University of Virginia
The Rotunda at U.Va.
2004-2005
GRADUATE RECORD
Curry School of Graduate Education
General Information  |  Categories of Graduate Status and Program/Degree Requirements
Program Descriptions  |  Faculty
Course Descriptions

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 special education).

Most program areas in the Department of Curriculum, Instruction, and Special Education offer degrees at three levels: master’s (M.Ed. or M.T.), education specialist (Ed.S.), and doctoral (Ed.D. or Ph.D.).

The department offers a concentration area for doctoral students who plan to become pre-service teacher educators at a college or university. This concentration area has two tracks: generalist and specialist. The two tracks share a common core of requirements, but differ according to whether students want an in-depth preparation in a subject-matter area, or a more generalized preparation that would focus on methods of instruction, supervision, technology, and policy. Students interested in the generalist track should apply to the Curriculum and Instruction program area, and students interested in the specialist track should apply to one of the other departmental areas, e.g., mathematics education, science education, or social studies education.

Curriculum and Instruction Offered for experienced teachers, the Master of Education (M.Ed.) degree program is designed to provide each participant with an individually tailored set of experiences for in-depth professional study consistent with his or her professional goals. Beyond a limited core of required courses, there is ample flexibility for the student and advisor to plan an appropriate course study.

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 student’s 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 teacher’s experience as the point of departure, the M.Ed. candidate deepens pedagogical inquiry and extends existing background in English studies through graduate-level English and English education courses. The program explores current methodologies and research-based practice and emphasizes the multicultural dimension of literature, composition, and language study. Opportunities exist for researching individual interests both within existing course parameters and in independent study. Prerequisites for admission are two years of teaching experience or satisfactory completion of student teaching (or an equivalent classroom internship), along with an undergraduate major in English or its equivalent.

The Education Specialist degree program trains teachers, teacher educators, and researchers as active creators of language and literature, moving beyond the role of critical consumer and cultural transmitter of language and literature. Course work includes specified courses in English education, English, and in the supporting areas of curriculum, supervision, reading, and evaluation. Study includes a field project combining curriculum planning, instructional implementation, and evaluation in English Education. Prerequisites for admission are a master’s degree or its equivalent, preferably in English or English education, and the successful completion of at least two years of full-time teaching, preferably at the secondary school level.

The Doctorate in English Education (Ed.D. and Ph.D.) prepares candidates for a variety of leadership positions in public schools, government agencies, corporations, community colleges, and universities (e.g., university administrators, professors, and researchers; community college instructors and administrators; writers; high school English department chairs; corporate specialists in technical writing and instructional design; language arts supervisors and consultants; and officers in state or national educational agencies). The program design is flexible, including courses in English education combined with courses in English and other supporting areas. Also required are practica in conducting college classes and/or supervising student teachers, a dissertation, and a written comprehensive examination in English education designed in consultation with the degree candidate and faculty advisor. For admission, in addition to the requisite application, recommendations, GRE scores, and transcripts, the candidate must have completed a master’s degree or its equivalent, preferably in English or English education, and must have completed at least two years of full-time successful teaching, preferably at the secondary school level.

Foreign Language Education The Master of Teaching (M.T.) program in foreign language education (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 in mathematics.

Prospective students in the doctoral-level programs must have the equivalent of an undergraduate major in mathematics and at least two years of teaching experience. Doctoral programs are individually tailored and generally require course work in mathematics education, mathematics, research methodology, and other areas of education.

Reading Education The master’s-level Reading Education Program prepares reading specialists to fill the role of reading coordinator in school units of varying size. The program’s aim is to produce competent field leaders able to deal with curriculum theory and to implement this theory effectively in field settings through work with administrators, teachers, and pupils.

At the doctoral level, the reading program prepares candidates to fill leadership and scholarship positions in their area of specialization.

Science Education The Science Education Program offers graduate-level programs in science education including the master’s (M.Ed. or M.T.), education specialist (Ed.S.), and doctoral (Ed.D. or Ph.D.) degrees. The program also provides preparation in science and science teaching methods for students in the Master of Teaching Program and results in initial licensure and endorsement in an area of science. The purpose of the master’s-level program is to prepare teachers and/or supervisors of science education. The purposes of the doctoral program are threefold: (1) to prepare college and/or university science educators to teach science methods courses, to perform a variety of professional functions related to preservice and inservice education of teachers, and to perform the function of directing graduate study in science education; (2) to prepare supervisors and coordinators to direct the program of science instruction in a school system at the local, county, or state level; and (3) to prepare research specialists for programs of science instruction at all educational levels.

Applicants for admission to the doctoral program in science education must present a strong background in one field of science with sufficient breadth in related fields to ensure that they can pursue graduate study effectively. The candidate must also present evidence of two years of effective work experience related directly to the field of science education.

Applicants for master’s-level study must hold a baccalaureate degree from an accredited college or university, have a B average or better for the last two years of undergraduate study, and meet other requirements for admission to the degree program. In addition to the admission requirements applicable to the master’s program, an applicant to the doctoral program must: hold a master’s degree or its equivalent from an accredited college or university; have an outstanding record as a student; and have previous professional experience in an area related to science education.

Course Requirements Candidates for the doctoral degree in science education must complete a minimum of 36 credits in science, 12 credits in science education, and 24 credits in two supporting fields, plus elective courses as determined by their advisory committee, for a minimum total of 72 credits beyond the bachelor’s degree. The supporting fields are research and statistics (12 credits); curriculum (12 credits); supervision and administration (12 credits); instructional technology (12 credits); and instruction (12 credits). Regardless of the supporting fields, each student must have nine credits of research and statistics, including intermediate statistics and research design. The dissertation relates to learning theories or instructional practices in science education.

Social Studies Education The purpose of the master’s-level Social Studies Education Program is twofold: to prepare social studies teachers (M.T.) in middle school/secondary education with and to provide for professional growth of social studies teachers (M.Ed.) in middle school/secondary education with the particular focus on the integration of technology. The purpose of the doctoral-level program is to prepare social studies educators for teacher education centers; academic fields in secondary and higher education; supervisory positions; and curriculum development positions.

Special Education The graduate programs in special education include a choice of emphasis in the areas of mental retardation, behavior disorders (emotional disturbance), learning disabilities, severe disabilities and 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 master’s level provides a program for those persons whose professional aspirations are oriented toward the instruction of exceptional children. It also provides preparation for students wanting to pursue a post-master’s program at the education specialist or doctoral levels. All students in the master’s program participate in practicum experiences selected according to their needs and interests.

The purpose of the doctoral program is to provide experiences that require the highest order of scholarship, research ability, creativity, and initiative. It is designed to prepare leadership personnel to function as highly professional special educators in more than one of the following roles: university or college instructors, researchers, administrators, and supervisors of programs for children with disabilities.

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
Clinical Psychology
School Psychology

Communication Disorders
Speech/Language Pathology

Counselor Education
Mental Health Counseling
School Counseling
Counseling and Student Affairs Practice in Higher Education

Kinesiology
Adapted Physical Education
Athletic Training
Exercise Physiology
Motor Learning
Pedagogy
Physical Education Teacher Education
Sport and Exercise Psychology
Sports Medicine

To obtain application materials, contact the Office of Admission and Student Affairs of the Curry School of Education. To obtain more specific information about any program in the Department of Human Services, contact the appropriate program area director.

Clinical and School Psychology There are two degree programs offered in clinical and school psychology: the Ed.D. in School Psychology and the Ph.D. in Clinical Psychology.

The 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 program’s clinic, the Center for Clinical Psychology Services. Of the remaining two years, typically one is spent working as a staff member in the center, while the other is spent working in an area mental health agency, hospital, or school.

Recognizing the major role that schools play in the lives of children and adolescents, experience in schools is encouraged. In addition to preparation for licensure as a clinical psychologist, the program offers the option of becoming licensable as a school psychologist. The program culminates in the Ph.D. in Clinical Psychology and is fully approved by the APA (American Psychological Association)* and by NASP (National Association of School Psychologists).

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; (202) 336-5979).

Professional Development Selected students may be granted professional development status if they currently hold a degree in psychology or are practicing in a position that is predominantly a psychological service. Examples include the holder of a Ph.D. in psychology in a non-clinical research area; a practicing school psychologist; a licensed psychologist or psychiatrist wanting to continue his or her education; or a student in an area closely related to psychology (e.g., social work), who is seeking a special course. Professional development status is not a stepping stone for admission into the Curry Programs in Clinical and School Psychology.

Students seeking admission to professional development status in clinical psychology must submit, along with the application, the following information:

  1. A statement of their reason for applying for professional development status and the goals they are seeking to achieve.
  2. A list of the courses (not to exceed 12 credits) they wish to take.

The following courses are available only to those applicants who are practicing psychologists or who hold at least a master’s degree in psychology. Admission to these courses is on a space available basis and requires the instructor’s permission: EDHS 763, 764, 768, 863-864, 865, 866-867, 871, 872, 873, 874, and 875.

Communication Disorders The Communication Disorders Program at the University of Virginia offers masters’ (M.Ed.) and doctoral (Ph.D.) degrees in Speech-Language Pathology. The master’s 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 master’s 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 Master’s degree in speech-language pathology are prepared to evaluate and treat a broad spectrum of communication disorders as they occur across the life span. Initially, students participate in clinical practica under the supervision of University Clinical Instructors. Advanced clinical training is gained at 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 student’s geographic and professional preferences.

Students entering the master’s program with a bachelor’s 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 at http://curry.edschool.virginia.edu/commdis.

Counselor Education Counseling is a unique helping profession based on the social and behavioral sciences. Counselors draw from a variety of disciplines to help individuals develop toward their full potential and solve problems that are typical for their age and stage of development. The degree programs in counselor education are the master’s (M.Ed.), education specialist (Ed.S.), and doctorate (Ed.D. and Ph.D.). Graduate study in counselor education provides opportunities to acquire a depth of knowledge in theories of counseling, group dynamics, interpersonal relations, human behavior dynamics, and research procedures. 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 instructor’s permission.

Counselor education programs are designed for students preparing to fulfill client services roles in a variety of work settings. The entry-level programs (master’s 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 master’s program. The doctoral degree in counselor education requires a minimum of 57 credits (including doctoral internship and dissertation credits) above the master’s 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 year.

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 master’s degree reflecting the CACREP required courses and successful clinical experience.

Kinesiology Graduate degree programs offered in health and physical education are available at the master’s (M.Ed. and M.T.) and doctoral (Ed.D. and Ph.D.) levels.

Detailed descriptions of the Kinesiology Programs and their program specializations are below. For additional information, contact the Kinesiology Program Director, University of Virginia, 202 S Emmet Street, P.O. Box 400407 Charlottesville, VA 22904-4407; (434) 924-6207.

The kinesiology program area offers specializations in adapted physical education, athletic training, exercise physiology, motor learning, sports medicine, sport and exercise psychology, and pedagogy. Requirements within each option are distributed among: (1) a core of related courses usually taken within the department; (2) a supporting area suitable to the student’s specialty; (3) research projects, independent study, thesis, and/or practicum experiences as recommended by the advisor; and (4) electives.

The Master of Education (M.Ed.) degree program is designed to develop an understanding of major factors affecting specific aspects of physical education, sport, and exercise. Graduates are prepared to work in educational settings such as schools, hospitals, athletic organizations, and private industry. The program also provides opportunities for the development of research skills and preparation for advanced graduate study. A minimum of 36 graduate credits must be earned for the M.Ed. degree, including the successful completion of a comprehensive examination or 30 credits and a thesis.

The Master of Teaching (M.T.) degree program culminates in the M.T. degree and teacher certification for health and physical education (grades K-12). Students interested in this program should contact the director of physical education teacher education for details regarding this two-year program.

The doctoral program (Ed.D. or Ph.D.) in kinesiology is organized to provide an in-depth analysis of specializations in physical education through a course of study shaped by a faculty advisor, a doctoral program committee, and the student. Graduates are able to initiate, conduct, and evaluate research related to specific aspects of motor behavior or physical education and to demonstrate teaching behavior appropriate for college or university faculty. Course work is individually prescribed to meet the requirements of the selected specialization and the skills and qualifications of the student. Areas of specialization within kinesiology may be selected from the following options:

Adapted Physical Education specialization provides graduates with the competencies needed to develop functional physical, motor, and leisure skills for individuals with mild, moderate, or severe disabilities. This program is offered in cooperation with special education, the Kluge Children’s Rehabilitation Center, and the Charlottesville and Albemarle County school systems. The program is founded on an achievement-based curriculum model. Inherent in the program design are the following principles: the core of the program is an integrated sequence of course work in physical education and special education; hands on applications are emphasized; students complete extensive, well-supervised practicum experiences as one-half time adapted physical education teachers in local schools; students are trained to use a variety of assessment tools and techniques; and students use computer and video technology to analyze and improve teaching effectiveness. The doctoral program in adapted physical education prepares researchers and teacher trainers.

Athletic Training specialization provides M.Ed. graduates with competence and knowledge in the area of athletic medicine, including an understanding of the physiological, biomechanical, and psychological implications of training, as well as the principles, procedures, and techniques of prevention, treatment, and rehabilitation of athletic injuries. Students gain practical experience by working with intercollegiate and interscholastic athletic teams and sports clubs. The athletic training program is one of a select group of NATA accredited graduate programs and has a prerequisite of NATA certification (or certification eligibility) prior to admission.

Exercise Physiology specialization acquaints graduate students with physiological concepts related to the acute and chronic effects of exercise on human subjects. Special areas of emphasis include interactions between exercise and health status, adult fitness, human performance, aging, environmental conditions, and nutrition. Graduates complete practical laboratory training that can lead to certification by the American College of Sports Medicine as either an exercise technologist or an exercise specialist.

Master’s students in exercise physiology must complete a two-part comprehensive examination. Part one is taken during the spring semester of the first year and is a basic examination in exercise physiology that must be completed satisfactorily for students to remain in the program. If failed once, a student may petition for a reexamination during the summer. If failed a second time, enrollment is terminated. Part two is either a thesis or an advanced written exam at the end of the second year of study.

Graduates in exercise physiology have a thorough knowledge of exercise and applied physiology with an emphasis on metabolism and cardio-respiratory function; the ability to provide leadership for exercise classes involving healthy and high-risk patients; a thorough knowledge of, and practical experience in, procedures for exercise testing; and a working knowledge of research design, research methods, and basic statistics. This course of study can lead to employment in community, corporate, and university exercise programs or to advanced study and research in the field of applied physiology. The doctoral degree in exercise physiology is designed to prepare students to conduct research in human exercise physiology. Program content includes extensive work in physiology, computer applications, and research procedures, as well as interdisciplinary experiences in the School of Medicine.

Motor Learning specialization prepares students to design and implement optimal learning environments for both the acquisition and performance of motor skills. The foundation of this specialization is based on the psychology of motor skill learning. The process of motor skill acquisition is explored by analyzing the early perceptual-motor development of children and the problems of motor skill acquisition and retention for individuals of all ages.

Graduates are able to identify factors that affect motor skill acquisition and performance. Specific emphasis is on understanding the theoretical basis of motor learning and investigating practical questions related to stimulus input, integration, and output. Research is conducted to determine optimal learning environments, practice strategies, and elements that affect the performance of skills. Although closely related to sport psychology, this program emphasizes the acquisition of motor skills, while sport psychology focuses on the performance of well-learned skills. At the doctoral level, emphasis is on developing research skills and applying them to current problems in motor skill acquisition and retention. Doctoral students participate in either the ongoing research projects of the laboratory or in their own research inquiry during each semester of study. Current research interests include the effectiveness of mental practice and cognitive/psychological skills training on motor skill acquisition, the impact of knowledge of results and augmented information feedback on motor skill acquisition, parameters affecting the use of models, and visualization.

Pedagogy specialization is for students who already possess bachelor’s and master’s degrees in teaching physical education. This specialization prepares individuals to assume positions of leadership in teacher education training institutions at university or college levels. Academic experiences include preparation in the pedagogical knowledge base related to effective teaching; the utilization of both classroom and field experiences to train future physical education teachers; and research skills for investigating questions about effective teaching practices. Doctoral students participate in both ongoing research (focused on goal setting and case study teaching methods) and original research, and strive to demonstrate mastery of supervisory techniques in field-based practicum experiences.

Physical Education Teacher Education (M.T.) specialization is for an individual interested in the study of physical education teaching at the elementary and secondary levels. The individual is prepared to assume a position as a physical education teacher (grades K-12, or at a major university that requires the development of a research program in teacher education).

Sport and Exercise Psychology The area of sport and exercise psychology addresses the social influences and individual factors related to participation and performance in a variety of physical activity endeavors. Two major categories of investigation comprise the focus of this field: (1) how participation in sport and exercise contributes to the personal development of participants; and (2) how psychological factors influence participation and performance in sport and exercise. The first category includes such topics as self-esteem, character development, intrinsic motivation, and the ability to cope with anxiety and stress. Some topics under the second category include social support, motivation, self-confidence, goal-setting, arousal control, and mental imagery.

This program emphasizes both the research and application of sport and exercise psychology principles. The research program focuses on developmental sport and exercise psychology, an area that investigates age-related patterns and variations in psychological factors related to sport and exercise participation across the life span. Central topics include determinants of self-esteem through sport and exercise participation; motivational factors related to participation behavior and performance quality (i.e., contextual and individual factors); and social influences on physical activity participation and performance level (i.e., parents, peers, coaches). The applied aspect of the program entails opportunities for translating theory and practice to a variety of practical settings such as athletics, exercise and fitness management, injury management, and youth organizations.

The Sport and Exercise Psychology Program is committed to providing graduate students with the knowledge, skills, and experiences that provide a theoretical and practical background essential to their desired careers in research, teaching, athletics, or health and fitness. Students who pursue terminal master’s degrees are prepared for positions as teachers, coaches, or professionals in fitness or athletic clubs. Students are also well-prepared to continue into a Ph.D. program to pursue research and teaching careers in higher education through their study of the breadth and depth of the field and through ample opportunities to engage in research, teaching, mentoring students, collaborative grant writing, and professional service activities.

Sports Medicine The doctoral degree option in sports medicine is designed to prepare candidates to conduct research within athletic medicine and sports science. Program content includes extensive work in physiology, anatomy, athletic training, biomechanics, computer applications, instrumentation, and research procedures.

Research experiences are gained by assisting with ongoing projects in the Sports Medicine/Athletic Training Research Laboratory, by developing independent research projects, and by assisting with master’s theses in the athletic training specialization. Examples of current areas of research include isokinetic assessment of human muscle performance, postural sway (balance), and knee laxity. Collaborative research is also available through the School of Medicine and, in particular, with the Departments of Orthopaedics and Radiology.

Teaching assistant opportunities are available in the undergraduate specialization in sports medicine and the NATA approved graduate program in athletic training. Clinical work in athletic training and/or physical therapy is available through the on-Grounds training room, as well as through several local private schools.


Course Descriptions

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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 outcomes.
Section 2: Secondary Education: Focuses on instructional design and strategies for teaching in secondary classrooms and assessment of student growth toward prescribed learning outcomes.

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.
Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans.

EDIS 508 - (2) (Y)
Teaching Exceptional Children
Prerequisite/corequisite: EDIS 302 or 500 (510, 511, 512).
Presents strategies for teaching children with special needs, focusing on cognitive and behavioral instructional approaches. Emphasizes collaboration and consultation for inclusive classrooms. Includes application of instructional modification procedures and development of individualized plans. Coordinated with EDIS 514.

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, and educational 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, psychological, 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)
Collaborative Teamwork
This seminar will teach strategies for building and operating collaborative interdisciplinary teams in schools and community settings. Course 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 team’s 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 children’s development, and (d) utilize effective individual and group classroom management skills that 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
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 language).

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.
Prepares preservice teachers for teaching reading and language arts in the elementary classroom. Attention shifts from "learning to read" to "reading to learn," and from working with small groups to the effective differentiation needed to work with entire classes of children.

EDIS 532 - (3) (SS-E)
Teaching Mathematics in the Elementary School
Prerequisite: Admission to the Teacher Education Program.
Designed to prepare preservice teachers in understanding PreK-6 elementary topics in mathematics, teaching these topics, and how children learn mathematics developmentally. Examines ways to reason mathematically, make connections, and communicate mathematics through the use of literature, manipulatives, technology, and classroom discourse.

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)
Teaching English
Prerequisite: EDIS 541, 542, 543, and instructor permission.
Translates theory and research into practice by designing, enacting, and evaluating instructional units with a variety of teaching methodologies. Students individualize instruction; construct appropriate learning objectives; develop evaluation tools; and use cooperative learning groups, micro-teaching, and reflective processes.

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, record keeping, 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 education.

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 schools.

EDIS 564 - (3) (IR)
Physical Geography
Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity.

EDIS 565 - (3) (IR)
Cultural Geography
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 grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-communication relations.

EDIS 588 - (6-12) (Y)
Teaching Associateship
Prerequisite: Admission to the Teacher Education Program; permission of advisor and the Director of Teacher Education.
A required student teaching internship for potential teachers. Supervised by clinical instructors from public schools, in cooperation with University supervisors.

EDIS 589 - (1-6) (S)
Selected Topics
These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated.

EDIS 590 - (1-3) (Y)
Workshop
Special topics, offered as needed.

EDIS 591 - (1-6) (Y)
Internship
Prerequisite: Instructor permission.
A special assignment, agreed to by the student and his or her assigned advisor, providing a unique experience in an educational setting that is consistent with the student’s professional objectives and program focus. Conducted under the guidance of an experienced teacher or University faculty.
Section 1: Elementary Education
Section 2: Early Childhood Education

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 models.

EDIS 705 - (3) (Y)
Behavior Management
Intensive analysis of cases in which classroom behavior management is a key issue. Using the case method, students apply knowledge of behavior management experience, and the experiences of their peers, to the solution of problems encountered by practicing teachers.

EDIS 708 - (3) (Y-SS)
Advanced Techniques of Teaching the Exceptional Individual
Prerequisite: EDIS 408 or instructor permission.
Analyzes instructional approaches, strategies, and materials for advanced-level consultant and resource teachers in special education. Emphasizes the development of interactive skills among professionals in order to facilitate collaboration with general education.

EDIS 711 - (3) (E)
Vocal and Non-Vocal Communication
Prerequisite: EDIS 500, 705, and concurrent enrollment in practicum.
Designed for teachers, therapists, and other professionals who implement communication programs for persons with moderate to severe disabilities or for preschoolers with disabilities. Current research and teaching practices are addressed, focusing on appropriate assessment strategies and tools; 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 in practicum.
Explores assessment and teaching of students with moderate to severe disabilities, emphasizing normal muscle tone, high and low tone, and related disabilities; gross and fine motor skills, including mobility, walking, transfers, positioning, handling, and carrying; use and basic maintenance of adaptive equipment; basic self care (toileting, dressing, eating) and grooming; and collaborative teaming. In addition to special education, instructors include occupational, physical, and speech therapists, and a registered nurse, who model and provide supervised practice opportunities. Students design, implement, and evaluate an individual teaching program.

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 academics; vocational 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)
Children’s Literature
Studies children’s literature and its importance as an integral part of the school curriculum. Emphasizes the treatment in books of contemporary social problems and conditions.

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 developing technologies.

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 perspectives.

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 perspectives.

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: children’s basic language development as a precursor to reading and as a medium for instruction, methods for assessing and instructing the emergent reader, the beginning reader, and the instructional reader, and reading disability.

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 reading–access to word in print. Assumes a basic knowledge of the reading process, such as familiarity with the alphabetic principle and prerequisites for learning to read. Provides hands-on opportunities to make conceptually-based word study tasks for developmental needs in phonics, spelling, and vocabulary acquisition.

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, comprehension, and word study across the developmental stages. As a practicum, this class entails teaching either in the McGuffey Reading Clinic or in one of the local schools under close supervision. Emphasizes learning and developing appropriate and practical techniques that will meet the needs of specific individuals with specific reading problems.

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 students’ 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)
Curriculum: Fundamentals
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)
Seminar

Section 1: Special Education: Advanced study of various problems in special education. Areas of emphasis are: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; severely handicapped; preschool handicapped. Prerequisite: master’s level students with 12 graduate credits.

Section 2: Elementary Childhood: Study of the major problems in elementary education today as they influence curriculum development.

Section 3: Early Childhood: Study of the major problems in early childhood education today as they influence curriculum development.

Section 4: English Education: Study of selected topics in theory and development of curriculum and instructional methods in English education.

Section 5: Science Teaching: Study of the major problems in science teaching today, emphasizing historical and philosophical contributions to the formulation of objectives and methods in modern science.

Section 6: Science Education: Study of recent curriculum developments in science and in-depth consideration of selected topics, themes, and areas of content for the major of curriculum studies in elementary and secondary schools.

Section 7: Social Studies Education: Study of selected topics in theory and development of curriculum and instructional methods in social studies education.

Section 8: Curriculum: Consideration of selected problems, issues, programs, reports of research, and elements of theory pertaining to evaluation of elementary and secondary school curricula.

Section 9: Seminar: Curriculum, Instruction, and Special Education

Section 10: Instructional Research and Evaluation: Focus on development of research projects directed toward the resolution of problems in teaching and teacher education.

Section 11: Literacy Acquisition: Designed to stimulate critical evaluation and thinking about current theories of literacy acquisition. The central question is: How do we ensure that all children are reading at grade level at the end of third grade? Topics include research on the process of learning to read and how that knowledge informs the national agenda; the additional research that needs to be done to fully understand and promote literacy; the tasks and processes involved in reading acquisition and the factors that affect it.

Section 12: Reading Research: Basic seminar in models and processes of reading. The widest possible range of reading models are considered, from those that emphasize processes of word recognition to those that encompass reader-response theory and postmodern perspectives. Each model is evaluated in turn, with the goal of synthesizing multiple perspectives in a final paper that reconciles conflicting views and focuses on instructional implications.

Section 13: Comprehension of Text: Explores what it means to comprehend a text and how that ability develops in children and adolescents. Examines comprehension theories from the perspectives of psychology, education, linguistics, and literary theory. Participants also study the research on teaching reading comprehension to determine if schools can improve how students think and learn with texts.

Section 14: Reading Disabilities: Explores the research on reading disabilities from various perspectives. Phonological awareness, attention, language processing abilities, neuropsychological deficits, heritable syndromes, and motivational-emotional issues are examined from existing research and case studies. Dyslexia, hyperlexia, and other labels applied to reading disabilities are examined in light of this research. Seminar discussions focus on behavioral manifestations, etiology, and instruction.

EDIS 788 - (3) (Y)
Field Project
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)
Independent Study
Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.

EDIS 801 - (3) (IR)
Administration and Supervision of Special Education Programs
Prerequisite: EDLF 776 and 15 graduate credits in special education.
Analyzes the administration, organization, and supervision of special education programs. Staffing, physical facilities, budgeting, equipment, community agencies, legal basis, and methods of school survey and program evaluation are considered.

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 master’s and doctoral students.

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 Project
Field based and/or action research project designed to explore an issue or line of inquiry chosen by the student and his or her assigned advisor.

EDIS 897 - (1-6) (SI)
Master’s Thesis
A thesis project conducted under the guidance of the master’s advisor or others approved by the departmental chair. A formal plan should be filed in the Office of Student Affairs, and the final project must be approved by at least two Curry faculty members.

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)
Independent Study
Prerequisite: Instructor permission.
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student’s permanent file in the Office of Student Affairs.

EDIS 995 - (1-6) (SI)
Supervised Research
Prerequisite: Advisor permission.
Permits students to work jointly with faculty or other students in cooperatively designing and executing research projects. The nature and scope of such projects are advanced beyond the master’s level, and a plan of research should be signed and filed in the student’s permanent file.

EDIS 996 - (1-6) (SI)
Independent Research
Prerequisite: Instructor permission.
Independent work supervised by a Curry faculty member. A research plan should be signed by the faculty member and filed in the student’s permanent file in the Office of Student Affairs.

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)
Doctoral Dissertation


 
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