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 on-line at: http://curry.edschool.virginia.edu/. Access to information about admissions and academic policies may also be requested by sending an electronic mail message to Curry@Virginia.edu.
Curry School of Education
Ruffner Hall, 405 Emmet Street S
University of Virginia
Charlottesville, VA 22903-2495
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, preparing graduate students to serve as reading-language specialists. It also provides a remedial center for children with reading disabilities.
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 Orthopaedic Surgery and the Department of Radiology.
The Sport Psychology Laboratory provides research opportunities related to psychological factors which effect participation in exercise and sport. Special areas of interest include performance enhancement, exercise adherence, and developmental sport psychology.
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.
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 under the supervision of the faculty and staff of the Communication Disorders Program. It provides students in the speech pathology and audiology academic programs an opportunity to acquire experience working with individuals of all ages who have a wide range of speech, language and/or hearing 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 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 they 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 is based on all standard letter grade courses carried since the student has matriculated in the Curry School of Education. Students in the five-year teacher education program may be eligible for dean's list through the College of Arts and Sciences (for B.A. and M.T.) or the Curry School (for B.S.Ed. in Physical Education).
Kappa Delta Pi is an honor society in education first organized in 1911, and the Eta Kappa Chapter of the University of Virginia was 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 male and female students 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 or second year for Teacher Education, or of their second year for Communication Disorders or Sports Medicine. Students are not eligible to enter a Curry program if they have completed more than two years of college work. 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 a 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 course work (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. Information about specific application procedures is available 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 all semesters, including the final one.
Course Load Special permission of the advisor and dean's office is required to take fewer than 12 credits or more than 18 credits during a given semester.
Final Examinations are given during a designated period of time at the end of each semester. Examinations may only be given at the time listed in the Course Offering Directory unless authorized by the dean. Students are not authorized to take final 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 Office of Admissions. After one year, if the student has not met the terms of the incomplete agreement, the faculty member may submit a grade of F, U, WP, WF, or W; if no action is taken by the faculty member, the incomplete is changed to a W.
Grade Changes No grade may be changed after it has been submitted the the university registrar without the approval of the dean. The dean is not authorized by the faculty to change a grade submitted to the university registrar except when an instructor certifies that, because of errors in calculation or transcription, an incorrect grade has been submitted.
The Curry School limits the time in which a grade change is approved to the following semester.
Credit/No Credit Courses Students have the option of receiving the grades CR (credit) or NC (no credit) in place of the regular grades A through F for a given course. This option is taken at the time the students register for the course. Instructors have the right to refuse to permit students to take courses on a CR/NC basis. If this occurs, students may either change back to the regular grading option or they may drop the courses entirely. Courses taken for CR/NC may not be used for any major or basic area requirements.
No more than two courses may be taken on a CR/NC basis in any semester or in Summer Session. A maximum of 24 credits of CR/NC courses can be used toward the degree. Students may not use a CR/NC course to repeat a course in which a grade has already been given. If such a case should occur, the credits in the CR/NC course would not count toward graduation. The last day to change a CR/NC option is the same as the last day to drop a course. The CR/NC option may not be used in the following instances: to meet the specific requirements under general education; to meet requirements for specialization in a teaching field; or to meet requirements for professional education with the exception in some teaching areas of field experiences and accompanying seminars which are offered only on a CR/NC basis.
Repeating Courses A student who has received a grade of D 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 Associate Dean for Undergraduate Programs.
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 grade point average, 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 the chapter entitled "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 chapter 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 expected to demonstrate competence of 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 EDIS 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.)
|ENWR 101 (or equivalent)||3|
|Literature (English or American)||3|
|Foreign Language for all B.A. degrees (not required for B.S.Ed.)||0-14|
|The second writing requirement|
|Natural Sciences and Mathematics:|
|Science (two classes of a single science)||6-8|
|Mathematics (110 or above)||3|
|Mathematics or Science||3|
|Western Civilization (one semester)||4|
|Physical Education (Activity)||1|
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 (EDIS 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:
|EDLF 301||Learning and Development||3|
|EDLF 345||Instructional Technology Laboratory||2|
|EDIS 302||The Exceptional Child||3|
|EDIS 501||Curriculum and Instruction||2|
|EDIS 502||Instruction and Assessment||2|
|or EDIS 502||Secondary Instruction and Assessment||2|
|EDIS 488||Field Practica -- associated with EDIS 501-502||2|
|EDIS 588||Teaching Associateship (student teaching)||12|
|EDIS 586||Multicultural and Health Seminar||1|
|EDIS 589||Classroom Management and Conflict Resolution||1|
|EDLF 710||Contemporary Educational Issues||3|
|EDIS 788||Field Project||3|
All those completing M.T. programs for initial licensure in the Commonwealth of Virginia must qualify by passing the National Teacher Exam (Specialty Area Examinations) and Praxis I. Students should contact their advisor in the Curry School of Education, or the Office of Admissions, for further information. Taking the Praxis exams and appropriate specialty tests are graduation requirements.
Elementary Education Programs Prospective elementary
teachers may complete a major from any one of the following disciplines:
|Group A.||History and Social Sciences (anthropology, economics, government, history, sociology, psychology)|
|Group B.||Language Studies (linguistics, English, foreign language, speech communications, classics)|
|Group C.||Sciences (astronomy, biology, chemistry, physics, environmental sciences)|
In addition to the generic professional studies courses described
earlier, endorsement requirements include specialized studies
during the fourth and fifth year, including:
|EDIS 530||Language Skills||6|
|EDIS 531||Reasoning Skills||6|
|EDIS 587||Seminar in Elementary Education||3|
See sample program for elementary teachers.
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, and 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.,
|EDIS 540||Teaching "X" in Secondary Schools||6|
|EDIS 587||Seminar in Subject Area Teaching||3|
When completing a second endorsement, EDIS 540 is required in each of the requested endorsement areas.
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 9 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.
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 breadth of scientific background.
|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 cultural 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.|
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.
See sample BA/MT program for special education teachers.
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 BIOL 201-202 and a lab as part of the natural science requirements. Students must take a variety of performance courses and are therefore not required to complete the foreign language courses within the humanities area (although 12 credits of humanities are required and 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); 10 credits in adapted physical education including developmental disorders and orthopedic/sensory impairments; the health option requires 13 credits and, in addition, the athletic training option also requires 13 credits plus some additional requirements.
Professional Preparation in physical education includes the following
|EDHS 358||Teaching Secondary Physical Education|
|EDHS 357||Teaching Elementary Physical Education|
|EDHS 356||Elementary Physical Ed. Curriculum|
|EDHS 359||Secondary Physical Ed. Curriculum|
|EDHS 546||Assessment in Physical Education|
|EDHS 770||Physical Education Seminar|
All students are required to attend at least one state or national convention within the profession of physical education, and to fulfill an experience in outdoor education.
Practicum experiences in physical education include the regular sequence of field experiences in the five-year teacher education program (EDIS 288, 488), instructional technology (EDLF 345), special teaching experiences in physical education (EDHS 357, 358, 377), and the 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 13 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.
See sample program for physical education teachers with health or athletic training option.
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 BIOL 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 course work emphasizing the human movement sciences and basic natural sciences (chemistry, physics, physiology) and sports medicine.
Additional requirements include attendance at a professional conference. (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.
See sample BSED program in sports medicine.
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 from psychology 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 BIOL 201, BIOL 202, and PHYS 106); contemporary Health Issues (EDHS 450), and one credit in Physical Activity (PHYE); six credits in Professional Education (EDLF 315 or PSYC 250 and EDLF 316).
The program includes at least 37 credits of approved coursework 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 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.
See sample BSED program for communication disorders.