Ahead of the UNC School of Education’s graduation ceremony, during which students across programs turned their tassels, students in the Human Development and Family Science (HDFS) program concluded their undergraduate careers during a May 7 poster session in Peabody Hall. The event showcased HDFS students’ semester-long internship experiences at a range of organizations, celebrated their academic and professional achievements, and highlighted real-life experiences gained in career settings.
Launched in 2016, the HDFS program is an interdisciplinary pre-professional major designed to prepare undergraduates for careers in the helping professions and beyond. Through the program, students gain foundational knowledge and experiences that enable them to serve and uplift individuals, families, and communities while exploring human development across life stages. The program offers two optional concentrations: Child and Family Health, and Family Life Education.
“HDFS is dedicated to enriching our students with the skills necessary to fortify themselves as professionals driven to improve the lives of individuals, families, and communities,” said Helyne Frederick, Ph.D., HDFS program director. “Through rigorous coursework and invaluable practical experiences, our graduates gain a deep understanding of the diverse contexts and relationships that influence human growth and development across the lifespan. It is inspiring to see our graduates embark on their careers and enter a variety of graduate programs in education, human services, law, health, and more, equipped with the knowledge and passion to make a meaningful impact in the world.”
Below, 10 HDFS students who graduated in May 2024 reflect on their internship experiences and the lessons they learned — highlighting how the program empowered them to develop and practice ethical and culturally inclusive approaches to promote community well-being —and how they plan to utilize their HDFS foundation in their careers.
Mia Mackie (’24 B.A.Ed.)
Internship site: Boomerang Youth Inc.
During Mackie’s internship at Boomerang Youth Inc., a youth development organization in Chapel Hill that provides support to young people during times of crisis and beyond, she discovered that her adaptability was a significant asset, and she intends to continue developing this strength throughout her professional endeavors.
“The most valuable thing I’ve learned from my internship is my identity as a professional outside of my identity in academia,” Mackie said.
Equipped with the knowledge and skills gained from the HDFS program, Mackie expressed her preparedness to assist individuals from various backgrounds. As she pursues a master’s degree in social work this fall, she aims to enhance her capacity to make a positive impact in her community.
Sholeh Najafian (’24 B.A.Ed.)
Internship site: Kathryn Leech, Ph.D., Early Learning Lab
As part of her internship at the UNC School of Education’s Early Learning Lab, directed by faculty member, Kathryn Leech, Ph.D., Najafian worked alongside doctoral students, research assistants, and post-baccalaureate researchers to explore social interactions between children and adults within projects focused on how parent-child conversations before school entry influence children’s language and literacy development.
Reflecting on her experience, Najafian highlighted the importance of learning content analysis, a skill proved invaluable as she spent the semester coding volumes of qualitative data from the research.
This fall, Najafian anticipates the chance to refine her skills as a researcher and an educator by joining North Carolina State University’s Lifespan Developmental Psychology program as she pursues her Ph.D. — aiming to establish partnerships with other scholars and address pertinent issues within education.
“The faculty has provided me with so much support,” Najafian said. “Everyone in the HDFS program has always been so encouraging! The faculty are happy to provide guidance and have helped me to navigate the next steps of my life.”
Nicolle Hernandez (’24 B.A.Ed.)
Internship site: Duke Pediatric Clinic
During her internship at the Duke Pediatric Clinic, Hernandez emphasized that the most valuable lesson she learned was how to overcome barriers and discover solutions when situations do not go as planned, along with the importance of self-advocacy as a growing professional. For Hernandez, internships are pivotal in developing self-expression, as she viewed them as avenues to explore potential career trajectories and witness experienced professionals in action.
Recently, Hernandez was commissioned as a Second Lieutenant in the U.S. Army. She hopes to apply for physician assistant school in the future. Additionally, she looks forward to learning from various professionals in a collaborative setting, applying leadership and other skills acquired at Carolina and in the HDFS program.
“The HDFS program has reaffirmed my passion for helping others and allowed me to learn about the various identities and backgrounds that contribute to communities and professions,” Hernandez said.
Dalton Locklear (’24 B.A.Ed.)
Internship Site: North Carolina Department of Public Instruction and Carolina Community Academy
Upon completing his internship at the North Carolina Department of Public Instruction (NCDPI) and Carolina Community Academy, Locklear highlighted a critical lesson he learned: While policy is applied in broad strokes to ensure that legislation impacts large groups of people, the work that most impacts students happen day-to-day inside of communities, schools, and classrooms
“My joint internship with NCDPI and CCA taught me that large-scale change is great, but the real work happens when you remember where you come from,” Locklear said. “We are undoubtedly here for the students, but we are here because of the parents, teachers, principals, and communities that have invested in them.”
“HDFS has best prepared me by stressing the importance of collaboration,” Locklear said. “We have been taught to always seek community input when evaluating programs and initiatives. We have been taught to work with our peers to find multi-faceted solutions to complex problems. I will carry this collaborative approach to learning as I engage with caregivers, social workers, and school counselors to address the needs of my students.”
In August, Locklear will continue his journey to honor the legacy of the Lumbee educators who inspired him at an early age as part of the third cohort of the DREAM — or Diverse and Resilient Educators Advised through Mentorship — residency program, a collaborative effort between the School and Durham Public Schools (DPS) that combines 12 months of Master of Arts in Teaching (MAT) coursework and a year-long student-teaching internship followed by three years of employment in DPS and unique on-the-job guided mentorship to prepare residents for an effective and impactful career as an educator.
Annah Kate Lassiter (’24 B.A.Ed.)
Internship site: Estes Hills Elementary
As part of her internship at Estes Hills Elementary, Lassiter discovered the profound importance of meeting each student where they are. This experience deeply influenced her understanding of education, instilling in her the value of creating a nurturing and inclusive environment.
“Most of them are six- and seven-year-olds that love school and love learning,” Lassiter said. “Meeting them where they are and allowing them to be themselves by creating a safe place was so important to me.”
As Lassiter looks forward to the next chapter of her career, she is set to begin the School’s Master of Arts in Teaching (MAT) program, concentrating on Elementary Education, in the next academic year.
Reflecting on her HDFS experience, Lassiter acknowledges its significant impact in preparing her for the rigors of graduate school. To Lassiter, her internship offered invaluable classroom experience, shaping her into a more confident and capable future educator.
Additionally, Lassiter cherished the moments spent with her first-grade students, who, as she describes, have left a lasting mark on her heart. Her graduation stole, adorned with Carolina Blue handprints, symbolizes the special place each student holds in her heart.
“They taught me far more than I taught them, and I am so thankful for each lesson learned,” Lassiter said.
Pate Falter (’24 B.A.Ed.)
Internship site: Carolina Center for Public Service
According to Falter, the most valuable takeaway from their internship at the Carolina Center for Public Service was the importance of stepping out of one’s comfort zone when approaching new tasks. Falter emphasized that embracing challenges and seeking guidance from supervisors were crucial for personal growth and improvement, especially when dealing with varied responsibilities such as website editing, graphic design, and development activities.
“My internship experience was incredibly invaluable, making it difficult to pinpoint just one thing,” Falter said. “However, if I had to choose, my most valuable takeaway would be the importance of pushing yourself outside of your comfort zone when approaching tasks.”
As she begins her career, Falter noted her excitement about working as a program coordinator position at Families4Families, a nonprofit organization in Washington, D.C. that empowers student leaders to address food insecurity and enact positive change in their local communities.
Falter expressed her gratitude to the HDFS program, highlighting how it significantly prepared her for her career and how it equipped her with a strong foundation of academic knowledge and practical professional experiences that she can draw upon in all her future endeavors.
“Whether it was learning from incredible professors or gaining professional experience through my internship at the Carolina Center for Public Service, I have learned so much and gained a multitude of skills,” Falter said.
Ella Shapard (’24 B.A.Ed.)
Internship site: Newborn Critical Care Center at UNC Hospital
While interning at the Newborn Critical Care Center (NCCC) at UNC Hospital, Shapard worked with Karen Hogan, the NCCC Family Support Coordinator, and engaged in various projects aimed at supporting parents and caregivers navigating the challenges of having an infant in the NCCC. This support included directing families toward diaper bank resources, supplying them with books and toys, or simply sitting with them to help process their emotions.
“My internship helped me deepen my ability to foster connection and talk to folks from many different walks of life,” Shapard said.
Shapard highlighted that the HDFS program prepared her for her future career by exposing her to various career options within the helping professions that she had not previously considered. She was particularly drawn to the work of occupational therapists and expressed gratitude for the experiences HDFS provided, giving her a chance to potentially pursue these interests in the future.
“I am so grateful to Drs. Rodriguez, Halpin, Frederick, and Glazier for their support over the past year as I was both writing my senior honors thesis and engaging in my internship,” Shapard said. “Taking their courses and learning from their own professional experiences has been such a wonderful aspect of my undergraduate journey!”
In September, Shapard will move to Spain as part of the Fulbright U.S. Student Program, where she will teach in a local preschool and have the chance to gain insights into the structured framework of early childhood education programming in Spain.
Rachel Reynolds (’24 B.A.Ed.)
Internship site: A.L. Stanback Middle School
Reynolds discovered her passion for working with middle school students during her internship at A.L. Stanback Middle School, where she formed meaningful connections with the students and thoroughly enjoyed engaging with this age group. Her HDFS coursework, in which she learned about child development and the needs of families, provided a foundation for beginning the next phase of her career to make an impact on students and school communities.
“I owe a lot of my growth and success to my internship experience,” Reynolds said. “I had amazing site supervisors and connections with students at my site that ultimately confirmed and ignited my passion for school counseling.”
This August, Reynolds will join the School’s 2024-25 cohort of the School’s School Counseling program — eager to gain the expertise to make a meaningful impact on her future students’ lives.
Cameron Hughes (’24 B.A.Ed.)
Internship site: UNC Health Rehabilitation Therapies Team
Through her internship with the UNC Health Rehabilitation Therapies Team, Hughes worked alongside various healthcare professionals at UNC Hospitals, gaining valuable communication and collaboration skills that will be used throughout her professional career.
This fall, Hughes will pursue a master’s degree in occupational therapy, anticipating the opportunity to acquire knowledge on delivering accessible therapeutic services that will empower individuals to maintain their engagement in routine daily activities.
To Hughes, her experience within the HDFS program enabled her to forge lasting connections with peers and professors, both within the classroom setting and during her internship.
“HDFS has prepared me for my next steps by teaching me how to provide individuals with the resources needed so that they can succeed inside and outside of the classroom,” Hughes said.
Taylor Hughes (’24 B.A.Ed.)
Internship site: UNC Health Rehabilitation Therapies Team
According to Hughes, one of the most valuable things learned throughout the internship experience with the UNC Health Rehabilitation Therapies Team was the role that patient education materials have in maximizing health outcomes for patients. Despite the direct care patients receive from various health professionals, Hughes recognized that patient education is vital in enabling patients to better understand their care and condition. She encourages patients to adhere to instructions provided by their healthcare team, aiding in their recovery.
Through the HDFS program, Hughes found that the projects and insights shared by peers and faculty enriched the takeaways and culminating internship experiences.
“The HDFS program has equipped me with the skills to take a holistic approach to care while developing individualized care plans to meet the unique needs of patients,” Hughes said.
Along with her sister, Cameron, Hughes will pursue a master’s degree in occupational therapy this fall, continuing to learn and improve the lives of individuals across various settings.