[ Table of Contents | School of Education | Bulletins Homepage | Next Section ]





Introduction


  • The University of Pittsburgh
    History of the University

    Founded in 1787, the University of Pittsburgh is an independent, state-related, non-sectarian coeducational institution offering a variety of undergraduate, graduate, and adult education programs. The main campus includes 87 academic, research, supportive, and dormitory buildings. One of these, the 42-story Cathedral of Learning, is among the tallest academic buildings in the world.

    Graduate degrees have been conferred since 1836 when two students received the Master of Arts degree. The first PhD program was developed in 1884. The University now offers graduate programs in 13 professional schools. In recognition of the strength of its graduate programs, the University was elected in 1974 to the Association of American Universities, an organization of some of the most respected graduate and research institutions. Total enrollment at the Pittsburgh campus during the regular academic year is 30,000, of which slightly under 10,000 are graduate and professional students.


  • The School of Education
    Mission and History of the School

    The mission of the School of Education is to prepare education professionals and to foster the scholarly pursuit of educational knowledge through teaching, research, and service.

    The School of Education was formally established on February 3, 1910, following continual growth of the enrollment in courses in psychology and education, which were first offered through the psychology department in 1904. The first curriculum provided that the student's freshman and sophomore years should be spent in the College of Arts and Sciences, thus assuring a liberal arts foundation for the teacher's professional education. Requirements in the junior and senior years were designed to obtain proficiency in the teaching content, as well as to provide theoretical and practice training in professional education.

    In the first year of its existence, the School of Education recognized the need for training that would advance and improve educational workers already in service. Evening and Saturday classes and a summer session were scheduled to serve them. The first bulletin of the School announced that graduate instruction leading to the degrees of Master of Arts and Doctor of Philosophy would be offered as demanded, such degrees being granted by the Graduate School. Fifteen students earned the Master of Arts degree in the three years 1912-1914.

    Upon these foundations, the School of Education continued to expand the extent and variety of its services. The curricula for the training of elementary and academic secondary teachers was expanded to provide for the preparation of teachers of business subjects, physical education, and industrial vocations. At the graduate level of study, master's and doctoral degrees were added by the Graduate School for the purpose of setting goals in professional competence to complement the research emphasis of the traditional graduate degrees.

    The School of Education has continued to develop its resources to meet the changing needs of educational professionals locally, nationally, and internationally. The School experienced tremendous growth during the 1960s, giving emphasis to graduate programs preparing professionals in many specialized fields, to in-service and continuing education programs, and to basic and applied research in education. Pitt's education faculty is proud to be in the forefront of educational institutions offering fifth-year teacher education study. Students entering the School for fifth-year teacher education study will have completed a baccalaureate degree in the arts and sciences and spend a concentrated post-baccalaureate year preparing for teaching careers. The fifth-year program of studies may also be incorporated into the program of studies for a master's degree.

    With a faculty of approximately 125, the School maintains a continuing central role in preparing educational professionals and providing programs of service to school systems. With a dominant emphasis on graduate education, both of these roles are supported by an increasingly strong thrust in basic and applied educational research. The profession of education is characterized today by specialized knowledge about the nature of learners and the learning process, the function of education in a changing society, and the management of the educational enterprise. Through the scholarly study of educational problems, the School advances the frontiers of knowledge in education.


  • Academic Governance of Graduate Degree Programs
    The School of Education offers graduate degrees within the framework of general University guidelines. All advanced degree programs in the various schools and divisions of the University of Pittsburgh observe the same basic standards and requirements and share the same ideals of scholarship. The fundamental requirements that all candidates for degrees must meet are established by the Graduate Faculty through its University Council on Graduate Study. The Provost has final authority in the interpretation and application of the regulations established by the University Council on Graduate Study. Graduate Faculty members and administrative officers of the School of Education are responsible for the administration of graduate programs within the School, and they determine special or additional requirements in the field of education beyond those established by the University. The Dean of the School of Education has final authority in the interpretation and application of requirements and/or regulations beyond those established by the University Council on Graduate Study.

    Through the Office of Student Personnel Services, students may obtain access to a copy of Regulations Governing Graduate Study at the University of Pittsburgh, which describes general regulations and minimum requirements of the University. This information may be accessed on-line through the World Wide Web at http://www.pitt.edu/~graduate. The School of Education Bulletin complies with those regulations and describes, as well, the special regulations and requirements of the School of Education.


  • School of Education Organization
    The School of Education is organized into four academic departments and two institutes under the administrative responsibility of the Dean of the School. The departments are the basic academic units of the School and include:

    Department of Administrative and Policy Studies
    Department of Health, Physical, and Recreation Education
    Department of Instruction and Learning
    Department of Psychology in Education

    Academic programs are offered through these departments and all faculty appointments are to one or more of these units.

    The institutes serve as coordinating support centers for a wide variety of research and professional activities. They are not academic units in that they do not offer courses of study, certificates, or degrees. The Institute for Practice and Research in Education coordinates outreach activities that aim to help school districts and other educational institutions solve educational problems. The Institute for International Studies in Education encourages and facilitates international scholarship in education by faculty and students, undertakes participant training and technical assistance projects, helps to recruit internationally oriented students, and collaborates in the development of School and University curricula with international content.


  • Governance
    Governance of the School of Education is shared by faculty, staff, and students. The School of Education Council is the governance body for the School. Its responsibilities include maintenance of appropriate academic standards in instruction, the development of educational programs and degree requirements, and the recommendation of policies in such areas as resource allocation, faculty and staff development, student affairs, research and service programs, and School of Education relations with local, regional, national, and international communities. In meeting these responsibilities, the Council provides advice and guidance to the School's administrative officers to aid them in discharging administrative responsibility with regard to the stature, progress, and academic excellence of the School of Education.

    The School Council consists of twelve voting members. The voting members include seven faculty (one from each of the four departments and three at large), three staff (at large), and two graduate students. Non-voting members include the Dean or his/her representative, one undergraduate student, and the past Council Chair, if his/her term on Council has expired. School Council standing committees include the Academic Affairs Committee, the Affirmative Action Committee, the Faculty and Staff Development Committee, the Faculty/Student Research Award Committee, the Planning and Budgeting Committee, the Promotion and Tenure Committee, and the Technology Committee.

    The Academic Affairs Committee is an elected standing committee that serves as an advocate of quality related to all aspects of the academic process. The academic concerns falling under the committee's purview include student recruitment, admissions, advisement, progress and completion standards, and course and program standards and evaluation.

    The Affirmative Action Committee is an elected standing committee that serves as an advocate for affirmative action, equality, and parity for faculty, staff, and students.

    The Faculty and Staff Development Committee is an elected standing committee that serves as an advocate for faculty and staff professional development. The issues falling under the committee's purview include the development and monitoring of policies and procedures in areas of performance review and professional development.

    The Faculty/Student Research Award Committee is an elected standing committee that invites proposals for funding and reviews submissions by faculty and students within the School of Education.

    The Planning and Budgeting Committee is an elected standing committee, charged with the responsibility to both review and/or develop planning and budgetary proposals that affect resources of the School of Education and to make recommendations to the School Council concerning the implementation of these proposals. Throughout the conduct of their work, they provide faculty, staff, and students with information as to the progress of their deliberations. All planning and budgeting activities of the School will be within the purview of the Committee.

    The Promotion and Tenure Committee is an elected standing committee that serves as an advocate for faculty who meet the stated criteria for promotion and tenure. The concerns falling under this committee's purview include policies and procedures regarding faculty promotion and tenure and evaluation of faculty credentials.

    The Technology Committee is an elected standing committee that serves as an advocate for the productive and efficient utilization of electronic technologies that support research activities and instruction in the School of Education. The technologies falling under this committee's purview include microcomputers, mainframe computer systems, audio-visual instructional support, television and radio, videotape recording, video disc-based systems, distance education systems, and telecommunication networks.


  • Accreditation
    The School of Education's program in teacher education has been accredited for the preparation of elementary and secondary teachers, administrators, counselors, and school service personnel by the Pennsylvania Department of Education. The School is a member of the Holmes Group of graduate professional education institutions. As part of the University of Pittsburgh, the School of Education is also accredited by the Middle States Association of Colleges and Schools.


  • Students' Rights and Responsibilities
    The student has the right to be offered a program of studies as outlined in the School of Education Bulletin.

    The student has the right to be assigned an academic adviser whose responsibilities include helping the student to design a Plan of Studies.

    The student has the responsibility to be cognizant of those University, School, and departmental regulations relevant to his or her program of study. These include, but are not limited to, crucial date and time deadlines such as: statute of limitations requirements regarding the time allowed to complete a graduate program; registration requirements necessary to maintain active status as a student and to be eligible to graduate; and the Academic Calendar for meeting classes, taking examinations, and applying for graduation.

    The student has the responsibility to be honest, and to conduct him- or herself in an ethical manner while pursuing academic studies. Should a student be accused of a breach of academic integrity, procedural safeguards including provisions of due process have been designed to protect student rights. These may be found in Guidelines on Academic Integrity: Student and Faculty Obligations and Hearing Procedures. This information may be accessed on-line through the World Wide Web at
    http://www.pitt.edu/~graduate.

  • University Policy on Students' Rights
    In compliance with the Family Educational Rights and Privacy Act of 1974, the University guarantees that students have the right to inspect all personally identifiable records maintained by the institution and may challenge the content and accuracy of those records through appropriate institutional procedures. It is further guaranteed by the University that student records containing personally identifiable information will not be released except as permitted by the Family Educational Rights and Privacy Act.




    [ Table of Contents | School of Education | Bulletins Homepage | Next Section ]