Life-Span Developmental Psychology
|
|
|
|
. |
|
|
Overview
The Ph.D. in developmental psychology at West Virginia University combines breadth of training in a variety of perspectives on normal development across the life span with depth and rigor of training in an area of specialization selected by the student. The program is designed to train disciplined researchers who are also skilled classroom instructors. These goals are met through early and continued student involvement in independent research together with at least one year of teaching experience in a multisection course such as li fe-span developmental psychology. The research experience can occur in a variety of laboratory or applied settings with a variety of age ranges; the research is conducted on a topic of the student's choice, i nsofar as possible, supervised by and in collabora tion with one or more faculty members. The teaching, also conducted under faculty supervision, affords the student an opportunity to gain valuable skills for an academic career. Professional maturity is further developed, as mentioned ab ove , by participation of elected student representatives in departmental committees.
The developmental curriculum is organized so that breadth is obtained through courses in advanced conceptual and methodological issues in life-span developmental psychology, infancy, child development, adolescent and young adult development, and adulthood and aging. Specialization occurs through research, elective courses, and elective topical seminars. In addition, developmental faculty and first-year students participate in a Professional Development Seminar, developmental faculty and advanced students participate in an advanced Professional Development Seminar, and developmental faculty and all students in the program participate in a Developmental Research Lunch Group. The Developmental Research Lunch Group meets approximately every other week for student and faculty presentations and a brown bag lunch. The developmental faculty and students also hold a retreat every two years or so in order to discuss all aspects of the program and issues affecting the quality of student life.