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The Curry School of Education offers professional programs designed to prepare individuals for a variety of careers related to the practice of education. The school was named for Dr. Jabez L. M. Curry, an eminent southern educator. It was endowed in 1905 by gifts from John D. Rockefeller and the General Education Fund, and became a professional school in 1919. Graduate programs in education were established in 1950, and the degree programs offered now include the Bachelor of Science in Education (B.S.Ed.); a five-year teacher education program leading to the Bachelor of Arts (B.A.) and Master of Teaching (M.T.); the Master of Education (M.Ed.), Master of Teaching (M.T.), and Educational Specialist (Ed.S.); and two different doctoral degrees (Ed.D. and Ph.D.). The Curry School of Education has two major missions. The first is to prepare individuals 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 education 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, and to improving instruction and schooling in the Commonwealth of Virginia. As such, the Teacher Education Program has provided national leadership in the preparation of beginning teachers, as well as advanced training for experienced teachers and personnel related to teaching. The five-year Teacher Education Program is an integrated program sponsored by the College of Arts and Sciences and the Curry School of Education. It combines strong subject matter preparation with professional training that leads to teacher licensure and results in the simultaneous receipt of both bachelor's and master's degrees after a total of five years of study at the University. Programs leading to teacher licensure include specializations in elementary education, health and physical education, foreign languages, early childhood and developmental risk, and special education (including behavioral disorders, learning disabilities, and mental retardation). For secondary teachers, specializations are available in English, mathematics, sciences (biology, chemistry, earth science, physics), and social studies. The second major mission of the Curry School is to enhance human potential and performance 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. Two additional program areas are designed for students interested in pursuing human service careers related to communication disorders and physical education/sports medicine. These programs require that students transfer into the Curry School, and are designed to terminate after four years (B.S.Ed. degree) so that students may pursue additional graduate study. The Communication Disorders Program provides pre-professional training in speech-language pathology. The Sports Medicine Program is a pre-physical therapy and pre-athletic training program. These programs provide the necessary academic and practical work for the four-year B.S.Ed. degree, and for application to graduate (master's degree) programs in their relative specialities. Programs within the Curry School are among the best professional education offerings in the country. Faculty hold offices in professional organizations, are scholars of international renown, and are numbered among the University's finest teachers. Students score well above the national norms on the SAT examinations, and are members of such student honorary societies as Chi Sigma Iota, Omicron Delta Kappa, Phi Delta Kappa, Outstanding Students in America, and the Raven Society. Extensive
information about the Curry School of Education and its programs is
available online at the address listed below. Access to information
about admissions and academic policies may also be requested by sending
an electronic mail message to curry@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 and its programs to prepare school personnel
are accredited by the National Council for Accreditation of Teacher
Education. In addition, teacher education programs are also
accredited by the Teacher Education Accreditation Council and individual
program specializations are accredited by such organizations as the
American Speech, Language and Hearing Association, the National Athletic
Trainers' Association, and the American Psychological Association.
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Ruffner Hall The majority of academic facilities and offices of the Curry School of Education are located in Ruffner Hall. This modern 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
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
Center for Clinical Psychology Services is a non-profit clinic that provides psychological and educational
services to the public and serves as an in-house training facility for
graduate students of the Institute of Clinical 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
Communication Disorders Program houses clinical and research facilities. Although the majority of
classes are taught in the Curry School of Education's Ruffner Hall,
Program facilities include an electronic conference room, speech and
language science labs, behavioral and electrophysiological audiology
and hearing-science research labs, and individual and group clinical
intervention rooms.
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) data base systems
and Internet connections provide access to materials from throughout
the world. Retrospective research materials in education are located
in Alderman Library.
The
Instructional Resource Center provides students and faculty with excellent opportunities for both
instruction and research. In addition to audio-visual equipment, the
center houses the Audio-Visual Production Lab, both a video filming
studio and a video production facility, the Special Technology Laboratory,
the Apple Lab, and the interactive IBM Microcomputer Classroom.
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
Motor Development Clinic provides evaluative and prescriptive services for children and youth
with motor development problems. Operated by the Department of Human
Services, the clinic serves as a teaching laboratory to prepare motor
development specialists and provides a source of research opportunities
to produce new knowledge and understanding about motor development in
children and youth.
The
Motor Learning Laboratory is a research facility designed for the study of factors that influence
motor skill acquisition and performance. Individuals conduct research
to investigate 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. Those seeking research experiences related to motor skill
acquisition and performance utilize this laboratory.
The
National Research Center on the Gifted and Talented (NRC/GT) produces
and disseminates high-quality, practical 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 decision-making and career
change, interpersonal relationships, coping with adult life transitions,
and personal growth.
The
Speech-Language-Hearing Center (SLHC), is an integral component of the Communication Disorders Program
and the Department of Human Services. The UVA SLHC is a full-service,
ASHA-accredited clinical facility which operates under the supervision
of the faculty and staff of the Communication Disorders Program. It
provides students in the speech-language pathology academic programs
with opportunities to acquire experience working with individuals of
all ages presenting a wide range of speech, language, and/or hearing
disorders.
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
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
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.
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Education Council All students in the Curry School of Education are members of the Education Council (EC). In addition to its function as liaison between students and faculty of the Curry 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 activities. Council
for Exceptional Children The 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.
Departmental
Student Groups Most departments have a student advisory committee to help plan activities
for students and contribute to the quality of the academic and professional
experience at the University.
The
Pre-Physical Therapy Association The Pre-Physical Therapy Association was founded in 1981 to
provide opportunities for undergraduate students to learn more about
graduate programs and careers in physical therapy. Officers, elected
by interested students, plan specific experiences such as field trips
to rehabilitation centers and hospitals, visits from graduate schools,
and lectures related to contemporary issues in physical therapy. This
organization is part of the sports medicine and physical education programs
within the Department of Human Services.
Student
Virginia Education Association (SVEA) Student Virginia Education Association membership is open
to both graduate and undergraduate students. SVEA members participate
in various professional activities, receive various publications,
participate in seminars and conferences, and receive liability/tort
insurance. |
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Dean's List To be placed on the Dean's List of Distinguished Students in any given semester, an undergraduate must maintain a minimum 12-credit course load and achieve a current grade point average of 3.4 or higher without failure in any course. Courses taken on a CR/NC basis may not be counted toward the 12-credit minimum. Any student receiving an F, NC, or NG during the semester is not eligible to be on the dean's list. Graduation
Honors Students with a grade point
average of 3.6 or higher will be recognized as graduating "with
honors;" students with a grade point average of 3.75 or higher
will be recognized as graduating "with high honors;" and students
with a grade point average of 3.9 or higher will be recognized as graduating
"with highest honors." Computation of grade point averages
for the determination of honors is based on all standard letter-grade
courses carried since the student has matriculated in the Curry School
of Education. Students in the five-year Teacher Education Program may
be eligible for dean's list through the College of Arts and Sciences
(for B.A. and M.T.) or the Curry School (for B.S.Ed. in Physical Education).
Kappa
Delta Pi, an honor society in education
that was founded in 1911, chartered its Eta Kappa Chapter of 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 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. |
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All students are subject to the academic policies specified in the chapter titled "University Regulations." In addition, students must follow the policies of the Curry School of Education. Students in the five-year Teacher Education Program should consult the regulations in the College of Arts and Sciences chapter, as well as those of the Curry School of Education. Application
to the Curry School Students who wish to apply for the teacher education program
in the Curry School of Education must submit a full application by March
1 of their first or second year; those who wish to apply for the communication
disorders or sports medicine programs must submit a full application
by March 1 of their second year. Students wishing to teach in high need
areas (math, foreign languages, science, special education) may apply
as late as their third year in the college. Students seeking to enroll
in teacher education must be in the College (i.e., students in the Schools
of Architecture, Engineering, or Nursing must transfer to the College
first). Students applying to B.S.Ed. programs in communication disorders
or physical education apply to transfer to the Curry School.
To apply, students must complete an application, provide a statement of professional goals, and furnish all transcripts. Applications are evaluated in terms of academic course work (preference given to 3.0 GPA), strong SAT scores (preference given to 1000 or above), and experience related to professional goals. Applications from under-represented groups or those with varied backgrounds are strongly encouraged. Information about specific application procedures is available in Room 104, Ruffner Hall, Office of Admissions. Residence
Requirement A recipient of a degree
in education from the Curry School must have completed four semesters
of full-time (12 credits) study at the University of Virginia while
enrolled in the Curry School of Education. Exceptions for emergency
situations may only be granted with the advisor's and dean's
permission. In addition, all students must be full-time (12 hours minimum)
during all semesters, including the final one.
Course
Load Special permission of the advisor
and dean's office is required to take fewer than 12, or more than
18, credits during a given semester.
Final
Examinations are given during a designated
period of time at the end of each semester. Examinations may only be
given at the time listed in the Course Offering Directory unless
authorized by the dean. Students are not authorized to take final exams
before the regularly scheduled time. However, under serious conditions,
and with their instructor's and advisor's permission, students
may be allowed to postpone the examination to a time convenient to the
instructor. Students who have three exams in one day or four in a two-day
period may petition to have one examination moved.
Attendance
Students are expected to attend classes
throughout the session, with the exception of University holidays, unless
permission to be absent temporarily or to withdraw has been first granted
by the instructor. 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 serious medical reasons, the Department
of Student Health notifies the dean. On request of the dean, the Department
of Student Health may evaluate 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 exams are an essential part of the work of most courses.
A final examination or culminating experience is expected in all classes.
The time period assigned for final exams 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, attested
by a physicians 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.
Course
Grades All specifically required courses
must be taken for regular, graded credit (no S/U or CR/NC), including
grades of A+, A, A-, B+, B, B-. C+, C, C-, D+, D, D-, F. Internships,
practicums, and student teaching are generally graded S/U.
Incomplete
Grades for BS Ed Students 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 course work 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 Curry Office of Admissions. 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.
B.A.-M.T.
students should consult the policies of the College of Arts and Sciences.
Grade
Changes No grade may be changed after
it has been submitted to the university registrar without the approval
of the dean. The dean is not authorized by the faculty to change a grade
submitted to the university registrar except when an instructor certifies
that, because of errors in calculation or transcription, an incorrect
grade has been submitted.
The Curry School limits the time in which a grade change may be approved to one calendar year. Credit/No
Credit Courses Students have the option
of receiving the grades CR (credit) or NC (no credit) in place of the
regular grades, A through F, for a given course prior to admission to
a Curry program. This option is taken at the time the students register
for the course. Instructors have the right to deny students permission
to take courses on a CR/NC basis. If this occurs, students may either
change back to the regular grading option or they may drop the course
entirely. Courses taken for CR/NC may not be used for any major or basic
area requirements.
No more than two courses may be taken on a CR/NC basis in any semester or in summer session. A maximum of 24 credits of CR/NC courses may be used toward the degree. Students may not use a CR/NC course to repeat a class in which a grade has already been given. If such a case should occur, the credits in the CR/NC course would not count toward graduation. The last day to change a CR/NC option is the same as the last day to drop a course. The CR/NC option may not be used to meet the specific requirements under general education; to meet requirements for specialization in a teaching field; or to meet requirements for professional education, with the exception in some teaching areas of field experiences and accompanying seminars that are offered only on a CR/NC basis. Repeating
Courses A student who has received
a grade of D in a required undergraduate course may be required to repeat
the course as directed by his or her academic advisor or program faculty.
Both grades for the repeated course remain on the transcript and are
used in the computation of the grade point average. The course credit
will be for only one offering.
Adding
a Course or Changing the Grading Option All additions to course schedules or changes in the
grading option for a course must be completed by the last day to add
a course. These changes are made via ISIS (434) 296-4747; www.virginia.edu/isis. Changes after the add deadline may only be considered under
emergency circumstances and require a petition signed by the instructor,
advisor, and dean. Any course required by name must be taken for a grade
(not pass/fail). B.A.-M.T. students should consult the policies of the
College of Arts and Sciences.
Dropping
a Course With the approval of the
student's advisor, a student may drop and void registration in
a course until the official drop date. Permission to take fewer than
12 credits must be petitioned to, and approved by, the advisor and the
dean and can only be granted for unusual or emergency circumstances.
Withdrawal
from a Course B.S.Ed. students 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 filed with the dean. 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 and on the petition filed by the
student. A W may be assigned only if there is not basis on which to
determine a WF or WP. None of these notations effect the grade point
average, nor does the course count toward credits earned.
College students should consult the policies of the College and note the earlier date. Enforced
Withdrawal See chapter 5.
Probation
and Suspension An undergraduate student
must maintain good standing each semester by completing at least 12
credits of graded work (or S/C work if engaged in practicums or student
teaching), with at least a 1.8 semester average and no more than one
grade below C- (or U/NC). A student will be placed on academic probation
after any semester in which good standing is not attained.
Suspension involves enforced withdrawal from the Curry School of Education. A student placed on probation in any semester may be suspended if he or she does not regain good standing at the end of the next semester. A student who has been suspended may apply to the Office of Admissions and Student Affairs of the Curry School of Education for readmission after one regular semester or one summer session has elapsed since the date of suspension. If readmitted, the student will be on probation and will be suspended again after one semester unless the cumulative grade point average for all courses completed is above 2.0. Students in the College must comply with all College rules, as well as Curry School policies for teacher education. Readmission
to the Curry School of Education is
not automatic. After an absence of twelve months or longer, a former
student must apply for readmission by submitting an application to the
academic dean's office at least sixty days before the semester
begins. Failure to comply with these regulations subjects the student
to suspension from the University by the vice president for student
affairs.
Grievance
Procedure Due process is guaranteed
to all students. See "Grievance Procedures" in the University
Regulations chapter or consult the associate dean's office in 104 Ruffner
Hall.
Licensure
for Teaching The Curry School of Education
affirms the distinction between degree requirements and licensure requirements
in its programs. While many programs contain both kinds of requirements,
and major portions of the two may be synonymous, one may meet one set
of requirements and not the other (i.e., receive a degree without qualifying
for recommendation for licensure). Information concerning licensure
requirements is provided to students through the Office of Admissions
and Student Affairs of the Curry School of Education. In order for a
student to be recommended by the Curry School of Education for professional
licensure, he or she must complete a teacher education program sequence
approved by the faculty of the Curry School of Education and meet state
cut-off scores on the Praxis I and Praxis II examinations.
State
Assessments of Teacher Education Under the Commonwealth of Virginia's approved program
status for schools of education, 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%). |
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Students wishing to pursue an academic program leading to teacher licensure are required to complete a five-year curriculum leading to the simultaneous awarding of both a bachelor's and master's degree. This program, sponsored cooperatively by the College of Arts and Sciences and the Curry School of Education, provides an extensive liberal arts foundation, content area preparation, and professional study in education. The bachelor's degree provides a comprehensive background in the chosen liberal arts discipline, culminating in a B.A. or B.S. degree from the College. (Academic training comparable to the liberal arts degree is provided for physical/health education teachers through the Curry School, culminating in a B.S.Ed. degree.) These bachelor's degree experiences are integrated with professional training in subject matter specialities, pedagogical aspects of education, and clinical/school-based experiences. The five-year Teacher Education Program offered by the Curry School is recognized nationally for its strong foundation in the liberal arts and its advanced professional training aspects. The program requires that:
Enrollment
Procedures for the Five-Year Teacher Education Program
Students who are in the College of Arts and Sciences should apply for
permission to enroll in the Teacher Education Program during the second
semester of their first year of study, (application deadline is March
1). Students, including transfers from other institutions, may also
apply to the program during their second year of study (prior to March
1) but must attend summer school in Charlottesville in order to complete
the professional course work before the start of their third year. Students
in science, math, or world languages may apply by March 1 of their third
year.
Permission to enroll requires that the applicant be in good standing, provide adequate SAT scores, and complete a permission to enroll application with statements describing his or her (1) commitment to continued learning and intellectual growth; (2) interest in teaching children and youth; and (3) previous experience working with children and youth. After enrollment, students are expected to demonstrate competence in quantitative skills, verbal skills (oral and written), and computer literacy. Students must remediate any identified deficiencies prior to graduation. All teacher education students must have a primary major in the College of Arts and Sciences (or in the Curry School for health/physical education majors). Advancement
to Graduate Study By December 1 of the fourth year, students apply to the Master
of Teaching degree program in the Curry School of Education. At this
time students must take the Graduate Record Examination and submit a
letter of recommendation and academic transcripts attesting to outstanding
academic performance. Criteria for advancement to graduate study include:
(1) demonstrated competence in basic skills (verbal, quantitative, and
computer skills); (2) an outstanding grade point average (2.75 overall/3.0
in academic major); (3) one letter of recommendation addressing current
or potential teaching skills; (4) satisfactory performance in all field
experiences; (5) demonstrated proficiency in public speaking; and (6)
satisfactory performance on the GRE and Praxis I.
Satisfactory
Academic Performance in Teacher Education Courses required for the B.A./B.S. degree taken at the
400 level or below 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 in the major and in professional studies require a minimum grade of B- or better. 500-level courses taken before the fourth year in which a student has performed below the level of B- may be petitioned, with advisor and dean's office approval, to have the grade standard waived. Professional studies courses at the 500 level in which a student has received a failing grade (less than a 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. Graduation
Requirement in Teacher Education All students in a teacher education program must take
the Praxis I and Praxis II examinations as a part of their graduation
requirements. Applications for graduation are due by February 1.
Accelerated
BAMT Program Option Students in the teacher education areas may graduate with
both the BA and MT degrees in 4.5 years. The student must meet all requirements
for both degrees and attend a 3 week summer session.
Licensure
Requirements Students are required to submit paperwork and the appropriate
Virginia state fee to the Admissions Office (Ruffner 104) no later than
February 1 of the fifth year. All course work must be completed and
Praxis I and Praxis II exams must be passed in order to be recommended
for licensure.
Accelerated
BAMT Program Option Students in the teacher education areas may graduate with
both the BA and MT degrees in 4.5 years. The student must meet all requirements
for both degrees and attend a 3 week summer session.
Licensure
Requirements Students are required
to submit paperwork and the appropriate Virginia state fee to the Admissions
Office (Ruffner 104) no later than February 1 of the fifth year. All
course work must be completed and Praxis I and Praxis II exams must
be passed in order to be recommended for licensure.
Financial Aid for Fifth-Year Students During their fifth year, teacher education students are classified as graduate students by the Office of Financial Aid. Thus they qualify for the normal graduate scholarship and loan programs, not undergraduate grants. All students in the B.A./B.S.-M.T. program must complete the general education requirements specified by the College of Arts and Sciences and the Curry School of Education or, in the case of B.S.Ed. candidates, those requirements specified exclusively by the Curry School of Education. Candidates for the B.A./B.S. degree must have completed a total of 102 credits from the College of Arts and Sciences. In order to meet licensure requirements, specific courses within the general education core vary by teacher education program area. Detailed information can be obtained from the Teacher Education Office (221 Ruffner Hall). Echols
Scholars For Echols scholars in the B.A./B.S.-M.T.
program, the general studies component should be a well-planned sequence
of courses and experiences that must include theoretical and practical
knowledge gained from studies in mathematics, natural science, social
science, U.S./American history, English communication, literature, and
other humanities.
Students in teacher education pursue advanced course work in a specific discipline as well as professional education experiences. Prospective teachers begin professional studies during the second year through an exploration of teaching as a profession in a course called Teaching as a Profession (EDIS 201) and in field-based experiences in schools (EDIS 288). Students declare a specific content major and continue to take courses in the teacher education program. Students are assigned two advisors, one representing the major in the College and one representing professional education (health/physical education majors have only one advisor). Students must meet with each advisor each semester. Professional courses continue throughout the third, fourth, and fifth year, and include the following courses:
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The requirements for each teaching specialization are largely determined by the kind of teaching position for which the student is preparing. The teacher education requirements are in addition to the courses required in general education and are in compliance with state licensure guidelines. All those completing M.T. programs for initial licensure in the Commonwealth of Virginia must qualify by passing the Praxis I and Speciality Area Examinations (Praxis II). Students should contact their advisor in the Curry School of Education or the Office of Admissions for further information. Praxis I exams must be taken the third year and Praxis II is taken in the fifth year. Taking the Praxis exams and appropriate specialty tests are graduation requirements. Course sequences for all teacher education programs may be obtained from the Office of Teacher Education (221 Ruffner Hall), or from the Teacher Education website (http://curry.edschool.virginia.edu/curry/TeacherEd). Elementary
Education Programs The elementary education program leads to licensure and endorsement
for teaching in pre k-6 classrooms. Prospective elementary teachers
may complete a major from any discipline in the arts and sciencesIn
addition to the general education courses, endorsement requirements
include specialized studies.
Secondary Education Programs The University of Virginia offers a wide choice of academic majors, with many majors leading directly to an endorsement to teach in the secondary school. The following descriptions are for endorsement programs approved by the Commonwealth of Virginia Department of Education. Note:
The credits required for a major at
the University of Virginia generally exceed the credits required for
an endorsement in a particular field. Introductory courses that may
not be counted for a major in the College may be counted for endorsement
purposes.
Students majoring in fields for endorsement at the secondary level must complete the regular professional education sequence plus at least three specific courses related to the academic discipline and EDIS 587 (Seminar in Subject Area Teaching). When
completing a second endorsement, the specific pedagogy courses for each
of the requested endorsement areas is required.
English
The curriculum for prospective teachers of English fulfills the guidelines
of the National Council of Teachers of English plus all requirements
of the Commonwealth of Virginia for teaching grades 6-12. Minimum requirements
include:
Course
work should include the history of the English language. Courses dealing
with women and minority American writers and providing a working knowledge
of theatrical and cinematic aesthetics are recommended.
Foreign
Language Education Endorsement
programs for prek-12 are available in French, German, Latin, and Spanish.
Students must complete a 30-hour major at the 300-level and above, plus
two graduate-level courses in the appropriate foreign language and literature
department. Course work must be related to advanced grammar and composition,
advanced conversation, culture and civilization, literature, and applied
linguistics, with a minimum of the following credits in the specific
language.
Students
majoring in a foreign language are required to take a speaking and writing
proficiency test in their target language. Final admission to the Teacher
Education Program will be contingent upon the results of these tests.
An exit proficiency test in both skills will be required for licensure
as a teacher of foreign languages.
Latin Students seeking endorsement as a Latin teacher must complete 18 credits (above LATI 103) and 12 credits in related subjects. Course experiences should include reading and comprehension of Latin; Latin phonology, morphology, and syntax; the culture and civilization of the Roman people; and literary masterpieces. Teachers who have completed requirements for endorsement in other modern languages may be additionally endorsed by completing 12 credits above LATI 103 and CLAS 202. Students who have completed a major (including all endorsement requirements) in one modern foreign language or Latin may be additionally endorsed in a second language by completing 18 credits above the 300 level. Course experiences must include advanced grammar and composition, conversation, culture and civilization, literature, and applied linguistics. An endorsement in English as a Second Language is available to students with majors in a modern foreign language or English. Requirements include 9 credits in linguistics, including general linguistics; English phonology, morphology and syntax; applied linguistics; and a course in teaching a second language. Mathematics requires
a major in mathematics or its equivalent, including at least 9 courses
in mathematics above the calculus sequence. The math major must include
calculus; 6 credits of mathematical analysis with differential equations;
6 credits of linear and modern algebra; 6 credits of probability and
statistics; and 3 credits of geometry. At least 6 of these credits must
be taken at the 500 level or above. In addition, at least 3 credits
of computer science and 3 credits of educational computing must be presented.
Required professional courses include EDIS 545 (Teaching Secondary Mathematics)
and EDIS 587 (Seminar in Mathematics).
Algebra
Add-on Endorsement A student who has completed requirements for an endorsement in another
area may be additionally endorsed to teach general mathematics and algebra
by completing a concentration of 20 credits of computer science and
math, including two courses in differential and integral calculus; one
course in linear or modern algebra; two courses selected from mathematical
analysis; discrete mathematics; geometry; probability; statistics; and
at least one course in computer science.
Science
Teacher education students interested in science participate in programs
designed to meet or exceed the standards of National Science Teachers
Association. Science education majors must complete 52 credits in science,
mathematics (at least to introductory calculus), statistics, and computer
applications in order to demonstrate depth and breadth of scientific
background. Additionally science teacher education students are required
to take at least 1 course in the history of science.
Biology:
32 credits in biology, with at least one course from each of the following
areas: botany, cell biology/biochemistry, ecology, genetics, physiology,
zoology; plus 20 credits in a related field, including chemistry, earth/space
science, mathematics (above introductory calculus) and physics. *At
least 6 of the science credits must be taken at the 500 level or above.
Chemistry:
32 credits in chemistry, with at least one course from each of the following
areas: analytical chemistry, biochemistry, inorganic chemistry, organic
chemistry, physical chemistry; plus 20 credits in a related field, including
biology, earth/space science, mathematics (at or above calculus), and
physics. *At least 6 of the science credits must be taken at the 500
level or above.
Earth
and Space Science: 32 credits in earth and
space science, with at least one course from each of the following areas:
astronomy, geology, meteorology, oceanography; plus 20 credits of supporting
courses in biology, chemistry, mathematics and physics. *At least 6
of the science credits must be taken at the 500 level or above.
Physics:
32 credits in physics including the following areas: classical mechanics,
electricity and magnetism, optics, waves; plus 20 credits of supporting
courses in biology, chemistry, earth/space science, and mathematics
through introduction to differential equations. *At least 6 of the science
credits must be taken at the 500 level or above.
Social
Studies The Social Studies program
is designed for teachers in grades 6-12 who wish to be prepared to teach
United States History, World History, Government, Economics, Political
Science, or Geography. Students are required to successfully complete
the following courses from the College.
*Note:
at least two of these courses must be 500 level or above.
Early
Childhood and Developmental Risk combining licensure requirements for early childhood special
education (birth-age 5) and primary education (prek-grade 3) this program
focuses on the needs of children at-risk for failure. The program specifies
courses from both special education (severe disabilities) and elementary
education.
Special
Education Programs meet the guidelines
of the Council for Exceptional Children and prepare teachers to work
in at least two handicapping areas: behaviorally disordered, learning
disabilities, and/or mental retardation. Professional preparation for
special education must include credits in the characteristics of two
specific disabilities (behavioral disabilities, mental retardation,
or learning disabilities); credits in reading and reading diagnostics;
principles of curriculum and instruction for exceptional individuals,
methodology for exceptional individuals, classroom management and psychoeducational
assessment of exceptional individuals, math and technology, and field
experiences in teaching exceptional individuals.
Kinesiology
(Health and Physical Education Program) The five-year program leading to endorsement in health
and physical education (with a possible add-on in athletic training)
requires that all students transfer into the Curry School of Education
for a combined B.S.Ed.-M.T. degree. This health and physical education
program follows the same format as the B.A.-M.T. option, but it is located
entirely in the Curry School due to the specific disciplinary course
offerings related to human movement sciences (e.g., anatomy, kinesiology,
motor learning, and sport psychology).
Health and physical education majors must take BIOL 201-202 and a lab as part of the natural science requirements. Students must take a variety of performance courses and are therefore not required to complete the foreign language courses within the humanities area (although 12 credits of humanities are required, and those may include foreign languages). The content major for health and physical education focuses on human movement sciences such as anatomy, health topics, kinesiology, exercise physiology, motor learning, etc. This program qualifies individuals to meet endorsement requirements to teach physical education and health K-12. The program is designed to meet all AAHPERD (NASPE) certification requirements. Individuals complete 45 credits in the College of Arts and Sciences plus 25 credits in human physical development and movement sciences including motor development, anatomy, kinesiology, exercise physiology, and motor learning; 10 credits in physical performance areas (sports, dance, rhythms); 10 credits in adapted physical education, including developmental disorders and orthopedic/sensory impairments; and 18 credits in health education. Professional preparation in health and physical education includes the following courses:
All
students are required to attend at least one state or national convention
within the profession of physical education and to fulfill an experience
in outdoor education.
Practicum experiences in health and physical education include the regular sequence of field experiences in the five-year teacher education program (EDIS 288, 488); instructional technology (EDLF 345); special teaching experiences in physical education (EDHS 357, 358, 377); and the K-12 teaching associateship (Student Teaching: EDHS 771, 772). An area of concentration is available in athletic training upon completion of 13 credits in selected courses. In addition, 1,500 clock hours of practicum work in athletic training are needed to take the NATA certification examination. The
Sports Medicine Program is a four-year, pre-professional curriculum leading to a B.S.Ed.
in Physical Education. Most students electing this option will pursue
a graduate degree following the receipt of the B.S.Ed. degree.
Eligibility for admission to the program is based on the admission requirements of the University of Virginia, the Curry School of Education, and the Health and Physical Education Program Area. Generally, applicants require at least a 3.0 cumulative grade point average and 1000 combined score on the SAT. Since the program is geared toward graduate study, a strong background in the general sciences is recommended. Students should be career oriented in sports medicine or allied health areas. Enrollment is limited to 15 students per year. General education requirements are 12 credits in humanities, including English composition and English literature; 12 credits in social sciences, including one course each in introductory psychology and introductory sociology; and 12 credits in math and science. For specific course requirements by program area, go to this website (http://curry.edschool.virginia.edu/tedhandbooks/). Sports Medicine is a specialization that leads to career opportunities in allied health professions. Students must complete 120 credits of course work emphasizing the human movement sciences and basic natural sciences (chemistry, physics, physiology) and sports medicine. Additional requirements include attendance at a professional conference and, to qualify for the NATA certification exam, 1500 Practicum Hours of Athletic Training. The
Communication Disorders Program The B.S. Ed. degree, awarded upon completion of the four-year,
120-credit program, is not adequate preparation for provision of clinical
services to children and adults with communicative disorders, nor for
professional certification from the American Speech-Language-Hearing
Association (ASHA). The undergraduate curriculum prepares students who
wish to choose from one of three career paths in communication disorders:
audiology, speech-language pathology, and speech and hearing science.
Completion of an accredited graduate program in speech-language pathology
or audiology is required for ASHA certification and state licensure.
Academic programs should not be perceived as a rigid set of requirements
but, rather, as a guide for academic planning. The advisor's permission
is required for any official academic registrations, including add/drops.
General education requirements for applicants are 12 credits in humanities,
including English composition and English literature (required) with
the balance from any of the following fields: foreign language, public
speaking, fine arts, music, or philosophy; 12 credits in social sciences,
including one class in American history (HIUS required), two classes
in psychology and/or sociology, with the balance from psychology,
sociology, history, anthropology, economics, political science, or
geography; 15 credits in natural sciences and mathematics, including
a course in college level mathematics (MATH 111 or above), statistics,
PHYS 105 or 106, and 2 other science courses; EDHS 450, one credit
in physical activity (PHYE), and six credits in professional education
(EDLF 315 or PSYC 250 and EDLF 316). The program includes a minimum
of 35 credits of approved course work in the nature, prevention, evaluation,
and treatment of speech, language, hearing, and related disorders
(EDIS 521, EDIS 302, EDIS 504, EDIS 512, EDIS 510 or 511, EDHS 545,
and a psycholinguistics course). This pre-professional course work
addresses issues pertaining to normal and abnormal human development
and behavior across the life span as well as issues related to culturally
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The following sample programs are provided to facilitate academic planning. These are suggested sequences that reflect a solid arrangement of courses leading to the fulfillment of all degree requirements. The sample programs should not be perceived as a rigid set of requirements but, rather, as a guide for academic planning. The advisor's permission is required for any official academic registrations, including add/drops. Sample Program for Teacher Education Teacher Education programs have been revised to meet new state licensure regulations. Consult the Teacher Education Web site at http://curry.edschool.virginia.edu/curry/TeacherEd or the Office of Teacher Education. Sample
B.S.Ed. Program For Communication Disorders (120 Credits)
(1)
40 credits in the CDIS professional training area are required. 120
credits are required for graduation with B.S.Ed. degree.
Sample B.S.Ed. Program in Sports Medicine (120 Credits) (Pre-Physical
Therapy or Athletic Training)
In addition to the requirements in the teaching specialization, general education, and professional education programs, the remaining credits needed to complete the graduation requirements may be elected, subject to the approval of the student's advisor, from any courses offered in the University. (All actions regarding registration for courses require the permission of the assigned Curry School advisor. B.A. students also need permission from their College advisor.) |
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Courses offered for undergraduate credit in the Curry School of Education are described below. Additional graduate courses are required for the completion of the M.T. degree. For descriptions of courses that may be used to satisfy the general education requirements for the B.A. or B.S. in Education, see chapter 6 of this Record. Course prerequisites consist of the stated courses or their equivalent, as determined by program area faculty. Courses offered in the Curry School of Education are listed by departments within the school. The Curry School of Education is organized into three academic departments. For further information, contact the Office of Admissions and Student Affairs (434-924-3334) of the Curry School of Education.
Teaching
as a Profession
Prerequisite:
Approval of Permission to Enroll Application; corequisite: EDIS 288.
Teaching
as a Profession is designed as the introductory course for the Five
Year Teacher Education Program. In this survey of American education,
students examine education history, philosophy in action in schools,
student diversity, curriculum, effective teaching, school organization
and governance, education finance, education law, sociopolitical dimensions
of education, and the role of teacher as professional.
Field
Experience
Prerequisite:
Approval of Permission to Enroll Application; corequisite: EDIS 201.
Experiences
are provided for students to observe and interview teacher in the field.
A computer component focuses on word processing, telecommunications,
and networking skills that are valuable tools for educators.
Strategies
for Academic Achievement
Prerequisite:
Instructor permission.
Instruction
in multiple strategies for analyzing, planning, and completing academic
tasks. Guidance in appropriate application and adaptation of general
procedures of study to requirements and materials of specific courses.
Focus on continual implementation, refinement, and evaluation of strategies
to ensure that study habits are effective and efficient.
The
Exceptional Learner
Prerequisite:
Instructor permission.
Focuses
on extending principles of learning and intellectual, social, emotional,
and physical development to persons with disabilities, as well as the
gifted. Credit may not be earned for both EDIS 302 and 500.
Laboratory/Field
Experience
Prerequisite:
Admission to Teacher Education.
Field-based
practice experiences tutoring children.
Selected
Topics
Prerequisite:
Admission to Teacher Education.
This
is a field-based course for all students enrolled in the elementary
education program. This course provides opportunities to apply technology
skills learned in EDLF 345.
Field
Experience
Prerequisite: Admission
to Teacher Education Program; corequisite: EDIS 501 or 502.
Extensive
experiences in practice teaching using various models of instruction.
Directed
Study
Prerequisite:
Instructor permission.
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 may not be earned for both EDIS 302 and 500.
Curriculum
and Instruction for Elementary and Special Education
Prerequisite:
Admission to 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 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.
Curriculum
and Management
Provides
instructional, classroom management, and conflict resolution skills
and the opportunity to reflect upon their importance in the classroom.
Opportunities to develop communication and social skills are also provided.
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 and focuses on cognitive
and behavioral instructional approaches. Collaboration and consultation
for inclusive classrooms are essential class features. Includes application
of instructional modification procedures and development of individualized
plans. This class is 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 field that relates 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 divergent characteristics of individuals with these disabilities.
Topics include the nature, causes, assessment, and treatment of learning
disabilities.
Characteristics
of People with Mental Retardation
Prerequisite: EDIS
302 or 500.
Explores
the 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.
Introduction
to the characteristics of persons with severe and profound disabilities.
Emphasizes the study of physical, ecological, psychological, and educational
implications of severe/ profound disabilities and current issues.
Curriculum
for Exceptional Children
Prerequisite: EDIS
302 (510, 511, or 512).
Focuses
on strategies for secondary aged students with special needs, and is
designed to extend the information given in EDIS 508. 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 teachers
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
students to teach 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 effective differentiation
needed to work with entire classrooms of children.
Teaching
Mathematics in the Elementary School
Prerequisite:
Admission to 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 adolescent 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, research
current issues, and 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 evaluative procedures for 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 or instructor permission.
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, teaching 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, teaching materials, classroom instructional
procedures, pupil experiences, and evaluative procedures for social
studies classes. Emphasizes 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 that focuses 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 skills 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 appropriate
instructional techniques to assessed 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.
This
course focuses on the implications of cultural differences among students
for teacher behavior and instruction.
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-community relations.
Teaching
Associateship
Prerequisite:
Admission to the Teacher Education Program; and permission of both the
advisor and the Director of Teacher Education.
A
required student teaching internship for all potential teachers. Supervised
by clinical instructors from the public schools, in cooperation with
University supervisors.
Section 1: Elementary (PreK-6) Section
2: Special Ed. - Behavior Disorders (PreK-12)
Section
3: Special Ed. - Learning Disability (PreK-12)
Section
4: Special Ed. - Mental Retardation (PreK-12)
Section
5: English (6-12)
Section
6: Foreign Language (PreK-12)
Section
7: Mathematics (6-12)
Section
8: Science (6-12)
Section
9: Social Studies (6-12)
Section
10: Early Childhood and Developmental Risk
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 students' professional objectives and program
focus. Conducted under the guidance of an experienced teacher and/or
University faculty.
Section
1: Elementary Education
Courses
listed in this section are from the programs of clinical psychology,
counselor education, communication disorders (speech pathology and audiology),
and health and physical education.
Substance
Abuse
Examines
substance abuse and use in contemporary society. Treats topics from
a multi-disciplinary perspective and includes 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 costs, options, and alternatives to addiction, along
with educational efforts toward prevention. Class discussions are an
integral part of this course. EDHS 524 includes additional graduate-level
requirements.
Sexuality
for Today
Prerequisite:
Instructor permission.
Academic
content and leadership training primarily for individuals serving as
peer counselors.
Selected
Topics
Prerequisite:
Instructor permission.
Course
is used to offer selected topics or as a course number for courses under
development. Grading is determined on the basis of the individual offering
and may be S/U. May be repeated if different titles/content.
Peer
Health Education
Prerequisite:
Instructor permission.
Academic
content and training on various health topics for college students.
Basic
Skills
Prerequisite:
Physical education major or graduate student in any school.
Measurement
of body condition, training for skills required in various sports, and
related knowledge necessary for teaching or supervising sports. (See
PHYE listings for specifics.)
Gymnastics,
Rhythms, and Dance
Participation
in, and understanding of, performance and teaching techniques for gymnastics,
rhythms, outdoor education, games, cooperative activities, and dance.
Team
Sport Skills
Prerequisite:
Physical education major.
Analysis
of team sport skills and teaching techniques related to group sport
activities. Covers specific sport experiences, such as basketball, field
hockey, football, lacrosse, soccer, softball, and volleyball. Analyzes
basic principles of biomechanics, motor learning, injury prevention
and diagnosis, exercise physiology, and pedagogical issues.
Individual
Sport Skills
Prerequisite:
Physical education major.
Analyzes
basic sport skills, developmental progressions, and teaching strategies
for individual sports, such as badminton, golf, racquetball, tennis,
multi-disciplinary activities, fitness self assessment, track and field,
and outdoor education. Covers the basic principles of biomechanics,
motor learning, injury prevention and diagnosis, exercise physiology,
and pedagogical issues.
Section 1: Individual Sport Skills I (2 credits) Section
2: Individual Sport Skills II (2 credits)
Human
Anatomy
A
systematic approach to human anatomy with emphasis on the interdependence
of structure and function in the skeletal, articular, muscular, nervous,
cardiovascular and digestive systems. A laboratory experience is included.
Neuromuscular
Bases of Human Behavior 1
Prerequisite: EDHS
353.
Studies
the science of human movement in the context of muscle actions and the
application of forces through levers of the musculoskeletal system.
Analyzes fundamental human movement patterns, such as gait.
Introduction
to Sport and Exercise Psychology
Study
of various aspects of sport and exercise psychology, including stress,
anxiety, motivation, personality, and self-perceptions and influences
as they relate to physical activity and participation.
Elementary
Physical Education Pedagogy
Study
of elementary curriculum and instructional design in physical education.
Examines the principles of planning (i.e., SOLs), implementing, and
evaluating sound elementary physical education programs.
Teaching
Elementary Physical Education
Provides
pedagogical skills for teaching elementary physical education. Instructional
strategies consistent with the instructional designs emphasized in EDHS
356 are examined and practiced.
Teaching
Secondary Physical Education
Provides
pedagogical skills for teaching secondary physical education. Examines
and practices instructional strategies consistent with the designs emphasized
in EDHS 359.
Secondary
Physical Education Pedagogy
Study
of secondary curriculum and instruction in physical education. Examines
the principles of planning (i.e., SOLs, safety, legal issues, substance
abuse, and child abuse), implementing, and evaluating a sound secondary
physical education curriculum.
Teaching
Assistant Program in Adapted Physical Education
Corequisite: EDHS
545.
Should
be taken in conjunction with EDHS 545-Adapted Physical Education. Prospective
teachers work with a variety of students with disabilities in a physical
education setting. Students are assigned to, and supervised by, an adapted
physical educator in one of the local schools.
Exercise
Physiology
Prerequisite: BIOL
101-102 or 201-202, or 206 or equivalent.
A
study of the physiological adaptations to exercise. Emphasis is placed
on energy metabolism, physiological responses to exercise and exercise
training techniques.
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 are included.
Practicum
in Health or Physical Education
Prerequisite:
Consent of advisor and completed "contract".
Section 1: Health Education Section
2: Physical Education
Section
3: Sports Medicine
Contemporary
Health Issues
Analyzes
current health problems and interests relative to various stages of
the life cycle. Major discussions deal with human sexuality, modification
of disease risks, emergency health care, drug use/abuse, mood alteration,
death, and dying. Emphasizes the physiological, psychological, sociological,
and ethical factors involved in individual health-related decision making.
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 of appropriate examinations
will result in CPR certification.
Nutrition
Prerequisite:
Instructor permission.
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. Credit
may not be earned in both EDHS 453 and 553.
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. Undergraduates
register for EDHS 457, not 557.
Sport
Psychology Conference
Undergraduates
use this number, not EDHS 558.
Analysis
of psychological variables related to motor skill and athletic performance.
Includes 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. Credit may not be earned
for both EDHS 458 and558.
Problems
of Personal Adjustment
Examines
social and emotional adjustment within the context of normal development.
Encompasses problems associated with the developmental process.
Independent
Study
Prerequisite:
Instructor permission.
Directed
Research
Prerequisite:
Instructor permission.
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 and 505.
Examines
principal concepts and procedures appropriate to the study of physiological,
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 video-taped
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
A
preliminary examination of the mechanisms underlying normal speech production
and reception.
Introduction
to Audiology
Introduces
the profession of audiology, with an emphasis on diagnostic audiology.
Topics include 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, cultural and linguistic diversity, and legislative and judicial
mandates.
American
Sign Language I
Prerequisite:
Speech 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
Examines
substance abuse and use in contemporary society. Topics are treated
from a multi-disciplinary perspective and include 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.
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 required laboratory experiences.
Motor
Learning
Prerequisite:
Statistics or Tests and Measurements.
Analyzes
basic principles and concepts relating to the acquisition of motor skills.
Discusses basic research on motor learning and performance, including
the psychological and physiological principles related to movement behavior,
with specific relevance to the rehabilitative and teaching process.
Requires extensive writing and a research project.
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
Introduces
assessment strategies and techniques in physical activity settings (i.e.,
motor skills and fitness self-assessments). Although the focus is on
general concepts and techniques of assessment in physical activity settings,
the course also 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 approximately 10-15 qualitative skills
chosen by the class.
Contemporary
Health Issues
Same
as EDHS 450, but with additional graduate-level requirements. Credit
may not be earned for both EDHS450 and 550.
Teaching
School Health Education
Introduction
to current instructional approaches appropriate to a comprehensive K-12
health education curriculum. Designed for elementary and secondary school
health instructors; the course stresses specific roles for schools in
preventing health problems and promoting high-level wellness among students
and the 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.
Same
as EDHS 451, but with additional graduate requirements.
Nutrition
Same
as EDHS 453, but with additional graduate requirements. Credit may not
be earned in both EDHS453 and 553.
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.
Sports
Medicine Conference
Same
as EDHS 457, but with additional graduate requirements.
Sports
Psychology Conference
Same
as EDHS 458, but with additional graduate requirements. Credit may not
be earned for both EDHS458 and558.
Computer
Applications in Physical Education
Provides
hands-on experience with specific programs designed to introduce students
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 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.
Learning
and Development
Prerequisite:
Admission to Teacher Education Program.
A
survey course featuring topics that are central to the practice of teaching.
A team of experts share their knowledge of physical growth, cognitive
development, sociocultural influences, social learning, adolescent psychology,
moral autonomy, youth violence, behavior management, teacher effectiveness
and cultural diversity.
Introduction
to Child Growth and Development
A
course with an applied focus featuring the affective, cognitive, and
social development of children. The course integrates several major
theoretical perspectives, and draws heavily upon empirical studies of
children and adolescents.
Introduction
to Educational Psychology
Organized
around two major concepts of learning: motivation and instruction. Teaches
students to alter conditions of motivation and instruction in order
to maximize the effectiveness of educational programs. Topics include
motivation theory, learning theory, evaluation, self-management, and
instructional strategies.
Introduction
to Educational Technology
Prerequisite:
Admission to Teacher Education Program.
This
class focuses on current technologies relevant to preservice teachers'
areas of study in the Curry School.
Workshop
in Instructional Technology
Topical
workshops designed for K-12 teachers to gain experience in instructional
technology applications for use in classrooms and schools.
Learning
and Development
Prerequisite:
Admission to the Teacher Education Program; corequisite: EDIS 388.
A
survey course featuring the major principles of human growth, development,
and learning that are central to the practice of teaching. Students
are provided with opportunities to apply what they have learned in a
professional context. Credit may not be earned for 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 major generic utility software: database 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 with the skills and competencies needed to design and produce
appropriate instructional media. Key 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.
Provides
introductory experience in producing educational video programs. Emphasizes
the 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. The competencies of program design,
production, and utilization are emphasized.
Advanced
Video Technology
Prerequisite: EDLF
562 or equivalent; video design/production experience; instructor permission.
Field
experience in the design, production, and post-production phases of
video programs. 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
the use of 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 necessary skills.
This is followed by presentations and discussions on the application
of photography to specific areas, such as instruction, research, and
aesthetics.
Museums
and Education
Introduces
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 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 the advisor, that provides a unique
experience in an educational setting consistent with the students' 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.
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