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The Curry School of Education,
founded with two professorships in 1905 as one of the academic schools
of the University, was endowed by gifts of $100,000 from John D. Rockefeller
and $50,000 from the State General Education Fund. The school was named
for Dr. J.L.M. Curry, a native Georgian whose accomplishments made him
a man of great renown throughout the antebellum and reconstruction South.
In addition to being an ordained minister, a Harvard law graduate, a
member of Congress, and a U.S. Ambassador, Dr. Curry was a historian,
an author, a college professor, and a strong advocate of universal education.
In 1919, the school was given
a professional basis similar to that of the Schools of Law, Medicine,
and Engineering; and, in 1950, a graduate division was established,
offering the degrees of Master of Education and Doctor of Education.
An Education Specialist degree was approved and initiated in 1974.
In 1968, the Curry School of
Education entered a period of rapid and significant growth. By the mid
1970s, the faculty had increased to approximately 120 members, and there
are now more than 20 specialized programs. The school has assumed a
strong leadership role in the state through training educational personnel,
providing valuable professional experiences, and applying research findings
in service to various school divisions, colleges, and other educational
agencies.
The Curry School of Education
has two major missions. The first is to prepare personnel to work in
America's educational system, pre-kindergarten through collegiate
levels, and to conduct research and scholarship that address problems
and issues of importance to our educational system. Through partnerships
with other organizations and educational institutions, the Curry School
is committed to developing exemplary and innovative approaches to address
those issues and problems. The second mission is to enhance human potential
by preparing professionals and conducting research in such areas as
psychological/emotional development, physical development and fitness,
and speech/language/auditory development. These areas contribute to
the betterment of the human condition and are directly related to increased
learning and successful experiences in our educational system.
The school offers graduate students
extensive opportunities for experience in research. The University's
reciprocal relationships with school divisions and other educational
agencies allow for practicum experience and provide opportunities to
study the implementation of change in varied institutional settings.
Extensive information about the Curry School of Graduate Education and
its programs is available online: curry.edschool.virginia.edu
Address
Curry School of Education
University of Virginia, Ruffner
Hall
405 Emmet Street S
P.O. Box 400261
Charlottesville, VA 22904-4261
(434) 924-3334
The Curry School of Education
offers programs leading to the Master of Education, the Master of Teaching,
the Education Specialist, the Doctor of Education, and the Doctor of
Philosophy in Education degrees. There is also a five-year Teacher
Education Program that allows students to earn both a bachelor's
and a master's degree simultaneously.
All degree programs offered by
the Curry School of Education that are related to teacher education
and educational leadership have been accredited by the National Council
for Accreditation of Teacher Education (NCATE) and the Teacher Education
Accreditation Council (TEAC).
Graduate degrees are available
in the following program areas. In some cases, a particular program
includes several sub-specialities. For a listing of sub-specialties
applicable to the Ed.D. and Ph.D. degrees, see the Doctoral Degrees
section.
Areas
Degrees
Administration and M.Ed., Ed.S.,
Supervision Ed.D., Ph.D.
Clinical Psychology Ph.D.
Communication Disorders M.Ed.,
Ph.D.
Counselor Education M.Ed., Ed.S.,
Ed.D., Ph.D.
Curriculum and Instruction M.Ed.,
Ed.S., Ed.D., Ph.D.
Education Policy and M.Ed., Ed.D.,
Evaluation Ph.D.
Educational Psychology M.Ed.,
Ed.S., Ed.D., Ph.D.
Educational Research M.Ed., Ed.D.,
Ph.D.
Elementary Education M.T., M.Ed.,
Ed.D., Ph.D.
English Education M.T., M.Ed.,
Ed.D., Ph.D.
Foreign Language M.T., M.Ed.
Education
Higher Education Ed.S., Ed.D.,
Ph.D.
Instructional Technology M.Ed.,
Ed.D., Ph.D.
Mathematics Education M.T., M.Ed.,
Ed.D., Ph.D.
Kinesiology (Health and M.T.,
M.Ed., Physical Education) Ed.D., Ph.D.
Reading Education M.Ed., Ed.D.,
Ph.D.
School Psychology M.Ed., Ed.D.,
Ph.D.
Science Education M.T., M.Ed.,
Ed.D., Ph.D.
Social Foundations M.Ed., Ed.D.,
Ph.D.
Social Studies Education M.T.,
M.Ed., Ed.D., Ph.D.
Special Education M.T., M.Ed.,
Ed.S., Ed.D., Ph.D.
Note: Students who want
to enroll in one or more graduate courses but do not intend to work
for a degree at the University of Virginia should apply for admission
as professional development students.
Ruffner Hall
The majority of academic facilities and offices of the Curry School
of Education are located in Ruffner Hall. This facility houses laboratory
space for studies in science education, instructional technology, counselor
education, reading, educational psychology, and educational research.
A well-equipped behavioral study area enables students and faculty to
carry on advanced-level clinical observation and research, and a number
of flexible meeting areas provide a supportive environment for studies
in education.
Additionally, Ruffner Hall houses
centers that provide services to the community, the state and the nation,
while providing students and faculty with instructional and research
opportunities.
The Center for Clinical Psychology
Services is a non-profit clinic providing psychological and educational
services to the public and serving as an in-house training facility
for graduate students of the Curry Programs in Clinical and School Psychology
and other areas within the Curry School. The center is organized
into specialized clinics and offers three basic categories of services:
diagnosis, intervention, and consultation.
The Education Library contains
approximately 150,000 volumes of current educational materials, a file
of over 400,000 ERIC microfiche titles, and access to VIRGO. The library
supports the academic needs of the undergraduate and graduate programs
of the Curry School and provides periodicals, microfilms, books, and
reserve materials required for class reading. Optical disc (CD-ROM)
database systems and Internet connections provide access to materials
from throughout the world. Retrospective research materials in education
are located in Alderman Library.
The Educational Technology Center provides students and faculty with opportunities for technology-enhanced
instruction and research. The center houses the Audio-Visual Production
Lab; a video filming studio and production facility; the Special Technology
Laboratory; the Apple Lab; the interactive IBM Microcomputer Classroom;
and a collaborative classroom with Internet video conferencing.
The McGuffey Reading Center functions
as a laboratory for the study of the reading process by furthering clinical
and empirical research in developmental reading and preparing graduate
students to serve as reading-language specialists. It also provides
a remedial center for children with reading disabilities.
The National Research Center
on the Gifted and Talented The
mission of the National Research Center on the Gifted and Talented (NRC/GT)
is to produce and disseminate high-quality, practical research studies
relating to the identification and development of the talent of students.
The research of the center has ranged from investigating ways to encourage
talent in young, at-risk students; to the social and emotional development
of gifted students; to investigating the feasibility of high-end learning
in middle schools. There are currently five faculty and ten graduate
students working on projects of the NRC/GT.
The Center for Personal and
Career Development is operated by the Department of Human Services. It trains
counselors and provides counseling in career change and decision-making,
interpersonal relationships, coping with life transitions, and personal
growth.
The Center for the Study of
Higher Education fosters informed and interdisciplinary approaches to the study
of higher education as a resource for scholars and practitioners. It
offers degree programs, seminars, short institutes, and workshops, as
well as research reports and occasional papers that provide administrators
and other educational leaders with fresh perspectives on developments
in the arena of post-secondary education.
The Center for Technology and
Teacher Education is a cross-disciplinary institute
with collaborating faculty drawn from several disciplines, including
educational technology, teacher education, and policy studies. Teachers
must be prepared to use the rapidly evolving technologies that are being
placed in today's classrooms in order to realize the promise that
these technologies hold for the future. If we prepare the next generation
of teachers, they will effectively serve as diffusion agents. One goal
of the center is to identify and develop educational technologies that
should be integrated into teacher education curricula. An equally important
goal is to prepare the next generation of educational technology leaders.
Graduate fellows affiliated with the center are expected to serve in
leadership positions in school districts, state education agencies,
and teacher preparation programs.
The UCEA Center for the Study
of Leadership and Ethics is sponsered jointly
by the Department of Leadership, Foundations and Policy and the Ontario
Institute for the Studies of Education at the University of Toronto
under the auspices of the University Council for Educational Administration.
The mission of the center is to research issues of moral and ethical
significance to educational leaders, to hold conferences and workshops
for practitioners and professors, and to create and maintain a supportive
network for practitioners and scholars interested in moral and ethical
dimensions of schooling.
The Virginia Center for the
Study of Educational Policy The purpose of
the Center is to foster connections between activities at the Curry
School of Education and the broader world where decisions regarding
education and schooling are made. The central goal is to increase the
contribution of the University of Virginia to the discourse regarding
pre-k, k-12, and higher education policy at local, state, and national
levels. The primary intent is to find new ways to integrate and share
the full array of research, teaching, and practice related to educational
policy at the University of Virginia.
The following physical education
facilities are also a part of the Curry School of Education:
The Athletic Training and Physical
Therapy Clinic provides therapy for the University's athletic teams,
Student Health patients, faculty and staff, and physician referrals
from the community. Offering M.Ed., Ed.D., and Ph.D. programs in athletic
training and sports medicine and an undergraduate program in sports
medicine, the clinic provides practicums for both graduate and undergraduate
students. It is located in the McCue Center, adjacent to University
Hall.
The Center for Cardiac Health
and Fitness provides professionally supervised programs of physical
fitness enhancement and coronary risk factor modification. The programs
provide coronary risk factor screening; medically supervised graded
exercise testing (stress testing); supervised exercise programs for
normal adults; and supervised exercise rehabilitation programs for coronary
heart disease patients. The center also serves as a teaching and research
facility for experiences in exercise physiology and sports medicine.
The Motor Learning Laboratory is a research facility designed to study
factors that influence motor skill acquisition and performance. Research
includes investigating perceptual constraints; movement speed; EEG correlates
of movement; substructures of balance, strength, and flexibility; and
psychological factors related to the acquisition and performance of
motor skills. Individuals seeking research experiences related to motor
skill acquisition and performance utilize this laboratory.
The Sport and Exercise Psychology
Laboratory is designed for experimental and
interview studies on such topics as observational learning, peer relationships,
perceived competence in sport, coaching feedback, performance enhancement,
and character development through sport.
The Sports Medicine/Athletic
Training Research Laboratory conducts
research in injury prevention and rehabilitation. Specific areas of
research include isokinetic assessment of human muscle performance,
postural sway (balance), and joint laxity. The laboratory also collaborates
on research with several departments in the Health Sciences Center,
including the Department of Orthopaedic Surgery and the Department of
Radiology.
The Communication Disorders
Facilities provide clinical, research, and
office space for programs in speech-language pathology. Although the
majority of classes are taught in the Curry School of Education's
Ruffner Hall facility, the program facilities have electronic conference
room capabilities; speech and language science labs; behavioral and
electrophysiological audiology and hearing science research labs; individual
and group client assessment; treatment and research space; student research
space; and a computer lab with Internet connections.
The Speech-Language-Hearing
(SLH) Center, housed in the Communication Disorders
Facility, is an integral component of the Curry School's Communication
Disorders Program and Department of Human Services. The Center is a
full-service, ASHA-accredited clinical facility supervised by the faculty
and staff of the Communication Disorders Program. It provides students
in the speech pathology academic program an opportunity to acquire experience
working with individuals of all ages who have a wide range of speech,
language, and hearing disorders.
Charlottesville and the surrounding
area provide a rich resource for practical experiences for students
in the Curry School of Education. The nature of a student's particular
field experience is determined by his or her field of specialization.
It is impossible to list all of the sites available for students; the
following list serves to illustrate the variety:
Cardiac Rehabilitation Program
Kluge Children's Rehabilitation
Center (associated with the University of Virginia Health Sciences Center)
Children's Service Center
(regional diagnostic agency)
Federal Bureau of Investigation
(Quantico)
Federal Executive Institute
Learning Needs and Evaluation
Center (counseling and psychological services)
Lynchburg Training Center (for
severely retarded children)
Public schools in Charlottesville
and surrounding counties
University of Virginia Health
Sciences Center
Oakland School
Commonwealth Center for Children
and Adolescents
Education Council
All students in the Curry School of Education become members of the
Education Council (EC). In addition to its function as liaison between
students and faculty of the School of Education, the EC participates
in many service programs affecting the University and the Charlottesville
community, such as tutoring underprivileged children and coaching children's
sports.
Council for Exceptional Children is a professional group focusing on issues related to individuals
with exceptionalities. Membership is open to both faculty and students
who have an interest in working with exceptional individuals. It is
sponsored by the Department of Curriculum, Instruction, and Special
Education.
Counselor Education Student
Organization membership is open to all counselor education students.
The organization helps to coordinate student orientation for the fall
semester, provides a peer orientation program, and sponsors both social
events and professional development programs for faculty and students.
NSSLHA
The National Student Speech Language Hearing Association is open to
all communication disorders students. It is both a social and a professional
organization that sponsors student activities throughout the year. Membership
in the organization also qualifies students for special rates for journals
and conventions, as well as for national certification upon completion
of their program of study.
Clinical and School Psychology
Student Association has four major functions. It holds an orientation for new students
in the program each year; sends a representative to faculty meetings
to act as a liaison between the faculty and clinical psychology students;
sponsors social gatherings; and annually bestows the Lucile E. Michie
Award in recognition of a professional in clinical psychology who has
been supportive of student development.
Student Virginia Education Association membership is open to both graduate and undergraduate
students. Members participate in various professional activities, receive
various publications, participate in seminars and conferences, and receive
liability/tort insurance.
Chi Sigma Iota is
an international counseling academic and professional honor society.
Founded in 1985, the objective of Chi Sigma Iota is to promote scholarship,
research, professionalism and excellence in counseling and to recognize
high attainment in the pursuit of academic and clinical excellence in
the field of counseling. The Rho Beta chapter of Chi Sigma Iota was
established through the Counselor Education Program at the University
of Virginia in 1989.
Kappa Delta Pi,
an honor society in education that was founded in 1911, chartered its
Eta Kappa Chapter at the University of Virginia in 1951. The constitution
of the society reads as follows: the purpose of Kappa Delta Pi shall
be to encourage high professional, intellectual, and personal standards
and to recognize outstanding contributions to education. To this end
it shall invite to membership such persons as exhibit commendable personal
qualities, worthy educational ideals, and sound scholarship. It shall
endeavor to maintain a high degree of professional fellowship among
its members and to quicken professional growth by honoring achievement
in educational work.
Phi Delta Kappa is
an international professional fraternity for men and women in education.
The membership is composed of recognized leaders in the profession and
students whose leadership potential has been identified. Members come
from a wide range of educational endeavors. They are classroom teachers,
administrators, and college and university professors, who represent
research and teaching interests in all areas. Members promote free public
education through research, service, and leadership. Alpha Beta Chapter
was established at the University of Virginia in 1921.
Admissions Applications
for admission to Professional Development Program and the Master
of Education, Master of Teaching, Education Specialist, Doctor of Education
(Ed.D.), and Doctor of Philosophy (Ph.D.) degree programs may be obtained
from the Office of Admission and Student Affairs, Curry School of Education,
Ruffner Hall, 405 S. Emmet Street, P.O. Box 400261 University of Virginia,
Charlottesville, VA 22904-4261; (434) 924-3334. Students who wish to
apply for a doctoral degree program should note the differences in the
admissions requirements for the Ed.D. and the Ph.D. as outlined in the
section titled Doctoral Degrees.
Online applications and extensive
information about admissions can be found at www.curry.edschool.virginia.edu.
Admission criteria include strong
Graduate Record Examination scores, academic records that reflect advanced
capabilities (generally a grade point average above 3.0), strong letters
of recommendation, and professional experience related to the field
of study. Students must also submit a statement of professional goals
that reflects their writing skills and their desire to study at the
University of Virginia. This statement should also describe how professional
goals will be enhanced by study in the Curry School. Students from under-represented
groups and/or with diverse backgrounds are particularly encouraged to
apply.
Special instructions apply to
the clinical psychology program. Any student who holds a master's
degree in psychology, counseling, or another closely related area should
complete an application for the Ph.D. program in clinical psychology.
Students not holding a master's degree should complete the application
for the M.Ed. program. Please note that advanced GRE test results are
required for admission into this program. The application deadline is
January 15.
Official transcripts of all previous
undergraduate and graduate work, Graduate Record Examination scores,
and at least two letters of recommendation must be provided as part
of the application process. There is a $40 non-refundable application
fee that must accompany the application.
Application Deadlines
Admission applications and all supporting documents, including
GRE scores, should be received by deadlines specified by program areas.
Applications completed by these dates will be given priority for space
and financial aid. Applications for admission and financial aid received
after these dates will be considered on a space available basis.
Students are permitted to enter
the clinical and school psychology programs in the fall semester only.
Applications and required materials for the Curry Programs in Clinical
and School Psychology are due by January 15 for admission to the fall
semester.
The Communication Disorders and
Counselor Education programs have a February 1 deadline. The following
programs have March 1 deadlines and generally accept new applicants
for the fall semester: M.T. programs; , curriculum and instruction,
sport psychology, and motor learning.
Graduate Record Examinations The Curry School of Education requires the Graduate Record
Examination basic core of verbal, quantitative, and analytic aptitude
tests for admission to all graduate programs. In addition, clinical
and school psychology requires the psychology GRE advanced tests. All
GRE scores must be current (within five years of the date of application).
Examinations should be taken
as early as possible so that scores are available prior to the application
deadline. Information on the GRE may be obtained directly from the Educational
Testing Service (ETS) or from the Office of Admission in Miller Hall.
The designation of Code 5820 should be indicated at the time of administration
to ensure that scores will be sent to the Curry School of Education.
Completed registration forms
and test fees should be mailed to ETS at least five weeks before the
test date to request a test center in the United States or Puerto Rico,
and seven weeks to request a test center in any other country. For a
registration form and detailed information about registration dates,
test centers, fees, and score reporting, obtain the Information Bulletin
(National Administrations Editions) from Graduate Record Examinations,
Educational Testing Service, Box 955, Princeton, NJ 0854; www.gre.org.
It is also possible to take a
computerized version of the GRE in many major cities.
TOEFL Scores All
international students for whom English is not the native language must take and submit TOEFL scores.
Change of Program Area
Students are admitted into a specific program area in the Curry School
of Education. To change a program area or registration status, students
must be in satisfactory standing in their present program area and be
approved for admission to the new program area. Change of status forms
to initiate this process are available in the Office of Admission and
Student Affairs in 104 Ruffner Hall.
Matriculation
A student who is offered admission must accept that offer (in writing)
and take at least one course at the University within one year of the
matriculation date stated on his or her application or the school assumes
that he or she is not attending the University. After one year, application
materials are destroyed, requiring a new application for readmission.
Readmission is not automatic in such instances and depends upon a full
review of the student's record.
Faculty Advisor
After being admitted, each student is assigned a Curry School faculty
advisor. The faculty advisor must be contacted before the first semester
of matriculation to plan the degree program. All courses taken for degree
credit must be appropriate to the student's degree program and
must have the advisor's consent. It is the student's responsibility
to determine the specific requirements prescribed by the department
and program area.
Transfer of Credit
Students may, with the approval of the associate dean and the department
offering the program, transfer some graduate credit earned at other
accredited institutions. All graduate credit offered for transfer must
be applicable to the degree program the student is pursuing. Specific
limitations and policies governing the application of transfer credit
toward degrees are listed in the section on degree requirements. Undergraduate
courses, or courses previously applied toward an undergraduate degree,
are not transferable for credit to graduate programs.
Through the many continuing and
professional studies centers located throughout the state, the Curry
School of Education offers courses that may be taken for graduate degree
credit. Upon request, the Curry School will organize field courses for
local school systems or other organizations in which teachers may earn
non-degree credit.
Enrollment Requirements
Although it is not necessary to be enrolled continuously from the time
of acceptance as a graduate student until completion of the degree,
students must apply for readmission to the Curry School if they allow
12 consecutive months to elapse without being enrolled in at least one
course for credit toward a degree program. Readmission is not automatic
in such instances and will depend on a full review of the student's
past record and departmental resources. Students who are readmitted
are subject to the current requirements.
Ph.D. students must be continually
enrolled in each academic semester. Students who fail to do so must
re-apply.
All students, resident or non-resident,
must be officially registered during the semester in which a degree
may be conferred and at any time in which University resources are used
(e.g., examinations, committee meetings, faculty conferences).
Registration
Registration and advising days are announced in the calendar in
this Record, the Course Offering Directory, and online
at www.virginia.edu/registrar/calendar.html. All registration materials
are obtained by students in professional development, M.Ed., M.T., Ed.S.,
Ed.D., or Ph.D. programs from the Curry School of Education, 104 Ruffner
Hall. Students must consult with their advisors prior to registration.
Registration includes two components, course enrollment and final registration,
both of which must be completed. Special tuition fee students may enroll
at the Office of Admission and Student Affairs of the Curry School on
the first day of class. Enrollment in classes is completed using ISIS.
Course Load
Full-time students normally take 12 graduate credits during each regular
semester. A student may vary this amount with the approval of his or
her advisor and must petition for special permission to take 18 or more
credits.
Students who are employed full-time
may enroll for a maximum of three credits each semester. Permission
to enroll in more than three credits must be secured from the employer,
advisor, department chair, and associate dean.
Drop and Add
After the final date for adding or dropping courses, any change in enrollment
(or requests to change the grading system by which the student is evaluated)
can only be made with the approval of the instructor, advisor, and associate
dean, and a petition for a policy exception must be filed.
In general, it is not possible
to drop a course after the specified date; but, with the instructor's
consent, it may be possible to be assigned a grade of W, WP, or WF.
Grade Changes It
is the student's responsibility to monitor the accuracy of university
transcripts. This can be done through ISIS at (434) 296-4747 or www.virginia.edu/ISIS.
All corrections or inquiries must be completed within one calendar year
of the course.
Incomplete Policy
An IN is recorded when reasons known to the professor are judged
adequate to justify an extension of time to complete course requirements.
An IN may not be used to allow a student to attempt to raise a grade at the end of the term. The time line
to complete an incomplete may be negotiated with an instructor but may
not extend beyond one year of the semester in which the course was originally
taken. Students are expected to enter into a written contract with the
instructor specifying the remaining requirements and agreed-upon time
line. It is the student's responsibility to file the incomplete
agreement in the Office of Admission and Student Affairs. After one
year, if the student has not met the terms of the incomplete agreement,
the faculty member may submit a grade of F, U, WF, or W; if no action
is taken by the faculty member, the incomplete is administratively changed
to a W. Because the structure and content of courses constantly change,
in order to change an incomplete grade that is older than three years
to a regular course grade, the instructor may require that the student
take the course again.
Withdrawal From A Course
A student may withdraw from a course at any point prior to 5:00 P.M.
on the last day of classes (in the term of enrollment) if permission
has been secured from the student's advisor and instructor and
a petition has been approved and filed in the dean's office. This
action results in the course remaining on the transcript and the instructor
being asked to record a grade of W, WP or WF on the final grade sheet;
a W may be assigned only if there is no basis on which to determine
a WF or WP. None of these notations affect the grade point average,
nor does the course count toward credits earned.
Grading
Grades are awarded only to those students who are registered for and
complete a course for credit. The letter grade symbols used for grading
graduate students in the Curry School of Education are: A+, A, A-,
B+, B, B-, C+, C, C-, D+, D, D-, F, W, WP, and WF. The lowest grade
that can be applied toward a degree is B-.
Student work may be graded on
a satisfactory/unsatisfactory (S/U) basis in certain courses within
the Curry School. These courses or sections are approved for this grading
system by the department offering the course and the associate dean
for academic and student affairs. The specific S/U graded courses and
the maximum number of credits that may be completed under this system
and applied toward a graduate degree must be approved by the student's
major program advisor and, if a doctoral student, by the doctoral committee.
A course may not be repeated
on an S/U basis in order to change a grade in a course previously completed
on a letter-grade basis. If this should happen, the original grade stands,
and the credits earned in the second taking of the course cannot be
used for degree credit. The last day for changing to or from an S/U
grade in a course is the last day for adding a course.
Students in the Curry School
of Graduate Education are not permitted to take courses on a CR/NC basis.
Attendance
Students are expected to attend classes throughout the session,
with the exception of University holidays, unless permission to be temporarily
absent or to withdraw has been first granted by the student's
advisor and the dean. Excuses for absence from class are arranged between
the student and the instructor of the course in question. Routine excuses
for illness are not furnished by the Department of Student Health either
to the student or to the instructor. If final examinations are missed
for medical reasons, the Department of Student Health notifies the dean.
On request of the dean, the Department of Student Health evaluates the
effect of any illness upon a student's attendance and academic
performance. Failure to attend classes or other prescribed activities
in a course may result in enforced withdrawal from the course or other
penalties as determined by the instructor.
Attendance Upon Examinations Written examinations are an essential part of the work of most
courses. A final exam or culminating experience is expected in all classes.
The time period assigned for final examinations is considered part of
the regular academic semester, and classes must meet during their scheduled
examination period. Absence from exams is not excused except for illness
on the day of examination as attested by a physician's certificate,
or for other causes that the instructor, advisor, and dean, by special
action, may approve. An unexcused absence is counted as a failure and,
at the discretion of the instructor, may result in failing the course.
Standards for Satisfactory Performance
in Graduate Programs A graduate student's performance is subject to
periodic review by his or her advisor and major program area. Course
work, clinical performance, and competence in general professional practice,
as well as other professionally relevant qualities, are considered.
The department may, upon recommendation of the student's major
advisor or doctoral committee, require withdrawal from the program whenever
the student's performance fails to reflect the potential for high-level
professional contributions. Before any decision to require withdrawal
is made final, a student must be given notice of inadequacies in his
or her performance, advice as to appropriate remedial steps, and a reasonable
opportunity to improve. On the other hand, receipt of one or more failing
grades (C+ or below) in any semester or summer session may initiate
a review by a student's major program area or department. Under
such circumstances, the department may, upon recommendation of the student's
major advisor or doctoral committee, require the student's immediate
withdrawal from the program. (The same policy applies to professional
development.)
Voluntary Withdrawal
A student may petition to withdraw from the University any time up to
5:00 P.M. on the last day of classes. An official application to withdraw,
accompanied by a statement describing the reasons for withdrawal, must
be obtained from the Office of Admission and Student Affairs. The application
must be approved, in writing, by the associate dean. If the student
withdraws for medical reasons, among the requirements for readmission
is clearance from the Department of Student Health. A student under
18 years of age must have parental approval for such withdrawal. An
exit interview must be held with the dean of students and all University
identification cards must be submitted at that time. In addition, the
student must clear any financial debts to the University before the
withdrawal is final.
Readmission to the Curry School
of Education is not automatic. After an absence of 12 months or longer,
a former student must apply for readmission. To apply for readmission,
the student must submit an application to the academic dean's
office at least 60 days before the next University registration period.
Failure to comply with these regulations subjects the student to suspension
from the University by the vice president for student affairs.
Enforced Withdrawal
A student may be required to withdraw from the University if the academic
advisor, department, and the dean determine that the student is making
unsatisfactory progress toward a degree. Such a determination must follow
the policies established by the school and those set forth in the chapter
titled University Regulations.
Application for Teacher Licensure
and Endorsement Students seeking an initial teaching license in Virginia,
or those who wish to add an endorsement to their Virginia license, may
receive procedural instructions and forms from the assistant dean of
admission and student affairs in the Office of Admission and Student
Affairs, Room 104, Ruffner Hall. The assistant dean is also available
to help students who wish to apply for out-of-state certification. Under
the Interstate Certification Project, the state of Virginia has reciprocity
with 28 other states, the District of Columbia, and the Panama Canal
Zone.
In the Curry School of Education,
degree requirements and license/endorsement requirements are distinct.
While many programs of study can meet both degree and licensure/endorsement
requirements, and major portions of the two may be synonymous, a student
may meet one set of requirements and not the other (i.e., receive a
degree without qualifying for recommendation for licensure). Students
should see their advisor or the assistant dean, 104 Ruffner Hall, for
clarification of degree and license/endorsement requirements.
To be recommended for licensure/
endorsement, a student must satisfactorily complete all requirements
of the appropriate Curry School of Education approved program, make
appropriate application through the Office of Admission and Student
Affairs, and, for initial license, submit Praxis I and II scores (common
and area exams) to the State Department of Education.
Any student seeking initial licensure
through the Curry School must be in A Curry School 'approved program'
and have completed student teaching or an approved equivalent practicum.(see
description of master's, M.T., programs and Professional Development
non-degree licensure program).
Accelerated Teacher Education
Program Option Students enrolled in a Master of Teaching degree program
may complete all requirements and graduate in 1.5 years. Attendance
at a 3 week summer session program is required.
Application
and Registration for Degrees Application
for a degree must be submitted by the student in accordance with the
deadlines listed below. Forms may be obtained from the Office of Admission
and Student Affairs and should be submitted to that office through the
student's department.
Degree Applications
are due October 1 for January graduation, February 1 for May graduation,
and June 1 for August graduation. The application specifies all courses
offered in fulfillment of degree requirements and must be signed by
the official advisor and department chair. In addition, students must
provide an official transcript of all applicable course work from the
University of Virginia or elsewhere.
Candidates who do not receive
degrees in the session for which their applications have been approved
must renew their applications at the beginning of the session in which
candidacy for the degree is desired.
Non-resident degree applicants
must be registered for the semester in which the degree is to be awarded.
Registration for an evening or weekend course in residence meets this
requirement, but registration through the School of Continuing and Professional
Studies does not.
Degree candidates enrolled through
the School of Continuing and Professional Studies, as well as those
not enrolled at all, must complete registration for the degree and pay
registration fees to the University of Virginia during the semester
or summer session in which the degree will be conferred. A student who
is registered for the degree but who fails to meet the requirements
for that degree must register and pay a fee for the preparation of a
new diploma in the next term.
Any person who undertakes any
form of academic study within the University, including supervised research,
or who uses any University facilities, or who consults regularly with
a faculty member concerning graduate work, must register as a student
and pay the research fees specified in chapter 2.
Tuition/Related Academic Requirements
for the Ph.D. Degree Students must
complete 72 credits of courses while regularly enrolled as graduate
students; full tuition must be paid for at least 54 credits other than
non-topical research; and only 24 credits of a completed master's
degree from another institution may be counted toward either the 54
or 72 credit requirements. Thus, at least 30 credits of regular courses
(full tuition) and 48 credits overall must be completed at the University
of Virginia (beyond the master's degree).
Reduced University Charges
Students who are candidates for advanced degrees and who carry course
loads of fewer than nine credits are permitted to pay reduced University
tuition and/or fee charges. (Note: to establish full-time status for
doctoral residency, at least twelve credits must be carried.)
A student not in residence at
the University who wishes to return to receive a degree or take an examination
(e.g., comprehensives, research, qualifying exams) must pay the non-resident
fee for the semester or summer session during which the degree is conferred
but is exempt from all other fees.
Special Tuition Fees for School
Personnel Full-time school employees have the benefit of paying a reduced
rate for any one class taken during an academic session. This special
fee applies to individuals employed in Virginia's public
K-12 schools or private schools that are members of the Virginia
Council of Private Education and are accredited by such. Full-time educators
employed by licensed K-12 residential schools are also eligible for
special tuition fees.
Students should have been admitted
to the professional development category or a graduate degree program
before taking courses through summer session. (Admission as a visiting
graduate through summer session is not related to admission to any specific
degree program or status in the Curry School of Education.)
Inquiries concerning summer offerings
should be addressed to the Director of the Summer Session, University
of Virginia, Miller Hall, P.O. Box 400161, Charlottesville, VA 22904-4161.
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More detailed information on
degree and program requirements can be obtained from the Office of Admission
and Student Affairs or from individual departments of the school.
Policy Exceptions
Exceptions to program policies are granted only by the associate
dean of the Curry School of Education on the basis of a petition submitted
through the appropriate advisor, instructor, and/or department. Those
enrolled in a M.T. teacher education program should complete the Teacher
Education Policy Exception Form (Room 221) and return the form to the
teacher education director.
The Professional Development
Program is designed for those who hold at least a baccalaureate degree
and wish to improve their professional skills by enrolling for course
work in the Curry School of Education. This is not a degree program
and is not intended to serve students interested in pursuing advanced
degrees. Any professional development student who wishes to apply for
a degree program must submit a Change of Status Form (available in the
Office of Admission and Student Affairs, Room 104, Ruffner Hall), Graduate
Record Examination scores, two letters of recommendation, and a complete
transcript. It is also helpful to submit a current statement of professional
goals.
Professional development students
may be assigned an advisor from an appropriate department or program
area. In some cases, enrollment in specific courses requires the approval
of both the instructor and the advisor.
Professional development students
are subject to the Graduate Academic Regulations of the Curry School
of Education. Students in the professional development category may
earn up to 12 graduate credits (or credits earned in one full-time semester
on Grounds) for application toward a degree. Such credit must be approved
by the student's advisor. All other University of Virginia course
work which is applied to a degree must be earned after admission to
that degree program. Students planning to change their status to any
degree program are responsible for knowing the various requirements
for admission to, and completion of, that degree. These policies also
apply to off-grounds degree programs and students taking courses through
the School of Continuing and Professional Studies.
Professional Development (Non-degree
Teacher Licensure Programs)
Students accepted into the Elementary
and Sepcial Special Education Licensure programs must earn grades of
B- or better to remain enrolled. They must also pass PRAXIS I by the
third course in their program. They may not enroll in another class
until passing all portions of the exam. Curry will process students'
licensure applications, if submitted within two years after completion
of coursework. Students missing the deadline will assume responsibility
for obtaining licensure from the state.
Qualified students may pursue
a master's degree that focus on two different goals: advanced
training in disciplines related to education, which generally lead to
a Master of Education degree (M.Ed.), or graduate programs whose primary
focus is on initial graduate level licensure for prospective teachers
or clinicians. The latter programs generally involve the College of
Arts and Sciences and involve in-depth study of the teaching process
or areas related to educational issues or health, leading to a Master
of Teaching (M.T.) degree.
All master's programs (M.Ed
and M.T.) require at least 30 credits of graduate study (or more if
specified by the program area). Most programs also require a practicum
experience related to the area of specialization and a culminating assessment
(comprehensive examination or project).
Master of Education Degree
The Master of Education degree
program is designed for experienced professionals who wish to enhance
their professional preparation or prepare for other responsibilities
in education. The graduate of this program is expected to possess the
professional attributes and competencies needed to qualify for a position
of responsible leadership.
Admission Requirements
Applications should be submitted to the Office of Admission and Student
Affairs of the Curry School of Education. To be considered, applicants
must:
1. hold a baccalaureate degree
from an accredited college or university;
2. have a B average or better
for the last two years of undergraduate study;
3. submit an application for
admission and official transcripts of all previous undergraduate and
graduate work;
4. submit official score reports
for the Graduate Record Examination and the Advanced Test for the School
Psychology Program (scores must be less than five years old);
5. submit at least two letters
of recommendation from professionals who can attest to his or her promise
as a graduate student and professional educator;
6. submit a statement of professional
goals;
7. meet any additional individual
departmental or program area requirements.
Program Requirements
To earn a Master of Education degree, the following minimum requirements
must be met:
1. The program requirements established
by the faculty of the student's program area must be successfully
completed.
2. Satisfactory performance on
a comprehensive examination in the program area (or in some areas a
project).
3. A minimum of 30 credits of
graduate work must be successfully completed (additional credits
are required in selected programs).
4. At least 18 credits must be
completed after admission to the program.
5. At least 24 credits must be
earned from the University of Virginia (including 18 credits on Grounds
unless the program is an intact, approved off-Grounds program).
6. Application for the degree
must be submitted to the Curry School of Education during the first
thirty days of the semester in which the degree is to be awarded.
7. Registration must be on Grounds
during the final semester.
Comprehensive Examinations
When nearing completion of the program of study, the student must, with
the advisor's approval, take a comprehensive examination in his
or her area of specialization. (In some programs, a project may substitute
for the comprehensive examination.) This examination is developed and
administered in accordance with procedures determined by the department
and approved by the dean. Satisfactory performance must be demonstrated
before the student can be graduated. A student who fails to perform
satisfactorily on the comprehensive examination may petition for one
re-examination. Such a re-examination, however, cannot be taken sooner
than the next semester at the scheduled administration of the comprehensive
examinations. Failure to appear to take the test, after having applied
for it, constitutes one failure.
Transfer Credit A
student, with permission of the advisor, may transfer a maximum of six
graduate credits from another college or university into a Master of
Education or Master of Teaching degree program.
Time Limit
No requirements, including transferred credit, completed more than five
years before the M.Ed. is to be awarded may be credited toward that
degree. Exceptions must be approved by the advisor, department chair,
and the associate dean, and are granted only when some emergency, such
as illness, interrupts the student's work. In such cases, the
student may be required to validate out-of-date work by examination.
Graduate Degree Programs Leading
to an Initial Teaching License
Students who possess a baccalaureate
degree (or its equivalent in a liberal arts or physical education discipline)
may pursue a Master of Teaching (M.T.) degree, which may also qualify
them for a teacher license in the Commonwealth of Virginia.
State Assessments of Teacher
Education Under the Commonwealth of Virginia's approved program status
for schools of edu- cation, all students enrolled in a teacher education
program at the University of Virginia must take the appropriate licensing
exams required by the Commonwealth of Virginia for the specific program
area endorsement. The scores on these exams and other evidence
presented to the U.S. Secretary of Education, in accordance with Section
207 of the Higher Education Act (HEA) regarding the preparation of graduates
who intend to work in the nation's schools, demonstrates the high caliber
of the students at the University of Virginia. During the 2000-2001
academic year, 459 students were enrolled in the Curry School's Teacher
Education Program and 114 students participated in the Teaching Associate
(student teaching) semester involving 560 hours of student teaching.
A total of 31 full or part-time faculty participated in supervision
activities resulting in a supervising student/faculty ratio of 2.7.
The following report of Praxis
exam pass rates is a mandated condition of the HEA and reflects the
scores of those University of Virginia's teacher education program completers
who took the exams from September 2000-August 2001 (state-wide pass
rates are shown in parentheses). Praxis I pass rate for the PPST Reading
was 99% (94%) and CBT Reading was 100% (98%). The PPST Writing pass
rate was 96% (91%) and the CBT Writing was 92% (92%). The PPST Mathematics
pass rate was 97% (91%) and the CTB Mathematics was 96% (94%). The University's
aggregate pass rate for Basic Skills was 99% (94%), while the Summary
pass rate 98% (92%).
Master of Teaching Degree
The Master of Teaching (M.T.)
degree is for individuals who have completed a bachelor's degree
and now wish to qualify for a teaching license. The M.T. programs require
one and a half to two years of full-time study, including academic course
work in the specialization field and teacher education experiences leading
to initial endorsement in one or more specialities. (Opportunities for
applicants to correct deficiencies in liberal arts preparation may also
be required based on undergraduate course work.) Contact the Office
of Teacher Education for additional information.
M.T. degree programs are available
in elementary education (PK-6); special education (pk-12) (behavioral
disorders, learning disabilities, and mental retardation); health and
physical education (pk-12); foreign languages (French, German, Spanish,
Latin) (pk-12), and secondary education, with specialization in English,
mathematics, science (biology, chemistry, earth and space science,
general science, physics), or social studies.
Admission Requirements
(See also Master of Education Admission Requirements.) Post-graduate
Master of Teaching applicants seeking teacher licensure must have a
B.A. or B.S. degree from an accredited institution, with the equivalent
of an academic major in the arts and sciences (or an appropriate discipline)
and an acceptable general studies component. The general studies component
should be a well-planned sequence of courses and experiences that includes
theoretical and practical knowledge gained from studies in mathematics,
natural science, social science, U.S./American history, English, communication,
literature, and other humanities. The following are examples of acceptable
courses within the specified areas. Science: natural science, astronomy,
biology, chemistry, environmental science, and physics. Social science:
anthropology, economics, government and foreign affairs, linguistics,
psychology, sociology, and Western civilization (a course in some area
of non-Western studies is also desirable). Humanities: English, literature,
speech communications, public speaking, debate, drama, art, music, philosophy,
religious studies, foreign literature in translation, and foreign language.
Program Requirements The
following requirements for a Master of Teaching degree must be met:
1. An approved program of study
leading to licensure and endorsement. Information on specific program
course sequences can be obtained from the Office of Teacher Education.
(http://curry.edschool.virginia.edu/TeacherEd)
2. Teaching
Associateship In addition to required courses, individuals must complete
a student teaching practicum (teaching associateship) in which they
demonstrate an ability to integrate the theoretical concepts of education
with academic material in a practical teaching experience. This associateship
is equivalent to an entire semester's course work (EDIS 588: 12
credits).
3. Transfer
Credit A maximum of six transfer credits may be counted toward
the M.T. degree. All such credit must be approved by the advisor and
the director of teacher education.
4. Time
Limit No requirements completed more than five years before
the M.T. is to be awarded may be credited toward this degree. In special
cases, an extension may be granted for emergency circumstances when
approved by the advisor, the director of teacher education, and the
dean's office.
5. Field
Project/Comprehensive Examination All
M.T. candidates must complete a field project or equivalent experience
approved by the program area advisor. In special cases, a master's
comprehensive examination may be required.
6. Satisfactory
Academic Performance in M.T. Programs
All courses required for the B.A. degree or teaching speciality taken
at or below the 400 level may be successfully completed with a passing
grade of D- or better. Courses in the major must reflect a cumulative
grade point average of 3.0 or better. Courses taken at the 500 level
or above require a minimum grade of B- or better. 500-level courses
in which a student has performed below the level of B- must be retaken,
or a substitute professional course must be taken to replace the deficiency.
Course substitution or retaking a course must be approved by the advisor
and the Office of Teacher Education. Program deficiencies may require
that the student be suspended from the program.
7. Praxis
Examinations All individuals completing M.T. programs for initial licensure
in the Commonwealth of Virginia must qualify by passing the Praxis I
and II exams. Taking the Praxis exams and appropriate specialty tests
are graduation requirements for all M.T. students. Passing scores on
the exams are required for licensure.
8. Application
For the Degree Application for the
degree must be submitted to the Curry School of Education during the
first two weeks of the semester in which the degree is to be awarded.
The Education Specialist degree
is a planned 30-credit (minimum) post-master's program in which
candidates are expected to attain a broad and systematic understanding
of professional education; a definitive knowledge of a particular field
of specialization; and an ability to integrate and apply theoretical
concepts of education in an actual educational context. This program
is designed for the accomplished, experienced practitioner with specific
professional aspirations. It is not designed for those who wish to pursue
a research emphasis as a prelude to doctoral study. The Ed.S. degree
may be pursued in the following areas:
Administration and Supervision
Counselor Education
Curriculum and Instruction
Higher Education
Instructional Technology
Special Education
Program Requirements
To earn an Education Specialist degree, the following minimum requirements
must be met:
1. Of the 30 credits , 24 must
be taken on Grounds and 18 must be taken after admission to the program.
At least 60 credits of graduate work must be completed prior to the
awarding of the Ed.S. degree. For programs that combine the M.Ed./Ed.S.
requirements, and those based on a master's degree of more than
30 credits, exceptions may be filed with the associate dean.
2. All program requirements for
the degree, as established by the individual department and program
area, must be met.
3. The student must pass a comprehensive
written examination of eight to ten hours or in some areas a project
or thesis.
4. No requirements, including
transferred credit, completed more than eight years before the Ed.S.
is to be awarded may be credited toward that degree. Exceptions to this
rule must be approved by the advisor, the department chair, and the
dean, and is granted only when some emergency, such as illness, interrupts
the student's work. In such cases, the student may be required
to validate out-of-date work by examination.
There are two distinct doctoral
degrees in education available at the University of Virginia: a Doctor
of Education degree and a Doctor of Philosophy degree. For purposes
of policy and procedure in the Curry School of Education regarding graduate
programs, the terms "program area" and "supporting areas"
shall mean a graduate program representing a discrete area of study
identified by an IPEDS code number or approved by the student's major
department, the Academic Affairs Committee, and the dean. The following
list represents those areas approved as of April 22, 1988, as well as
the 1997 approval of Educational Policy Analysts.
Curriculum, Instruction, &
Special Education
Curriculum and Instruction
Elementary Education
English Education
Mathematics Education
Reading Education
Science Education
Social Studies Education
Special Education (Behavioral
Disorders, Learning Disabilities, Mental Retardation, Early Childhood
Special Education, and Severe Disabilities)
Human Services
Ad apted Physical Education
Athletic Training
Clinical and School Psychology
Counselor Education
Exercise Physiology
Motor Learning
Physical Education-Pedagogy/General
School Psychology
Speech/Language Pathology
Sports Medicine
Sport and Exercise Psychology
Leadership, Foundations, &
Policy
Administration and Supervision
Adult Education
Community College Instruction
and/or Administration
Education Policy & Evaluation
Educational Psychology
Educational Psychology-Gifted
Educational Research
Elementary Administration
Higher Education
Higher Education-Administration
Instructional Technology
Middle School Administration
Secondary Administration
Social Foundations of Education
Student Personnel Administration
Supervision
Doctor of Education Degree
The primary purpose of the Doctor
of Education degree program is to provide experienced educators with
a broad and systematic understanding of professional education, a definite
knowledge of selected aspects of educational theory and practice, and
an ability to both conduct research and evaluation and to apply those
research findings in an informed and critical manner. The Ed.D. degree
is the highest professional degree in education. Candidates for this
degree are recognized for their commitment to the application of knowledge
on behalf of improved educational practice. The typical Ed.D. program
consists of practicum credit, dissertation credit, and at least 54 credits
of course work, including work completed for the master's degree
and excluding non-topical research or dissertation credit.
Admission Requirements
In addition to the admission requirements described for the M.Ed., an
applicant to the Ed.D. program must: hold a master's degree or
its equivalent from an accredited college or university; have an outstanding
record as a student; and have previous professional experience in an
area related to the proposed major. Professional qualifications and
experience are weighted heavily.
Residence Requirement
Each Ed.D. student must complete a minimum of 24 credits of course work
taught by resident faculty, exclusive of internship, practicum, independent
study, and dissertation credit. This requirement must be completed after
admission to the Ed.D. program. Individual program areas may have additional
requirements.
Enrollment Requirements A
student must be continuously enrolled at the University while working
toward the degree and must reapply for admission into the Ed.D. program
if no credit toward the degree is earned for one year (12 months).
Time Limit
All requirements must be completed within four years after passing the
Ed.D. comprehensive examination. Exceptions to this policy must be approved
by all members of the doctoral committee, the department chair, and
the associate dean, and is granted only when some emergency, such as
illness, interrupts the student's work. In such cases, the student
may be required to validate out-of-date work by examination. Program
committees must determine the appropriateness and currency of all course
work, especially if it is eight or more years old.
Program Requirements
To earn a Doctor of Education degree, students must:
1. successfully complete a program
of studies established by their doctoral committee, including course
requirements in a major program area and in two supporting areas, with
a minimum of 12 credits each. One supporting area must be outside the
department;
2. successfully complete any
preliminary examinations required by the program area or doctoral committee;
3. successfully complete written
comprehensive examinations, or, in some areas a project prepared by
the doctoral committee. Comprehensives must be completed before the
dissertation proposal. Oral comprehensives may also be required by some
program areas;
4. pass six credits of research
courses at the University of Virginia;
5. pass six credits of supervised
practicum or internship work (as judged by the doctoral committee and
approved by the associate dean). These experiences must be completed
after admission to the Ed.D. program and supervised by University of
Virginia faculty or other approved professionals.
6. successfully complete all
dissertation requirements, including (a) defending a dissertation proposal
as determined by the doctoral committee; (b) planning the dissertation,
obtaining appropriate human subjects approval, and carrying out a research
study appropriate to the field of specialization; and (c) passing an
oral examination on the conduct and conclusions of the dissertation.
(All other requirements must be completed before this defense.)
7. the student must complete
all additional requirements as specified by the student's department,
program area, doctoral committee, and/or advisor.
Doctoral Committees The
Ed.D. program of study is directed by the student's doctoral program
committee. After approximately twelve credits of study, a doctoral committee
is formed; this committee is responsible for the design of the program
of study and supervises the student through all activities until the
comprehensive examination is completed. The committee must consist of
a minimum of four faculty members of the regular University, appointed
to the rank of assistant professor or higher, with at least one faculty
representing the major and each of the two supporting areas. One faculty
member on the committee must be from outside the student's major
program area and two members must be from the Curry School, including
the committee chair or co-chair who is from the major area. Where one
supporting field is not offered at the University, a fifth committee
member from outside the University must be added to represent this field
if approved by the student's major department, the four University
faculty who have agreed to serve on the committee, the Academic Affairs
Committee, and the associate dean.
The representative of a supporting
field must be academically qualified in that field and a member of a
department offering a program in that field. Supporting field representatives
are responsible for program planning, and for writing and evaluating
the comprehensive examination in that area.
When all program requirements
are met, including the successful completion of the doctoral comprehensive
examination, the student must appoint a Doctoral Dissertation Committee.
This committee will be responsible for the approval of a dissertation
proposal after it has been presented and defended; the supervision of
the dissertation; the final approval of the dissertation, based on its
written form; and the student's oral defense of the dissertation.
The dissertation committee must include at least four University of
Virginia faculty members, including at least two from inside the major
department (one of whom must agree to serve as the advisor/chair or
co-chair) and one from outside the student's major program area.
It is the student's responsibility to find appropriate members
of the University faculty who will agree to serve on the dissertation
committee.
All doctoral committee actions,
except doctoral committee membership changes, require concurrence of
all committee members. Any committee appointment or change must be approved
by the associate dean on the recommendation of the student's advisor
and departmental chair. Students who are ready to have a committee appointed
must seek faculty who agree to serve on the committee and have them
sign an advisory committee card. Cards are available in the Office of
Admission and Student Affairs. All parties involved should be notified
of any changes in the committee structure. After approval of the dissertation
proposal, all committee members must remain on the committee through
the final oral defense of the dissertation, unless otherwise approved
by the department and associate dean in the case of vacancies.
All actions of doctoral committees
must be approved by all members of the committee. There may be more
than four members of any committee, but there must be at least four
University of Virginia members (including the chair and outside member)
present for any presentation or oral defense, and all members must agree
to the outcome.
Appointment of the Doctoral
Committee After admission to the doctoral program, and with the
recommendation of the temporary advisor, the student requests that the
associate dean appoint a doctoral program committee consisting of at
least four members, including one outside the student's major
program area, and two inside the department (one of whom must agree
to be the chair). When students are ready to have a committee appointed,
they must contact faculty members to serve on the committee and have
an advisory committee card signed by the proposed committee and departmental
chair or program area director. These cards are available in the Office
of Admission and Student Affairs. After all program requirements are
completed, including comprehensive examination, a dissertation committee
should be appointed using the same procedures.
Program Area Specializations
The student must select a program area specialization and complete
the course requirements specified for the major area. Master's
degree work completed by the student may be applied to the program or
specialization when approved by the doctoral program committee. All
requirements for the doctoral program area must be approved by all doctoral
program committee members.
Supporting Fields
Within the student's program of study, a minimum of 12 credits
of work must be completed in each of two supporting fields. The supporting
fields may be selected from outside the offerings of the Curry School
of Education. Typically, each supporting field will include courses
beyond the level to which undergraduates are admitted. When approved
by the doctoral committee, master's degree work completed by students
may be approved for their program. Requirements for both supporting
fields must be approved by all doctoral program committee members. At
least one supporting area must be outside the major department.
Record of Progress
Students must complete and keep current their official Record of Progress
Form. This form may be obtained from the Office of Admission and Student
Affairs, and the original copy must be kept on file there. The record
of progress should be started upon initial registration and kept up
to date throughout the doctoral program.
Preliminary Examinations Preliminary
examinations may be required by individual departments, program areas,
or doctoral committees. If exams are taken, all committee members must
verify that the examinations have been successfully completed.
Comprehensive Examinations
When nearing completion of the program of study, and with the approval
of the major advisor, the student requests a written examination, or,
in some areas, a comprehensive project in all areas appropriate to the
student's planned program. The time, place, content, specific
format, and evaluation of the examination shall be determined by the
doctoral committee. All committee members must judge the student's
performance to be satisfactory and must verify successful completion
of the exams by signing the student's Record of Progress form.
If the student performs unsatisfactorily on the written exam, the committee
may be petitioned for one re-examination. Subsequent failure on the
written exam precludes further doctoral study in the Curry School of
Education.
Practicum Requirements Each
student must complete at least six credits of supervised practicum or
internship credit. Practicum requirements must be completed after enrollment
in a doctoral program in the Curry School and before the defense of
the dissertation proposal. Experiences must be supervised by a Curry
School faculty member.
Research Requirements
Each student must pass at least six credits of research courses at the
University of Virginia in Charlottesville (additional requirements may
be specified by program areas). Research requirements must be completed
after admission to the doctoral program and before the defense of the
dissertation proposal.
Dissertation Proposal
The student must prepare and orally defend a written dissertation proposal.
The student is responsible for scheduling all committee meetings and
distributing copies of the proposal and any revisions. At least four
University faculty must be present for the defense and all committee
members must approve it. The committee chair or co-chair, who must be
from the student's major, will conduct all sessions. The acceptance
of the dissertation proposal will be verified on the Record of Progress
Form by the committee chair after all revisions of the dissertation
proposal have been approved. A copy of the signed proposal must be attached
to the student's official Doctoral Degree Record of Progress.
All committee members must approve the dissertation proposal.
After approval of the dissertation
proposal, all committee members must remain on the committee through
the final oral defense of the dissertation. Clearance by the IRB for
the protection of human subjects must be secured before any data is
collected.
Dissertation Requirements
Students are urged to fully consult with all dissertation committee
members during the planning, conduct, and writing of their dissertation,
although the work will be directly supervised by the committee chair.
The general procedures for preparing and submitting the dissertation
are available in the Office of Admission and Student Affairs. Students
must consult their advisor regarding the specific style to be used in
writing the dissertation. The results of the dissertation defense must
be verified on the Record of Progress Form by all members of the committee.
A minimum of 12 credits of dissertation must be earned, including registration
during each semester when working with faculty or using University resources.
Approval and Inspection of Dissertation A copy of the dissertation must be approved in the Office
of Academic and Student Affairs of the Curry School. Consult the calendar
of the Curry School to determine the deadline for each semester (generally
four weeks before the end of the term).
Oral Defense of Dissertation
and Final Examination All other requirements for the degree must be completed
before scheduling the dissertation defense. The dissertation defense
is an open, public examination of the doctoral research project. The
defense date, time, and place must be announced at least 14 days in
advance. A dissertation abstract and announcement must be filed with
the doctoral secretary in the Office of the Associate Dean for Graduate
Programs, 104 Ruffner, from which it will be directed to each department
of the Curry School.
At least four University faculty
members from the doctoral dissertation committee, including one from
outside the student's major department, must be present for the
oral defense. All members must attest to the successful completion of
the defense and final examination.
Application and Registration
for Degree Application for the Ed.D. degree must be submitted by
the student in accordance with the calendar deadlines. Forms are available
from the Office of Admission and Student Affairs of the Curry School
of Education and should be submitted to that office through the student's
department. Students must be registered during the semester in which
the degree is to be awarded.
Candidates who do not receive
degrees in the session for which their applications have been approved
must renew their applications in proper form at the beginning of the
session in which candidacy for the degree is desired.
Non-resident degree applicants
must be registered for the semester in which the degree is to be awarded.
More details related to this requirement and to application deadlines
are stated in the General Academic Requirements section of this chapter.
The student's completed
record of progress along with an official transcript of all applicable
course work from the University of Virginia or elsewhere must accompany
this application for final review by the dean's office.
Doctor of Philosophy Degree
The Ph.D. degree is the highest
academic degree awarded by the University. The primary purpose of the
Ph.D. degree is to develop educational scholars who seek to conduct
original research and interpret and communicate the results of such
research as authors, university professors, and governmental or research
agency officials.
Admission Requirements
The student desiring to pursue a Doctor of Philosophy degree must submit
an application for admission to the Curry School of Education. The applicant
to this degree program must:
1. hold a baccalaureate degree
from an accredited college or university; (most Ph.D. specialities require
a master's degree before admission);
2. have an outstanding record
as a student;
3. submit an application for
admission and official transcripts of all undergraduate and graduate
work;
4. submit two references strongly
endorsing him or her for doctoral work;
5. submit official score reports
for the Graduate Record Examinations and Advanced Tests as appropriate;
6. submit a statement of professional
goals;
7. meet any additional department
or area of specialization requirements.
Residence Requirement
Ph.D. candidates must complete at least three academic years (fall-spring
semester) of full-time (12 credits) graduate work. One year of this
requirement may be waived for candidates who have already earned a master's
degree. Upon approval of a petition to the associate dean for graduate
programs of the Curry School of Education, up to one year of the required
three years may be undertaken at another graduate school or completed
at this University on a part-time basis. In addition, up to one year
(or the equivalent) may be spent in dissertation research elsewhere
while enrolled as a full-time student (and not simultaneously employed
on a full-time basis).
Enrollment Requirements
Students must be continuously enrolled at the University during the
fall and spring semesters while working toward the Ph.D. degree. If
students are not taking courses, they may maintain enrollment by paying
a University non-resident fee through the Office of Admission of the
Curry School. Failure to maintain continuous enrollment will require
students to reapply.
Time Limitation
All requirements must be completed within four years after passing comprehensive
examinations and within seven years of admission to the Ph.D. program.
In special cases, upon approval of the doctoral committee, department
chair, and associate dean, out-of-date work may be revalidated by examination.
Program Requirements
To earn a Ph.D. degree the following minimum requirements must be met:
1. The student must successfully
complete a program of study determined by their doctoral committee.
The student must earn 72 credits, including at least 54 credits for
courses other than non-topical research or dissertation credit, and
at least 12 dissertation credits. A maximum of 24 credits from the master's
program may be counted toward either the 72 or 54 credits. A minimum
of 36 credits (not including internships, independent study, practicums
and dissertation credit) must be earned on grounds.
2. The student must successfully
complete any preliminary examinations required by the program area or
the doctoral committee.
3. The student must successfully
complete written comprehensive examinations and an oral examination
if required, as determined by the student's doctoral committee.
Comprehensives must be completed before the dissertation committee is
appointed and before the dissertation proposal is defended.
4. The student must demonstrate
research proficiency by passing the Curry School Research Examination,
which covers quantitative research methods, qualitative inquiry, statistics,
tests and measurement, and research design; or by an alternative method
developed by the Ph.D. program area in which the student is completing
the degree. Alternative methods must comply with the specific departmental
program area requirements, and be approved by the Academic Affairs Committee.
5. The student must successfully
complete all dissertation requirements, including defending a dissertation
proposal as determined by the student's doctoral committee; gaining
approval from the University's Institutional Review Board (IRB)
for the protection of human subjects; planning and carrying out a research
study (dissertation) appropriate to the field of specialization; and
passing an oral final examination on the conduct and conclusions of
the dissertation. All other requirements must be completed before this
defense.
6. Students must complete all
additional requirements as specified by their department and program
area in the Curry School of Education, doctoral committee, and advisor.
7. The student must pass the
final examination (oral, written, or both).
Record of Progress
The student must complete and keep current an official Record of Progress
Form, which should be started upon initial registration and must be
kept on file in the Office of Admission and Student Affairs of the Curry
School of Education. This form, with instructions, is available from
that office.
Doctoral Committee
The Ph.D. program of study is directed by the student's doctoral
program committee. After approximately 12 credits of study, a doctoral
committee is usually formed. This committee is responsible for the design
of the program of study and supervises the student through all activities
until the comprehensive examination is completed. The committee must
consist of a minimum of four faculty members of the regular University,
appointed to the rank of assistant professor or higher, with at least
two members from inside the major department (one of whom must agree
to be the advisor/chair), and at least one outside of the student's
major program area. Ph.D. candidates are not required to designate minors
or supporting areas. However, if such a designation is made, there must
be at least one representative for each supporting area. An additional
committee member from outside the University may be added if approved
by the chair of the student's major department; four University
faculty who have agreed to serve on the committee; the Academic Affairs
Committee; and the associate dean.
When all program requirements
are met, including the successful completion of the doctoral comprehensive
examination, the student must seek to appoint a doctoral dissertation
committee. This committee is responsible for the approval of a dissertation
proposal after it has been presented and defended; the supervision of
the dissertation; the final approval of the dissertation, based on its
written form; and the student's oral defense of the dissertation
(the Ph.D. final examination). The dissertation committee must include
at least four University faculty members who agree to serve, and who
are approved by the dean's office, including at least two from
inside the major department (one of whom must agree to serve as the
advisor/chair or co-chair) and one from outside the student's
major program area.
Any committee appointment or
change must be approved by the associate dean on the recommendation
of the student's advisor and department chair. Students who are
ready to have a committee appointed must seek faculty who agree to serve
on the committee and have them sign an advisory committee card, which
is available in the Office of Admission and Student Affairs.
All actions of doctoral committees
must be approved by all members of the committee. There may be more
than four members on any committee, but there must be at least four
University of Virginia members (including the chair and outside member)
present for any presentation or oral defense, and all members must agree
to the outcome.
Major Program Areas
The student must select one major program area of the Curry School of
Education and complete the course requirements specified by the doctoral
committee for that major area. Master's degree work completed
by the student may be applied to the program when approved by the doctoral
committee. Requirements for the major program area must be approved
by all doctoral program committee members. Exceptions due to emergency
must be approved by all committee members and the associate dean.
Preliminary Examinations
Preliminary examinations may be required by individual departments or
program areas, or at the discretion of the doctoral committee. All committee
members must verify that such examinations have been successfully completed
by signing the record of progress.
Comprehensive Examinations When
nearing completion of the program of study, and with the approval of
the major advisor, the student requests a written examination, or, in
some areas, a comprehensive project in all areas appropriate to the
student's planned program. The time, place, content, specific
format, and evaluation of the examination shall be determined by the
doctoral committee. All committee members must judge the student's
performance to be satisfactory and must verify successful completion
of the exams by signing the student's Record of Progress form.
If the student performs unsatisfactorily on the written exam, the committee
may be petitioned for one re-examination. Subsequent failure on the
written exam precludes further doctoral study in the Curry School of
Education.
Research Skills
Ph.D. students must demonstrate research proficiency. This is done most
typically by passing the Curry School Research Examination, which consists
of both qualitative and quantitative examinations, including quantitative
research methods, statistics, tests and measurement and research design.
An alternative method of demonstrating research skills competence may
be approved in some program areas. Alternative methods must comply with
the specific departmental program area requirements and must be approved
by the Academic Affairs Committee. Consult the program area advisor
for a list of approved alternatives to the research examination.
Dissertation Proposal
The student must prepare and orally defend a written dissertation proposal.
The oral presentation of the dissertation must be heard by at least
four members of the doctoral dissertation committee (including the chair
and the outside member), at which time a decision is made regarding
continuation of the dissertation plan. Approval requires agreement of
all doctoral dissertation committee members, at least one of whom must
be from the student's program area and serves as the chair or
co-chair. After approval of the dissertation proposal, all dissertation
committee members must remain on the committee through the final examination.
The proposal may not be defended until successful completion of the
comprehensive and research skills examinations.
The student is responsible for
scheduling all committee meetings and distributing copies of the proposal
and any revisions. The committee chair, however, will conduct all sessions.
Advancement to candidacy is to be verified on the Record of Progress
Form by the committee chair after all revisions of the dissertation
proposal have been approved. A copy of the signed proposal must be filed
with the student's official Doctoral Degree Record of Progress.
Dissertation Requirements
The student must successfully complete a dissertation and defend it
in a final examination. All students must register for a minimum of
12 credits of dissertation research and be registered for credit during
each semester when working with faculty or using University resources.
The general procedures for preparing and submitting a dissertation are
available in the Office of Admission and Student Affairs of the Curry
School of Education. The advisor must be consulted regarding the specific
style to be used in writing the dissertation, and the manuscript must
meet specified University standards.
Oral Defense of Dissertation
and Final Examination All other requirements must be satisfied before the dissertation
defense. The dissertation defense is an open, public examination of
the doctoral research project. The defense date, time, and place must
be announced at least 14 days in advance. A dissertation abstract
and announcement must be filed with the doctoral secretary in the Office
of the Associate Dean for Graduate Programs, 104 Ruffner, from which
it will be posted for all members of the Curry School.
At least four University faculty
members from the doctoral dissertation committee, including the advisor
and the outside member, must be present for the oral defense. All members
must attest to the successful completion of the defense and final examination.
Through its chair, the examining
committee may invite other members of the department faculty to take
part in the examination; indeed, it is recommended that the doctoral
examination be given before the entire professional staff of the department
concerned. The result of the examination, with the names of the examiners
and their departmental affiliation, must be reported by the chair of
the dissertation committee to the associate dean. The chair does this
by submitting the final copy of the Record of Progress Form signed by
all members of the dissertation committee.
Approval and Inspection of Dissertation Five weeks before graduation, the dissertation title
page must be approved by the Curry School's Office of Academic
and Student Affairs, and a copy must be attached to the Student's
Record of Progress Form. The original and one copy of the dissertation
must be inspected and approved by the dean's office two weeks
prior to a May or August graduation, and by December 15 for a January
graduation.
Application and Registration
for Degree Application for the Ph.D degree must be submitted by
the student in accordance with the calendar deadlines listed in this
Record. Forms may be obtained from
the Office of Admission and Student Affairs of the Curry School of Education.
Candidates who do not receive
degrees in the session for which their applications have been approved
must renew their applications at the beginning of the session in which
candidacy for the degree is desired.
The student's completed
Record of Progress Form, along with an official transcript of all applicable
course work from the University of Virginia or elsewhere, must accompany
this application for final review by the Office of Admission and Student
Affairs of the Curry School of Education.
Non-resident degree applicants
must be registered for dissertation credit in the semester in which
the degree is to be awarded.
Ph.D. in Clinical Psychology Requirements and policies for the Ph.D. in Clinical Psychology
are specified in the Department of Human Services section of this chapter,
and in the Curry Programs in Clinical and School Psychology handbook.
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The Department of Curriculum,
Instruction, and Special Education provides educational programs for
individuals concerned with the development and delivery of curriculum
and instruction in schools and specialized educational institutions
for all learners, including those with special needs. The department
provides leadership within the Commonwealth of Virginia and the nation
in areas related to curriculum, instruction, and special education.
Programs housed in the department include: curriculum and instruction;
elementary education; reading education; secondary education (English,
foreign languages, math, science, social studies); special education
(mental retardation, behavioral disorders, learning disabilities, and
severe disabilities and the training program for early childhood special
education).
Most program areas in the Department
of Curriculum, Instruction, and Special Education offer degrees at three
levels: master's (M.Ed. or M.T.), education specialist (Ed.S.),
and doctoral (Ed.D. or Ph.D.).
The department offers a concentration
area for doctoral students who plan to become pre-service teacher educators
at a college or university. This concentration area has two tracks:
generalist and specialist. The two tracks share a common core of requirements,
but differ according to whether students want an in-depth preparation
in a subject-matter area, or a more generalized preparation that would
focus on methods of instruction, supervision, technology, and policy.
Students interested in the generalist track should apply to the Curriculum
and Instruction program area, and students interested in the specialist
track should apply to one of the other departmental areas, e.g., mathematics
education, science education, or social studies education.
Curriculum and Instruction
Offered for experienced teachers, the Master of Education (M.Ed.) degree
program is designed to provide each participant with an individually
tailored set of experiences for in-depth professional study consistent
with his or her professional goals. Beyond a limited core of required
courses, there is ample flexibility for the student and advisor to plan
an appropriate course study.
Doctoral-level (Ph.D. and Ed.D.)
graduates typically assume positions as faculty in colleges and universities,
as leaders of curriculum and instruction improvement in school divisions,
or as program specialists in human service agencies. Specialized study
in curriculum and instruction, instructional use of computers, and research
is required, with additional work selected from program areas across
the Curry School. Emphasis is on analysis and evaluation of teaching,
design and evaluation of educational programs, processes of change,
and practical strategies for inquiry.
Elementary Education
Graduate programs in elementary education (pk-6) are designed to assist
individuals seeking to advance their professional knowledge (P.D., M.Ed.,
Ed.S., Ed.D., Ph.D.) or obtain initial licensure (M.T.). The elementary
education programs can also assist individuals in meeting re-certification
requirements or in adding endorsements to existing certificates.
Students completing graduate
programs in elementary education typically find themselves advancing
their careers as classroom teachers, elementary supervisors, subject
area curriculum coordinators, training materials specialists, or personnel
training and staff development professionals in both public and private
schools. They may choose education-related professions, such as teacher
educators, at either graduate or undergraduate levels as well.
The elementary education graduate
degree program includes practicum, and internship experiences. Programs
of study at all levels are determined by the student and an assigned
advisor or advisory committee working within established program area
guidelines. Every effort is made to develop a program of study that
is designed to achieve each student's personal and professional
goals.
English Education
The post-baccalaureate Master of Teaching degree program prepares prospective teachers of
English. Building on the students undergraduate English studies,
students investigate the social and psychological context for teaching
English at the secondary level, explore concepts of curriculum and instructional
models, and pursue in-depth study of effective methodologies for teaching
language, literature, and writing. The program of study involves practicum
experience, emphasizes an integrated conceptualization of secondary
English curriculum, and stresses the importance of multicultural awareness
in all aspects of planning and instruction. Opportunities exist for
individual direction, both within course parameters and in independent
study. Study also includes graduate courses in English. The prerequisite
for admission is a B.A. in English or the equivalent.
The Master of Education
degree program extends the preparation of experienced teachers
of English or language arts. With the teacher's experience as
the point of departure, the M.Ed. candidate deepens pedagogical inquiry
and extends existing background in English studies through graduate-level
English and English education courses. The program explores current
methodologies and research-based practice and emphasizes the multicultural
dimension of literature, composition, and language study. Opportunities
exist for researching individual interests both within existing course
parameters and in independent study. Prerequisites for admission are
two years of teaching experience or satisfactory completion of student
teaching (or an equivalent classroom internship), along with an undergraduate
major in English or its equivalent.
The Education Specialist degree
program trains teachers, teacher educators, and researchers as active
creators of language and literature, moving beyond the role of critical
consumer and cultural transmitter of language and literature. Course
work includes specified courses in English education, English, and in
the supporting areas of curriculum, supervision, reading, and evaluation.
Study includes a field project combining curriculum planning, instructional
implementation, and evaluation in English Education. Prerequisites for
admission are a master's degree or its equivalent, preferably
in English or English education, and the successful completion of at
least two years of full-time teaching, preferably at the secondary school
level.
The Doctorate in English Education
(Ed.D. and Ph.D.) prepares candidates for a variety of leadership positions
in public schools, government agencies, corporations, community colleges,
and universities (e.g., university administrators, professors, and researchers;
community college instructors and administrators; writers; high school
English department chairs; corporate specialists in technical writing
and instructional design; language arts supervisors and consultants;
and officers in state or national educational agencies). The program
design is flexible, including courses in English education combined
with courses in English and other supporting areas. Also required are
practica in conducting college classes and/or supervising student teachers,
a dissertation, and a written comprehensive examination in English education
designed in consultation with the degree candidate and faculty advisor.
For admission, in addition to the requisite application, recommendations,
GRE scores, and transcripts, the candidate must have completed a master's
degree or its equivalent, preferably in English or English education,
and must have completed at least two years of full-time successful teaching,
preferably at the secondary school level.
Foreign Language Education The Master of Teaching (M.T.) program in foreign language education
(pk-12) prepares prospective teachers of foreign languages by building
on the students' undergraduate foreign language major. The M.T. program
follows the model of the secondary programs and includes preparation
in pedagogy, as well as advanced course work in one or more languages
and practical teaching experiences in schools under the supervision
of University personnel. Students applying to the MT program in foreign
languages are required to take speaking and writing proficiency tests
in their target language, and final admission to the program is contingent
upon the results of these tests.
The Master of Education in Foreign
Language (M.Ed.) degree is offered for experienced middle or secondary
school teachers to provide in-depth preparation in foreign language
instruction. The program of study includes at least 12 hours of professional
studies distributed in all three categories: curriculum and instruction,
foundations of education, and statistics/technology; 12 hours of graduate-
level course work in the appropriate foreign language department; and
2 hours of electives approved by the advisor.
Mathematics Education
The Master of Teaching (M.T.) program in mathematics education prepares
prospective teachers of mathematics by building on the students' undergraduate
mathematics studies. The M.T. program in mathematics education includes
preparation in pedagogy, as well as advanced course work in mathematics
and practical teaching experiences in the schools under the supervision
of University personnel.
The Master of Education in Mathematics
(M.Ed.) degree is offered for in-depth preparation of secondary and/or
middle school teachers of mathematics, and a doctoral degree is offered
to prepare people to work in mathematics education at the college level
and to prepare professionals to work in supervisory positions in mathematics.
Prospective students in the doctoral-level
programs must have the equivalent of an undergraduate major in mathematics
and at least two years of teaching experience. Doctoral programs are
individually tailored and generally require course work in mathematics
education, mathematics, research methodology, and other areas of education.
Reading Education
The master's-level Reading Education Program prepares reading
specialists to fill the role of reading coordinator in school units
of varying size. The program's aim is to produce competent field
leaders able to deal with curriculum theory and to implement this theory
effectively in field settings through work with administrators, teachers,
and pupils.
At the doctoral level, the reading
program prepares candidates to fill leadership and scholarship positions
in their area of specialization.
Science Education
The Science Education Program offers graduate-level programs in science
education including the master's (M.Ed. or M.T.), education specialist
(Ed.S.), and doctoral (Ed.D. or Ph.D.) degrees. The program also provides
preparation in science and science teaching methods for students in
the Master of Teaching Program.
The Master of Teaching Program The purpose of the master's-level
program is to prepare teachers and/or supervisors of science education.
The purposes of the doctoral program are threefold: (1) to prepare college
and/or university science educators to teach science methods courses,
to perform a variety of professional functions related to preservice
and inservice education of teachers, and to perform the function of
directing graduate study in science education; (2) to prepare supervisors
and coordinators to direct the program of science instruction in a school
system at the local, county, or state level; and (3) to prepare research
specialists for programs of science instruction at all educational levels.
Applicants for admission to the
doctoral program in science education must present a strong background
in one field of science with sufficient breadth in related fields to
ensure that they can pursue graduate study effectively. The candidate
must also present evidence of two years of effective work experience
related directly to the field of science education.
Applicants for master's-level
study must hold a baccalaureate degree from an accredited college or
university, have a B average or better for the last two years of undergraduate
study, and meet other requirements for admission to the degree program.
In addition to the admission requirements applicable to the master's
program, an applicant to the doctoral program must: hold a master's
degree or its equivalent from an accredited college or university; have
an outstanding record as a student; and have previous professional experience
in an area related to science education.
Course Requirements
Candidates for the doctoral degree in science education must complete
a minimum of 36 credits in science, 12 credits in science education,
and 24 credits in two supporting fields, plus elective courses as determined
by their advisory committee, for a minimum total of 72 credits beyond
the bachelor's degree. The supporting fields are research and
statistics (12 credits); curriculum (12 credits); supervision and administration
(12 credits); instructional technology (12 credits); and instruction
(12 credits). Regardless of the supporting fields, each student must
have nine credits of research and statistics, including intermediate
statistics and research design. The dissertation relates to learning
theories or instructional practices in science education.
Social Studies Education
The purpose of the master's-level Social Studies Education Program
is twofold: to prepare social studies teachers (M.T.) in middle school/
secondary education with and to provide for professional growth
of social studies teachers (M.Ed.) in middle school/secondary education
with the particular focus on the integration of technology. The
purpose of the doctoral-level program is to prepare social studies educators
for teacher education centers; academic fields in secondary and higher
education; supervisory positions; and curriculum development positions.
Special Education
The graduate programs in special education include a choice of emphasis
in the areas of mental retardation, behavior disorders (emotional disturbance),
learning disabilities, severe disabilities and the training program
for early childhood and special education.
Students completing specially
approved programs may obtain licensure in more than one area of emphasis
(e.g., learning disabilities, mental retardation, behavior disorders,
and severe disabilities and early childhood education). All programs
include a component on the inclusion of learners with special needs
in general education programs. Students in the M.T. program must select
two endorsements from LD, MR or ED.
Graduate study at the master's
level provides a program for those persons whose professional aspirations
are oriented toward the instruction of exceptional children. It also
provides preparation for students wanting to pursue a post-master's
program at the education specialist or doctoral levels. All students
in the master's program participate in practicum experiences selected
according to their needs and interests.
The purpose of the doctoral program
is to provide experiences that require the highest order of scholarship,
research ability, creativity, and initiative. It is designed to prepare
leadership personnel to function as highly professional special educators
in more than one of the following roles: university or college instructors,
researchers, administrators, and supervisors of programs for children
with disabilities.
The Department of Human Services
provides educational experiences and training for individuals preparing
for professional careers in areas related to human development and clinical
services in both the physical and psychological domains. Graduate degree
programs sponsored by this department are in four program areas: communication
disorders, counselor education, health and physical education, and clinical
and school psychology. The faculty of the Department of Human Services
are involved in training, research, and scholarship, and provide professional
leadership to the Commonwealth and the nation on issues related to assisting
individuals in the development of their full physical and psychological
potential for productive and satisfying learning, leisure, and work.
The specializations within each
program area are laboratory and/or clinically oriented. Each of the
programs within this department seeks to apply knowledge from its disciplinary
base to settings that enhance individual development, both physically
and psychologically. For example, programs in counseling, sport and
exercise psychology, and clinical psychology all require extensive clinical/psychological
experiences. Similarly, communication disorders, clinical psychology,
motor learning, athletic training, and exercise physiology each have
strong clinical/medical aspects and involve extensive interactions with
the School of Medicine and other units of the University of Virginia.
The options and specializations
within each program area are described in the following sections.
Clinical and School Psychology
Clinical
Psychology
School Psychology
Communication Disorders
Speech/Language Pathology
Counselor Education
School Counseling
Counseling
and Student Affairs Practice
in Higher Education
Mental
Health Counseling
Kinesiology
Adapted
Physical Education
Athletic Training
Exercise Physiology
Motor Learning
Pedagogy
Physical Education Teacher
Education
Sport and Exercise Psychology
Sports Medicine
To obtain application materials,
contact the Office of Admission and Student Affairs of the Curry School
of Education. To obtain more specific information about any program
in the Department of Human Services, contact the appropriate program
area director.
Clinical and School Psychology There are two degree programs offered in clinical and school
psychology: the Ed.D. in School Psychology and the Ph.D. in Clinical
Psychology. The Ed.D. Program in School Psychology is for experienced
school psychologists who wish to broaden their expertise in this area.
The program has a prerequisite of two years of successful experience
as a school psychologist and the completion of a minimum of 24 months
of study. Included are two summers and one academic year of full-time,
on-Grounds study in Charlottesville. A dissertation is completed during
the second academic year. Students select two supporting areas (minors)
to enhance their preparation in school psychology.
The Ph.D. Program in Clinical
Psychology within the Curry School of Education is designed to train
clinical psychologists with potential to make outstanding contributions
to the profession in a variety of roles. The majority of graduates seek
careers in settings such as hospitals, mental health centers, and schools.
A smaller percentage choose purely academic and research careers. The
program uses an integrated systems orientation with training offered
in individual, group, family, and consultative intervention from several
theoretical perspectives.
A thorough grounding in the basic
science of psychology is provided for all students. Two research products
are required: a pre-dissertation study, leading to a journal-article
length thesis, and a doctoral dissertation. Specialized training in
clinical work with children, families, and adults is available. Supervised
clinical practicum is required, including summers, in all but the first
semester of the four years of study. During the first year, students
participate in a clinical practicum in a local school system, and in
the second year they pursue training in the program's clinic,
the Center for Clinical Psychology Services. Of the remaining two years,
typically one is spent working as a staff member in the center, while
the other is spent working in an area mental health agency, hospital,
or school.
Recognizing the major role that
schools play in the lives of children and adolescents, experience in
schools is encouraged. In addition to preparation for licensure as a
clinical psychologist, the program offers the option of becoming licensable
as a school psychologist. The program culminates in the Ph.D. in Clinical
Psychology and is fully approved by the APA (American Psychological
Association) and by NASP (National Association of School Psychologists).
Students wishing to apply to
the Curry Programs in Clinical and School Psychology should contact
the Chair of Admissions, Curry Programs in Clinical and School Psychology,
Ruffner Hall, University of Virginia, 405 S Emmet Street, P.O. Box 400270,
Charlottesville, VA 22904-4270 for a brochure and instructions. The
application deadline is January 15. Admissions decisions are made once
per year during the months of February and March.
Professional Development
Selected students may be granted professional development status if
they currently hold a degree in psychology or are practicing in a position
that is predominantly a psychological service. Examples include the
holder of a Ph.D. in psychology in a non-clinical research area; a practicing
school psychologist; a licensed psychologist or psychiatrist wanting
to continue his or her education; or a student in an area closely related
to psychology (e.g., social work), who is seeking a special course.
Professional development status is not a stepping stone for admission
into the Curry Programs in Clinical and School Psychology.
Students seeking admission to
professional development status in clinical psychology must submit,
along with the application, the following information:
1. A statement of their reason
for applying for professional development status and the goals they
are seeking to achieve.
2. A list of the courses (not
to exceed 12 credits) they wish to take.
The following courses are available
only to those applicants who are practicing psychologists or who hold
at least a master's degree in psychology. Admission to these courses
is on a space available basis and requires the instructor's permission:
EDHS 763, 764, 768, 863-864, 865, 866-867, 871, 872, 873, 874, and 875.
Communication Disorders
The Communication Disorders Program at the University of Virginia offers
master's (M.Ed.) and doctoral (Ph.D.) degrees in Speech-Language Pathology.
The master's degree curriculum fufills academic and clinical requirements
for obtaining professional credentials in speech-language pathology
from the Virginia State Board of Education, the Virginia Licensing Board,
and the American Speech-Lanauge-Hearing Association (ASHA). The master's
degree in speech-language pathology is accredited by the Council on
Academic Accreditation in Audiology and Speech-Language Pathology (CAA)
of ASHA. The Speech-Language-Hearing Center is accredited by the Council
on Professional Services Accreditation (CPSA) of ASHA for the
provision of full clinical services in speech, language, and hearing.
Graduates with a Master's degree
in speech-language pathology are prepared to evaluate and treat a broad
spectrum of communication disorders as they occur across the life span.
Initially, students participate in clinical practica under the supervision
of University Clinical Instructors. Advanced clinical training is gained
at externships throughout the central Virginia region. Each student
is required to complete clinical practicum assignments in educational
(public and private schools) and in health-care (e.g., hospitals,
rehabiltation units, community clinics; university training centers;
research laboratories; federal, state, and local government service
programs; private health care agencies; industry; and private practice)
service delivery sites. Finally, an internship semester provides the
capstone clinical-training experience. The internship site is chosen
in accordance with the recommendation of the Director of Clinical Services
and the student's geographic and professional preferences.
Students entering the master's
program with a bachelor's degree in communication disorders and sciences
typically complete the graduate academic and clinical training in 5-6
semesters. Students entering with no undergraduate training in communication
disorders complete the requirements in 7-8 semesters. Students with
an interest in, and commitment to, the delivery of speech, language,
and hearing services to school children are encouraged to apply.
Doctoral studies are supported
by the excellent research libraries at the University of Virginia. The
Communication Disorders Program faculty specialize in the areas of auditory
evoked potentials; central auditory processing; speech science
and speech perception; evaluating effective and efficient diagnostic
and therapeutic procedures in the areas of aphasia, traumatic brain
injury, child language and child phonology, language-based reading problems
(e.g., dyslexia), dysfluency, and voice disorders.
Additional information about
the Communication Disorders Program Area is available from the Communication
Disorders Program Director, 2205 Fontaine Avenue, Sutie 202, P. O. Box
800781, Charlottesville, VA 22908-8781 or on the world wide web
at: http://curry.edschool.virginia.edu/curry/dept/edhs/comdis/home.htm
Counselor Education
Counseling is a unique helping profession based on the social and behavioral
sciences. Counselors draw from a variety of disciplines to help individuals
develop toward their full potential and solve problems that are typical
for their age and stage of development. The degree programs in counselor
education are the master's (M.Ed.), education specialist (Ed.S.),
and doctorate (Ed.D. and Ph.D.). Graduate study in counselor education
provides opportunities to acquire a depth of knowledge in theories of
counseling, group dynamics, interpersonal relations, human behavior
dynamics, and research procedures. During the academic year, most counselor
education courses are available only to counselor education majors.
During the summer session, others may take EDHS 721, EDHS722 and EDHS
723 with the instructor's permission.
Counselor education programs
are designed for students preparing to work in educational institutions
or for work in other organizations that have client service roles. Master's
degree programs in counselor education require a minimum of 48 credits
and train students for entry level positions in schools, institutions
of higher education, and community and human service agencies. Post-master's
degree programs are adapted to student goals and include opportunities
for in-depth study in a specific area. The Ed.S. degree requires a minimum
of 66 credits, including 48 credits from the master's program.
Admission to doctoral study in counselor education requires a minimum
of one year of post-master's degree professional experience.
The Council for Accreditation
of Counseling and Related Educational Programs (CACREP), a specialized
accrediting body recognized by the Council on Postsecondary Accreditation
(COPA), has conferred accreditation to the degree programs in counselor
education at the University of Virginia.
Brief descriptions of the counselor
education entry-level program options are below; additional information
is available from the Counselor Education Program, Curry School of Education,
University of Virginia, P.O. Box 400269, 405 Emmet Street, Charlottesville,
VA 22904-4269 or the department web site.
School Counseling
The program option is designed for the professional preparation of school
counselors for grades pre-K through 12. It is broadly based and interdisciplinary
in nature. Unique to this option is the student's opportunity
to gain an understanding of growth and development in childhood and
adolescence. Effectiveness in school settings requires skills in working
with individuals and groups, functioning as a school team member, and
consulting with teachers and parents. Students complete internship experiences
at both the elementary and secondary school levels.
Student Affairs Practice in
Higher Education The program option prepares students for positions as
counselors or student personnel workers in post secondary educational
institutions. The program is built on the concept that counseling and
student services are basic components of the total student development
program in post-secondary schools. This option is designed for students
who plan to use their counseling skills in a variety of entry-level
student development positions (i.e., Admissions, Career Planning and
Placement, Dean of Students Office, Residence Life, and Student Activities).
Students take required and elective courses offered by the Curry Center
for the Study of Higher Education as part of their program.
Mental Health Counseling The option prepares students to provide mental health counseling in
a variety of settings. This program option offers a comprehensive array
of studies, which integrates the historical, philosophical, societal,
cultural, economic, and political dimensions of mental health counseling
with the roles, functions, and professional identity of clinical counselors.
Diagnosis, treatment, and prevention of mental and emotional disorders
are included in the coursework. Students will be awarded the M.Ed. and
the Ed.S. degrees upon completion of the Mental Health Counseling program.
The Mental Health Counseling program requires a minimum of 66 (core,
specialty, elective) credit hours. Students must begin the program in
the Summer Session and be enrolled on a full-time basis (including the
following Summer Session) through the Spring Semester of the second
year.
Kinesiology
Graduate degree programs offered in health and physical education are
available at the master's (M.Ed. and M.T.) and doctoral (Ed.D.
and Ph.D.) levels.
Detailed descriptions of the
Kinesiology Programs and their program specializations are below. For
additional information, contact the Kinesiology Program Director, University
of Virginia, 202 S Emmet Street, P.O. Box 400407 Charlottesville, VA
22904-4407; (434) 924-6207.
The kinesiology program area
offers specializations in adapted physical education, athletic training,
exercise physiology, motor learning, sports medicine, sport and exercise
psychology, and pedagogy. Requirements within each option are distributed
among: (1) a core of related courses usually taken within the department;
(2) a supporting area suitable to the student's specialty; (3)
research projects, independent study, thesis, and/or practicum experiences
as recommended by the advisor; and (4) electives.
The Master of Education (M.Ed.)
degree program is designed to develop an understanding of major
factors affecting specific aspects of physical education, sport, and
exercise. Graduates are prepared to work in educational settings such
as schools, hospitals, athletic organizations, and private industry.
The program also provides opportunities for the development of research
skills and preparation for advanced graduate study. A minimum of 36
graduate credits must be earned for the M.Ed. degree, including the
successful completion of a comprehensive examination or 30 credits and
a thesis.
The Master of Teaching (M.T.)
degree program culminates in the M.T. degree and teacher certification
for health and physical education (grades K-12). Students interested
in this program should contact the director of physical education teacher
education for details regarding this two-year program.
The doctoral program (Ed.D. or
Ph.D.) in kinesiology is organized to provide an in-depth analysis of
specializations in physical education through a course of study shaped
by a faculty advisor, a doctoral program committee, and the student.
Graduates are able to initiate, conduct, and evaluate research related
to specific aspects of motor behavior or physical education and to demonstrate
teaching behavior appropriate for college or university faculty. Course
work is individually prescribed to meet the requirements of the selected
specialization and the skills and qualifications of the student. Areas
of specialization within kinesiology may be selected from the following
options:
Adapted Physical Education specialization
provides graduates with the competencies needed to develop functional
physical, motor, and leisure skills for individuals with mild, moderate,
or severe disabilities. This program is offered in cooperation with
special education, the Kluge Children's Rehabilitation Center,
and the Charlottesville and Albemarle County school systems. The program
is founded on an achievement-based curriculum model. Inherent in the
program design are the following principles: the core of the program
is an integrated sequence of course work in physical education and special
education; hands on applications are emphasized; students complete extensive,
well-supervised practicum experiences as one-half time adapted physical
education teachers in local schools; students are trained to use a variety
of assessment tools and techniques; and students use computer and video
technology to analyze and improve teaching effectiveness. The doctoral
program in adapted physical education prepares researchers and teacher
trainers.
Athletic Training specialization
provides M.Ed. graduates with competence and knowledge in the area of
athletic medicine, including an understanding of the physiological,
biomechanical, and psychological implications of training, as well as
the principles, procedures, and techniques of prevention, treatment,
and rehabilitation of athletic injuries. Students gain practical experience
by working with intercollegiate and interscholastic athletic teams and
sports clubs. The athletic training program is one of a select group
of NATA accredited graduate programs and has a prerequisite of NATA
certification (or certification eligibility) prior to admission.
Exercise Physiology specialization
acquaints graduate students with physiological concepts related to the
acute and chronic effects of exercise on human subjects. Special areas
of emphasis include interactions between exercise and health status,
adult fitness, human performance, aging, environmental conditions, and
nutrition. Graduates complete practical laboratory training that
can lead to certification by the American College of Sports Medicine
as either an exercise technologist or an exercise specialist.
Master's students in exercise
physiology must complete a two-part comprehensive examination. Part
one is taken during the spring semester of the first year and is a basic
examination in exercise physiology that must be completed satisfactorily
for students to remain in the program. If failed once, a student may
petition for a reexamination during the summer. If failed a second time,
enrollment is terminated. Part two is either a thesis or an advanced
written exam at the end of the second year of study.
Graduates in exercise physiology
have a thorough knowledge of exercise and applied physiology with an
emphasis on metabolism and cardio-respiratory function; the ability
to provide leadership for exercise classes involving healthy and high-risk
patients; a thorough knowledge of, and practical experience in, procedures
for exercise testing; and a working knowledge of research design, research
methods, and basic statistics. This course of study can lead to employment
in community, corporate, and university exercise programs or to advanced
study and research in the field of applied physiology. The doctoral
degree in exercise physiology is designed to prepare students to conduct
research in human exercise physiology. Program content includes extensive
work in physiology, computer applications, and research procedures,
as well as interdisciplinary experiences in the School of Medicine.
Motor Learning specialization
prepares students to design and implement optimal learning environments
for both the acquisition and performance of motor skills. The foundation
of this specialization is based on the psychology of motor skill learning.
The process of motor skill acquisition is explored by analyzing the
early perceptual-motor development of children and the problems of motor
skill acquisition and retention for individuals of all ages.
Graduates are able to identify
factors that affect motor skill acquisition and performance. Specific
emphasis is on understanding the theoretical basis of motor learning
and investigating practical questions related to stimulus input, integration,
and output. Research is conducted to determine optimal learning environments,
practice strategies, and elements that affect the performance of skills.
Although closely related to sport psychology, this program emphasizes
the acquisition of motor skills, while sport psychology focuses on the
performance of well-learned skills. At the doctoral level, emphasis
is on developing research skills and applying them to current problems
in motor skill acquisition and retention. Doctoral students participate
in either the ongoing research projects of the laboratory or in their
own research inquiry during each semester of study. Current research
interests include the effectiveness of mental practice and cognitive/psychological
skills training on motor skill acquisition, the impact of knowledge
of results and augmented information feedback on motor skill acquisition,
parameters affecting the use of models, and visualization.
Pedagogy specialization
is for students who already possess bachelor's and master's
degrees in teaching physical education. This specialization prepares
individuals to assume positions of leadership in teacher education training
institutions at university or college levels. Academic experiences include
preparation in the pedagogical knowledge base related to effective teaching;
the utilization of both classroom and field experiences to train future
physical education teachers; and research skills for investigating questions
about effective teaching practices. Doctoral students participate in
both ongoing research (focused on goal setting and case study teaching
methods) and original research, and strive to demonstrate mastery of
supervisory techniques in field-based practicum experiences.
Physical Education Teacher Education
(M.T.) specialization is for an individual interested in the
study of physical education teaching at the elementary and secondary
levels. The individual is prepared to assume a position as a physical
education teacher (grades K-12, or at a major university that requires
the development of a research program in teacher education).
Sport and Exercise Psychology The area of sport and exercise psychology addresses the social
influences and individual factors related to participation and performance
in a variety of physical activity endeavors. Two major categories of
investigation comprise the focus of this field: (1) how participation
in sport and exercise contributes to the personal development of participants;
and (2) how psychological factors influence participation and performance
in sport and exercise. The first category includes such topics as self-esteem,
character development, intrinsic motivation, and the ability to cope
with anxiety and stress. Some topics under the second category include
social support, motivation, self-confidence, goal-setting, arousal control,
and mental imagery.
This program emphasizes both
the research and application of sport and exercise psychology principles.
The research program focuses on developmental sport and exercise psychology,
an area that investigates age-related patterns and variations in psychological
factors related to sport and exercise participation across the life
span. Central topics include determinants of self-esteem through sport
and exercise participation; motivational factors related to participation
behavior and performance quality (i.e., contextual and individual factors);
and social influences on physical activity participation and performance
level (i.e., parents, peers, coaches). The applied aspect of the program
entails opportunities for translating theory and practice to a variety
of practical settings such as athletics, exercise and fitness management,
injury management, and youth organizations.
The Sport and Exercise Psychology
Program is committed to providing graduate students with the knowledge,
skills, and experiences that provide a theoretical and practical background
essential to their desired careers in research, teaching, athletics,
or health and fitness. Students who pursue terminal master's degrees
are prepared for positions as teachers, coaches, or professionals in
fitness or athletic clubs. Students are also well-prepared to continue
into a Ph.D. program to pursue research and teaching careers in higher
education through their study of the breadth and depth of the field
and through ample opportunities to engage in research, teaching, mentoring
students, collaborative grant writing, and professional service activities.
Sports Medicine
The doctoral degree option in sports medicine is designed to prepare
candidates to conduct research within athletic medicine and sports science.
Program content includes extensive work in physiology, anatomy, athletic
training, biomechanics, computer applications, instrumentation, and
research procedures.
Research experiences are gained
by assisting with ongoing projects in the Sports Medicine/Athletic Training
Research Laboratory, by developing independent research projects, and
by assisting with master's theses in the athletic training specialization.
Examples of current areas of research include isokinetic assessment
of human muscle performance, postural sway (balance), and knee laxity.
Collaborative research is also available through the School of Medicine
and, in particular, with the Departments of Orthopaedics and Radiology.
Teaching assistant opportunities
are available in the undergraduate specialization in sports medicine
and the NATA approved graduate program in athletic training. Clinical
work in athletic training and/or physical therapy is available through
the on-Grounds training room, as well as through several local private
schools.
The Department of Leadership,
Foundations, and Policy offers programs in higher education, educational
policy studies, school administration, school supervision, educational
psychology, education of the gifted, educational research, educational
evaluation, instructional technology, and social foundations of education.
These degree programs seek to prepare professional educators who rank
with the best in the nation.
The school administration, school
supervision, educational policy studies, and higher education programs
are designed for students who are preparing themselves for leadership
roles in the nation's schools, colleges, universities, and governmental
or research agencies.
Another set of programs are grouped
under the foundations rubric. Included here are programs in educational
psychology, psychology and education of the gifted, educational research,
educational evaluation, instructional technology, and the social foundations
of education. These programs have a dual function: they prepare master's
and doctoral candidates in their respective areas of specialization,
and they provide courses that serve to enrich the research competencies,
technical skills, and knowledge base of students in other programs within
the Curry School.
Programs in the Department of
Leadership, Foundations, and Policy may lead to the Master of Education
(M.Ed.), Doctor of Education (Ed.D.), and Doctor of Philosophy (Ph.D.)
degrees. The Education Specialist (Ed.S.) degree is also offered in
selected programs.
These programs are designed for
students interested in research and instruction relating to educational
programs, organizations, and processes. The programs in the department
emphasize academic and practical experience, with most students spending
extensive time working on research and instructional projects in the
field. Since the ratio of full-time graduate students to faculty in
the department is about three to one, students have close contact with
faculty and ready access to assistance and guidance. Each program has
its own emphasis, but all share a common commitment to the analysis
of educational theory and practice from a systematic, broad-based perspective.
Many opportunities are available
for students to gain experience in a variety of research and instructional
activities. Within the University, opportunities are available in the
Center for the Study of Higher Education, the Summer Enrichment Program
for Gifted Students, the Office of Medical Education, and the Evaluation
Research Center. Beyond the University, students work on a wide range
of projects in school systems, business and industry, government agencies,
and non-profit research and development organizations.
General Information
The Department of Leadership, Foundations, and Policy contains
several centers and agencies that enhance career development opportunities
for students. The Center for the Study of Higher Education sponsors
conferences, seminars, short institutes, workshops, publications, and
internships, in addition to program offerings for graduate students.
The Virginia Center for Educational Policy Studies conducts policy studies
for, and provides assistance to, agencies and policy makers concerned
with education in the Commonwealth of Virginia and the nation. The Thomas
Jefferson Center for Educational Design conducts field studies of innovative
schools and learning programs, designs institutes for groups interested
in creating new schools or reinventing existing ones, and distribute
materials dealing with timely design issues. Other departments and agencies
can be found in the Facilities and Services portion of this chapter.
Administration and Supervision
of NK-12 Schools At the master's degree level, students may choose
programs leading to Virginia endorsement in school administration and
supervision, or programs focusing on research in educational leadership
and policy studies.
Those seeking full administrative
endorsement are expected to complete an internship of a minimum of 90
school days (at least half-time) as well as course work in general leadership
studies, communication skills, school management, and an area of specialization
(for example, instructional leadership). If a student does not complete
an internship of a minimum of 90 school days, he or she may receive
the M.Ed. with partial endorsement and arrange to meet the internship
requirement during his or her first year of employment as an administrator.
Full Virginia endorsement can be obtained upon successful completion
of an internship during the first year of employment. A seminar meeting
on Grounds may be required to supplement the internship. Students seeking
endorsement in supervision have no internship requirement, but are expected
to meet experiential needs through practica. The minimum number of credits
for a master's degree leading to full administrative endorsement
is 36. Students not interested in earning endorsement must complete
a minimum of 10 courses or 30 credits of graduate study. In addition
to courses in administration and supervision, students are encouraged
to select courses from social foundations of education, psychological
foundations of education, curriculum and instruction, and research.
Applicants for advanced graduate
study (post-master's) in administration and supervision programs
should complete two years of administrative and/or supervisory experience
before the degree is awarded. Because many states require teaching experience
as part of the endorsement requirement, the student is urged to check
state requirements before seeking certification. Students with at least
two years of teaching experience will be given strong preference over
those without teaching experience for admission to the principal preparation
and supervision programs.
Education specialist degree programs
are designed to provide a post-master's degree level of preparation
for school leadership. Emphasis is placed on developing specialized
skills and in-depth familiarity with a particular professional role
in educational leadership. Generally, the pattern of course work for
each student is planned to supplement and complement work already completed
at the master's degree level. Internships and practica, depending
upon the need of the individual student, may be included in the program.
The Ed.S. is a planned 30-credit (minimum) post-master's program,
24 credits of which must be taken on Grounds, and 18 credits of which
must be taken after admission to the program. The program can be completed
in one year of full-time study. Virginia endorsement, either full or
partial, in school administration and/or supervision may be earned as
part of an education specialist program.
Programs leading to the degrees
of Doctor of Education and Doctor of Philosophy are designed to provide
the highest level of preparation for professional and scholarly leadership.
The typical Ed.D. and Ph.D. programs consist of a minimum 78 credits
of course work, including work completed for the master's degree.
A minimum residence of 24 credits taught by Curry resident faculty is
required for the Ed.D. degree, and a minimum of two years of full-time
study is expected for the Ph.D., although full-time enrollment until
completion of all requirements is encouraged. (See Residence Requirements
in the Doctoral Degrees section of this chapter.)
Areas of Specialization in Administration
and Supervision
Elementary Administration (School
Principalship)
Middle School Administration
(School Principalship)
Secondary Administration (School
Principalship)
Central Office Administration
and the Superintendency
Supervision (General, Elementary,
and/or Secondary level).
In addition to these specializations,
supporting areas in education finance and educational policy studies
are available for interested students.
Education Policy and Evaluation The objectives of the Education Policy & Evaluation program
are to provide graduate students with an opportunity to acquire quantitative
and qualitative skills required to interpret research and evaluation
studies related to educational policy; to design and conduct research
and evaluation policy studies; to acquire the expertise necessary to
teach or conduct policy research in state, national, international,
and comparative education; and communicate the findings of policy research
to multiple constituencies. There is an increasing need for professionals
trained to bridge education, the social sciences, and social policy-making;
who teach and carry out research in academic and nonacademic settings;
and who occupy strategic positions in public and private sector agencies
engaged in shaping and influencing policies directed toward improving
education on state, national, and international levels.
The interdisciplinary nature
of the program provides opportunities for students to engage in course
work and seminars throughout the University of Virginia in disciplines
such as government, sociology, law, economics, and urban planning. Areas
of concentration within the Education Policy & Evaluation program
area include: economics and finance in education; educational policy
and politics; educational evaluation; government; history, philosophy,
and sociology of education; and social welfare policy.
The Education Policy & Evaluation
Program includes classroom, research, and field-based components and
the proximity of the University of Virginia to both Richmond, Virginia,
and Washington, D.C., provides unique opportunities and rich learning
environments for both students and faculty to engage in various aspects
of the policy process. The Virginia Center for the Study of Educational
Policy is housed within the Education Policy & Evaluation program
area. The Center provides research opportunities for students to plan
and implement policy studies.
The Educational Policy Pavilion
(curry.edschool.virginia.edu/curry/centers/edpolicy)
serves as an information and communication nexus for those involved
or interested in the policy process. The Web site goes beyond providing
mere baseline demographic data, documents, graphics and other useful
information. It also supports interactive discussion and electronic
conferencing, in which discussion strands are archived by topic. A primary
goal of the site is the creation of a forum for public debate. Although
focusing on issues concerning the Commonwealth, the site also provides
links to other Web sites containing information about pre- and post-secondary,
national, and international policy issues and developments.
Educational Psychology (including
Gifted Education) The purpose of the Educational Psychology Program is
to prepare students to apply psychological and educational principles,
empirical methods, and research findings to practical problems in a
variety of professional settings. Majors may concentrate in a content
area within educational psychology that is flexibly tailored to their
unique professional objectives, or follow a prescribed curriculum in
gifted education. Those who choose individualized programs begin with
an academic core that includes human development, learning, and psychometric
assessment before narrowing their focus. Those who select the gifted
specialty focus on the characteristics and needs of gifted children,
methods of teaching the gifted, the development and evaluation of gifted
programs, and/or research conducted in gifted education.
Graduates with individualized
programs are typically employed as educational research, evaluation,
or teaching specialists in universities, medical colleges, federal agencies,
school systems, state departments of education, or private corporations.
Those with Masters degrees are qualified to design developmentally appropriate
curricula, validate tests, assess educational programs, evaluate educational
products, and participate in educational or psychological research investigations.
Doctoral graduates are qualified to become university professors and
assume leadership roles as educational psychologists in federal or state
agencies, medical schools, or private corporations.
Graduates who specialize in education
of the gifted are employable as gifted education specialists in public
or private schools, private foundations, state or federal agencies,
and colleges or universities. Degrees in educational psychology with
a speciality in education of the gifted are offered at both the master's
and doctoral levels. The Master of Education degree (M.Ed.) provides
a core of courses that gives students general competence in the areas
of assessment, development, and learning, and special expertise in the
development of curriculum and instructional strategies for working with
gifted students. The Ph.D. and Ed.D. are designed to provide in-depth
study of gifted children and programs for gifted children. The doctoral
degrees prepare graduates for positions in universities or public education.
Educational Research
The purpose of the program in educational research is to prepare students
to apply the quantitative rational approach in seeking solutions to
educational problems by equipping them to state important educational
questions in terms of testable hypotheses; bring existing knowledge
to bear on such questions; create efficient designs for collecting data
that are relevant to such questions; use appropriate analytical procedures
for extracting relevant information from the data; and communicate the
findings effectively.
The Educational Research Program
consists of a sequence of courses in quantitative methods ranging from
elementary statistical concepts to advanced multivariate techniques.
In addition, advanced seminars allow intense exploration of other topics.
Students are also involved in ongoing research projects directed by
program faculty. Graduates at the master's level are employed
by school systems, state education departments, schools of education,
nursing, medicine, etc., and other public and private organizations
engaged in educational research or evaluation. Doctoral level graduates
are qualified for a wide variety of positions of leadership. Some have
become professors in schools; others have found positions of leadership
in state or national educational agencies and organizations, in profit
and non-profit private educational firms, or in industry.
Higher Education
The Center for the Study of Higher Education is an instructional, research,
and service unit within the Department of Leadership, Foundations, and
Policy. The instructional program provides college, university, and
adult educational leaders opportunities to explore established and emerging
practices in postsecondary education, to analyze current issues and
problems, and to think in a critical fashion about institutional priorities
and commitments.
Instructional programs offered
by the center lead to the degrees of Education Specialist, Doctor of
Education, and Doctor of Philosophy. Postdoctoral study and research
opportunities are provided through the center's professional development
program. Students seeking a graduate degree in higher education must
hold a master's degree in a related field, and full time experience
is highly desirable.
The Education Specialist degree
provides a post-master's level of preparation for higher education
administrators. The Ed.S. Program involves 30 credits of course work
that can be completed in either one year of full-time study, or part-time
with a minimum of one semester or two summer sessions devoted to residence
study. Emphasis in the program is placed on developing specialized skills
and understandings with a particular role in higher education administration
and management.
Candidates for the Ed.D. and
Ph.D. degrees are encouraged to complete all of their doctoral study
in full-time residence. The minimum residency requirement is 24 credits
taken from University resident faculty, excluding credits for practica,
internship, independent study, and dissertation. Minimum residency for
the Ph.D. is two academic years of full-time study. Doctoral programs
in higher education normally consist of a minimum of at least 78 credits,
including work completed for the master's degree.
Internships, as part of the doctoral
programs, provide the prospective faculty member, administrator, or
agency staff member with an opportunity to experience theory in practice
in the actual institutional context.
Areas of Specialization
in Higher Education
Adult Education
Community College Instruction
and/or Administration
Higher Education
General Administration
Policy Studies
Student Affairs Administration
Instructional Technology
The graduate Instructional Technology (IT) Program directly addresses
the rapidly accelerating changes in the field by providing exposure
to a wide range of emerging technologies, while ensuring the basic competencies
required of all practitioners. Core course requirements for graduate
students in IT provide a broad but firm background in the areas of instructional
design, computer-based learning, media production, learning theory,
educational evaluation, and tests and measurement. Preparation is offered
in the master's (M.Ed.), education specialist (Ed.S.), and doctoral
(Ed.D. and Ph.D.) levels. Applications may be received at any time,
but those received by March 1 are given preference for financial aid.
Depending on their career goals,
students may elect to specialize in either instructional media production
or interactive technologies, and may participate in an internship in
instructional technology. The specialization in instructional media
production offers professional preparation for directing instructional
resource center operations, designing and producing instructional media
(such as graphic arts, photography, and video), and for being faculty
members in higher education in these specializations.
The specialization in interactive
technologies offers experience in the design and production of interactive
instructional materials; instructional components are selected from
digital images, sound, text, and video. Advanced course work offers
an opportunity for the development of interactive products of increasing
complexity, and for the conduct of usability tests on user interface
design. Doctoral students in this area pursue research projects involving
the effective design of interactive media.
Internship opportunities in schools,
corporations, and government agencies throughout the mid-Atlantic region
give the IT student valuable skills and experience in a variety of work
settings. Graduates of the IT Program go on to pursue careers as instructional
technologists in education, business and industry, the government, and
non-profit organizations.
Individuals desiring entry into
the Ed.D. or Ph.D. programs in instructional technology must submit
a scholarly writing sample of at least 12, and no more than 20, pages.
For details, contact the Chair of Admissions, Instructional Technology
Program, Curry School of Education, University of Virginia, 405 Emmet
Street, Charlottesville, VA 22903-2945.
Computers in Education
In the Curry School, computer applications to instructional, clinical,
and management problems are considered an important part of many programs.
Thus, a wide variety of courses and facilities is available to students
interested in this area.
Although the Curry School offers
no major in computer applications, special course sequences designed
to meet individual needs have been provided to students in virtually
all of the major areas that the school does offer. Courses in the area
of computer applications are offered mainly by the Department of Leadership,
Foundations, and Policy, or under various departmental titles when the
content is specific to a professional discipline.
Social Foundations
The program in social foundations of education employs a broad range
of academic disciplines to understand educational realities. Its multidisciplinary
approach affords insight into questions about the aims, functions,
and consequences of educational activities, and of education as a whole.
In this context, schools are viewed as social organizations whose policies
interact with American and international economic, political, and intellectual
currents. Education, in turn, is conceived as including both school
and non-school learning enterprises. Advanced study in social foundations
involves four related areas:
Anthropological Foundations
focuses on the interrelationship of education and culture. It examines
education as a cultural process, exploring how educational practices
and ideas are shaped by culture as well as how education participates
in the creation of culture in a variety of contexts around the world.
Historical Foundations provides
awareness of the historical sources of the choices that we have made
that affect the present state of education in the United States and
other Western Societies.
Philosophical Foundations considers
the intellectual origins of educational theories and ideas, the assumptions
underlying various educational theories and practices, and the likely
consequences of acting on the basis of these assumptions.
Sociological Foundations
systematically considers contemporary education in terms of its broader
social meaning and social effects, drawing upon relevant sociological
theory and research.
Comparative and International
Foundations analyzes the relationship between education and society
through contrastive study of the cultural, social, and political influences
on education in selected foreign countries and the United States.
An analytic approach equips graduates
in social foundations to perform valuable services in education and
government. Graduates hold positions in universities and colleges, in
policy-related functions in school systems, with educational research
agencies, and in other areas of professional education. Others work
in various governmental agencies, both domestic and international. An
interdisciplinary area of emphasis is offered at the doctoral level
in educational policy studies.
The program requirements, course
work, exams, and research opportunities are described in the EDLF student
handbook.
Additional information about
programs in the Department of Leadership, Foundations, and Policy or
courses in EDLF may be obtained by contacting the Department Chair,
179 Ruffner Hall, University of Virginia, 405 Emmet Street, P.O. Box
400265 Charlottesville, VA 22904-4265; (434) 924-3880; curry@virginia.edu.
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The Exceptional Learner
An intensive introduction to
the study of exceptional children and adults. Focuses on extending principles
of learning and intellectual, social, emotional, and physical development
to persons with disabilities, as well as the gifted. Credit is not given
for both EDIS302 and 500.
Curriculum and Instruction for
Elementary and Special Education
Prerequisite:
Admission to the Teacher Education Program; corequisite: EDIS 488.
Study of curriculum and instructional
design, and instructional strategies consistent with those designs.
Instruction and Assessment
Prerequisite: Admission
to Teacher Education Program; corequisite: EDIS 488.
Section 1: Elementary and
Special Education: Extension of EDIS 501 with a focus on instructional
strategies and ways of assessing learning outcomes.
Section 2: Secondary Education:
Focuses on instructional design and strategies for teaching in secondary
classrooms and assessment of student growth toward prescribed learning
outcomes.
Classroom Management and Conflict
Resolution
Many beginning teachers report
difficulties with classroom management issues. This class provides the
opportunity to reflect on the importance of instructional, classroom
management, and conflict resolution practices. Examines the critical
issues associated with discipline and management, and develops communication
and social skills that are critical for implementing a management system
in the classroom.
Assessment Techniques for Exceptional
Individuals
Prerequisite/corequisite:
EDIS 510, 511, or 512.
Prepares teachers of exceptional
children to administer, score, and interpret several standard educational
instruments; to use informal procedures in educational assessment; and
to interpret the combined results of psychological, sociological, medical,
and educational assessments as they apply to the development and evaluation
of individualized educational plans.
Teaching Exceptional Children
Prerequisite/corequisite: EDIS
302 or 500 (510, 511, 512).
Presents strategies for teaching
children with special needs, focusing on cognitive and behavioral instructional
approaches. Emphasizes collaboration and consultation for inclusive
classrooms. Includes application of instructional modification procedures
and development of individualized plans. Coordinated with EDIS 514.
Characteristics of People with
Emotional Disturbances and Behavioral Problems
Prerequisite/corequisite: EDIS
302 or 500.
Studies the characteristics of
socially and emotionally disturbed children. Develops an understanding
of the definitions, descriptive data, and various theoretical models
of disturbance currently used in the literature and practice of appropriate
professional disciplines.
Characteristics of People with
Learning Disabilities
Prerequisite/corequisite: EDIS
302 or 500.
Studies the meaning and concepts
associated with the field of learning disabilities and the diverse characteristics
of individuals with these disabilities. Includes the nature, causes,
assessment, and treatment of learning disabilities.
Characteristics of People with
Mental Retardation
Prerequisite: EDIS
302 or 500.
Explores basic concepts and issues
pertaining to persons with intellectual disabilities. Physiological,
psychological, sociological, and educational implications are considered,
as well as a historical perspective relating to the many issues in the
field of mental retardation.
Characteristics of People with
Severe Disabilities
Prerequisite: EDIS
500.
Introduces the characteristics
of persons with severe and profound disabilities. Emphasizes the study
of the physical, ecological, psychological, and educational implications
of severe/profound disabilities and current issues.
Curriculum for Exceptional Children
Prerequisite: EDIS
302 (510, 511, or 512).
An extension of EDIS 508, this
class focuses on strategies for secondary-aged students with special
needs. Emphasizes curriculum and instructional approaches related to
cognitive and behavioral theories and addresses applications of transition
procedures.
Adapted Physical Education in
Alternative Settings
Two-semester sequence, using
a workshop format that focuses on Outward Bound type activities: modified
individual and group confidence-building physical activities, sports,
crafts, and recreation. Experiences in the field accompany the study
of research and practices applicable to adolescents in alternative settings.
Counseling Handicapped Youth
A two-semester sequence, focusing
on recognition and management of stress in professionals and their clients,
and working with substance-abusing youth. Techniques with short-term
goals are studied.
Introduction to Language Development
An overview of the language acquisition
and development process. Surveys current and historical perspectives
on language acquisition and treats those factors influencing language
development.
Reading Development
Reading Development is designed
for pre-service elementary education techers and is the requisite course
for EDIS 530 A and B, the Language Skills Block. The aim of this course
is to make language structures accessible for teachers of reading and
writing so that they may use instructional programs with confidence
and flexibility. Within this course, the theoretical foundations of
understanding how children learn to read and write will be explored.
Effective reading instruction hinges on an awareness of the language
development of each individual student as well as the language content
of the text. This course deals with how students learn to read (reading
psychology) and the content of reading (the form of written language).
EDIS 530 A and B, the Language Skills Block, deals with the pedagogy
(how it is to be taught).
Language Skills Block
Prerequisite: Admission
to the Teacher Education Program.
Prepares preservice teachers
for teaching reading and language arts in the elementary classroom.
Attention shifts from "learning to read" to "reading
to learn," and from working with small groups to the effective
differentiation needed to work with entire classes of children.
Teaching Mathematics in the
Elementary School
Prerequisite: Admission
to the Teacher Education Program
Designed to prepare preservice
teachers in understanding PreK-6 elementary topics in mathematics, teaching
these topics, and how children learn mathematics developmentally. Examines
ways to reason mathematically, make connections, and communicate mathematics
through the use of literature, manipulatives, technology, and classroom
discourse.
Teaching English
Prerequisite: EDIS
541, 542, 543, and instructor permission.
Translates theory and research
into practice by designing, enacting, and evaluating instructional units
with a variety of teaching methodologies. Students individualize instruction;
construct appropriate learning objectives; develop evaluation tools;
and use cooperative learning groups, micro-teaching, and reflective
processes.
Literature for Adolescents
Students read the latest and
greatest in adolescents literature, learn to motivate reluctant readers,
and develop individualized multi-genre and multicultural reading programs.
Language, Literacy, and Culture
Considers the relationships among
language, literacy, culture, and schooling. Students learn to investigate
language as teachers of language, to research current issues, and to
design effective strategies for teaching various aspects of the English
language.
Teaching Composition K-12
Students study, practice, and
evaluate theories and methods of writing and teaching writing. They
prepare a personal writing project, criticize a writing program, or
create a writing program for students.
Teaching Secondary School Mathematics
Prerequisite: Instructor
permission.
Considers objectives, subject
matter, teaching materials, classroom instructional procedures, pupil
experiences, and evaluation procedures in mathematics classes. Emphasizes
organization of courses and programs in mathematics education.
Teaching Secondary School Foreign
Languages other than Latin
Prerequisite: Instructor
permission.
Considers theory and research
in second language acquisition; classroom instructional procedures that
follow the National Standards, which incorporate interpersonal, interpretive,
and presentational modes and foster successful communication in foreign
languages and selection of appropriate materials, realia, visuals, and
media for instructional purposes.
Planning Foreign Language Instruction
Prerequisite: EDIS
548.
Considers specific objectives;
setting long and short-term goals, planning and outcomes, assessment
and testing, grading, record keeping, and communication with parents.
Teaching Secondary School Science
Prerequisite: Instructor
permission.
Considers objectives, subject
matter, materials, classroom instructional procedures, pupil experiences,
and evaluative procedures for science classes. Emphasizes organization
of courses and programs in science education.
Teaching Secondary School Social
Studies
Prerequisite: Instructor
permission.
Considers objectives, subject
matter, materials, classroom instructional procedures, pupil experiences,
and evaluative procedures for social studies classes. Discusses organization
of courses and programs in social studies education.
Economics for Teachers
Examines essential concepts of
micro- and macro-economics, emphasizing the incorporation of these concepts
in elementary and secondary schools.
Physical Geography
Emphasizes the use of maps, map
interpretation, and the study of climactic systems and physical forces
on human activity.
Cultural Geography
Emphasizes concepts of cultural
patterns and their influence on political and regional patterns of the
world.
Diagnostics in Reading
An introductory course focusing
on classroom-based reading assessments. Students learn to
match assessment to instruction and to use assessment information to
organize flexible reading groups for school-age children. Participants
develop expertise in the use of formal and informal assessments that
measure a variety of literacy skill from emerging concepts of print
and alphabet knowledge to word recognition, decoding, oral reading fluency,
and comprehension.
Remedial Techniques in Reading
This course focuses on intervention
techniques for accelerating the reading ability of struggling readers.
Instructional methods are presented in four categories of literacy development:
oral reading fluency, comprehension, word knowledge (phonics, spelling,
decoding, and vocabulary), and writing. Assignments are practicum based.
Students learn how to match instructional techniques to assessed areas
of literacy needs and how to differentiate instruction for varying levels
of reading achievement.
Seminar: Multicultural and Health
Issues
Prerequisite: Admission
to the Teacher Education Program.
Using a workshop format, this
course focuses on the implications of cultural differences among students
for teacher behavior and instruction. Investigates physical and mental
health topics, and the implications thereof, for the professional educator.
Seminar: Teaching Methods
Prerequisite: Admission
to the Teacher Education Program.
Designed to accompany the teaching
associateship experience (i.e., student teaching). Focuses on special
issues and concerns that grow out of that experience, including such
topics as classroom management, parent-teacher conferences, and school-communication
relations.
Teaching Associateship
Prerequisite: Admission
to the Teacher Education Program; permission of advisor and the Director
of Teacher Education.
A required student teaching internship
for potential teachers. Supervised by clinical instructors from public
schools, in cooperation with University supervisors.
Selected Topics
These are designed as pilot courses
to meet new program area degree requirements, and changing needs in
the field. Used also to offer experimental courses, and courses under
development, these are announced and offered on a semester-to-semester
basis. May be graded or S/U, depending on the instructor, and may be
repeated.
Workshop
Special topics, offered as needed.
Internship
Prerequisite: Instructor
permission.
A special assignment, agreed
to by the student and his or her assigned advisor, providing a unique
experience in an educational setting that is consistent with the student's
professional objectives and program focus. Conducted under the guidance
of an experienced teacher or University faculty.
Section 1: Elementary Education
Section 2: Early Childhood Education
Models of Instruction
Focuses on variety in instructional
design and delivery. A range of instructional models are introduced,
most emphasizing cognition and the processing of information. Students
practice planning and implementing instruction using several selected
models.
Behavior Management
Intensive analysis of cases in
which classroom behavior management is a key issue. Using the case method,
students apply knowledge of behavior management experience, and the
experiences of their peers, to the solution of problems encountered
by practicing teachers.
Advanced Techniques of Teaching
the Exceptional Individual
Prerequisite: EDIS
408 or instructor permission.
Analyzes instructional approaches,
strategies, and materials for advanced-level consultant and resource
teachers in special education. Emphasizes the development of interactive
skills among professionals in order to facilitate collaboration with
general education.
Vocal and Non-Vocal Communication
Prerequisite: EDIS
500, 705, and concurrent enrollment in practicum.
Designed for teachers, therapists,
and other professionals who implement communication programs for persons
with moderate to severe disabilities or for preschoolers with disabilities.
Current research and teaching practices are addressed, focusing on appropriate
assessment strategies and tools; nonsymbolic communication; augmentative
and alternative communication systems; functional assessment; naturalistic
teaching approaches; and collaborative teaming between teachers, parents,
and speech, occupational, and physical therapists. Students design,
implement, and evaluate an individual teaching program.
Positioning, Handling, and Self-Care
Skills
Prerequisite: EDIS
500 and 705 and concurrent enrollment in practicum.
Explores assessment and teaching
of students with moderate to severe disabilities, emphasizing normal
muscle tone, high and low tone, and related disabilities; gross and
fine motor skills, including mobility, walking, transfers, positioning,
handling, and carrying; use and basic maintenance of adaptive equipment;
basic self care (toileting, dressing, eating) and grooming; and collaborative
teaming. In addition to special education, instructors include occupational,
physical, and speech therapists, and a registered nurse, who model and
provide supervised practice opportunities. Students design, implement,
and evaluate an individual teaching program.
Secondary, Vocational and Transition
Skills
Prerequisite: EDIS
500, 705.
Emphasizes the following areas
of assessment and instruction related specifically to students with
disabilities: functional academics; vocational skills, models of employment,
and employment; independent living and use of the community; and post-secondary
training in education.
Advanced Behavior Support
Prerequisite: EDIS
500, 705.
Emphasizes understanding and
applying principles of positive behavior support to preschoolers, children,
and youth with disabilities who exhibit behavior problems. Topics include
defining and measuring behavior through interview and direct observation;
identifying preferences; functional assessment and analysis; identification
and teaching of alternative behaviors and replacement skills; social
skill instruction; improvement of classroom, living, or work settings;
nonaversive behavior support strategies; communication-based interventions;
self-management; and peer support.
Advanced Language Development
Prerequisite: EDIS
521 or equivalent.
Focuses on language acquisition
and development. Emphasizes the development of syntax, semantics, pragmatics,
and phonology. Factors influencing language acquisition and development,
such as the role of primary caretaker, the active participation of the
child, social-economic conditions, and sensitivity to non-verbal cues
are explored. Reading and research in language development highlight
current issues in language requisition.
Language Arts: Elementary School
Designed for the graduate student
whose primary interest is in methods and materials in the teaching of
language arts in the elementary classroom. Emphasizes instructional
strategies, activities, materials, and techniques to stimulate the acquisitions
of oral, aural, and written language skills.
Children's Literature
Studies children's literature
and its importance as an integral part of the school curriculum. Emphasizes
the treatment in books of contemporary social problems and conditions.
Integrated Science in the Elementary
School
Emphasizes understanding basic
principles, processes, and conceptual schemes of the integrated life
and physical sciences from the perspective of curricular requirements
and societal expectations for elementary science teaching. In reviewing
the history of science education, curriculum improvement studies, and
current trends in science teaching, students examine instructional options
for K-8 science teaching. Provides experience translating science content
into activity/inquiry based, hands-on science lessons compatible with
applicable curriculum standards and instructional objectives. Methods
of interdisciplinary instruction involve mathematics, art, music, writing,
reading, social studies, environmental education, and health and physical
education. Credit may not be earned for both EDIS 432 and 732.
Social Studies in Elementary
Schools
Studies curriculum materials,
teaching methods, and problems in social studies education for elementary
school children.
Academic Uses of the World Wide
Web
Investigates, evaluates, and
develops online resources that can be used in teaching or other educational
endeavors. Emphasizes meaningful content, sound principles of web design,
and use of appropriate current and developing technologies.
Problems and Issues in English
Education
Critique of major issues in current
instructional practice and curricula for secondary English. Students
conduct inquiry directed toward posting solutions to identified problems.
Problems and Issues in Mathematics
Education
Prerequisite: instructor
permission.
Studies major curriculum and
instructional problems and issues in mathematics education from historical
and present-day perspectives.
Problems and Issues in Science
Education
Prerequisite: Instructor
permission.
Studies major curriculum and
instructional problems and issues in science education from both historical
and present day perspectives.
Science Supervision Internship
Supervisory experience under
the direction of the University, in cooperation with local school divisions.
Problems and Issues in Social
Studies Education
Prerequisite: Instructor
permission.
Discussion of the major curriculum
and instructional problems and issues in social studies education.
Foundations of Reading Instruction
The foundations of reading and
reading development are the focus of this survey course. Topics covered
include: children's basic language development as a precursor to reading
and as a medium for instruction, methods for assessing and instructing
the emergent reader, the beginning reader, and the instructional reader,
and reading disability.
Reading and Writing in the Content
Areas
This course focuses on the uses
of writing and reading as ways to learn across the curriculum. Educators
interested in elementary through high school instruction, in all subject
areas, will learn about comprehension strategies they may teach their
students to use. In so doing, students' will become more effective
learners and develop better communication skills. Teachers learn how
to use quality literature, to provide vocabulary instruction, to provide
various sources of information rather than to teach from one source,
and honor the various achievement levels of their students.
Word Study: Language Structures
and Phonics
Prerequisite: EDIS
770.
Explores a combination of theoretical
and practical issues surrounding the most fundamental skill in reading—access
to word in print. Assumes a basic knowledge of the reading process,
such as familiarity with the alphabetic principle and prerequisites
for learning to read. Provides hands-on opportunities to make conceptually-based
word study tasks for developmental needs in phonics, spelling, and vocabulary
acquisition.
Practicum in Reading Diagnosis
Prerequisite: EDIS
573.
Introduction to basic and advanced
testing procedures used to diagnose reading difficulties of elementary
and secondary students and adults. Examines clinical and classroom diagnostic
methods, explores theoretical foundations for these practices, and discusses
practical applications to the classroom.
Practicum in Remedial Reading
Prerequisite: EDIS
574.
Acquaints students with a variety
of techniques to support and instruct remedial readers. These techniques
address reading, writing, comprehension, and word study across the developmental
stages. As a practicum, this class entails teaching either in the McGuffey
Reading Clinic or in one of the local schools under close supervision.
Emphasizes learning and developing appropriate and practical techniques
that will meet the needs of specific individuals with specific reading
problems.
Effective Reading Programs
Prerequisite: EDIS
770.
Examines the organization and
supervision of effective reading programs in the nested contexts of
the classroom, the school, the school district, and beyond. The issue
of organizational plans are discussed in relation to students' needs
in literacy acquisition. Participants critically examine "in place"
reading programs and design their own plan for a reading program.
Using Cooperative Learning Strategies
in the Classroom
Focuses on using cooperative
strategies with all types of students to improve learning and retention.
Strategies include Jigsaw, Think/Pair/Share, Virginia Pairs, Four Corners,
Send a Problem, Telephone, and Round Table.
Curriculum: Fundamentals
Introduces basic concepts and
issues related to curriculum design, development, change, and evaluation.
Curriculum: Middle and Secondary
School
Studies the curriculum of both
middle and high schools, including significant curriculum issues and
movements of the past and present. Specific attention is given
to objectives, sequence, standards, and developments in each subject
area, as well as exploring interdisciplinary curricula.
Curriculum: Elementary School
Introduces issues, concepts,
trends, and major orientations to early childhood and elementary curricula.
Examples of currently used curriculum materials are also presented.
Seminar
Section 1: Special Education:
Advanced study of various problems in special education. Areas of emphasis
are: behavior disordered (emotionally disturbed); learning disabled;
mentally retarded; general special education; severely handicapped;
preschool handicapped. Prerequisite: master's level
students with 12 graduate credits.
Section 2: Elementary Childhood:
Study of the major problems in elementary education today as they influence
curriculum development.
Section 3: Early Childhood:
Study of the major problems in early childhood education today as they
influence curriculum development.
Section 4: English Education:
Study of selected topics in theory and development of curriculum and
instructional methods in English education.
Section 5: Science Teaching:
Study of the major problems in science teaching today, emphasizing
historical and philosophical contributions to the formulation of objectives
and methods in modern science .
Section 6: Science Education:
Study of recent curriculum developments in science and in-depth consideration
of selected topics, themes, and areas of content for the major of curriculum
studies in elementary and secondary schools.
Section 7: Social Studies
Education: Study of selected topics in theory and development of curriculum
and instructional methods in social studies education.
Section 8: Curriculum:
Consideration of selected problems, issues, programs, reports of research,
and elements of theory pertaining to evaluation of elementary and secondary
school curricula.
Section 9: Seminar: Curriculum,
Instruction, and Special Education (3) (Y)
Section 10: Instructional
Research and Evaluation: Focus on development of research projects directed
toward the resolution of problems in teaching and teacher education.
Section 11: Literacy Acquisition:
Designed to stimulate critical evaluation and thinking about current
theories of literacy acquisition. The central question is: How do we
ensure that all children are reading at grade level at the end of third
grade? Topics include research on the process of learning to read and
how that knowledge informs the national agenda; the additional research
that needs to be done to fully understand and promote literacy; the
tasks and processes involved in reading acquisition and the factors
that affect it.
Section 12: Reading Research:
Basic seminar in models and processes of reading. The widest possible
range of reading models are considered, from those that emphasize processes
of word recognition to those that encompass reader-response theory and
postmodern perspectives. Each model is evaluated in turn, with the goal
of synthesizing multiple perspectives in a final paper that reconciles
conflicting views and focuses on instructional implications.
Section 13:
Comprehension of Text: Explores what it means to comprehend a text and how that
ability develops in children and adolescents. Examines comprehension
theories from the perspectives of psychology, education, linguistics,
and literary theory. Participants also study the research on teaching
reading comprehension to determine if schools can improve how students
think and learn with texts.
Section 14: Reading Disabilities:
Explores the research on reading disabilities from various perspectives.
Phonological awareness, attention, language processing abilities, neuropsychological
deficits, heritable syndromes, and motivational-emotional issues are
examined from existing research and case studies. Dyslexia, hyperlexia,
and other labels applied to reading disabilities are examined in light
of this research. Seminar discussions focus on behavioral manifestations,
etiology, and instruction.
Field Project
A field-based, action research
project, designed to explore a contemporary educational problem.
Practicum: Special Education
Supervised experiences under
the direction of the professional staff in cooperation with local and
state educational personnel. Experiences are designed to prepare the
students to manage and instruct individual children and groups of children
representative of their respective area of emphasis. The experiences
are addressed as follows:
Section 1: Early Childhood
Special Education
Section 2: Severe Disabilities
Section 3: In-Service Training
Section 4: Vocational
Section 5: Behavioral Disorders
Section 6: Learning Disabilities
Section 7: Mental Retardation
Section 8: Curriculum:
A laboratory course for students beginning to work on the development
of curriculum and instructional programs. Prerequisite: EDIS 780.
Teaching and Learning with Web-Based
Cases
Students concentrate on interdisciplinary
teaching and learning in elementary, middle, and secondary schools across
the U.S. Course content is delivered in a case-based format via the
Internet. Purposes of the course are to develop and refine the ability
to recognize, analyze, and address professional problems through the
use of case studies; promote collaboration and group problem-solving
among professional educators; model the use of instructional technology
to support student-centered learning; and provide opportunities to develop
technical skills.
Independent Study
Course permits students to work,
under close faculty guidance, on an individual research project. Research
done in this course may not be considered a part of thesis or dissertation
work. Enrollment in this course should be limited to two three-credit
registrations (six credits) at the doctorate level. Exceptions to this
regulation should have the approval of the advisory committee and the
dean of the School of Education.
Administration and Supervision
of Special Education Programs
Prerequisite: EDLF
776 and 15 graduate credits in special education.
Analyzes the administration,
organization, and supervision of special education programs. Staffing,
physical facilities, budgeting, equipment, community agencies, legal
basis, and methods of school survey and program evaluation are considered.
Readings and Research in Education
of Exceptional Children
Prerequisite: Instructor
permission.
Individual reading or research
program for students majoring in the education of exceptional children.
Areas of emphasis: behavior disordered (emotionally disturbed); learning
disabled; mentally retarded; general special education; and special
education administration and supervision.
Problems in Special Education
Analyzes contemporary research
on exceptional children. Areas of emphasis: behavior disordered (emotionally
disturbed); learning disabled; mentally retarded; general special education;
and special education administration and supervision. No more than three
credits may be taken in each subsection.
Special Education Doctoral Internship
Practical experience for doctoral
students in methods, theories, and practices of various governmental
and private agencies. The following appropriate and selected experiences
will be provided in special education: higher education teaching; administration,
supervision, and/or research in public schools; state departments of
education; the United States Office of Education; state institutions;
and private residential facilities for exceptional children.
Studies and Research in English
Education
Students learn to analyze significant
studies and research in English education; and to present and criticize
selected studies from the students' review of research for their dissertations.
Curry Forum on Educational Issues
School-wide interdisciplinary
course on key issues in education. Curry School faculty and nationally
recognized scholars introduce selected issues and topics. Small discussion
groups explore these subjects in greater detail. Sponsored by all four
departments and open to all master's and doctoral students.
Curriculum: Design and Evaluation
Prerequisite: EDIS
780.
Laboratory course for students
beginning to work on the development of curriculum and instructional
programs. Application of curriculum design and evaluation principles
to the development of a particular curriculum identified by the student.
Curriculum: Advanced Theory
Study of the most significant
recent developments in curricular concepts and patterns directed toward
a deeper understanding of the theoretic base underlying them.
Current Research on Teaching
and Teacher Education
Examines the emerging knowledge
base on effective teaching and effective teachers. This literature includes
studies of teachers, teaching and learning, and the contexts in which
teaching occurs. Considers procedures and results of both quantitative
and qualitative research and looks at contributions of major researchers
in the field.
Field Project
Field based and/or action research
project designed to explore an issue or line of inquiry chosen by the
student and his or her assigned advisor.
Master's Thesis
A thesis project conducted under
the guidance of the master's advisor or others approved by the
departmental chair. A formal plan should be filed in the Office of Student
Affairs, and the final project must be approved by at least two Curry
faculty members.
Readings and Research in Early
Childhood Education
Survey of current issues and
trends in early childhood research. Focuses on readings in current literature
and explores topics and issues determined by class participants and
the instructor.
Readings and Research in Elementary
Education (K-8)
Applies empirical, theoretical,
and practical knowledge to classroom teaching problems.
Seminar in English Education
Students develop a comprehensive
and annotated bibliography of research, along with a rationale and procedures
for carrying out a study that will contribute to research, theory, and
practice in English education.
Research in Mathematics Education
Analysis of significant studies
and research in mathematics education. Consideration is also given to
implications for needed research.
Readings and Research in Science
Education
Analysis of significant studies
and research in science education. Consideration is also given to implications
for needed research.
Readings and Research in Social
Studies Education
Reading Research Seminar
Internship in College Teaching
or Supervision
Opportunities for experienced
doctoral students to teach courses or partial courses at the University,
or to supervise student teachers under the guidance of a faculty member.
Opportunities arranged by the students with assistance of the sponsoring
faculty member.
Independent Study
Prerequisite: Instructor
permission.
Under close guidance of a faculty
member, students work on an area of particular interest that cannot
be met by a regularly scheduled course. A plan of study should be signed
by the faculty sponsor and filed in the student's permanent file
in the Office of Student Affairs.
Supervised Research
Prerequisite: Advisor
permission.
Permits students to work jointly
with faculty or other students in cooperatively designing and executing
research projects. The nature and scope of such projects are advanced
beyond the master's level, and a plan of research should be signed
and filed in the student's permanent file.
Independent Research
Prerequisite:
Instructor permission.Independent work supervised by a Curry faculty
member. A research plan should be signed by the faculty member and filed
in the student's permanent file in the Office of Student Affairs.
Internship - Ed.D. or Ph.D.
Prerequisite: Instructor
permission.
Section 1: Designed for doctoral
students to gain experience in the profession of education, this supervised
internship must be completed after admission to the doctoral program
and under the direct supervision of a Curry faculty member.
Section 2: Enables doctoral students
to gain experience in methods, theories, and practices of governmental
and private agencies with functions related to science education. Possibilities
include teaching science in higher education institutions; administration,
supervision, and research in state departments of education, the U.S.
Office of Education, the National Science Foundation, the American Association
for the Advancement of Science, and businesses and industries in science-related
fields.
Doctoral Dissertation
Includes courses related to clinical
and school psychology, communication disorders, counselor education,
and health and physical education.
Phonetics
Studies the structure and functioning
of speech sound production. Teaches the basic skills of phonetic transcription
using the International Phonetic Alphabet, and introduces basic theoretical
issues in the study of phonology.
Introduction to Speech and Hearing
Science
Prerequisite: EDHS
501, 505.
Examines principal concepts and
procedures for the study of physiologic, perceptual, and acoustic aspects
of voice and speech.
The Clinical Process
Prerequisite: Instructor
permission.
Provides a structured transition
from the first observations of speech, language, and hearing disorders
to the initial clinical practicum. Uses videotaped and live observations
covering evaluation and treatment of the basic disorder areas of language,
phonology, articulation, voice, fluency, and hearing across the life
span.
Anatomy and Physiology of Speech
and Hearing Mechanisms
Examines the mechanisms underlying
normal speech production and reception.
Introduction to Audiology
Introduces the profession of
audiology, emphasizing diagnostic audiology. Includes anatomy,
physiology, and common pathologies of the auditory system; the impact
of hearing loss; conventional procedures used to assess hearing; interpretation
of audiological test findings; and criteria for making audiological
referrals.
Professional Issues in Communication
Disorders
Prerequisite: Instructor
permission.
Lecture and discussion of professional
preparation for service to the communicatively impaired population.
Introduces students to professional issues including clinical training
requirements, academic requirements, certification, licensure, professional
ethics, cultural and linguistic diversity, and legislative and judicial
mandates.
American Sign Language I
Prerequisite: Speech-language
pathology and audiology students.
A beginning course in American
Sign Language (ASL), and an overview of using sign language with non-deaf
special populations.
American Sign Language II
Prerequisite: EDHS
515 or instructor permission.
An intermediate course, assuming
a beginning skill level in American Sign Language (ASL).
Substance Abuse in Society
Investigates substance abuse
and use in contemporary society. Treats topics from a multi-disciplinary
perspective, including biological, pharmacologic, cultural, social,
psychological, political, economic, and legal aspects of substance abuse.
Analyzes patterns of addiction, intervention, and rehabilitation with
respect to alcoholism and other drugs. Examines assessments of the costs,
options, and alternatives to addiction, along with educational efforts
toward prevention. Class discussions are an integral part of this course.
Credit may not be earned in both EDHS 224 and 524.
Communication Skills: Interpersonal
Process Recall (IPR)
Continuous and interrelated experiences
provide an opportunity to learn more about communicating with other
people. Focuses on effective communication skills and personal communication
styles. Effective communication responses are practiced in class and
through the required laboratory experiences.
Motor Learning
Prerequisite: Statistics,
or Tests and Measurements
Analyzes principles and concepts
related to the acquisition of motor skills. Discusses the basic research
and principles of motor learning and performance, including the psychological
and physiological principles related to movement behavior, with specific
relevance to the rehabilitative teaching process. Extensive writing,
along with a research project, is required.
Social Processes and Individual
Differences in Sport and Exercise Psychology
Focuses on the social and psychological
factors related to participation in sport and exercise. Includes socialization
into and through exercise and sport; observational learning of motor
and psychological skills; feedback, reinforcement, and leadership behaviors;
competition and competitive stress; and character development and self-perception
in sport and exercise.
Athletic Injuries
Prerequisite: Anatomy,
kinesiology, or instructor permission.
An advanced course in principles,
procedures, and techniques in the prevention, treatment, and rehabilitation
of athletic injuries for the athletic trainer, physical therapist, and
physical education teacher. A one-credit laboratory experience is available
in addition to the regular course.
Adapted Physical Education
Examines the nature and causes
of disabling conditions and the motor needs and tolerances associated
with these conditions. Enhances experience and skill in planning, assessing,
prescribing, teaching, and evaluating instruction for children with
disabilities in mainstream physical education settings.
Assessment in Physical Education
Studies assessment strategies
and techniques in physical activity settings (i.e., fitness and
motor skills, as well as fitness self-assessments). Emphasizes the general
concepts and techniques of assessment in physical activity settings,
and addresses strategies for the selection and administration
of assessment tests.
Motivational Processes in Sport
and Exercise Psychology
Focuses on factors related to
motivation in sport and exercise settings. Antecedents and consequences
of motivated behavior are examined from theoretical, research, and application
perspectives. Emphasizes participatory motivation in sport; intrinsic/extrinsic
motivational orientations (cognitive evaluation and competence motivation);
achievement goals; causal attributions and effective responses; and
exercise motivation and behavior.
Qualitative Analysis of Motor
Patterns
Experienced teachers analyze
and enhance their qualitative assessment skills. The course identifies
and works on a number of qualitative skills (approximately 10-15) chosen
by the class.
Sport Psychology Interventions
Focuses on psychological skills
and methods in sport and exercise settings.
Contemporary Health Issues
Analyzes current health problems
and interests relative to various stages of the life cycle. Discusses
human sexuality, modification of disease risks, emergency health care,
drug use and abuse, mood alteration, death, and dying. Emphasizes the
physiological, psychological, sociological, and ethical factors involved
in individual health-related decision making. Same as EDHS450, but with
extra requirements.
Teaching School Health Education
Introduces current instructional
approaches appropriate to a comprehensive K-12 health education curriculum.
Designed for elementary and secondary school health instructors. Stresses
specific roles for schools in preventing health problems and promoting
high- level wellness among students and community through well-planned
health instruction. Emphasizes organization for planning, implementation
techniques, SOLS, instructional strategies, and the evaluation of instruction.
Emergency Medical Care
Prerequisite: Instructor
permission.
Examines current approaches to
the management of accidental and medical emergencies. Investigates appropriate
procedures for reducing the severity of injury, as well as possible
preventive actions. Considers cardiopulmonary difficulty, temperature-related
injuries, poisoning, hemorrhaging, diabetes, coronary artery disease,
cardiac arrest, emergency childbirth, epilepsy, fractures, and major
forms of shock. Develops an understanding of community organizations
specializing in providing emergency medical treatment. Investigates
the components of a comprehensive emergency medical care system. Successful
completion appropriate examinations will result in CPR certification.
Same as EDHS 451, but with extra requirements.
Nutrition
Studies the basic principles
of nutrition, including psychosocial-cultural considerations in dietary
intake. Focuses on nutrient sources and actions, digestion, special
population needs, weight control, food faddism, international problems,
nutrition education, and nutrition-related disorders.
Modalities in Athletic Training
Prerequisite:
EDHS 544 or instructor permission.
Study of the theoretical foundations
and principles of the therapeutic modalities used in the physical medicine
environment. Includes theory and clinical techniques used to enhance
the treatment and rehabilitation of athletic injuries.
The Art and Science of Sports
Medicine
A week-long conference that begins
with lectures, visitations, and observations of surgery and prosected
cadaver joints. Continues with presentations by nationally known physicians,
athletic trainers, and physical therapists, and concludes with a written
examination and submission of a literature review paper on a selected
topic in sports medicine. Same as EDHS 457, but with extra requirements.
Credit may not be earned in both EDHS 457 and 557.
Sport Psychology Conference
Analysis of psychological variables
related to motor skill and athletic performance. Topics include motivation,
goal setting, mental rehearsal, coaching styles, personality variables
in sport, youth sport, anxiety, and performance enhancement. Specific
applications to teaching, counseling, and coaching are emphasized. A
conference fee is required. This week-long conference concludes with
an examination and an extensive paper due at a later time. Same as EDHS
458, but with extra requirements. Credit may not be earned in both EDHS458
and 558.
Computer Applications in Physical
Education
Provides hands-on experience
with specific programs that introduce the student to using the microcomputer
as an object of instruction, a medium of instruction, and a management
tool. Develops computer skills that can be used immediately by physical
education professionals to improve their efficiency.
History, Principles, and Philosophy
of Physical Education
Analyzes the heritage of physical
education in terms of historical and philosophical foundations, as well
as the cultural significance of sport and physical activity. Examines
specific issues and principles related to physical education, such as
Title IX, advocacy, and block scheduling.
Selected Topics
These are designed as pilot courses
to meet new program area degree requirements, and changing needs in
the field. Used also to offer experimental courses, and courses under
development, these are announced and offered on a semester-to-semester
basis. May be graded or S/U, depending on the instructor, and may be
repeated.
Disorders of Phonology and Articulation
Prerequisite: EDHS
501, 502, 504, 505, instructor permission.
A lecture-discussion and clinical
study of development and disorders of phonology and articulation. Etiology,
evaluation, and treatment are discussed.
Disorders of Fluency
Prerequisite: Instructor
permission.
A lecture-discussion and clinical
study of fluency disorders: development, theory, evaluation, and treatment.
Disorders of Voice
Prerequisite: Instructor
permission.
A lecture-discussion and clinical
study of voice disorders, organic and functional: pathophysiology, evaluation,
and treatment. Requires attendance at the University Voice Clinic.
Disorders of Communication:
Craniofacial Anomalies
Prerequisite: Instructor
permission.
A lecture-discussion and clinical
study of communication disorders associated with cleft palate and other
orofacial deformities: pathology, evaluation, and treatment. Requires
attendance at the University Craniofacial Clinic.
Habilitative Audiology I
Prerequisite: EDHS
508 or equivalent or instructor permission.
Overview of a family-centered
team approach to the development or rehabilitation of communication
skills in hearing impaired individuals across the life span, with sensitivity
to cultural differences. The student is acquainted with a wide variety
of hearing technology.
Neuroanatomy and Neurophysiology
of Communication
Prerequisite: Basic
anatomy and physiology of speech and hearing mechanism, and instructor
permission.
Introduces the neuroanatomy and
neurophysiology of speech, language, reading, writing, hearing, and
vestibular function. Neuropathologies affecting communicative functions
are reviewed.
Introduction to the Profession
of Counseling
Prerequisite: Counselor
education majors or instructor permission; required of all counselor
education master's degree students
Introduces the history of professional
guidance, counseling, and personnel services; the social, economic,
philosophical, theoretical, and political bases of the profession; the
major legal and ethical issues facing counselors; and a survey of career
opportunities for counselors.
Introduction to Career Interventions
Prerequisite: Counselor
education majors or instructor permission.
Surveys social, educational,
and occupational information and materials, as well as their use in
counseling. Introduces career development theory; written and non-written
informational media; personal, educational, and career decision-making;
and basic life planning techniques.
Theories and Techniques of Counseling
Prerequisite: Counselor
education majors or instructor permission.
Analysis of the theory and practice
of counseling with special emphasis on the counseling process. Conditions
of counseling, counseling techniques, and the counselor as a professional
helper are emphasized.
Group Counseling Procedures
Prerequisite: EDHS
721, 723, 729, or instructor permission.
Analyzes the theory and practice
of group work, the relationship of group activities to counseling, and
specific skills in group techniques.
Using Tests in Counseling
Prerequisite: Counselor
education majors; EDLF 718, EDHS 723, and instructor permission.
Study of the role of standardized
test data in counseling.
Research in Counseling
Prerequisite: Counselor
education majors or instructor permission.
Examines the role of research
in the counseling profession, emphasizing the activities of the counselor
as both a consumer and a producer of research.
Community and Human Service
Agency Counseling
Prerequisite: Counselor
education majors or instructor permission.
Provides an overview of the historical,
philosophical, organizational, and sociocultural foundations of human
service agencies. Explores various community and human service agency
settings and the unique client populations they may serve. Attention
is given to the roles, functions, and responsibilities of mental health
counselors.
Essential Counseling Skills
Prerequisite/ Co-requisite:
EDHS 721, 723 or instructor permission.
Exploration and practice of essential
counseling skills helpful facilitating client change.
Multicultural Counseling
Prerequisite: EDHS
721, 723, 729, or instructor permission.
Exploration of cognitive, affective,
and behavioral considerations of counseling culturally diverse client
groups. Introduces counseling theories and techniques relevant to the
mental health of these groups. Cultural attributes, strategies, and
coping skills of diverse client groups are examined in terms of how
they can be synthesized into the counseling process.
Ethical-Legal Aspects of Counseling
Prerequisite: Counselor
education majors or instructor permission.
Identifies some ethical and legal
aspects of the helping professions and considers some of the moral-ethical
dilemmas of counselors and other helpers. Focus on actual cases, ethics,
legal responsibilities, and decision-making.
Pathology and Rehabilitation
of Athletic Injuries
Prerequisite: EDHS
544, NATA certification, or instructor permission.
Presents an overview of the etiology
for head and neck, upper and lower extremity, and trunk. Also included
are the contemporary therapeutic exercise protocols for each of these
injuries. Guest lectures are presented on related topics.
Advanced Exercise Physiology
Prerequisite: Human
physiology; introduction to exercise physiology or equivalent.
Emphasizing current research
findings, this class focuses on energy metabolism, physiological responses
to exercise, and exercise training techniques.
Exercise Physiology Laboratory
Prerequisite: EDHS
742.
A presentation, through lectures
and laboratory experiences, of laboratory procedures and biomedical
instrumentation pertinent to exercise physiology laboratories and applied
physiology research. Students are involved in a review of current research
in each area of laboratory experimentation and participate as both subjects
and investigators.
Motor Development
Describes and analyzes normal
motor development across the lifespan, from pre-natal development through
older adulthood. Emphasizes identifying and classifying motor behaviors
across the lifespan, as well as understanding the interaction of environmental
and biological factors that affect acquisition of these movement behaviors.
Laboratory experiences included. Same as EDHS 445, but with additional
scholarly and research requirements.
Advanced Motor Learning
Prerequisite: EDHS542.
Analysis of the interaction of
psychological and physiological principles related to the learning and
performance of motor skills. Selected topics include feedback models
of learning, cybernetics, factors affecting the acquisition of skill,
classification of movement behavior and motor memory. Emphasizes in-depth
study of the theoretical and practical nature of motor skill acquisition
and performance.
Developmental Sport and Exercise
Psychology
A lifespan developmental approach
is taken with attention to topics that are salient to youth, adolescence,
and young, middle, and older adulthood. Topics include self-perceptions,
motivation, social influences, moral development, and exercise/sport
maintenance and adherence.
Practicum
Prerequisite: Advisor
permission.
Supervised field experiences
under the direction of the professional staff.
Section 1: Adapted Physical Education
(S-SS)
Section 2: Adult Fitness (S)
Section 3: Athletic Training
(S-SS)
Section 4: Health Promotion (SI)
Section 5: Motor Learning (SI)
Section 6: Sport and Exercise
Psychology (S-SS)
Section 7: Strength Training
(S-SS)
Section 8: Cardiac Rehabilitation
(SI)
Section 9: Instructional Supervision
(S-SS)
Anatomical Bases of Sports Medicine
Prerequisite: Instructor
permission.
Course includes dissection of
the human cadaver and emphasizes the musculoskeletal, articular, nervous,
and vascular systems. Dissection experiences are supplemented with classroom
lectures. The role of anatomical structures as they relate to athletic
injury mechanism, evaluation, and rehabilitation is emphasized. Each
student prepares a presentation designed to relate topics of clinical
relevance to dissected regions of the cadavers.
Principles of Stress and Stress
Management
Examines the integration of stress
theory, assessment, and management within the counseling and helping
professions. Explores the impact of stress on mental and physical health
and the acquisition of coping skills.
Adapted Physical Education:
Developmental Disabilities
Studies the physical and motor
attributes of children with developmental, learning, and emotional disabilities.
Examines abnormal and delayed patterns of motor development through
an assessment, diagnosis, and prescriptive format. Emphasizes identifying
functional goals for these individuals and programmatic techniques for
attaining these goals.
Personality
Prerequisite: EDLF
715, 716, or 720.
Examines classical and modern
theories of the origin and development of personality and human motivation.
Seminar: Issues in Professional
Psychology
Reviews the historical antecedents
of contemporary practice. Centers on ethics, regulation of the profession,
legislative and legal issues relative to practice, interdisciplinary
issues, public policy, and psychopharmacology as it relates to clinical
practice.
Cognitive Assessment
Prerequisite: Instructor
permission.
Introduces the administration,
scoring, and interpretation of diverse psychological tests. Includes
tests of intelligence, perceptual motor functioning, and various specific
abilities.
Psychopathology
Prerequisite: EDHS
762 and instructor permission.
Analyzes the etiology, development,
and manifestations of various forms of emotional and social maladjustment
in children, adolescents, and adults. Emphasizes developing the conceptual
understanding necessary for differential diagnosis, symptom assessment,
and use of the DSM system. Stresses the importance of cultural, social,
and developmental factors.
Health and Physical Education
Teaching Seminar
Prerequisite:
Advisor permission; corequisite: EDHS 771-772.
Analyzes current issues, such
as safety, liability, and child abuse, related to teaching health and
physical education (K-12).
Teaching Associateship: Elementary
Physical Education
Prerequisite: Advisor
permission
Student teaching experience for
pre-service teachers that includes writing lesson plans and reflective
teaching logs. Supervised by clinical instructors from elementary schools,
in cooperation with University supervisors.
Teaching Associateship: Secondary
Health and Physical Education
Prerequisite: Instructor
permission.
Student teaching experience for
pre-service teachers that includes writing lesson plans and reflective
teaching logs. Supervised by clinical instructors from secondary schools,
in cooperation with University supervisors.
Health and Physical Education
Field Project
Field based action research project
designed to explore a contemporary educational problem.
Independent Study
Prerequisite: Approval
of advisor and instructor, and an approved plan of study.
Permits students to work on individual
study topics, under close faculty guidance, when particular needs cannot
be met by registration in regularly scheduled courses. May be repeated
for credit; however, only six credits of EDHS 793 may be included in
an M.Ed. degree program. The independent study topic must be listed
on the student's degree application.
Section 1: Letter Grading
Section 2: S/U Grading
Disorders of Communication:
Augmentative and Alternate Systems
Prerequisite: Instructor
permission.
A lecture-demonstration course
that introduces the techniques and materials essential to developing
augmentative communication programs for children, adolescents, and adults
who are non-vocal and severely physically handicapped.
Disorders of Motor Speech Production
Prerequisite/corequisite: EDHS
502, 706, 719 or instructor permission.
Review of contemporary issues
in the practice of speech-language pathology for patients with
dysarthria or apraxia of speech: includes semiology, etiology, pathophysiology
and nosology. Introduces clinical practice, including evaluation, treatment
and counseling.
Disorders of Language: Birth
to Preschool
Prerequisite: Language
development course or instructor permission.
A lecture-discussion and clinical
study of language systems disorders, including morpho-syntax, semantics,
and pragmatics in the early developmental population; includes etiology,
evaluation, and treatment.
Disorders of Language: School
Age
Prerequisite: Language
development course or instructor permission.
A lecture-discussion and clinical
study of language impairments in school-age children in relation to
academic, social, and emotional performance; includes etiology, evaluation,
and treatment.
Disorders of Language: Aphasia
Prerequisite: EDHS
719 or instructor permission.
Reviews contemporary issues in
clinical aphasiaology, including epidemiology, etiology, pathophysiology,
semiology, and nosology. Introduces clinical practice, including evaluation,
treatment, and counseling.
Disorders of Communication Based
in Cognitive Dysfunction
Prerequisite: EDHS
719 or instructor permission.
Reviews contemporary issues in
the practice of speech-language pathology for persons presenting with
right cerebral hemisphere pathology, traumatic brain injury, dementia,
epidemiology, etiology, pathophysiology, semiology, or nosology. Introduces
clinical practice including evaluation, treatment, and counseling.
Dysphagia
Prerequisite: EDHS
719 or instructor permission.
A lecture-discussion and clinical
study of problems of swallowing. Reviews contemporary issues in the
practice of speech-language pathology for patients presenting with dysphagia,
including semiology, etiology, pathophysiology, and nosology. An introduction
to clinical practice, including evaluation, treatment, and counseling.
Clinical Practice in Speech
and Language Pathology
Prerequisite: Instructor
permission.
Analysis of clinical practice
in the diagnosis and rehabilitation of speech- and language-handicapped
children and adults. Programs are individually structured to provide
clinical and field work experience with a variety of ages, patients,
and rehabilitation settings, or in a particular aspect of professional
specialization. Close individual supervision is maintained by clinical
instructors, and each case is discussed in weekly conference.
Clinical Externship
Prerequisite: Instructor
permission.
Analysis of clinical practice
in the identification, diagnosis, and treatment of children and adults
with communicative disorders. Programs are individually structured to
provide experience with a variety of clinical populations, age groups,
and specializations. The sites are off-grounds, and usually within a
two hour driving distance of the University.
Consultation
Prerequisite: EDHS
723, 729, or instructor permission.
An examination of the models
and process of consultation. Designed to expand the student's
interpersonal skill repertoire. Emphasizes the practice of consultation
appropriate to various work settings.
Substance Abuse Counseling
Prerequisite: Counselor
Education majors or instructor permission.
Introduction to substance abuse
counseling. Provides an understanding of the disease concept and other
views of addiction, different methods of treating substance abuse, the
process of recovery, the Twelve Step model, the role of the family in
addiction, and counseling issues such as confronting denial, intervention,
family counseling, relapse, and the role of the counselor in treatment.
Emphasis is placed on developing skills through role play, case study,
and interactions with substance abuse counselors and clients.
Advanced Career Development
and Career Counseling
Prerequisite: EDHS
722 and 723.
Advanced study of career development
theories and research, and the application of theoretical propositions
to career counseling. Emphasizes the integration of career development
concepts into the counseling process.
Counseling Adults
Prerequisite: EDHS
723.
Explores the concerns and problems
that post high-school aged counselees present to counselors. Focuses
on developmental theories and examines resources and helping strategies
appropriate for those problem areas.
Marriage and Family Dynamics
Prerequisite: EDHS
723 or instructor permission.
Analyzes the theory and practice
of family counseling. An overview course that addresses the major traditional
family therapy theories, as well as recent advances.
Counselor Education Master's
Internship
Prerequisite: Instructor
permission, EDHS 729, subject to availability of suitable internship
placement. An intent to register must be filed the semester preceding
registration.
For elementary, secondary, and
college personnel, and community agency counselors. A minimum of 100
on-site hours is required for each 1 credit of EDHS 829. A minimum total
of 600 on-site hours and six credits of EDHS 829 may be included in
M.Ed. programs. When approved by the program advisor, nine credits of
EDHS 829 may be included in an M.Ed. program. A description of the setting,
specifying the school level, the student personnel service, or the type
of community or human service agency in which the internship occurred
must be included on the student's degree application. Students
are required to participate in on-Grounds supervision. May be repeated
for credit.
Section 1: Elementary School
(S)
Section 2: Middle/Secondary
School (S)
Section 3: Higher Education
(S-SS)
Section 4: Mental Health
(S-SS)
Assessment in Counseling
Prerequisite: EDLF
718/EDHS 725.
Studies assessment devices and
techniques used by counselors. Also provides practice in the interpretation
of test data with emphasis on communication principles.
Introduction to School
Counseling
Prerequisite: Counselor
education majors or instructor permission.
Explores the planning and initiation
of counseling programs in schools with an emphasis upon counselor's
duties, organizational structure, goals, purpose, and evaluation. Programs
and techniques appropriate to meet the needs of students are studied.
Attention is also given to contemporary issues confronting school counselors.
Counseling Children and Adolescents
Prerequisite: EDHS
721, 723, or instructor permission.
Explores concerns and problems
that children and adolescents present to counselors. Focuses on developmental
theories and examines resources and helping strategies appropriate for
those problem areas.
Topical Issues in Counselor
Education
Prerequisite: Instructor
permission.
Deals with a variety of professional
issues in counseling, guidance, and personnel services. Topics are announced
prior to registration and can be developed around the interests of prospective
students. Must be prearranged.
Advanced Counseling Practicum
Prerequisite: EDHS
729, advanced standing, and instructor permission.
An intent to register must be
filed the semester preceding registration. For advanced students who
desire field or counseling experiences. (Subject to availability of
suitable practicum placement.) May be repeated.
Section 1: Individual Counseling
Section 2: Group Counseling
Orthopedic Basis of Sports Medicine
Prerequisite:
EDHS 741, instructor permission.
Analyzes topics pertinent to
evaluation and treatment of athletic injuries, including Cyriax approach
to soft tissue evaluation, instrumented assessment of knee joint laxity,
joint mobilization, proprioceptive neuromuscular facilitation, and isokinetic
evaluation and rehabilitation. Laboratory experiences follow didactic
presentations when appropriate.
Metabolic Adaptations to Exercise
Prerequisite:
EDHS 742 or instructor permission.
Analyzes metabolic adaptations
to acute bouts of exercise and chronic exercise training. Includes energy
sources for human movement; substrate utilization, muscle plasticity,
functional significance of the metabolic adaptations to chronic exercise
training; muscle fatigue and damage.
Exercise Intervention in Disease
Prerequisite:
EDHS742 or instructor permission.
Examines the impact of exercise
on the disease process, focusing primarily on cardiovascular disease
and non-insulin dependent diabetes. Examines hypotheses concerning causes
of diseases, risk factors, and modification of risk factors through
exercise and diet intervention.
Disease Processes and Prevention
Investigates those disease processes
most common and of most significance in their effects upon individual,
community, nation, and world health status. Emphasizes definitions,
manifestations, etiology, pathology, epidemiology, general medicine
procedures, disease prognosis, and potential preventive actions. Develops
an understanding of the specific mechanisms through which preventive
actions work as a goal of effective health education.
Adapted Physical Education:
Physically and Sensory Impaired
Studies the physical and motor
attributes of individuals with physical, sensory, and health disabilities.
Addresses programming and instructional implications in physical education
for these populations in regard to their ecological, psychological,
social, and learning characteristics. Emphasizes developing and achieving
functional physical education goals through planning, assessing, prescribing,
teaching, and evaluating instruction.
Review and Critique of Sport
and Exercise Psychology Research
Develops critical thinking and
analysis in order to read and interpret recent studies on a variety
of topics. Discusses the process of article review and publication,
including the publication process; characteristics of good research
articles; using those characteristics to review and critique published
and submitted work; and how to organize and write a good manuscript
review. Enables independent, informed decisions on the quality of others
research and offers insight on how to write papers that maximize the
probability of a favorable response by reviewers and readers.
Seminar
Prerequisite:
Instructor and advisor permission.
Additional sections on special
topics may be offered subject to sufficient student interest.
Section 1: Adapted Physical Education
(S-SS)
Section 2: Athletic Training
(Y)
Section 3: Biomechanics (S-SS)
Section 4: Exercise Physiology
(S-SS)
Section 5: Health Promotion (S-SS)
Section 6: Motor Development
(S-SS)
Section 7: Motor Learning (S-SS)
Section 8: Sport/Exercise Psychology
(S-SS)
Section 9: Sports Medicine (Y)
Section 10: Strength Training
(S-SS)
Section 11: Pedagogy (S-SS)
Curry Forum on Educational Issues
School-wide interdisciplinary
course on key issues in education. Selected topics are introduced by
Curry School faculty and nationally recognized scholars and then explored
in greater detail by small discussion groups. Sponsored by all four
departments and open to all master's and doctoral students.
Supervised Research
Prerequisite:
advisor and instructor permission
Participation in a research project.
Designed especially for master's degree program students. Total
credits may not exceed nine.
Section 1: Adapted Physical Education
(S-SS)
Section 2: Athletic Training
(S-SS)
Section 3: Biomechanics (S-SS)
Section 4: Exercise Physiology
(S-SS)
Section 5: Health Promotion (S-SS)
Section 6: Motor Development
(S-SS)
Section 7: Motor Learning (S-SS)
Section 8: Sport/Exercise Psychology
(S-SS)
Section 9: Sports Medicine (S-SS)
Section 10: Strength Training
(S-SS)
Section 11: Pedagogy (S)
Marital and Couple's Therapy
Analyzes basic principles and
techniques of marital and couple's therapy. Emphasizes the practical,
covering theory as it relates to the interactional dynamics and behavior
of the therapy. Experiential techniques (i.e., role playing, video tape,
and live supervision) are an integral part of the course. Some therapy
experience is desirable, although not required.
Principles of Psychotherapy
I
Prerequisite: Instructor
permission.
Introduction to the assumption
and process of psychotherapy. Explores basic principles of change as
reflected in the dynamics of the psychotherapeutic relationship between
the therapist and the client. Examines the pitfalls of being a beginning
therapist and the problems faced in initiating the therapy process.
Participants are provided with an experiential setting to heighten awareness
of transference, resistance, and termination.
Principles of Psychotherapy
II
Prerequisite: EDHS
863 or instructor permission.
In-depth examination of cognitive-behavioral
and psychodynamic individual psychotherapy. The theoretical base and
accompanying empirical literature of varying approaches are discussed
with special emphasis on application of principles. Experimental techniques
(e.g., role playing and observation of video tapes) are included. Continuation
of EDHS 863.
Individual Psychotherapy
Designed to teach the principles
and techniques of individual psychotherapy. May be repeated for credit;
each year the psychotherapeutic approaches to be taught are specified.
The specialized course offering for a given year (e.g., brief strategic
psychotherapy, child psychotherapy, or rational emotive therapy) is
printed on the student's transcript.
Personality Assessment I
Prerequisite:
EDHS 764 and instructor permission.
First of a two-semester sequence
in personality assessment. Trains the clinical/ school psychology graduate
student in basic methods of clinical assessment using a battery of psychological
tests, including both projective and non-projective instruments. There
are two components to the first semester course: critical examination
of theory and research on psychological testing; and a supervised practicum
in clinical assessment. Clinical assessments of children and adults
are covered.
Personality Assessment II
Prerequisite:
EDHS 866 and instructor permission.Second of a two-semester sequence
in personality assessment.
During this semester, students
examine theory, practice, and research on the application of a variety
of personality assessment techniques and instruments to specific diagnostic
questions (e.g., assessment of psychotic, affective, neurotic, and borderline
disorders); and continue learning to conduct personality assessments
through a supervised practicum. Clinical assessments of children and
adults are covered.
School/Clinical Psychology Practicum
Prerequisite: EDHS
764.
Supervised field experience in
activities central to the role of the school/child psychologist.
Clinical Psychology Practicum
Supervised placement in a setting
designed to provide students with clinical experiences dealing with
children, adults, and families.
Psychosocial Consultation
Prerequisite: EDHS
768 and instructor permission.
Seminar and practicum experience
designed specifically for advanced doctoral students. Focuses on the
theoretical and research issues that relate to the practice of consultation
and supervision. In addition to the readings and class discussions,
students engage in both consultation and supervisory activities. Students
are challenged to draw upon their prior knowledge of psychological assessment,
problem solving, methods of intervention, and psychological theory.
Facilitates the integration of prior learning into practice.
Group Therapy Interventions
Prerequisite: Instructor
permission.
Designed to broaden and strengthen
the group therapeutic skills and experience of doctoral students. Entails
the observation of various group procedures and participation in an
ongoing group experience.
Family Therapy: Theory and Techniques
Prerequisite: EDHS
864, 865 or equivalent, and instructor permission.
Examines major schools in the
field of family therapy with a focus on learning how to conceptualize
a case from these different perspectives. Special emphasis is on the
application of various intervention models to family problems commonly
presented in therapy and to a review of both process and outcome research
in family therapy. Observation of actual cases is a required part of
the course.
Advanced Family Therapy
Prerequisite: EDHS
864, 865 and instructor permission.
Advanced seminar in family therapy
designed to give students an in-depth exposure to methods of family
intervention. Includes ongoing supervision using both didactic and case
format. May be repeated for credit.
Psychological Interventions
in Schools
Prerequisite: Instructor
permission.
Advanced study of the role and
function of the psychologist in school settings. Topics include psychoeducational
assessment and remediation procedures; varieties and techniques of appropriate
psychological interventions in schools; models of, and national trends
in, school psychology service delivery.
Independent Study
Prerequisite: Approval
of advisor and instructor and an approved plan of study
Permits advanced graduate students
to work on individual study topics, under close faculty guidance, when
particular needs cannot be met by registration in regularly scheduled
courses. The topics of the independent study must be listed on the student's
degree application. May be repeated for credit.
Section 1: Letter Grading
Section 2: S/U Grading
Directed Research and Master's
Thesis
Prerequisite: permission
of advisor and faculty sponsor
Section 1: Independent research
by advanced level graduate students preparing for doctoral dissertation
research. May be repeated.
Section 2: A master's thesis
project conducted under the guidance of the master's advisor or
others approved by the departmental chair. A formal plan should be filed
in the Office of Student Affairs, and the final project must be approved
by at least two Curry faculty members.
Doctoral Seminar: Communication
Disorders
Prerequisite: Instructor
permission.May be repeated for credit.
Advanced Group Counseling Techniques
Prerequisite: EDHS
724, 729, and instructor permission.
Advanced graduate seminar in
group counseling theories and techniques. Different theoretical approaches
to philosophies of group counseling are studied in depth. The accompanying
techniques of each theory are considered and practiced.
Advanced Individual Counseling
Strategies
Prerequisite: EDHS
729 and instructor permission.
An advanced graduate seminar
designed to offer a thorough examination of the theoretical basis and
research evidence for several specific behavior change techniques applicable
in counseling individuals. Particular attention is assigned to the application
of learning models in the development and use of various individual
counseling procedures.
Counselor Supervision
Prerequisite: Counselor
education doctoral student or instructor permission.
Study of counselor supervision
combined with a required experience as a supervisor-trainee in a laboratory
practicum course.
Doctoral Seminar: Counselor
Education
Prerequisite: advanced
standing and instructor permission.
Specialized study of the profession's present status, emphasizing research in the field and possible future
directions.
Doctoral Seminar: Counselor
Education
Prerequisite: advanced
standing and instructor permission.Specialized study of the profession's
present status, emphasizing professional problems and issues.
Counselor Education Doctoral
Internship
Prerequisite: instructor
permission; subject to availability of suitable internship placement.
Section 1: School
Section 2: Higher Education
Section 3: Mental Health
Section 4: Counselor Education
Advanced Doctoral Seminar
Prerequisite: Instructor
permission.
Special topics and research analysis
for doctoral students.
Internship in College Teaching
or Supervision
Opportunities for experienced
doctoral students to teach courses or partial courses at the University,
or to supervise student teachers under the guidance of a faculty member.
Opportunities are arranged by the students with the assistance of the
sponsoring faculty member.
Seminar: Topics in Clinical
Psychology
Doctoral seminar covering selected
topics in adult and family clinical psychology. May be repeated for
credit.
Seminar: Topical Issues in School
Clinical Psychology
Prerequisite: Instructor
permission.
Deals with a variety of professional
issues in school and child clinical psychology. Topics can be developed
around the interests of prospective students. Must be prearranged. Course
topics will be announced prior to registration and have included social
and affective process in development and neuropsychology. May be repeated
for credit.
Independent Study
Prerequisite: Advisor
permission.
Under close guidance of a faculty
member, student work on an area of particular interest that cannot be
met by a regularly scheduled course. A plan of study should be signed
by the faculty sponsor and filed in the student's permanent file
in the Office of Student Affairs.
Supervised Research
Prerequisite: Instructor
permission.
Permits students to work jointly
with faculty or other students in cooperatively designing and executing
research projects. The nature and scope of such projects are advanced
beyond the master's level, and a plan of research should be signed
and filed in the student's permanent file.
Independent Research
Prerequisite: Instructor
permission.
Permits students to work independently
under the supervision of a Curry faculty member. A plan of research
should be signed by the faculty member and filed in the student's permanent
file in the Office of Student Affairs.
Internship - Ed.D. or Ph.D.
Prerequisite: Instructor
permission.
Full-time professional internship
with supervision shared by the host institution or agency and the University.
Section 1: Professional Psychology:
A supervised experience in which students apply their clinical skills
in a mental health, school, or hospital setting. All settings meet either
the criteria for internships set by the Virginia Board of Psychology
or those set by the American Psychological Association, in addition
to those established by the faculty of the Curry Programs in Clinical
and School Psychology.
Section 2: Speech-Language Pathology:
Clinical internship in the diagnosis and treatment of individuals with
communicative handicaps in an educational, rehabilitation, or medical
setting. The internship provides students with an opportunity to gain
experience in working with other professional team members serving communicatively
handicapped individuals; be exposed to, and participate in, the operations
of the practicum site; increase their abilities to assume the responsibilities
associated with independent case management; and, when possible, specialize
in working with a particular age group or disorder.
Section 3: A supervised internship
designed for doctoral students to gain experience in the profession
of education. This internship must be completed after admission to the
doctoral program and under the direct supervision of a Curry faculty
member.
Section 4: Counselor Education:
A supervised doctoral-level internship experience in Counselor Education.
Doctoral Dissertation
Continuous enrollment is required
from the start of the dissertation through the proposal and final examination.
Learning and Development
Prerequisite:
Admission to the Teacher Education Program; corequisite: EDIS388.
Surveys the principles of human
growth, development, and learning that are central to the practice of
teaching. Provides opportunities for professional application. Credit
may not be earned in both EDLF 301 and 501.
Introduction to Classroom Computing
Prerequisite: EDLF
345.
This course addresses the use
and integration of educational technologies in K-12 educational settings,
and particularly leading edge tools and emerging technologies. The focus
of the course is on practical use of such technologies in K-12 classrooms.
Laboratory exercises and assignments enable students to practice skills,
learn management techniques, review courseware, evaluate software, and
develop instructional activities while completing professionally related
projects.
Software Applications in Education
Prerequisite: Instructor
permission.
Provides experience in using
major generic utility software: data base management, data graphing
tools, and graphic production. Students apply a wide variety of software
to instructional and administrative problems.
Multicultural Education
Prepares students to deal with
the increasingly multicultural educational milieu. Emphasizes the process
of understanding one's own bias and prejudices and how they effect
the school and classroom learning environment. Included are readings,
class discussions, field projects, journal writing, and other methods
of directed self explorations.
Production of Instructional
Materials
Prerequisite: Instructor
permission.
Provides teachers and instructors
with the skills and competencies needed to design and produce appropriate
instructional media. Topics include media production planning; selecting
appropriate media formats; illustrating concepts, processes, and techniques;
lettering for captions and text; mounting and preserving materials;
audio design; supporting print materials; and media format translation.
Educational Video Production
Prerequisite: Instructor
permission.
Introductory experience in producing
educational video programs. Emphasizes design and production of video
materials in education and industry. Participants operate as production
crews in studio simulations and as producers-directors of field projects.
Competencies of program design, production, and utilization are emphasized.
Advanced Video Technology
Prerequisite: EDLF
562 or equivalent, video design/production experience, instructor permission.
Provides field experience in
the design, production, and post-production phases of video programs.
The participants function as production team members. Emphasizes producing
programs that meet the research, instructional, and information dissemination
needs of the Curry School of Education.
Instructional Photography
Prerequisite: Instructor
permission.
Explores photography as a research
technique and classroom activity. Emphasizes the basic competencies
required to visualize images and execute the steps of exposing, processing,
and printing them. Topics include basic darkroom equipment, chemistry,
and processes; camera operation; film exposure and filtration; image
control with the view camera; studio lighting; copy techniques; audio
narration; and synchronization. Students need access to an adjustable
camera and must provide their own film, paper, and other supplies.
Advanced Photography
Prerequisite:
EDLF 564 or equivalent experience; instructor permission.
Initial lectures and demonstrations
cover a selected range of skills that are requisite to the serious use
of the medium. This is followed by presentations and discussions on
the application of photography to specific areas, such as instruction
(visual media design and production), research (principles of visual
anthropology and other field work applications), and aesthetics (photography
as human expression).
Museums and Education
Introduction to the history and
development of museums and their educational work in America. Themes
include an overview of museum history; exemplary museum interpretation
and educational programs; instructional designs for teaching with objects
and collections; and strategies for working with school groups and other
audiences.
Selected Topics
These are designed as pilot courses
to meet new program area degree requirements, and changing needs in
the field. Used also to offer experimental courses, and courses under
development, these are announced and offered on a semester-to-semester
basis. May be graded or S/U, depending on the instructor, and may be
repeated.
Workshop
Special topics offered as needed.
Generally an experimental or shortened course format.
Internship/Practicum
A special assignment, agreed
to by an advisor, that provides a unique experience in an educational
setting consistent with the student's professional objectives
and program focus. A written description of the experience must be agreed
upon by the advisor and supervisor and filed in the Office of Student
Affairs.
Independent Study
Prerequisite: Instructor
permission.
Introduction to Instructional
Design
Prerequisite:
Instructor permission.
Integrates systematic approach
to instructional design (ID) with current trends in learning theory,
drawing from a number of ID theories and models. This knowledge is applied
in team-based ID projects, through performing needs assessments; specifying
instructional goals, objectives, and criterion-referenced testing; designing
instructional activities; developing instructional materials; and executing
formative evaluation of the instructional product. Skills learned are
applicable in a variety of environments.
Prerequisite: Instructor
permission and concurrent registration in EDLF 700.
Lab accompanies Introduction
to Instructional Design Course.
Computer Courseware Tools
Prerequisite: Instructor
permission.
Analysis of software tools that
can be used in support of instruction, including graphics tools, digitized
audio, synthesized speech, and digitized video images. Hypermedia authoring
systems are reviewed. Course projects include development of stand alone
or web-based presentations that incorporate digitized video, audio,
and original graphics created by the developer.
Computer Courseware Design
Prerequisite:
EDLF 701, and instructor permission.
Continues the review of hypermedia
authoring techniques. Courseware development tools presented in EDLF
701 are used to design and implement a complete unit of interactive
instruction. Methods underlying design and evaluation of effective interactive
software are addressed.
Advanced Interactive Technologies
I
Prerequisite: EDLF
562, 700, 702 and instructor permission.
Building on instructional design,
video production, and computer-based development skills, this course
explores emerging interactive technologies through periodic competencies
and a major development or usability testing project. Existing interactive
products are examined and design techniques discussed.
Seminar in Instructional Technology
There are four background segments
of this course: history, current issues, specializations and competencies,
and international perspectives. These four units have been designed
to provide all IT majors with the requisite professional understanding
of their discipline's heritage. Also included are units that guide
the participants through the application of specific media to the instruction
process. These include research on media, selection, utilization and
evaluation, and the relevant characteristics of the media.
Institutional Frameworks of
Education Policy
We all have those epiphanies
when we look at the people making public policy and say, "Why don't
they do this?" Well, this course is about why that brilliant idea
so often doesn't get on the agenda, doesn't get done, gets done but
doesn't work, or gets done but doesn't work as intended. This course
examines the institutional constraints and incentives that shape public
policy, with particular attention to the forces that shape education
policy.
Theoretical Perspectives on
Education Policy
This course will examine the
underpinnings of educational policy from theoretical perspectives rooted
in the social science disciplines. This is an intensive graduate-level
seminar that is intended both for disciplinary students and for students
pursuing specialized work in education. Our goal in the course is to
examine, from a variety of normative and disciplinary perspectives,
the core issues that underlie contemporary debates over public policy
- and especially those underlying debate over education policy.
Contemporary Educational Issues
Prerequisite:
Admission to the Master of Teaching Program.
Identifies the defining issues
in the profession of teaching. Lectures, panel discussions, and videos
are used to present a variety of contemporary issues. Small group instruction
is used to maximize the participation of students.
Educational Psychology
Overview of the contributions
of psychology to the teaching-learning process. Topics include learning
theory, individual differences, motivation, human development and personality,
teaching methodology, and measurement and evaluation.
Human Development
Analysis of the principles of
development covering the entire life span. Examines the development
of the child through education, the unfolding of human abilities in
terms of both personal adjustment and achievement beyond the period
of youth, and the work life of the individual. The development of principal
psychological qualities such as motivation, emotion, and personality,
are, in like manner, considered with respect to the life span. Designed
broadly to accommodate various professional specialists within education
and other areas of human welfare.
Concepts of Learning
Addresses both theoretical and
practical issues relating to human adaptation. Emphasizes underlying
motivational forces as translated in behavioristic and humanistic terms.
Content coverage reflects an integrative rather than a descriptive approach.
Tests and Measurements
Introductory course concentrating
on the development of the ability to evaluate and interpret assessment
tools. Topics include reliability and validity; social and ethical considerations
of testing; summarizing and interpreting measurements; and the use of
standardized tests, rating scales, and observational scales. Following
completion, students must enroll in at least one course that focuses
on a specific area of tests and measurements. This may include using
tests in counseling, classroom assessment, tests and measurements in
physical education, techniques of instrument development, or psychoeducational
assessment of exceptional children. To receive credit for EDLF 718,
a specific area course must be satisfactorily completed. EDLF 718 or
equivalent competency demonstrated by examination is prerequisite to
the specific area courses.
Classroom Assessment
Prerequisite: EDLF
718 or the equivalent.
Focuses on the development of
skills in constructing, evaluating, and interpreting the results of
teacher-made educational assessment. Includes the principles of constructing
and evaluating paper-and-pencil tests (objective and essay), rating
scales, observational scales, and other non-paper-and-pencil techniques.
Child Development
A master's-level course
in which several prominent theories of child development are examined
and applied to parenting and teaching. A variety of viewpoints are explored,
but emphasis is placed on the constructionist position. Although there
are no prerequisites, an undergraduate background in child or human
development is useful.
Adolescent Development
Intermediate-level course designed
to explore modern concepts of adolescence. Examines the interrelationships
of physical, social, emotional, and cognitive development, as well as
the treatments of specific adolescent problems.
Introduction to the Gifted
Examines characteristics and
needs of the gifted; identification; programming options; special populations;
practices in curriculum differentiation; creativity; and special issues
in working with the gifted.
Curriculum for the Gifted and
Talented
Reviews current theory and practice
in planning and executing curriculum and instruction for the gifted
and talented. Stresses design of instruction as a response to the specific
cognitive and affective needs of gifted learners and in-depth investigation
of curricular differentiation by content, process, product, effect,
and learning environment. Provides opportunity for both assessment and
development of curriculum for the gifted.
Social and Emotional Development
of Gifted Students
Designed for teachers, administrators,
parents, and others who work with high ability learners. Investigates
similarities and differences between the development of gifted learners
and other students, exploring the implications of these comparisons
and focusing on strategies to assist gifted learners in school and home
environments.
Models and Strategies for Teaching
the Gifted
Examines programming and curricular
models for teaching gifted and talented learners, as well as a variety
of instructional strategies commonly used with gifted and talented learners.
Develops modes of assessing the effectiveness of models and strategies
for use with gifted and talented learners.
Social Development in Context
A graduate seminar addressing
children's development in relation to their social environments, with
concentration on the ways that environments pose or ameliorate psychological,
emotional, and societal risk. Contemporary research on children's
relationships and experiences in educational and societal contexts
and consideration of the ways environments influence the lives of
children identified as at risk will be explored though the topics
of individual differences, peer affiliations, relationships with caregivers
and teachers, interactions between families and schools, school transitions,
and experiences with neighborhood and community. Students will understand,
critique, and question empirical research; become adept at analyzing
the relations among research, practice, and policy; and become capable
of translating research into guidelines useful to teachers, administrators,
and other practitioners.
Adult Development
Introductory-level course focusing
on key issues in successful adult adaptation. Explores cognition, personality,
interpersonal relationships, work adjustment, physical and psychological
health, and biological and psychological aging.
Creativity and Problem Solving
Explores theories of creativity
through study of creative people, the creative process, and creative
products. Focuses on assessment of creativity, research on creativity
and its applications to education, environments conducive to the development
of creativity, and heuristics designed to encourage creativity.
Seminar in Educational Psychology
Advanced study of topics in educational
psychology.
Introduction to Educational
Research
An orientation to methods and
procedures utilized in educational research, emphasizing basic principles
for conducting, interpreting, and criticizing published articles representative
of educational problems and issues.
Educational Statistics: Stat
I
Analysis of descriptive to inferential
techniques. Specific procedures include the logic of hypotheses testing,
t tests, chi square, correlation, and simple linear regression.
Educational Statistics Laboratory
Designed to familiarize students
with computer use in educational studies by using such ready-made programs
as SPSS. Students learn to conduct computer-based data analysis, run
weekly programs, and interpret the output in written reports. Topics
include descriptive statistics, correlation, regression, analysis of
variance, and factor analysis.
Single-Subject Research
Detailed examination of the design
and interpretation of single-subject research. Foci for the course include
rationale for single-subject research; methods for planning, implementing,
and evaluating studies; and issues in the use of this methodology.
Information Management
Analysis of the use of integrated
software: word processing, spreadsheet, database management, graphics
and telecommunications. Educational applications focus on program planning,
monitoring student progress, fiscal analysis, budgeting, and inventory
control. Emphasizes standard and customized reporting.
Seminar in Educational Research
Advanced study of topics in educational
research.
Seminar: Educational Studies
Topical seminar. Focus changes
from offering to offering.
Introduction to Program Evaluation
An overview of current program
evaluation approaches, emphasizing the terminology of educational evaluation
and the wide variety of theoretical approaches to program evaluation.
Consideration is also given to the application of evaluation approaches
to non-educational settings.
Techniques of Instrument Constructions
Prerequisite: A
course in tests and measurements or a basic understanding of the concepts
of reliability and validity.
In educational evaluation there
is a continual need for measurement instruments specific to unique settings
and problems. These are developed by the evaluators who must often strike
compromises with sound test and measurement theory and with time constraints
in order to collect data under field conditions. This course provides
students with the ability to make such compromises intelligently, and
with practical experience in the design of evaluation instruments serving
a wide variety of purposes, audiences, and roles. Topics include construction
of observation forms, interview schedules, and questionnaires. Specific
methods include rating scales, checklists, ranking methods, paired comparison,
semantic differential, Q sorts, content analysis, and goal attainment
scaling. Each method is dealt with in terms of item writing, data analysis,
reliability, and validity.
Qualitative Analysis
Introduction to the central concepts
of qualitative methods in research and evaluation. Focuses on the appropriateness
of qualitative information and its analysis in various inquiry research
and evaluation contexts. Although primary emphasis is on the development
of skills required to conduct qualitative inquiry, the philosophy and
background of the methodology are discussed.
Seminar in Program Evaluation
A topical seminar. Topics change
from offering to offering.
Social Foundations of Education
Introduction to the scope and
nature of education in American society as reflected in the historical,
sociological, and philosophical forces affecting the school and other
social institutions. Primary emphasis is on contemporary educational
problems.
History of American Education
The development of education
in the United States since colonial times, emphasizing the social-historical
forces and ideological concepts that determined the direction and nature
of education in the United States to the present.
Philosophy of Education
Inquiry into the applicability
to present problems of selected philosophical themes and approaches.
Issues include conceptions of pupils, theories of learning and teaching,
educational equity and justice, indoctrination, and the adequacy of
educational research itself.
Sociology of Education
Studies the sociological theory
and research that applies to a systematic analysis of education as its
functions in modern society. Selected social and educational problems
are discussed to interpret the sociological nature of the educational
process and the role of the school as a complex social organization.
Research of educational outcomes and consequences is considered. The
effects of school on social stratification are also considered.
Anthropology of Education
Analysis of education and development
in primitive and modern societies interpreted from an anthropological
perspective. Examines international studies from the Eastern and Western
worlds to assess the nature and process of education and cultural change.
Comparative Education
Analysis of the relationship
between education and society through a study of social, political,
and economic determinants of education in selected foreign countries
and the United States. The role of education in political socialization,
national development, and foreign policy formation is examined.
Asian Education
Studies the nature and scope
of educational planning in selected Asian countries. Explores the planning
process in terms of education and nation-building, economic investment
in education, educational policy formation, extension and diversification
of educational opportunities, and the education of the modern elite.
Aesthetics and Education
An interdisciplinary endeavor
that considers aesthetics as more than a specialized philosophical study
of fine arts, and education as wider than the school or college. Study
includes historical and theoretical understandings, cultural and public
dimensions of aesthetics and education, psychological considerations,
and the discipline of various art forms.
Futurism and Education
An interdisciplinary approach
focusing on the theoretical contests of the future; the science
and practice of futurism; the human condition; trends and projections
of the future; ethical considerations; teaching strategies; and educational
policy for the future.
Seminar
Section 1: Problems in Educational
Studies: An introductory course for those in education and the behavioral
sciences. Topics include problem-solving and planning, knowledge representation,
natural language and understanding, intelligent tutoring systems, and
expert systems. Balances theoretical concepts with their practical implementation.
The Prolog computer language is used for building working models.
Section 2: Introduction to Artificial
Intelligence
Seminar: Social Foundations
of Education
Women and Education
Examines the role of women in
education from historical, sociological, philosophical, and psychological
perspectives. Focuses on issues related to girls and women in current
educational settings.
Problems in Administering School
Systems
Prerequisite: Instructor
permission.
A study of special problems involving
school administration, school district management, and central office
management.
Public School Administration
Introduction to school administration,
including the organization and structure of the school system; legal
basis for school administration; authority, responsibility, and control
of different levels of government for education; the administration
and supervision of the instructional program; and the application of
theories of leadership and organization to enduring problems of schooling.
Human Resource Management in
Schools
Analysis of the theory and practice
of resolving the administrative problems of teaching staff and school
employees, including selection, salaries, tenure, retirement classification
and promotion, and training-in-service. Emphasizes the participation
of educational workers in administrative activities.
School and Community Relations
Studies of the philosophy, principles,
techniques, agencies, and practices involved in a desirable school and
community relations program. Special attention is given to the role
of the school administrators in coordinating system-wide and building-level
communication networks.
Elementary School Principalship
Emphasizes educational leadership,
working with individual school and community power structures, and the
principal's responsibility for curriculum development, public
relations, personnel development, restructuring, scheduling, and managing
programs with an emphasis on at-risk students.
Secondary School Principalship
Introduction to the structure
and culture of secondary schools, the current and projected responsibilities
of secondary administrators, and the literature on secondary school
reform. Special emphasis is given to teacher evaluation, student discipline,
and policy development at the secondary level.
Middle School Principalship
Introduction to the structure
and culture of middle schools, the current and projected responsibilities
of middle school administrators, and the literature of middle school
reform. Special emphasis is given to teacher evaluation, student discipline,
and policy development at the middle school level.
Evaluation and Development of
Educational Staff
Evaluation and development of
educational personnel is a major responsibility of school administration.
Provides students with a conceptual framework for staff development
and evaluation, and facilitates and enhances skill in data collection,
analysis of teacher performance, and plans of assistance development.
Includes legal and policy issues related to recruitment, selection,
and staff development.
School Finance
Analysis of the problems and
principles involved in finance in an individual school with special
emphasis on budgeting procedures and accounting systems.
Organizational Communications
Designed for individuals interested
in the theory and practice of communications in educational organizations,
this course involves a variety of practicums. Students study rhetoric,
in preparation for delivering a persuasive speech, and research on conflict
resolution and effective interpersonal communications. Communications
related to instructional diagnosis and leadership are investigated.
Instructional Decision-Making
in Schools
Deals with selected issues related
to school-level instructional decision-making. Includes information
and strategies related to monitoring and assessing instruction, formulating
policies on grading practices, utilizing test data for purposes of instructional
decision-making, and implementing special education law and programs.
Topical Seminar
Seminar on current topics or
issues
Independent Study: Leadership
and Policy Studies
Under close guidance of an individual
faculty member, students work on areas of particular interest that cannot
be met in regularly scheduled courses. Enrollment in this course is
limited to three credits in a master's degree program.
Seminar in Instructional Computing
Advanced study of special topics
and issues in the use of computers in education with an emphasis on
recent developments in the field.
Advanced Instructional Design
Prerequisite: EDLF
700
Assists students in becoming
instructional design (ID) professionals by refining designer skills,
building knowledge about the practice of ID, and encouraging the development
of platform presentation skills. Self-directed teams analyze an instructional
need for an outside client, design and develop instruction to meet that
need, and then evaluate and revise the instruction. Students also research
and deliver presentations on current topics within instructional technology.
Prerequisite: EDLF
700 and concurrent registration in EDLF 801.
Lab accompanies advanced Instructional
design course.
Advanced Interactive Technologies
II
Prerequisite: EDLF
703 or instructor permission.
Students expand their interactive
design and development skills by working together in project teams to
develop interactive products of increased sophistication. Projects may
be for an outside client or may serve as a base for research on interactive
technologies.
Advanced Seminar in Instructional
Technology
Prerequisite: EDLF
730, 753, 830, and instructor permission.
As a prelude to dissertation
research, each student conducts a pilot quantitative research study
on instructional technology. Prior to enrollment, students must submit
a research proposal to the instructor for approval. Students assemble
research materials, arrange study participants, conduct the study, analyze
the data, and write the research report. Students also critique, and
assist in, the research of their colleagues.
Advanced Tests and Measurements
Prerequisite: EDLF
718 and 719.
A comprehensive analysis of traditional,
latent-trait, criterion-referenced, and psychophysiological tests. This
course builds upon EDLF 718 and 719, and is assigned for students who
need to further their study of measurement theory and practice.
Advanced Child Development
Focuses on the developing child
as a growing, active, and changing organism. In lieu of static stages
or normative milestones, the process and mechanisms of growth are investigated.
Although applications for child rearing, clinical practice, and
classroom teaching are considered, emphasis is on the articulate understanding
of the developmental process. To this end, a sample of both theoretical
and empirical studies is examined in depth.
Advanced Seminar in Creativity
Encourages advanced individual
and group study in the theory of creativity and its applications to
classroom practice. Includes the history and philosophy of creativity;
brain research; environmental effects; intelligence; motivation; the
assessment of, and empirical research on, creativity; and applications
of creativity research to education and other settings.
Advanced Seminar in Curriculum
for the Gifted
Designed for those participants
with a strong background in the study of curriculum development for
gifted learners. Provides an opportunity for advanced study research
and application of principles and issues central to appropriate instruction
of gifted learners. Students examine current thinking about teaching
and learning, current contexts of education, and applications and impacts
of those elements on instructing gifted learners.
Advanced Seminar Research on
the Gifted
Explores specific research issues
(definition of population, instrument ceilings, control group issues)
using current empirical studies. Students are required to develop a
proposal for a research study or to work on an on-going research project
in the field of gifted education. Considers both quantitative and qualitative
approaches.
Advanced Seminar Issues in Gifted
Education
Focuses on fundamental beliefs
about gifted students, programs for gifted students, and general education
and its relationship to the gifted. Examines philosophical and theoretical
arguments and empirical studies relating to unresolved issues in gifted
education.
Advanced Seminar on Underserved
Gifted Students
Focuses on groups of gifted students
who have been underserved or who have unique characteristics and needs.
Addresses identification, programming and curriculum development, and
instruction. Groups studied include cultural and ethnic minorities,
economically disadvantaged, handicapped, underachievers, and women.
Advanced Seminar in Educational
Psychology
Experimental Design: Stat II
Prerequisite: EDLF
731
The major goal of this course
is to extend analytic abilities to the design and analysis of more complex
experiments. Students accomplish this objective through construction
of a research proposal.
Correlation and Regression Analysis:
Stat III
Prerequisite: EDLF
731 and 830, or instructor permission.
Considers basic correlation and
regression analysis, including regression theory, dummy coding, and
basic multivariate techniques.
Non-Parametric Statistics
Prerequisite: EDLF
731.
Considers a wide-range of non-parametric
statistical techniques and covers typical procedures, such as one sample,
two sample, k-sample, and correlation.
Bayesian Statistics
Prerequisite: EDLF
731 and 830, or instructor permission.
Analysis of basic theory, rationale,
and application of Bayesian statistics and techniques. Topics include
Bayes theorem, conditional probabilities, posterior densities,
and Bayesian inference for the binomial and normal models. Emphasizes
case studies and computer-assisted data analysis.
Measurement Theory I
Prerequisite: EDLF
731, 830, 831, or instructor permission.
Focuses on theory and techniques
of measurement models. Models based on one-parameter (Rasch model),
two-parameter, and three parameter item characteristic curves are analyzed,
and current research is evaluated.
Multivariate Statistics
Prerequisite: EDLF
830 and 831, or instructor permission.
Presents the theory and rationale
of selected multivariate statistical techniques. Topics include multivariate
analysis of variance canonical correlation and discriminant analysis.
Emphasizes computer-assisted analysis and the application of appropriate
statistical methods to research data.
Seminar in Advanced Statistics
Prerequisite: Advanced
research majors; mathematics background recommended.
Brings about a synthesis and
mastery of research and analytic techniques previously introduced in
the research course sequence and utilizes current literature in psychometrical,
biometrical, and statistical journals.
Advanced Seminar in Educational
Research and Measurement
Prerequisite: Completion
of measurement theory courses.
Addresses current measurement
issues as presented in measurement journals, national or regional conferences,
or legislative policy. Objectives are to bring about a synthesis and
mastery of measurement theory previously presented and to understand
and critique the most recent measurement developments.
Program Evaluation Design
Explores problems of designing,
conducting, and reporting evaluation research studies. Time is spent
examining philosophies of science that underlie evaluation studies;
conceptualizing a total evaluation study; planning for the use of time
and resources in conducting an evaluation study; assembling the evidence
for or against a particular proposition; analyzing costs; and learning
how to avoid common pitfalls in working with clients and program participants
to design and conduct an evaluation study.
Advanced Seminar In Program
Evaluation
A topical seminar that focuses
on advanced topics in program evaluation. Topics change from offering
to offering.
Evaluation of Teaching
Evaluating teaching in worthwhile
ways involves understanding the needs and abilities of teachers, tasks
teachers must accomplish, the environmental effects on teachers, and
behaviors demonstrated in teaching. This course examines the independent
and interactive effects of these four factors. Emphasizes formative
evaluation (i.e., helping teachers improve via in-class observation
and feedback) and the translation of research results into practice.
Requirements include various combinations of project work, writing,
and tests.
Advanced Qualitative Analysis
Advanced course in methods and
practices of qualitative research. Students determine their own philosophy
of inquiry and become increasingly proficient in the application of
qualitative methods. Assumes an introductory course in qualitative methods.
Focuses on research design and proposal development, data collection
and analysis techniques, and presentation of findings. The course is
field-based and guides students through the complete qualitative research
cycle.
Qualitative Data Analysis with
Computers
An advanced course in qualitative
research methods that emphasizes applied and computing aspects of qualitative
data analysis. Focuses primarily on various types of qualitative analysis
software and presumes that the student has at least a general knowledge
about qualitative research methods and techniques (especially research
design and data collection). Prior knowledge about microcomputers is
helpful. Class activities include lectures, demonstrations, exercises,
and discussion of readings. Students are required to complete a pilot
research project demonstrating their ability to apply computer assisted
qualitative research methods.
Advanced Aesthetics and Education
Advanced seminar on aesthetics
and education, focusing on the evolution of aesthetic ideas, their relationship
to education, aesthetic experiences and the human mind, the use of aesthetics
in the public domain, and aesthetics and educational strategies
for improving the quality of experiences in American education.
Folklore and Education
Introduction to the field of
folklore and folklife studies. This field provides a powerful framework
for understanding educational patterns, problems, and issues in traditional
and modern societies. The course blends the substance and methodology
of the discipline with the pragmatic needs of the educator in the school.
Advanced Seminar in Foundations
of Education
Prerequisite:
Instructor permission.
Advanced Seminar in Educational
Studies
History of Higher Education
Study of the growth of colleges
and universities and the major philosophical and sociological forces
that have shaped their development. Emphasizes the historical development
of American higher education.
Curry Forum on Educational Issues
School-wide interdisciplinary
course on the key issues in education. Faculty from the Curry School
and nationally recognized scholars introduce selected issues and topics.
Small discussion groups explore these subjects in greater detail. Sponsored
by all four departments and open to all master's and doctoral
students.
College Student Development
Promotes an understanding of
contemporary, traditional-aged college students from sociological, psychological,
and historical perspectives. Topics include the social and cultural
context of entering college students, student development theory, student
outcomes assessment, student attrition, and dynamics of student change.
Curriculum in Higher Education
Study of curricular patterns
and processes in post-secondary educational institutions. Includes social,
historical, and philosophical perspectives on current curricular trends
and processes of change among various institutional types.
Governance and Management of
Colleges and Universities
Study of the organizational structure,
governance, and administrative patterns in institutions of higher education
in America. Focuses on managerial behavior and decision-making in academia.
Student Affairs in Colleges
and Universities
Survey of current theory and
practice in student affairs programming, organizations, and administration
in institutions of higher education. Emphasizes philosophy, services
provided, and trends and issues within the profession, including research
and literature analysis.
Ethical Considerations for Student
Affairs Administrators
Prerequisite:
EDLF 855 or instructor permission.
Analyzes the principles of the
organization and administration of student affairs programs in institutions
of higher education. Attention is given to relating theory to practice
and the evaluation of programs. Includes case studies of contemporary
issues.
Economics and Finance of Higher
Education
Study of contemporary policies
and practices in the finance of American higher education. The interpretation
and uses of financial data in the administration of institutions; sources
and methods of securing funds; budget processes; and policies and issues
regarding the finance of higher education are some of the topics considered.
Management Planning in Higher
Education
Study of information gathering
and analysis in institutions of higher education for decision-making
activities concerning short-term and long-range planning.
Legal Aspects of College Administration
Confronts the legal implications
of problems and issues with personnel in higher education. This topical
seminar is designed to provide the educator with an understanding of
the legal aspects of policy development in higher education.
The Adult Learner
Study of adults as learners,
the implications of their characteristics for adult learning, and the
practice of adult education. Attention is given to current issues facing
adult education.
The Community College
Studies the institutional character
of the community college, including a review of history, purposes, clientele,
organization, finance, programs, societal functions, and current issues.
Contemporary Issues in American
Higher Education
Surveys selected major problems
or issues facing contemporary American higher education.
The American Professoriate
Provides an understanding of
the role and circumstances of American faculty members and the issues
and policy forces that impact the professoriate. Explores various aspects
of the professoriate, and institutional policies and external factors
that shape the viability and vitality of the profession.
Educational Policy Formulation
and Implementation I
Analyzes current theories of
political allocation and processes of public policy formulation in relation
to selected current issues in education. Students acquire knowledge
and skills required to interpret and conduct research studies related
to educational policy.
Policy in Curriculum and Instruction
Analyzes policies developed and
implemented at the local school division level.
Politics of Education
Serves as a foundation course
in the politics of education, tracing the means by which American schools
can be viewed as political. Considers local, state, and federal conversion
processes; investigates the origins, foundations, and demand inputs
of, as well as the access channels to, school decision- and policy-making.
Controversial political theories, cross-cultural research and analysis,
and dominant conceptual frameworks will inform and guide discussions.
Economics and Education Policy
Designed for those without training
in economics who want a better understanding of how economic concepts
and methods are used in analyzing education policy issues. Examines
market concepts and forms of government involvement in the market and
uses economic research in education. Students develop the skills of
economic analysis by applying them to current issues in public education.
Educational Policy Formulation
and Implementation II
Provides in-depth analysis of
processes of policy development at federal, state, and local levels;
processes of policy implementation; and critical issues in the analysis
of implementation strategies and policy effects.
Seminar: Contemporary Educational
Policy Studies
Topical seminar in educational
policy studies.
Moral and Ethical Dimensions
of Leadership
Explores the moral and ethical
dimensions of leadership within the context of education. Assumes that
educational administration is fundamentally an ethical undertaking,
or, as Christopher Hodgkinson claims, "philosophy in action."
Readings, activities, and discussions are all designed to assist practicing
and aspiring administrators, as well as other educators, in the explication
and resolution of ethical dilemmas. Considers different moral positions
and encourages students to examine both personal values and professional
ethics.
School Design
Focuses on factors that influence
the design and operation of educational facilities. Topics include learning
environments, facility planning, change and versatility, technology,
energy issues, and finance.
Education Finance, Policy and
Practice
Introduces the problems and principles
involved in financing public schools, including the economics of education;
the characteristics of selected taxes for school purposes; the role
of federal, state, and local governments in financing education; finance
litigation; and the concepts of equality of educational opportunity,
liberty, and efficiency as a basis for resource allocation policies
in education.
Public School Superintendency
For students who have superintendency
as a career goal. Focuses on the complexity of the superintendent's
role in leading and managing a school division.
School Law
Analyzes school laws and regulations,
regulations of state boards of education, and court decisions; legal
status of the teacher and the pupil; legal and illegal use of school
funds and property; legal responsibility of school officials with respect
to contracts and purchases; and the liability of school officials. Considers
all topics with reference to the state of Virginia.
Problems in School Business
Administration
Prerequisite: Admission
to the Curry School and instructor permission.
Focuses on selected problems
in school business administration and the administrative uses of computers,
including accounting and finance; data processing; school indebtedness;
insurance management; maintenance and operations; personnel administration;
purchasing and supply management; food service management; schoolhouse
planning and construction; school store management; management techniques
and development; systems analysis; written and oral communication; and
transportation. May be repeated for credit.
Applications of Organizational
and
Administrative Theory in Education
Prerequisite: Educational
leadership and policy major or instructor permission.
Examines organizational and administrative
theory and its uses in the management and functioning of school systems.
Attention is given to the requisites for adequate theory and to methodological
considerations in the study of organizations and administrative processes.
Implementing Instructional and
Organizational Change
Examines the relationships between
instructional change and the intrapersonal, interpersonal, organizational,
political, and professional contexts of teaching. Topics include the
nature of instructional change, case studies of successful and unsuccessful
change, planning for instructional improvement, and implementing and
evaluating instructional change.
Grant and Proposal Development
Focuses on the principal investigator
role and the process of obtaining financial support from external sources
to support desired projects and activities. Emphasizes phases of developing
ideas; identifying sources of funds; researching funding sources; writing,
submitting, and reviewing proposals; administering grants.
Leadership Assessment and Development
Analysis of the research related
to leadership effectiveness with an emphasis on the individual as a
leader and the role of educational leaders in the management of human
resources. Participants use leadership assessment procedures and programmed
simulation to provide indicators of individual leadership style and
effectiveness.
Introduction to Supervision
of Instruction
Analyzes basic concepts involved
in modern educational supervision. Serves the requirements of administrative
positions or curriculum specialists.
Advanced Theory and Practice
of Educational Supervision
Prerequisite: EDLF
881.
Provides an understanding of,
and some practice in, selected aspects of educational supervision, such
as group process, leadership theory and techniques, human relations,
evaluation of teaching and supervision, and in-service teacher education.
Elementary Administration Seminar
Prerequisite: Instructor
permission.
Advanced study of current major
problems. May be repeated for credit.
Secondary School Administration
Seminar
Advanced study of current major
problems.
Special Seminar: Elementary
Administration
A multidisciplinary approach
to the advanced study of current major problems.
Seminar-Secondary Administration
Prerequisite: Instructor
permission.
A multidisciplinary approach
to the advanced study of current major problems.
Middle School Administration
Seminar
Prerequisite: Instructor
permission. Advanced study of current major problems.
Topical Seminar: Leadership
May be repeated for credit.
Supervised Research
Prerequisite: Instructor
permission.
Independent Study
Prerequisite: Instructor
permission.
Under close faculty guidance,
students work on an area of interest not covered by the curriculum.
A plan of study must be signed by the faculty sponsor and filed in the
student's permanent file in the Office of Student Affairs.
Internship
Practicum
Practicum in Educational Administration
A semester- or year-long project
supervised by a resident faculty member.
Master's Thesis
A thesis project conducted under
the guidance of the master's advisor or others approved by the
departmental chair. A formal plan must be filed in the Office of Student
Affairs and the final project approved by at least two Curry faculty
members.
Advanced Seminar: Administration
and Supervision
Required for all doctoral degree
candidates; deals with dissertation proposal development for students
in educational administration.
Policy Studies Seminar
May be repeated for credit.
Higher Education Seminar: Current
Literature
May be repeated for credit.
Research Seminar in Higher Education
Seminar for advanced doctoral
students. Discusses current research topics and strategies, and develops
dissertation topics.
Independent Study
Prerequisite: Instructor
permission.
Under close faculty guidance,
students work on an area of interest not covered by the curriculum.
A plan of study must be signed by the faculty sponsor and filed in the
student's permanent file in the Office of Student Affairs.
Supervised Research
Prerequisite: Advisor
permission.
Students work with faculty or
other students in designing and executing research projects. The nature
and scope of the projects are advanced beyond the master's level,
and a plan of research must be signed and filed in the student's
permanent file.
Independent Research
Prerequisite: Instructor
permission.
Students work independently under
the supervision of a Curry faculty member. A plan of research must be
signed by the faculty member and filed in the student's permanent
file in the Office of Student Affairs.
Internship: Ed.D. or Ph.D.
Section 1: A supervised internship
designed for doctoral students to gain professional experience. Must
be completed after admission to the doctoral program, and under the
direct supervision of a Curry faculty member.
Section 2: Practicum in Educational
Administration: A semester- or year-long project in educational administration
supervised by a resident faculty member. A formal contract must be created,
signed by the student and faculty advisor, and filed in the Office of
Academic and Student Affairs.
Section 3: A supervised experience
in higher education.
Doctoral Dissertation
|
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David
W. Breneman, B.A., Ph.D., Dean
Rebecca
D. Kneedler, B.A., M.A., Ed.D., Associate Dean for Academic Affairs
Robert
H. Pate, Jr., A.B., M.Ed., Ph.D., Associate Dean for Administrative
Services
Joanne
M. Herbert, B.S., M.Ed., Ph.D., Assistant Dean for Admissions and
Student Affairs
Professors
James
M. Cooper, A.B., A.M., A.M., Ph.D.
Daniel
P. Hallahan, Chair, B.A., Ph.D.
Jane
Hansen, B.S., M.A., Ph.D.
Marcia
A. Invernizzi, B.A., M.Ed., Ph.D.
James
M. Kauffman, B.S., M.Ed., Ed.D.
Rebecca
D. Kneedler, B.A., M.A., Ed.D.
John
W. Lloyd, B.A., M.S., Ph.D.
Martha
E. Snell, B.A., M.A., Ph.D.
Associate
Professors
Mary
P. Abouzeid, A.B., A.M., Ph.D.
Frederick
J. Brigham, B.S., M.Ed., Ph.D.
Sandra
B. Cohen, B.Ed., M.A., Ph.D.
Margo
A. Figgins, B.A., M.Ed., Ed.D.
Joe
Garofalo, B.A., M.S., M.Ed., Ph.D.
Joanne
Herbert, B.S., M.Ed., Ph.D.
Stephen
P. Plaskon, B.A., M.A., Ph.D.
Laura
B. Smolkin, A.B., M.A., Ed.D.
Joseph
E. Strzepek, A.B., M.A.T., Ph.D.
Stanley
C. Trent, B.S., M.Ed., Ph.D.
Assistant
Professors
Randy
Bell, B.S., M.S., Ph.D.
Ishmail
Conway, B.A., M.A., Ph.D.
Laura
Justice, B.A., B.S., M.Ed., Ph.D.
Susan
Mintz, B.S., M.A., Ph.D.
Paige
C. Pullen, B.A., M.Ed., Ph.D.
Kristen
L. Sayeski, B.S., M.Ed., Ph.D.
Robert
H. Tai, B.A., B.S., M.S., Ed.M., Ed.D.
Maria
A. Timmerman, B.A., M.A., Ph.D.
Stephanie
van Hover, B.A., M.Ed., Ph.D.
Eleanor
V. Wilson, B.A., M.Ed., Ph.D.
Professors
Richard
R. Abidin, Jr., B.A., M.Ed., Ed.D.
Linda
K. Bunker, B.S., M.S., Ph.D.
Dewey
G. Cornell, B.A., M.A., Ph.D.
Glenn
A. Gaesser, A.B., M.A., Ph.D.
Joe
Gieck, B.S., M.Ed., Ed.D.
Luke
E. Kelly, B.S., M.S., Ph.D.
Robert
H. Pate, Jr., A.B., M.Ed., Ph.D.
Robert
C. Pianta, B.S., M.A., Ph.D.
Ronald
E. Reeve, Chair, B.A., A.M., Ph.D.
Roger
Ruth, B.A., M.A., Ph.D.
Peter
L. Sheras, B.A., M.A., Ph.D.
Maureen
R. Weiss, B.A., M.A., Ph.D.
Arthur
Weltman, B.A., M.A., Ph.D.
Associate
Professors
Martin
E. Block, B.A., M.A., Ph.D.
B.
Ann Boyce, B.A., M.S., Ph.D.
Harriet
L. Glosoff, B.A., M.A., Ph.D.
Christopher
D. Ingersoll, B.S., MA., Ph.D.
N.
Kenneth LaFleur, A.B,. M.A., Ph.D.
Edith
C. Lawrence, B.A., Ph.D.
Ann
B. Loper, B.S., Ph.D.
Kathleen
M. May, B.A., M.Ed., M.S., Ph.D.
Randall
R. Robey, B.A., M.A., Ph.D.
Assistant
Professors
John
Culbreth, B.S., M.A., Ph.D.
Susan
Dalebout, B.A., M.A., Ph.D.
Aliaa
A. Khidr, B.M.S., M.D., M.S.C., Ph.D.
Helen
H. Kim, B.A., Ed.M., Ph.D.
Sandra
I. Lopez-Baez, B.A., M.A., Ph.D.
Ethan
N. Saliba, B.S., M.Ed., Ph.D.
Antoinette
R. Thomas, B.A., M.A., Ph.D.
Diane
E. Whaley, B.S., M.S., Ph.D.
Professors
Eric
R. Bredo, B.A., M.S., M.A., Ph.D.
David
W. Breneman, B.A., Ph.D.
Glen
L. Bull, B.A., M.A., Ph.D.
Harold
J. Burbach, Chair, B.S., M.Ed., Ph.D.
Carolyn
M. Callahan, B.A., M.A., Ph.D.
Daniel
L. Duke, B.A., Ed.D.
Bruce
M. Gansneder, B.A., M.S., Ph.D.
Annette
Gibbs, B.S., M.A., Ph.D.
Robert
F. McNergney, B.A., M.Ed., Ph.D.
Herbert
C. Richards, B.A., M.A.T., Ph.D.
Jerry
G. Short, A.B., M.A., Ph.D.
Harold
R. Strang, B.A., M.A., Ph.D.
Alton
L. Taylor, A.B., M.Ed., Ed.D.
Deborah
Verstegen, B.A., Ed.M., M.S., Ph.D.
Jennings
L. Wagoner, Jr., B.A., M.A.T., Ph.D.
Carol
Camp Yeakey, B.S.B.A., M.A., Ph.D.
Associate
Professors
Donald
W. Ball, B.A., M.A., Ed.D.
John
B. Bunch, B.A., M.A., Ph.D.
Alfred
R. Butler, IV, B.S., M.Ed., Ed.D.
Michael
S. Caldwell, B.S.B.A., M.S.E., Ph.D.
Robert
W. Covert, B.S., M.Ed., Ph.D.
James
P. Esposito, B.S., M.Ed., Ph.D.
Xitao
Fan, B.A., M.A., Ph.D.
Margaret
M. Grogan, B.A., M.A., Ph.D.
Diane
M. Hoffman, B.A., M.A.T., Ph.D.
Mable
B. Kinzie, B.A., M.Ed., Ph.D.
Timothy
R. Konold, B.S., M.A., Ph.D.
John
Milam, B.A., M.A., Ph.D.
John
A. Sanderson, B.S., M.Ed., Ed.D.
Zahrl
G. Schoeny, B.S., M.A., Ph.D.
Carol
A. Tomlinson, B.A., M.R.E., M.Ed., Ed.D.
Assistant
Professors
Walter
F. Heinecke, B.A., M.A., Ph.D.
Cheryl
Henig, B.S., M.Ed., Ph.D.
Frederick
M. Hess, B.A., M.Ed., M.A., Ph.D.
Tonya
Moon, B.S., M.Ed., Ph.D.
Brian
Pusser, B.A., M.A., Ph.D.
Sara
Rimm-Kauffman, B.S., Ph.D.
Pamela
D. Tucker, B.S., M.Ed., Ed.D.
Sarah
E. Turner, B.A., Ph.D.
Howard
W. Allen, B.A., M.A., Ed.D.
Frank
E. Barham, B.S., M.Ed., Ed.D.
James
H. Bash, B.S.Ed., M.Ed., Ed.D.
Charles
W. Beegle, B.Sc., M.A., Ph.D.
Ralph
C. Bralley, B.F.A., M.Ed., Ed.D.
Richard
M. Brandt, B.M.E., M.Ed., Ed.D.
Jeanette
Brown, B.A., M.A., Ph.D.
R.
Lynn Canady, B.S., M.A., Ed.D.
William
R. Carriker, A.B., M.A., Ed.D.
Jay
L. Chronister, B.S., M.Ed., Ed.D.
Vincent
C. Cibbarelli, B.S., M.A., Ed.D.
Patricia
R. Crook, B.S., M.S., Ed.D.
Jean
Ervin, B.A., M.A., Ph.D.
Thomas
H. Estes, A.A., B.S., M.A., Ph.D.
Joan
C. Franks, B.S., M.S., Ph.D.
Mary
Alice Gunter, B.A., M.A., Ed.D.
Charles
M. Heuchert, B.S., M.A., Ed.S., Ph.D.
E.D.
Hirsch, B.A., M.A., Ph.D.
George
Washington Holmes, III, B.A., M.A., Ph.D.
John
S. Horner, A.B., M.A., Ph.D.
Samuel
Kellams, B.S., M.S., Ph.D.
Donald
M. Medley, B.S., M.A., Ph.D.
John
F. Mesinger, A.B., M.A., Ph.D.
Jerry
Moore, B.S., M.A., Ph.D.
Greta
Morine-Dershimer, B.S.Ed., M.A., Ed.D.
Charlotte
H. Scott, A.B., M.B.A., L.L.D.
Ralph
J. Stoudt, Jr., B.A., M.A., Ph.D.
Ertle
Thompson, A.B., M.Ed., Ed.D.
Chester
R. Titus, B.A., M.A., Ph.D.
Donald
L. Walker, B.Sc., M.A., Ed.D.
Virgil
S. Ward, A.B., M.Ed., Ph.D.
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