Binghamton University’s College of Community and Public Affairs (CCPA) provides an array of programs for undergraduate and graduate students and prepares its graduates to work with individuals, communities and organizations for the public good, focusing specifically on social services, local government and non-profit organizations.
The Department of Human Development offers undergraduate programs leading to a BA and BS in human development.
The Department of Public Administration offers a graduate program leading to the master of public administration (MPA) degree.
The Department of Social Work offers both full-time and part-time graduate programs leading to the master of social work (MSW) degree.
The program in student affairs administration offers a graduate program leading to the master of science in student affairs administration.
The human development bachelor' s programs allow students to explore individual, social and structural aspects of human development as a basis of understanding principles that benefit themselves and others by (a) achieving a solid foundation in the theories and research defining the field of human development; (b) engaging in a critical exploration of social, cultural, economic, historical and political frameworks and the ways in which individuals, families and communities are situated within them; (c) developing the understanding and skills needed to enhance and promote diversity, equity and social justice; and (d) fostering a complex understanding of human conditions.
Our courses stress collaborative education and a multicultural curriculum, and our faculty strive to build supportive relationships with and among our students.
Learning objectives woven throughout our flexible curriculum encourage students to:
• think critically;
• analyze social issues;
• effectively express ideas verbally and in writing;
• apply knowledge by linking theory and practice;
• understand and use technology;
• develop an understanding of self and others as situated in history and community;
• develop an understanding for global-local issues and relations of power;
• demonstrate an understanding of how oppression affects the process of development;
• demonstrate knowledge, sensitivity and skill in working with diverse populations;
• and engage in a critical analysis of the concept of human service in the social and institutional context of politics, history and economics.
Courses are situated in the social sciences, but also cross these and other disciplinary boundaries, applying what students learn to a variety of human services settings, including social services, schools, child-care organizations, the criminal justice system, healthcare agencies, mental health programs, community development organizations, and many others for which a human development understanding provides a useful grounding.
The procedure for candidates applying for admission to the College of Community and Public Affairs (CCPA) is essentially the same as for other students applying for admission to the University. Specific information may be found in the general section on Admission in this publication.
The college generally follows the academic policies announced in this publication; however, students should be aware of the following policies pertinent to CCPA undergraduates only. Students are expected to be familiar with and to observe the regulations in this section.
All matriculated students follow the requirements for graduation listed in the Bulletin current at the time they are admitted to the degree program. However, students who interrupt enrollments for more than two consecutive semesters are governed by the Bulletin in effect when they are readmitted.
Upon the adviser’s recommendation and an approved petition through the academic standards committee, students may elect a later Bulletin under which they fulfill these degree requirements; however, they may not use a combination of requirements from different Bulletins. When courses required in older Bulletins are no longer offered, or in other special cases, course substitution may be made with the approval of the academic standards committee.
The term “full-time student” is applied to a person carrying 12 credits or more. The maximum number of credits a student may take, without the special approval of the adviser and department chair, is 18.
A student may drop below 12 credits without consent and be classified as a part-time student.
Students are enrolled in a major when accepted into the school. In addition to their assigned faculty adviser, the CCPA undergraduate academic adviser, peer advisers and the Human Development department chair provide assistance in program planning for students.
No student is required to take three final examinations in a 24-hour period. If a student is scheduled for three final examinations in a 24-hour period, and desires to change the time of one of the examinations, the student must initiate the following actions before the last week of classes:
A maximum of 30 credits may be granted for credit by examination and for other educational experiences through military, industrial or professional programs that have been assessed by appropriate organizations such as those contained in “A Guide to Educational Programs in Non-Collegiate Organizations” and similar publications.
Students taking CCPA undergraduate courses are graded in one of two ways:
Under the normal grading system, students choose the first option. However, undergraduates in CCPA may elect the Pass/Fail option for a total of four courses while a student at Binghamton University and receive a P (pass) or F (fail) rather than a traditional grade. Courses taken for a Pass/Fail option may not be used to complete major requirements or the General Education Requirement. Mandatory Pass/Fail courses do not count as part of the four total courses. A course taken on the Pass/Fail option is calculated into the student’s grade-point average only if the student receives an F.
The grading option for a course may be changed (either from normal to Pass/Fail, or vice versa) at any time up until the course-withdraw deadline, usually during the ninth week of the semester.
Students may retake courses in which they have received a passing grade by submitting a special petition to the faculty member teaching the course and the CCPA undergraduate academic adviser. This provision allows a student to demonstrate mastery of a given subject matter most notably (but not exclusively) in foundation courses, on which successful performance in later courses may depend.
If approved, the repeated course does not count toward rate of progress. That is, when a student repeats a course previously passed, both grades appear on the transcript, but only the first grade is counted in the grade-point average (GPA) calculations for rate-of-progress purposes.
Students may retake courses in which they have received a failing grade; they are not required to do so by CCPA, although major requirements may dictate otherwise. When a student repeats a course previously failed, both grades appear on the transcript, and both are counted in the GPA. Students are encouraged to speak with the CCPA undergraduate academic adviser as they make their decision about repeating any failed course.
A notation of Incomplete, rather than a grade, may be reported by the instructor when a student has made substantial progress, but has not been able to complete a course. In addition, the student must have a valid reason, because of illness or other justifiable circumstances, for requesting an Incomplete. The questions of substantial progress, potential to pass the course, and a valid reason for the request are decided by the instructor. When requesting an Incomplete, the student must:
An Incomplete becomes an F at the end of the semester following that in which the Incomplete was granted, unless a Change of Grade form is submitted by the instructor. It is the student’s responsibility to ascertain that the coursework has been completed according to the contract, and the new grade is submitted by the instructor. An extension of the deadline must be approved by the CCPA undergraduate academic adviser on a Request for Extension of Incomplete Grade in an Undergraduate Course form, and is approved only in highly unusual circumstances.
If a student withdraws from a course after the official deadline to drop a course, the instructor may assign a grade of WP (Withdrawn Passing) or WF (Withdrawn Failing). The grade of WP does not count as a course taken. A WF is equivalent to an F.
No changes from one letter grade to another and no extensions of an Incomplete are permitted after 12 months from the date of the last day of class in the semester in which a course was offered. However, faculty are required to keep graded work not returned to students for only one semester following the end of the course.
To remain in good academic standing, students enrolled in degree programs are expected to make satisfactory progress toward the degree. In CCPA, satisfactory progress is defined as maintaining a GPA of 2.0 in all courses taken (both within and outside of CCPA). Failure to maintain the minimum GPA results in academic probation. Academic probation does not imply either suspension or dismissal and does not preclude students from registering or receiving financial aid. Standards for financial aid eligibility are described in the Financial Information section of this publication.
The GPA is calculated on a 4.0 system using the following grade-point equivalents.
|
A |
= |
4.0 |
C+ |
= |
2.3 |
|
|
A– |
= |
3.7 |
C |
= |
2.0 |
|
|
B+ |
= |
3.3 |
C– |
= |
1.7 |
|
|
B |
= |
3.0 |
D |
= |
1.0 |
|
|
B– |
= |
2.7 |
F |
= |
0.0 |
Full-time students normally complete a degree program in CCPA in approximately eight semesters. Review of students’ academic progress is made at the end of each semester excluding summer session. Students must have a 2.0 cumulative GPA to graduate; those falling below a 2.0 are placed on probation.
Students are considered to be making satisfactory progress if their cumulative GPA meets the criteria listed below. Those not meeting the criteria are subject to suspension. Upon expiration of the suspension period, suspended students are automatically granted readmission upon application to the Undergraduate Admissions Office and are placed under an academic contract for that semester. Students who are readmitted after suspension and again fall below the stated criteria are subject to permanent dismissal from the school.
First-semester transfer students who have a cumulative GPA of 1.5 or more, but are under the minimum GPA listed below, are placed on probation and deemed to be making satisfactory progress. Students transferring more than 34 credits and attaining a Binghamton University GPA of less than 1.5 are subject to suspension.
|
Hours Passed |
Required |
|
and Advanced |
Cumulative |
|
Standing |
GPA |
|
1-34* |
1.440 |
|
35-51 |
1.625 |
|
52-68 |
1.715 |
|
69-85 |
1.800 |
|
86-102 |
1.875 |
|
103-119 |
1.950 |
|
120+ |
2.000 |
*Exclusive of first-term freshmen with fewer than 18 hours passed including advanced standing, and part-time students with fewer than 12 hours attempted at Binghamton University
To qualify for the CCPA Dean’s List at the end of the fall or spring semesters, students must have completed at least 12 credit hours with a 3.5 or better semester GPA and have no missing or Incomplete grades. Recognition is given for each semester in which students meet these criteria. The award is noted on the transcript.
Students with outstanding academic records receive honors upon graduation. To qualify, students must meet the cumulative GPAs specified below, have earned at least 32 CCPA credit hours, with a normal grading option, and have no missing grades or Incompletes. Honors are awarded as follows:
3.50-3.69 GPA: cum laude
3.70-3.84 GPA: magna cum laude
3.85-4.00 GPA: summa cum laude
If students who withdraw from the College of Community and Public Affairs wish to remain in good standing, they must follow a formal withdrawal procedure. Mere absence from class does not constitute withdrawal. Withdrawal applications may be obtained from the Registrar’s Office or CCPA Undergraduate Academic Advising Office, either in person or through the mail. A grade of W is assigned when the student has withdrawn from all courses and thus from the University. Grades of W do not count as courses taken.
CCPA applies the same withdrawal and readmission policies as established for the University, except that CCPA students may drop below a three-course program without consent.
Undergraduate students must apply for readmission through the Undergraduate Admissions Office.
Students should first try to resolve any grievance with their instructor. If, after meeting with the course instructor, the student wishes to pursue further action, he or she should meet with the Human Development department chair to discuss options. A copy of the CCPA Grievance Procedure is available from any of the above or from the CCPA Dean’s Office.
College of Community and Public Affairs students are eligible to participate in the University’s financial aid program. Aid is available to full-time and selected part-time matriculated students. Students interested in obtaining financial aid should contact the Student Financial Aid and Employment Office as soon as possible to determine their eligibility.
All CCPA students are eligible to receive the services provided for all students at Binghamton University and to participate in the various student activities. Students should be familiar with the Bulletin sections that deal with services for students and student activities.
See “Honors and Awards” in the Scholarships, Awards and Fellowships section of the University Bulletin.
The Department of Human Development offers two undergraduate degrees: the bachelor of arts and the bachelor of science in human development. Both undergraduate degrees are designed to prepare students for careers in which they will work with people, in communities and organizations, addressing complex social problems such as poverty, drug and alcohol abuse, victimization, equity and justice. Students design their own individualized plans of interdisciplinary study within the general framework of the program requirements based upon their specific personal, educational and career goals. The two degrees differ only in the number of liberal arts credits required.
The undergraduate curriculum is organized into three core areas: Theories of Human Development, Social Policy and Activism, and Working with Individuals and Groups. Theoretical courses explore ideologies that describe human development, including child and adolescent development as well as family dynamics. Social Policy and Activism examines political, economic and social structures affecting these theories. Working with Individuals and Groups provides an opportunity to explore working with people in different settings. While both Social Policy and Activism and Working with Individuals and Groups examine the philosophies, strategies and techniques for working with individuals and organizations, they also emphasize socio-structural factors that influence practice.
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Credit Requirements to Qualify for a Baccalaureate Degree from CCPA |
|
| Liberal Arts and Sciences |
90 Credits for Bachelor of Arts 60 Credits for Bachelor of Science |
| Upper Division - 300 and 400 level courses in HDEV | 40 Credits |
| In Residence - courses satisfactorily completed in HDEV department | 40 Credits |
| Total Required for graduation | 124 Credits |
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Other Requirements to Qualify for a Baccalaureate Degree from CCPA |
|
|
Earn a minimum of 124 credit hours, including transfer credits (with a maximum of two credits of physical education, with an average of at least C overall (2.0 GPA) and a minimum of a C average in the major program (no more than eight credits hours in internships/independent study courses may be applied toward 124 total for degree) |
|
|
Meet General Education requirements as stated elsewhere in this document |
|
| Complete the specified requirements in the major program in which they are candidates for the degree | |
| Not be on probation or under disciplinary action, and pay or make a satisfactory adjustment of all tuition, fees or other bills incident to their attendance at the University | |
| Be recommended by the faculty of the College of Community and Public Affairs | |
| Be admitted to the degree by the State University Trustees, by formal action |
The school reserves the right to make changes in the requirements listed above for graduation, except that no increase in total credit hours required for graduation shall retroactively affect any student already matriculated in College of Community and Public Affairs when the change is made.
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Core Courses |
|
|
Students will select three introductory classes from three different social science disciplines (1 must be from psychology, 1 must be from sociology, 1 must be from a different social science discipline (ie., anthropology, economics, geography, history, political science) |
12 credits |
| Introduction to Human Development (HDEV 200) | 4 credits |
| Social Science Research Methods (HDEV 300) | 4 credits |
| Social Justice (HDEV 400) | 4 credits |
| Practicum in Human Development (HDEV 475) | 4 credits |
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Core Learning Areas |
|
| Students are required to select two additional courses from each of the following three Core Learning Areas | |
| Theories of Human Development (HDEV 301-339) | 8 credits |
| Social Policy and Activism (HDEV 340-379) | 8 credits |
| Working with Individuals and Groups (HDEV 401-479) | 8 credits |
In this course, students will:
• Contextualize the history and evolution of the study of human development and the social sciences in the United States and internationally.
• Examine the concept of development more broadly and across disciplines.
• Explore the research approaches of the social science disciplines.
• Understand interdisciplinarity and comprehend its significance for the study of human development.
• Analyze the relevance of social science perspectives for the study of real world problems and social relations.
• Understand the substantive and methodological programmatic underpinnings in the Department of Human Development, Binghamton University, including 1) critique of service, 2) multiculturalism, 3) translating theory into practice, and 4) action research.
• Understand practice requires an equitable and socially just process.
• Undertake the exercises of conducting library research, writing a literature review, and compiling a bibliography.
• Receive feedback on the process of writing critically and have an opportunity to further develop skills in this area.
Students in this course will:
• Understand social justice in its forms including distributive (how resources are distributed), sense of justice (how justice and injustice feel), procedural (how one is treated), restorative (how remedies are made), scope of justice (who is understood to be deserving)
• Examine the dynamic variation across race, class, gender, ethnicity, disability, and sexuality identity formation, differential treatment based on marginalized identities at varying societal levels, and responses to the structural arrangements that affect people' s lives within local and global contexts.
• Develop critical consciousness and awareness of privilege in connection with dynamics of power and powerlessness that have an impact on the work of and personal lives of practitioners in communities.
• Demonstrate the acquisition and/or proficient use of analytical skills in terms of critically examining socio-historical, -cultural, -political, -economic contexts.
• Consider the meaning of justice in a global context by exploring the various consequences of globalization.
Goal: Understanding theoretical orientations and applying knowledge to particular populations
Courses in this area will examine human growth and development across the lifespan from conception to life' s ending. Students will learn about traditional as well as new directions in developmental theories. A solid grounding in a broad range of theories will provide a basic background for students' work as practitioners across developmental domains such as physical, cognitive, and social emotional development. Students will learn foundational areas in traditional human developmental theories, place theories in historical context, and will discover the applications and limitations of theoretical concepts. Students will understand how theories develop and change and drive research, as well as how theories can be useful for understanding developmental trajectories. A key emphasis will be an application of developmental theories and concepts to work as practitioners. Students will examine how social context, as a major approach to the study of development, provides a central focus and understanding of people' s lives and their work as practitioners.
[ top ]Goal: Influencing public discourse and the social world
Courses in this area will explore the relationship between social policy, ideology, and activism. Students will be introduced to the processes that shape and develop social policy, including the historical background and competing societal values and interests that underlie enactment of social policy and the development of programs to address social problems. They will gain an understanding of the organizational, bureaucratic, political, and legislative processes that influence policy development and implementation. In addition, students will develop skills to critically evaluate existing policies and how those policies impact practice. This critical inquiry will lead students to consider the importance of social and institutional change through activist practice. Activism can be defined as participating in social issues discussions and activities within communities, organizations, and institutions. For some, this means working within institutions to make them live up to their objectives. These activists understand their role as making current social institutions work effectively and justly. For others, activism is social change that would involve the dismantling of current social institutions and replacing them with other visions. Students will have the opportunity to investigate how various strategies have developed to bring about meaningful social change within people' s lives and contexts.Goal: Learning professional skills and developing skill sets
Courses in this area will introduce students to major principles and theories of individual and group practice. A key emphasis will be placed on integrating theory and practice and making applications of this learning to various kinds of work settings. Students will explore ethical, legal, and professional issues as well as major concepts, techniques and approaches used in individual and group practice. One of the central aims of courses in this area is to provide an interdisciplinary analysis of how individuals and groups function within families, institutions, and social structures. In this context, these courses will provide students with opportunities to move beyond more traditional principles of individualism and universalism through broadening the scope of interdisciplinary inquiry including exploring social stratifications and relations of power in individual and group identities. In particular, students will consider how people' s daily life experiences as well as their individual psychologies (i.e., cognitions, attitudes, behaviors, challenges, emotions, expectations, motivations, needs, wants) and world view may be linked to structural differences in resources and opportunities, as well as assumptions about themselves and others.