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General Information

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.

Facilities and Services

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.

Student Organizations

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.

Academic Honors and Honorary Societies

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.

Academic Requirements and Options

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%).

Teacher Education Degree Programs

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:

  • students complete all requirements for the bachelor's degree (B.A., B.S., or B.S.Ed.) while also completing requirements for licensure and the Master of Teaching degree;
  • students complete a full major in the College and at least 102 credits of College- approved courses for the B.A. or B.S. degree; or 120 credits for the B.S.Ed. degree;
  • students are involved in the practical aspects of teaching during each year of the program, beginning with their second year at the University;
  • students are permitted to experience professional study early and continuously throughout a five-year period.
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.


General Education

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.


Professional Education Courses

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:

EDLF 301 Learning and Development
3
EDLF 345 Introduction to Educational Technology
2
EDIS 302 The Exceptional Learner
3
EDIS 388 Field Experience
1
EDIS 501 Curriculum and Instruction (Elem. and Special Ed.)
2
EDIS 502.1 Instruction and Assessment (Elem. only) or
EDIS 502.2 Secondary Instruction and Assessment
2
EDIS 488 Field Experience (associated with EDIS 501-502, 503)
2
EDIS 588 Teaching Associateship (student teaching)
12
EDIS 503 Classroom Management and Conflict Resolution (Secondary only)
1
EDLF 710 Contemporary Educ. Issues
3
EDIS 788 Field Project
3

Teaching Fields

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:

1. 3 credits in English composition (ENWR 110) or equivalent
2. 32 credits in upper-division English courses, including:
  • 6 credits in history of English literature
  • 6 credits in literature before 1800
  • 1 course in Shakespeare
  • 1 course in American literature (pre-1900)
  • 1 course in American literature (post 1900)
  • 1 course in the novel
  • 1 course in poetry
  • 1 course in creative or non-fiction writing
  • 1 course in teaching composition
  • 1 course in language, literacy, and culture
  • 1 course in literature for adolescents
  • 2 courses in American/English literature at the graduate level

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.

French: 36 credits at the 300-level and above
German: 30 credits at the 300-level and above
Spanish: 36 credits at the 300-level and above

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.

HIUS 201 American History to 1865
HIUS 202 American History since 1865
HIEU 201 Western Civilization I
HIEU 202 Western Civilization II
ECON 201 Microeconomics
PLAP 101 Introduction to American Politics
EVSC 101 Introduction to Environmental Sciences, or
EDIS 564 Physical Geography, or
EDIS 565 Cultural Geography

*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:

EDHS 358 Teaching Secondary Physical Education
1
EDHS 357 Teaching Elementary Physical Education
1
EDHS 356 Elementary Physical Education Pedagogy
2
EDHS 359 Secondary Physical Education Pedagogy
2
EDHS 546 Assessment in Physical Ed.
3
EDHS 551 Teaching School Health Education
3
EDHS 770 Physical Education Seminar
3

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 a