The Curry School of Education has two major missions. The first is to prepare personnel to work in America's educational system, pre-kindergarten through collegiate levels, and to conduct research and scholarship that address problems and issues of importance to our education system. Through partnerships with other organizations and educational institutions the Curry School is committed to developing exemplary and innovative approaches to address those issues and problems; and to especially contribute to improving instruction and schooling in the Commonwealth of Virginia. As such, the Teacher Education program has provided national leadership in the preparation of beginning teachers, as well as advanced training for experienced teachers and personnel related to teaching. The five-year teacher education program is a joint program sponsored by the College of Arts and Sciences and the Curry School of Education. It combines a strong subject matter preparation with professional training which leads to teacher licensure and results in the simultaneous receipt of both bachelor's and master's degrees after a total of five years of study at the University.
Programs leading to teacher licensure include specializations in Elementary Education, Physical Education (including Health), and Special Education (including behavioral disorders, learning disabilities, and mental retardation). For secondary teachers, specializations are available in English, foreign languages, mathematics, sciences (biology, chemistry, earth science, physics), and social studies (economics, history, geography, government).
The second major mission of the Curry School is to enhance human potential and performance by preparing professionals and conducting research in such areas as psychological/emotional development, physical development and fitness, and speech/language/auditory development. These areas contribute to the betterment of the human condition and are directly related to increased learning and successful experiences in our educational system.
Two additional program areas are designed for students interested in pursuing Human Service careers related to Communication Disorders and Physical Education/Sports Medicine. These programs require that students transfer into the Curry School, and are designed to terminate after four years (B.S.Ed. degree) so that students may pursue additional graduate study. In Communication Disorders, the program provides pre-professional training in audiology and speech-language pathology. The program in Sports Medicine is a pre-physical therapy and pre-athletic training program. These programs provide the necessary academic and practical work for the four year B.S.Ed. degree, and for application to graduate (master's degree) programs in their relative specialities.
Programs within the Curry School are among the best professional education offerings in the country. Faculty hold offices in national organizations, are scholars of international renown, and are numbered among the University's finest teachers. Students score well above the national norms on the SAT examinations and are members of such student honorary societies as Chi Sigma Iota, Omicron Delta Kappa, Phi Delta Kappa, Outstanding Students in America, and the Raven Society.
Extensive information about the Curry School of Education and its programs is available through the world wide web at http://Curry.Edschool.Virginia.edu/. Access to information about admissions and academic policies may also be obtained through the Internet by sending an electronic mail message to Curry@Virginia.edu.
Additionally, Ruffner Hall houses centers that provide services
to the community, the state and the nation while providing students
and faculty with instructional and research opportunities.
The Instructional Resouce Center provides students and
faculty with excellent opportunities for both instruction and
research. In addition to audio-visual equipment, the center houses
the Audio-Visual Production Lab, both a video filming studio and
a video production facility, the Special Technology Laboratory,
the Apple Lab and the interactive IBM Microcomputer Classroom.
The Education Library contains approximately 150,000 volume
collection of current educational materials and a file of over
400,000 ERIC microfiche titles, and access to VIRGO. The library
supports the academic needs of the undergraduate and graduate
programs of the School of Education and provides periodicals,
microfilms, books and reserve materials required for class reading.
Optical disc (CD-ROM) data base systems provide access to other
materials as well. Retrospective research materials in education
are located in Alderman Library.
The McGuffey Reading Center functions as a laboratory for
the study of the reading process by furthering clinical and empirical
research in developmental reading and preparing graduate students
to serve as reading-language specialists. It also provides a remedial
center for children with reading disabilities.
The Bureau of Educational Research serves the research
and evaluation needs of educational agencies within the Commonwealth.
It is the mechanism by which the specialized expertise and capabilities
of the University community may be focused on solutions to educational
problems.
The Evaluation Research Center delivers quality program
evaluation services to local, state, and federal programs; conducts
research on program evaluation; and trains program evaluators
through a field-based program.
The Center for the Study of Higher Education fosters informed
and interdisciplinary approaches to the study of higher education
as a resource for scholars and practitioners. It offers degree
programs, seminars, short institutes and workshops as well as
research reports and occasional papers which provide administrators
and other educational leaders with fresh perspectives on developments
in the arena of post-secondary education.
The National Research Center on the Gifted and Talented. The
mission of the National Research Center on the Gifted and Talented
(NRC/GT) is to produce and disseminate high quality, practical
research studies relating to the identification and development
of the talent of students. The research of the Center has ranged
from investigations of means to encourage talent in young, at-risk
students, to the social and emotional development of gifted students,
to investigating the feasibility of high end learning in middle
schools. There are currently five faculty and ten graduate students
working on projects of the NRC/GT.
The Virginia Center for Educational Policy Studies provides
analysis and assistance to policymakers and educators whose judgment
and choices among competing policy alternatives determine the
quality of education in the nation. As a politically independent
and academically interdisciplinary agency, the Virginia Center
for Educational Policy Studies offers policy studies, policy discussions,
and policy publications.
The Center for Clinical Psychology Services is a non-profit
clinic which provides psychological and educational services to
the public and serves as an in-house training facility for graduate
students of the Institute of Clinical Psychology and other areas
within the Curry School. The Center is organized into specialized
clinics and offers three basic categories of services: diagnosis,
intervention, and consultation.
The Center for Personal and Career Development is operated
by the Department of Human Services. It trains counselors and
provides counseling in career decision-making and career change,
interpersonal relationships, coping with adult life transitions
and personal growth.
Physical Education Facilities are also part of the Curry School of Education.
The Athletic Training and Physical Therapy Clinic provides
therapy for the University's athletic teams as well as for Student
Health, faculty and staff, and physician referrals from the community.
Offering M.Ed., Ed.D. and Ph.D. programs in Athletic Training
and Sports Medicine, and an undergraduate program in Sports Medicine,
the clinic provides practicums for both graduate and undergraduate
students. It is located in the McCue Center.
The Center for Physical Fitness provides professionally
supervised programs of physical fitness enhancement and coronary
risk factor modification. The programs provide the following services:
(1) coronary risk factor screening, (2) medically supervised graded
exercise testing (stress testing), (3) supervised exercise programs
for normal adults, and (4) supervised exercise rehabilitation
programs for coronary heart disease patients. The center also
serves as a teaching and research facility for experiences in
exercise physiology and sports medicine.
The Motor Development Clinic provides evaluative and prescriptive
services for children and youth with motor development problems.
Operated by the Department of Human Services, the clinic serves
as a teaching laboratory to prepare motor development specialists
and provides a source of research opportunities to produce new
knowledge and understanding about motor development in children
and youth.
The Motor Learning Laboratory is a research facility designed
to provide for the scientific investigation of factors which influence
motor skill acquisition and performance. Research can be conducted
to investigate perceptual constraints, movement speed, EEG correlates
of movement, substructures of balance, strength, flexibility,
etc., and psychological factors related to the acquisition and
performance of motor skills. Individuals seeking research experiences
related to motor skill acquisition and performance utilize this
Laboratory.
The Sports Medicine/Athletic Training Research Laboratory conducts
research in injury prevention and rehabilitation. Specific areas
of research include isokinetic assessment of human muscle performance,
postural sway (balance), and joint laxity. The laboratory also
collaborates on research with several departments in the Health
Sciences Center, including the Department of Orthopaedics and
the Department of Radiology.
The Communication Disorders Facilities provide clinical,
research and office space for programs in audiology, speech-language
pathology and speech and hearing science. Although the majority
of classes are taught in the Curry School of Education's Ruffner
Hall facility, the program facilities have electronic conference
room capabilities, speech and language science labs, behavioral
and electrophysiological audiology and hearing science research
labs, individual and group client assessment, treatment and research
space, student research space and a computer lab with network
access to the internet and world wide web.
The Speech-Language-Hearing (SLH) Center, housed in the
Communication Disorders Facility, is an integral component of
the Curry School's Communication Disorders Program and the Department
of Human Services. The SLH Center is a full service ASHA accredited
clinical facility. It provides students in speech pathology and
audiology academic programs, under the supervision of the faculty
and staff of the Communication Disorders program, an opportunity
to acquire experience working with individuals of all ages who
have a wide range of speech, language and/or hearing disorders.
As such, it serves the University, the community, and the Commonwealth
as a diagnostic, treatment, and research center for children and
adults who have communication disorders.
Student Virginia Education Association Student Virginia
Education Association membership is open to both graduate and
undergraduate students. SVEA members participate in various professional
activities, receive various publications, participate in seminars
and conferences, and receive liability/tort insurance.
Council for Exceptional Children The Council for Exceptional
Children is a professional group focusing on issues related to
individuals who have handicapping conditions. Membership is open
to both faculty and students who have interests in working with
exceptional individuals and is sponsored by the Department of
Curriculum, Instruction and Special Education.
Departmental Student Groups Each department has a student
advisory committee to help plan activities for students and to
contribute to the quality of the academic and professional experience
at UVA.
The Pre-Physical Therapy Association The Pre Physical-Therapy
Association was founded in 1981 to provide opportunities for undergraduate
students to learn more about graduate programs and careers in
Physical Therapy. Officers are elected from interested students
and then plan specific experiences such as field trips to rehabilitation
centers and hospitals, visits from graduate schools and lectures
related to contemporary issues in physical therapy. This organization
is part of the sports medicine and physical education program
within the Department of Human Services.
Students with a grade-point average of 3.6 or higher will be recognized
as graduating "with honors"; students with a grade-point
average of 3.75 or higher will be recognized as graduating "with
high honors"; and students with a grade-point average of
3.9 or higher will be recognized as graduating "with highest
honors". Computation of grade-point averages for the determination
of honors will be based on all standard letter grade courses carried
since the student has matriculated in the School of Education.
Students in the five-year teacher education program may be eligible
for Dean's List through the College of Arts and Sciences (for
B.A. and M.T.) or the Curry School (for B.S.Ed. in Physical Education).
Kappa Delta Pi is an honor society in education, first
organized in 1911, and Eta Kappa Chapter of the University of
Virginia, chartered in 1951. The constitution of the society reads
as follows: "The purpose of Kappa Delta Pi shall be to encourage
high professional, intellectual, and personal standards to recognize
outstanding contributions to education. To this end it shall invite
to membership such persons as exhibit commendable personal qualities,
worthy educational ideals, and sound scholarship. It shall endeavor
to maintain a high degree of professional fellowship among its
members and to quicken professional growth by honoring achievement
in educational work." Both men and women are eligible for
membership.
Application to the Curry School Students wishing to apply
for programs in the Curry School of Education must submit a full
application by March 1 of their first year for Teacher Education,
or of their second year for communication disorders, physical
education or teacher education. No applications are accepted if more than two years of credit has been earned. Students seeking to enroll in Teacher Education must be in the College (i.e., students in Engineering
or Nursing must transfer to the College first). Students applying
to B.S.Ed. programs in Communication Disorders or Physical Education
apply to transfer to the Curry School.
To apply, students must complete an application, and statement
of professional goals. In addition, they must submit two letters
of recommendation and a transcript of all work completed and in
progress. Applications are evaluated in terms of academic coursework
(preference given to 3.0 GPA), strong SAT scores (preference given
to 1000 or above), letters of recommendation and experiences related
to professional goals. Applications from under-represented groups
or those with varied backgrounds are strongly encouraged. An interview
with a faculty advisor in the preferred area is also strongly
advised. For specific application procedures check in Room 104,
Ruffner Hall.
Residence Requirement A recipient of a degree in education
from the Curry School must have completed four semesters of study
at the University of Virginia while enrolled in the Curry School
of Education. Exceptions may only be granted with the advisor's
and Dean's permission. In addition, all students must be full-time
(12 hours minimum) during their final semester.
Course Loads Special permission of the advisor and dean's
office is required to take fewer than 12 credits or more than
18 credits in any one semester.
Final Examinations are given during a designated period
of time at the end of each semester. Examinations may only be
given at the time listed in the Course Offering Directory unless
authorized by the Dean. Students are not authorized to take final
examinations before the regularly scheduled time. However, under
serious conditions, students with their instructor's and advisor's
permission may be allowed to postpone the examination to a time
convenient to the instructor. Students who have three exams in
one day or four in a two day period may petition to have one examination
moved.
Course Grades All specifically required courses must be
taken for regular, graded credit (no S/U or CR/NC), including
grades of A+, A, A-, B+, B, B-. C+, C, C-, D+, D, D-, F. Internships,
practicums, and student teaching are generally graded S/U.
Incomplete Grades for Undergraduates An IN is recorded
when reasons known to the professor are judged adequate to justify
an extension of time to complete course requirements. An IN may
not be used to allow a student to attempt to raise a grade
at the end of the term. The timeline to complete an incomplete
may be negotiated with an instructor, but may not extend beyond
one year of the semester in which the course was originally taken.
Students are expected to enter into a written contract with the
instructor specifying the remaining requirements and agreed-upon
timeline. It is the student's responsibility to file the incomplete
agreement in the Curry Admissions Office. After one year, if the
student has not met the terms of the incomplete agreement, the
faculty member may submit a grade of F, U, WP, WF, or W; if no
action is taken by the faculty member, the incomplete is changed
to a W.
Repeating Courses A student who has received a "D"
grade in a required course may be required to repeat the course
as his or her academic advisor or program faculty may direct.
Both grades for the repeated course remain on the transcript and
are used in the computation of the grade point average. The course
credit will be for only one offering.
Adding a Course or Changing the Grading Option All additions
to course schedules, or changes in the grading option for a course
must be completed by the last day to add a course. These changes
are made via Voice Response System (VRS). Changes after the add
deadline may only be considered under emergency circumstances
and require a petition signed by the instructor, advisor and Dean.
Any course required by name must be taken for a grade (not pass/fail).
B.A./M.T. students should consult the policies of the College.
Dropping a Course With the approval of the student's advisor,
a student may drop and void registration in a course until the
official drop date. Permission to take fewer than 12 credits must
be "petitioned" to and approved by the advisor and the Dean.
Withdrawing from a Course B.S.Ed. students may withdraw
from a course at any point prior to 5:00 p.m. on the last day
of classes (in the term of enrollment), if permission has been
secured from the student's advisor and instructor and a petition
filed with the Dean. This action will result in the course remaining
on the transcript, and the instructor being asked to record a
grade (WP, WF or W) on the final grade sheet. None of these notations
will affect the GPA, nor will the course count toward credits earned.
In order to implement this policy, a student must secure and complete
a petition form. This form must be signed by the advisor and the
instructor who must also indicate the withdrawal status to be
assigned on the final grade report. College students should consult
the policies of the College and note the earlier date.
Enforced Withdrawal See University
Regulations.
Probation and Suspension An undergraduate student must
maintain "good standing" each semester by completing
at least 12 credits of graded work (or "S/C" work if
engaged in practica or student teaching), with at least a 1.8
semester average and no more than one grade below C- (or "U/NC").
A student will be placed on academic probation after any semester
in which "good standing" is not attained.
Suspension involves enforced withdrawal from the Curry School
of Education. A student placed on probation in any semester may
be suspended if he or she does not regain good standing at the
end of the next semester. A student who has been suspended may
apply to the Office of Admissions and Student Affairs of the Curry
School of Education for readmission after one regular semester
or one summer session has elapsed since the date of suspension.
If readmitted, the student will be on probation and will be suspended
again after one semester unless the cumulative grade-point average
for all courses completed is above 2.0.
Students in the College must comply with all College rules, plus
Curry School policies for Teacher Education.
Grievance Procedure Due process is guaranteed all students.
See Grievance Procedures in the University Regulations section
in the front of this Record, or consult the Associate Dean's
Office in 104 Ruffner.
Licensure for Teaching The Curry School of Education affirms
the distinctiveness of degree requirements and licensure requirements
in its programs. While many programs will contain both kinds of
requirements, and major portions of the two may be synonymous,
one may meet one set of requirements, i.e., receive a degree,
without qualifying for recommendation for licensure. Information
concerning licensure requirements is provided to students through
the Office of Admissions and Student Affairs of the Curry School
of Education. In order for a student to be recommended by the
School of Education for professional licensure, he or she must
complete a teacher education program sequence approved by the
faculty of the Curry School of Education.
Teacher Warranty The Curry School of Education has great
confidence in its graduates. Because of this sense of pride, the
Faculty of the School promise to support its graduates throughout
their first year of teaching. That is, if a graduate encounters
professional problems during the first year of employment in a
school within the Commonwealth of Virginia, the Curry School will
join with the employing school system to help the teacher acquire
additional skills necessary to meet the demands of the situation.
(For more specific details, contact the Dean's Office.)
The bachelor's degree provides a comprehensive background in the
chosen liberal arts discipline, culminating in a B.A. degree from
the College. (Academic training comparable to the liberal arts
degree is provided for physical education teachers through the
Curry School, culminating in a B.S.Ed. degree.) These bachelor's
degree experiences are integrated with professional training in
subject matter specialities, pedagogical aspects of education,
and clinical/school based experiences.
The five-year Teacher Education Program offered by the Curry School
is recognized nationally for its strong foundation in the liberal
arts as well as its advanced professional training aspects. Major
characteristics of this program include:
Permission to enroll requires that the applicant be in "good
standing", provide adequate SAT scores, and complete an application
with statements describing (1) commitment to continued learning
and intellectual growth; (2) interest in teaching children and
youth; and (3) previous experience working with children and youth.
After enrollment, students are assessed on quantitative skills,
verbal skills (oral and written) and computer literacy. Students
must remediate any identified deficiencies prior to graduation.
Admission to Teacher Education All teacher education students
have a primary major in the College of Arts and Sciences (or in
Education for Physical Education majors). Official admission to
teacher education follows completion of second year requirements.
To be admitted, applicants must have (1) satisfactorally completed
EDHS 201 and EDIS 288; (2) declared a major in the College (or
in Physical Education); (3) demonstrated progress to remediate
any skill deficiencies previously identified, and (4) exhibited
an outstanding academic record.
Advancement to Graduate Study During the fall of the fourth
year, students apply to the Master of Teaching degree program
in the Curry School of Education. At this time students must take
the Graduate Record Examination, submit two letters of recommendation,
and academic transcripts attesting to outstanding academic performance.
Criteria for advancement to graduate study include: (1) demonstrated
competence in basic skills (verbal, quantitative, and computer
skills); (2) an outstanding GPA (2.75 overall/3.0 in academic
major); (3) recommendation of advisor in the College and faculty
from Education; (4) satisfactory performance in all field experiences;
(5) demonstrated proficiency in public speaking; and (6) satisfactory
performance on the GRE.
Note: GPA's in selected academic areas are sufficiently different
that students may appeal for a variance in the 3.0 standard.
Satisfactory Academic Performance in Teacher Education Courses
required for the B.A. degree taken at the 400 level or below may
be successfully completed with a passing grade of D- or better.
Courses in the major must reflect a cumulative grade point average
of 3.0 or better.
Courses taken at the 500 level or above in the major and in professional
studies require a minimum grade of B- or better. 500 level courses
taken before the fourth year in which a student has performed
below the level of B- may be petitioned, with advisor and dean's
office approval, to have the grade standard waived.
Professional studies courses at the 500 level in which a student
has received a failing grade (less than a B-) must be retaken
or a substitute professional course taken to replace the deficiency.
Course substitution or retaking a course must be approved by the
advisor and the Office of Teacher Education. Program deficiencies
may require that the student be suspended from the program.
Financial Aid for Fifth Year Students Students in the five
year teacher education program are both undergraduate (B.A./B.S.Ed.)
and graduate students (M.T.) during their fifth year at the University.
Due to federal regulations regarding financial aid, students are
eligible for undergraduate grants for only four years. During
the fifth year of study, students qualify for the normal graduate
scholarship and loan programs, but not for undergraduate grants.
(Note: Tuition is charged at the undergraduate rate for all five
years.)
Echols Scholars For Echols Scholars in the BA/MT program,
the general studies component should be a well-planned sequence
of courses and experiences that must include theoretical and practical
knowledge gained from studies in mathematics, natural science,
social science, US/American history, English communication, literature,
and other humanities.
During the second year, students participate in a course called
Teaching as a Profession (EDHS 201) and field-based experiences
in schools (EDIS 288). Rising third-year students declare a specific
"content" major, and may be officially accepted into
the teacher education program. At that time, students are assigned
two advisors, one representing the major in the College and one
representing professional education (Physical Education majors
have only one advisor). Students must meet with each advisor each
semester.
Professional courses continue throughout the third, fourth and
fifth year, and include the following courses:
All those completing M.T. programs for initial licensure in the
Commonwealth of Virginia must qualify by passing the National
Teacher Exam (Common and Area Examinations) or Praxis I and II.
Students should contact their advisor in the Curry School of Education,
or the Office of Admissions, for further information. Taking the
NTE exam and appropriate specialty tests are graduation requirements.
Elementary Teaching Programs Individuals seeking endorsement
in elementary education will be qualified to hold both endorsements
for primary grades (K-4) and for the middle school grades (4-8).
This offers maximum opportunity for employment, career development
and career changes.
Prospective elementary teachers may complete a major from any
one of the following disciplines.
Secondary Education Programs The University of Virginia
offers a wide choice of academic majors, with many majors leading
directly to an endorsement to teach in the secondary school. Endorsements
are also possible in selected majors where job opportunities are
severely limited, e.g., sociology and cultural anthropology; economics;
journalism, theatre arts; psychology. These courses tend to be
taught as electives in secondary schools. Still other majors,
religion for example, are not taught in the public schools.
The following descriptions are for endorsement programs approved
by the Commonwealth of Virginia Department of Education.
Note: The credits required for a major at the University of Virginia
generally exceed the credits required for an endorsement in a
particular field. Introductory courses that may not be counted
for the major in the College may be counted for endorsement purposes.
Students majoring in fields for endorsement at the secondary level
must complete the regular professional education sequence plus
two specific courses related to the academic discipline (e.g.,
English):
English The curriculum for prospective teachers of English
fulfills the guidelines of the National Council of Teachers of
English (1976,1986) plus all requirements of the Commonwealth
of Virginia. Minimum requirements include:
Foreign Language Education Endorsement programs are available
in French, German, Latin, and Spanish. Students must complete
a major in the appropriate language, and include course work related
to advanced grammar and composition, conversation, culture and
civilization, literature, and applied linguistics, with a minimum
of credits in the specific language, including:
Students who have completed a major (including all endorsement
requirements) in one modern foreign language or Latin, may be
additionally endorsed in a second modern language by completing
18 credits above the 300 level. Course experiences must include
advanced grammar and composition, conversation, French culture
and civilization, French literature and applied linguistics.
An endorsement in English as a Second Language is available to
students with majors in a modern foreign language or English. Requirements
include 9 credits in linguistics, including general linguistics;
English phonology, English morphology and syntax, applied
linguistics and a course in teaching a second language.
Mathematics requires a major in mathematics or its equivalent
including at least 8 courses in mathematics above the calculus
sequence. The math major must include; calculus, 6 credits of
mathematical analysis with differential equations; 6 credits linear
and modern algebra; 6 credits of probability and statistics; and
3 credits of geometry; (including at least 6 credits taken at
the 500 level or above). In addition, at least 3 credits of computer
science and 3 credits of educational computing must be presented.
General Math and Algebra A student who has completed requirements
for an endorsement in another area, may be additionally endorsed
to teach general mathematics and algebra by completing a concentration
of 20 credits of computer science and math including two courses
in differential and integral calculus, one course in linear or
modern algebra, two courses selected from mathematical analysis,
discrete mathematics, geometry, probability, statistics, and at
least one course in computer science.
General Math, Algebra and Geometry Prospective teachers
who have completed requirements for an endorsement in another
subject field may be additionally endorsed to teach general math,
algebra and geometry by completing a concentration of 20 credits
in math and computer science including two courses in differential
and integral calculus, a course in linear or modern algebra, one
course in geometry, one course selected from mathematical analysis
and one course in computer science.
Science Teacher education students interested in science
participate in programs designed to meet or exceed the standards
of National Science Teachers Association (1986). Science education
majors must complete 52 credits in science, mathematics (at least
to introductory calculus), statistics and computer applications
in order to demonstrate depth and breath of scientific background.
Special Education Programs in special education meet the
guidelines of the Council for Exceptional Children and prepare
teachers to work in at least two handicapping areas: behaviorally
disordered, learning disabled and/or mentally retarded.
Professional preparation for Special Education must include:
three credits each in characteristics of two specific disabilities
(behavioral disabilities, mental retardation or learning disabilities);
nine credits in elementary education including reading and language
arts, reading diagnostics, and children's literature; and computation,
numeration and manipulatives in math; nine credits including principles
of curriculum and instruction for exceptional individuals, methodology
for exceptional individuals, classroom management and psychoeducational
assessment of exceptional individuals, and field experiences in
teaching exceptional individuals.
Physical Education The Five-Year Program leading to endorsement
in physical education (and health or athletic training) requires
that all students transfer into the Curry School of Education
for a combined B.S.Ed./MT degree. This physical education program
follows the same format as the B.A./MT option, but is located
entirely in the Curry School due to the specific disciplinary
course offerings related to human movement sciences (e.g., anatomy,
kinesiology, motor learning, and sport psychology).
Physical Education majors must take Biology 201-202 and a lab
as part of the natural science requirements. Students must take
a variety of performance courses and are therefore not required
to complete the foreign language courses within the humanities
area (although 12 credits of humanities are required and may include
foreign languages).
The content major for physical education focuses on human movement
sciences such as anatomy, kinesiology, exercise physiology, motor
learning, etc. This program qualifies individuals to meet endorsement
requirements to teach physical education K-12, with an optional
health endorsement. The program is designed to meet all AAHPERD
(NASPE) certification requirements.
Individuals complete 45 credits in the College of Arts and Sciences
plus: 25 credits in human physical development and movement sciences
including motor development, anatomy, kinesiology, exercise physiology
and motor learning; 10 credits in physical performance areas (sports,
dance, rhythms); 13 credits in health areas including contemporary
health issues, emergency medical care, nutrition and school health;
10 credits in adapted physical education including developmental
disorders and orthopedic/sensory impairments.
Professional Preparation in physical education includes the following
courses:
Practicum experiences in physical education include the regular
sequence of field experiences in the five-year teacher education
program (EDIS 288, 488), instructional technology (EDES 388),
special teaching experiences in physical education (EDHS 357,
385), and the teaching associateship (Student Teaching: EDHS 771,772)
in physical education K-12.
An endorsement to teach health K-12 may be added to a first endorsement
in physical education upon completion of an additional 12 credits
in health content, including school health and nutrition. An alternative area of concentration is available in athletic training upon completion of 12 credits in selected courses. In addition, 1,500 clock hours of practicum work in athletic training are needed in order to take the NATA certification examination.
General Education requirements are 12 credits in Humanities, including
English Composition and English Literature; 12 credits in Social
Sciences, including Introduction to Psychology and Introduction
to Sociology; 12 credits in Math and Science, including 3 credits
in Math (Math 111 or above) and Biology 201 and 202 with a lab;
and Contemporary Health Issues (EDHS 450 - 3 credits).
Sports Medicine is a specialization which leads to career
opportunities in athletic training or physical therapy. Students
must complete 126 credits of coursework emphasizing the human
movement sciences and basic natural sciences (chemistry, physics,
physiology) and sports medicine.
Additional requirements include attendance at a professional conference.
(Note: 1500 Practicum Hours of Athletic Training are required
to qualify for the NATA certification exam.)
Eligibility for admission to the program is based on the admission
requirements of the University of Virginia, the Curry School of
Education, and the Health and Physical Education Program Area.
Generally, applicants require at least a 3.0 cumulative GPA and
1000 combined score on the SAT. As the program is geared toward
graduate study, a strong background in the general sciences is
recommended. Students should be career oriented in sports medicine
or allied health areas. Enrollment is limited to 15 students per
year.
General education requirements are 12 credits in Humanities, including
English Composition and English Literature (required) and the
balance from any of the following fields: foreign language, public
speaking, fine arts, music, philosophy; 12 credits in Social Sciences,
including one class in American History (HIUS, required) and the
balance frompsychology and/or sociology (6 credits), and history, anthropology, economics, political science, or geography; 15 credits in Natural Sciences and Mathematics, including a college level mathematics (MATH 111 or above), statistics, and three science courses (require Biology 201 and 202, Physics 106N); Contemporary Health Issues (EDES 450) and one credit in Physical
Activity (PHYE), six credits in professional education (EDES 315
and EDES 316; PSYC 250).
Each program must include at least 40 credits of approved course
work in the nature, prevention,
evaluation, and treatment of speech, language, hearing, and related
disorders. This pre-professional course work addresses issues pertaining to normal
and abnormal human development and behavior across the life span
and to culturally diverse populations. The Bachelor of Science
Degree, awarded upon completion of the four year, 120 credit hour
program, is not adequate preparation for provision of clinical services to children and adults with communicative disorders, nor for professional certification from the American Speech-Language-Hearing Association (ASHA). Completion of an accredited graduate program in speech Pathology or Audiology is required for ASHA certification and state licensure.
Link to complete text of Sample Programs.
Curry School of Education
Ruffner Hall, 405 Emmet Street S
University of Virginia
Charlottesville, VA 22903
(804) 924-3334
Curry School of Education World Wide Web site
Accreditation
The Curry School of Education and its programs to prepare school
personnel are accredited by the National Council for Accreditation
of Teacher Education. In addition, individual program specializations
are accredited by such organizations as the American Speech, Language
and Hearing Association, the National Athletic Trainers' Association
and the Council for Exceptional Children.
Facilities and Services
Ruffner Hall The majority of academic facilities and offices
of the Curry School of Education are located in Ruffner Hall.
This modern facility houses laboratory space for studies in science
education, instructional technology, counselor education, reading,
educational psychology, and educational research. A well-equipped
behavioral study area enables students and faculty to carry on
advanced level clinical observation and research, and a number
of flexible meeting areas provide a supportive environment for
studies in education.
Physical Education Facilities
Communication Disorders Facilities
Student Organizations
Education Council All students in the Curry School of Education
become members of the Education Council. In addition to its function
as liaison between students and faculty of the School of Education,
the EC participates in many service programs affecting the University
and the Charlottesville community such as tutoring underprivileged
children and coaching children's sports activities.
Academic Honors and Honorary Societies
Dean's List To be placed on the Dean's List in any given
semester, an undergraduate must maintain a minimum 12 credit course
load and achieve a grade-point average of 3.4 or higher without
failure in any course. Grade- point averages for recognition on
the Dean's List are based on all courses carried in which standard
letter grades are awarded.
Academic Requirements and Options
All students are subject to the academic policies specified in the front of this
Record as University Regulations. In addition,
students must follow the policies of the Curry School of Education.
Teacher Education Degree Programs
Students wishing to pursue an academic program leading to teacher
licensure will be required to complete a five-year curriculum
leading to the simultaneous awarding of both a bachelor's and
master's degree. This program, sponsored cooperatively by the
College of Arts and Sciences and the Curry School of Education,
provides an extensive liberal arts foundation, content area preparation,
and professional study in Education.
Enrollment Procedures for the 5-Year Teacher Education Program
Students who are in the College of Arts and Sciences should
apply for permission to enroll in the Teacher Education program
during the second semester of the first year of study. The application
deadline is March 1. Students, including transfers from other
institutions, may also apply to the program during their second
year of study and prior to March 1, but must attend summer school
in Charlottesville in order to complete the second-year professional
coursework before the start of the third year.
General Education
All students in the bachelor's/M.T. program must complete the
general education requirements specified by the College of Arts
and Sciences, or in the case of B.S.Ed. candidates, those requirements
specified exclusively by the Curry School of Education. This liberal
arts core includes foreign languages for all B.A. candidates,
and must also include the following specifications in order to
meet licensure requirements. Candidates for the B.A. degree must
have completed a total of 102 credits from the College.
Humanities: Credit 3 3 3 0-14 Natural Sciences and Mathematics: 6-8 3 3 Social Sciences: 4 3 3 3 Physical Education: 1 Professional Education Courses
Students in teacher education pursue advanced course work in a
specific discipline as well as professional education experiences.
Prospective teachers begin professional studies during the second
year through exploration of the environment of teaching. Specific
content includes knowledge about the function of schools, characteristics
of professions, communication skills, and practical experiences
in schools.
Teaching Fields
The requirements for each teaching specialization are determined
largely by the kind of teaching position for which the student
is preparing. The minimum requirements stated below are in addition
to the courses required in General Education and are in compliance
with state licensure guidelines.
In addition to the generic professional studies courses described
earlier, endorsement requirements include specialized studies
during the fourth and fifth year, including:
When completing a second endorsement, EDIS 540 is required in each of the requested endorsement areas.
Course work should also include the linguistics/modern grammar,
language instruction. Recommended coursework includes topics related
to women and minority American writers and a working knowledge
of theatrical and cinematic aesthetics.
Latin Students seeking endorsement as a Latin teacher must
complete 18 credits (above Latin 103) and 12 credits in related
subjects. Course experiences should include reading and comprehension
of Latin, phonology, morphology, and syntax of Latin, culture
and civilization of the Roman people and literary masterpieces.
Teachers who have completed requirements for endorsement in other
modern languages may be additionally endorsed by completing 12
credits above Latin 103 and Classics 202.
Social Studies Individuals wishing to be teachers in social
studies may choose from seven options, with history and government
being the most commonly taught subjects in schools.
Biology -- 32 credits in biology, with at least one course
from each of the following areas: botany, cell biology/biochemistry,
ecology, evolution, genetics, microbiology, physiology, zoology,
plus 20 credits in a related field, including chemistry, earth/space
science, mathematics (above intro calculus) and physics. Chemistry -- 32 credits in chemistry, with at least one course
from each of the following areas: analytical chemistry, biochemistry,
chemistry electives, inorganic chemistry, organic chemistry, physical
chemistry, plus 20 credits in a related field, including: biology,
earth/space science, mathematics (at or above calculus), and physics. Earth and Space Science -- 32 credits in earth and space
science, with at least one course from each of the following areas:
astronomy, geology, meteorology, oceanography, plus 20 credits
of supporting courses in biology, chemistry, mathematics and physics. General Science -- 44 credits in biology, chemistry, physics,
and earth/space science, including 8 credits in each of the following:
biology, chemistry, earth/space science and physics, plus mathematics
courses to the pre-calculus level. Physics -- 32 credits in physics including the following
areas: atomic and nuclear physics, classical mechanics, electricity
and magnetism, heat and thermodynamics, optics, quantum mechanics,
radiation and radioactivity, relativity, waves, plus 20 credits
of supporting courses in: biology, chemistry, earth/space science,
and mathematics through introduction to differential equations.
Anthropology -- 30 credits including introductory principles
of anthropology, ethnology and ethnography, archaeology and linguistics.
(A second endorsement in anthropology can be earned with 19 credits
in addition to another social studies endorsement, including introductory
principles of anthropology, ethnology and ethnography, archaeology
and linguistics.) Economics -- 30 credits including entry level economics,
basic and intermediate studies of microeconomic and macroeconomic
principles; econometrics, and international trade. (A second endorsement
in economics can be earned with 18 credits in addition to another
social studies endorsement, including basic and intermediate studies
in microeconomics and macroeconomic principles, economic thought
and international trade.) Geography -- Requires a 30 credit major in environmental
science or in anthropology; 9 additional credits in the opposite
social science. If the major is anthropology, 6 credits in the
environmental sciences, including land use and climates of the
world, and 3 credits of physical geography (EDIS 564) are required.
If the major is environmental science six credits in anthropology,
including culture areas of the world and three credits of Cultural
Geography (EDIS 565) are required. (A second endorsement in geography
for teachers of other social studies areas requires 6 credits
in environmental science, including land use and climates; 6 credits
in anthropology including culture areas of the world; physical
geography (EDIS 564); and cultural geography (EDIS 565). Government (Political Science) -- 30 credits above entry
level including: courses in American government, political theory,
comparative government; international relations; and constitutional
processes; and at least one course in basic economics. (A second
endorsement in Government can be earned if the major is in social
studies, and 18 credits are completed including American government,
political theory, comparative government, international relations,
and constitutional processes.) History -- 28 credits above entry level, including: three
fields with at least one course in African, Asian or Latin American
history; 6 credits in American history; 6 credits in history of
the West before 1600; and one course in basic economics. (A second
endorsement in history can be earned if the major is social studies,
and 24 credits as described above are completed.) Psychology -- 30 credits at or above the 200 level, including:
statistics in psychology; experimental psychology; learning and
cognition; psychobiology; and social psychology. (A second endorsement
in psychology can be earned if the major is in social studies,
and 16 credits above the 200 level as described above are completed.) Sociology -- 31 credits including entry level sociology
plus introductory principles of sociology; social statistics;
social analysis; problems in society; and research in sociology.
(A second endorsement in sociology can be earned if the major
is in social studies, and 18 credits in introductory principles
of sociology; social statistics; social analysis; and problems
in society are completed.) Social Studies (Broad Field Option) -- This option is designed
for teachers in grades 9-12 who wish to be prepared for interdisciplinary
curricula in middle schools: 28 credit major in history or 27
credit major in government; 18 credit minor in history if a government
major or 15 credit minor in government if a history major; 6 credits
in economics (12 are recommended); 6 credits in physical and cultural
geography.
All students are required to attend at least one state or national convention within the profession of physical education, and to fulfill an experience in outdoor education.
Sports Studies: Sports Medicine
The Sports Medicine program is a four year pre-professional curriculum
leading to a B.S.Ed. degree in Physical Education. Most students
electing this option will pursue a master's degree following the
receipt of the B.S.Ed. degree.
Communication Disorders
The Communication Disorders program offers a four year pre-professional
curriculum leading to a B.S. Ed. degree in Communication Disorders.
Students electing this option will pursue a Master's degree following
the receipt of the B.S. Ed., since a Master's degree is the entry
level degree for practice in the professions of Communication
Disorders. The undergraduate curriculum prepares students who
wish to choose from one of three career paths in Communication
Disorders and Sciences; (a) audiology, or (b) speech-language
pathology, or (c) speech and hearing science. As the program is
geared toward graduate study, a strong background in general sciences
and languages is recommended. Students should be career oriented
in communication disorders and sciences. Students admitted to
the program undergo a screening of their speech and hearing
and a follow up on any recommendations which are made based
on the screening test results.
Sample Programs
The following sample programs are provided to facilitate academic
planning. These are suggested sequences which reflect a solid
arrangement of courses leading to the fulfillment of all degree
requirements. The sample programs should not be perceived as a
rigid set of requirements, but rather as a guide for academic
planning. (Students are reminded that their Advisor's permission
is required for any official academic registrations, including
add/drops.)