Department of Curriculum, Instruction, and Special Education
The Department of Curriculum, Instruction, and Special Education
provides educational programs for individuals concerned with the development
and delivery of curriculum and instruction in schools and specialized educational
institutions for all learners, including those with special needs. The department
provides leadership within the Commonwealth of Virginia and the nation in areas
related to curriculum, instruction, and special education. Programs housed in
the department include: curriculum and instruction; elementary education; reading
education; secondary education (English, foreign languages, math, science, social
studies); special education (mental retardation, behavioral disorders, learning
disabilities, and severe disabilities and the training program for early childhood
Most program areas in the Department of Curriculum, Instruction,
and Special Education offer degrees at three levels: masters (M.Ed. or
M.T.), education specialist (Ed.S.), and doctoral (Ed.D. or Ph.D.).
The department offers a concentration area for doctoral students
who plan to become pre-service teacher educators at a college or university.
This concentration area has two tracks: generalist and specialist. The two tracks
share a common core of requirements, but differ according to whether students
want an in-depth preparation in a subject-matter area, or a more generalized
preparation that would focus on methods of instruction, supervision, technology,
and policy. Students interested in the generalist track should apply to the
Curriculum and Instruction program area, and students interested in the specialist
track should apply to one of the other departmental areas, e.g., mathematics
education, science education, or social studies education.
Curriculum and Instruction Offered for experienced teachers,
the Master of Education (M.Ed.) degree program is designed to provide each participant
with an individually tailored set of experiences for in-depth professional study
consistent with his or her professional goals. Beyond a limited core of required
courses, there is ample flexibility for the student and advisor to plan an appropriate
Applicants for doctoral work are generally experienced educators.
Doctoral-level (Ph.D. and Ed.D.) graduates typically assume positions as faculty
in colleges and universities, as leaders of curriculum and instruction improvement
in school divisions, or as program specialists in human service agencies. Specialized
study in curriculum and instruction, instructional use of computers, and research
is required, with additional work selected from program areas across the Curry
School. Emphasis is on analysis and evaluation of teaching, design and evaluation
of educational programs, processes of change, and practical strategies for inquiry.
Early Childhood/Developmental Risk Graduate Programs
in ECDR are designed to meet the needs of Masters of Teaching (M.T.), Master
of Education, and Ph.D. students as well as provide additional endorsement for
previously licensed teachers. The ECDR program results in licensure and endorsement
for special education ages 0-3 and elementary education primary grades PreK-3.
The ECDR program requires students to have a major or heavy
concentration in psychology. The program provides a range of practicum experiences
with developmentally delayed and at-risk child populations.
Elementary Education Graduate programs in elementary
education (PreK-6) are designed to assist individuals seeking to advance their
professional knowledge (P.D., M.Ed., Ed.S., Ed.D., Ph.D.) or obtain a degree
and initial licensure (M.T.). The elementary education programs can also assist
individuals in meeting re-certification requirements or in adding endorsements
to existing certificates.
Students completing graduate programs in elementary education
typically find themselves advancing their careers as classroom teachers, elementary
supervisors, subject area curriculum coordinators, training materials specialists,
or personnel training and staff development professionals in both public and
private schools. They may choose education-related professions, such as teacher
educators, at either graduate or undergraduate levels as well.
The elementary education graduate degree program includes practicum,
and internship experiences. Programs of study at all levels are determined by
the student and an assigned advisor or advisory committee working within established
program area guidelines. Every effort is made to develop a program of study
that is designed to achieve each students personal and professional goals.
English Education The post-baccalaureate Master of Teaching
(M.T.) degree initial licensure program prepares prospective teachers of English.
Building on the students undergraduate English studies, students investigate
the social and psychological context for teaching English at the secondary level,
explore concepts of curriculum and instructional models, and pursue in-depth
study of effective methodologies for teaching language, literature, and writing.
The program of study involves practicum experience, emphasizes an integrated
conceptualization of secondary English curriculum, and stresses the importance
of multicultural awareness in all aspects of planning and instruction. Opportunities
exist for individual direction, both within course parameters and in independent
study. Study also includes graduate courses in English. The prerequisite for
admission is a B.A. in English or the equivalent.
The Master of Education degree program extends the preparation
of experienced teachers of English or language arts. With the teachers
experience as the point of departure, the M.Ed. candidate deepens pedagogical
inquiry and extends existing background in English studies through graduate-level
English and English education courses. The program explores current methodologies
and research-based practice and emphasizes the multicultural dimension of literature,
composition, and language study. Opportunities exist for researching individual
interests both within existing course parameters and in independent study. Prerequisites
for admission are two years of teaching experience or satisfactory completion
of student teaching (or an equivalent classroom internship), along with an undergraduate
major in English or its equivalent.
The Education Specialist degree program trains teachers, teacher
educators, and researchers as active creators of language and literature, moving
beyond the role of critical consumer and cultural transmitter of language and
literature. Course work includes specified courses in English education, English,
and in the supporting areas of curriculum, supervision, reading, and evaluation.
Study includes a field project combining curriculum planning, instructional
implementation, and evaluation in English Education. Prerequisites for admission
are a masters degree or its equivalent, preferably in English or English
education, and the successful completion of at least two years of full-time
teaching, preferably at the secondary school level.
The Doctorate in English Education (Ed.D. and Ph.D.) prepares
candidates for a variety of leadership positions in public schools, government
agencies, corporations, community colleges, and universities (e.g., university
administrators, professors, and researchers; community college instructors and
administrators; writers; high school English department chairs; corporate specialists
in technical writing and instructional design; language arts supervisors and
consultants; and officers in state or national educational agencies). The program
design is flexible, including courses in English education combined with courses
in English and other supporting areas. Also required are practica in conducting
college classes and/or supervising student teachers, a dissertation, and a written
comprehensive examination in English education designed in consultation with
the degree candidate and faculty advisor. For admission, in addition to the
requisite application, recommendations, GRE scores, and transcripts, the candidate
must have completed a masters degree or its equivalent, preferably in
English or English education, and must have completed at least two years of
full-time successful teaching, preferably at the secondary school level.
Foreign Language Education The Master of Teaching (M.T.)
program in foreign language education (PreK-12) prepares prospective teachers
of foreign languages by building on the students undergraduate foreign
language major. The M.T. program follows the model of the secondary programs
and includes preparation in pedagogy, as well as advanced course work in one
or more languages and practical teaching experiences in schools under the supervision
of University personnel. Students applying to the MT program in foreign languages
are required to take speaking tests in their target language, and final admission
to the program is contingent upon the results of these tests. Students may be
required to take the test more than once if adequate proficiency, at the advanced
level, is not demonstrated.
The Master of Education in Foreign Language (M.Ed.) degree
is offered for experienced middle or secondary school teachers to provide in-depth
preparation in second language acquisition and instruction. The program of study
includes at least 12 credits of professional studies distributed in all three
categories: curriculum and instruction, foundations of education, and statistics/technology;
12 credits of graduate- level course work in the appropriate foreign language
department; and 6 credits of electives approved by the advisor.
English as a Second Language: ESL is provided as an
add-on endorsement to any approved program or existing license. Students wishing
to pursue ESL endorsement should speak to their advisor and contact the Teacher
Education Office for approval.
Mathematics Education The Master of Teaching (M.T.)
program in mathematics education prepares prospective teachers of mathematics
by building on the students undergraduate mathematics studies. The M.T.
program in mathematics education includes preparation in pedagogy, as well as
advanced course work in mathematics and practical teaching experiences in the
schools under the supervision of University personnel.
The Master of Education in Mathematics (M.Ed.) degree is offered
for in-depth preparation of secondary and/or middle school teachers of mathematics,
and a doctoral degree is offered to prepare people to work in mathematics education
at the college level and to prepare professionals to work in supervisory positions
Prospective students in the doctoral-level programs must have
the equivalent of an undergraduate major in mathematics and at least two years
of teaching experience. Doctoral programs are individually tailored and generally
require course work in mathematics education, mathematics, research methodology,
and other areas of education.
Reading Education The masters-level Reading Education
Program prepares reading specialists to fill the role of reading coordinator
in school units of varying size. The programs aim is to produce competent
field leaders able to deal with curriculum theory and to implement this theory
effectively in field settings through work with administrators, teachers, and
At the doctoral level, the reading program prepares candidates
to fill leadership and scholarship positions in their area of specialization.
Science Education The Science Education Program offers
graduate-level programs in science education including the masters (M.Ed.
or M.T.), education specialist (Ed.S.), and doctoral (Ed.D. or Ph.D.) degrees.
The program also provides preparation in science and science teaching methods
for students in the Master of Teaching Program and results in initial licensure
and endorsement in an area of science. The purpose of the masters-level
program is to prepare teachers and/or supervisors of science education. The
purposes of the doctoral program are threefold: (1) to prepare college and/or
university science educators to teach science methods courses, to perform a
variety of professional functions related to preservice and inservice education
of teachers, and to perform the function of directing graduate study in science
education; (2) to prepare supervisors and coordinators to direct the program
of science instruction in a school system at the local, county, or state level;
and (3) to prepare research specialists for programs of science instruction
at all educational levels.
Applicants for admission to the doctoral program in science
education must present a strong background in one field of science with sufficient
breadth in related fields to ensure that they can pursue graduate study effectively.
The candidate must also present evidence of two years of effective work experience
related directly to the field of science education.
Applicants for masters-level study must hold a baccalaureate
degree from an accredited college or university, have a B average or better
for the last two years of undergraduate study, and meet other requirements for
admission to the degree program. In addition to the admission requirements applicable
to the masters program, an applicant to the doctoral program must: hold
a masters degree or its equivalent from an accredited college or university;
have an outstanding record as a student; and have previous professional experience
in an area related to science education.
Course Requirements Candidates for the doctoral degree
in science education must complete a minimum of 36 credits in science, 12 credits
in science education, and 24 credits in two supporting fields, plus elective
courses as determined by their advisory committee, for a minimum total of 72
credits beyond the bachelors degree. The supporting fields are research
and statistics (12 credits); curriculum (12 credits); supervision and administration
(12 credits); instructional technology (12 credits); and instruction (12 credits).
Regardless of the supporting fields, each student must have nine credits of
research and statistics, including intermediate statistics and research design.
The dissertation relates to learning theories or instructional practices in
Social Studies Education The purpose of the masters-level
Social Studies Education Program is twofold: to prepare social studies teachers
(M.T.) in middle school/secondary education with and to provide for professional
growth of social studies teachers (M.Ed.) in middle school/secondary education
with the particular focus on the integration of technology. The purpose of the
doctoral-level program is to prepare social studies educators for teacher education
centers; academic fields in secondary and higher education; supervisory positions;
and curriculum development positions.
Special Education The graduate programs in special education
include a choice of emphasis in the areas of mental retardation, behavior disorders
(emotional disturbance), learning disabilities, severe disabilities and for
early childhood developmental risk. The early childhood/developmental risk program
results in licensure and endorsement for special education (birth-age 5) and
elementary education (PreK-3).
Students completing specially approved programs may obtain
licensure in more than one area of emphasis (e.g., learning disabilities, mental
retardation, behavior disorders, and severe disabilities and early childhood
education). All programs include a component on the inclusion of learners with
special needs in general education programs. Students in the M.T. initial licensure
program must select two endorsements from LD, MR or ED.
Graduate study at the masters level provides a program
for those persons whose professional aspirations are oriented toward the instruction
of exceptional children. It also provides preparation for students wanting to
pursue a post-masters program at the education specialist or doctoral
levels. All students in the masters program participate in practicum experiences
selected according to their needs and interests.
The purpose of the doctoral program is to provide experiences
that require the highest order of scholarship, research ability, creativity,
and initiative. It is designed to prepare leadership personnel to function as
highly professional special educators in more than one of the following roles:
university or college instructors, researchers, administrators, and supervisors
of programs for children with disabilities.
Department of Human Services
The Department of Human Services provides educational experiences
and training for individuals preparing for professional careers in areas related
to human development and clinical services in both the physical and psychological
domains. Graduate degree programs sponsored by this department are in four program
areas: communication disorders, counselor education, health and physical education,
and clinical and school psychology. The faculty of the Department of Human Services
are involved in training, research, and scholarship, and provide professional
leadership to the Commonwealth and the nation on issues related to assisting
individuals in the development of their full physical and psychological potential
for productive and satisfying learning, leisure, and work.
The specializations within each program area are laboratory
and/or clinically oriented. Each of the programs within this department seeks
to apply knowledge from its disciplinary base to settings that enhance individual
development, both physically and psychologically. For example, programs in counseling,
sport and exercise psychology, and clinical psychology all require extensive
clinical/psychological experiences. Similarly, communication disorders, clinical
psychology, motor learning, athletic training, and exercise physiology each
have strong clinical/medical aspects and involve extensive interactions with
the School of Medicine and other units of the University of Virginia.
The options and specializations within each program area are
described in the following sections.
Clinical and School Psychology
Mental Health Counseling
Counseling and Student Affairs Practice in Higher Education
Adapted Physical Education
Physical Education Teacher Education
Sport and Exercise Psychology
To obtain application materials, contact the Office of Admission
and Student Affairs of the Curry School of Education. To obtain more specific
information about any program in the Department of Human Services, contact the
appropriate program area director.
Clinical and School Psychology There are two degree
programs offered in clinical and school psychology: the Ed.D. in School Psychology
and the Ph.D. in Clinical Psychology.
The Ph.D. Program in Clinical Psychology within the Curry School
of Education is designed to train clinical psychologists with potential to make
outstanding contributions to the profession in a variety of roles. The majority
of graduates seek careers in settings such as hospitals, mental health centers,
and schools. A smaller percentage choose purely academic and research careers.
The program offers training in individual, group, family, and consultative intervention
from several theoretical perspectives.
A thorough grounding in the basic science of psychology is
provided for all students. Two research products are required: a pre-dissertation
study, leading to a journal-article length thesis, and a doctoral dissertation.
Specialized training in clinical work with children, families, and adults is
available. Supervised clinical practicum is required, including summers, in
all but the first semester of the four years of study. During the first year,
students participate in a clinical practicum in a local school system, and in
the second year they pursue training in the programs clinic, the Center
for Clinical Psychology Services. Of the remaining two years, typically one
is spent working as a staff member in the center, while the other is spent working
in an area mental health agency, hospital, or school.
Recognizing the major role that schools play in the lives of
children and adolescents, experience in schools is encouraged. In addition to
preparation for licensure as a clinical psychologist, the program offers the
option of becoming licensable as a school psychologist. The program culminates
in the Ph.D. in Clinical Psychology and is fully approved by the APA (American
Psychological Association)* and by NASP (National Association of School Psychologists).
The Ed.D. Program in School Psychology is for experienced school
psychologists who wish to broaden their expertise in this area. The program
has a prerequisite of two years of successful experience as a school psychologist
and the completion of a minimum of 24 months of study. Included are two summers
and one academic year of full-time, on-Grounds study in Charlottesville. A dissertation
is completed during the second academic year. Students select two supporting
areas (minors) to enhance their preparation in school psychology.
Students wishing to apply to the Curry Programs in Clinical
and School Psychology should contact the Chair of Admissions, Curry Programs
in Clinical and School Psychology, Ruffner Hall, University of Virginia, P.O.
Box 400270, Charlottesville, VA 22904-4270 for a brochure and instructions.
The application deadline is January 15. Admissions decisions are made once per
year during the months of February and March.
*Accreditation through Office of Program Consultation and Accreditation,
American Psychological Association, 750 First Street N.E., Washington, DC 20002;
Professional Development Selected students may be granted
professional development status if they currently hold a degree in psychology
or are practicing in a position that is predominantly a psychological service.
Examples include the holder of a Ph.D. in psychology in a non-clinical research
area; a practicing school psychologist; a licensed psychologist or psychiatrist
wanting to continue his or her education; or a student in an area closely related
to psychology (e.g., social work), who is seeking a special course. Professional
development status is not a stepping stone for admission into the Curry Programs
in Clinical and School Psychology.
Students seeking admission to professional development status
in clinical psychology must submit, along with the application, the following
- A statement of their reason for applying for professional development
status and the goals they are seeking to achieve.
- A list of the courses (not to exceed 12 credits) they wish to take.
The following courses are available only to those applicants
who are practicing psychologists or who hold at least a masters degree
in psychology. Admission to these courses is on a space available basis and
requires the instructors permission: EDHS 763, 764, 768, 863-864, 865,
866-867, 871, 872, 873, 874, and 875.
Communication Disorders The Communication Disorders
Program at the University of Virginia offers masters (M.Ed.) and doctoral
(Ph.D.) degrees in Speech-Language Pathology. The masters degree curriculum
fulfils academic and clinical requirements for obtaining professional credentials
in speech-language pathology from the Virginia State Board of Education, the
Virginia Licensing Board, and the American Speech-Language-Hearing Association
(ASHA). The masters degree in speech-language pathology is accredited
by the Council on Academic Accreditation (CAA) of ASHA. The Speech-Language-Hearing
Center is accredited by the Council on Professional Services Accreditation (CPSA)
of ASHA for the provision of full clinical services in speech, language, and
hearing. Academic and clinical education is comprehensive, and the Program is
committed to advancing clinical practice in public school services
Graduates with a Masters degree in speech-language pathology
are prepared to evaluate and treat a broad spectrum of communication disorders
as they occur across the life span. Initially, students participate in clinical
practica under the supervision of University Clinical Instructors. Advanced
clinical training is gained at externship sites throughout the central Virginia
region. Each student is required to complete clinical practicum assignments
in educational (e.g. public and private schools) and in health-care (e.g., hospitals,
rehabilitation units, community clinics; university training centers; research
laboratories; federal, state, and local government service programs; private
health care agencies; industry; and private practice) service delivery sites.
Finally, an internship semester provides the capstone clinical-training experience.
The internship site is chosen in accordance with the recommendation of the Director
of Clinical Services and the students geographic and professional preferences.
Students entering the masters program with a bachelors
degree in communication sciences and disorders (CSD) typically complete the
graduate program in 5-6 semesters. Students entering with undergraduate degrees
in other than CSD typically complete the requirements in 7-8 semesters.
Doctoral studies are supported by the excellent research libraries
at the University of Virginia. The Communication Disorders Program faculty specialize
in the areas of auditory evoked potentials; central auditory processing; evaluating
effective and efficient diagnostic and therapeutic procedures in the areas of
aphasia, traumatic brain injury, dysfluency, and voice disorders.
Additional information about the Communication Disorders Program
Area is available from the Communication Disorders Program Director, 2205 Fontaine
Avenue, Suite 202, P.O. Box 800781, Charlottesville, VA 22908-8781, or on-line
Counselor Education Counseling is a unique helping profession
based on the social and behavioral sciences. Counselors draw from a variety
of disciplines to help individuals develop toward their full potential and solve
problems that are typical for their age and stage of development. The degree
programs in counselor education are the masters (M.Ed.), education specialist
(Ed.S.), and doctorate (Ed.D. and Ph.D.). Graduate study in counselor education
provides opportunities to acquire a depth of knowledge in theories of counseling,
group dynamics, interpersonal relations, human behavior dynamics, and research
procedures. Most counselor education courses are available only to counselor
education majors. Some courses such as EDHS 733, 824, 828, and 834 may be taken
by other students with the instructors permission.
Counselor education programs are designed for students preparing
to fulfill client services roles in a variety of work settings. The entry-level
programs (masters and educational specialists degrees) require a minimum
of 36-60 credits (see the brief descriptions below) and are designed to prepare
students for client services positions in schools, community, mental health,
and human services agencies, and institutions of higher education. The combined
M.Ed./Ed.S. degree in mental health counseling requires 60 credits, including
48 credits from the masters program. The doctoral degree in counselor
education requires a minimum of 57 credits (including doctoral internship and
dissertation credits) above the masters degree.
The Council for the Accreditation of Counseling and Related
Educational Programs (CACREP), a specialized accrediting body recognized by
the Council on Postsecondary Accreditation (COPA), has conferred accreditation
to the entry-level degree programs in mental health and school counseling and
to the doctoral programs in counselor education at the University of Virginia.
Brief descriptions of the counselor education program options
are below; additional information is available from the Counselor Education
Program, Curry School of Education, University of Virginia, P.O. Box 400269,
Charlottesville, VA 22904-4269 or the department web site.
Mental Health Counseling The option prepares students
to provide mental health counseling in a variety of settings. This program option
offers a comprehensive array of studies, which integrates the historical, philosophical,
societal, cultural, economic, and political dimensions of mental health counseling
with the roles, functions, and professional identity of professional counselors.
Diagnosis, treatment, and prevention of mental and emotional disorders are included
in the coursework. Students will be awarded the M.Ed. and the Ed.S. degrees
upon completion of the Mental Health Counseling program. The Mental Health Counseling
program requires a minimum of 60 (core, specialty, elective) credits. Students
must be enrolled on a full-time basis (including the following Summer Session
between their first and second years) through the Spring Semester of the second
School Counseling The program option is designed for
the preparation of professional counselors to work in public schools grades
pre-K through 12. It is broadly based and interdisciplinary in nature. This
program option offers a comprehensive array of studies, which integrates the
historical, philosophical, societal, cultural, economic, and political dimensions
of school counseling with the roles, functions, and professional identity of
professional counselors in school settings. Effectiveness in school settings
requires skills in working with individuals and groups, functioning as a school
team member, and consulting with teachers and parents. Students complete field
experiences at two different school levels.
Student Affairs Practice in Higher Education The program
option prepares students for positions as student personnel professionals in
post secondary educational institutions. The program is built on the concept
that counseling and student services are basic components of the total student
development program in post-secondary schools. This option is designed for students
who plan to use their training in a variety of student affairs positions (i.e.,
Admissions, Orientation, Career Planning and Placement, Dean of Students Office,
Residence Life, Student Activities, Athletic Advising and Academic Advising).
Students take required and elective courses offered by both the Counselor Education
Program and the Curry Center for the Study of Higher Education.
Counselor Education and Supervision The doctoral degree
programs in counselor education are designed to prepare graduates to be counselor
educators and supervisors and to assume positions of leadership in agencies,
schools, and institutions that provide counseling services. This option emphasizes
the knowledge and skills necessary for counselor educators and counseling supervisors.
This option is built on the CACREP standards for the Entry-Level programs and
it is assumed that students already have a masters degree reflecting the
CACREP required courses and successful clinical experience.
Kinesiology Graduate degree programs offered in health
and physical education are available at the masters (M.Ed. and M.T.) and
doctoral (Ed.D. and Ph.D.) levels.
Detailed descriptions of the Kinesiology Programs and their
program specializations are below. For additional information, contact the Kinesiology
Program Director, University of Virginia, 202 S Emmet Street, P.O. Box 400407
Charlottesville, VA 22904-4407; (434) 924-6207.
The kinesiology program area offers specializations in adapted
physical education, athletic training, exercise physiology, motor learning,
sports medicine, sport and exercise psychology, and pedagogy. Requirements within
each option are distributed among: (1) a core of related courses usually taken
within the department; (2) a supporting area suitable to the students
specialty; (3) research projects, independent study, thesis, and/or practicum
experiences as recommended by the advisor; and (4) electives.
The Master of Education (M.Ed.) degree program is designed
to develop an understanding of major factors affecting specific aspects of physical
education, sport, and exercise. Graduates are prepared to work in educational
settings such as schools, hospitals, athletic organizations, and private industry.
The program also provides opportunities for the development of research skills
and preparation for advanced graduate study. A minimum of 36 graduate credits
must be earned for the M.Ed. degree, including the successful completion of
a comprehensive examination or 30 credits and a thesis.
The Master of Teaching (M.T.) degree program culminates in
the M.T. degree and teacher certification for health and physical education
(grades K-12). Students interested in this program should contact the director
of physical education teacher education for details regarding this two-year
The doctoral program (Ed.D. or Ph.D.) in kinesiology is organized
to provide an in-depth analysis of specializations in physical education through
a course of study shaped by a faculty advisor, a doctoral program committee,
and the student. Graduates are able to initiate, conduct, and evaluate research
related to specific aspects of motor behavior or physical education and to demonstrate
teaching behavior appropriate for college or university faculty. Course work
is individually prescribed to meet the requirements of the selected specialization
and the skills and qualifications of the student. Areas of specialization within
kinesiology may be selected from the following options:
Adapted Physical Education specialization provides graduates
with the competencies needed to develop functional physical, motor, and leisure
skills for individuals with mild, moderate, or severe disabilities. This program
is offered in cooperation with special education, the Kluge Childrens
Rehabilitation Center, and the Charlottesville and Albemarle County school systems.
The program is founded on an achievement-based curriculum model. Inherent in
the program design are the following principles: the core of the program is
an integrated sequence of course work in physical education and special education;
hands on applications are emphasized; students complete extensive, well-supervised
practicum experiences as one-half time adapted physical education teachers in
local schools; students are trained to use a variety of assessment tools and
techniques; and students use computer and video technology to analyze and improve
teaching effectiveness. The doctoral program in adapted physical education prepares
researchers and teacher trainers.
Athletic Training specialization provides M.Ed. graduates
with competence and knowledge in the area of athletic medicine, including an
understanding of the physiological, biomechanical, and psychological implications
of training, as well as the principles, procedures, and techniques of prevention,
treatment, and rehabilitation of athletic injuries. Students gain practical
experience by working with intercollegiate and interscholastic athletic teams
and sports clubs. The athletic training program is one of a select group of
NATA accredited graduate programs and has a prerequisite of NATA certification
(or certification eligibility) prior to admission.
Exercise Physiology specialization acquaints graduate
students with physiological concepts related to the acute and chronic effects
of exercise on human subjects. Special areas of emphasis include interactions
between exercise and health status, adult fitness, human performance, aging,
environmental conditions, and nutrition. Graduates complete practical laboratory
training that can lead to certification by the American College of Sports Medicine
as either an exercise technologist or an exercise specialist.
Masters students in exercise physiology must complete
a two-part comprehensive examination. Part one is taken during the spring semester
of the first year and is a basic examination in exercise physiology that must
be completed satisfactorily for students to remain in the program. If failed
once, a student may petition for a reexamination during the summer. If failed
a second time, enrollment is terminated. Part two is either a thesis or an advanced
written exam at the end of the second year of study.
Graduates in exercise physiology have a thorough knowledge
of exercise and applied physiology with an emphasis on metabolism and cardio-respiratory
function; the ability to provide leadership for exercise classes involving healthy
and high-risk patients; a thorough knowledge of, and practical experience in,
procedures for exercise testing; and a working knowledge of research design,
research methods, and basic statistics. This course of study can lead to employment
in community, corporate, and university exercise programs or to advanced study
and research in the field of applied physiology. The doctoral degree in exercise
physiology is designed to prepare students to conduct research in human exercise
physiology. Program content includes extensive work in physiology, computer
applications, and research procedures, as well as interdisciplinary experiences
in the School of Medicine.
Motor Learning specialization prepares students to design
and implement optimal learning environments for both the acquisition and performance
of motor skills. The foundation of this specialization is based on the psychology
of motor skill learning. The process of motor skill acquisition is explored
by analyzing the early perceptual-motor development of children and the problems
of motor skill acquisition and retention for individuals of all ages.
Graduates are able to identify factors that affect motor skill
acquisition and performance. Specific emphasis is on understanding the theoretical
basis of motor learning and investigating practical questions related to stimulus
input, integration, and output. Research is conducted to determine optimal learning
environments, practice strategies, and elements that affect the performance
of skills. Although closely related to sport psychology, this program emphasizes
the acquisition of motor skills, while sport psychology focuses on the performance
of well-learned skills. At the doctoral level, emphasis is on developing research
skills and applying them to current problems in motor skill acquisition and
retention. Doctoral students participate in either the ongoing research projects
of the laboratory or in their own research inquiry during each semester of study.
Current research interests include the effectiveness of mental practice and
cognitive/psychological skills training on motor skill acquisition, the impact
of knowledge of results and augmented information feedback on motor skill acquisition,
parameters affecting the use of models, and visualization.
Pedagogy specialization is for students who already
possess bachelors and masters degrees in teaching physical education.
This specialization prepares individuals to assume positions of leadership in
teacher education training institutions at university or college levels. Academic
experiences include preparation in the pedagogical knowledge base related to
effective teaching; the utilization of both classroom and field experiences
to train future physical education teachers; and research skills for investigating
questions about effective teaching practices. Doctoral students participate
in both ongoing research (focused on goal setting and case study teaching methods)
and original research, and strive to demonstrate mastery of supervisory techniques
in field-based practicum experiences.
Physical Education Teacher Education (M.T.) specialization
is for an individual interested in the study of physical education teaching
at the elementary and secondary levels. The individual is prepared to assume
a position as a physical education teacher (grades K-12, or at a major university
that requires the development of a research program in teacher education).
Sport and Exercise Psychology The area of sport and
exercise psychology addresses the social influences and individual factors related
to participation and performance in a variety of physical activity endeavors.
Two major categories of investigation comprise the focus of this field: (1)
how participation in sport and exercise contributes to the personal development
of participants; and (2) how psychological factors influence participation and
performance in sport and exercise. The first category includes such topics as
self-esteem, character development, intrinsic motivation, and the ability to
cope with anxiety and stress. Some topics under the second category include
social support, motivation, self-confidence, goal-setting, arousal control,
and mental imagery.
This program emphasizes both the research and application of
sport and exercise psychology principles. The research program focuses on developmental
sport and exercise psychology, an area that investigates age-related patterns
and variations in psychological factors related to sport and exercise participation
across the life span. Central topics include determinants of self-esteem through
sport and exercise participation; motivational factors related to participation
behavior and performance quality (i.e., contextual and individual factors);
and social influences on physical activity participation and performance level
(i.e., parents, peers, coaches). The applied aspect of the program entails opportunities
for translating theory and practice to a variety of practical settings such
as athletics, exercise and fitness management, injury management, and youth
The Sport and Exercise Psychology Program is committed to providing
graduate students with the knowledge, skills, and experiences that provide a
theoretical and practical background essential to their desired careers in research,
teaching, athletics, or health and fitness. Students who pursue terminal masters
degrees are prepared for positions as teachers, coaches, or professionals in
fitness or athletic clubs. Students are also well-prepared to continue into
a Ph.D. program to pursue research and teaching careers in higher education
through their study of the breadth and depth of the field and through ample
opportunities to engage in research, teaching, mentoring students, collaborative
grant writing, and professional service activities.
Sports Medicine The doctoral degree option in sports
medicine is designed to prepare candidates to conduct research within athletic
medicine and sports science. Program content includes extensive work in physiology,
anatomy, athletic training, biomechanics, computer applications, instrumentation,
and research procedures.
Research experiences are gained by assisting with ongoing projects
in the Sports Medicine/Athletic Training Research Laboratory, by developing
independent research projects, and by assisting with masters theses in
the athletic training specialization. Examples of current areas of research
include isokinetic assessment of human muscle performance, postural sway (balance),
and knee laxity. Collaborative research is also available through the School
of Medicine and, in particular, with the Departments of Orthopaedics and Radiology.
Teaching assistant opportunities are available in the undergraduate
specialization in sports medicine and the NATA approved graduate program in
athletic training. Clinical work in athletic training and/or physical therapy
is available through the on-Grounds training room, as well as through several
local private schools.
EDIS 500 - (3) (Y-SS)
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. Information on medical conditions which influence learning and development
is also provided. Credit is not given for both EDIS 302 and 500.
EDIS 501 - (2) (Y)
Curriculum and Instruction for Elementary and Special Education
Prerequisite: Admission to the Teacher Education Program;
corequisite: EDIS 488.
Study of curriculum and instructional design,
and instructional strategies consistent with those designs.
EDIS 502 - (2) (Y)
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
Section 2: Secondary Education: Focuses on instructional design
and strategies for teaching in secondary classrooms and assessment of student
growth toward prescribed learning outcomes.
EDIS 503 - (3) (Y)
Classroom Management and Conflict Resolution
Prerequisite: EDIS 502.
Many beginning teachers report difficulties
with classroom management issues. This class provides the opportunity to reflect
on the importance
of instructional, classroom management, and conflict resolution practices.
Examines the critical issues associated with discipline and management, and develops
communication and social skills that are critical for implementing a management
system in the classroom.
EDIS 503A - (3) (Y)
Assessment and Programming: Birth to Age Three
This course covers assessment and programming for children
birth through age 3 who are typically developing, at-risk, or have identified
disabilities. The first half of the course addresses theories of child development
and typical and atypical development as well as federal mandates and state regulations
related to assessments for Part C programs. Students learn to select, administer,
and interpret formal and informal assessments to identify the strengths and
needs of infants, toddlers, and their families. It also addresses: a) service
deliver options for infants and toddlers. b) selection of age-appropriate materials
and equipment, c) curriculum development and implementation in the areas of
self-help, motor, cognitive, social/emotional, and language, and d) IFSP development,
implementation and monitoring. Particular attention is given to understanding
the theories and techniques of family-centered and culturally responsive intervention
as well as to methods for collaboration and consultation including service coordination,
interagency coordination, and transition planning.
EDIS 503B - (3) (Y)
Assessment and Instructional Programming: Primary Grades
This course covers assessment and programming for children
ages 4 through 8 who are typically developing, at-risk or have identified disabilities.
The first half of the course reviews typical and atypical development as well
as federal mandates and state regulations for conducting assessments for Part
B programs. Students learn to select, administer, and interpret formal and informal
assessments to determine eligibility for special education services, diagnose
learning needs, plan and modify instruction, and monitor student progress. In
addition, this course covers a wide range of competencies related to curriculum
and instruction including how to: a) design and modify learning environments
to meet individualized needs, b) select and use age-appropriate materials, c)
develop and manage IEPs for students with disabilities, d) integrate the Virginia
SOLs, into learning experiences and, e) use appropriate instructional methods
including direct instruction, differentiated instruction and flexible groupings.
EDIS 504 - (3) (S)
Assessment Techniques for Exceptional Individuals
Prerequisite/corequisite: EDIS 510, 511, or 512.
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.
EDIS 508 - (2) (Y)
Teaching Exceptional Children
Prerequisite/corequisite: EDIS 302 or 500 (510, 511,
Presents strategies for teaching children with special needs,
focusing on cognitive and behavioral instructional approaches. Emphasizes collaboration
and consultation for inclusive classrooms. Includes application of instructional
modification procedures and development of individualized plans. Coordinated
with EDIS 514.
EDIS 510 - (2) (S-SS)
Characteristics of Students with Emotional
Disturbances and Behavioral Problems
This course presents the characteristics of children and adolescents
with emotional and behavior disorders within the context of special education
services. On completion of this course, students will have (1) knowledge of
the origins and characteristics of the primary behavioral disorders, (2) procedures
for identification and assessment, and (3) approaches of programming and instruction
EDIS 511 - (2) (S-SS)
Characteristics of People with Learning Disabilities
Prerequisite/corequisite: EDIS 302 or 500.
Studies the meaning and
concepts associated with the field of learning disabilities and the diverse characteristics
of individuals with
these disabilities. Includes the nature, causes, assessment, and treatment
of learning disabilities.
EDIS 512 - (2) (Y)
Characteristics of People with Mental Retardation
Prerequisite: EDIS 302 or 500.
Explores basic concepts and issues pertaining
to persons with intellectual disabilities. Physiological, psychological, sociological,
implications are considered, as well as a historical perspective relating to
the many issues in the field of mental retardation.
EDIS 513 - (2) (Y)
Characteristics of People with Severe Disabilities
Prerequisite: EDIS 500.
Introduces the characteristics of persons with
severe and profound disabilities. Emphasizes the study of the physical, ecological,
and educational implications of severe/profound disabilities and current issues.
EDIS 514 - (3) (Y)
Curriculum for Exceptional Children
Prerequisite: EDIS 302 (510, 511, or 512).
An extension of EDIS 508,
this class focuses on strategies for secondary-aged students with special needs.
Emphasizes curriculum and instructional
approaches related to cognitive and behavioral theories and addresses applications
of transition procedures.
EDIS 515 - (3) (Y)
This seminar will teach strategies for building
and operating collaborative interdisciplinary teams in schools and community
content will include team organization and development, teamwork skills (e.g.,
communication, conflict resolution); and barriers to and supports for collaborative
teams. Additionally, the course focuses on the teams role in: (a) assessment,
(b) designing and implementing IEP, IFSPs, and ITPs, (c) planning and implementing
individualized support and adaptations, (d) addressing problem behavior through
positive behavior support; and (e) transitioning between programs, schools,
and grades. Models for collaborative teaching are also discussed. Particular
attention is given to strategies for extending the team to family members, students/peers,
related services personnel, and paraprofessionals.
EDIS 517 - (3) (Y)
Social Issues: Schools, Classrooms, and Families
This course emphasizes
strategies to create community in the classroom including approaches to: (a)
enhance social skill development, (b)
teach multiculturalism, (c) accommodate variability in childrens development,
and (d) utilize effective individual and group classroom management skills
build self-discipline and maintain a positive learning experience. In addition,
the course covers material on understanding children in the context of family,
culture and community and establishing positive and collaborative relationships
with families. Instructors focus on topics such as: (a) regulations that guide
relationships between teachers and families of children with special needs,
(b) empirical research that supports the importance of these relationships,
(c) theories and techniques of family-centered intervention, (d) barriers to
the success of teacher-family relationships, (e) developmental issues pertaining
to family-school relationships, and (f) strategies to approach cultural mismatch
between home and school.
EDIS 518 - (3) (Y)
Social and Affective Processes in Development
This course provides knowledge of basic theory and research
concerning social and affective processes in the development of children who
are typically developing and children with special needs, with particular attention
to different risk conditions in infancy and childhood. This course focuses on
the role of social contexts and parent-child and family relationships in development.
An understanding of general systems theory and its application to socio-emotional
development is emphasized as a means of explaining linkages across social system
influences on the developing child. The course also examines ways that biological,
social, and psychological processes interact. Students will be taught to understand
the alternate pathways of development utilized by children with special needs,
and how dyadic relationships and family systems both contribute to and ameliorate
problem outcomes for children with and without specific special needs.
EDIS 521 - (3) (Y)
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.
EDIS 522 - (3) (Y-SS)
Reading Development is designed for pre-service elementary
and special education teachers and is the first course in the reading sequence.
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
EDIS 523 - (3) (Y)
Reading Diagnosis and Remediation
This course focuses on the diagnosis of reading difficulties
and the array of continuous assessments that a teacher may employ to appropriately
develop remediation strategies. Remediation strategies and effective reading
programs are also highlighted. EDIS 523L is the concurrent lab with this course.
EDIS 524 - (3) (Y)
Communication Disorders in Pediatric Populations
This lecture-discussion course focuses on disorders of speech,
language, and communication, including severe communicative impairments. The
course assists students to gain an understanding of speech and language development
and intervention methods, including the effects of disabling and at-risk conditions
on young children. Attention will be directed towards clinical and educational
applications of content with particular emphasis on current accepted practices
in communication assessment and intervention including augmentative and alternative
communication. The course makes use of actual case studies that provides a realistic
basis for illustrating instructional methods and family and team collaboration
that is required to design appropriate programs.
EDIS 525 - (3) (Y)
Early Language and Literacy Development
EDIS 526 - (3) (Y)
Reading in the Primary Grades
In this two-course sequence, students will develop an understanding
of the reading process, reading disabilities, and the language bases of reading
development and disability. The course includes an examination of current reading
theory and research and its implications for assessment, instruction, and intervention
for students experiencing or at risk for reading failure. Students will learn
effective methods to teach reading skills such as, phonics instruction, reading
comprehension strategies, and cueing systems of language. Additionally students
will gain knowledge, skills, and processes necessary for teaching oral language,
writing, (e.g., grammar, punctuation, spelling, and syntax) and spelling (e.g.,
the purpose and limitations of invented spelling, orthographic patterns, and
strategies for promoting generalization of spelling study to writing).
EDIS 527 - (3) (Y)
ECDR Teaching Methods in Math, Science, and Social Studies
This course will focus on instructional strategies in science,
social studies, and mathematics for use with preschool to grade 3. An emphasis
will be on effective teaching that accommodates diverse learners. Students will
gain an understanding of the knowledge, skills, and processes of history; the
social science disciplines; science; and mathematics as defined in the Virginia
Standards of Learning (SOLs). Students will learn how to a) integrate these
content areas into learning experiences, b) incorporate instructional technology,
and c) evaluate materials, instruction, and student achievement. Students will
also learn effective instructional methods for teaching preschool and early
elementary mathematics. Additionally, students will learn how to design active
preschool and early elementary science and history/social science programs by
organizing key content into meaningful units of instruction and designing instruction
to reflect the Virginia SOLs.
EDIS 530 - (6) (Y)
Language Skills Block
Prerequisite: Admission to the Teacher Education Program.
preservice teachers for teaching reading and language arts in the elementary
classroom. Attention shifts from "learning to read"
to "reading to learn," and from working with small groups to the
effective differentiation needed to work with entire classes of children.
EDIS 532 - (3) (SS-E)
Teaching Mathematics in the Elementary School
Prerequisite: Admission to the Teacher Education Program.
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.
EDIS 533 - (3) (S)
Teaching Science in the Elementary School
Designed for pre-service teachers, this course coalesces theories
of how people learn and practical experiences teaching science to children.
Not intended to be a science content course, rather, students will learn and
practice pedagogy focused on the teaching and learning of science across several
content areas and elementary grade levels.
EDIS 534 - (3) (S)
Teaching Social Studies in the Elementary School
This course is designed to develop the knowledge, skills, and
understandings needed to teach social studies in the elementary classroom. The
class sessions will focus upon a comprehensive overview of the most effective
approaches to planning, implementing, managing, and assessing successful social
studies learning experiences for students.
EDIS 540 - (3) (Y-SS)
Prerequisite: EDIS 541, 542, 543, and instructor permission.
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.
EDIS 541 - (3) (Y)
Literature for Adolescents
Students read the latest and greatest in adolescents literature,
learn to motivate reluctant readers, and develop individualized multi-genre
and multicultural reading programs.
EDIS 542 - (3) (SS)
Language, Literacy, and Culture
Considers the relationships among language, literacy, culture,
and schooling. Students learn to investigate language as teachers of language,
to research current issues, and to design effective strategies for teaching
various aspects of the English language.
EDIS 543 - (3) (Y-SS)
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.
EDIS 545 - (3) (Y-SS)
Teaching Secondary School Mathematics
Prerequisite: Instructor permission.
Considers objectives, subject
matter, teaching materials, classroom instructional procedures, pupil experiences,
and evaluation procedures in mathematics
classes. Emphasizes organization of courses and programs in mathematics education.
EDIS 547 - (3) (Y)
ESL Assessment and Curriculum Design
The purpose of this course is to prepare teachers to work with
students (K-12) for whom English is not their native language. Work will include
examining instruments used to assess English proficiency and the interpretation
of those assessments. The curriculum design aspect of the course will be based
on a differentiation model and will include methods aimed at helping students
gain English language skills necessary for success in general content areas.
Discussions will include topics such as cultural differences in personal interactions,
strategies for working with families, and effective strategies for facilitating
the learning of English by speakers of other languages and dialects. Practical
experience will be gained through observations and fieldwork in public schools.
Projects will be assigned according to the age-level with which the teacher
hopes to work.
EDIS 548 - (3) (Y)
Second Language Acquisition and Modern Language Teaching Methods: PreK-12
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,
visuals, and media for instructional purposes.
EDIS 549 - (2) (Y)
Planning Foreign Language Instruction
Prerequisite: EDIS 548.
Considers specific objectives; setting long
and short-term goals, planning and outcomes, assessment and testing, grading,
and communication with parents.
EDIS 550 - (4) (Y-SS)
Teaching Secondary School Science
Prerequisite: Instructor permission.
Considers objectives, subject
matter, materials, classroom instructional procedures, pupil experiences, and
evaluative procedures for science
classes. Emphasizes organization of courses and programs in science education.
EDIS 560 - (3) (Y)
Teaching Secondary School Social Studies
Prerequisite: Instructor permission.
Considers objectives, subject
matter, materials, classroom instructional procedures, pupil experiences, and
evaluative procedures for social
studies classes. Discusses organization of courses and programs in social studies
EDIS 563 - (3) (IR)
Economics for Teachers
Examines essential concepts of micro- and macro-economics,
emphasizing the incorporation of these concepts in elementary and secondary
EDIS 564 - (3) (IR)
Emphasizes the use of maps, map interpretation, and the study
of climactic systems and physical forces on human activity.
EDIS 565 - (3) (IR)
Emphasizes concepts of cultural patterns and their influence
on political and regional patterns of the world.
EDIS 573 - (3) (Y-SS)
Diagnostics in Reading
An introductory course focusing on classroom-based reading
assessments. Students learn to match assessment to instruction and to use assessment
information to organize flexible reading groups for school-age children. Participants
develop expertise in the use of formal and informal assessments that measure
a variety of literacy skill from emerging concepts of print and alphabet knowledge
to word recognition, decoding, oral reading fluency, and comprehension.
EDIS 574 - (3) (Y-SS)
Remedial Techniques in Reading
This course focuses on intervention techniques for accelerating
the reading ability of struggling readers. Instructional methods are presented
in four categories of literacy development: oral reading fluency, comprehension,
word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments
are practicum based. Students learn how to match instructional techniques to
assessed areas of literacy needs and how to differentiate instruction for varying
levels of reading achievement.
EDIS 587 - (3) (Y)
Seminar: Teaching Methods
Corequisite: EDIS 588.
Designed to accompany the teaching associateship
experience (i.e., student teaching). Focuses on special issues and concerns that
of that experience, including such topics as classroom management, parent-teacher
conferences, and school-communication relations.
EDIS 588 - (6-12) (Y)
Prerequisite: Admission to the Teacher Education Program;
permission of advisor and the Director of Teacher Education.
A required student
teaching internship for potential teachers. Supervised by clinical instructors
from public schools, in cooperation with
EDIS 589 - (1-6) (S)
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.
EDIS 590 - (1-3) (Y)
Special topics, offered as needed.
EDIS 591 - (1-6) (Y)
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 or University faculty.
1: Elementary Education
Section 2: Early Childhood Education
EDIS 702 - (3) (Y)
Models of Instruction
Focuses on instructional design and delivery. A range of instructional
models are introduced, most emphasizing cognition and the processing of information.
Students practice planning and implementing instruction using several selected
EDIS 705 - (3) (Y)
Intensive analysis of cases in which classroom behavior management
is a key issue. Using the case method, students apply knowledge of behavior
management experience, and the experiences of their peers, to the solution of
problems encountered by practicing teachers.
EDIS 708 - (3) (Y-SS)
Advanced Techniques of Teaching the Exceptional Individual
Prerequisite: EDIS 408 or instructor permission.
approaches, strategies, and materials for advanced-level consultant and resource
teachers in special education. Emphasizes
the development of interactive skills among professionals in order to facilitate
collaboration with general education.
EDIS 711 - (3) (E)
Vocal and Non-Vocal Communication
Prerequisite: EDIS 500, 705, and concurrent enrollment
Designed for teachers, therapists, and other professionals
who implement communication programs for persons with moderate to severe disabilities
or for preschoolers with disabilities. Current research and teaching practices
are addressed, focusing on appropriate assessment strategies and tools; non-symbolic
communication; augmentative and alternative communication systems; functional
assessment; naturalistic teaching approaches; and collaborative teaming between
teachers, parents, and speech, occupational, and physical therapists. Students
design, implement, and evaluate an individual teaching program.
EDIS 712 - (3) (E)
Positioning, Handling, and Self-Care Skills
Prerequisite: EDIS 500 and 705, and concurrent enrollment
Explores assessment and teaching of students with moderate
to severe disabilities, emphasizing normal muscle tone, high and low tone,
and related disabilities; gross and fine motor skills, including mobility, walking,
transfers, positioning, handling, and carrying; use and basic maintenance of
adaptive equipment; basic self care (toileting, dressing, eating) and grooming;
and collaborative teaming. In addition to special education, instructors include
occupational, physical, and speech therapists, and a registered nurse, who model
and provide supervised practice opportunities. Students design, implement, and
evaluate an individual teaching program.
EDIS 713 - (3) (Y)
Secondary, Vocational and Transition Skills
Prerequisite: EDIS 500, 705.
Emphasizes the following areas of assessment
and instruction related specifically to students with disabilities: functional
skills, models of employment, and employment; independent living and use of
the community; and post-secondary training in education.
EDIS 715 - (3) (O)
Advanced Behavior Support
Prerequisite: EDIS 500, 705.
Emphasizes understanding and applying
principles of positive behavior support to preschoolers, children, and youth
with disabilities who
exhibit behavior problems. Topics include defining and measuring behavior through
interview and direct observation; identifying preferences; functional assessment
and analysis; identification and teaching of alternative behaviors and replacement
skills; social skill instruction; improvement of classroom, living, or work
settings; nonaversive behavior support strategies; communication-based interventions;
self-management; and peer support.
EDIS 721 - (3) (Y)
Advanced Language Development
Prerequisite: EDIS 521 or equivalent.
Focuses on language acquisition
and development. Emphasizes the development of syntax, semantics, pragmatics,
and phonology. Factors influencing
language acquisition and development, such as the role of primary caretaker,
the active participation of the child, social-economic conditions, and sensitivity
to non-verbal cues are explored. Reading and research in language development
highlight current issues in language requisition.
EDIS 730 - (3) (IR)
Language Arts: Elementary School
Designed for the graduate student whose primary interest is
in methods and materials in the teaching of language arts in the elementary
classroom. Emphasizes instructional strategies, activities, materials, and techniques
to stimulate the acquisitions of oral, aural, and written language skills.
EDIS 731 - (3) (Y)
Studies childrens literature and its
importance as an integral part of the school curriculum. Emphasizes the treatment
in books of
contemporary social problems and conditions.
EDIS 732 - (3) (Y)
Integrated Science in the Elementary School
Emphasizes understanding basic principles, processes, and conceptual
schemes of the integrated life and physical sciences from the perspective of
curricular requirements and societal expectations for elementary science teaching.
In reviewing the history of science education, curriculum improvement studies,
and current trends in science teaching, students examine instructional options
for K-8 science teaching. Provides experience translating science content into
activity/inquiry based, hands-on science lessons compatible with applicable
curriculum standards and instructional objectives. Methods of interdisciplinary
instruction involve mathematics, art, music, writing, reading, social studies,
environmental education, and health and physical education. Credit may not be
earned for both EDIS 432 and 732.
EDIS 733 - (3) (SI)
Social Studies in Elementary Schools
Studies curriculum materials, teaching methods, and problems
in social studies education for elementary school children.
EDIS 739 - (3) (Y)
Academic Uses of the World Wide Web
Investigates, evaluates, and develops online resources that
can be used in teaching or other educational endeavors. Emphasizes meaningful
content, sound principles of web design, and use of appropriate current and
EDIS 740 - (3) (SI)
Problems and Issues in English Education
Critique of major issues in current instructional practice
and curricula for secondary English. Students conduct inquiry directed toward
posting solutions to identified problems.
EDIS 745 - (3) (SI)
Problems and Issues in Mathematics Education
Prerequisite: instructor permission.
Studies major curriculum and instructional
problems and issues in mathematics education from historical and present-day
EDIS 750 - (3) (SI)
Problems and Issues in Science Education
Prerequisite: Instructor permission.
Studies major curriculum and instructional
problems and issues in science education from both historical and present day
EDIS 753 - (3-6) (SI)
Science Supervision Internship
Supervisory experience under the direction of the University,
in cooperation with local school divisions.
EDIS 760 - (3) (SI)
Problems and Issues in Social Studies Education
Prerequisite: Instructor permission.
Discussion of the major curriculum
and instructional problems and issues in social studies education.
EDIS 770 - (3) (Y)
Foundations of Reading Instruction
The foundations of reading and reading
development are the focus of this survey course. Topics covered include: childrens
basic language development as a precursor to reading and as a medium for instruction,
for assessing and instructing the emergent reader, the beginning reader, and
the instructional reader, and reading disability.
EDIS 771 - (3) (Y)
Reading and Writing in the Content Areas
This course focuses on the uses of writing and reading as ways
to learn across the curriculum. Educators interested in elementary through high
school instruction, in all subject areas, will learn about ways to set up a
classroom for maximum learning, and about reading and writing strategies they
may teach their students to use. Teachers learn how to use quality literature
and other sources of information, and to meet the various achievement levels
of their students.
EDIS 772 - (3) (Y)
Word Study: Language Structures and Phonics
Prerequisite: EDIS 770.
Explores a combination of theoretical and practical
issues surrounding the most fundamental skill in readingaccess to word
in print. Assumes a basic knowledge of the reading process, such as familiarity
alphabetic principle and prerequisites for learning to read. Provides hands-on
opportunities to make conceptually-based word study tasks for developmental
needs in phonics, spelling, and vocabulary acquisition.
EDIS 773 - (3) (SS)
Practicum in Reading Diagnosis
Prerequisite: EDIS 573.
Introduction to basic and advanced testing
procedures used to diagnose reading difficulties of elementary and secondary
students and adults.
Examines clinical and classroom diagnostic methods, explores theoretical foundations
for these practices, and discusses practical applications to the classroom.
EDIS 774 - (3) (SS)
Practicum in Remedial Reading
Prerequisite: EDIS 574.
Acquaints students with a variety of techniques
to support and instruct remedial readers. These techniques address reading, writing,
and word study across the developmental stages. As a practicum, this class
entails teaching either in the McGuffey Reading Clinic or in one of the local
under close supervision. Emphasizes learning and developing appropriate and
practical techniques that will meet the needs of specific individuals with specific
EDIS 775 - (3) (Y)
Effective Reading Programs
Prerequisite: EDIS 770.
Examines the organization and supervision of
effective reading programs in the nested contexts of the classroom, the school,
the school district,
and beyond. The issue of organizational plans are discussed in relation to
needs in literacy acquisition. Participants critically examine "in place" reading
programs and design their own plan for a reading program.
EDIS 780 - (3) (Y-SS)
Introduces basic concepts and issues related to curriculum
design, development, change, and evaluation.
EDIS 781 - (3) (S)
Curriculum: Middle and Secondary School
Studies the curriculum of both middle and high schools, including
significant curriculum issues and movements of the past and present. Specific
attention is given to objectives, sequence, standards, and developments in each
subject area, as well as exploring interdisciplinary curricula.
EDIS 782 - (3) (Y)
Curriculum: Elementary School
Introduces issues, concepts, trends, and major orientations
to early childhood and elementary curricula. Examples of currently used curriculum
materials are also presented.
EDIS 785 - (3) (SI)
Section 1: Special Education: Advanced study of various problems
in special education. Areas of emphasis are: behavior disordered (emotionally
disturbed); learning disabled; mentally retarded; general special education;
severely handicapped; preschool handicapped. Prerequisite: masters
level students with 12 graduate credits.
Section 2: Elementary Childhood: Study of the major problems
in elementary education today as they influence curriculum development.
Section 3: Early Childhood: Study of the major problems in
early childhood education today as they influence curriculum development.
Section 4: English Education: Study of selected topics in
theory and development of curriculum and instructional methods in English
Section 5: Science Teaching: Study of the major problems
in science teaching today, emphasizing historical and philosophical contributions
to the formulation of objectives and methods in modern science.
Section 6: Science Education: Study of recent curriculum
developments in science and in-depth consideration of selected topics, themes,
and areas of content for the major of curriculum studies in elementary and
Section 7: Social Studies Education: Study of selected topics
in theory and development of curriculum and instructional methods in social
Section 8: Curriculum: Consideration of selected problems,
issues, programs, reports of research, and elements of theory pertaining to
evaluation of elementary and secondary school curricula.
Section 9: Seminar: Curriculum, Instruction, and Special
Section 10: Instructional Research and Evaluation: Focus
on development of research projects directed toward the resolution of problems
in teaching and teacher education.
Section 11: Literacy Acquisition: Designed to stimulate critical
evaluation and thinking about current theories of literacy acquisition. The
central question is: How do we ensure that all children are reading at grade
level at the end of third grade? Topics include research on the process of
learning to read and how that knowledge informs the national agenda; the additional
research that needs to be done to fully understand and promote literacy; the
tasks and processes involved in reading acquisition and the factors that affect
Section 12: Reading Research: Basic seminar in models and
processes of reading. The widest possible range of reading models are considered,
from those that emphasize processes of word recognition to those that encompass
reader-response theory and postmodern perspectives. Each model is evaluated
in turn, with the goal of synthesizing multiple perspectives in a final paper
that reconciles conflicting views and focuses on instructional implications.
Section 13: Comprehension of Text: Explores what it means
to comprehend a text and how that ability develops in children and adolescents.
Examines comprehension theories from the perspectives of psychology, education,
linguistics, and literary theory. Participants also study the research on
teaching reading comprehension to determine if schools can improve how students
think and learn with texts.
Section 14: Reading Disabilities: Explores the research on
reading disabilities from various perspectives. Phonological awareness, attention,
language processing abilities, neuropsychological deficits, heritable syndromes,
and motivational-emotional issues are examined from existing research and
case studies. Dyslexia, hyperlexia, and other labels applied to reading disabilities
are examined in light of this research. Seminar discussions focus on behavioral
manifestations, etiology, and instruction.
EDIS 788 - (3) (Y)
A field-based, action research project, designed to explore
a contemporary educational problem.
EDIS 789 - (3-6) (SI)
Practicum: Special Education
Supervised experiences under the direction of the professional
staff in cooperation with local and state educational personnel. Experiences
are designed to prepare the students to manage and instruct individual children
and groups of children representative of their respective area of emphasis.
The experiences are addressed as follows:
Section 1: Early Childhood Special Education
Section 2: Severe Disabilities
Section 3: In-Service Training
Section 4: Vocational
Section 5: Behavioral Disorders
Section 6: Learning Disabilities
Section 7: Mental Retardation
Section 8: Curriculum: A laboratory
course for students beginning to work on the development of curriculum
and instructional programs. Prerequisite: EDIS 780.
EDIS 790 - (3) (Y)
Teaching and Learning with Web-Based Cases
Students concentrate on interdisciplinary teaching and learning
in elementary, middle, and secondary schools across the U.S. Course content
is delivered in a case-based format via the Internet. Purposes of the course
are to develop and refine the ability to recognize, analyze, and address professional
problems through the use of case studies; promote collaboration and group problem-solving
among professional educators; model the use of instructional technology to support
student-centered learning; and provide opportunities to develop technical skills.
EDIS 793 - (1-6) (S-SS)
Course permits students to work, under close faculty guidance,
on an individual research project. Research done in this course may not be considered
a part of thesis or dissertation work. Enrollment in this course should be limited
to two three-credit registrations (six credits) at the doctorate level. Exceptions
to this regulation should have the approval of the advisory committee and the
dean of the School of Education.
EDIS 801 - (3) (IR)
Administration and Supervision of Special Education Programs
Prerequisite: EDLF 776 and 15 graduate credits in special
Analyzes the administration, organization, and supervision
of special education programs. Staffing, physical facilities, budgeting, equipment,
community agencies, legal basis, and methods of school survey and program evaluation
EDIS 802 - (3) (S)
Readings and Research in Education of Exceptional Children
Prerequisite: Instructor permission.
Individual reading or research
program for students majoring in the education of exceptional children. Areas
of emphasis: behavior disordered
(emotionally disturbed); learning disabled; mentally retarded; general special
education; and special education administration and supervision.
EDIS 804 - (3) (S)
Problems in Special Education
Analyzes contemporary research on exceptional children. Areas
of emphasis: behavior disordered (emotionally disturbed); learning disabled;
mentally retarded; general special education; and special education administration
and supervision. No more than three credits may be taken in each subsection.
EDIS 809 - (1-12) (S)
Special Education Doctoral Internship
Practical experience for doctoral students in methods, theories,
and practices of various governmental and private agencies. The following appropriate
and selected experiences will be provided in special education: higher education
teaching; administration, supervision, and/or research in public schools; state
departments of education; the United States Office of Education; state institutions;
and private residential facilities for exceptional children.
EDIS 840 - (3) (Y)
Studies and Research in English Education
Students learn to analyze
significant studies and research in English education; and to present and criticize
selected studies from the
students review of research for their dissertations.
EDIS 851 - (1-3) (Y)
Curry Forum on Educational Issues
School-wide interdisciplinary course
on key issues in education. Curry School faculty and nationally recognized scholars
introduce selected issues
and topics. Small discussion groups explore these subjects in greater detail.
Sponsored by all four departments and open to all masters and doctoral
EDIS 880 - (3) (E)
Curriculum: Design and Evaluation
Prerequisite: EDIS 780.
Laboratory course for students beginning to
work on the development of curriculum and instructional programs. Application
of curriculum design and
evaluation principles to the development of a particular curriculum identified
by the student.
EDIS 882 - (3) (Y)
Curriculum: Advanced Theory
Study of the most significant recent developments in curricular
concepts and patterns directed toward a deeper understanding of the theoretic
base underlying them.
EDIS 885A - (3) (Y)
Current Research on Teaching and Teacher Education
Examines the emerging knowledge base on effective teaching
and effective teachers. This literature includes studies of teachers, teaching
and learning, and the contexts in which teaching occurs. Considers procedures
and results of both quantitative and qualitative research and looks at contributions
of major researchers in the field.
EDIS 885B - (3-6) (SI)
Policy Issues in Teaching and Teacher Education
This seminar engages graduate students in an intensive exploration
of (1) the context for teaching and teacher education policy, (2) the diverse
roles of various stakeholder groups and agencies, (3) the specific dimensions
of policy on teaching and teacher education, and (4) current issues in teaching
and teacher education policy. Specific sections may focus on particular topics
in teacher education.
EDIS 891 - (3-6) (SI)
Field based and/or action research project designed to explore
an issue or line of inquiry chosen by the student and his or her assigned advisor.
EDIS 897 - (1-6) (SI)
A thesis project conducted under the guidance
of the masters
advisor or others approved by the departmental chair. A formal plan should
be filed in the Office of Student Affairs, and the final project must be approved
by at least two Curry faculty members.
EDIS 920 - (3) (Y)
Readings and Research in Early Childhood Education
Survey of current issues and trends in early childhood research.
Focuses on readings in current literature and explores topics and issues determined
by class participants and the instructor.
EDIS 925 - (3) (Y)
Readings and Research in Elementary Education (K-8)
Applies empirical, theoretical, and practical knowledge to
classroom teaching problems.
EDIS 940 - (3) (Y)
Seminar in English Education
Students develop a comprehensive and annotated bibliography
of research, along with a rationale and procedures for carrying out a study
that will contribute to research, theory, and practice in English education.
EDIS 945 - (3) (IR)
Research in Mathematics Education
Analysis of significant studies and research in mathematics
education. Consideration is also given to implications for needed research.
EDIS 955 - (3) (IR)
Readings and Research in Science Education
Analysis of significant studies and research in science education.
Consideration is also given to implications for needed research.
EDIS 965 - (3) (IR)
Readings and Research in Social Studies Education
EDIS 970 - (3) (IR)
Reading Research Seminar
EDIS 974 - (1-6) (IR)
Internship in College Teaching or Supervision
Opportunities for experienced doctoral students to teach courses
or partial courses at the University, or to supervise student teachers under
the guidance of a faculty member. Opportunities arranged by the students with
assistance of the sponsoring faculty member.
EDIS 993 - (1-6) (SI)
Prerequisite: Instructor permission.
Under close guidance of a faculty
member, students work on an area of particular interest that cannot be met by
a regularly scheduled course.
A plan of study should be signed by the faculty sponsor and filed in the students
permanent file in the Office of Student Affairs.
EDIS 995 - (1-6) (SI)
Prerequisite: Advisor permission.
Permits students to work jointly
with faculty or other students in cooperatively designing and executing research
projects. The nature and scope
of such projects are advanced beyond the masters level, and a plan of
research should be signed and filed in the students permanent file.
EDIS 996 - (1-6) (SI)
Prerequisite: Instructor permission.
Independent work supervised by
a Curry faculty member. A research plan should be signed by the faculty member
and filed in the students
permanent file in the Office of Student Affairs.
EDIS 997 - (1-6) (SI)
Internship: Ed.D. or Ph.D.
Prerequisite: Instructor permission.
Section 1: Designed for doctoral students to gain experience
in the profession of education, this supervised internship must be completed
after admission to the doctoral program and under the direct supervision of
a Curry faculty member.
Section 2: Enables doctoral students to gain experience in
methods, theories, and practices of governmental and private agencies with
functions related to science education. Possibilities include teaching science
in higher education institutions; administration, supervision, and research
in state departments of education, the U.S. Office of Education, the National
Science Foundation, the American Association for the Advancement of Science,
and businesses and industries in science-related fields.
EDIS 999 - (3-12) (S-SS)