9 • graduate school of education · 2004-10-12 · the athletic training and physical therapy...

General InformationThe Curry School of Education, founded withtwo professorships in 1905 as one of the aca-demic schools of the University, was endowedby gifts of $100,000 from John D. Rockefellerand $50,000 from the State GeneralEducation Fund. The school was named forDr. J.L.M. Curry, a native Georgian whoseaccomplishments made him a man of greatrenown throughout the antebellum andreconstruction South. In addition to beingan ordained minister, a Harvard law gradu-ate, a member of Congress, and a U.S.Ambassador, Dr. Curry was a historian, anauthor, a college professor, and a strongadvocate of universal education.

In 1919, the school was given a professionalbasis similar to that of the Schools of Law,Medicine, and Engineering; and, in 1950, agraduate division was established, offering thedegrees of Master of Education and Doctor ofEducation. An Education Specialist degree wasapproved and initiated in 1974.

In 1968, the Curry School of Educationentered a period of rapid and significantgrowth. By the mid 1970s, the faculty hadincreased to approximately 120 members, andthere are now more than 20 specialized pro-grams. The school has assumed a strong lead-ership role in the state through training educa-tional personnel, providing valuable profes-sional experiences, and applying research find-ings in service to various school divisions, col-leges, and other educational agencies.

The Curry School of Education has twomajor missions. The first is to prepare person-nel to work in America’s educational system,pre-kindergarten through collegiate levels, andto conduct research and scholarship thataddress problems and issues of importance toour educational system. Through partnershipswith other organizations and educational insti-tutions, the Curry School is committed todeveloping exemplary and innovativeapproaches to address those issues and prob-lems. The second mission is to enhance humanpotential by preparing professionals and con-ducting research in such areas as psychologi-cal/emotional development, physical develop-ment and fitness, and speech/language/audi-tory development. These areas contribute tothe betterment of the human condition and aredirectly related to increased learning and suc-cessful experiences in our educational system.

The school offers graduate students exten-sive opportunities for experience in research.The University’s reciprocal relationships withschool divisions and other educational agen-cies allow for practicum experience and pro-vide opportunities to study the implementa-tion of change in varied institutional settings.Extensive information about the Curry Schoolof Graduate Education and its programs isavailable online: curry.edschool.virginia.edu

AddressCurry School of EducationRuffner Hall, 405 Emmet Street SUniversity of VirginiaP.O. Box 400261Charlottesville, VA 22904-4261(434) 924-3334http://[email protected]

Degree ProgramsThe Curry School of Education offers pro-grams leading to the Master of Education, theMaster of Teaching, the Education Specialist,the Doctor of Education, and the Doctor ofPhilosophy in Education degrees. There isalso a five-year Teacher Education Programthat allows students to earn both a bachelor’sand a master’s degree simultaneously.

All degree programs offered by the CurrySchool of Education that are related to teachereducation and educational leadership havebeen accredited by the National Council forAccreditation of Teacher Education (NCATE)and the Teacher Education AccreditationCouncil (TEAC).

Areas of Graduate StudyGraduate degrees are available in the follow-ing program areas. In some cases, a particularprogram includes several sub-specialties. Fora listing of sub-specialties applicable to theEd.D. and Ph.D. degrees, see the DoctoralDegrees section.

Areas DegreesAdministration and M.Ed., Ed.S.,

Supervision Ed.D., Ph.D.Clinical Psychology Ph.D.Communication Disorders M.Ed., Ph.D.Counselor Education M.Ed., Ed.S.,

Ed.D., Ph.D.Curriculum and Instruction M.Ed., Ed.S.,

Ed.D., Ph.D.Educational Psychology M.Ed., Ed.S.,

Ed.D., Ph.D.Educational Research M.Ed., Ed.D.,

Ph.D.Elementary Education M.T., M.Ed.,

Ed.D., Ph.D.English Education M.T., M.Ed.,

Ed.D., Ed.S., Ph.D.

Foreign Language M.T., M.Ed.Higher Education Ed.S., Ed.D.,

Ph.D.Instructional Technology M.Ed., Ed.D.,

Ph.D.Mathematics Education M.T., M.Ed.,

Ed.D., Ph.D.Kinesiology (Health and M.T., M.Ed.,

Physical Education) Ed.D., Ph.D.Reading Education M.Ed., Ed.S.,

Ed.D., Ph.D.

School Psychology M.Ed., Ed.D., Ph.D.

Science Education M.T., M.Ed., Ed.D., Ph.D.

Social Foundations M.Ed., Ed.D., Ph.D.

Social Studies Education M.T., M.Ed., Ed.D., Ph.D.

Special Education M.T., M.Ed., Ed.S., Ed.D., Ph.D.

Note: Students who want to enroll in one or moregraduate courses but do not intend to work for adegree at the University of Virginia should apply foradmission as professional development students.

Facilities and Services

Ruffner Hall The majority of academicfacilities and offices of the Curry School ofEducation are located in Ruffner Hall. Thisfacility houses laboratory space for studiesin science education, instructional technol-ogy, counselor education, reading, educa-tional psychology, and educational research.A well-equipped behavioral study areaenables students and faculty to carry onadvanced-level clinical observation andresearch, and a number of flexible meetingareas provide a supportive environment forstudies in education. Additionally, RuffnerHall houses centers that provide services tothe community, the state and the nation,while providing students and faculty withinstructional and research opportunities.

The Center for Clinical Psychology Ser-vices is a non-profit clinic providing psycho-logical and educational services to the publicand serving as an in-house training facility forgraduate students of the Curry Programs inClinical and School Psychology and other areaswithin the Curry School. The center is organ-ized into specialized clinics and offers threebasic categories of services: diagnosis, inter-vention, and consultation.

The Education Library contains approxi-mately 150,000 volumes of current educa-tional materials, a file of over 400,000 ERICmicrofiche titles, and access to VIRGO. Thelibrary supports the academic needs of theundergraduate and graduate programs of theCurry School and provides periodicals, micro-films, books, and reserve materials requiredfor class reading. Optical disc (CD-ROM) data-base systems and Internet connections provideaccess to materials from throughout the world.Retrospective research materials in educationare located in Alderman Library.

The Educational Technology Centerprovides students and faculty with opportuni-ties for technology-enhanced instruction andresearch. The center houses the Audio-VisualProduction Lab, a video filming studio andproduction facility, the Special Technology

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Graduate School of Education • 205

Laboratory, the Apple Lab, the interactive IBMMicrocomputer Classroom, and a collaborativeclassroom with Internet video conferencing.

The McGuffey Reading Center functionsas a laboratory for the study of the readingprocess by furthering clinical and empiricalresearch in developmental reading and prepar-ing graduate students to serve as reading-lan-guage specialists. It also provides a remedialcenter for children with reading disabilities.

The National Research Center on theGifted and Talented The mission of theNational Research Center on the Gifted andTalented (NRC/GT) is to produce and dis-seminate high-quality, practical researchstudies relating to the identification anddevelopment of the talent of students.Research has ranged from investigating waysto encourage talent in young, at-risk students;to the social and emotional development ofgifted students; to investigating the feasibilityof high-end learning in middle schools. Thereare currently six faculty and twelve graduatestudents working on projects of the NRC/GT.

The Personal and Career DevelopmentCenter is operated by the CounselorEducation Program within the Department ofHuman Services. The mission of the PCDC istwo-fold: to provide a training venue for grad-uate-level counseling students and to provideassessment and counseling service to individ-uals. Services are provided to UVA students,as well as individuals from the surroundingcommunity. People typically seek counselingfor personal growth or development, as wellas when they experience problems associatedwith career-life planning, interpersonal andfamily relationships, coping with life transi-tions, grief/loss, anxiety, and depression.

The Center for the Study of HigherEducation fosters informed and interdisci-plinary approaches to the study of highereducation as a resource for scholars andpractitioners. It offers degree programs,seminars, short institutes, and workshops,as well as research reports and occasionalpapers that provide administrators andother educational leaders with fresh per-spectives on developments in the arena ofpost-secondary education.

The Center for Technology and TeacherEducation is a cross-disciplinary institutewith collaborating faculty drawn from severaldisciplines, including educational technology,teacher education, and policy studies. Teach-ers must be prepared to use the rapidly evolv-ing technologies that are being placed intoday’s classrooms to realize the promise thatthese technologies hold for the future. Onegoal of the center is to identify and developeducational technologies that should be inte-grated into teacher education curricula. Anequally important goal is to prepare the nextgeneration of educational technology leaders.Graduate fellows affiliated with the center areexpected to serve in leadership positions inschool districts, state education agencies, andteacher preparation programs.

The UCEA Center for the Study of Lead-ership and Ethics is sponsored jointly bythe Department of Leadership, Foundationsand Policy and the Ontario Institute for theStudies of Education at the University ofToronto under the auspices of the UniversityCouncil for Educational Administration. Themission of the center is to research issues ofmoral and ethical significance to educationalleaders, to hold conferences and workshopsfor practitioners and professors, and to createand maintain a supportive network for practi-tioners and scholars interested in moral andethical dimensions of schooling.

Physical Education FacilitiesThe following physical education facilities arealso a part of the Curry School of Education:

The Athletic Training and PhysicalTherapy Clinic provides therapy for theUniversity’s athletic teams, Student Healthpatients, faculty and staff, and physicianreferrals from the community. OfferingM.Ed., Ed.D., and Ph.D. programs in athletictraining and sports medicine and an under-graduate program in sports medicine, theclinic provides practica for both graduate andundergraduate students. It is located in theMcCue Center, adjacent to University Hall.

The Center for Cardiac Health and Fit-ness provides professionally supervised pro-grams of physical fitness enhancement andcoronary risk factor modification. The pro-grams provide coronary risk factor screening,medically supervised graded exercise testing(stress testing), supervised exercise programsfor normal adults, and supervised exerciserehabilitation programs for coronary heartdisease patients. The center also serves as ateaching and research facility for experiencesin exercise physiology and sports medicine.

The Motor Learning Laboratory is aresearch facility designed to study factors thatinfluence motor skill acquisition and perform-ance. Research includes investigating percep-tual constraints; movement speed; EEG corre-lates of movement; substructures of balance,strength, and flexibility; and psychological fac-tors related to the acquisition and performanceof motor skills. Individuals seeking researchexperiences related to motor skill acquisitionand performance utilize this laboratory.

The Sport and Exercise PsychologyLaboratory is designed for experimentaland interview studies on such topics as obser-vational learning, peer relationships, per-ceived competence in sport, coaching feed-back, performance enhancement, and charac-ter development through sport.

The Sports Medicine/Athletic TrainingResearch Laboratory conducts research ininjury prevention and rehabilitation. Specificareas of research include isokinetic assess-ment of human muscle performance, posturalsway (balance), and joint laxity. The labora-tory also collaborates on research with severaldepartments in the Health Sciences Center,

including the Department of OrthopaedicSurgery and the Department of Radiology.

Communication DisordersFacilitiesThe Communication Disorders Facilities pro-vide clinical, research, and office space forprograms in speech-language pathology.Classes are taught in the Curry School ofEducation’s Ruffner Hall. Program facilitiesinclude a conference room; speech and lan-guage science labs, an electrophysiologicalhearing science research lab, rooms for indi-vidual and group client assessment and treat-ment, research space, and a computer labwith internet connections.

The Speech-Language-Hearing (SLH)Center, housed in the Communication Disor-ders Facility, is an integral component of theCurry School’s Communication Disorders Pro-gram. The Center is a full-service, ASHA-accredited clinical facility supervised by thefaculty and staff of the Communication Disor-ders Program. It provides students in thespeech pathology academic program an oppor-tunity to acquire experience working with indi-viduals of all ages who have a wide range ofspeech, language, and hearing disorders.

Field Experiences, Associate-ships, Practica, and Internships

Charlottesville and the surrounding areaprovide a rich resource for practical experi-ences for students in the Curry School ofEducation. The nature of a student’s particu-lar field experience is determined by his orher field of specialization. It is impossible tolist all of the sites available for students; thefollowing list serves to illustrate the variety:

Cardiac Rehabilitation ProgramKluge Children’s Rehabilitation Center

(associated with the University of VirginiaHealth Sciences Center)

Children’s Service Center (regional diagnosticagency)

Federal Bureau of Investigation (Quantico)Federal Executive InstituteLearning Needs and Evaluation Center

(counseling and psychological services)Lynchburg Training Center (for severely

retarded children)Public schools in Charlottesville and sur-

rounding countiesUniversity of Virginia Health Sciences CenterOakland SchoolCommonwealth Center for Children and

AdolescentsSummer Enrichment ProgramSaturday Enrichment Program

Student OrganizationsEducation Council All students in theCurry School of Education are members ofthe Education Council (EC). In addition to itsfunction as liaison between students and fac-ulty of the School of Education, the EC partic-ipates in many service programs affecting theUniversity and the Charlottesville commu-

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nity, such as tutoring underprivileged chil-dren and coaching children’s sports.

Council for Exceptional Children is aprofessional group focusing on issuesrelated to individuals with exceptionalities.Membership is open to both faculty and stu-dents who have an interest in working withexceptional individuals. It is sponsored bythe Department of Curriculum, Instruction,and Special Education.

Counselor Education Student Organi-zation membership is open to all counseloreducation students. The organization helps tocoordinate student orientation for the fallsemester, provides a peer orientation pro-gram, and sponsors both social events andprofessional development programs for fac-ulty and students.

NSSLHA The National Student Speech Lan-guage Hearing Association is open to all stu-dents in Communication Disorders. It is a pro-fessional, social, and philanthropic organiza-tion that sponsors student activities through-out the year. Membership in the organizationalso qualifies students for a variety of benefits,including special rates for journals and con-ventions, and initial ASHA membership.

Clinical and School Psychology StudentAssociation has four major functions. Itholds an orientation for new students in theprogram each year; sends a representative tofaculty meetings to act as a liaison between thefaculty and clinical psychology students; spon-sors social gatherings; and annually bestowsthe Lucile E. Michie Award in recognition of aprofessional in clinical psychology who hasbeen supportive of student development.

Student Virginia Education Associa-tion membership is open to both graduateand undergraduate students. Members par-ticipate in various professional activities,receive educational publications, participatein seminars and conferences, and receiveliability/tort insurance.

Academic Honors, Scholarshipsand Honor SocietiesChi Sigma Iota is an international counsel-ing academic and professional honor society.Founded in 1985, the objective of Chi SigmaIota is to promote scholarship, research, pro-fessionalism and excellence in counseling andto recognize high attainment in the pursuit ofacademic and clinical excellence in the fieldof counseling. The Rho Beta chapter of ChiSigma Iota was established through theCounselor Education Program at the Univer-sity of Virginia in 1989.

Kappa Delta Pi, an honor society ineducation that was founded in 1911, charteredits Eta Kappa Chapter at the University ofVirginia in 1951. The constitution of the soci-ety reads as follows: the purpose of KappaDelta Pi shall be to encourage high profes-sional, intellectual, and personal standardsand to recognize outstanding contributions toeducation. To this end it shall invite to mem-

bership to persons who exhibit commendablepersonal qualities, worthy educational ideals,and sound scholarship. It shall endeavor tomaintain a high degree of professional fellow-ship among its members and to quicken pro-fessional growth by honoring achievement ineducational work.

Phi Delta Kappa is an international profes-sional fraternity for men and women ineducation. The membership is composed ofrecognized leaders in the profession and stu-dents whose leadership potential has beenidentified. Members come from a wide rangeof educational endeavors. They are classroomteachers, administrators, and college and uni-versity professors, who represent researchand teaching interests in all areas. Memberspromote free public education throughresearch, service, and leadership. Alpha BetaChapter was established at the University ofVirginia in 1921.

General AcademicRequirementsAdmissions Applications for admission toProfessional Development Program and theMaster of Education, Master of Teaching,Education Specialist, Doctor of Education(Ed.D.), and Doctor of Philosophy (Ph.D.)degree programs may be obtained from theOffice of Admission and Student Affairs,Curry School of Education, Ruffner Hall, 405S. Emmet Street, P.O. Box 400261 Universityof Virginia, Charlottesville, VA 22904-4261;(434) 924-3334. Students who wish to applyfor a doctoral degree program should note thedifferences in the admissions requirementsfor the Ed.D. and the Ph.D. as outlined in thesection titled Doctoral Degrees.

Online applications and extensive infor-mation about admissions can be found atwww.curry.edschool.virginia.edu.

Admission criteria include strong Gradu-ate Record Examination scores, academicrecords that reflect advanced capabilities(generally a grade point average above 3.0),strong letters of recommendation, and pro-fessional experience related to the field ofstudy. Students must also submit a statementof professional goals that reflects their writingskills and their desire to study at the Univer-sity of Virginia. This statement should alsodescribe how professional goals will beenhanced by study in the Curry School. Stu-dents from under-represented groups and/orwith diverse backgrounds are particularlyencouraged to apply.

Special instructions apply to the clinicalpsychology program. Any student who holdsa master’s degree in psychology, counseling,or another closely related area should com-plete an application for the Ph.D. program inclinical psychology. Students not holding amaster’s degree should complete the applica-tion for the M.Ed. program.. The applicationdeadline is January 15.

Official transcripts of all previous under-graduate and graduate work, GraduateRecord Examination scores, and at least twoletters of recommendation must be providedas part of the application process. There is a

$40 non-refundable application fee thatmust accompany the application.

Application Deadlines Admission applica-tions and all supporting documents, includ-ing GRE scores, should be received by dead-lines specified by program areas. Applicationscompleted by February 1 will be consideredfor financial aid. Students are permitted toenter the clinical and school psychology pro-grams in the fall semester only. Applicationsand required materials for the Curry Pro-grams in Clinical and School Psychology andCounselor Education are due by January 15for admission to the fall semester. The Com-munication Disorders Program has a Febru-ary 1 deadline. The following programs haveMarch 1 deadlines and generally accept newapplicants for the fall semester: M.T. pro-grams; sport psychology, and motor learning.

Graduate Record Examinations TheCurry School of Education requires the Gradu-ate Record Examination basic core of verbal,quantitative, and analytical writing tests foradmission to all graduate programs.. GREscores must be current (within five years of thedate of application).

Examinations should be taken as early aspossible so that scores are available prior to theapplication deadline. Information on the GREmay be obtained directly from the EducationalTesting Service (ETS) or from the Office ofAdmission in Miller Hall. The designation ofCode 5820 should be indicated at the time ofadministration to ensure that scores will besent to the Curry School of Education.

Completed registration forms and test feesshould be mailed to ETS at least five weeksbefore the test date to request a test centerin the United States or Puerto Rico, and sevenweeks to request a test center in any othercountry. For a registration form and detailedinformation about registration dates, testcenters, fees, and score reporting, obtain theInformation Bulletin (National Administra-tions Editions) from Graduate Record Exami-nations, Educational Testing Service, Box955, Princeton, NJ 0854; www.gre.org.

It is also possible to take a computerizedversion of the GRE in many major cities.

TOEFL Scores All international studentsfor whom English is not the native languagemust take and submit TOEFL scores.

Other RequirementsChange of Program Area Students areadmitted into a specific program area in theCurry School of Education. To change a pro-gram area or registration status, studentsmust be in satisfactory standing in their pres-ent program area and be approved for admis-sion to the new program area. Change of sta-tus forms to initiate this process are availablein the Office of Admission and Student Affairsin 104 Ruffner Hall.

Matriculation A student who is offeredadmission must accept that offer (in writing)and take at least one course at the Universitywithin one year of the matriculation datestated on his or her application or the school


assumes that he or she is not attending theUniversity. After one year, application mate-rials are destroyed, requiring a new applica-tion for readmission. Readmission is notautomatic in such instances and dependsupon a full review of the student’s record.

Faculty Advisor After being admitted, eachstudent is assigned a Curry School facultyadvisor. The faculty advisor must be con-tacted before the first semester of matricula-tion to plan the degree program. All coursestaken for degree credit must be appropriate tothe student’s degree program and must havethe advisor’s consent. It is the student’sresponsibility to determine the specificrequirements prescribed by the departmentand program area.

Transfer of Credit Students may, with theapproval of the associate dean and the depart-ment offering the program, transfer somegraduate credit earned at other accreditedinstitutions. All graduate credit offered fortransfer must be applicable to the degree pro-gram the student is pursuing. Specific limita-tions and policies governing the application oftransfer credit toward degrees are listed in thesection on degree requirements. Undergradu-ate courses, or courses previously appliedtoward an undergraduate degree, are nottransferable for credit to graduate programs.

Through the many continuing and profes-sional studies centers located throughout thestate, the Curry School of Education offerscourses that may be taken for graduatedegree credit. Upon request, the Curry Schoolwill organize field courses for local school sys-tems or other organizations in which teachersmay earn non-degree credit.

Enrollment Requirements Although it isnot necessary to be enrolled continuouslyfrom the time of acceptance as a graduate stu-dent until completion of the degree, studentsmust apply for readmission to the CurrySchool if they allow 12 consecutive months toelapse without being enrolled in at least onecourse for credit toward a degree program.Readmission is not automatic in suchinstances and will depend on a full review ofthe student’s past record and departmentalresources. Students who are readmitted aresubject to the current requirements.

Ph.D. students must be continuallyenrolled in each academic semester. Studentswho fail to do so must re-apply.

All students, resident or non-resident,must be officially registered during thesemester in which a degree may be conferredand at any time in which University resourcesare used (e.g., examinations, committeemeetings, faculty conferences).

Registration Registration and advisingdays are announced in the calendar in thisRecord, the Course Offering Directory, andonline at www.virginia.edu/registrar/calen-dar.html. All registration materials for profes-sional development, M.Ed., M.T., Ed.S., Ed.D.,or Ph.D. programs may be obtained online orin Room 104 Ruffner Hall. Students must con-

sult with their advisors prior to registration.Registration includes two components, courseenrollment and final registration, both ofwhich must be completed. Special tuition feestudents may enroll at the Office of Admissionand Student Affairs of the Curry School on thefirst day of class. Enrollment in classes is com-pleted using ISIS.

Course Load Full-time students take a min-imum of 9 graduate credits during each regu-lar semester. A student must petition for spe-cial permission to take 18 or more credits.

Students who are employed full-time mayenroll for a maximum of three credits eachsemester. Permission to enroll in more thanthree credits must be secured from theemployer, advisor, department chair, andassociate dean.

Drop and Add After the final date foradding or dropping courses, any change inenrollment (or requests to change the gradingsystem by which the student is evaluated) canonly be made with the approval of theinstructor, advisor, and associate dean, and apetition for a policy exception must be filed.

In general, it is not possible to drop acourse after the specified date; but, with theinstructor’s consent, it may be possible to beassigned a grade of W, WP, or WF.

Grade Changes It is the student’s responsi-bility to monitor the accuracy of universitytranscripts. This can be done through ISIS atwww.virginia.edu/ISIS. All corrections orinquiries must be completed within one cal-endar year of the course.

Incomplete Policy An IN is recorded whenreasons known to the professor are judgedadequate to justify an extension of time tocomplete course requirements. An IN maynot be used to allow a student to attempt toraise a grade at the end of the term. The timeline to complete an incomplete may be nego-tiated with an instructor but may not extendbeyond one year of the semester in which thecourse was originally taken. Students areexpected to enter into a written contract withthe instructor specifying the remainingrequirements and agreed-upon time line. It isthe student’s responsibility to file the incom-plete agreement in the Office of Admissionand Student Affairs. After one year, if the stu-dent has not met the terms of the incompleteagreement, the faculty member may submit agrade of F, U, WF, or W; if no action is takenby the faculty member, the incomplete isadministratively changed to a W. Because thestructure and content of courses constantlychange, in order to change an incompletegrade that is older than three years to a regu-lar course grade, the instructor may requirethat the student take the course again.

Withdrawal From A Course A studentmay withdraw from a course at any pointprior to 5:00 P.M. on the last day of classes (inthe term of enrollment) if permission hasbeen secured from the student’s advisor andinstructor and a petition has been approvedand filed in the dean’s office. This action

results in the course remaining on the tran-script and the instructor being asked torecord a grade of W, WP or WF on the finalgrade sheet; a W may be assigned only ifthere is no basis on which to determine a WFor WP. None of these notations affect thegrade point average, nor does the coursecount toward credits earned.

Grading Grades are awarded only to thosestudents who are registered for and completea course for credit. The letter grade symbolsused for grading graduate students in theCurry School of Education are: A+, A, A-, B+,B, B-, C+, C, C-, D+, D, D-, F, W, WP, andWF. The lowest grade that can be appliedtoward a degree is B-.

Student work may be graded on a satisfac-tory/unsatisfactory (S/U) basis in certaincourses within the Curry School. Thesecourses or sections are approved for thisgrading system by the department offeringthe course and the associate dean for aca-demic and student affairs. The specific S/Ugraded courses and the maximum number ofcredits that may be completed under this sys-tem and applied toward a graduate degreemust be approved by the student’s major pro-gram advisor and, if a doctoral student, by thedoctoral committee.

A course may not be repeated on an S/Ubasis in order to change a grade in a coursepreviously completed on a letter-grade basis.If a course is repeated, the original gradestands, and the credits earned in the secondtaking of the course cannot be used for degreecredit. The last day for changing to or from anS/U grade in a course is the last day foradding a course.

Students in the Curry School of GraduateEducation are not permitted to take courseson a CR/NC basis.

Attendance Students are expected to attendclasses throughout the session, with the excep-tion of University holidays, unless permissionto be temporarily absent or to withdraw hasbeen first granted by the student’s advisor andthe dean. Excuses for absence from class arearranged between the student and theinstructor of the course in question. Routineexcuses for illness are not furnished by theDepartment of Student Health either to thestudent or to the instructor. If final examina-tions are missed for medical reasons, theDepartment of Student Health notifies thedean. On request of the dean, the Departmentof Student Health evaluates the effect of anyillness upon a student’s attendance and aca-demic performance. Failure to attend classesor other prescribed activities in a course mayresult in enforced withdrawal from the courseor other penalties as determined by theinstructor.

Attendance Upon Examinations Writtenexaminations are an essential part of mostcourses. A final exam or culminating experi-ence is expected in all classes. The timeperiod assigned for final examinations is con-sidered part of the regular academic semes-ter, and classes must meet during their sched-


uled examination period. Absence fromexams is not excused except for illness on theday of examination as attested by a physician’scertificate, or for other causes that theinstructor, advisor, and dean, by special action,may approve. An unexcused absence iscounted as a failure and, at the discretion ofthe instructor, may result in failing the course.

Standards for Satisfactory Perfor-mance in Graduate Programs A graduatestudent’s performance is subject to periodicreview by his or her advisor and major pro-gram area. Course work, clinical perform-ance, and competence in general professionalpractice, as well as other professionally rele-vant qualities, are considered. The depart-ment may, upon recommendation of the stu-dent’s major advisor or doctoral committee,require withdrawal from the program when-ever the student’s performance fails to reflectthe potential for high-level professional con-tributions. Before any decision to requirewithdrawal is made final, a student must begiven notice of inadequacies in his or her per-formance, advice as to appropriate remedialsteps, and a reasonable opportunity toimprove. On the other hand, receipt of one ormore failing grades (C+ or below) in anysemester or summer session may initiate areview by a student’s major program area ordepartment. Under such circumstances, thedepartment may, upon recommendation ofthe student’s major advisor or doctoral com-mittee, require the student’s immediate with-drawal from the program. (The same policyapplies to professional development.)

Voluntary Withdrawal A student maypetition to withdraw from the University anytime up to 5:00 P.M. on the last day of classes.An official application to withdraw, accompa-nied by a statement describing the reasons forwithdrawal, must be obtained from the Officeof Admission and Student Affairs. The appli-cation must be approved, in writing, by theassociate dean. If the student withdraws formedical reasons, among the requirements forreadmission is clearance from the Depart-ment of Student Health. A student under 18years of age must have parental approval forsuch withdrawal. An exit interview must beheld with the dean of students and all Univer-sity identification cards must be submitted atthat time. In addition, the student must clearany financial debts to the University beforethe withdrawal is final.

Readmission to the Curry School ofEducation is not automatic. After an absence of12 months or longer, a former student mustapply for readmission. To apply for readmis-sion, the student must submit an application tothe academic dean’s office at least 60 daysbefore the next University registration period.Failure to comply with these regulations sub-jects the student to suspension from the Uni-versity by the vice president for student affairs.

Enforced Withdrawal A student may berequired to withdraw from the University if theacademic advisor, department, and the deandetermine that the student is making unsatis-

factory progress toward a degree. Such a deter-mination must follow the policies establishedby the school and those set forth in the chaptertitled University Regulations.

Application for Teacher Licensure andEndorsement Students seeking an initialteaching license in Virginia, or those who wishto add an endorsement to their Virginialicense, may receive procedural instructionsand forms from the assistant dean of admis-sion and student affairs in the Office of Admis-sion and Student Affairs, Room 104, RuffnerHall. The assistant dean is also available tohelp students who wish to apply for out-of-state certification. Under the Interstate Certifi-cation Project, the state of Virginia has reci-procity with 28 other states, the District ofColumbia, and the Panama Canal Zone.

In the Curry School of Education, degreerequirements and license/endorsementrequirements are distinct. While many pro-grams of study can meet both degree andlicensure/endorsement requirements, andmajor portions of the two may be synony-mous, a student may meet one set of require-ments and not the other (i.e., receive a degreewithout qualifying for recommendation forlicensure). Students should see their advisoror the assistant dean, 104 Ruffner Hall, forclarification of degree and license/endorse-ment requirements.

To be recommended for licensure/endorsement, a student must satisfactorilycomplete all requirements of the appropriateCurry School of Education approved pro-gram, make appropriate application throughthe Office of Admission and Student Affairs,and, for initial license, submit Praxis I and IIscores (common and area exams) to the StateDepartment of Education.

Any student seeking initial licensurethrough the Curry School must be in A CurrySchool “approved program” and have com-pleted student teaching or an approved equiv-alent practicum.(See description of master’s,M.T., programs and Professional Develop-ment non-degree licensure program).

Accelerated Teacher Education Pro-gram Option Students enrolled in a Masterof Teaching degree program may complete allrequirements and graduate in 1.5 years.Attendance at a 3 week summer session pro-gram is required.

Application and Registration forDegrees Application for a degree must besubmitted by the student in accordance withthe deadlines listed below. Forms may beobtained from the Office of Admission andStudent Affairs and should be submitted tothat office through the student’s department.

Degree Applications are due October 1for January graduation, February 1 for Maygraduation, and June 1 for August gradua-tion. The application specifies all coursesoffered in fulfillment of degree requirementsand must be signed by the official advisorand department chair.

Candidates who do not receive degrees inthe session for which their applications have

been approved must renew their applicationsat the beginning of the session in which can-didacy for the degree is desired.

Non-resident degree applicants must beregistered for the semester in which thedegree is to be awarded. Registration for anevening or weekend course in residencemeets this requirement, but registrationthrough the School of Continuing and Profes-sional Studies does not.

Degree candidates enrolled through theSchool of Continuing and Professional Stud-ies, as well as those not enrolled at all, mustcomplete registration for the degree and payregistration fees to the University of Virginiaduring the semester or summer session inwhich the degree will be conferred. A studentwho is registered for the degree but who failsto meet the requirements for that degreemust register and pay a fee for the prepara-tion of a new diploma in the next term.

Special Tuition and Fee Information

Any person who undertakes any form ofacademic study within the University, includ-ing supervised research, or who uses any Uni-versity facilities, or who consults regularlywith a faculty member concerning graduatework, must register as a student and pay theresearch fees specified in chapter 2.

Tuition/Related Academic Require-ments for the Ph.D. Degree Studentsmust complete 72 credits of courses whileregularly enrolled as graduate students; fulltuition must be paid for at least 54 creditsother than non-topical research; and only 24credits of a completed master’s degree fromanother institution may be counted towardeither the 54 or 72 credit requirements. Thus,at least 30 credits of regular courses (fulltuition) and 48 credits overall must be com-pleted at the University of Virginia (beyondthe master’s degree).

Reduced University Charges Students whoare candidates for advanced degrees and whocarry course loads of fewer than nine creditsare permitted to pay reduced University tuitionand/or fee charges. (Note: to establish full-time status for doctoral residency, at leasttwelve credits must be carried.)

A student not in residence at the Univer-sity who wishes to return to receive a degreeor take an examination (e.g., comprehensives,research, qualifying exams) must pay thenon-resident fee for the semester or summersession during which the degree is conferredbut is exempt from all other fees.

Special Tuition Fees for School Person-nel School employees under contract havethe benefit of paying a reduced rate for anyone class taken during an academic session.This special fee applies to individualsemployed in Virginia’s public K-12 schools orprivate schools that are members of the Vir-ginia Council of Private Education and areaccredited by such. Educators under contractin licensed K-12 residential schools are alsoeligible for special tuition fees.


Summer SessionStudents must be admitted to the profes-sional development category or a graduatedegree program before taking coursesthrough summer session. (Admission as avisiting graduate through summer session isnot related to admission to any specificdegree program or status in the CurrySchool of Education.) Inquiries concerningsummer offerings should be addressed tothe Director of the Summer Session, Univer-sity of Virginia, Garrett Hall, P.O. Box400161, Charlottesville, VA 22904-4161.

Categories of GraduateStatus and Program/Degree RequirementsMore detailed information on degree andprogram requirements can be obtained fromthe Office of Admission and Student Affairsor from individual departments of the school.

Policy Exceptions Exceptions to programpolicies are granted only by the associatedean of the Curry School of Education on thebasis of a petition submitted through theappropriate advisor, instructor, and/ordepartment. Those enrolled in a M.T. teachereducation program should complete theTeacher Education Policy Exception Form(Room 221) and return the form to theteacher education director.

Professional Development (Non-Degree)The Professional Development Program isdesigned for those who hold at least a bac-calaureate degree and wish to improve theirprofessional skills by enrolling in course workin the Curry School of Education. This is not adegree program and is not intended to servestudents interested in pursuing advanceddegrees. Any professional development stu-dent who wishes to apply for a degree programmust submit a Change of Status Form (avail-able in the Office of Admission and StudentAffairs, 104 Ruffner Hall), Graduate RecordExamination scores, two letters of recommen-dation, a complete transcript, and a currentstatement of professional goals. Professionaldevelopment students may be assigned anadvisor from an appropriate department orprogram area. In some cases, enrollment inspecific courses requires the approval of boththe instructor and the advisor.

Professional development students are sub-ject to the Graduate Academic Regulations ofthe Curry School of Education. Students in theprofessional development category may earnup to 12 graduate credits (or credits earned inone full-time semester on Grounds) for appli-cation toward a degree. Such credit must beapproved by the student’s advisor. All otherUniversity of Virginia course work which isapplied to a degree must be earned afteradmission to that degree program. Studentsplanning to change their status to any degreeprogram are responsible for knowing the vari-ous requirements for admission to, and com-pletion of, that degree. These policies also

apply to off-grounds degree programs and stu-dents taking courses through the School ofContinuing and Professional Studies.

Professional Development (Non-degree Teacher Licensure Programs)Prior to applying to Curry, applicants mustpass Praxis I. Students accepted into theElementary and Special Education Licensureprograms must earn grades of B- or better toremain enrolled. Curry will process students’licensure applications, if submitted withintwo years after completion of coursework.Students missing the deadline will assumeresponsibility for obtaining licensure fromthe state.

Master’s DegreesQualified students may pursue a master’sdegree that focuses on advanced training indisciplines related to education, which gener-ally lead to a Master of Education degree(M.Ed.), or graduate programs whose primaryfocus is on initial licensure for prospectiveteachers or clinicians. The latter programs gen-erally involve the College of Arts and Sciencesand include in-depth study of the teachingprocess or areas related to educational issuesor health, leading to a Master of Teaching(M.T.) degree. All master’s programs (M.Edand M.T.) require at least 30 credits of gradu-ate study. Most programs also require apracticum experience related to the area ofspecialization and a culminating assessment(comprehensive examination or project).

Master of Education Degree (M.Ed.)Qualified students may pursue a master’sdegree that focuses on advanced training in disciplines related to education, whichgenerally leads to a Master of Educationdegree (M.Ed.)

Admission Requirements Applicationsshould be submitted to the Office of Admis-sion and Student Affairs of the Curry Schoolof Education. To be considered, applicantsmust:

1. hold a baccalaureate degree from anaccredited college or university,

2. have a B average or better for the last twoyears of undergraduate study,

3. submit an application for admission andofficial transcripts of all previous under-graduate and graduate work,

4. submit official score reports for the Grad-uate Record Examination(scores must beless than five years old),

5. submit at least two letters of recommen-dation from professionals who can attestto his or her promise as a graduate stu-dent and professional educator,

6. submit a statement of professional goals, and

7. meet any additional individual depart-mental or program area requirements.

Program Requirements To earn a Masterof Education degree, students must:

1. complete program requirements estab-lished by the faculty of the student’s pro-gram area,

2. demonstrate satisfactory performance ona comprehensive examination in the pro-gram area (or in some areas a project),

3. complete a minimum of 30 credits ofgraduate work (additional credits arerequired in selected programs),

4. complete at least 18 credits after admis-sion to the program,

5. earn at least 24 credits from the Univer-sity of Virginia (including 18 credits onGrounds unless the program is an intact,approved off-Grounds program),

6. submit an application for the degree to theCurry School of Education during the firstthirty days of the semester in which thedegree is to be awarded, and

7. register on Grounds during the finalsemester.

Comprehensive Examinations Whennearing completion of the program of study,the student must, with the advisor’s approval,take a comprehensive examination in his orher area of specialization. (In some programs,a project may substitute for the comprehen-sive examination.) This examination is devel-oped and administered in accordance withprocedures determined by the departmentand approved by the dean. Satisfactory per-formance must be demonstrated before thestudent can be graduated. A student who failsto perform satisfactorily on the comprehen-sive examination may petition for one re-examination. A re-examination, however,cannot be taken sooner than the next semes-ter at the scheduled administration of thecomprehensive examinations. Failure toappear to take the test, after having appliedfor it, constitutes one failure.

Transfer Credit A student, with permissionof the advisor, may transfer a maximum of sixgraduate credits from another college or uni-versity into a Master of Education program.

Time Limit No requirements, includingtransferred credit, completed more than fiveyears before the M.Ed. is to be awarded maybe credited toward that degree. Exceptionsmust be approved by the advisor, depart-ment chair, and the associate dean, and aregranted only when some emergency, such asillness, interrupts the student’s work. Insuch cases, the student may be required tovalidate out-of-date work by examination.

Graduate Degree Programs Leading toan Initial Teaching LicenseStudents who possess a baccalaureate degree(or its equivalent in a liberal arts or physicaleducation discipline) may pursue a Master ofTeaching (M.T.) degree, which will also qual-ify them for a teacher license in the Common-wealth of Virginia.

State Assessments of Teacher EducationUnder the Commonwealth of Virginia’sapproved program status for schools ofeducation, all students enrolled in a teachereducation program at the University of Vir-ginia must take the appropriate licensingexams required by the Commonwealth of Vir-ginia for the specific program area endorse-


ment. The scores on these exams and otherevidence presented to the U.S. Secretary ofEducation, in accordance with Section 207 ofthe Higher Education Act (HEA) regarding thepreparation of graduates who intend to work inthe nation’s schools, demonstrates the highcaliber of the students at the University of Vir-ginia. During the 2003-2004 academic year,498 students were enrolled in the CurrySchool’s Teacher Education Program and 142students participated in the Teaching Associate(student teaching) semester involving 560hours of student teaching. A total of 31 full orpart-time faculty/doctoral students partici-pated in supervision activities resulting in asupervising student/faculty ratio of 4.5.

The following report of Praxis exam passrates is a mandated condition of the HEA andreflects the scores of those University of Vir-ginia’s teacher education program completerswho took the exams from September 2002-August 2003 (state-wide pass rates are shownin parentheses). Praxis I pass rate for PPSTReading was 100% (92%) and CBT Readingwas 100% (96%). The PPST Writing pass ratewas 93% (81%) and the CBT Writing was 98%(82%). The PPST Mathematics pass rate was97% (86%) and the CTB Mathematics was95% (90%).

Master of Teaching DegreeThe Master of Teaching (M.T.) degree is forindividuals who have completed a bachelor’sdegree and wish to qualify for a teachinglicense. The M.T. programs require one-and-a-half to two years of full-time study, includingacademic course work in the specializationfield and teacher education experiences lead-ing to initial endorsement in one or more spe-cialties. (Opportunities for applicants to cor-rect deficiencies in liberal arts preparation mayalso be required based on undergraduatecourse work.) Contact the Office of TeacherEducation for additional information.

M.T. degree programs are available in ele-mentary education (PK-6); special education(behavioral disorders/ learning disabilities/mental retardation, pk-12) earlychildhood/developmental risk (ages 0-5 spe-cial education and 3-8 elementary education);health and physical education (pk-12); foreignlanguages (French/ German/ Spanish,/Lat-inpk-12); and secondary education, with spe-cialization in English, mathematics, science(biology, chemistry, earth and space science,general science, physics), or social studies.

Admission Requirements (See also Mas-ter of Education Admission Requirements.)Post-graduate Master of Teaching applicantsseeking teacher licensure must have a B.A. orB.S. degree from an accredited institution,with the equivalent of an academic major inthe arts and sciences (or an appropriate disci-pline) and an acceptable general studies com-ponent. The general studies componentshould be a well-planned sequence of coursesand experiences that includes theoretical andpractical knowledge gained from studies inmathematics, natural science, social science,U.S./American history, English, communica-

tion, literature, and other humanities. Thefollowing are examples of acceptable courseswithin the specified areas. Science: naturalscience, astronomy, biology, chemistry, envi-ronmental science, and physics. Social sci-ence: anthropology, economics, governmentand foreign affairs, linguistics, psychology,sociology, and Western civilization A coursein some area of non-Western studies is alsodesirable). Humanities: English, literature,speech communications, public speaking,debate, drama, art, music, philosophy, reli-gious studies, foreign literature in translation,and foreign language.

Program Requirements The followingrequirements for a Master of Teaching degreemust be met:

1. An approved program of study leading tolicensure and endorsement. Informationon specific program course sequences canbe obtained from the Office of TeacherEducation (http://curry.edschool.vir-ginia.edu/TeacherEd).

2. Teaching Associateship Individuals mustcomplete a student teaching practicum(teaching associateship) in which theydemonstrate an ability to integrate the the-oretical concepts of education with aca-demic material in a practical teaching expe-rience. This associateship is equivalent toan entire semester’s course work (EDIS588: 12 credits).

3 Field Project/Comprehensive Examina-tion All M.T. candidates must complete afield project or equivalent experienceapproved by the program area advisor. Inspecial cases, a master’s comprehensiveexamination may be required.

4. Satisfactory Academic Performance inM.T. Programs All courses required for theB.A. degree or teaching speciality taken ator below the 400 level may be successfullycompleted with a passing grade of D- orbetter. Courses in the major must reflect acumulative grade point average of 3.0 orbetter. Courses taken at the 500 level orabove require a minimum grade of B- orbetter; 500-level courses in which a studenthas performed below the level of B- must beretaken, or a substitute professional coursemust be taken to replace the deficiency.Course substitution or retaking a coursemust be approved by the advisor and theOffice of Teacher Education. Program defi-ciencies may require that the student besuspended from the program.

5. Praxis Examinations All individualscompleting M.T. programs for initiallicensure in the Commonwealth of Vir-ginia must qualify by passing the Praxis Iand II exams. Passing the Praxis examsand appropriate specialty tests are gradu-ation requirements for all M.T. students.(There is currently no PRAXIS II for spe-cial education)

6. Application For the Degree Application forthe degree must be submitted to the CurrySchool of Education during the first twoweeks of the semester in which the degreeis to be awarded.

Transfer Credit A maximum of six transfer credits may be counted toward theM.T. degree. All such credit must beapproved by the advisor and the director ofteacher education.

Time Limit No requirements completed morethan five years before the M.T. is to be awardedmay be credited toward this degree. In specialcases, an extension may be granted for emer-gency circumstances when approved by theadvisor, the director of teacher education, andthe dean’s office.

Education Specialist DegreeThe Education Specialist degree is a planned30-credit (minimum) post-master’s programin which candidates are expected to attain abroad and systematic understanding of pro-fessional education, a definitive knowledgeof a particular field of specialization, and anability to integrate and apply theoreticalconcepts of education in an actual educa-tional context. This program is designed forthe accomplished, experienced practitionerwith specific professional aspirations. It isnot designed for those who wish to pursue aresearch emphasis as a prelude to doctoralstudy. The Ed.S. degree may be pursued inthe following areas:

Administration and SupervisionCounselor EducationCurriculum and InstructionEnglish EducationHigher EducationInstructional TechnologyReading EducationSpecial Education

Program Requirements To earn anEducation Specialist degree, the followingminimum requirements must be met:

1. Of the 30 credits , 24 must be taken onGrounds and 18 must be taken afteradmission to the program. At least 60credits of graduate work must be com-pleted prior to the awarding of the Ed.S.degree. For programs that combine theM.Ed./Ed.S. requirements, and thosebased on a master’s degree of more than30 credits, exceptions may be filed withthe associate dean.

2. All program requirements for the degree,as established by the individual depart-ment and program area, must be met.

3. The student must pass a comprehensivewritten examination of eight to ten hoursor in some areas a project or thesis.

4. No requirements, including transferredcredit, completed more than eight yearsbefore the Ed.S. is to be awarded may becredited toward that degree. Exceptionsto this rule must be approved by theadvisor, the department chair, and thedean, and is granted only when someemergency, such as illness, interrupts thestudent’s work. In such cases, the studentmay be required to validate out-of-datework by examination.


Doctoral DegreesThere are two distinct doctoral degrees ineducation available at the University of Vir-ginia: a Doctor of Education degree and aDoctor of Philosophy degree. For purposes ofpolicy and procedure in the Curry School ofEducation regarding graduate programs, theterms “program area” and “supporting areas”shall mean a graduate program representinga discrete area of study identified by anIPEDS code number or approved by the stu-dent’s major department, the Faculty Council,and the dean. The following list representsthose areas approved as of April 22, 1988, aswell as the 1997 approval of Educational Pol-icy Analysts.

Curriculum, Instruction, & SpecialEducationCurriculum and InstructionElementary EducationEnglish EducationMathematics EducationReading EducationScience EducationSocial Studies EducationSpecial Education (Behavioral Disorders,

Learning Disabilities, Mental Retardation,Early Childhood Special Education, and Severe Disabilities)

Early Childhood/Developmental Risk

Human ServicesAdapted Physical EducationAthletic TrainingClinical and School PsychologyCounselor EducationExercise PhysiologyMotor LearningPhysical Education-Pedagogy/GeneralSchool PsychologySpeech/Language PathologySports MedicineSport and Exercise Psychology

Leadership, Foundations, & PolicyAdministration and SupervisionAdult EducationCommunity College Instruction and/or

AdministrationEducational PsychologyEducational Psychology-GiftedEducational ResearchElementary AdministrationHigher EducationHigher Education-AdministrationInstructional TechnologyMiddle School AdministrationSecondary AdministrationSocial FoundationsStudent Personnel AdministrationSupervision

Doctor of Education DegreeThe primary purpose of the Doctor ofEducation degree program is to provide expe-rienced educators with a broad and system-atic understanding of professional education,a definite knowledge of selected aspects ofeducational theory and practice, and an abil-ity to conduct research and evaluation and toapply research findings in an informed andcritical manner. Candidates for this degree

are recognized for their commitment to theapplication of knowledge on behalf ofimproved educational practice. The typicalEd.D. program consists of practicum credit,dissertation credit, and at least 54 credits ofcourse work, including work completed forthe master’s degree and excluding non-topi-cal research or dissertation credit.

Admission Requirements In addition tothe admission requirements described forthe M.Ed., an applicant to the Ed.D. pro-gram must: hold a master’s degree or itsequivalent from an accredited college or uni-versity, have an outstanding record as a stu-dent, and have previous professional experi-ence in an area related to the proposedmajor. Professional qualifications and expe-rience are weighted heavily.

Residence Requirement Each Ed.D. stu-dent must complete a minimum of 24 creditsof course work taught by resident faculty,exclusive of internship, practicum, independ-ent study, and dissertation credit. This require-ment must be completed after admission to theEd.D. program. Individual program areas mayhave additional requirements.

Enrollment Requirements A studentmust be continuously enrolled at the Univer-sity while working toward the degree andmust reapply for admission into the Ed.D.program if no credit toward the degree isearned for one year (12 months).

Time Limit All requirements must be com-pleted within four years after passing theEd.D. comprehensive examination. Excep-tions to this policy must be approved by allmembers of the doctoral committee, thedepartment chair, and the associate dean,and is granted only when some emergency,such as illness, interrupts the student’swork. In such cases, the student may berequired to validate out-of-date work byexamination. Program committees mustdetermine the appropriateness and currencyof all course work, especially if it is eight ormore years old.

Program Requirements To earn a Doctorof Education degree, students must:

1. successfully complete a program of studiesestablished by their doctoral committeewhich includes 24 hours of courseworkoutside major area of study.

3. successfully complete written comprehen-sive examinations, or, in some areas aproject prepared by the doctoral commit-tee. Comprehensives must be completedbefore the dissertation proposal. Oralcomprehensives may also be required bysome program areas;

4. pass six credits of research courses at theUniversity of Virginia;

5. pass six credits of supervised practicumor internship work (as judged by the doc-toral committee and approved by theassociate dean). These experiences mustbe completed after admission to theEd.D. program and supervised by Uni-

versity of Virginia faculty or otherapproved professionals.

6. successfully complete all dissertationrequirements, including (a) defending adissertation proposal as determined by thedoctoral committee; (b) planning the dis-sertation, obtaining appropriate humansubjects approval, and carrying out aresearch study appropriate to the field ofspecialization; and (c) passing an oralexamination on the conduct and conclu-sions of the dissertation. (All otherrequirements must be completed beforethis defense.)

7. the student must complete all additionalrequirements as specified by the student’sdepartment, program area, doctoral com-mittee, and/or advisor.

Doctoral Committees The Ed.D. programof study is directed by the student’s doctoralprogram committee. After approximatelytwelve credits of study, a doctoral committeeis formed; this committee is responsible forthe design of the program of study and super-vises the student through all activities untilthe comprehensive examination is completed.The committee must consist of a minimum ofthree faculty members of the University,appointed to the rank of assistant professoror higher, with at least one faculty represent-ing the major. One faculty member on thecommittee must be from outside the student’smajor program area and two members mustbe from the Curry School, including the com-mittee chair or co-chair who is from themajor area.

When all program requirements are met,including the successful completion of the doc-toral comprehensive examination, the studentmust appoint a Doctoral Dissertation Commit-tee. This committee will be responsible for theapproval of a dissertation proposal after it hasbeen presented and defended; the supervisionof the dissertation; the final approval of thedissertation, based on its written form; and thestudent’s oral defense of the dissertation. Thedissertation committee must include at leastthree University of Virginia faculty members,including at least two from inside the majordepartment (one of whom must agree to serveas the advisor/chair or co-chair) and one fromoutside the student’s major program area. It isthe student’s responsibility to find appropriatemembers of the University faculty who willagree to serve on the dissertation committee.

All doctoral committee actions, except doc-toral committee membership changes, requireconcurrence of all committee members. Anycommittee appointment or change must beapproved by the associate dean on the recom-mendation of the student’s advisor anddepartmental chair. Students who are ready tohave a committee appointed must seek facultywho agree to serve on the committee and havethem sign an advisory committee card. Cardsare available in the Office of Admission andStudent Affairs. All parties involved should benotified of any changes in the committeestructure. After approval of the dissertationproposal, all committee members mustremain on the committee through the final


oral defense of the dissertation, unless other-wise approved by the department and associ-ate dean in the case of vacancies.

All actions of doctoral committees must beapproved by all members of the committee.There may be more than three members ofany committee, but there must be at leastthree University of Virginia members (includ-ing the chair and outside member) present forany presentation or oral defense, and all mem-bers must agree to the outcome.

Program Area Specializations The stu-dent must select a program area specializa-tion and complete the course requirementsspecified for the major area. Master’s degreework completed by the student may beapplied to the program or specialization whenapproved by the doctoral program committee.All requirements for the doctoral programarea must be approved by all doctoral pro-gram committee members.

Record of Progress Students must com-plete and keep current their official Record ofProgress Form. This form may be obtainedfrom the Office of Admission and StudentAffairs, and the original copy must be kept onfile there. The record of progress should bestarted upon initial registration and kept upto date throughout the doctoral program. Youcan access the Record of Progress form at:http://curry.edschool.virginia.edu/admis-sions/pdf/eddrop.pdf

Preliminary Examinations Preliminaryexaminations may be required by individualdepartments, program areas, or doctoralcommittees. If exams are taken, all committeemembers must verify that the examinationshave been successfully completed.

Comprehensive Examinations Whennearing completion of the program of study,and with the approval of the major advisor,the student requests a written examination,or, in some areas, a comprehensive project inall areas appropriate to the student’s plannedprogram. The time, place, content, specificformat, and evaluation of the examinationshall be determined by the doctoral commit-tee. All committee members must judge thestudent’s performance to be satisfactory andmust verify successful completion of theexams by signing the student’s Record ofProgress form. If the student performs unsat-isfactorily on the written exam, the commit-tee may be petitioned for one re-examination.Subsequent failure on the written exam pre-cludes further doctoral study in the CurrySchool of Education.

Practicum Requirements Each studentmust complete at least six credits of super-vised practicum or internship credit.Practicum requirements must be completedafter enrollment in a doctoral program in theCurry School and before the defense of thedissertation proposal. Experiences must besupervised by a Curry School faculty member.

Research Requirements Each studentmust pass at least six credits of researchcourses at the University of Virginia in Char-

lottesville (additional requirements may bespecified by program areas). Researchrequirements must be completed after admis-sion to the doctoral program and before thedefense of the dissertation proposal.

Dissertation Proposal The student mustprepare and orally defend a written disserta-tion proposal. The student is responsible forscheduling all committee meetings and dis-tributing copies of the proposal and any revi-sions. At least three University faculty mustbe present for the defense and all committeemembers must approve it. The committeechair or co-chair, who must be from the stu-dent’s major, will conduct all sessions. Theacceptance of the dissertation proposal willbe verified on the Record of Progress Form bythe committee chair after all revisions of thedissertation proposal have been approved. Acopy of the signed proposal must be attachedto the student’s official Doctoral DegreeRecord of Progress. All committee membersmust approve the dissertation proposal. Afterapproval of the dissertation proposal, allcommittee members must remain on thecommittee through the final oral defense ofthe dissertation. Clearance by the IRB for theprotection of human subjects must be securedbefore any data is collected.

Dissertation Requirements Students areurged to fully consult with all dissertation com-mittee members during the planning, conduct,and writing of their dissertation, although thework will be directly supervised by the com-mittee chair. The general procedures forpreparing and submitting the dissertation areavailable in the Office of Admission and Stu-dent Affairs. Students must consult their advi-sor regarding the specific style to be used inwriting the dissertation. The results of the dis-sertation defense must be verified on theRecord of Progress Form by all members of thecommittee. A minimum of 12 credits of disser-tation must be earned, including registrationduring each semester when working with fac-ulty or using University resources.

Approval and Inspection of Disserta-tion A copy of the dissertation must beapproved in the Office of Academic and Stu-dent Affairs of the Curry School. Consult thecalendar of the Curry School to determine thedeadline for each semester (generally fourweeks before the end of the term).

Oral Defense of Dissertation and FinalExamination All other requirements for thedegree must be completed before schedulingthe dissertation defense. The dissertationdefense is an open, public examination of thedoctoral research project. The defense date,time, and place must be announced at least 14days in advance. A dissertation abstract andannouncement must be filed with the doc-toral secretary in the Office of the AssociateDean for Graduate Programs, 104 Ruffner,from which it will be directed to each depart-ment of the Curry School.

At least three University faculty membersfrom the doctoral dissertation committee,including one from outside the student’s major

department, must be present for the oraldefense. All members must attest to the suc-cessful completion of the defense and finalexamination.

Application and Registration forDegree Application for the Ed.D. degreemust be submitted by the student in accor-dance with the calendar deadlines. Forms areavailable from the Office of Admission andStudent Affairs of the Curry School ofEducation and should be submitted to thatoffice through the student’s department. Stu-dents must be registered during the semesterin which the degree is to be awarded.

Candidates who do not receive degrees inthe session for which their applications havebeen approved must renew their applicationsin proper form at the beginning of the sessionin which candidacy for the degree is desired.

Non-resident degree applicants must beregistered for the semester in which thedegree is to be awarded. More details relatedto this requirement and to application dead-lines are stated in the General AcademicRequirements section of this chapter.

The student’s completed record of progressalong with an official transcript of all applica-ble course work from the University of Virginiaor elsewhere must accompany this applicationfor final review by the dean’s office.

Doctor of Philosophy DegreeThe Ph.D. degree is the highest academicdegree awarded by the University. The pri-mary purpose of the Ph.D. degree is todevelop educational scholars who seek toconduct original research and interpret andcommunicate the results of such research asauthors, university professors, and govern-mental or research agency officials.

Admission Requirements The studentdesiring to pursue a Doctor of Philosophydegree must submit an application for admis-sion to the Curry School of Education. Theapplicant to this degree program must:

1. hold a baccalaureate degree, and in mostprograms, a master’s degree, from anaccredited college or university;

2. have an outstanding record as a student;3. submit an application for admission and

official transcripts of all undergraduateand graduate work;

4. submit two references strongly endorsinghim or her for doctoral work;

5. submit official score reports for the Grad-uate Record Examinations;

6. submit a statement of professional goals;and

7. meet any additional department or area ofspecialization requirements.

Residence Requirement Ph.D. candidatesmust complete at least three academic years(fall-spring semester) of full-time (12 credits)graduate work. One year of this requirementmay be waived for candidates who havealready earned a master’s degree. Uponapproval of a petition to the associate dean forgraduate programs of the Curry School of


Education, up to one year of the requiredthree years may be undertaken at anothergraduate school or completed at this Univer-sity on a part-time basis. In addition, up toone year (or the equivalent) may be spent indissertation research elsewhere while enrolledas a full-time student (and not simultaneouslyemployed on a full-time basis).

Enrollment Requirements Students mustbe continuously enrolled at the University dur-ing the fall and spring semesters while workingtoward the Ph.D. degree. If students are nottaking courses, they may maintain enrollmentby paying a University non-resident feethrough the Office of Admission of the CurrySchool. Failure to maintain continuous enroll-ment will require students to reapply.

Time Limitation All requirements must becompleted within four years after passingcomprehensive examinations and withinseven years of admission to the Ph.D. pro-gram. In special cases, upon approval of thedoctoral committee, department chair, andassociate dean, out-of-date work may berevalidated by examination.

Program Requirements To earn a Ph.D.degree the following minimum requirementsmust be met:

1. The student must successfully complete aprogram of study determined by the doc-toral committee. The student must earn72 credits, including at least 54 creditsfor courses other than non-topicalresearch or dissertation credit, and atleast 12 dissertation credits. A maximumof 24 credits from the master’s programmay be counted toward either the 72 or54 credits. A minimum of 36 credits (notincluding internships, independentstudy, practica and dissertation credit)must be earned on grounds.

2. The student must successfully complete anypreliminary examinations required by theprogram area or the doctoral committee.

3. The student must successfully completewritten comprehensive examinations andan oral examination if required, as deter-mined by the student’s doctoral commit-tee. Comprehensives must be completedbefore the dissertation committee isappointed and before the dissertation pro-posal is defended.

4. The student must demonstrate researchproficiency by passing the Curry SchoolResearch Examination, which covers quan-titative research methods, qualitativeinquiry, statistics, tests and measurement,and research design; or by an alternativemethod developed by the Ph.D. programarea in which the student is completing thedegree. Alternative methods must complywith the specific departmental programarea requirements and be approved by theAcademic Affairs Committee.

5. The student must successfully complete alldissertation requirements, includingdefending a dissertation proposal as deter-mined by the student’s doctoral commit-

tee; gaining approval from the University’sInstitutional Review Board (IRB) for theprotection of human subjects; planningand carrying out a research study (disser-tation) appropriate to the field of special-ization; and passing an oral final examina-tion on the conduct and conclusions of thedissertation. All other requirements mustbe completed before this defense.

6. Students must complete all additionalrequirements as specified by their depart-ment and program area in the CurrySchool of Education, doctoral committee,and advisor.

7. The student must pass the final examina-tion (oral, written, or both).

Record of Progress The student must com-plete and keep current an official Record ofProgress Form, which should be started uponinitial registration and must be kept on file inthe Office of Admission and Student Affairs ofthe Curry School of Education. This form,with instructions, is available from that office.You can access the Record of Progress format: http://curry.edschool.virginia.edu/admis-sions/pdf/ phdrop.pdf

Doctoral Committee The Ph.D. program ofstudy is directed by the student’s doctoralprogram committee. After approximately 12credits of study, a doctoral committee is usu-ally formed. This committee is responsible forthe design of the program of study and super-vises the student through all activities untilthe comprehensive examination is completed.The committee must consist of a minimum offour faculty members of the regular University,appointed to the rank of assistant professor orhigher, with at least two members from insidethe major department (one of whom mustagree to be the advisor/chair), and at least oneoutside of the student’s major program area.Ph.D. candidates are not required to designateminors or supporting areas. However, if such adesignation is made, there must be at least onerepresentative for each supporting area. Anadditional committee member from outsidethe University may be added if approved by thechair of the student’s major department, fourUniversity faculty who have agreed to serve onthe committee, the Faculty Council, and theassociate dean.

When all program requirements are met,including the successful completion of thedoctoral comprehensive examination, the stu-dent must seek to appoint a doctoral disserta-tion committee. This committee is responsi-ble for the approval of a dissertation proposalafter it has been presented and defended; thesupervision of the dissertation; the finalapproval of the dissertation, based on its writ-ten form; and the student’s oral defense of thedissertation (the Ph.D. final examination).The dissertation committee must include atleast four University faculty members whoagree to serve, and who are approved by thedean’s office, including at least two frominside the major department (one of whommust agree to serve as the advisor/chair orco-chair) and one from outside the student’smajor program area.

Any committee appointment or changemust be approved by the associate dean onthe recommendation of the student’s advisorand department chair. Students who areready to have a committee appointed mustseek faculty who agree to serve on the com-mittee and have them sign an advisory com-mittee card, which is available in the Office ofAdmission and Student Affairs.

All actions of doctoral committees must beapproved by all members of the committee.There may be more than four members onany committee, but there must be at leastfour University of Virginia members (includ-ing the chair and outside member) presentfor any presentation or oral defense, and allmembers must agree to the outcome.

Major Program Areas The student mustselect one major program area of the CurrySchool of Education and complete the courserequirements specified by the doctoral com-mittee for that major area. Master’s degreework completed by the student may beapplied to the program when approved by thedoctoral committee. Requirements for themajor program area must be approved by alldoctoral program committee members.Exceptions due to emergency must beapproved by all committee members and theassociate dean.

Preliminary Examinations Preliminaryexaminations may be required by individualdepartments or program areas, or at the dis-cretion of the doctoral committee. All com-mittee members must verify that such exami-nations have been successfully completed bysigning the record of progress.

Comprehensive Examinations Whennearing completion of the program of study,and with the approval of the major advisor,the student requests a written examination,or, in some areas, a comprehensive project inall areas appropriate to the student’s plannedprogram. The time, place, content, specificformat, and evaluation of the examinationshall be determined by the doctoral commit-tee. All committee members must judge thestudent’s performance to be satisfactory andmust verify successful completion of theexams by signing the student’s Record ofProgress form. If the student performs unsat-isfactorily on the written exam, the commit-tee may be petitioned for one re-examination.Subsequent failure on the written exam pre-cludes further doctoral study in the CurrySchool of Education.

Research Skills Ph.D. students mustdemonstrate research proficiency. This isdone most typically by passing the CurrySchool Research Examination, which consistsof both qualitative and quantitative examina-tions, including quantitative research meth-ods, statistics, tests and measurement andresearch design. An alternative method ofdemonstrating research skills competencemay be approved in some program areas.Alternative methods must comply with thespecific departmental program area require-


ments and must be approved by the Acade-mic Affairs Committee. Consult the programarea advisor for a list of approved alternativesto the research examination.

Dissertation Proposal The student mustprepare and orally defend a written disserta-tion proposal. The oral presentation of thedissertation must be heard by at least fourmembers of the doctoral dissertation commit-tee (including the chair and the outside mem-ber), at which time a decision is made regard-ing continuation of the dissertation plan.Approval requires agreement of all doctoraldissertation committee members, at least oneof whom must be from the student’s programarea and serves as the chair or co-chair. Afterapproval of the dissertation proposal, all dis-sertation committee members must remainon the committee through the final examina-tion. The proposal may not be defended untilsuccessful completion of the comprehensiveand research skills examinations.

The student is responsible for schedulingall committee meetings and distributing copiesof the proposal and any revisions. The commit-tee chair, however, will conduct all sessions.Advancement to candidacy is to be verified onthe Record of Progress Form by the committeechair after all revisions of the dissertation pro-posal have been approved. A copy of the signedproposal must be filed with the student’s offi-cial Doctoral Degree Record of Progress.

Dissertation Requirements The studentmust successfully complete a dissertation anddefend it in a final examination. All studentsmust register for a minimum of 12 credits ofdissertation research and be registered forcredit during each semester when workingwith faculty or using University resources. Thegeneral procedures for preparing and submit-ting a dissertation are available in the Office ofAdmission and Student Affairs of the CurrySchool of Education. The advisor must be con-sulted regarding the specific style to be used inwriting the dissertation, and the manuscriptmust meet specified University standards.

Oral Defense of Dissertation and FinalExamination All other requirements mustbe satisfied before the dissertation defense.The dissertation defense is an open, publicexamination of the doctoral research project.The defense date, time, and place must beannounced at least 14 days in advance. A dis-sertation abstract and announcement must befiled with the doctoral secretary in the Officeof the Associate Dean for Graduate Programs,104 Ruffner, from which it will be posted forall members of the Curry School.

At least four University faculty membersfrom the doctoral dissertation committee,including the advisor and the outside mem-ber, must be present for the oral defense. Allmembers must attest to the successful com-pletion of the defense and final examination.

Through its chair, the examining commit-tee may invite other members of the depart-ment faculty to take part in the examination;indeed, it is recommended that the doctoralexamination be given before the entire pro-

fessional staff of the department concerned.The result of the examination, with the namesof the examiners and their departmental affil-iation, must be reported by the chair of thedissertation committee to the associate dean.The chair does this by submitting the finalcopy of the Record of Progress Form signedby all members of the dissertation committee.

Approval and Inspection of DissertationFive weeks before graduation, the dissertationtitle page must be approved by the CurrySchool’s Office of Academic and StudentAffairs, and a copy must be attached to the Stu-dent’s Record of Progress Form. The originaland one copy of the dissertation must beinspected and approved in the Office of Acade-mic and Student Affairs of the Curry School.Consult the calendar of the Curry School todetermine the deadline for each semester (gen-erally four weeks before the end of the term).

Application and Registration forDegree Application for the Ph.D degree mustbe submitted by the student in accordancewith the calendar deadlines listed in thisRecord. Forms may be obtained from theOffice of Admission and Student Affairs of theCurry School of Education.

Candidates who do not receive degrees inthe session for which their applications havebeen approved must renew their applicationsat the beginning of the session in which candi-dacy for the degree is desired.

The student’s completed Record ofProgress Form, along with an official tran-script of all applicable course work from theUniversity of Virginia or elsewhere, mustaccompany this application for final reviewby the Office of Admission and StudentAffairs of the Curry School of Education.

Non-resident degree applicants must beregistered for dissertation credit in the semes-ter in which the degree is to be awarded.

Ph.D. in Clinical Psychology Require-ments and policies for the Ph.D. in ClinicalPsychology are specified in the Department ofHuman Services section of this chapter, andin the Curry Programs in Clinical and SchoolPsychology handbook.

Program DescriptionsThere are three academic departments withinthe Curry School of Education: Curriculum,Instruction, and Special Education; Leader-ship, Foundations, and Policy; and HumanServices. Each department includes manypossible areas of specialization.

Department of Curriculum,Instruction, and SpecialEducationThe Department of Curriculum, Instruction,and Special Education provides educationalprograms for individuals concerned with thedevelopment and delivery of curriculum andinstruction in schools and specialized educa-tional institutions for all learners, includingthose with special needs. The departmentprovides leadership within the Common-wealth of Virginia and the nation in areas

related to curriculum, instruction, and specialeducation. Programs housed in the depart-ment include: curriculum and instruction;elementary education; reading education;secondary education (English, foreign lan-guages, math, science, social studies); specialeducation (mental retardation, behavioraldisorders, learning disabilities, and severedisabilities and the training program for earlychildhood special education).

Most program areas in the Department ofCurriculum, Instruction, and SpecialEducation offer degrees at three levels: mas-ter’s (M.Ed. or M.T.), education specialist(Ed.S.), and doctoral (Ed.D. or Ph.D.).

The department offers a concentration areafor doctoral students who plan to become pre-service teacher educators at a college or uni-versity. This concentration area has two tracks:generalist and specialist. The two tracks sharea common core of requirements, but differaccording to whether students want an in-depth preparation in a subject-matter area, ora more generalized preparation that wouldfocus on methods of instruction, supervision,technology, and policy. Students interested inthe generalist track should apply to the Cur-riculum and Instruction program area, andstudents interested in the specialist trackshould apply to one of the other departmentalareas, e.g., mathematics education, scienceeducation, or social studies education.

Curriculum and Instruction Offered forexperienced teachers, the Master ofEducation (M.Ed.) degree program isdesigned to provide each participant with anindividually tailored set of experiences for in-depth professional study consistent with hisor her professional goals. Beyond a limitedcore of required courses, there is ample flexi-bility for the student and advisor to plan anappropriate course study.

Applicants for doctoral work are generallyexperienced educators. Doctoral-level (Ph.D.and Ed.D.) graduates typically assume posi-tions as faculty in colleges and universities, asleaders of curriculum and instructionimprovement in school divisions, or as pro-gram specialists in human service agencies.Specialized study in curriculum and instruc-tion, instructional use of computers, andresearch is required, with additional workselected from program areas across the CurrySchool. Emphasis is on analysis and evalua-tion of teaching, design and evaluation ofeducational programs, processes of change,and practical strategies for inquiry.

Early Childhood/Developmental Risk Graduate Programs in ECDR are designed tomeet the needs of Masters of Teaching (M.T.),Master of Education, and Ph.D. students aswell as provide additional endorsement forpreviously licensed teachers. The ECDR pro-gram results in licensure and endorsementfor special education ages 0-3 and elementaryeducation primary grades PreK-3.

The ECDR program requires students tohave a major or heavy concentration in psy-chology. The program provides a range ofpracticum experiences with developmentallydelayed and at-risk child populations.


Elementary Education Graduate programsin elementary education (pk-6) are designed toassist individuals seeking to advance their pro-fessional knowledge (P.D., M.Ed., Ed.S., Ed.D.,Ph.D.) or obtain a degree and initial licensure(M.T.). The elementary education programscan also assist individuals in meeting re-certifi-cation requirements or in adding endorse-ments to existing certificates.

Students completing graduate programsin elementary education typically find them-selves advancing their careers as classroomteachers, elementary supervisors, subject areacurriculum coordinators, training materialsspecialists, or personnel training and staffdevelopment professionals in both publicand private schools. They may chooseeducation-related professions, such asteacher educators, at either graduate orundergraduate levels as well.

The elementary education graduate degreeprogram includes practicum, and internshipexperiences. Programs of study at all levelsare determined by the student and anassigned advisor or advisory committee work-ing within established program area guide-lines. Every effort is made to develop a pro-gram of study that is designed to achieve eachstudent’s personal and professional goals.

English Education The post-baccalaureateMaster of Teaching (M.T.) degree initial licen-sure program prepares prospective teachers ofEnglish. Building on the students’ undergradu-ate English studies, students investigate thesocial and psychological context for teachingEnglish at the secondary level, explore con-cepts of curriculum and instructional models,and pursue in-depth study of effective method-ologies for teaching language, literature, andwriting. The program of study involvespracticum experience, emphasizes an inte-grated conceptualization of secondary Englishcurriculum, and stresses the importance ofmulticultural awareness in all aspects of plan-ning and instruction. Opportunities exist forindividual direction, both within courseparameters and in independent study. Studyalso includes graduate courses in English. Theprerequisite for admission is a B.A. in Englishor the equivalent.

The Master of Education degree programextends the preparation of experiencedteachers of English or language arts. Withthe teacher’s experience as the point ofdeparture, the M.Ed. candidate deepens ped-agogical inquiry and extends existing back-ground in English studies through graduate-level English and English education courses.The program explores current methodologiesand research-based practice and emphasizesthe multicultural dimension of literature,composition, and language study. Opportu-nities exist for researching individual inter-ests both within existing course parametersand in independent study. Prerequisites foradmission are two years of teaching experi-ence or satisfactory completion of studentteaching (or an equivalent classroom intern-ship), along with an undergraduate major inEnglish or its equivalent.

The Education Specialist degree programtrains teachers, teacher educators, andresearchers as active creators of language andliterature, moving beyond the role of criticalconsumer and cultural transmitter of lan-guage and literature. Course work includesspecified courses in English education, Eng-lish, and in the supporting areas of curricu-lum, supervision, reading, and evaluation.Study includes a field project combining cur-riculum planning, instructional implementa-tion, and evaluation in English Education.Prerequisites for admission are a master’sdegree or its equivalent, preferably in Englishor English education, and the successful com-pletion of at least two years of full-time teach-ing, preferably at the secondary school level.

The Doctorate in English Education (Ed.D.and Ph.D.) prepares candidates for a variety ofleadership positions in public schools, govern-ment agencies, corporations, community col-leges, and universities (e.g., university admin-istrators, professors, and researchers; commu-nity college instructors and administrators;writers; high school English departmentchairs; corporate specialists in technical writ-ing and instructional design; language artssupervisors and consultants; and officers instate or national educational agencies). Theprogram design is flexible, including courses inEnglish education combined with courses inEnglish and other supporting areas. Alsorequired are practica in conducting collegeclasses and/or supervising student teachers, adissertation, and a written comprehensiveexamination in English education designed inconsultation with the degree candidate andfaculty advisor. For admission, in addition tothe requisite application, recommendations,GRE scores, and transcripts, the candidatemust have completed a master’s degree or itsequivalent, preferably in English or Englisheducation, and must have completed at leasttwo years of full-time successful teaching,preferably at the secondary school level.

Foreign Language Education The Masterof Teaching (M.T.) program in foreign lan-guage education (pk-12) prepares prospectiveteachers of foreign languages by building onthe students’ undergraduate foreign languagemajor. The M.T. program follows the modelof the secondary programs and includespreparation in pedagogy, as well as advancedcourse work in one or more languages andpractical teaching experiences in schoolsunder the supervision of University person-nel. Students applying to the MT program inforeign languages are required to take speak-ing tests in their target language, and finaladmission to the program is contingent uponthe results of these tests. Students may berequired to take the test more than once ifadequate proficiency, at the advanced level, isnot demonstrated.

The Master of Education in Foreign Lan-guage (M.Ed.) degree is offered for experi-enced middle or secondary school teachers toprovide in-depth preparation in second lan-guage acquisition and instruction. The pro-gram of study includes at least 12 hours ofprofessional studies distributed in all three

categories: curriculum and instruction, foun-dations of education, and statistics/technol-ogy; 12 hours of graduate- level course workin the appropriate foreign language depart-ment; and 6 hours of electives approved bythe advisor.

English as a Second Language: ESL is pro-vided as an add-on endorsement to anyapproved program or existing license. Stu-dents wishing to pursue ESL endorsementshould speak to their advisor and contact theTeacher Education Office for approval.

Mathematics Education The Master ofTeaching (M.T.) program in mathematicseducation prepares prospective teachers ofmathematics by building on the students’undergraduate mathematics studies. The M.T.program in mathematics education includespreparation in pedagogy, as well as advancedcourse work in mathematics and practicalteaching experiences in the schools under thesupervision of University personnel.

The Master of Education in Mathematics(M.Ed.) degree is offered for in-depth prepa-ration of secondary and/or middle schoolteachers of mathematics, and a doctoraldegree is offered to prepare people to work inmathematics education at the college leveland to prepare professionals to work insupervisory positions in mathematics.

Prospective students in the doctoral-levelprograms must have the equivalent of anundergraduate major in mathematics and atleast two years of teaching experience. Doc-toral programs are individually tailored andgenerally require course work in mathematicseducation, mathematics, research methodol-ogy, and other areas of education.

Reading Education The master’s-levelReading Education Program prepares readingspecialists to fill the role of reading coordina-tor in school units of varying size. The pro-gram’s aim is to produce competent fieldleaders able to deal with curriculum theoryand to implement this theory effectively infield settings through work with administra-tors, teachers, and pupils.

At the doctoral level, the reading pro-gram prepares candidates to fill leadershipand scholarship positions in their area ofspecialization.

Science Education The Science EducationProgram offers graduate-level programs inscience education including the master’s(M.Ed. or M.T.), education specialist (Ed.S.),and doctoral (Ed.D. or Ph.D.) degrees. Theprogram also provides preparation in scienceand science teaching methods for students inthe Master of Teaching Program and resultsin initial licensure and endorsement in anarea of science. The purpose of the master’s-level program is to prepare teachers and/orsupervisors of science education. The pur-poses of the doctoral program are threefold:(1) to prepare college and/or university sci-ence educators to teach science methodscourses, to perform a variety of professionalfunctions related to preservice and inservice


education of teachers, and to perform thefunction of directing graduate study in sci-ence education; (2) to prepare supervisorsand coordinators to direct the program of sci-ence instruction in a school system at thelocal, county, or state level; and (3) to prepareresearch specialists for programs of scienceinstruction at all educational levels.

Applicants for admission to the doctoralprogram in science education must present astrong background in one field of science withsufficient breadth in related fields to ensurethat they can pursue graduate study effectively.The candidate must also present evidence oftwo years of effective work experience relateddirectly to the field of science education.

Applicants for master’s-level study musthold a baccalaureate degree from an accred-ited college or university, have a B average orbetter for the last two years of undergraduatestudy, and meet other requirements foradmission to the degree program. In additionto the admission requirements applicable tothe master’s program, an applicant to thedoctoral program must: hold a master’sdegree or its equivalent from an accreditedcollege or university; have an outstandingrecord as a student; and have previous pro-fessional experience in an area related to sci-ence education.

Course Requirements Candidates for the doc-toral degree in science education must com-plete a minimum of 36 credits in science, 12credits in science education, and 24 credits intwo supporting fields, plus elective courses asdetermined by their advisory committee, for aminimum total of 72 credits beyond the bache-lor’s degree. The supporting fields are researchand statistics (12 credits); curriculum (12 cred-its); supervision and administration (12 cred-its); instructional technology (12 credits); andinstruction (12 credits). Regardless of the sup-porting fields, each student must have ninecredits of research and statistics, includingintermediate statistics and research design.The dissertation relates to learning theories orinstructional practices in science education.

Social Studies Education The purpose ofthe master’s-level Social Studies EducationProgram is twofold: to prepare social studiesteachers (M.T.) in middle school/ secondaryeducation with and to provide for profes-sional growth of social studies teachers(M.Ed.) in middle school/secondaryeducation with the particular focus on theintegration of technology. The purpose of thedoctoral-level program is to prepare socialstudies educators for teacher education cen-ters; academic fields in secondary and highereducation; supervisory positions; and cur-riculum development positions.

Special Education The graduate programsin special education include a choice ofemphasis in the areas of mental retardation,behavior disorders (emotional disturbance),learning disabilities, severe disabilities andfor early childhood developmental risk. Theearly childhood/developmental risk programresults in licensure and endorsement for spe-

cial education (birth-age 5) and elementaryeducation (PreK-3).

Students completing specially approvedprograms may obtain licensure in more thanone area of emphasis (e.g., learning disabili-ties, mental retardation, behavior disorders,and severe disabilities and early childhoodeducation). All programs include a componenton the inclusion of learners with special needsin general education programs. Students in theM.T. initial licensure program must select twoendorsements from LD, MR or ED.

Graduate study at the master’s level pro-vides a program for those persons whoseprofessional aspirations are oriented towardthe instruction of exceptional children. Italso provides preparation for students want-ing to pursue a post-master’s program at theeducation specialist or doctoral levels. Allstudents in the master’s program participatein practicum experiences selected accordingto their needs and interests.

The purpose of the doctoral program is toprovide experiences that require the highestorder of scholarship, research ability, cre-ativity, and initiative. It is designed to pre-pare leadership personnel to function ashighly professional special educators inmore than one of the following roles: univer-sity or college instructors, researchers,administrators, and supervisors of programsfor children with disabilities.

Department of Human ServicesThe Department of Human Services provideseducational experiences and training for indi-viduals preparing for professional careers inareas related to human development and clin-ical services in both the physical and psycho-logical domains. Graduate degree programssponsored by this department are in four pro-gram areas: communication disorders, coun-selor education, health and physicaleducation, and clinical and school psychol-ogy. The faculty of the Department of HumanServices are involved in training, research,and scholarship, and provide professionalleadership to the Commonwealth and thenation on issues related to assisting individu-als in the development of their full physicaland psychological potential for productiveand satisfying learning, leisure, and work.

The specializations within each programarea are laboratory and/or clinically oriented.Each of the programs within this departmentseeks to apply knowledge from its disciplinarybase to settings that enhance individualdevelopment, both physically and psychologi-cally. For example, programs in counseling,sport and exercise psychology, and clinicalpsychology all require extensive clinical/psy-chological experiences. Similarly, communi-cation disorders, clinical psychology, motorlearning, athletic training, and exercise physi-ology each have strong clinical/medicalaspects and involve extensive interactionswith the School of Medicine and other unitsof the University of Virginia.

The options and specializations withineach program area are described in the fol-lowing sections.

Clinical and School PsychologyClinical PsychologySchool PsychologyCommunication DisordersSpeech/Language PathologyCounselor EducationMental Health CounselingSchool CounselingCounseling and Student Affairs Practice inHigher EducationKinesiologyAdapted Physical EducationAthletic TrainingExercise PhysiologyMotor LearningPedagogyPhysical Education Teacher EducationSport and Exercise PsychologySports Medicine

To obtain application materials, contact theOffice of Admission and Student Affairs of theCurry School of Education. To obtain morespecific information about any program inthe Department of Human Services, contactthe appropriate program area director.

Clinical and School Psychology There aretwo degree programs offered in clinical andschool psychology: the Ed.D. in School Psy-chology and the Ph.D. in Clinical Psychology.

The Ph.D. Program in Clinical Psychologywithin the Curry School of Education isdesigned to train clinical psychologists withpotential to make outstanding contributionsto the profession in a variety of roles. Themajority of graduates seek careers in settingssuch as hospitals, mental health centers, andschools. A smaller percentage choose purelyacademic and research careers. The programoffers training in individual, group, family,and consultative intervention from severaltheoretical perspectives.

A thorough grounding in the basic scienceof psychology is provided for all students.Two research products are required: a pre-dissertation study, leading to a journal-articlelength thesis, and a doctoral dissertation.Specialized training in clinical work with chil-dren, families, and adults is available. Super-vised clinical practicum is required, includingsummers, in all but the first semester of thefour years of study. During the first year, stu-dents participate in a clinical practicum in alocal school system, and in the second yearthey pursue training in the program’s clinic,the Center for Clinical Psychology Services. Ofthe remaining two years, typically one is spentworking as a staff member in the center, whilethe other is spent working in an area mentalhealth agency, hospital, or school.

Recognizing the major role that schoolsplay in the lives of children and adolescents,experience in schools is encouraged. Inaddition to preparation for licensure as aclinical psychologist, the program offers theoption of becoming licensable as a schoolpsychologist. The program culminates in thePh.D. in Clinical Psychology and is fullyapproved by the APA (American Psychologi-cal Association)* and by NASP (NationalAssociation of School Psychologists).


The Ed.D. Program in School Psychologyis for experienced school psychologists whowish to broaden their expertise in this area.The program has a prerequisite of two yearsof successful experience as a school psycholo-gist and the completion of a minimum of 24months of study. Included are two summersand one academic year of full-time, on-Grounds study in Charlottesville. A disserta-tion is completed during the second academicyear. Students select two supporting areas(minors) to enhance their preparation inschool psychology.

Students wishing to apply to the CurryPrograms in Clinical and School Psychologyshould contact the Chair of Admissions,Curry Programs in Clinical and School Psy-chology, Ruffner Hall, University of Virginia,P.O. Box 400270, Charlottesville, VA 22904-4270 for a brochure and instructions. Theapplication deadline is January 15. Admis-sions decisions are made once per year duringthe months of February and March.

*Accreditation through Office of ProgramConsultation and Accreditation, AmericanPsychological Association, 750 First Street,N.E., Washington, DC 20002. Phone: (202)336-5979)

Professional Development Selected studentsmay be granted professional developmentstatus if they currently hold a degree in psy-chology or are practicing in a position that ispredominantly a psychological service. Exam-ples include the holder of a Ph.D. in psychol-ogy in a non-clinical research area; a practic-ing school psychologist; a licensed psycholo-gist or psychiatrist wanting to continue his orher education; or a student in an area closelyrelated to psychology (e.g., social work), whois seeking a special course. Professionaldevelopment status is not a stepping stone foradmission into the Curry Programs in Clinicaland School Psychology.

Students seeking admission to profes-sional development status in clinical psychol-ogy must submit, along with the application,the following information:

1. A statement of their reason for applyingfor professional development status andthe goals they are seeking to achieve.

2. A list of the courses (not to exceed 12 cred-its) they wish to take.

The following courses are available only tothose applicants who are practicing psychol-ogists or who hold at least a master’s degreein psychology. Admission to these courses ison a space available basis and requires theinstructor’s permission: EDHS 763, 764,768, 863-864, 865, 866-867, 871, 872, 873,874, and 875.

Communication Disorders The Commu-nication Disorders Program at the Universityof Virginia offers masters’ (M.Ed.) and doc-toral (Ph.D.) degrees in Speech-LanguagePathology. The master’s degree curriculumfulfils academic and clinical requirements forobtaining professional credentials in speech-language pathology from the Virginia StateBoard of Education, the Virginia Licensing

Board, and the American Speech-Language-Hearing Association (ASHA). The master’sdegree in speech-language pathology isaccredited by the Council on AcademicAccreditation (CAA) of ASHA. The Speech-Language-Hearing Center is accredited by theCouncil on Professional Services Accredita-tion (CPSA) of ASHA for the provision of fullclinical services in speech, language, andhearing. Academic and clinical education iscomprehensive, and the Program is commit-ted to advancing clinical practice in publicschool services

Graduates with a Master’s degree inspeech-language pathology are prepared toevaluate and treat a broad spectrum of com-munication disorders as they occur across thelife span. Initially, students participate inclinical practica under the supervision of Uni-versity Clinical Instructors. Advanced clinicaltraining is gained at externship sites through-out the central Virginia region. Each studentis required to complete clinical practicumassignments in educational (e.g. public andprivate schools) and in health-care (e.g., hos-pitals, rehabilitation units, community clin-ics; university training centers; research labo-ratories; federal, state, and local governmentservice programs; private health care agen-cies; industry; and private practice) servicedelivery sites. Finally, an internship semesterprovides the capstone clinical-training experi-ence. The internship site is chosen in accor-dance with the recommendation of the Direc-tor of Clinical Services and the student’s geo-graphic and professional preferences.

Students entering the master’s programwith a bachelor’s degree in communicationsciences and disorders (CSD) typically com-plete the graduate program in 5-6 semesters.Students entering with undergraduatedegrees in other than CSD typically completethe requirements in 7-8 semesters.

Doctoral studies are supported by theexcellent research libraries at the Universityof Virginia. The Communication DisordersProgram faculty specialize in the areas ofauditory evoked potentials; central auditoryprocessing; evaluating effective and efficientdiagnostic and therapeutic procedures in theareas of aphasia, traumatic brain injury, dys-fluency, and voice disorders.

Additional information about the Commu-nication Disorders Program Area is availablefrom the Communication Disorders ProgramDirector, 2205 Fontaine Avenue, Suite 202,P. O. Box 800781, Charlottesville, VA 22908-8781 or on the world wide web at:http://curry.edschool.virginia.edu/commdis/

Counselor Education Counseling is aunique helping profession based on the socialand behavioral sciences. Counselors draw froma variety of disciplines to help individualsdevelop toward their full potential and solveproblems that are typical for their age andstage of development. The degree programs incounselor education are the master’s (M.Ed.),education specialist (Ed.S.), and doctorate(Ed.D. and Ph.D.). Graduate study in coun-selor education provides opportunities toacquire a depth of knowledge in theories of

counseling, group dynamics, interpersonalrelations, human behavior dynamics, andresearch procedures. Most counseloreducation courses are available only to coun-selor education majors. Some courses such asEDHS 733, 824, 828, and 834 may be taken byother students with the instructor’spermission.

Counselor education programs aredesigned for students preparing to fulfill clientservices roles in a variety of work settings. Theentry-level programs (master’s and educa-tional specialists degrees) require a minimumof 36-60 credits (see the brief descriptionsbelow) and are designed to prepare studentsfor client services positions in schools, commu-nity, mental health, and human services agen-cies, and institutions of higher education. Thecombined M.Ed./Ed.S. degree in mental healthcounseling requires 60 credits, including 48credits from the master’s program. The doc-toral degree in counselor education requires aminimum of 57 credits (including doctoralinternship and dissertation credits) above themaster’s degree.

The Council for the Accreditation of Coun-seling and Related Educational Programs(CACREP), a specialized accrediting body rec-ognized by the Council on PostsecondaryAccreditation (COPA), has conferred accredi-tation to the entry-level degree programs inmental health and school counseling and tothe doctoral programs in counselor educationat the University of Virginia.

Brief descriptions of the counseloreducation program options are below; addi-tional information is available from the Coun-selor Education Program, Curry School ofEducation, University of Virginia, P.O. Box400269, Charlottesville, VA 22904-4269 orthe department web site.

Mental Health Counseling The option pre-pares students to provide mental health coun-seling in a variety of settings. This programoption offers a comprehensive array of stud-ies, which integrates the historical, philo-sophical, societal, cultural, economic, andpolitical dimensions of mental health coun-seling with the roles, functions, and profes-sional identity of professional counselors.Diagnosis, treatment, and prevention of men-tal and emotional disorders are included inthe coursework. Students will be awarded theM.Ed. and the Ed.S. degrees upon completionof the Mental Health Counseling program.The Mental Health Counseling programrequires a minimum of 60 (core, specialty,elective) credit hours. Students must beenrolled on a full-time basis (including thefollowing Summer Session between their firstand second years) through the Spring Semes-ter of the second year.

School Counseling The program option isdesigned for the preparation of professionalcounselors to work in public schools gradespre-K through 12. It is broadly based andinterdisciplinary in nature. This programoption offers a comprehensive array of stud-ies, which integrates the historical, philo-sophical, societal, cultural, economic, and


political dimensions of school counselingwith the roles, functions, and professionalidentity of professional counselors in schoolsettings. Effectiveness in school settingsrequires skills in working with individualsand groups, functioning as a school teammember, and consulting with teachers andparents. Students complete field experiencesat two different school levels.

Student Affairs Practice in Higher EducationThe program option prepares students forpositions as student personnel professionalsin post secondary educational institutions.The program is built on the concept thatcounseling and student services are basiccomponents of the total student developmentprogram in post-secondary schools. Thisoption is designed for students who plan touse their training in a variety of studentaffairs positions (i.e., Admissions, Orienta-tion, Career Planning and Placement, Dean ofStudents Office, Residence Life, StudentActivities, Athletic Advising and AcademicAdvising). Students take required and electivecourses offered by both the CounselorEducation Program and the Curry Center forthe Study of Higher Education.

Counselor Education and Supervision Thedoctoral degree programs in counseloreducation are designed to prepare graduatesto be counselor educators and supervisorsand to assume positions of leadership inagencies, schools, and institutions that pro-vide counseling services. This option empha-sizes the knowledge and skills necessary forcounselor educators and counseling supervi-sors. This option is built on the CACREPstandards for the Entry-Level programs and itis assumed that students already have a mas-ter’s degree reflecting the CACREP requiredcourses and successful clinical experience.

Kinesiology Graduate degree programsoffered in health and physical education areavailable at the master’s (M.Ed. and M.T.)and doctoral (Ed.D. and Ph.D.) levels.

Detailed descriptions of the KinesiologyPrograms and their program specializationsare below. For additional information, contactthe Kinesiology Program Director, Universityof Virginia, 202 S Emmet Street, P.O. Box400407 Charlottesville, VA 22904-4407; (434)924-6207.

The kinesiology program area offers spe-cializations in adapted physical education,athletic training, exercise physiology, motorlearning, sports medicine, sport and exercisepsychology, and pedagogy. Requirementswithin each option are distributed among: (1)a core of related courses usually taken withinthe department; (2) a supporting area suit-able to the student’s specialty; (3) researchprojects, independent study, thesis, and/orpracticum experiences as recommended bythe advisor; and (4) electives.

The Master of Education (M.Ed.) degreeprogram is designed to develop an under-standing of major factors affecting specificaspects of physical education, sport, and exer-cise. Graduates are prepared to work in edu-cational settings such as schools, hospitals,

athletic organizations, and private industry.The program also provides opportunities forthe development of research skills and prepa-ration for advanced graduate study. A mini-mum of 36 graduate credits must be earnedfor the M.Ed. degree, including the successfulcompletion of a comprehensive examinationor 30 credits and a thesis.

The Master of Teaching (M.T.) degree pro-gram culminates in the M.T. degree andteacher certification for health and physicaleducation (grades K-12). Students interestedin this program should contact the director ofphysical education teacher education fordetails regarding this two-year program.

The doctoral program (Ed.D. or Ph.D.) inkinesiology is organized to provide an in-depth analysis of specializations in physicaleducation through a course of study shapedby a faculty advisor, a doctoral program com-mittee, and the student. Graduates are able toinitiate, conduct, and evaluate researchrelated to specific aspects of motor behavioror physical education and to demonstrateteaching behavior appropriate for college oruniversity faculty. Course work is individuallyprescribed to meet the requirements of theselected specialization and the skills andqualifications of the student. Areas of special-ization within kinesiology may be selectedfrom the following options:

Adapted Physical Education specializationprovides graduates with the competenciesneeded to develop functional physical, motor,and leisure skills for individuals with mild,moderate, or severe disabilities. This programis offered in cooperation with specialeducation, the Kluge Children’s Rehabilita-tion Center, and the Charlottesville and Albe-marle County school systems. The program isfounded on an achievement-based curriculummodel. Inherent in the program design arethe following principles: the core of the pro-gram is an integrated sequence of coursework in physical education and specialeducation; hands on applications are empha-sized; students complete extensive, well-super-vised practicum experiences as one-half timeadapted physical education teachers in localschools; students are trained to use a variety ofassessment tools and techniques; and studentsuse computer and video technology to analyzeand improve teaching effectiveness. The doc-toral program in adapted physical educationprepares researchers and teacher trainers.

Athletic Training specialization providesM.Ed. graduates with competence and knowl-edge in the area of athletic medicine, includ-ing an understanding of the physiological,biomechanical, and psychological implica-tions of training, as well as the principles,procedures, and techniques of prevention,treatment, and rehabilitation of athleticinjuries. Students gain practical experience byworking with intercollegiate and interscholas-tic athletic teams and sports clubs. The ath-letic training program is one of a select groupof NATA accredited graduate programs andhas a prerequisite of NATA certification (orcertification eligibility) prior to admission.

Exercise Physiology specialization acquaintsgraduate students with physiological conceptsrelated to the acute and chronic effects ofexercise on human subjects. Special areas ofemphasis include interactions between exer-cise and health status, adult fitness, humanperformance, aging, environmental condi-tions, and nutrition. Graduates completepractical laboratory training that can lead tocertification by the American College ofSports Medicine as either an exercise technol-ogist or an exercise specialist.

Master’s students in exercise physiologymust complete a two-part comprehensiveexamination. Part one is taken during thespring semester of the first year and is a basicexamination in exercise physiology that mustbe completed satisfactorily for students toremain in the program. If failed once, a stu-dent may petition for a reexamination duringthe summer. If failed a second time, enroll-ment is terminated. Part two is either a thesisor an advanced written exam at the end of thesecond year of study.

Graduates in exercise physiology have athorough knowledge of exercise and appliedphysiology with an emphasis on metabolismand cardio-respiratory function; the abilityto provide leadership for exercise classesinvolving healthy and high-risk patients; athorough knowledge of, and practical expe-rience in, procedures for exercise testing;and a working knowledge of research design,research methods, and basic statistics. Thiscourse of study can lead to employment incommunity, corporate, and university exer-cise programs or to advanced study andresearch in the field of applied physiology.The doctoral degree in exercise physiology isdesigned to prepare students to conductresearch in human exercise physiology. Pro-gram content includes extensive work inphysiology, computer applications, andresearch procedures, as well as interdiscipli-nary experiences in the School of Medicine.

Motor Learning specialization prepares stu-dents to design and implement optimal learn-ing environments for both the acquisition andperformance of motor skills. The foundation ofthis specialization is based on the psychologyof motor skill learning. The process of motorskill acquisition is explored by analyzing theearly perceptual-motor development of chil-dren and the problems of motor skill acquisi-tion and retention for individuals of all ages.

Graduates are able to identify factors thataffect motor skill acquisition and perform-ance. Specific emphasis is on understandingthe theoretical basis of motor learning andinvestigating practical questions related tostimulus input, integration, and output.Research is conducted to determine optimallearning environments, practice strategies,and elements that affect the performance ofskills. Although closely related to sport psy-chology, this program emphasizes the acqui-sition of motor skills, while sport psychologyfocuses on the performance of well-learnedskills. At the doctoral level, emphasis is ondeveloping research skills and applying themto current problems in motor skill acquisition


and retention. Doctoral students participatein either the ongoing research projects of thelaboratory or in their own research inquiryduring each semester of study. Currentresearch interests include the effectiveness ofmental practice and cognitive/psychologicalskills training on motor skill acquisition, theimpact of knowledge of results and aug-mented information feedback on motor skillacquisition, parameters affecting the use ofmodels, and visualization.

Pedagogy specialization is for students whoalready possess bachelor’s and master’sdegrees in teaching physical education. Thisspecialization prepares individuals to assumepositions of leadership in teacher educationtraining institutions at university or collegelevels. Academic experiences include prepara-tion in the pedagogical knowledge base relatedto effective teaching; the utilization of bothclassroom and field experiences to train futurephysical education teachers; and researchskills for investigating questions about effec-tive teaching practices. Doctoral students par-ticipate in both ongoing research (focused ongoal setting and case study teaching methods)and original research, and strive to demon-strate mastery of supervisory techniques infield-based practicum experiences.

Physical Education Teacher Education(M.T.) specialization is for an individualinterested in the study of physical educationteaching at the elementary and secondarylevels. The individual is prepared to assumea position as a physical education teacher(grades K-12, or at a major university thatrequires the development of a research pro-gram in teacher education).

Sport and Exercise Psychology The area ofsport and exercise psychology addresses thesocial influences and individual factorsrelated to participation and performance in avariety of physical activity endeavors. Twomajor categories of investigation comprisethe focus of this field: (1) how participation insport and exercise contributes to the personaldevelopment of participants; and (2) howpsychological factors influence participationand performance in sport and exercise. Thefirst category includes such topics as self-esteem, character development, intrinsicmotivation, and the ability to cope with anxi-ety and stress. Some topics under the secondcategory include social support, motivation,self-confidence, goal-setting, arousal control,and mental imagery.

This program emphasizes both theresearch and application of sport and exercisepsychology principles. The research programfocuses on developmental sport and exercisepsychology, an area that investigates age-related patterns and variations in psychologi-cal factors related to sport and exercise par-ticipation across the life span. Central topicsinclude determinants of self-esteem throughsport and exercise participation; motivationalfactors related to participation behavior andperformance quality (i.e., contextual and

individual factors); and social influences onphysical activity participation and perform-ance level (i.e., parents, peers, coaches). Theapplied aspect of the program entails oppor-tunities for translating theory and practice toa variety of practical settings such as athlet-ics, exercise and fitness management, injurymanagement, and youth organizations.

The Sport and Exercise Psychology Pro-gram is committed to providing graduate stu-dents with the knowledge, skills, and experi-ences that provide a theoretical and practicalbackground essential to their desired careers inresearch, teaching, athletics, or health and fit-ness. Students who pursue terminal master’sdegrees are prepared for positions as teachers,coaches, or professionals in fitness or athleticclubs. Students are also well-prepared to con-tinue into a Ph.D. program to pursue researchand teaching careers in higher educationthrough their study of the breadth and depth ofthe field and through ample opportunities toengage in research, teaching, mentoring stu-dents, collaborative grant writing, and profes-sional service activities.

Sports Medicine The doctoral degree optionin sports medicine is designed to prepare can-didates to conduct research within athleticmedicine and sports science. Program con-tent includes extensive work in physiology,anatomy, athletic training, biomechanics,computer applications, instrumentation, andresearch procedures.

Research experiences are gained by assist-ing with ongoing projects in the Sports Medi-cine/Athletic Training Research Laboratory, bydeveloping independent research projects, andby assisting with master’s theses in the athletictraining specialization. Examples of currentareas of research include isokinetic assessmentof human muscle performance, postural sway(balance), and knee laxity. Collaborativeresearch is also available through the School ofMedicine and, in particular, with the Depart-ments of Orthopaedics and Radiology.

Teaching assistant opportunities are avail-able in the undergraduate specialization insports medicine and the NATA approvedgraduate program in athletic training. Clinicalwork in athletic training and/or physical ther-apy is available through the on-Groundstraining room, as well as through several localprivate schools.

Department of Leadership, Foundations, and PolicyThe Department of Leadership, Foundations,and Policy offers programs in highereducation, foundations and policy schooladministration, school supervision, educa-tional psychology, education of the gifted, edu-cational research, and instructional technol-ogy. These degree programs seek to prepareprofessional educators who rank with the bestin the nation.

The school administration, school super-vision, educational policy studies, andhigher education programs are designed forstudents who are preparing themselves for

leadership roles in the nation’s schools, col-leges, universities, and governmental orresearch agencies.

Another set of programs are grouped underthe foundations rubric. Included here are pro-grams in educational psychology, psychologyand education of the gifted, educationalresearch, educational evaluation, instructionaltechnology, and the social foundations ofeducation. These programs have a dual func-tion: they prepare master’s and doctoral candi-dates in their respective areas of specialization,and they provide courses that serve to enrichthe research competencies, technical skills, andknowledge base of students in other programswithin the Curry School.

Programs in the Department of Leadership,Foundations, and Policy may lead to the Mas-ter of Education (M.Ed.), Doctor of Education(Ed.D.), and Doctor of Philosophy (Ph.D.)degrees. The Education Specialist (Ed.S.)degree is also offered in selected programs.

These programs are designed for studentsinterested in research and instruction relatingto educational programs, organizations, andprocesses. The programs in the departmentemphasize academic and practical experi-ence, with most students spending extensivetime working on research and instructionalprojects in the field. Since the ratio of full-time graduate students to faculty in thedepartment is about three to one, studentshave close contact with faculty and readyaccess to assistance and guidance. Each pro-gram has its own emphasis, but all share acommon commitment to the analysis of edu-cational theory and practice from a system-atic, broad-based perspective.

Many opportunities are available for stu-dents to gain experience in a variety ofresearch and instructional activities. Withinthe University, opportunities are available inthe Center for the Study of HigherEducation, The National Research Center onthe Gifted and Talented, the SummerEnrichment Program for Gifted Students,the Office of Medical Education, and theEvaluation Research Center. Beyond theUniversity, students work on a wide range ofprojects in school systems, business andindustry, government agencies, and non-profit research and development organiza-tions.

General Information The Department ofLeadership, Foundations, and Policy containsseveral centers and agencies that enhancecareer development opportunities for stu-dents. The Center for the Study of HigherEducation sponsors conferences, seminars,short institutes, workshops, publications, andinternships, in addition to program offeringsfor graduate students. The Virginia Center forEducational Policy Studies conducts policystudies for, and provides assistance to, agen-cies and policy makers concerned witheducation in the Commonwealth of Virginiaand the nation. Other departments and agen-cies can be found in the Facilities and Ser-vices portion of this chapter.


Administration and Supervision of PK-12 Schools At the master’s degree level, stu-dents may choose programs leading to Virginiaendorsement in school administration andsupervision, or programs focusing on researchin educational leadership and policy studies.

Those seeking full administrative endorse-ment are expected to complete an internshipof a minimum of 90 school days (at least half-time) as well as course work in general lead-ership studies, communication skills, schoolmanagement, and an area of specialization(for example, instructional leadership). If astudent does not complete an internship of aminimum of 90 school days, he or she mayreceive the M.Ed. with partial endorsementand arrange to meet the internship require-ment by passing the Leadership Assessmentexamination, or during his or her first year ofemployment as an administrator. Full Vir-ginia endorsement can be obtained upon suc-cessful completion of an internship duringthe first year of employment. A seminarmeeting on Grounds may be required to sup-plement the internship. Students seekingendorsement in supervision have no intern-ship requirement, but are expected to meetexperiential needs through practica. The min-imum number of credits for a master’s degreeleading to full administrative endorsement is36. Students not interested in earningendorsement must complete a minimum of10 courses or 30 credits of graduate study. Inaddition to courses in administration andsupervision, students are encouraged to selectcourses from social foundations of education,psychological foundations of education, cur-riculum and instruction, and research.

Applicants for advanced graduate study(post-master’s) in administration and super-vision programs should complete two years ofadministrative and/or supervisory experiencebefore the degree is awarded. Because manystates require teaching experience as part ofthe endorsement requirement, the student isurged to check state requirements beforeseeking certification. Students with at leasttwo years of teaching experience will be givenstrong preference over those without teachingexperience for admission to the principalpreparation and supervision programs.

Education specialist degree programs aredesigned to provide a post-master’s degreelevel of preparation for school leadership.Emphasis is placed on developing specializedskills and in-depth familiarity with a particu-lar professional role in educational leader-ship. Generally, the pattern of course work foreach student is planned to supplement andcomplement work already completed at themaster’s degree level. Internships and prac-tica, depending upon the need of the individ-ual student, may be included in the program.The Ed.S. is a planned 30-credit (minimum)post-master’s program, 24 credits of whichmust be taken on Grounds, and 18 credits ofwhich must be taken after admission to theprogram. The program can be completed inone year of full-time study. Virginia endorse-ment, either full or partial, in school adminis-tration and/or supervision may be earned aspart of an education specialist program.

Programs leading to the degrees of Doctorof Education and Doctor of Philosophy aredesigned to provide the highest level ofpreparation for professional and scholarlyleadership. The typical Ed.D. and Ph.D. pro-grams consist of a minimum 78 credits ofcourse work, including work completed forthe master’s degree. A minimum residence of24 credits taught by Curry resident faculty isrequired for the Ed.D. degree, and a mini-mum of two years of full-time study isexpected for the Ph.D., although full-timeenrollment until completion of all require-ments is encouraged. (See ResidenceRequirements in the Doctoral Degrees sectionof this chapter.)

Areas of Specialization in Administration and SupervisionElementary Administration (School

Principalship)Middle School Administration (School

Principalship)Secondary Administration (School

Principalship)Central Office Administration and the

SuperintendencySupervision (General, Elementary, and/or

Secondary level).

In addition to these specializations, support-ing areas in education finance and educa-tional policy studies are available for inter-ested students.

Educational Psychology (includingGifted Education) The purpose of the Edu-cational Psychology Program is to preparestudents to apply psychological and educa-tional principles, empirical methods, andresearch findings to practical problems in avariety of professional settings. Majors mayconcentrate in a content area within educa-tional psychology that is flexibly tailored totheir unique professional objectives, or followa prescribed curriculum in gifted education.Those who choose individualized programsbegin with an academic core that includeshuman development, learning, and psycho-metric assessment before narrowing theirfocus. Those who select the gifted specialtyfocus on the characteristics and needs ofgifted children, methods of teaching thegifted, the development and evaluation ofgifted programs, and/or research conductedin gifted education.

Graduates with individualized programsare typically employed as educationalresearch, evaluation, or teaching specialists inuniversities, medical colleges, federal agen-cies, school systems, state departments ofeducation, or private corporations. Thosewith Masters degrees are qualified to designdevelopmentally appropriate curricula, vali-date tests, assess educational programs, eval-uate educational products, and participate ineducational or psychological research investi-gations. Doctoral graduates are qualified tobecome university professors and assumeleadership roles as educational psychologistsin federal or state agencies, medical schools,or private corporations.

Graduates who specialize in education ofthe gifted are employable as gifted educationspecialists in public or private schools, privatefoundations, state or federal agencies, andcolleges or universities. Degrees in educa-tional psychology with a specialty ineducation of the gifted are offered at both themaster’s and doctoral levels. The Master ofEducation degree (M.Ed.) provides a core ofcourses that gives students general compe-tence in the areas of assessment, develop-ment, and learning, and special expertise inthe development of curriculum and instruc-tional strategies for working with gifted stu-dents. The Ph.D. and Ed.D. are designed toprovide in-depth study of gifted children andprograms for gifted children. The doctoraldegrees prepare graduates for positions inuniversities or public education.

Research, Statistics, and EvaluationThe purpose of the program in educationalresearch, statistics, and evaluation is to pre-pare students to plan and conduct empiricalresearch and evaluation in order to add to theknowledge about educational practice andpolicy. The program prepares students toapply the quantitative and qualitativeapproaches in seeking solutions to educa-tional problems by equipping them to stateimportant educational questions, bring exist-ing knowledge to bear on such questions, cre-ate efficient designs for collecting data thatare relevant to such questions, use appropri-ate procedures for analyzing the data, andcommunicate the findings effectively.

The Educational Research, Statistics, andEvaluation Program consists of a sequence ofcourses in quantitative and qualitative meth-ods ranging from elementary statistical con-cepts to advanced multivariate techniques,qualitative research design and methods, andevaluation. In addition, advanced seminarsallow intense exploration of other topics. Stu-dents may choose to specialize in one of threeareas: statistical research methods, qualita-tive research methods, or program evalua-tion. Students are also involved in ongoingresearch projects directed by program faculty.

Graduates at the master’s level areemployed by school systems, state educationdepartments, schools of education, nursing,medicine, etc., and other public and privateorganizations engaged in educational researchor evaluation. Doctoral-level graduates arequalified for a wide variety of leadership posi-tions. Some have become professors in univer-sities, while others have found leadership posi-tions in state and national educational agenciesand organizations, in profit and non-profit pri-vate educational firms, and in industry.

Social Foundations The graduate degreeofferings in Social Foundations provide stu-dents with the conceptual tools essential for afull understanding of educational processesand policies. The program prepares futureeducational practitioners and policy-makersto perform their roles and responsibilities , aswell as to confront issues that reach beyondthose roles, by exploring the complex interre-lationships between school and society,


education and culture, policy and context.The multi-disciplinary approach of the pro-gram affords insight into the origins, aimsand consequences, intended or unintended,of any given educational activity or ofeducation taken as a whole.

The Social Foundations Program is aninquiry-oriented area of study. It providesgraduate students with opportunities to engagein educational research and acquire the knowl-edge and skills necessary to conduct, inter-pret and apply research and evaluation stud-ies in education and educational policy. Theinterdisciplinary nature of the programencourages students to engage in coursework and seminars throughout the Univer-sity of Virginia in disciplines such as govern-ment, sociology, law, economics, finance,philosophy, history, and urban planning.Through the study of the historical, philo-sophical, sociological, anthropological andinternational comparative dimensions ofeducational policy, students are encouragedto be reflective about current educationalpractices and institutional arrangements,giving them added breadth to bring to rolesin education and in government.

Graduate education in Social Foundationsprepares individuals for positions in universi-ties and colleges, public and private school sys-tems, educational research institutions, and forother professional positions in education.Opportunities also exist for graduates to findemployment in federal or state government, aswell as with international agencies.

Higher Education The Center for the Studyof Higher Education is an instructional,research, and service unit within the Depart-ment of Leadership, Foundations, and Policy.The instructional program provides college,university, and adult educational leadersopportunities to explore established andemerging practices in postsecondaryeducation, to analyze current issues and prob-lems, and to think in a critical fashion aboutinstitutional priorities and commitments.

Instructional programs offered by the cen-ter lead to the degrees of Education Special-ist, Doctor of Education, and Doctor of Phi-losophy. Postdoctoral study and researchopportunities are provided through the cen-ter’s professional development program. Stu-dents seeking a graduate degree in highereducation must hold a master’s degree in arelated field, and full time experience ishighly desirable.

The Education Specialist degree provides apost-master’s level of preparation for highereducation administrators. The Ed.S. Programinvolves 30 credits of course work that can becompleted in either one year of full-time study,or part-time with a minimum of one semesteror two summer sessions devoted to residencestudy. Emphasis in the program is placed ondeveloping specialized skills and understand-ings with a particular role in higher educationadministration and management.

Candidates for the Ed.D. and Ph.D.degrees are encouraged to complete all oftheir doctoral study in full-time residence.The minimum residency requirement is 24

credits taken from University resident faculty,excluding credits for practica, internship,independent study, and dissertation. Mini-mum residency for the Ph.D. is two academicyears of full-time study. Doctoral programs inhigher education normally consist of a mini-mum of at least 78 credits, including workcompleted for the master’s degree.

Internships, as part of the doctoral pro-grams, provide the prospective faculty mem-ber, administrator, or agency staff memberwith an opportunity to experience theory inpractice in the actual institutional context.

Areas of Specialization in Higher EducationAdult EducationCommunity College Instruction and/orAdministrationHigher EducationGeneral AdministrationPolicy StudiesStudent Affairs Administration

Instructional Technology The graduateInstructional Technology (IT) Programdirectly addresses the rapidly acceleratingchanges in the field by providing exposure toa wide range of emerging technologies, whileensuring the basic competencies required ofall practitioners. Core course requirementsfor graduate students in IT provide a broadbut firm background in the areas of instruc-tional design, computer-based learning,media production, learning theory, educa-tional evaluation, and tests and measure-ment. Preparation is offered in the master’s(M.Ed.), education specialist (Ed.S.), anddoctoral (Ed.D. and Ph.D.) levels. Applica-tions may be received at any time, but thosereceived by March 1 are given preference forfinancial aid.

Depending on their career goals, studentsmay elect to specialize in either instructionalmedia production or interactive technolo-gies, and may participate in an internship ininstructional technology. The specializationin instructional media production offers pro-fessional preparation for directing instruc-tional resource center operations, designingand producing instructional media (such asgraphic arts, photography, and video), andfor being faculty members in highereducation in these specializations.

The specialization in interactive tech-nologies offers experience in the design andproduction of interactive instructional mate-rials; instructional components are selectedfrom digital images, sound, text, and video.Advanced course work offers an opportunityfor the development of interactive productsof increasing complexity, and for the con-duct of usability tests on user interfacedesign. Doctoral students in this area pursueresearch projects involving the effectivedesign of interactive media.

Internship opportunities in schools, cor-porations, and government agenciesthroughout the mid-Atlantic region give theIT student valuable skills and experience ina variety of work settings. Graduates of theIT Program go on to pursue careers as

instructional technologists in education,business and industry, the government, andnon-profit organizations.

Individuals desiring entry into the Ed.D.or Ph.D. programs in instructional technologymust submit a scholarly writing sample of atleast 12, and no more than 20, pages. Fordetails, contact the Chair of Admissions,Instructional Technology Program, CurrySchool of Education, University of Virginia,405 Emmet Street, Charlottesville, VA22903-2945.

Computers in Education In the CurrySchool, computer applications to instruc-tional, clinical, and management problemsare considered an important part of manyprograms. Thus, a wide variety of coursesand facilities is available to students inter-ested in this area.

Although the Curry School offers no majorin computer applications, special coursesequences designed to meet individual needshave been provided to students in virtually allof the major areas that the school does offer.Courses in the area of computer applicationsare offered mainly by the Department ofLeadership, Foundations, and Policy, orunder various departmental titles when thecontent is specific to a professional discipline.


Course Descriptions

Department of Curriculum,Instruction, and SpecialEducation

EDIS 500 - (3) (Y-SS)The Exceptional LearnerAn intensive introduction to the study ofexceptional children and adults. Focuses onextending principles of learning and intellec-tual, social, emotional, and physical develop-ment to persons with disabilities, as well asthe gifted. Information on medical conditionswhich influence learning and development isalso provided. Credit is not given for bothEDIS302 and 500.

EDIS 501 - (2) (Y)Curriculum and Instruction for Elementary and Special EducationPrerequisite: Admission to the TeacherEducation Program; corequisite: EDIS488.Study of curriculum and instructional design,and instructional strategies consistent withthose designs.

EDIS 502 - (2) (Y)Instruction and AssessmentPrerequisite: Admission to Teacher EducationProgram; corequisite: EDIS 488.Section 1: Elementary Education: Extension ofEDIS 501 with a focus on instructional strate-gies and ways of assessing learning outcomes.Section 2: Secondary Education: Focuses oninstructional design and strategies for teach-ing in secondary classrooms and assessmentof student growth toward prescribed learn-ing outcomes.

EDIS 503 - (3) (Y)Classroom Management and ConflictResolutionPrerequisite: EDIS 502Many beginning teachers report difficultieswith classroom management issues. Thisclass provides the opportunity to reflect onthe importance of instructional, classroommanagement, and conflict resolution prac-tices. Examines the critical issues associatedwith discipline and management, and devel-ops communication and social skills that arecritical for implementing a management sys-tem in the classroom.

EDIS 503A - (3) (Y)Assessment and Programming: Birthto Age ThreeThis course covers assessment and program-ming for children birth through age 3 who aretypically developing, at-risk, or have identi-fied disabilities. The first half of the courseaddresses theories of child development andtypical and atypical development as well asfederal mandates and state regulationsrelated to assessments for Part C programs.Students learn to select, administer, andinterpret formal and informal assessments toidentify the strengths and needs of infants,toddlers, and their families. It also addresses:a) service deliver options for infants and tod-dlers. b) selection of age-appropriate materi-

als and equipment, c) curriculum develop-ment and implementation in the areas of self-help, motor, cognitive, social/emotional, andlanguage, and d) IFSP development, imple-mentation and monitoring. Particular atten-tion is given to understanding the theoriesand techniques of family-centered and cultur-ally responsive intervention as well as tomethods for collaboration and consultationincluding service coordination, interagencycoordination, and transition planning.

EDIS 503B - (3) (Y)Assessment and Instructional Programming: Primary GradesThis course covers assessment and program-ming for children ages 4 through 8 who aretypically developing, at-risk or have identifieddisabilities. The first half of the course reviewstypical and atypical development as well asfederal mandates and state regulations forconducting assessments for Part B programs.Students learn to select, administer, and inter-pret formal and informal assessments to deter-mine eligibility for special education services,diagnose learning needs, plan and modifyinstruction, and monitor student progress. Inaddition, this course covers a wide range ofcompetencies related to curriculum andinstruction including how to: a) design andmodify learning environments to meet individ-ualized needs, b) select and use age-appropri-ate materials, c) develop and manage IEPs forstudents with disabilities, d) integrate the Vir-ginia SOLs, into learning experiences and, e)use appropriate instructional methods includ-ing direct instruction, differentiated instruc-tion and flexible groupings.

EDIS 504 - (3) (S)Assessment Techniques for Exceptional IndividualsPrerequisite/corequisite: EDIS 510, 511, or 512.Prepares teachers of exceptional children toadminister, score, and interpret several stan-dard educational instruments; to use infor-mal procedures in educational assessment;and to interpret the combined results of psy-chological, sociological, medical, and educa-tional assessments as they apply to thedevelopment and evaluation of individual-ized educational plans.

EDIS 508 - (2) (Y)Teaching Exceptional ChildrenPrerequisite/corequisite: EDIS 302 or 500(510, 511, 512).Presents strategies for teaching children withspecial needs, focusing on cognitive andbehavioral instructional approaches. Empha-sizes collaboration and consultation for inclu-sive classrooms. Includes application ofinstructional modification procedures anddevelopment of individualized plans. Coordi-nated with EDIS 514.

EDIS 510 - (2) (S-SS)Characteristics of Students with Emotional Disturbances and Behavioral ProblemsThis course presents the characteristics ofchildren and adolescents with emotional andbehavior disorders within the context of spe-

cial education services. On completion of thiscourse, students will have:1. knowledge of the origins and characteristics

of the primary behavioral disorders2. procedures for identification and

assessment3. approaches of programming and instruction

EDIS 511 - (2) (S-SS)Characteristics of People with Learning DisabilitiesPrerequisite/corequisite: EDIS 302 or 500.Studies the meaning and concepts associatedwith the field of learning disabilities and thediverse characteristics of individuals with thesedisabilities. Includes the nature, causes, assess-ment, and treatment of learning disabilities.

EDIS 512 - (2) (Y)Characteristics of People with MentalRetardationPrerequisite: EDIS 302 or 500.Explores basic concepts and issues pertainingto persons with intellectual disabilities. Physi-ological, psychological, sociological, and edu-cational implications are considered, as wellas a historical perspective relating to themany issues in the field of mental retardation.

EDIS 513 - (2) (Y)Characteristics of People with SevereDisabilitiesPrerequisite: EDIS 500.Introduces the characteristics of personswith severe and profound disabilities.Emphasizes the study of the physical, eco-logical, psychological, and educationalimplications of severe/profound disabilitiesand current issues.

EDIS 514 - (3) (Y)Curriculum for Exceptional ChildrenPrerequisite: EDIS 302 (510, 511, or 512).An extension of EDIS 508, this class focuseson strategies for secondary-aged studentswith special needs. Emphasizes curriculumand instructional approaches related to cog-nitive and behavioral theories and addressesapplications of transition procedures.

EDIS 515 - (3) (Y)Collaborative TeamworkThis seminar will teach strategies for buildingand operating collaborative interdisciplinaryteams in schools and community settings.Course content will include team organizationand development, teamwork skills (e.g., com-munication, conflict resolution); and barriersto and supports for collaborative teams. Addi-tionally, the course focuses on the team’s rolein: a) assessment, b) designing and imple-menting IEP, IFSPs, and ITPs, c) planningand implementing individualized support andadaptations, d) addressing problem behaviorthrough positive behavior support; and e)transitioning between programs, schools, andgrades. Models for collaborative teaching arealso discussed. Particular attention is given tostrategies for extending the team to familymembers, students/peers, related servicespersonnel, and paraprofessionals.


EDIS 517 - (3) (Y)Social Issues: Schools, Classrooms, and FamiliesThis course emphasizes strategies to createcommunity in the classroom includingapproaches to: a) enhance social skill devel-opment, b) teach multiculturalism, c) accom-modate variability in children’s development,and d) utilize effective individual and groupclassroom management skills that build self-discipline and maintain a positive learningexperience. In addition, the course coversmaterial on understanding children in thecontext of family, culture and community andestablishing positive and collaborative rela-tionships with families. Instructors focus ontopics such as: a) regulations that guide rela-tionships between teachers and families ofchildren with special needs, b) empiricalresearch that supports the importance ofthese relationships, c) theories and tech-niques of family-centered intervention, d)barriers to the success of teacher-family rela-tionships, e) developmental issues pertainingto family-school relationships, and f) strate-gies to approach cultural mismatch betweenhome and school.

EDIS 518 - (3) (Y)Social and Affective Processes in DevelopmentThis course provides knowledge of basic the-ory and research concerning social and affec-tive processes in the development of childrenwho are typically developing and children withspecial needs, with particular attention to dif-ferent risk conditions in infancy and child-hood. This course focuses on the role of socialcontexts and parent-child and family relation-ships in development. An understanding ofgeneral systems theory and its application tosocio-emotional development is emphasizedas a means of explaining linkages acrosssocial system influences on the developingchild. The course also examines ways thatbiological, social, and psychological processesinteract. Students will be taught to under-stand the alternate pathways of developmentutilized by children with special needs, andhow dyadic relationships and family systemsboth contribute to and ameliorate problemoutcomes for children with and without spe-cific special needs.

EDIS 521 - (3) (Y)Introduction to Language DevelopmentAn overview of the language acquisition anddevelopment process. Surveys current andhistorical perspectives on language acquisi-tion and treats those factors influencing lan-guage development.

EDIS 522 - (3) (Y-SS)Reading DevelopmentReading Development is designed for pre-service elementary and special educationteachers and is the first course in the readingsequence. The aim of this course is to makelanguage structures accessible for teachers ofreading and writing so that they may useinstructional programs with confidence andflexibility. Within this course, the theoreticalfoundations of understanding how childrenlearn to read and write will be explored.

Effective reading instruction hinges on anawareness of the language development ofeach individual student as well as the lan-guage content of the text. This course dealswith how students learn to read (reading psy-chology) and the content of reading (the formof written language).

EDIS 523 (3) (Y)Reading Diagnosis and RemediationThis course focuses on the diagnosis of read-ing difficulties and the array of continuousassessments that a teacher may employ toappropriately develop remediation strategies.Remediation strategies and effective readingprograms are also highlighted. EDIS 523L isthe concurrent lab with this course.

EDIS 524 - (3) (Y)Communication Disorders in PediatricPopulationsThis lecture-discussion course focuses on dis-orders of speech, language, and communica-tion, including severe communicative impair-ments. The course assists students to gain anunderstanding of speech and language devel-opment and intervention methods, includingthe effects of disabling and at-risk conditionson young children. Attention will be directedtowards clinical and educational applicationsof content with particular emphasis on cur-rent accepted practices in communicationassessment and intervention including aug-mentative and alternative communication.The course makes use of actual case studiesthat provides a realistic basis for illustratinginstructional methods and family and teamcollaboration that is required to designappropriate programs.

EDIS 525 - (3) (Y)Early Language and Literacy Development

EDIS 526 - (3) (Y)Reading in the Primary GradesIn this two-course sequence, students willdevelop an understanding of the readingprocess, reading disabilities, and the languagebases of reading development and disability.The course includes an examination of cur-rent reading theory and research and itsimplications for assessment, instruction, andintervention for students experiencing or atrisk for reading failure. Students will learneffective methods to teach reading skills suchas, phonics instruction, reading comprehen-sion strategies, and cueing systems of lan-guage. Additionally students will gain knowl-edge, skills, and processes necessary forteaching oral language, writing, (e.g., gram-mar, punctuation, spelling, and syntax) andspelling (e.g., the purpose and limitations ofinvented spelling, orthographic patterns, andstrategies for promoting generalization ofspelling study to writing).

EDIS 527 - (3) (Y)ECDR Teaching Methods in Math, Science, and Social StudiesThis course will focus on instructional strate-gies in science, social studies, and mathemat-ics for use with preschool to grade 3. Anemphasis will be on effective teaching that

accommodates diverse learners. Students willgain an understanding of the knowledge,skills, and processes of history; the social sci-ence disciplines; science; and mathematics asdefined in the Virginia Standards of Learning(SOLs). Students will learn how to a) inte-grate these content areas into learning experi-ences, b) incorporate instructional technology,and c) evaluate materials, instruction, and stu-dent achievement. Students will also learneffective instructional methods for teachingpreschool and early elementary mathematics.Additionally, students will learn how to designactive preschool and early elementary scienceand history/social science programs by organ-izing key content into meaningful units ofinstruction and designing instruction to reflectthe Virginia SOLs.

EDIS 530 - (6) (Y)Language Skills BlockPrerequisite: Admission to the Teacher Education Program.Prepares preservice teachers for teaching read-ing and language arts in the elementary class-room. Attention shifts from “learning to read”to “reading to learn,” and from working withsmall groups to the effective differentiationneeded to work with entire classes of children.

EDIS 532 - (3) (SS-E)Teaching Mathematics in the Elementary SchoolPrerequisite: Admission to the TeacherEducation Program.Designed to prepare preservice teachers inunderstanding PreK-6 elementary topics inmathematics, teaching these topics, and howchildren learn mathematics developmentally.Examines ways to reason mathematically,make connections, and communicate mathe-matics through the use of literature, manipu-latives, technology, and classroom discourse.

EDIS 533 - (3) (S)Teaching Science in the Elementary SchoolDesigned for pre-service teachers, this coursecoalesces theories of how people learn andpractical experiences teaching science to chil-dren. Not intended to be a science contentcourse, rather, students will learn and prac-tice pedagogy focused on the teaching andlearning of science across several contentareas and elementary grade levels.

EDIS 534 - (3) (S)Teaching Social Studies in the Elementary SchoolThis course is designed to develop the knowl-edge, skills, and understandings needed toteach social studies in the elementary class-room. The class sessions will focus upon acomprehensive overview of the most effectiveapproaches to planning, implementing, man-aging, and assessing successful social studieslearning experiences for students.

EDIS 540 - (3) (Y-SS)Teaching EnglishPrerequisite: EDIS 541, 542, 543, andinstructor permission.Translates theory and research into practiceby designing, enacting, and evaluating


instructional units with a variety of teachingmethodologies. Students individualizeinstruction; construct appropriate learningobjectives; develop evaluation tools; and usecooperative learning groups, micro-teaching,and reflective processes.

EDIS 541 - (3) (Y)Literature for AdolescentsStudents read the latest and greatest in ado-lescents literature, learn to motivate reluctantreaders, and develop individualized multi-genre and multicultural reading programs.

EDIS 542 - (3) (SS)Language, Literacy, and CultureConsiders the relationships among language,literacy, culture, and schooling. Studentslearn to investigate language as teachers oflanguage, to research current issues, and todesign effective strategies for teaching vari-ous aspects of the English language.

EDIS 543 - (3) (Y-SS)Teaching Composition K-12Students study, practice, and evaluate theo-ries and methods of writing and teachingwriting. They prepare a personal writing proj-ect, criticize a writing program, or create awriting program for students.

EDIS 545 - (3) (Y-SS)Teaching Secondary School MathematicsPrerequisite: Instructor permission.Considers objectives, subject matter, teachingmaterials, classroom instructional proce-dures, pupil experiences, and evaluation pro-cedures in mathematics classes. Emphasizesorganization of courses and programs inmathematics education.

EDIS 547 - (3) (Y)ESL Assessment and CurriculumDesignThe purpose of this course is to prepareteachers to work with students (K-12) forwhom English is not their native language.Work will include examining instrumentsused to assess English proficiency and theinterpretation of those assessments. The cur-riculum design aspect of the course will bebased on a differentiation model and willinclude methods aimed at helping studentsgain English language skills necessary forsuccess in general content areas. Discussionswill include topics such as cultural differencesin personal interactions, strategies for work-ing with families, and effective strategies forfacilitating the learning of English by speak-ers of other languages and dialects. Practicalexperience will be gained through observa-tions and fieldwork in public schools. Projectswill be assigned according to the age-levelwith which the teacher hopes to work.

EDIS 548 - (3) (Y)Second Language Acquisition and Modern Language Teaching Methods: PreK-12Prerequisite: Instructor permission.Considers theory and research in second lan-guage acquisition; classroom instructionalprocedures that follow the National Stan-

dards, which incorporate interpersonal, inter-pretive, and presentational modes and fostersuccessful communication in foreign lan-guages and selection of appropriate materials,visuals, and media for instructional purposes.

EDIS 549 - (2) (Y)Planning Foreign Language InstructionPrerequisite: EDIS 548.Considers specific objectives; setting long andshort-term goals, planning and outcomes,assessment and testing, grading, record keep-ing, and communication with parents.

EDIS 550 - (4) (Y-SS)Teaching Secondary School SciencePrerequisite: Instructor permission.Considers objectives, subject matter, materi-als, classroom instructional procedures, pupilexperiences, and evaluative procedures forscience classes. Emphasizes organization ofcourses and programs in science education.

EDIS 560 - (3) (Y)Teaching Secondary School Social StudiesPrerequisite: Instructor permission.Considers objectives, subject matter, materi-als, classroom instructional procedures,pupil experiences, and evaluative proce-dures for social studies classes. Discussesorganization of courses and programs insocial studies education.

EDIS 563 - (3) (IR)Economics for TeachersExamines essential concepts of micro- andmacro-economics, emphasizing the incorpo-ration of these concepts in elementary andsecondary schools.

EDIS 564 - (3) (IR)Physical GeographyEmphasizes the use of maps, map interpreta-tion, and the study of climactic systems andphysical forces on human activity.

EDIS 565 - (3) (IR)Cultural GeographyEmphasizes concepts of cultural patterns andtheir influence on political and regional pat-terns of the world.

EDIS 573 - (3) (Y-SS)Diagnostics in ReadingAn introductory course focusing on class-room-based reading assessments. Studentslearn to match assessment to instruction andto use assessment information to organizeflexible reading groups for school-age chil-dren. Participants develop expertise in theuse of formal and informal assessments thatmeasure a variety of literacy skill from emerg-ing concepts of print and alphabet knowledgeto word recognition, decoding, oral readingfluency, and comprehension.

EDIS 574 - (3) (Y-SS)Remedial Techniques in ReadingThis course focuses on intervention tech-niques for accelerating the reading ability ofstruggling readers. Instructional methods arepresented in four categories of literacy devel-opment: oral reading fluency, comprehen-sion, word knowledge (phonics, spelling,

decoding, and vocabulary), and writing.Assignments are practicum based. Studentslearn how to match instructional techniquesto assessed areas of literacy needs and how todifferentiate instruction for varying levels ofreading achievement.

EDIS 587 - (3) (Y)Seminar: Teaching MethodsCorequisite: EDIS 588.Designed to accompany the teaching associ-ateship experience (i.e., student teaching).Focuses on special issues and concerns thatgrow out of that experience, including suchtopics as classroom management, parent-teacher conferences, and school-communica-tion relations.

EDIS 588 - (6-12) (Y)Teaching AssociateshipPrerequisite: Admission to the TeacherEducation Program; permission of advisorand the Director of Teacher Education.A required student teaching internship forpotential teachers. Supervised by clinicalinstructors from public schools, in coopera-tion with University supervisors.

EDIS 589 - (1-6) (S)Selected TopicsThese are designed as pilot courses to meetnew program area degree requirements, andchanging needs in the field. Used also to offerexperimental courses, and courses underdevelopment, these are announced andoffered on a semester-to-semester basis. Maybe graded or S/U, depending on theinstructor, and may be repeated.

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

EDIS 591 - (1-6) (Y)InternshipPrerequisite: Instructor permission.A special assignment, agreed to by the stu-dent and his or her assigned advisor, provid-ing a unique experience in an educational set-ting that is consistent with the student’s pro-fessional objectives and program focus. Con-ducted under the guidance of an experiencedteacher or University faculty.Section 1: Elementary EducationSection 2: Early Childhood Education

EDIS 702 - (3) (Y)Models of InstructionFocuses on instructional design and delivery.A range of instructional models are intro-duced, most emphasizing cognition and theprocessing of information. Students practiceplanning and implementing instruction usingseveral selected models.

EDIS 705 - (3) (Y)Behavior ManagementIntensive analysis of cases in which class-room behavior management is a key issue.Using the case method, students applyknowledge of behavior management experi-ence, and the experiences of their peers, tothe solution of problems encountered bypracticing teachers.


EDIS 708 - (3) (Y-SS)Advanced Techniques of Teaching theExceptional IndividualPrerequisite: EDIS 408 or instructor permission.Analyzes instructional approaches, strategies,and materials for advanced-level consultantand resource teachers in special education.Emphasizes the development of interactiveskills among professionals in order to facili-tate collaboration with general education.

EDIS 711 - (3) (E)Vocal and Non-Vocal CommunicationPrerequisite: EDIS 500, 705, and concurrentenrollment in practicum.Designed for teachers, therapists, and otherprofessionals who implement communica-tion programs for persons with moderate tosevere disabilities or for preschoolers withdisabilities. Current research and teachingpractices are addressed, focusing on appro-priate assessment strategies and tools; non-symbolic communication; augmentative andalternative communication systems; func-tional assessment; naturalistic teachingapproaches; and collaborative teamingbetween teachers, parents, and speech,occupational, and physical therapists. Stu-dents design, implement, and evaluate anindividual teaching program.

EDIS 712 - (3) (E)Positioning, Handling, and Self-CareSkillsPrerequisite: EDIS 500 and 705 and concur-rent enrollment in practicum.Explores assessment and teaching of stu-dents with moderate to severe disabilities,emphasizing normal muscle tone, high andlow tone, and related disabilities; gross andfine motor skills, including mobility, walk-ing, transfers, positioning, handling, andcarrying; use and basic maintenance ofadaptive equipment; basic self care (toilet-ing, dressing, eating) and grooming; andcollaborative teaming. In addition to specialeducation, instructors include occupational,physical, and speech therapists, and a regis-tered nurse, who model and provide super-vised practice opportunities. Studentsdesign, implement, and evaluate an individ-ual teaching program.

EDIS 713 - (3) (Y)Secondary, Vocational and TransitionSkillsPrerequisite: EDIS 500, 705.Emphasizes the following areas of assessmentand instruction related specifically to stu-dents with disabilities: functional academics;vocational skills, models of employment, andemployment; independent living and use ofthe community; and post-secondary trainingin education.

EDIS 715 - (3) (O)Advanced Behavior SupportPrerequisite: EDIS 500, 705.Emphasizes understanding and applyingprinciples of positive behavior support topreschoolers, children, and youth with dis-abilities who exhibit behavior problems. Top-ics include defining and measuring behavior

through interview and direct observation;identifying preferences; functional assess-ment and analysis; identification and teach-ing of alternative behaviors and replacementskills; social skill instruction; improvement ofclassroom, living, or work settings; nonaver-sive behavior support strategies; communica-tion-based interventions; self-management;and peer support.

EDIS 721 - (3) (Y)Advanced Language DevelopmentPrerequisite: EDIS 521 or equivalent.Focuses on language acquisition and develop-ment. Emphasizes the development of syntax,semantics, pragmatics, and phonology. Fac-tors influencing language acquisition anddevelopment, such as the role of primarycaretaker, the active participation of the child,social-economic conditions, and sensitivity tonon-verbal cues are explored. Reading andresearch in language development highlightcurrent issues in language requisition.

EDIS 730 - (3) (IR)Language Arts: Elementary SchoolDesigned for the graduate student whose pri-mary interest is in methods and materials inthe teaching of language arts in the elemen-tary classroom. Emphasizes instructionalstrategies, activities, materials, and tech-niques to stimulate the acquisitions of oral,aural, and written language skills.

EDIS 731 - (3) (Y)Children’s LiteratureStudies children’s literature and its impor-tance as an integral part of the school curricu-lum. Emphasizes the treatment in books ofcontemporary social problems and conditions.

EDIS 732 - (3) (Y)Integrated Science in the ElementarySchoolEmphasizes understanding basic principles,processes, and conceptual schemes of theintegrated life and physical sciences from theperspective of curricular requirements andsocietal expectations for elementary scienceteaching. In reviewing the history of scienceeducation, curriculum improvement studies,and current trends in science teaching, stu-dents examine instructional options for K-8science teaching. Provides experience trans-lating science content into activity/inquirybased, hands-on science lessons compatiblewith applicable curriculum standards andinstructional objectives. Methods of interdis-ciplinary instruction involve mathematics,art, music, writing, reading, social studies,environmental education, and health andphysical education. Credit may not be earnedfor both EDIS 432 and 732.

EDIS 733 - (3) (SI)Social Studies in Elementary SchoolsStudies curriculum materials, teaching meth-ods, and problems in social studies educationfor elementary school children.

EDIS 739 - (3) (Y)Academic Uses of the World Wide WebInvestigates, evaluates, and develops onlineresources that can be used in teaching orother educational endeavors. Emphasizes

meaningful content, sound principles of webdesign, and use of appropriate current anddeveloping technologies.

EDIS 740 - (3) (SI)Problems and Issues in English EducationCritique of major issues in current instructionalpractice and curricula for secondary English.Students conduct inquiry directed toward post-ing solutions to identified problems.

EDIS 745 - (3) (SI)Problems and Issues in MathematicsEducationPrerequisite: instructor permission.Studies major curriculum and instructionalproblems and issues in mathematics educationfrom historical and present-day perspectives.

EDIS 750 - (3) (SI)Problems and Issues in Science EducationPrerequisite: Instructor permission.Studies major curriculum and instructionalproblems and issues in science education fromboth historical and present day perspectives.

EDIS 753 - (3-6) (SI)Science Supervision InternshipSupervisory experience under the direction ofthe University, in cooperation with localschool divisions.

EDIS 760 - (3) (SI)Problems and Issues in Social StudiesEducationPrerequisite: Instructor permission.Discussion of the major curriculum andinstructional problems and issues in socialstudies education.

EDIS 770 - (3) (Y)Foundations of Reading InstructionThe foundations of reading and reading devel-opment are the focus of this survey course.Topics covered include: children’s basic lan-guage development as a precursor to readingand as a medium for instruction, methods forassessing and instructing the emergent reader,the beginning reader, and the instructionalreader, and reading disability.

EDIS 771 - (3) (Y)Reading and Writing in the ContentAreasThis course focuses on the uses of writing andreading as ways to learn across the curricu-lum. Educators interested in elementarythrough high school instruction, in all subjectareas, will learn about ways to set up a class-room for maximum learning, and about read-ing and writing strategies they may teachtheir students to use. Teachers learn how touse quality literature and other sources ofinformation, and to meet the various achieve-ment levels of their students.

EDIS 772 - (3) (Y)Word Study: Language Structures andPhonicsPrerequisite: EDIS 770.Explores a combination of theoretical andpractical issues surrounding the most funda-mental skill in reading—access to word in


print. Assumes a basic knowledge of the read-ing process, such as familiarity with thealphabetic principle and prerequisites forlearning to read. Provides hands-on opportu-nities to make conceptually-based word studytasks for developmental needs in phonics,spelling, and vocabulary acquisition.

EDIS 773 - (3) (SS)Practicum in Reading DiagnosisPrerequisite: EDIS 573.Introduction to basic and advanced testingprocedures used to diagnose reading difficul-ties of elementary and secondary studentsand adults. Examines clinical and classroomdiagnostic methods, explores theoreticalfoundations for these practices, and discussespractical applications to the classroom.

EDIS 774 - (3) (SS)Practicum in Remedial ReadingPrerequisite: EDIS 574.Acquaints students with a variety of techniquesto support and instruct remedial readers.These techniques address reading, writing,comprehension, and word study across thedevelopmental stages. As a practicum, thisclass entails teaching either in the McGuffeyReading Clinic or in one of the local schoolsunder close supervision. Emphasizes learningand developing appropriate and practical tech-niques that will meet the needs of specific indi-viduals with specific reading problems.

EDIS 775 - (3) (Y)Effective Reading ProgramsPrerequisite: EDIS 770.Examines the organization and supervision ofeffective reading programs in the nested con-texts of the classroom, the school, the schooldistrict, and beyond. The issue of organiza-tional plans are discussed in relation to stu-dents’ needs in literacy acquisition. Partici-pants critically examine “in place” readingprograms and design their own plan for areading program.

EDIS 780 - (3) (Y-SS)Curriculum: FundamentalsIntroduces basic concepts and issues relatedto curriculum design, development, change,and evaluation.

EDIS 781 - (3) (S)Curriculum: Middle and SecondarySchoolStudies the curriculum of both middle andhigh schools, including significant curriculumissues and movements of the past and pres-ent. Specific attention is given to objectives,sequence, standards, and developments ineach subject area, as well as exploring inter-disciplinary curricula.

EDIS 782 - (3) (Y)Curriculum: Elementary SchoolIntroduces issues, concepts, trends, andmajor orientations to early childhood and ele-mentary curricula. Examples of currentlyused curriculum materials are also presented.

EDIS 785 - (3) (SI)SeminarSection 1: Special Education: Advanced study

of various problems in special education.Areas of emphasis are: behavior disordered(emotionally disturbed); learning disabled;mentally retarded; general specialeducation; severely handicapped; preschoolhandicapped. Prerequisite: master’s levelstudents with 12 graduate credits.

Section 2: Elementary Childhood: Study ofthe major problems in elementaryeducation today as they influence cur-riculum development.

Section 3: Early Childhood: Study of themajor problems in early childhoodeducation today as they influence cur-riculum development.

Section 4: English Education: Study of selectedtopics in theory and development of cur-riculum and instructional methods in Eng-lish education.

Section 5: Science Teaching: Study of themajor problems in science teaching today,emphasizing historical and philosophicalcontributions to the formulation of objec-tives and methods in modern science .

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

Section 7: Social Studies Education: Study ofselected topics in theory and developmentof curriculum and instructional methods insocial studies education.

Section 8: Curriculum: Consideration ofselected problems, issues, programs,reports of research, and elements of the-ory pertaining to evaluation of elementaryand secondary school curricula.

Section 9: Seminar: Curriculum, Instruction,and Special Education (3) (Y)

Section 10: Instructional Research and Evalua-tion: Focus on development of researchprojects directed toward the resolution ofproblems in teaching and teachereducation.

Section 11: Literacy Acquisition: Designed tostimulate critical evaluation and thinkingabout current theories of literacy acquisi-tion. The central question is: How do weensure that all children are reading atgrade level at the end of third grade? Topicsinclude research on the process of learningto read and how that knowledge informsthe national agenda; the additionalresearch that needs to be done to fullyunderstand and promote literacy; the tasksand processes involved in reading acquisi-tion and the factors that affect it.

Section 12: Reading Research: Basic seminarin models and processes of reading. Thewidest possible range of reading modelsare considered, from those that emphasizeprocesses of word recognition to thosethat encompass reader-response theoryand postmodern perspectives. Each modelis evaluated in turn, with the goal of syn-

thesizing multiple perspectives in a finalpaper that reconciles conflicting views andfocuses on instructional implications.

Section 13: Comprehension of Text: Exploreswhat it means to comprehend a text andhow that ability develops in children andadolescents. Examines comprehensiontheories from the perspectives of psychol-ogy, education, linguistics, and literarytheory. Participants also study theresearch on teaching reading comprehen-sion to determine if schools can improvehow students think and learn with texts.

Section 14: Reading Disabilities: Explores theresearch on reading disabilities from vari-ous perspectives. Phonological awareness,attention, language processing abilities,neuropsychological deficits, heritable syn-dromes, and motivational-emotionalissues are examined from existingresearch and case studies. Dyslexia,hyperlexia, and other labels applied toreading disabilities are examined in lightof this research. Seminar discussionsfocus on behavioral manifestations, etiol-ogy, and instruction.

EDIS 788 - (3) (Y)Field ProjectA field-based, action research project,designed to explore a contemporary educa-tional problem.

EDIS 789 - (3-6) (SI)Practicum: Special EducationSupervised experiences under the direction ofthe professional staff in cooperation withlocal and state educational personnel. Experi-ences are designed to prepare the students tomanage and instruct individual children andgroups of children representative of theirrespective area of emphasis. The experiencesare addressed as follows:Section 1: Early Childhood Special EducationSection 2: Severe DisabilitiesSection 3: In-Service TrainingSection 4: VocationalSection 5: Behavioral DisordersSection 6: Learning DisabilitiesSection 7: Mental RetardationSection 8: Curriculum: A laboratory course

for students beginning to work on thedevelopment of curriculum and instruc-tional programs. Prerequisite: EDIS 780.

EDIS 790 - (3) (Y)Teaching and Learning with Web-Based CasesStudents concentrate on interdisciplinaryteaching and learning in elementary, middle,and secondary schools across the U.S. Coursecontent is delivered in a case-based formatvia the Internet. Purposes of the course are todevelop and refine the ability to recognize,analyze, and address professional problemsthrough the use of case studies; promote col-laboration and group problem-solving amongprofessional educators; model the use ofinstructional technology to support student-centered learning; and provide opportunitiesto develop technical skills.


EDIS 793 - (1-6) (S-SS)Independent StudyCourse permits students to work, under closefaculty guidance, on an individual researchproject. Research done in this course may notbe considered a part of thesis or dissertationwork. Enrollment in this course should belimited to two three-credit registrations (sixcredits) at the doctorate level. Exceptions tothis regulation should have the approval ofthe advisory committee and the dean of theSchool of Education.

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

EDIS 802 - (3) (S)Readings and Research in Education of Exceptional ChildrenPrerequisite: Instructor permission.Individual reading or research program forstudents majoring in the education of excep-tional children. Areas of emphasis: behaviordisordered (emotionally disturbed); learningdisabled; mentally retarded; general specialeducation; and special education administra-tion and supervision.

EDIS 804 - (3) (S)Problems in Special EducationAnalyzes contemporary research on excep-tional children. Areas of emphasis: behaviordisordered (emotionally disturbed); learningdisabled; mentally retarded; general specialeducation; and special education administra-tion and supervision. No more than threecredits may be taken in each subsection.

EDIS 809 - (1-12) (S)Special Education Doctoral InternshipPractical experience for doctoral students inmethods, theories, and practices of variousgovernmental and private agencies. The fol-lowing appropriate and selected experi-ences will be provided in special education:higher education teaching; administration,supervision, and/or research in publicschools; state departments of education; theUnited States Office of Education; stateinstitutions; and private residential facili-ties for exceptional children.

EDIS 840 - (3) (Y)Studies and Research in English EducationStudents learn to analyze significant studiesand research in English education; and topresent and criticize selected studies fromthe students’ review of research for theirdissertations.

EDIS 851 - (1-3) (Y)Curry Forum on Educational IssuesSchool-wide interdisciplinary course on keyissues in education. Curry School faculty and

nationally recognized scholars introduceselected issues and topics. Small discussiongroups explore these subjects in greaterdetail. Sponsored by all four departments andopen to all master’s and doctoral students.

EDIS 880 - (3) (E)Curriculum: Design and EvaluationPrerequisite: EDIS 780.Laboratory course for students beginning towork on the development of curriculum andinstructional programs. Application of cur-riculum design and evaluation principles tothe development of a particular curriculumidentified by the student.

EDIS 882 - (3) (Y)Curriculum: Advanced TheoryStudy of the most significant recent develop-ments in curricular concepts and patternsdirected toward a deeper understanding ofthe theoretic base underlying them.

EDIS 885A - (3) (Y)Current Research on Teaching andTeacher EducationExamines the emerging knowledge base oneffective teaching and effective teachers. Thisliterature includes studies of teachers, teach-ing and learning, and the contexts in whichteaching occurs. Considers procedures andresults of both quantitative and qualitativeresearch and looks at contributions of majorresearchers in the field.

EDIS 885B - (3-6) (SI)Policy Issues in Teaching and TeacherEducationThis seminar engages graduate students in anintensive exploration of (1) the context forteaching and teacher education policy, (2) thediverse roles of various stakeholder groupsand agencies, (3) the specific dimensions ofpolicy on teaching and teacher education, and(4) current issues in teaching and teachereducation policy. Specific sections may focuson particular topics in teacher education.

EDIS 891 - (3-6) (SI)Field ProjectField based and/or action research projectdesigned to explore an issue or line ofinquiry chosen by the student and his or herassigned advisor.

EDIS 897 - (1-6) (SI)Master’s ThesisA thesis project conducted under the guid-ance of the master’s advisor or othersapproved by the departmental chair. A formalplan should be filed in the Office of StudentAffairs, and the final project must be approvedby at least two Curry faculty members.

EDIS 920 - (3) (Y)Readings and Research in Early Childhood EducationSurvey of current issues and trends in earlychildhood research. Focuses on readings incurrent literature and explores topics andissues determined by class participants andthe instructor.

EDIS 925 - (3) (Y)Readings and Research in ElementaryEducation (K-8)Applies empirical, theoretical, and practicalknowledge to classroom teaching problems.

EDIS 940 - (3) (Y)Seminar in English EducationStudents develop a comprehensive and anno-tated bibliography of research, along with arationale and procedures for carrying out astudy that will contribute to research, theory,and practice in English education.

EDIS 945 - (3) (IR)Research in Mathematics EducationAnalysis of significant studies and research inmathematics education. Consideration is alsogiven to implications for needed research.

EDIS 955 - (3) (IR)Readings and Research in Science EducationAnalysis of significant studies and research inscience education. Consideration is also givento implications for needed research.

EDIS 965 - (3) (IR)Readings and Research in Social Studies Education

EDIS 970 - (3) (IR)Reading Research Seminar

EDIS 974 - (1-6) (IR)Internship in College Teaching orSupervisionOpportunities for experienced doctoral stu-dents to teach courses or partial courses atthe University, or to supervise student teach-ers under the guidance of a faculty member.Opportunities arranged by the students withassistance of the sponsoring faculty member.

EDIS 993 - (1-6) (SI)Independent StudyPrerequisite: Instructor permission.Under close guidance of a faculty member, stu-dents work on an area of particular interestthat cannot be met by a regularly scheduledcourse. A plan of study should be signed by thefaculty sponsor and filed in the student’s per-manent file in the Office of Student Affairs.

EDIS 995 - (1-6) (SI)Supervised ResearchPrerequisite: Advisor permission.Permits students to work jointly with facultyor other students in cooperatively designingand executing research projects. The natureand scope of such projects are advancedbeyond the master’s level, and a plan ofresearch should be signed and filed in the stu-dent’s permanent file.

EDIS 996 - (1-6) (SI)Independent ResearchPrerequisite: Instructor permission.Independent work supervised by a Curryfaculty member. A research plan should besigned by the faculty member and filed inthe student’s permanent file in the Office ofStudent Affairs.


EDIS 997 - (1-6) (SI)Internship - Ed.D. or Ph.D.Prerequisite: Instructor permission.Section 1: Designed for doctoral students to

gain experience in the profession ofeducation, this supervised internship mustbe completed after admission to the doc-toral program and under the direct super-vision of a Curry faculty member.

Section 2: Enables doctoral students to gainexperience in methods, theories, and prac-tices of governmental and private agencieswith functions related to science education.Possibilities include teaching science inhigher education institutions; administra-tion, supervision, and research in statedepartments of education, the U.S. Office ofEducation, the National Science Founda-tion, the American Association for theAdvancement of Science, and businessesand industries in science-related fields.

EDIS 999 - (3-12) (S-SS)Doctoral Dissertation

Department of Human ServicesIncludes courses related to clinical andschool psychology, communication disor-ders, counselor education, and health andphysical education.

EDHS 501 - (3) (Y)PhoneticsStudies the structure and functioning of speechsound production. Teaches the basic skills ofphonetic transcription using the InternationalPhonetic Alphabet, and introduces basic theo-retical issues in the study of phonology.

EDHS 502 - (3) (Y)Introduction to Speech and HearingSciencePrerequisite: EDHS 501, 505.Examines principal concepts and proceduresfor the study of physiologic, perceptual, andacoustic aspects of voice, speech and hearing.

EDHS 504 - (2) (Y)The Clinical ProcessPrerequisite: Instructor permission.Provides a structured transition from the firstobservations of speech, language, and hearingdisorders to the initial clinical practicum. Usesvideotaped and live observations covering eval-uation and treatment of the basic disorderareas of language, phonology, articulation,voice, fluency, and hearing across the life span.

EDHS 505 - (3) (Y)Anatomy and Physiology of Speech andHearing MechanismsExamines the mechanisms underlying normalspeech production and reception.

EDHS 508 - (3) (Y)Introduction to AudiologyIntroduces the profession of audiology,emphasizing diagnostic audiology. Includesanatomy, physiology, and common patholo-gies of the auditory system; the impact ofhearing loss; conventional procedures used toassess hearing; interpretation of audiologicaltest findings; and criteria for making audio-logical referrals.

EDHS 510 - (1) (Y)Professional Issues in CommunicationDisordersPrerequisite: Instructor permission.Lecture and discussion of professional prepa-ration for service to persons with commu-nicatively communication disorders. Intro-duces students to professional issues includ-ing clinical training requirements, academicrequirements, certification, licensure, profes-sional ethics, cultural and linguistic diversity,and legislative and judicial mandates.

EDHS 515 - (4) (S)American Sign Language IPrerequisite: Speech-language pathology andaudiology students.A beginning course in American Sign Lan-guage (ASL), and an overview of using signlanguage with non-deaf special populations.

EDHS 518 - (4) (SI)American Sign Language IIPrerequisite: EDHS 515 or instructor permission.An intermediate course, assuming a beginningskill level in American Sign Language (ASL).

EDHS 524 - (3) (S)Substance Abuse in SocietyInvestigates substance abuse and use in con-temporary society. Treats topics from a multi-disciplinary perspective, including biological,pharmacologic, cultural, social, psychological,political, economic, and legal aspects of sub-stance abuse. Analyzes patterns of addiction,intervention, and rehabilitation with respectto alcoholism and other drugs. Examinesassessments of the costs, options, and alter-natives to addiction, along with educationalefforts toward prevention. Class discussionsare an integral part of this course. Credit maynot be earned in both EDHS 224 and 524.

EDHS 533 - (3) (IR)Communication Skills: InterpersonalProcess Recall (IPR)Continuous and interrelated experiences pro-vide an opportunity to learn more about com-municating with other people. Focuses oneffective communication skills and personalcommunication styles. Effective communica-tion responses are practiced in class andthrough the required laboratory experiences.

EDHS 542 - (3) (Y)Motor LearningPrerequisite: Statistics, or Tests and Measurements.Analyzes principles and concepts related to theacquisition of motor skills. Discusses the basicresearch and principles of motor learning andperformance, including the psychological andphysiological principles related to movementbehavior, with specific relevance to the rehabil-itative teaching process. Extensive writing,along with a research project, is required.

EDHS 543 - (3) (Y)Social Processes and Individual Differences in Sport and Exercise PsychologyFocuses on the social and psychological fac-tors related to participation in sport and exer-

cise. Includes socialization into and throughexercise and sport; observational learning ofmotor and psychological skills; feedback,reinforcement, and leadership behaviors;competition and competitive stress; andcharacter development and self-perceptionin sport and exercise.

EDHS 544 - (3) (Y)Athletic InjuriesPrerequisite: Anatomy, kinesiology, orinstructor permission.An advanced course in principles, proce-dures, and techniques in the prevention,treatment, and rehabilitation of athleticinjuries for the athletic trainer, physicaltherapist, and physical education teacher. Aone-credit laboratory experience is availablein addition to the regular course.

EDHS 545 - (3) (Y)Adapted Physical EducationExamines the nature and causes of disablingconditions and the motor needs and toler-ances associated with these conditions.Enhances experience and skill in planning,assessing, prescribing, teaching, and evaluat-ing instruction for children with disabilities inmainstream physical education settings.

EDHS 546 - (3) (Y)Assessment in Physical EducationStudies assessment strategies and tech-niques in physical activity settings (i.e., fit-ness and motor skills, as well as fitness self-assessments). Emphasizes the general con-cepts and techniques of assessment in physi-cal activity settings, and addresses strategiesfor the selection and administration ofassessment tests.

EDHS 547 - (3) (Y)Motivational Processes in Sport andExercise PsychologyFocuses on factors related to motivation insport and exercise settings. Antecedents andconsequences of motivated behavior areexamined from theoretical, research, andapplication perspectives. Emphasizes partic-ipatory motivation in sport; intrinsic/extrin-sic motivational orientations (cognitive eval-uation and competence motivation);achievement goals; causal attributions andeffective responses; and exercise motivationand behavior.

EDHS 548 - (3) (SS)Qualitative Analysis of Motor PatternsExperienced teachers analyze and enhancetheir qualitative assessment skills. Thecourse identifies and works on a number ofqualitative skills (approximately 10-15) cho-sen by the class.

EDHS 549 - (3) (E)Sport Psychology InterventionsFocuses on psychological skills and methodsin sport and exercise settings.

EDHS 550 - (3) (Y)Contemporary Health IssuesAnalyzes current health problems and inter-ests relative to various stages of the lifecycle. Discusses human sexuality, modifica-tion of disease risks, emergency health care,


drug use and abuse, mood alteration, death,and dying. Emphasizes the physiological,psychological, sociological, and ethical fac-tors involved in individual health-relateddecision making. Same as EDHS450, butwith extra requirements.

EDHS 551 - (3) (E)Teaching School Health EducationIntroduces current instructional approachesappropriate to a comprehensive K-12 healtheducation curriculum. Designed for elemen-tary and secondary school health instructors.Stresses specific roles for schools in prevent-ing health problems and promoting high-level wellness among students and commu-nity through well-planned health instruction.Emphasizes organization for planning, imple-mentation techniques, SOLS, instructionalstrategies, and the evaluation of instruction.

EDHS 552 - (4) (S)Emergency Medical CarePrerequisite: Instructor permission.Examines current approaches to the manage-ment of accidental and medical emergencies.Investigates appropriate procedures forreducing the severity of injury, as well as pos-sible preventive actions. Considers cardiopul-monary difficulty, temperature-relatedinjuries, poisoning, hemorrhaging, diabetes,coronary artery disease, cardiac arrest, emer-gency childbirth, epilepsy, fractures, andmajor forms of shock. Develops an under-standing of community organizations special-izing in providing emergency medical treat-ment. Investigates the components of a com-prehensive emergency medical care system.Successful completion appropriate examina-tions will result in CPR certification. Same asEDHS 451, but with extra requirements.

EDHS 553 - (3) (O)NutritionStudies the basic principles of nutrition,including psychosocial-cultural considera-tions in dietary intake. Focuses on nutrientsources and actions, digestion, special popu-lation needs, weight control, food faddism,international problems, nutrition education,and nutrition-related disorders.

EDHS 554 - (3) (Y)Modalities in Athletic TrainingPrerequisite: EDHS 544 or instructor permission.Study of the theoretical foundations and prin-ciples of the therapeutic modalities used inthe physical medicine environment. Includestheory and clinical techniques used toenhance the treatment and rehabilitation ofathletic injuries.

EDHS 557 - (3) (SS)The Art and Science of Sports MedicineA week-long conference that begins with lec-tures, visitations, and observations of surgeryand prosected cadaver joints. Continues withpresentations by nationally known physi-cians, athletic trainers, and physical thera-pists, and concludes with a written examina-tion and submission of a literature reviewpaper on a selected topic in sports medicine.Same as EDHS 457, but with extra require-

ments. Credit may not be earned in bothEDHS 457 and 557.

EDHS 558 - (3) (SS)Sport Psychology ConferenceAnalysis of psychological variables related tomotor skill and athletic performance. Topicsinclude motivation, goal setting, mentalrehearsal, coaching styles, personality vari-ables in sport, youth sport, anxiety, and per-formance enhancement. Specific applicationsto teaching, counseling, and coaching areemphasized. A conference fee is required.This week-long conference concludes with anexamination and an extensive paper due at alater time. Same as EDHS 458, but with extrarequirements. Credit may not be earned inboth EDHS458 and 558.

EDHS 561 - (3) (Y-SS)Computer Applications in Physical EducationProvides hands-on experience with specificprograms that introduce the student tousing the microcomputer as an object ofinstruction, a medium of instruction, and amanagement tool. Develops computer skillsthat can be used immediately by physicaleducation professionals to improve theirefficiency.

EDHS 563 - (2) (E)History, Principles, and Philosophy of Physical EducationAnalyzes the heritage of physical education interms of historical and philosophical founda-tions, as well as the cultural significance ofsport and physical activity. Examines specificissues and principles related to physicaleducation, such as Title IX, advocacy, andblock scheduling.

EDHS 589 - (1-6) (S)Selected TopicsThese are designed as pilot courses to meetnew program area degree requirements, andchanging needs in the field. Used also to offerexperimental courses, and courses underdevelopment, these are announced andoffered on a semester-to-semester basis. Maybe graded or S/U, depending on theinstructor, and may be repeated.

EDHS 706 - (3) (Y)Disorders of Phonology and ArticulationPrerequisite: EDHS 501, 502, 504, 505,instructor permission.A lecture-discussion and clinical study ofdevelopment and disorders of phonology andarticulation. Etiology, evaluation, and treat-ment are discussed.

EDHS 708 - (2) (SS)Disorders of FluencyPrerequisite: Instructor permission.A lecture-discussion and clinical study of flu-ency disorders: development, theory, evalua-tion, and treatment.

EDHS 709 - (3) (Y)Disorders of VoicePrerequisite: Instructor permission.A lecture-discussion and clinical study of voicedisorders, organic and functional: pathophysi-

ology, evaluation, and treatment. Requiresattendance at the University Voice Clinic.

EDHS 710 - (3) (Y)Disorders of Communication: Craniofacial AnomaliesPrerequisite: Instructor permission.A lecture-discussion and clinical study ofcommunication disorders associated withcleft palate and other orofacial deformities:pathology, evaluation, and treatment.Requires attendance at the University Cranio-facial Clinic.

EDHS 718 - (3) (Y)Habilitative Audiology IPrerequisite: EDHS 508 or equivalent orinstructor permission.Emphasizes the impact of hearing loss; tech-niques for improving communication withindividuals who have hearing loss; the latestin hearing technology; basic principles ofaural (re)habilitation for individuals who aredeaf, hard-of-hearing, or experience disor-ders of auditory processing; and the perspec-tives of Deaf individuals.

EDHS 719 - (3) (Y)Neuroanatomy and Neurophysiology of CommunicationPrerequisite: Basic anatomy and physiologyof speech and hearing mechanism, andinstructor permission.Introduces the neuroanatomy and neuro-physiology of speech, language, reading, writ-ing, hearing, and vestibular function. Neu-ropathologies affecting communicative func-tions are reviewed.

EDHS 721 - (3) (Y)Introduction to the Profession of CounselingPrerequisite: Counselor education majors orinstructor permission; required of all coun-selor education master’s degree students.Introduces the history of professional guid-ance, counseling, and personnel services; thesocial, economic, philosophical, theoretical,and political bases of the profession; themajor legal and ethical issues facing coun-selors; and a survey of career opportunitiesfor counselors.

EDHS 722 - (3) (Y)Introduction to Career InterventionsPrerequisite: Counselor education majors orinstructor permission.Surveys social, educational, and occupa-tional information and materials, as well astheir use in counseling. Introduces careerdevelopment theory; written and non-writ-ten informational media; personal, educa-tional, and career decision-making; andbasic life planning techniques.

EDHS 723 - (3) (Y)Theories and Techniques of CounselingPrerequisite: Counselor education majors orinstructor permission.Analysis of the theory and practice of coun-seling with special emphasis on the counsel-ing process. Conditions of counseling, coun-seling techniques, and the counselor as a pro-fessional helper are emphasized.


EDHS 724 - (3) (Y-SS)Group Counseling ProceduresPrerequisite: EDHS 721, 723, 729, or instructor permission.Analyzes the theory and practice of groupwork, the relationship of group activities tocounseling, and specific skills in group tech-niques. Students are required to enroll in anon-credit lab that meets for 1-1/2 hour per week.

EDHS 725 - (1) (Y)Using Tests in CounselingPrerequisite: Counselor education majors;EDLF 718, EDHS 723, and instructor permission.Study of the role of standardized test data incounseling.

EDHS 727 - (3) (Y-SS)Research in CounselingPrerequisite: Counselor education majors orinstructor permission.Examines the role of research in the counsel-ing profession, emphasizing the activities ofthe counselor as both a consumer and a pro-ducer of research.

EDHS 728 - (3) (Y)Community and Human ServiceAgency CounselingPrerequisite: Counselor education majors orinstructor permission.Provides an overview of the historical, philo-sophical, organizational, and socioculturalfoundations of human service agencies.Explores various community and humanservice agency settings and the unique clientpopulations they may serve. Attention isgiven to the roles, functions, and responsibili-ties of mental health counselors.

EDHS 729 - (3) (S)Essential Counseling SkillsPrerequisite/Corequisite: EDHS 721, 723 orinstructor permission.Exploration and practice of essential counsel-ing skills helpful facilitating client change.

EDHS 730 - (3) (Y-SS)Multicultural CounselingPrerequisite: EDHS 721, 723, 729, or instructor permission.Exploration of cognitive, affective, and behav-ioral considerations of counseling culturallydiverse client groups. Introduces counselingtheories and techniques relevant to the men-tal health of these groups. Cultural attributes,strategies, and coping skills of diverse clientgroups are examined in terms of how they canbe synthesized into the counseling process.

EDHS 731 - (3) (Y)Mental Health Counseling ICorequisites: EDHS 721, 723.This is the first semester of a two-semestercourse sequence addressing the knowledge andskills necessary to become a competent clinicalmental health counselor. Historical, philosoph-ical, societal, economic, and political dimen-sions of mental health counseling are covered.Current trends and professional issues in men-tal health counseling, personality assessment,diagnosing and treatment of mental and emo-tional disorders will be discussed.

EDHS 732 - (3) (Y)Mental Health Counseling IIPrerequisite: EDHS 731.This is the second semester of a two-semestercourse sequence addressing the knowledgeand skills necessary to become a competentmental health counselor with an emphasis onpersonality assessment, and diagnosis andtreatment of mental and emotional disorders.Professional issues in mental health counsel-ing will be discussed.

EDHS 733 - (3) (Y)Ethical-Legal Aspects of CounselingPrerequisite: Counselor education majors orinstructor permission.Identifies critical, ethical, and legal aspects ofthe helping professions and considers some ofthe moral-ethical dilemmas of counselors andother helpers. Focus on actual cases, ethics,legal responsibilities, and decision-making.

EDHS 741 - (3) (Y)Pathology and Rehabilitation ofAthletic InjuriesPrerequisite: EDHS 544, NATA certification,or instructor permission.Presents an overview of the etiology for headand neck, upper and lower extremity, andtrunk. Also included are the contemporarytherapeutic exercise protocols for each ofthese injuries. Guest lectures are presentedon related topics.

EDHS 742 - (3) (Y)Advanced Exercise PhysiologyPrerequisite: Human physiology; introduc-tion to exercise physiology or equivalent.Emphasizing current research findings, thisclass focuses on energy metabolism, physio-logical responses to exercise, and exercisetraining techniques.

EDHS 743 - (1-3) (Y)Exercise Physiology LaboratoryPrerequisite: EDHS 742.A presentation, through lectures and labora-tory experiences, of laboratory proceduresand biomedical instrumentation pertinent toexercise physiology laboratories and appliedphysiology research. Students are involved ina review of current research in each area oflaboratory experimentation and participate asboth subjects and investigators.

EDHS 744 - (3) (SI)Motor DevelopmentDescribes and analyzes normal motor devel-opment across the lifespan, from pre-nataldevelopment through older adulthood.Emphasizes identifying and classifying motorbehaviors across the lifespan, as well asunderstanding the interaction of environ-mental and biological factors that affectacquisition of these movement behaviors.Laboratory experiences included. Same asEDHS 445, but with additional scholarly andresearch requirements.

EDHS 745 - (3) (O)Advanced Motor LearningPrerequisite: EDHS542.Analysis of the interaction of psychological andphysiological principles related to the learning

and performance of motor skills. Selected top-ics include feedback models of learning, cyber-netics, factors affecting the acquisition of skill,classification of movement behavior and motormemory. Emphasizes in-depth study of thetheoretical and practical nature of motor skillacquisition and performance.

EDHS 747 - (3) (O)Developmental Sport and Exercise PsychologyPrerequisite: EDHS 543 or instructor permission.A lifespan developmental approach is takenwith attention to topics that are salient toyouth, adolescence, and young, middle, andolder adulthood. Topics include self-percep-tions, motivation, social influences, moraldevelopment, and exercise/sport mainte-nance and adherence.

EDHS 750 - (1-6) (S-SS)PracticumPrerequisite: Advisor permission.Supervised field experiences under the direc-tion of the professional staff.Section 1: Adapted Physical Education (S-SS)Section 2: Adult Fitness (S)Section 3: Athletic Training (S-SS)Section 4: Health Promotion (SI)Section 5: Motor Learning (SI)Section 6: Sport and Exercise Psychology

(S-SS)Section 7: Strength Training (S-SS)Section 8: Cardiac Rehabilitation (SI)Section 9: Instructional Supervision (S-SS)

EDHS 758 - (3) (SS)Anatomical Bases of Sports MedicinePrerequisite: Instructor permission.Course includes dissection of the humancadaver and emphasizes the musculoskeletal,articular, nervous, and vascular systems. Dis-section experiences are supplemented withclassroom lectures. The role of anatomicalstructures as they relate to athletic injurymechanism, evaluation, and rehabilitation isemphasized. Each student prepares a presen-tation designed to relate topics of clinical rel-evance to dissected regions of the cadavers.

EDHS 759 - (3) (IR)Principles of Stress and Stress ManagementExamines the integration of stress theory,assessment, and management within thecounseling and helping professions. Exploresthe impact of stress on mental and physicalhealth and the acquisition of coping skills.

EDHS 760 - (3) (Y)Adapted Physical Education: Developmental DisabilitiesStudies the physical and motor attributes ofchildren with developmental, learning, andemotional disabilities. Examines abnormaland delayed patterns of motor developmentthrough an assessment, diagnosis, and pre-scriptive format. Emphasizes identifyingfunctional goals for these individuals andprogrammatic techniques for attaining these goals.


EDHS 762 - (3) (Y)PersonalityPrerequisite: EDLF 715, 716, or 720.Examines classical and modern theories ofthe origin and development of personalityand human motivation.

EDHS 763 - (3) (Y)Seminar: Issues in Professional PsychologyReviews the historical antecedents of contem-porary practice. Centers on ethics, regulationof the profession, legislative and legal issuesrelative to practice, interdisciplinary issues,public policy, and psychopharmacology as itrelates to clinical practice.

EDHS 764 - (3) (Y)Cognitive AssessmentPrerequisite: Instructor permission.Introduces the administration, scoring, andinterpretation of diverse psychological tests.Includes tests of intelligence, perceptual motorfunctioning, and various specific abilities.

EDHS 768 - (3) (Y)PsychopathologyPrerequisite: EDHS 762 and instructor permission.Analyzes the etiology, development, and mani-festations of various forms of emotional andsocial maladjustment in children, adolescents,and adults. Emphasizes developing the con-ceptual understanding necessary for differen-tial diagnosis, symptom assessment, and use ofthe DSM system. Stresses the importance ofcultural, social, and developmental factors.

EDHS 770 - (3) (Y)Health and Physical Education Teaching SeminarPrerequisite: Advisor permission;corequisite: EDHS 771-772.Analyzes current issues, such as safety, liabil-ity, and child abuse, related to teaching healthand physical education (K-12).

EDHS 771 - (6) (Y)Teaching Associateship: ElementaryPhysical EducationPrerequisite: Advisor permission.Student teaching experience for pre-serviceteachers that includes writing lesson plansand reflective teaching logs. Supervised byclinical instructors from elementary schools,in cooperation with University supervisors.

EDHS 772 - (3-6) (Y)Teaching Associateship: SecondaryHealth and Physical EducationPrerequisite: Instructor permission.Student teaching experience for pre-serviceteachers that includes writing lesson plansand reflective teaching logs. Supervised byclinical instructors from secondary schools, incooperation with University supervisors.

EDHS 788 - (1-6) (Y)Health and Physical Education FieldProjectField based action research project designed toexplore a contemporary educational problem.

EDHS 793 - (1-6) (S-SS)Independent StudyPrerequisite: Approval of advisor andinstructor, and an approved plan of study.Permits students to work on individual studytopics, under close faculty guidance, when par-ticular needs cannot be met by registration inregularly scheduled courses. May be repeatedfor credit; however, only six credits of EDHS793 may be included in an M.Ed. degree pro-gram. The independent study topic must belisted on the student’s degree application.Section 1: Letter GradingSection 2: S/U Grading

EDHS 802 - (3) (Y)Disorders of Communication: Augmentative and Alternate SystemsPrerequisite: Instructor permission.A lecture-demonstration course that intro-duces the techniques and materials essentialto developing augmentative communicationprograms for children, adolescents, andadults who are non-vocal and severely physi-cally handicapped.

EDHS 803 - (3) (Y)Disorders of Motor Speech ProductionPrerequisite/corequisite: EDHS 502, 706,719 or instructor permission.Review of contemporary issues in the practiceof speech-language pathology for patientswith dysarthria or apraxia of speech: includessemiology, etiology, pathophysiology andnosology. Introduces clinical practice, includ-ing evaluation, treatment and counseling.

EDHS 809 - (3) (Y)Disorders of Language: Birth toPreschoolPrerequisite: Language development courseor instructor permission.A lecture-discussion and clinical study of lan-guage disorders, including morpho-syntax,semantics, and pragmatics in the early devel-opmental population; includes etiology, eval-uation, and treatment.

EDHS 810 - (3) (Y)Disorders of Language: School AgePrerequisite: Language development courseor instructor permission.A lecture-discussion and clinical study of lan-guage impairments in school-age children inrelation to academic, social, and emotionalperformance; includes etiology, evaluation,and treatment.

EDHS 811 - (3) (Y)Disorders of Language: AphasiaPrerequisite: EDHS 719 or instructor permission.Reviews contemporary issues in clinicalaphasiaology, including epidemiology, etiol-ogy, pathophysiology, semiology, and nosol-ogy. Introduces clinical practice, includingevaluation, treatment, and counseling.

EDHS 812 - (3) (SS)Disorders of Communication Based inCognitive DysfunctionPrerequisite: EDHS 719 or instructor permission.Reviews contemporary issues in the practiceof speech-language pathology for persons

presenting with right cerebral hemispherepathology, traumatic brain injury, dementia,epidemiology, etiology, pathophysiology,semiology, or nosology. Introduces clinicalpractice including evaluation, treatment,and counseling.

EDHS 813 - (3) (Y)DysphagiaPrerequisite: EDHS 719 or instructorpermission.A lecture-discussion and clinical study ofproblems of swallowing. Reviews contempo-rary issues in the practice of speech-languagepathology for patients presenting with dys-phagia, including semiology, etiology, patho-physiology, and nosology. An introduction toclinical practice, including evaluation, treat-ment, and counseling.

EDHS 815 - (1-6) (S-SS)Clinical Practice in Speech and Language PathologyPrerequisite: Instructor permission.Analysis of clinical practice in the diagnosisand rehabilitation of children and adults withcommunication disorders. Programs are indi-vidually structured to provide clinical andfield work experience with a variety of ages,patients, and rehabilitation settings, or in aparticular aspect of professional specializa-tion. Close individual supervision is main-tained by clinical instructors, and each case isdiscussed in weekly conference.

EDHS 817 - (1-6) (S-SS)Clinical ExternshipPrerequisite: Instructor permission.Analysis of clinical practice in the identifica-tion, diagnosis, and treatment of children andadults with communicative disorders. Pro-grams are individually structured to provideexperience with a variety of clinical popula-tions, age groups, and specializations. Thesites are off-grounds, and usually within atwo hour driving distance of the University.

EDHS 822 - (3) (IR)ConsultationPrerequisite: EDHS 723, 729, or instructorpermission.An examination of the models and process ofconsultation. Designed to expand the stu-dent’s interpersonal skill repertoire. Empha-sizes the practice of consultation appropriateto various work settings.

EDHS 824 - (3) (Y)Substance Abuse CounselingPrerequisite: Counselor Education majors orinstructor permission.Introduction to substance abuse counseling.Provides an understanding of the disease con-cept and other views of addiction, differentmethods of treating substance abuse, theprocess of recovery, the Twelve Step model, therole of the family in addiction, and counselingissues such as confronting denial, intervention,family counseling, relapse, and the role of thecounselor in treatment. Emphasis is placed ondeveloping skills through role play, case study,and interactions with substance abuse coun-selors and clients.


EDHS 825 - (3) (IR)Advanced Career Development andCareer CounselingPrerequisite: EDHS 722 and 723.Advanced study of career development theo-ries and research, and the application of theo-retical propositions to career counseling.Emphasizes the integration of career develop-ment concepts into the counseling process.

EDHS 827 - (3) (IR)Counseling AdultsPrerequisite: EDHS 723.Explores the concerns and problems that posthigh-school aged counselees present to coun-selors. Focuses on developmental theoriesand examines resources and helping strate-gies appropriate for those problem areas.

EDHS 828 - (3) (Y)Marriage and Family DynamicsPrerequisite: EDHS 723 or instructorpermission.Analyzes the theory and practice of familycounseling. An overview course thataddresses the major traditional family ther-apy theories, as well as recent advances.

EDHS 829 - (1-3) (Y)Counselor Education Master’sPracticumPrerequisite: EDHS 721, EDHS 723, EDHS729, EDHS 731 OR 831, and instructorpermission. Subject to availability of suit-able practicum placement. An intent to reg-ister must be filed the semester precedingregistration.For elementary, secondary, and mental healthcounselors. A minimum of 100 on-site hoursis required. A description of the setting, speci-fying the school level or mental health agencyin which practicum occurred must beincluded on the student’s degree application.Students are required to participate in on-grounds supervision.Section 1: Mental Health CounselingSection 2: School Counseling

EDHS 830 - (3) (IR)Assessment in CounselingPrerequisite: EDLF 718/EDHS 725.Studies assessment devices and techniquesused by counselors. Also provides practice inthe interpretation of test data with emphasison communication principles.

EDHS 831 - (3) (Y)Introduction to School CounselingPrerequisite: Counselor education majors orinstructor permission.Explores the planning and initiation of coun-seling programs in schools with an emphasisupon counselor’s duties, organizational struc-ture, goals, purpose, and evaluation. Pro-grams and techniques appropriate to meetthe needs of students are studied. Attention isalso given to contemporary issues confrontingschool counselors.

EDHS 834 - (4) (Y)Counseling Children and AdolescentsPrerequisite: EDHS 721, 723, EDLF 716, orinstructor permission.Explores concerns and problems that childrenand adolescents present to counselors. Focuses

on applying developmental theories and exam-ines resources and helping strategies appropri-ate for counseling children and adolescents.

EDHS 838 - (1-3) (SI)Topical Issues in Counselor EducationPrerequisite: Instructor permission.Deals with a variety of professional issues incounseling, guidance, and personnel services.Topics are announced prior to registrationand can be developed around the interests ofprospective students. Must be prearranged.

EDHS 839 - (1-6) (S-SS)Counselor Education Master’s InternshipPrerequisite: EDHS 829 and instructorpermission. Subject to availability of suitableinternship placement An intent to register mustbe filed the semester preceding registration.For elementary, secondary, and mental healthcounselors and student affairs professionals.A minimum of 100 on-site hours is requiredfor each one (1) credit of EDHS 839. A mini-mum of 600 on-site hours and six credits ofEDHS 839 may be included in the M.Ed. pro-grams and 900 on-site hours and nine creditsof EDHS 839 may be included in the M.Ed./Ed.S. mental health counseling program. Adescription of the setting, specifying theschool level, the student personnel service, orthe type of mental health service agency inwhich internship occurred must be includedon the student’s degree application. Studentsare required to participate in on-groundssupervision. May be repeated for credit.Section 1: Mental Health Counseling *S-SSSection 2: School Counseling *SSection 3: Student Affairs in Higher

Education (S)

EDHS 841 - (3) (Y)Orthopedic Basis of Sports MedicinePrerequisite: EDHS 741, instructor permission.Analyzes topics pertinent to evaluation andtreatment of athletic injuries, including Cyr-iax approach to soft tissue evaluation, instru-mented assessment of knee joint laxity, jointmobilization, proprioceptive neuromuscularfacilitation, and isokinetic evaluation andrehabilitation. Laboratory experiences followdidactic presentations when appropriate.

EDHS 842 - (3) (Y)Metabolic Adaptations to ExercisePrerequisite: EDHS 742 or instructor permission.Analyzes metabolic adaptations to acutebouts of exercise and chronic exercise train-ing. Includes energy sources for humanmovement; substrate utilization, muscle plas-ticity, functional significance of the metabolicadaptations to chronic exercise training; mus-cle fatigue and damage.

EDHS 843 - (3) (Y)Exercise Intervention in DiseasePrerequisite: EDHS742 or instructor permission.Examines the impact of exercise on the dis-ease process, focusing primarily on cardio-vascular disease and non-insulin dependentdiabetes. Examines hypotheses concerningcauses of diseases, risk factors, and modifi-

cation of risk factors through exercise anddiet intervention.

EDHS 845 - (3) (Y)Disease Processes and PreventionInvestigates those disease processes most com-mon and of most significance in their effectsupon individual, community, nation, andworld health status. Emphasizes definitions,manifestations, etiology, pathology, epidemiol-ogy, general medicine procedures, diseaseprognosis, and potential preventive actions.Develops an understanding of the specificmechanisms through which preventive actionswork as a goal of effective health education.

EDHS 846 - (3) (Y)Adapted Physical Education: Physicallyand Sensory ImpairedStudies the physical and motor attributes ofindividuals with physical, sensory, and healthdisabilities. Addresses programming andinstructional implications in physical educationfor these populations in regard to their ecologi-cal, psychological, social, and learning charac-teristics. Emphasizes developing and achievingfunctional physical education goals throughplanning, assessing, prescribing, teaching, andevaluating instruction.

EDHS 848 - (3) (Y)Review and Critique of Sport and Exercise Psychology ResearchDevelops critical thinking and analysis inorder to read and interpret recent studies on avariety of topics. Discusses the process of arti-cle review and publication, including the publi-cation process; characteristics of good researcharticles; using those characteristics to reviewand critique published and submitted work;and how to organize and write a good manu-script review. Enables independent, informeddecisions on the quality of others’ research andoffers insight on how to write papers that max-imize the probability of a favorable response byreviewers and readers.

EDHS 850 - (3)SeminarPrerequisite: Instructor and advisor permission.Additional sections on special topics may beoffered subject to sufficient student interest.Section 1: Adapted Physical Education (S-SS)Section 2: Athletic Training (Y)Section 3: Biomechanics (S-SS)Section 4: Exercise Physiology (S-SS)Section 5: Health Promotion (S-SS)Section 6: Motor Development (S-SS)Section 7: Motor Learning (S-SS)Section 8: Sport/Exercise Psychology (S-SS)Section 9: Sports Medicine (Y)Section 10: Strength Training (S-SS)Section 11: Pedagogy (S-SS)

EDHS 851 - (1-3) (IR)Curry Forum on Educational IssuesSchool-wide interdisciplinary course on keyissues in education. Selected topics are intro-duced by Curry School faculty and nationallyrecognized scholars and then explored ingreater detail by small discussion groups.Sponsored by all four departments and opento all master’s and doctoral students.


EDHS 853 - (1-9)Supervised ResearchPrerequisite: advisor and instructor permission.Participation in a research project. Designedespecially for master’s degree program stu-dents. Total credits may not exceed nine.Section 1: Adapted Physical Education (S-SS)Section 2: Athletic Training (S-SS)Section 3: Biomechanics (S-SS)Section 4: Exercise Physiology (S-SS)Section 5: Health Promotion (S-SS)Section 6: Motor Development (S-SS)Section 7: Motor Learning (S-SS)Section 8: Sport/Exercise Psychology (S-SS)Section 9: Sports Medicine (S-SS)Section 10: Strength Training (S-SS)Section 11: Pedagogy (S)

EDHS 861 - (3) (Y)Marital and Couple’s TherapyAnalyzes basic principles and techniques ofmarital and couple’s therapy. Emphasizes thepractical, covering theory as it relates to theinteractional dynamics and behavior of thetherapy. Experiential techniques (i.e., roleplaying, video tape, and live supervision) arean integral part of the course. Some therapyexperience is desirable, although not required.

EDHS 863 - (3) (Y)Principles of Psychotherapy BasicPrerequisite: Instructor permission.Introduction to the assumption and processof psychotherapy. Explores basic principles ofchange as reflected in the dynamics of thepsychotherapeutic relationship between thetherapist and the client. Examines the pitfallsof being a beginning therapist and the prob-lems faced in initiating the therapy process.Participants are provided with an experientialsetting to heighten awareness of transference,resistance, and termination.

EDHS 864 - (3) (Y)Principles of Psychotherapy AdvancedPrerequisite: EDHS 863 or instructorpermission.In-depth examination of cognitive-behavioraland psychodynamic individual psychotherapy.The theoretical base and accompanying empir-ical literature of varying approaches are dis-cussed with special emphasis on application ofprinciples. Experimental techniques (e.g., roleplaying and observation of video tapes) areincluded. Continuation of EDHS 863.

EDHS 865 - (3) (Y-SS)Individual PsychotherapyDesigned to teach the principles and tech-niques of individual psychotherapy. May berepeated for credit; each year the psychother-apeutic approaches to be taught are specified.The specialized course offering for a givenyear (e.g., brief strategic psychotherapy, childpsychotherapy, or rational emotive therapy)is printed on the student’s transcript.

EDHS 866 - (3) (Y)Personality Assessment IPrerequisite: EDHS 764 and instructor permission.First of a two-semester sequence in personal-ity assessment. Trains the clinical/school psy-

chology graduate student in basic methods ofclinical assessment using a battery of psycho-logical tests, including both projective andnon-projective instruments. There are twocomponents to the first semester course: criti-cal examination of theory and research on psy-chological testing; and a supervised practicumin clinical assessment. Clinical assessments ofchildren and adults are covered.

EDHS 867 - (3) (Y)Personality Assessment IIPrerequisite: EDHS 866 and instructor permission.Second of a two-semester sequence in person-ality assessment. During this semester, stu-dents examine theory, practice, and researchon the application of a variety of personalityassessment techniques and instruments to spe-cific diagnostic questions (e.g., assessment ofpsychotic, affective, neurotic, and borderlinedisorders); and continue learning to conductpersonality assessments through a supervisedpracticum. Clinical assessments of childrenand adults are covered.

EDHS 869 - (1-6) (S-SS)School/Clinical Psychology PracticumPrerequisite: EDHS 764.Supervised field experience in activities centralto the role of the school/child psychologist.

EDHS 870 - (1-6) (S-SS)Clinical Psychology PracticumSupervised placement in a setting designed toprovide students with clinical experiencesdealing with children, adults, and families.

EDHS 871 - (3) (Y)Psychosocial ConsultationPrerequisite: EDHS 768 and instructor permission.Seminar and practicum experience designedspecifically for advanced doctoral students.Focuses on the theoretical and researchissues that relate to the practice of consulta-tion and supervision. In addition to the read-ings and class discussions, students engage inboth consultation and supervisory activities.Students are challenged to draw upon theirprior knowledge of psychological assessment,problem solving, methods of intervention,and psychological theory. Facilitates the inte-gration of prior learning into practice.

EDHS 872 - (3-6) (IR)Group Therapy InterventionsPrerequisite: Instructor permission.Designed to broaden and strengthen thegroup therapeutic skills and experience ofdoctoral students. Entails the observation ofvarious group procedures and participation inan ongoing group experience.

EDHS 873 - (3) (Y)Family Therapy: Theory and TechniquesPrerequisite: EDHS 864, 865 or equivalent,and instructor permission.Examines major schools in the field of familytherapy with a focus on learning how to con-ceptualize a case from these different per-spectives. Special emphasis is on the applica-tion and evaluation of various intervention

models to family problems commonly pre-sented in therapy. Observation of actual casesis a required part of the course.

EDHS 874 - (3) (Y)Advanced Family TherapyPrerequisite: EDHS 864, 865 and instructorpermission.Advanced seminar in family therapy isdesigned to give students an in-depth expo-sure to methods of family intervention.Includes both didactic and case format.

EDHS 875 - (3) (E)Psychological Intervention and Consultation in SchoolsPrerequisite: Instructor permission.Advanced study of the role and function ofthe psychologist in school settings. Topicsinclude psychoeducational assessment andremediation procedures; varieties and tech-niques of appropriate psychological interven-tions in schools; models of, and nationaltrends in, school psychology service delivery.

EDHS 893 - (1-6) (S-SS)Independent StudyPrerequisite: Approval of advisor andinstructor and an approved plan of study.Permits advanced graduate students to workon individual study topics, under close facultyguidance, when particular needs cannot bemet by registration in regularly scheduledcourses. The topics of the independent studymust be listed on the student’s degree appli-cation. May be repeated for credit.Section 1: Letter GradingSection 2: S/U Grading

EDHS 897 - (1-6) (S-SS)Directed Research and Master’s ThesisPrerequisite: permission of advisor and fac-ulty sponsor.Section 1: Independent research by advanced

level graduate students preparing for doc-toral dissertation research. May berepeated.

Section 2: A master’s thesis project conductedunder the guidance of the master’s advisoror others approved by the departmentalchair. A formal plan should be filed in theOffice of Student Affairs, and the finalproject must be approved by at least twoCurry faculty members.

EDHS 909 - (3) (SI)Doctoral Seminar: Communication DisordersPrerequisite: Instructor permission.May be repeated for credit.

EDHS 921 - (1-3) (Y)Advanced Group Counseling Theoriesand PracticumPrerequisite: EDHS 724, 729, and instructorpermission.Advanced graduate seminar and practicum ingroup counseling theories and technique. Dif-ferent theoretical approaches to group counsel-ing along with accompanying techniques arestudied in section 1. Section 2 is a practicum inadvanced group counseling and is subject toavailability of suitable practicum placement.Section 2 may be repeated for credit


Section 1: Group Theories (2 credits)Section 2: Practicum (1-3 credits)

EDHS 922 - (1-3) (Y)Advanced Individual Counseling Strategies and PracticumPrerequisite: EDHS 729 and instructorpermission.A group seminar designed to enhance stu-dents’ individual intake, assessment, counsel-ing and treatment planning skills. Subject toavailability of suitable practicum placement.May be repeated for credit.

EDHS 929 - (2-3) (Y)Counselor Supervision Theories andPracticumPrerequisite: Counselor education doctoralstudent or instructor permission.Study of counselor supervision combinedwith a required experience as a supervisor-trainee. Different theoretical approaches tocounselor supervision along with accompany-ing techniques and practical application andstudied in section 1. Section 2 is a practicumin counselor supervision. Section 2 may berepeated for credit.Section 1: Counselor Supervision Theories

(2 credits)Section 2: Counselor Supervision Practicum

(3 credits)

EDHS 931 - (3) (Y)Doctoral Seminar: Counselor EducationPrerequisite: advanced standing andinstructor permission.Specialized study of the profession’s presentstatus, emphasizing research in the field andpossible future directions.

EDHS 932 - (3) (Y)Doctoral Seminar: Counselor EducationPrerequisite: advanced standing andinstructor permission.Specialized study of the profession’s presentstatus, emphasizing professional problemsand issues.

EDHS 939 - (3-6) (S-SS)Counselor Education Doctoral InternshipPrerequisite: instructor permission; subject toavailability of suitable internship placement.

EDHS 950 - (1-6) (Y)Advanced Doctoral SeminarPrerequisite: Instructor permission.Special topics and research analysis for doc-toral students.

EDHS 974 - (1-6)Internship in College Teaching orSupervisionOpportunities for experienced doctoral stu-dents to teach courses or partial courses atthe University, or to supervise studentteachers under the guidance of a facultymember. Opportunities are arranged by thestudents with the assistance of the sponsor-ing faculty member.

EDHS 975 - (1-3) (S-SS)Seminar: Topics in Clinical PsychologyDoctoral seminar covering selected topics in clinical psychology. May be repeated for credit.

EDHS 976 - (1-3) (S-SS)Seminar: Topical Issues in School Clinical PsychologyPrerequisite: Instructor permission.Deals with a variety of professional issues inschool and child clinical psychology. Topicscan be developed around the interests ofprospective students. Must be prearranged.Course topics will be announced prior to reg-istration and have included social and affec-tive process in development and neuropsy-chology. May be repeated for credit.

EDHS 993 - (1-6) (SI)Independent StudyPrerequisite: Advisor permission.Under close guidance of a faculty member, stu-dent work on an area of particular interest thatcannot be met by a regularly scheduled course.A plan of study should be signed by the facultysponsor and filed in the student’s permanentfile in the Office of Student Affairs.

EDHS 995 - (1-6) (SI)Supervised ResearchPrerequisite: Instructor permission.Permits students to work jointly with facultyor other students in cooperatively designingand executing research projects. The natureand scope of such projects are advancedbeyond the master’s level, and a plan ofresearch should be signed and filed in the stu-dent’s permanent file.

EDHS 996 - (1-6) (SI)Independent ResearchPrerequisite: Instructor permission.Permits students to work independentlyunder the supervision of a Curry facultymember. A plan of research should besigned by the faculty member and filed inthe student’s permanent file in the Office ofStudent Affairs.

EDHS 997 - (1-12) (S-SS)Internship - Ed.D. or Ph.D.Prerequisite: Instructor permission.Full-time professional internship with super-vision shared by the host institution oragency and the University.Section 1: Professional Psychology: A super-

vised experience in which students applytheir clinical skills in a mental health,school, or hospital setting. All settingsmeet either the criteria for internships setby the Virginia Board of Psychology orthose set by the American PsychologicalAssociation, in addition to those estab-lished by the faculty of the Curry Pro-grams in Clinical and School Psychology.

Section 2: Speech-Language Pathology: Clini-cal internship in the diagnosis and treat-ment of individuals with communicativedisabilities in an educational, rehabilita-tion, or medical setting. The internship pro-vides students with an opportunity to gainexperience in working with other profes-sional team members serving communica-

tively disordered individuals; be exposedto, and participate in, the operations of thepracticum site; increase their abilities toassume the responsibilities associated withindependent case management; and, whenpossible, specialize in working with a par-ticular age group or disorder.

Section 3: A supervised internship designedfor doctoral students to gain experience inthe profession of education. This intern-ship must be completed after admission tothe doctoral program and under the directsupervision of a Curry faculty member.

Section 4: Counselor Education: A superviseddoctoral-level internship experience inCounselor Education.

EDHS 999 - (1-12) (S-SS)Doctoral DissertationContinuous enrollment is required from thestart of the dissertation through the proposaland final examination.

Department of Leadership,Foundations, and Policy

EDLF 501 - (3) (Y)Learning and DevelopmentPrerequisite: Admission to the TeacherEducation Program.Surveys the principles of human growth,development, and learning that are central tothe practice of teaching. Provides opportuni-ties for professional application.

EDLF 505 - (3) (S)Intermediate Teaching with TechnologyPrerequisite: Admission to TeacherEducation ProgramThis course is a more rigorous, graduate ver-sion of the introductory course taught con-currently with the sections of EDLF 345. Stu-dents in the teacher education program whohave advanced expertise with instructionaltechnologies can apply to enroll in EDLF 505in place of EDLF 345.

EDLF 545 - (3) (Y)Applied Teaching with TechnologyPrerequisite: EDLF 345/505 or permission ofinstructor.A semester-long internship with a teacher in aK-12 classroom in conjunction with accompa-nying coursework in EDLF 545. Provides anapplied experience in developing a technologyproject in a classroom setting and addressingcurricular standards through effective integra-tion of educational technologies.

EDLF 546 - (3) (Y)Software Applications in EducationPrerequisite: Instructor permission.Provides experience in using major genericutility software: data base management, datagraphing tools, and graphic production. Stu-dents apply a wide variety of software toinstructional and administrative problems.

EDLF 555 - (3) (Y)Multicultural EducationPrepares students to deal with the increas-ingly multicultural educational milieu.Emphasizes the process of understandingone’s own bias and prejudices and how they


effect the school and classroom learning envi-ronment. Included are readings, class discus-sions, field projects, journal writing, andother methods of directed self explorations.

EDLF 561 - (3) (Y)Production of Instructional MaterialsPrerequisite: Instructor permission.Provides teachers and instructors with theskills and competencies needed to designand produce appropriate instructionalmedia. Topics include media productionplanning; selecting appropriate media for-mats; illustrating concepts, processes, andtechniques; lettering for captions and text;mounting and preserving materials; audiodesign; supporting print materials; andmedia format translation.

EDLF 562 - (3) (Y)Educational Video ProductionPrerequisite: Instructor permission.Introductory experience in producing educa-tional video programs. Emphasizes designand production of video materials ineducation and industry. Participants operateas production crews in studio simulations andas producers-directors of field projects. Com-petencies of program design, production, andutilization are emphasized.

EDLF 563 - (3-6) (SI)Advanced Video TechnologyPrerequisite: EDLF 562 or equivalent, videodesign/production experience.Provides field experience in the design, pro-duction, and post-production phases of videoprograms. The participants function as pro-duction team members. Emphasizes produc-ing programs that meet the research, instruc-tional, and information dissemination needsof the Curry School of Education.

EDLF 564 - (3) (Y)Instructional PhotographyPrerequisite: Instructor permission.Explores photography as a research tech-nique and classroom activity. Emphasizes thebasic competencies required to visualizeimages and execute the steps of exposing,processing, and printing them. Topics includebasic darkroom equipment, chemistry, andprocesses; camera operation; film exposureand filtration; image control with the viewcamera; studio lighting; copy techniques;audio narration; and synchronization. Stu-dents need access to an adjustable cameraand must provide their own film, paper, andother supplies.

EDLF 565 - (3-6) (Y)Advanced PhotographyPrerequisite: EDLF 564 or equivalent xperience.Initial lectures and demonstrations cover aselected range of skills that are requisite tothe serious use of the medium. This is followedby presentations and discussions on the appli-cation of photography to specific areas, such asinstruction (visual media design and produc-tion), research (principles of visual anthropol-ogy and other field work applications), andaesthetics (photography as human expression).

EDLF 586 - (3) (Y)Museums and EducationIntroduction to the history and developmentof museums and their educational work inAmerica. Themes include an overview ofmuseum history; exemplary museum inter-pretation and educational programs; instruc-tional designs for teaching with objects andcollections; and strategies for working withschool groups and other audiences.

EDLF 589 - (1-6) (S)Selected TopicsThese are designed as pilot courses to meetnew program area degree requirements, andchanging needs in the field. Used also to offerexperimental courses, and courses underdevelopment, these are announced andoffered on a semester-to-semester basis. Maybe graded or S/U, depending on theinstructor, and may be repeated.

EDLF 590 - (1-3) (IR)WorkshopSpecial topics offered as needed. Generally anexperimental or shortened course format.

EDLF 591 - (1-6) (IR)Internship/PracticumA special assignment, agreed to by an advisor,that provides a unique experience in an edu-cational setting consistent with the student’sprofessional objectives and program focus. Awritten description of the experience must beagreed upon by the advisor and supervisorand filed in the Office of Student Affairs.

EDLF 593 - (1-6) (IR)Independent StudyPrerequisite: Instructor permission.

EDLF 700 - (3) (Y)Introduction to Instructional DesignPrerequisite: Instructor permission.Integrates systematic approach to instruc-tional design (ID) with current trends inlearning theory, drawing from a number of IDtheories and models. This knowledge isapplied in team-based ID projects, throughperforming needs assessments; specifyinginstructional goals, objectives, and criterion-referenced testing; designing instructionalactivities; developing instructional materials;and executing formative evaluation of theinstructional product. Skills learned areapplicable in a variety of environments.

EDLF 700L - (1) (Y)Prerequisite: Instructor permission and con-current registration in EDLF 700.Lab accompanies Introduction to Instruc-tional Design Course.

EDLF 701 - (3) (Y)Computer Courseware ToolsPrerequisite: Instructor permission.Analysis of software tools that can be used insupport of instruction, including graphicstools, digitized audio, synthesized speech,and digitized video images. Hypermediaauthoring systems are reviewed. Courseprojects include development of stand aloneor web-based presentations that incorporatedigitized video, audio, and original graphicscreated by the developer.

EDLF 702 - (3) (Y)Computer Courseware DesignPrerequisite: EDLF 701, and instructorpermission.Continues the review of hypermedia author-ing techniques. Courseware developmenttools presented in EDLF 701 are used todesign and implement a complete unit ofinteractive instruction. Methods underlyingdesign and evaluation of effective interactivesoftware are addressed.

EDLF 703 - (3) (Y)Advanced Interactive Technologies IPrerequisite: EDLF 562, 700, 702 andinstructor permission.Building on instructional design, video pro-duction, and computer-based developmentskills, this course explores emerging interac-tive technologies through periodic competen-cies and a major development or usability test-ing project. Existing interactive products areexamined and design techniques discussed.

EDLF 704 - (3) (Y)Seminar in Instructional TechnologyThere are four background segments of thiscourse: history, current issues, specializationsand competencies, and international perspec-tives. These four units have been designed toprovide all IT majors with the requisite pro-fessional understanding of their discipline’sheritage. Also included are units that guidethe participants through the application ofspecific media to the instruction process.These include research on media, selection,utilization and evaluation, and the relevantcharacteristics of the media.

EDLF 705 - (3) (Y)Institutional Frameworks of EducationPolicyWe all have those epiphanies when we look atthe people making public policy and say,“Why don’t they do this?” Well, this course isabout why that brilliant idea so often doesn’tget on the agenda, doesn’t get done, gets donebut doesn’t work, or gets done but doesn’twork as intended. This course examines theinstitutional constraints and incentives thatshape public policy, with particular attentionto the forces that shape education policy.

EDLF 706 - (3) (Y)Theoretical Perspectives on EducationPolicyThis course will examine the underpinningsof educational policy from theoretical per-spectives rooted in the social science disci-plines. This is an intensive graduate-levelseminar that is intended both for disciplinarystudents and for students pursuing special-ized work in education. Our goal in the courseis to examine, from a variety of normativeand disciplinary perspectives, the core issuesthat underlie contemporary debates over pub-lic policy - and especially those underlyingdebate over education policy.

EDLF 707 - (3) (SS)Digital Multimedia DevelopmentThis course is designed for the novice-levelstudent who is interested in developing andpublishing computer-based multimedia. This


intensive, project-based class covers tools forworking with digital images, audio, animationand video. Students will be required todemonstrate competency with each individ-ual tool, and will also create a final project forthe class which incorporates several tools.

EDLF 708 - (3) (Y)Education Policy: Professional SeminarThe purpose of this seminar is to assist stu-dents to develop an understanding of policyand policy studies through common, sharedreadings of important texts, acquaintancewith other important texts in policy studiesand through individual student readings andreports. The goals of the seminar will beaccomplished through participation in dis-cussions with the professor, guest lecturersand student guests and through the prepara-tion of a Policy Brief.

EDLF 710 - (3) (S)Contemporary Educational IssuesPrerequisite: Admission to the Master ofTeaching Program.Identifies the defining issues in the profes-sion of teaching. Lectures, panel discus-sions, and case studies are used to present avariety of contemporary issues. Small groupinstruction is used to maximize the partici-pation of students.

EDLF 711 (1) (Y)Introduction to Information TechnologyPrerequisite: Permission of Instructor.Introduces graduate students to informationliteracy skills focusing on selecting, accessing,organizing, retrieving, evaluating, preserving,interpreting, and archiving information forscholarly research whether it is in print orelectronic format. The class will include dis-cussion about issues surrounding technologyand scholarship. Another component ishands-on training with library databases,search engines, and other Internet tools. Aculminating project involving research anddelivery of a presentation on a topic related toliteracy is also included.

EDLF 715 - (3) (S)Educational PsychologyOverview of the contributions of psychologyto the teaching-learning process. Topicsinclude learning theory, individual differ-ences, motivation, human development andpersonality, teaching methodology, andmeasurement and evaluation.

EDLF 716 - (3) (Y)Human DevelopmentAnalysis of the principles of development cov-ering the entire life span. Examines the devel-opment of the child through education, theunfolding of human abilities in terms of bothpersonal adjustment and achievementbeyond the period of youth, and the work lifeof the individual. The development of princi-pal psychological qualities such as motiva-tion, emotion, and personality, are, in likemanner, considered with respect to the lifespan. Designed broadly to accommodate vari-ous professional specialists within educationand other areas of human welfare.

EDLF 717 - (3) (Y)Concepts of LearningAddresses both theoretical and practicalissues relating to human adaptation. Empha-sizes underlying motivational forces as trans-lated in behavioristic and humanistic terms.Content coverage reflects an integrativerather than a descriptive approach.

EDLF 718 - (2) (S)Tests and MeasurementsIntroductory course concentrating on thedevelopment of the ability to evaluate andinterpret assessment tools. Topics includereliability and validity; social and ethicalconsiderations of testing; summarizing andinterpreting measurements; and the use ofstandardized tests, rating scales, and obser-vational scales. Following completion, stu-dents must enroll in at least one course thatfocuses on a specific area of tests and meas-urements. This may include using tests incounseling, classroom assessment, tests andmeasurements in physical education, tech-niques of instrument development, or psy-choeducational assessment of exceptionalchildren. To receive credit for EDLF 718, aspecific area course must be satisfactorilycompleted. EDLF 718 or equivalent compe-tency demonstrated by examination isprerequisite to the specific area courses.

EDLF 719 - (1) (S)Classroom AssessmentPrerequisite: EDLF 718 or the equivalent.Focuses on the development of skills in con-structing, evaluating, and interpreting theresults of teacher-made educational assess-ment. Includes the principles of construct-ing and evaluating paper-and-pencil tests(objective and essay), rating scales, observa-tional scales, and other non-paper-and-pen-cil techniques.

EDLF 720 - (3) (Y)Child DevelopmentA Masters level course in which prominenttheories of child and adolescent developmentare introduced, supporting research consid-ered, and teaching applications explored. Avariety of viewpoints will be surveyed, butemphasis will be placed on the notion thatchildren actively construct their own under-standing of reality through participation in asocial context.

EDLF 721 - (3) (SS)Adolescent DevelopmentIntermediate-level course designed toexplore modern concepts of adolescence.Examines the interrelationships of physical,social, emotional, and cognitive develop-ment, as well as the treatments of specificadolescent problems.

EDLF 722 - (3) (Y)Introduction to the GiftedExamines characteristics and needs of thegifted; identification; programming options;special populations; practices in curriculumdifferentiation; creativity; and special issuesin working with the gifted.

EDLF 723 - (3) (Y)Curriculum for the Gifted and TalentedReviews current theory and practice in plan-ning and executing curriculum and instruc-tion for the gifted and talented. Stressesdesign of instruction as a response to the spe-cific cognitive and affective needs of giftedlearners and in-depth investigation of curric-ular differentiation by content, process, prod-uct, effect, and learning environment. Pro-vides opportunity for both assessment anddevelopment of curriculum for the gifted.

EDLF 724 - (3) (Y)Social and Emotional Development ofGifted StudentsDesigned for teachers, administrators, par-ents, and others who work with high abilitylearners. Investigates similarities and differ-ences between the development of giftedlearners and other students, exploring theimplications of these comparisons and focus-ing on strategies to assist gifted learners inschool and home environments.

EDLF 725 - (3) (Y)Models and Strategies for Teaching the GiftedExamines programming and curricular mod-els for teaching gifted and talented learners,as well as a variety of instructional strategiescommonly used with gifted and talentedlearners. Develops modes of assessing theeffectiveness of models and strategies for usewith gifted and talented learners.

EDLF 727 - (3) (S)Adult DevelopmentIntroductory-level course focusing on keyissues in successful adult adaptation.Explores cognition, personality, interper-sonal relationships, work adjustment, physi-cal and psychological health, and biologicaland psychological aging.

EDLF 728 - (3) (Y)Creativity and Problem SolvingExplores theories of creativity through studyof creative people, the creative process, andcreative products. Focuses on assessment ofcreativity, research on creativity and its appli-cations to education, environments conduciveto the development of creativity, and heuris-tics designed to encourage creativity.

EDLF 729 - (1-3) (S)Seminar in Educational PsychologyAdvanced study of topics in educational psychology.

EDLF 730 - (3) (S)Introduction to Educational ResearchAn orientation to methods and proceduresutilized in educational research, emphasizingbasic principles for conducting, interpreting,and criticizing published articles representa-tive of educational problems and issues.

EDLF 731 - (3) (S)Educational Statistics: Stat IAnalysis of descriptive to inferential tech-niques. Specific procedures include the logicof hypotheses testing, t tests, chi square, cor-relation, and simple linear regression.


EDLF 732 - (1-3) (S)Educational Statistics LaboratoryDesigned to familiarize students with com-puter use in educational studies by using suchready-made programs as SPSS. Studentslearn to conduct computer-based data analy-sis, run weekly programs, and interpret theoutput in written reports. Topics includedescriptive statistics, correlation, regression,analysis of variance, and factor analysis.

EDLF 733 - (3) (S)Single-Subject ResearchDetailed examination of the design and inter-pretation of single-subject research. Foci forthe course include rationale for single-subjectresearch; methods for planning, implement-ing, and evaluating studies; and issues in theuse of this methodology.

EDLF 734 - (3) (Y)Information ManagementAnalysis of the use of integrated software:word processing, spreadsheet, databasemanagement, graphics and telecommunica-tions. Educational applications focus on pro-gram planning, monitoring studentprogress, fiscal analysis, budgeting, andinventory control. Emphasizes standard andcustomized reporting.

EDLF 735 - (1-3) (S)Seminar in Educational ResearchAdvanced study of topics in educationalresearch.

EDLF 740 - (3) (IR)Seminar: Educational StudiesTopical seminar. Focus changes from offeringto offering.

EDLF 750 - (3) (Y)Program EvaluationAn overview of current program evaluationapproaches, emphasizing the terminology ofeducational evaluation and the wide variety oftheoretical approaches to program evalua-tion. Consideration is also given to the appli-cation of evaluation approaches to non-edu-cational settings.

EDLF 752 - (3) (Y)Techniques of Instrument ConstructionsThis course provides students with practicalexperience in the design of evaluation instru-ments serving a wide variety of purposes,audiences, and roles. Topics include con-struction of observation forms, interviewschedules, and questionnaires. Specific meth-ods include rating scales, checklists, rankingmethods, paired comparison, semantic differ-ential, Q sorts, content analysis, and goalattainment scaling. Each method is dealt within terms of item writing, data analysis, relia-bility, and validity.

EDLF 753 - (3) (S)Qualitative AnalysisIntroduction to the central concepts of quali-tative methods in research and evaluation.Focuses on the appropriateness of qualitativeinformation and its analysis in variousinquiry research and evaluation contexts.

Although primary emphasis is on the devel-opment of skills required to conduct qualita-tive inquiry, the philosophy and backgroundof the methodology are discussed.

EDLF 754 - (3) (IR)Seminar in Program EvaluationA topical seminar. Topics change from offer-ing to offering.

EDLF 760 - (3) (S)Social Foundations of EducationIntroduction to the scope and nature ofeducation in American society as reflected inthe historical, sociological, and philosophicalforces affecting the school and other socialinstitutions. Primary emphasis is on contem-porary educational problems.

EDLF 761 - (3) (Y)History of American EducationThe development of education in the UnitedStates since colonial times, emphasizing thesocial-historical forces and ideological con-cepts that determined the direction andnature of education in the United States tothe present.

EDLF 762 - (3) (Y)Philosophy of EducationInquiry into the applicability to presentproblems of selected philosophical themesand approaches. Issues include conceptionsof pupils, theories of learning and teaching,educational equity and justice, indoctrina-tion, and the adequacy of educationalresearch itself.

EDLF 763 - (3) (Y)Sociology of EducationStudies the sociological theory and researchthat applies to a systematic analysis ofeducation as its functions in modern society.Selected social and educational problems arediscussed to interpret the sociological natureof the educational process and the role of theschool as a complex social organization.Research of educational outcomes and conse-quences is considered. The effects of schoolon social stratification are also considered.

EDLF 764 - (3) (Y)Anthropology of EducationAnalysis of education and development inprimitive and modern societies interpretedfrom an anthropological perspective. Exam-ines international studies from the Easternand Western worlds to assess the nature andprocess of education and cultural change.

EDLF 765 - (3-6) (Y)Comparative EducationAnalysis of the relationship betweeneducation and society through a study ofsocial, political, and economic determinantsof education in selected foreign countries andthe United States. The role of education inpolitical socialization, national development,and foreign policy formation is examined.

EDLF 766 - (3-6) (IR)Asian EducationStudies the nature and scope of educationalplanning in selected Asian countries.Explores the planning process in terms of

education and nation-building, economicinvestment in education, educational policyformation, extension and diversification ofeducational opportunities, and the educationof the modern elite.

EDLF 767 - (3) (IR)Aesthetics and EducationAn interdisciplinary endeavor that considersaesthetics as more than a specialized philo-sophical study of fine arts, and education aswider than the school or college. Studyincludes historical and theoretical understand-ings, cultural and public dimensions of aes-thetics and education, psychological considera-tions, and the discipline of various art forms.

EDLF 768 - (3) (IR)Futurism and EducationAn interdisciplinary approach focusing on thetheoretical contests of the future; the scienceand practice of futurism; the human condi-tion; trends and projections of the future;ethical considerations; teaching strategies;and educational policy for the future.

EDLF 769 - (3) (Y)SeminarSection 1: Problems in Educational Studies: An

introductory course for those in educationand the behavioral sciences. Topics includeproblem-solving and planning, knowledgerepresentation, natural language andunderstanding, intelligent tutoring systems,and expert systems. Balances theoreticalconcepts with their practical implementa-tion. The Prolog computer language is usedfor building working models.

Section 2: Introduction to Artificial Intelligence

EDLF 770 - (1-3) (Y)Seminar: Social Foundations of Education

EDLF 772 - (3) (IR)Women and EducationExamines the role of women in educationfrom historical, sociological, philosophical,and psychological perspectives. Focuses onissues related to girls and women in currenteducational settings.

EDLF 775 - (1-3) (SI)Problems in Administering School SystemsPrerequisite: Instructor permission.A study of special problems involving schooladministration, school district management,and central office management.

EDLF 776 - (3) (Y)Public School AdministrationIntroduction to school administration, includ-ing the organization and structure of the schoolsystem; legal basis for school administration;authority, responsibility, and control of differ-ent levels of government for education; theadministration and supervision of the instruc-tional program; and the application of theoriesof leadership and organization to enduringproblems of schooling.


EDLF 777 - (1-3) (Y)Human Resource Management inSchoolsIn this course, the management of humanresources in public schools and school divi-sions is examined with particular attention toreflective practice, ethical considerations,interpersonal skills, and the building andmaintenance of relationships. Theory andpractice relative to the staffing of schools foreffective realization of educational goals andobjectives will be explored.

EDLF 778 - (3) (Y)School and Community RelationsStudies of the philosophy, principles, tech-niques, agencies, and practices involved in adesirable school and community relationsprogram. Special attention is given to the roleof the school administrators in coordinatingsystem-wide and building-level communica-tion networks.

EDLF 779 - (3) (SS)Elementary School PrincipalshipEmphasizes educational leadership, workingwith individual school and community powerstructures, and the principal’s responsibilityfor curriculum development, public relations,personnel development, restructuring, sched-uling, and managing programs with anemphasis on at-risk students.

EDLF 780 - (3) (SS)Secondary School PrincipalshipIntroduction to the structure and culture ofsecondary schools, the current and projectedresponsibilities of secondary administrators,and the literature on secondary schoolreform. Special emphasis is given to teacherevaluation, student discipline, and policydevelopment at the secondary level.

EDLF 781 - (3) (SS)Middle School PrincipalshipIntroduction to the structure and culture ofmiddle schools, the current and projectedresponsibilities of middle school administra-tors, and the literature of middle schoolreform. Special emphasis is given to teacherevaluation, student discipline, and policydevelopment at the middle school level.

EDLF 782 - (3) (SS)Evaluation and Development of Educational StaffEvaluation and development of educationalpersonnel is a major responsibility of schooladministration. Provides students with aconceptual framework for staff developmentand evaluation, and facilitates and enhancesskill in data collection, analysis of teacherperformance, and plans of assistancedevelopment. Includes legal and policy

issues related to recruitment, selection, andstaff development.

EDLF 783 - (3) (Y)School FinanceAnalysis of the problems and principlesinvolved in finance in an individual schoolwith special emphasis on budgeting proce-dures and accounting systems.

EDLF 784 - (3) (Y)Organizational CommunicationsDesigned for individuals interested in the the-ory and practice of communications in educa-tional organizations, this course involves avariety of practica. Students study rhetoric, inpreparation for delivering a persuasivespeech, and research on conflict resolutionand effective interpersonal communications.Communications related to instructionaldiagnosis and leadership are investigated.

EDLF 786 - (3) (Y)Instructional Decision-Making inSchoolsDeals with selected issues related to school-level instructional decision-making. Includesinformation and strategies related to moni-toring and assessing instruction, formulatingpolicies on grading practices, utilizing testdata for purposes of instructional decision-making, and implementing special educationlaw and programs.

EDLF 787 - (3) (Y)Critical Issues of the Superintendency:Technology StrandStudy of philosophy, principles, techniques,agencies, and practices involved in the imple-mentation of equitable and efficient learningtechnologies in the school setting. Considera-tion of the issues and problems associatedwith programs and procedures requiring a par-adigm shift. Major issues involving technologyplanning and evaluation; establishment of fairuse practice; funding issues including capitaloutlay, support issues and maintenance bothhardware and software; and applying learningtechnologies directly in the curriculum. Com-ponents of the course will involve online learn-ing and professional development using theBlackBoard learning system.

EDLF 788 - (3) (SS)Introduction to Critical Issues of theSuperintendencyThis is the introductory course for the Ed.D.in the superintendency offered at the Univer-sity of Virginia. The class will introduce stu-dents to the opportunities and challengesencountered by today’s superintendents. Asuperintendent must be knowledgeable ofcurricular and instructional issues. Thesuperintendent must also be an astute politi-cian, but the focus of his or her efforts in thepublic arena should be on forming coalitionsand garnering resources to accomplish dis-trict goals and objectives. In addition, thesuperintendent should be an ethical and con-siderate problem-solver, who has the interestof the children uppermost in his or her mind.These and other issues will be discussed.

EDLF 789 - (1-3) (Y)Topical SeminarSeminar on current topics or issues.

EDLF 790 - (3) (Y)School Governance Issues of the SuperintendencyThis is the second of a set of core courses thathave been developed for the Ed.D. in thesuperintendency offered at the University of

Virginia. This course is designed to help stu-dents explore the intersection between theoryand practice. Current superintendents, asclinical instructors, will be responsible forsharing with the students the daily realities ofdealing with each of the critical issues withintheir own particular contexts. Superinten-dents will represent a variety of school divi-sions located in different parts of the Com-monwealth serving a range of populations.

EDLF 791 - (3) (SS)Annual Policy InstituteThe Annual Policy Institute serves as aforum to address the Leadership and Policyissues currently as it affects our nation’sschools. National, state, and regional speak-ers set the stage for discussions on criticalshortages of teachers and administrators,leadership in technology, politics and policydevelopment, and federal mandates. Thiscourse is a combination web based courseand conference attendance.

EDLF 792 - (3) (SS)Superintendent’s SeminarThis course is designed for practicing divisionsuperintendents in the Commonwealth ofVirginia. The focus on the course is to developan understanding of the complex role of thesuperintendent in leading and managing aschool division. The course will focus on pol-icy issues, superintendent and school boardrelationship, school design, finance, law, andpolitics of education.

EDLF 793 - (1-6) (S-SS)Independent Study: Leadership andPolicy StudiesUnder close guidance of an individual facultymember, students work on areas of particu-lar interest that cannot be met in regularlyscheduled courses. Enrollment in this courseis limited to three credits in a master’sdegree program.

EDLF 800 - (3) (Y)Seminar in Instructional ComputingAdvanced study of special topics and issues inthe use of computers in education with anemphasis on recent developments in the field.

EDLF 801 - (3) (Y)Advanced Instructional DesignPrerequisite: EDLF 700; corequisite: EDLF 801L.Assists students in becoming instructionaldesign (ID) professionals by refining designerskills, building knowledge about the practiceof ID, and encouraging the development ofplatform presentation skills. Self-directedteams analyze an instructional need for anoutside client, design and develop instructionto meet that need, and then evaluate andrevise the instruction. Students also researchand deliver presentations on current topicswithin instructional technology.

EDLF 801L - (1) (Y)Advanced Instructional Design LabPrerequisite: EDLF 700; corerequisite:EDLF 801.Lab accompanies Advanced InstructionalDesign course.


EDLF 802 - (3) (Y)Advanced Interactive Technologies IIPrerequisite: EDLF 703 or instructor permission.Students expand their interactive design anddevelopment skills by working together inproject teams to develop interactive productsof increased sophistication. Projects may befor an outside client or may serve as a basefor research on interactive technologies.

EDLF 803 - (3) (Y)Advanced Seminar in InstructionalTechnologyPrerequisite: EDLF 730, 753, 830, andinstructor permission.As a prelude to dissertation research, eachstudent conducts a pilot quantitative researchstudy on instructional technology. Prior toenrollment, students must submit a researchproposal to the instructor for approval. Stu-dents assemble research materials, arrangestudy participants, conduct the study, analyzethe data, and write the research report. Stu-dents also critique, and assist in, the researchof their colleagues.

EDLF 815 - (3) (Y)Advanced Tests and MeasurementsPrerequisite: EDLF 718 and 719.A comprehensive analysis of traditional,latent-trait, criterion-referenced, and psy-chophysiological tests. This course buildsupon EDLF 718 and 719, and is assigned forstudents who need to further their study ofmeasurement theory and practice.

EDLF 816 - (3) (Y)Advanced Child DevelopmentA doctoral seminar in which prominent the-ories and key empirical studies in ChildDevelopment are introduced, discussed, andcritically evaluated. Emphasis is placed onthe study of developmental processes ratherthan static changes or normative milestones.The course is built around selected empiri-cal, methodological, and theoretical read-ings. Development of cognition, tempera-ment, and moral autonomy are emphasized.

EDLF 817 - (3) (Y)Advanced Seminar in CreativityEncourages advanced individual and groupstudy in the theory of creativity and itsapplications to classroom practice. Includesthe history and philosophy of creativity;brain research; environmental effects; intel-ligence; motivation; the assessment of, andempirical research on, creativity; and appli-cations of creativity research to educationand other settings.

EDLF 818 - (3) (IR)Advanced Seminar in Curriculum forthe GiftedDesigned for those participants with a strongbackground in the study of curriculum devel-opment for gifted learners. Provides anopportunity for advanced study research andapplication of principles and issues central toappropriate instruction of gifted learners.Students examine current thinking aboutteaching and learning, current contexts of

education, and applications and impacts ofthose elements on instructing gifted learners.

EDLF 819 - (3) (IR)Advanced Seminar Research on the GiftedExplores specific research issues (definitionof population, instrument ceilings, controlgroup issues) using current empirical studies.Students are required to develop a proposalfor a research study or to work on an on-going research project in the field of giftededucation. Considers both quantitative andqualitative approaches.

EDLF 820 - (3) (IR)Advanced Seminar Issues in GiftedEducationFocuses on fundamental beliefs about giftedstudents, programs for gifted students, andgeneral education and its relationship to thegifted. Examines philosophical and theoreti-cal arguments and empirical studies relatingto unresolved issues in gifted education.

EDLF 821 - (3) (IR)Advanced Seminar on UnderservedGifted StudentsFocuses on groups of gifted students whohave been underserved or who have uniquecharacteristics and needs. Addresses identifi-cation, programming and curriculum devel-opment, and instruction. Groups studiedinclude cultural and ethnic minorities, eco-nomically disadvantaged, handicapped,underachievers, and women.

EDLF 822 - (3) (Y)Advanced Seminar in Educational Psychology

EDLF 826 - (3) (Y)Social Development in ContextA graduate seminar addressing children’sdevelopment in relation to their social envi-ronments, with concentration on the waysthat environments pose or ameliorate psycho-logical, emotional, and societal risk. Contem-porary research on children’s relationshipsand experiences in educational and societalcontexts and consideration of the ways envi-ronments influence the lives of children iden-tified as at risk will be explored though thetopics of individual differences, peer affilia-tions, relationships with caregivers and teach-ers, interactions between families andschools, school transitions, and experienceswith neighborhood and community. Studentswill understand, critique, and questionempirical research; become adept at analyz-ing the relations among research, practice,and policy; and become capable of translatingresearch into guidelines useful to teachers,administrators, and other practitioners.

EDLF 830 - (3) (S)Experimental Design: Stat IIPrerequisite: EDLF 731.The major goal of this course is to extendanalytic abilities to the design and analysis ofmore complex experiments. Students accom-plish this objective through construction of aresearch proposal.

EDLF 831 - (3) (S)Correlation and Regression Analysis:Stat IIIPrerequisite: EDLF 731 and 830, orinstructor permission.Considers basic correlation and regressionanalysis, including regression theory, dummycoding, and basic multivariate techniques.

EDLF 832 - (3) (IR)Non-Parametric StatisticsPrerequisite: EDLF 731.Considers a wide-range of non-parametricstatistical techniques and covers typical pro-cedures, such as one sample, two sample, k-sample, and correlation.

EDLF 833 - (3) (IR)Bayesian StatisticsPrerequisite: EDLF 731 and 830, orinstructor permission.Analysis of basic theory, rationale, and appli-cation of Bayesian statistics and techniques.Topics include Bayes’ theorem, conditionalprobabilities, posterior densities, andBayesian inference for the binomial and nor-mal models. Emphasizes case studies andcomputer-assisted data analysis.

EDLF 834 - (3) (IR)Measurement Theory IPrerequisite: EDLF 731, 830, 831, orinstructor permission.Focuses on theory and techniques of meas-urement models. Models based on one-parameter (Rasch model), two-parameter,and three parameter item characteristiccurves are analyzed, and current research is evaluated.

EDLF 835 - (3) (IR)Multivariate StatisticsPrerequisite: EDLF 830 and 831, orinstructor permission.Presents the theory and rationale of selectedmultivariate statistical techniques. Topicsinclude multivariate analysis of variancecanonical correlation and discriminant analy-sis. Emphasizes computer-assisted analysisand the application of appropriate statisticalmethods to research data.

EDLF 836 - (3) (IR)Seminar in Advanced StatisticsPrerequisite: Advanced research majors;mathematics background recommended.Brings about a synthesis and mastery ofresearch and analytic techniques previouslyintroduced in the research course sequenceand utilizes current literature in psychometri-cal, biometrical, and statistical journals.

EDLF 837 - (3) (IR)Advanced Seminar in EducationalResearch and MeasurementPrerequisite: Completion of measurementtheory courses.Addresses current measurement issues aspresented in measurement journals, nationalor regional conferences, or legislative policy.Objectives are to bring about a synthesis andmastery of measurement theory previouslypresented and to understand and critique themost recent measurement developments.


EDLF 840 - (3) (Y)Program Evaluation DesignExplores problems of designing, conducting,and reporting evaluation research studies.Time is spent examining philosophies of sci-ence that underlie evaluation studies; con-ceptualizing a total evaluation study; plan-ning for the use of time and resources inconducting an evaluation study; assemblingthe evidence for or against a particularproposition; analyzing costs; and learninghow to avoid common pitfalls in workingwith clients and program participants todesign and conduct an evaluation study.

EDLF 841 - (3) (IR)Advanced Seminar In Program EvaluationA topical seminar that focuses on advancedtopics in program evaluation. Topics changefrom offering to offering.

EDLF 843 - (3) (Y)Evaluation of TeachingEvaluating teaching in worthwhile waysinvolves understanding the needs and abili-ties of teachers, tasks teachers must accom-plish, the environmental effects on teachers,and behaviors demonstrated in teaching.This course examines the independent andinteractive effects of these four factors.Emphasizes formative evaluation (i.e., help-ing teachers improve via in-class observa-tion and feedback) and the translation ofresearch results into practice. Requirementsinclude various combinations of projectwork, writing, and tests.

EDLF 844 - (3) (S)Advanced Qualitative AnalysisAdvanced course in methods and practices ofqualitative research. Students determine theirown philosophy of inquiry and becomeincreasingly proficient in the application ofqualitative methods. Assumes an introduc-tory course in qualitative methods. Focuseson research design and proposal develop-ment, data collection and analysis techniques,and presentation of findings. The course isfield-based and guides students through thecomplete qualitative research cycle.

EDLF 845 - (3) (S)Qualitative Data Analysis with ComputersAn advanced course in qualitative researchmethods that emphasizes applied and com-puting aspects of qualitative data analysis.Focuses primarily on various types of quali-tative analysis software and presumes thatthe student has at least a general knowledgeabout qualitative research methods andtechniques (especially research design anddata collection). Prior knowledge aboutmicrocomputers is helpful. Class activitiesinclude lectures, demonstrations, exercises,and discussion of readings. Students arerequired to complete a pilot research projectdemonstrating their ability to apply com-puter assisted qualitative research methods.

EDLF 846 - (3) (IR)Advanced Aesthetics and EducationAdvanced seminar on aesthetics andeducation, focusing on the evolution of aes-thetic ideas, their relationship to education,aesthetic experiences and the human mind,the use of aesthetics in the public domain,and aesthetics and educational strategies forimproving the quality of experiences in Amer-ican education.

EDLF 847 - (3) (IR)Folklore and EducationIntroduction to the field of folklore and folk-life studies. This field provides a powerfulframework for understanding educationalpatterns, problems, and issues in traditionaland modern societies. The course blends thesubstance and methodology of the disciplinewith the pragmatic needs of the educator inthe school.

EDLF 848 - (3-6) (IR)Advanced Seminar in Foundations of EducationPrerequisite: Instructor permission.

EDLF 849 - (1-6) (Y)Advanced Seminar in Educational Studies

EDLF 850 - (3) (Y)History of Higher EducationStudy of the growth of colleges and universi-ties and the major philosophical and sociolog-ical forces that have shaped their develop-ment. Emphasizes the historical developmentof American higher education.

EDLF 851 - (1-3) (IR)Curry Forum on Educational IssuesSchool-wide interdisciplinary course on thekey issues in education. Faculty from theCurry School and nationally recognizedscholars introduce selected issues and top-ics. Small discussion groups explore thesesubjects in greater detail. Sponsored by allfour departments and open to all master’sand doctoral students.

EDLF 852 - (3) (Y)College Student DevelopmentPromotes an understanding of contemporary,traditional-aged college students from socio-logical, psychological, and historical perspec-tives. Topics include the social and culturalcontext of entering college students, studentdevelopment theory, student outcomesassessment, student attrition, and dynamicsof student change.

EDLF 853 - (3) (Y)Curriculum in Higher EducationStudy of curricular patterns and processes inpost-secondary educational institutions.Includes social, historical, and philosophicalperspectives on current curricular trendsand processes of change among variousinstitutional types.

EDLF 854 - (3) (Y)Governance and Management of Colleges and UniversitiesStudy of the organizational structure, gover-nance, and administrative patterns in institu-

tions of higher education in America. Focuseson managerial behavior and decision-makingin academia.

EDLF 855 - (3) (Y)Student Affairs in Colleges and UniversitiesSurvey of current theory and practice instudent affairs programming, organizations,and administration in institutions of highereducation. Emphasizes philosophy, servicesprovided, and trends and issues within theprofession, including research and litera-ture analysis.

EDLF 856 - (3) (Y)Ethical Considerations for StudentAffairs AdministratorsPrerequisite: EDLF 855 or instructor permission.Analyzes the principles of the organizationand administration of student affairs pro-grams in institutions of higher education.Attention is given to relating theory to prac-tice and the evaluation of programs. Includescase studies of contemporary issues.

EDLF 857 - (3) (Y)Economics and Finance of Higher EducationStudy of contemporary policies and practicesin the finance of American higher education.The interpretation and uses of financial datain the administration of institutions; sourcesand methods of securing funds; budgetprocesses; and policies and issues regardingthe finance of higher education are some ofthe topics considered.

EDLF 858 - (3) (Y)Management Planning in Higher EducationStudy of information gathering and analysisin institutions of higher education for deci-sion-making activities concerning short-termand long-range planning.

EDLF 859 - (3) (Y)Legal Aspects of College AdministrationConfronts the legal implications of problemsand issues with personnel in highereducation. This topical seminar is designedto provide the educator with an understand-ing of the legal aspects of policy develop-ment in higher education.

EDLF 860 - (3) (O)The Adult LearnerStudy of adults as learners, the implicationsof their characteristics for adult learning, andthe practice of adult education. Attention isgiven to current issues facing adult education.

EDLF 861 - (3) (E)The Community CollegeStudies the institutional character of the com-munity college, including a review of history,purposes, clientele, organization, finance, pro-grams, societal functions, and current issues.

EDLF 863 - (3) (IR)Contemporary Issues in AmericanHigher EducationSurveys selected major problems or issues fac-ing contemporary American higher education.


EDLF 864 - (3) (Y)The American ProfessoriateProvides an understanding of the role and cir-cumstances of American faculty membersand the issues and policy forces that impactthe professoriate. Explores various aspects ofthe professoriate, and institutional policiesand external factors that shape the viabilityand vitality of the profession.

EDLF 865 - (3) (Y)Educational Policy Formulation andImplementation IAnalyzes current theories of political alloca-tion and processes of public policy formula-tion in relation to selected current issues ineducation. Students acquire knowledge andskills required to interpret and conductresearch studies related to educational policy.

EDLF 866 - (3) (SS)Policy in Curriculum and InstructionAnalyzes policies developed and implementedat the local school division level.

EDLF 867 - (3) (Y)Politics of EducationServes as a foundation course in the politicsof education, tracing the means by whichAmerican schools can be viewed as political.Considers local, state, and federal conversionprocesses; investigates the origins, founda-tions, and demand inputs of, as well as theaccess channels to, school decision- and pol-icy-making. Controversial political theories,cross-cultural research and analysis, anddominant conceptual frameworks will informand guide discussions.

EDLF 868 - (3) (Y)Economics and Education PolicyDesigned for those without training in eco-nomics who want a better understanding ofhow economic concepts and methods are usedin analyzing education policy issues. Examinesmarket concepts and forms of governmentinvolvement in the market and uses economicresearch in education. Students develop theskills of economic analysis by applying them tocurrent issues in public education.

EDLF 869 - (3) (Y)Educational Policy Formulation andImplementation IIProvides in-depth analysis of processes ofpolicy development at federal, state, and locallevels; processes of policy implementation;and critical issues in the analysis of imple-mentation strategies and policy effects.

EDLF 870 - (3) (Y)Seminar: Contemporary EducationalPolicy StudiesTopical seminar in educational policy studies.

EDLF 871 - (3) (Y)Moral and Ethical Dimensions of LeadershipExplores the moral and ethical dimensions ofleadership within the context of education.Assumes that educational administration isfundamentally an ethical undertaking, or, asChristopher Hodgkinson claims, “philosophyin action.” Readings, activities, and discus-

sions are all designed to assist practicing andaspiring administrators, as well as other educa-tors, in the explication and resolution of ethicaldilemmas. Considers different moral positionsand encourages students to examine both per-sonal values and professional ethics.

EDLF 872 - (3) (IR)School DesignFocuses on factors that influence the designand operation of educational facilities. Topicsinclude learning environments, facility plan-ning, change and versatility, technology,energy issues, and finance.

EDLF 873 - (3) (Y-SS)Education Finance, Policy and PracticeIntroduces the problems and principlesinvolved in financing public schools, includ-ing the economics of education; the charac-teristics of selected taxes for school pur-poses; the role of federal, state, and localgovernments in financing education; financelitigation; and the concepts of equality ofeducational opportunity, liberty, and effi-ciency as a basis for resource allocation poli-cies in education.

EDLF 874 - (3) (Y)Public School SuperintendencyFor students who have superintendency as acareer goal. Focuses on the complexity of thesuperintendent’s role in leading and manag-ing a school division.

EDLF 875 - (3) (Y)School LawAnalyzes school laws and regulations, regu-lations of state boards of education, andcourt decisions; legal status of the teacherand the pupil; legal and illegal use of schoolfunds and property; legal responsibility ofschool officials with respect to contracts andpurchases; and the liability of school offi-cials. Considers all topics with reference tothe state of Virginia.

EDLF 876 - (3) (Y)Problems in School Business AdministrationPrerequisite: Admission to the Curry Schooland instructor permission.Focuses on selected problems in schoolbusiness administration and the administra-tive uses of computers, including accountingand finance; data processing; school indebt-edness; insurance management; mainte-nance and operations; personnel adminis-tration; purchasing and supply manage-ment; food service management; school-house planning and construction; schoolstore management; management techniquesand development; systems analysis; writtenand oral communication; and transporta-tion. May be repeated for credit.

EDLF 877 - (3) (Y)Applications of Organizational andAdministrative Theory in EducationPrerequisite: Educational leadership and pol-icy major or instructor permission.Examines organizational and administrativetheory and its uses in the management andfunctioning of school systems. Attention is

given to the requisites for adequate theoryand to methodological considerations in the study of organizations and administra-tive processes.

EDLF 878 - (3) (Y)Implementing Instructional and Organizational ChangeExamines the relationships between instruc-tional change and the intrapersonal, interper-sonal, organizational, political, and profes-sional contexts of teaching. Topics include thenature of instructional change, case studies ofsuccessful and unsuccessful change, planningfor instructional improvement, and imple-menting and evaluating instructional change.

EDLF 879 - (3) (O)Grant and Proposal DevelopmentFocuses on the principal investigator role andthe process of obtaining financial supportfrom external sources to support desiredprojects and activities. Emphasizes phases ofdeveloping ideas; identifying sources offunds; researching funding sources; writing,submitting, and reviewing proposals; admin-istering grants.

EDLF 880 - (3) (E)Leadership Assessment and DevelopmentAnalysis of the research related to leadershipeffectiveness with an emphasis on the indi-vidual as a leader and the role of educationalleaders in the management of humanresources. Participants use leadership assess-ment procedures and programmed simula-tion to provide indicators of individual lead-ership style and effectiveness.

EDLF 881 - (3) (Y)Introduction to Supervision of InstructionAnalyzes basic concepts involved in moderneducational supervision. Serves the require-ments of administrative positions or curricu-lum specialists.

EDLF 882 - (3) (Y)Advanced Theory and Practice of Educational SupervisionPrerequisite: EDLF 881.Provides an understanding of, and somepractice in, selected aspects of educationalsupervision, such as group process, leader-ship theory and techniques, human relations,evaluation of teaching and supervision, andin-service teacher education.

EDLF 883 - (1-3) (IR)Elementary Administration SeminarPrerequisite: Instructor permission.Advanced study of current major problems.May be repeated for credit.

EDLF 884 - (1-3) (IR)Secondary School Administration SeminarAdvanced study of current major problems.

EDLF 885 - (1-3) (IR)Special Seminar: Elementary AdministrationA multidisciplinary approach to the advancedstudy of current major problems.


EDLF 887 - (1-3) (IR)Seminar-Secondary AdministrationPrerequisite: Instructor permission.A multidisciplinary approach to the advancedstudy of current major problems.

EDLF 888 - (1-3) (IR)Middle School Administration SeminarPrerequisite: Instructor permission.Advanced study of current major problems.

EDLF 889 - (1-6) (IR)Topical Seminar: LeadershipMay be repeated for credit.

EDLF 890 - (1-6) (IR)Supervised ResearchPrerequisite: Instructor permission.

EDLF 893 - (1-12) (S)Independent StudyPrerequisite: Instructor permission.Under close faculty guidance, students workon an area of interest not covered by the cur-riculum. A plan of study must be signed by thefaculty sponsor and filed in the student’s per-manent file in the Office of Student Affairs.

EDLF 894 - (1-12) (S)Internship

EDLF 895 - (1-12) (S)Practicum

EDLF 896 - (3-6) (Y)Practicum in Educational AdministrationA semester- or year-long project supervisedby a resident faculty member.

EDLF 897 - (1-6) (SI)Master’s ThesisA thesis project conducted under the guid-ance of the master’s advisor or othersapproved by the departmental chair. A formalplan must be filed in the Office of StudentAffairs and the final project approved by atleast two Curry faculty members.

EDLF 900 - (3) (Y)Advanced Seminar: Administrationand SupervisionRequired for all doctoral degree candidates;deals with dissertation proposal developmentfor students in educational administration.

EDLF 980 - (3) (IR)Higher Education Seminar: CurrentLiteratureMay be repeated for credit.

EDLF 981 - (3) (Y)Research Seminar in Higher EducationSeminar for advanced doctoral students. Dis-cusses current research topics and strategies,and develops dissertation topics.

EDLF 993 - (1-6) (SI)Independent StudyPrerequisite: Instructor permission.Under close faculty guidance, students workon an area of interest not covered by the cur-riculum. A plan of study must be signed by thefaculty sponsor and filed in the student’s per-manent file in the Office of Student Affairs.

EDLF 995 - (1-6) (SI)Supervised ResearchPrerequisite: Advisor permission.Students work with faculty or other studentsin designing and executing research projects.The nature and scope of the projects areadvanced beyond the master’s level, and aplan of research must be signed and filed inthe student’s permanent file.

EDLF 996 - (1-12) (SI)Independent ResearchPrerequisite: Instructor permission.Students work independently under thesupervision of a Curry faculty member. A planof research must be signed by the facultymember and filed in the student’s permanentfile in the Office of Student Affairs.

EDLF 997 - (3-6) (Y)Internship: Ed.D. or Ph.D.Section 1: A supervised internship designed

for doctoral students to gain professionalexperience. Must be completed afteradmission to the doctoral program, andunder the direct supervision of a Curryfaculty member.

Section 2: Practicum in Educational Adminis-tration: A semester- or year-long project ineducational administration supervised by aresident faculty member. A formal contractmust be created, signed by the student andfaculty advisor, and filed in the Office ofAcademic and Student Affairs.

Section 3: A supervised experience in highereducation.

EDLF 999 - (1-12) (S)Doctoral Dissertation


Faculty

Office of the Dean of the CurrySchool of EducationDavid W. Breneman, B.A., Ph.D., DeanRebecca D. Kneedler, B.A., M.A., Ed.D.,

Associate Dean for Academic AffairsRobert H. Pate, Jr., A.B., M.Ed., Ph.D.,

Associate Dean for Administrative Services

Joanne M. McNergney, B.S., M.Ed., Ph.D.,Assistant Dean for Admissions and Student Affairs

Department of Curriculum,Instruction, and Special Education

ProfessorsMary P. Abouzeid, A.B., A.M., Ph.D.Sandra B. Cohen, B.Ed., M.A., Ph.D.Daniel P. Hallahan, B.A., Ph.D., ChairJane Hansen, B.S., M.A., Ph.D.Marcia A. Invernizzi, B.A., M.Ed., Ph.D.Rebecca D. Kneedler, B.A., M.A., Ed.D.John W. Lloyd, B.A., M.S., Ph.D.Joanne McNergney, B.S., M.Ed., Ph.D.Martha E. Snell, B.A., M.A., Ph.D.

Associate ProfessorsFrederick J. Brigham, B.S., M.Ed., Ph.D.Margo A. Figgins, B.A., M.Ed., Ed.D.Joe Garofalo, B.A., M.S., M.Ed., Ph.D.Susan Mintz, B.S., M.A., Ph.D.Stephen P. Plaskon, B.A., M.A., Ph.D.Laura B. Smolkin, A.B., M.A., Ed.D.Joseph E. Strzepek, A.B., M.A.T., Ph.D.Stanley C. Trent, B.S., M.Ed., Ph.D.Eleanor V. Wilson, B.A., M.Ed., Ph.D.

Assistant ProfessorsRandy Bell, B.S., M.S., Ph.D.Selena Cozart, B.A., M.T., Ph.D.Patricia Crawford, B.S., M.Ed., Ph.D.Scott Imig, B.A., M.A., Ph.D.Ruth M. Ferree, B.A., M.Ed., Ph.D.Laura Justice, B.A., B.S., M.Ed., Ph.D.Paige C. Pullen, B.A., M.Ed., Ph.D.Kristen L. Sayeski, B.S., M.Ed., Ph.D.Robert H. Tai, B.A., B.S., M.S., Ed.M., Ed.D.Maria A. Timmerman, B.A., M.A., Ph.D.Stephanie van Hover, B.A., M.Ed., Ph.D.

Department of Human Services

ProfessorsLinda K. Bunker, B.S., M.S., Ph.D.Dewey G. Cornell, B.A., M.A., Ph.D.Glenn A. Gaesser, A.B., M.A., Ph.D.Joe Gieck, B.S., M.Ed., Ed.D.Luke E. Kelly, B.S., M.S., Ph.D.Edith C. Lawrence, B.A., Ph.D.Ann B. Loper, B.S., Ph.D.Robert H. Pate, Jr., A.B., M.Ed., Ph.D.Robert C. Pianta, B.S., M.A., Ph.D.Ronald E. Reeve, B.A., A.M., Ph.D., ChairRoger Ruth, B.A., M.A., Ph.D.Peter L. Sheras, B.A., M.A., Ph.D.Maureen R. Weiss, B.A., M.A., Ph.D.Arthur Weltman, B.A., M.A., Ph.D.

Associate ProfessorsMartin E. Block, B.A., M.A., Ph.D.B. Ann Boyce, B.A., M.S., Ph.D.Harriet L. Glosoff, B.A., M.A., Ph.D.Christopher D. Ingersoll, B.S., M.A., Ph.D.N. Kenneth LaFleur, A.B,. M.A., Ph.D.Sandra I. Lopez-Baez, B.A., M.A., Ph.D.Kathleen M. May, B.A., M.Ed., M.S., Ph.D.Randall R. Robey, B.A., M.A., Ph.D.Antoinette R. Thomas, B.A., M.A., Ph.D.Diane E. Whaley, B.S., M.S., Ph.D.

Assistant ProfessorsJohn Culbreth, B.S., M.A., Ph.D.Susan Dalebout, B.A., M.A., Ph.D.Carol Dudding, B.S., M.A., Ph.D.Aliaa A. Khidr, B.M.S., M.D., M.S.C., Ph.D.Lisa Locke, B.A., M.A., Ph.D.Filip Loncke, B.A., M.A., M.A., Ph.D.Ethan N. Saliba, B.S., M.Ed., Ph.D.Janet Stack, B.S., M.A., M.A., Ph.D.

Department of Leadership, Foundations, and Policy

ProfessorsEric R. Bredo, B.A., M.S., M.A., Ph.D.David W. Breneman, B.A., Ph.D.Glen L. Bull, B.A., M.A., Ph.D.Harold J. Burbach, B.S., M.Ed., Ph.D.Carolyn M. Callahan, B.A., M.A., Ph.D., ChairDaniel L. Duke, B.A., Ed.D.Xitao Fan, B.A., M.A., Ph.D.Bruce M. Gansneder, B.A., M.S., Ph.D.Annette Gibbs, B.S., M.A., Ph.D.Robert F. McNergney, B.A., M.Ed., Ph.D.Herbert C. Richards, B.A., M.A.T., Ph.D.Jerry G. Short, A.B., M.A., Ph.D.Harold R. Strang, B.A., M.A., Ph.D.Carol A. Tomlinson, B.A., M.R.E., M.Ed.,

Ed.D.Deborah Verstegen, B.A., Ed.M., M.S., Ph.D.Jennings L. Wagoner, Jr., B.A., M.A.T., Ph.D.Carol Camp Yeakey, B.S.B.A., M.A., Ph.D.

Associate ProfessorsDonald W. Ball, B.A., M.A., Ed.D.John B. Bunch, B.A., M.A., Ph.D.Alfred R. Butler IV, B.S., M.Ed., Ed.D.Robert W. Covert, B.S., M.Ed., Ph.D.James P. Esposito, B.S., M.Ed., Ph.D.Walter F. Heinecke, B.A., M.A., Ph.D.Diane M. Hoffman, B.A., M.A.T., Ph.D.Mable B. Kinzie, B.A., M.Ed., Ph.D.Timothy R. Konold, B.S., M.A., Ph.D.Mary Landrum, B.S., M.Ed., Ph.D.Tonya Moon, B.S., M.Ed., Ph.D. John A.

Sanderson, B.S., M.Ed., Ed.D.Zahrl G. Schoeny, B.S., M.A., Ph.D.Pamela D. Tucker, B.S., M.Ed., Ed.D.Sarah E. Turner, B.A., Ph.D.

Assistant ProfessorsKeonya Booker, B.A., M.Ed., Ph.D.Catherine Brighton, B.A, M.Ed., Ph.D.Cheryl Henig, B.S., M.Ed., Ph.D.Holly Hertberg, B.A., M.A., Ph.D.Brian Pusser, B.A., M.A., Ph.D.Sara Rimm-Kauffman, B.S., Ph.D.

Retired FacultyRichard R. Abidin, Jr., B.A., M.Ed., Ed.D.Howard W. Allen, B.A., M.A., Ed.D.Frank E. Barham, B.S., M.Ed., Ed.D.James H. Bash, B.S.Ed., M.Ed., Ed.D.Charles W. Beegle, B.Sc., M.A., Ph.D.Ralph C. Bralley, B.F.A., M.Ed., Ed.D.Richard M. Brandt, B.M.E., M.Ed., Ed.D.Jeanette Brown, B.A., M.A., Ph.D.R. Lynn Canady, B.S., M.A., Ed.D.Michael S. Caldwell, B.S.B.A., M.S.E., Ph.D.William R. Carriker, A.B., M.A., Ed.D.Jay L. Chronister, B.S., M.Ed., Ed.D.Vincent C. Cibbarelli, B.S., M.A., Ed.D.Ronald Comfort, B.A., M.A., Ed.D.James M. Cooper, A.B., A.M., A.M., Ph.D.Patricia R. Crook, B.S., M.S., Ed.D.Jean Ervin, B.A., M.A., Ph.D.Thomas H. Estes, A.A., B.S., M.A., Ph.D.Joan C. Franks, B.S., M.S., Ph.D.Mary Alice Gunter, B.A., M.A., Ed.D.Charles M. Heuchert, B.S., M.A., Ed.S., Ph.D.E. D. Hirsch, B.A., M.A., Ph.D.George Washington Holmes III, B.A., M.A.,

Ph.D.James M. Kauffman, B.S., M.Ed., Ed.D.Samuel Kellams, B.S., M.S., Ph.D.Donald M. Medley, B.S., M.A., Ph.D.John F. Mesinger, A.B., M.A., Ph.D.Jerry Moore, B.S., M.A., Ph.D.Greta Morine-Dershimer, B.S.Ed., M.A.,

Ed.D.Charlotte H. Scott, A.B., M.B.A., L.L.D.Ralph J. Stoudt, Jr., B.A., M.A., Ph.D.Alton Taylor, A.B., M.Ed., Ed.D.Ertle Thompson, A.B., M.Ed., Ed.D.Donald L. Walker, B.Sc., M.A., Ed.D.

9 • graduate school of education · 2004-10-12 · the athletic training and physical therapy...

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