counseling program; including how various systems affect students, the school, and home.