SCHOOL OF EDUCATION

The School of Education’s mission is to create and disseminate knowledge that improves teaching and learning and to develop and implement effective programs for the preparation of education professionals who will enhance both the practice and outcomes of education. For general information, see www.education.pitt.edu.

The School of Education is organized into four academic departments:

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

Undergraduate degree programs are offered in the Department of Health, Physical, and Recreation Education (HPRED) and the Department of Psychology in Education (PIE). HPRED offers the baccalaureate program in movement science with specializations in exercise science, wellness, and coaching; PIE offers the baccalaureate program in applied developmental psychology.

Teacher certification programs are offered in the Department of Instruction and Learning at the graduate level only. No teacher certification programs are offered in the other three departments.

Undergraduate students interested in obtaining teacher certification at the University of Pittsburgh after they have earned their baccalaureate degrees are encouraged to contact the pre-admissions advisors in the School of Education early in their undergraduate programs in order to obtain information about the teacher certification programs available and the requirements of those programs. Admission for teacher certification study requires that applicants have completed liberal studies distribution requirements in the humanities, natural sciences, and social sciences, as well as course work in an academic major field or content area. Additionally, applicants to the Professional Year (PY) Program are expected to have completed a minimum of 9 credits in preprofessional education courses (i.e., courses emphasizing human development and learning, the study of schools and society, and an introduction to teaching seminar in the intended certification area). The number of credits and specific courses required vary by type and area of certification. Note, however, that all applicants to both the PY Program and the Master of Arts in Teaching (MAT) Program must have at least 6 semester hour credits or the equivalent in college-level mathematics, at least 3 semester hour credits or the equivalent in college-level English composition, and at least 3 semester hour credits or the equivalent in college-level American and/or British literature. For admission to teacher certification programs in the Department of Instruction and Learning, all students must have taken and passed the Praxis I Series of Tests, which includes reading, mathematics, and writing. As a point of general information, most students admitted to the PY and MAT Programs have undergraduate quality point averages (QPAs) of at least 3.0. Specific information may be obtained from the Student Service Center, 5N Wesley W. Posvar Hall, 412-648-2230, soeinfo@pitt.edu.

Admissions

The School of Education does not admit students to its undergraduate programs at the freshman level. Therefore, students must first be admitted to another school at the University of Pittsburgh or to another institution.

If an applicant to a School of Education undergraduate program is currently a University of Pittsburgh student, the applicant should contact the dean’s office of the school to which the applicant has been admitted and request an Undergraduate Academic Program Change form. After completion of this form, all records will be transferred to the School of Education, Student Service Center, 5N Wesley W. Posvar Hall, for review.

If an applicant to a School of Education undergraduate program is transferring from another institution, the applicant should contact the Office of Admissions and Financial Aid, Alumni Hall, for a Transfer Application. (See Transfer Student Admissions section of this bulletin for more information.)

Academic Standards

All students enrolled in undergraduate programs in the School of Education are required to maintain a quality point average (QPA) of at least 2.50. The cumulative QPA is based on all course work taken after enrollment at the University of Pittsburgh. A student is automatically placed on academic probation when the cumulative QPA, exclusive of transfer credits, falls below 2.50. Ordinarily, students are required to terminate study after two terms on probation if there is no improvement in the quality of their work.

Advising

Each student admitted to the undergraduate program in the School of Education is assigned an advisor.

Degree Requirements

The undergraduate degree in the School of Education requires the satisfactory completion of a minimum of 120 credits of approved undergraduate study. Undergraduate degrees are conferred only on those students who have completed all courses required for the degree with a QPA of at least 2.50.

Students in the School of Education must complete at least 60 credits in courses offered at the University of Pittsburgh. They must be enrolled in the School of Education during the term the degree is awarded. Students who begin their study at the regional campuses must apply to relocate to the Pittsburgh campus for at least the last 60 credits.

Program Descriptions

APPLIED DEVELOPMENTAL PSYCHOLOGY

At the undergraduate level, the goal of the program in applied developmental psychology is to prepare the graduate for high quality developmental service to children, youth, and families and to undertake responsibility as a child development specialist in a variety of settings: preschools, day care centers, day and residential treatment programs, in-school and after-school developmental programs, community mental health agencies, detention centers, psychiatric centers, pediatric healthcare programs, and home-based care and treatment. Completion of the program leads to the Bachelor of Science degree. The program also prepares interested students for graduate study.

The objectives of the program are to

• Provide knowledge of child and youth development in a family and life span context;
• Combine classroom and practical work to provide the theory and research base with opportunity for observation, direct application, and guided skill development; and
• Develop skills in the use of relationships, activity media, environmental design, and program planning to foster developmental and therapeutic goals.

Contact Information

University of Pittsburgh
School of Education
Department of Psychology in Education
5T Wesley W. Posvar Hall
Pittsburgh, PA 15260
412-624-7230
narr@pitt.edu
www.education.pitt.edu

Admissions

The program in applied developmental psychology uses a rolling admissions procedure with a final deadline of April 15. In reviewing applications for admission, the Admissions Committee considers the following factors:

• Academic skill as evident on the students’s transcript. The minimum acceptable QPA is 2.50;
• Documented evidence of experience and ability to work with children (experience may include volunteer work or employment); and
• References, preferably from professionals familiar with the student’s maturity, work habits, academic ability, and experience with children/youth.
• Completion of 60 credits before the first term of enrollment in the program, including the following prerequisite courses, all of which should be taken for a letter grade:
  • English composition (3 credits);
  • Developmental psychology or equivalent (3 credits); and
  • Other courses broadly distributed in the humanities, social sciences, and natural sciences.

Credits awarded from the College Level Examination Program (CLEP) by the College of General Studies are acceptable for inclusion in the 60 credits.

The program welcomes applications from junior and community college students and from students at other colleges and universities, including students from other countries. These students should see the Transfer Student Admissions or International Student Admissions sections of this bulletin for further details on applying. Students from other academic backgrounds should consult the program coordinator for evaluation.

Interested students may apply for early admission to the School of Education’s master’s degree programs in early childhood education and early intervention and qualify for the degree by taking courses in addition to the ones listed under Major Requirements below and by completing a postbaccalaureate year.

Major Requirements

The curriculum is organized into four terms of upper-division (junior- and senior-year) study. Study encompasses developmental theory and research from birth through adolescence, professional issues, family dynamics, cultural distinction, handicapping conditions, psychopathology, curriculum and activity planning, practice skills, and an introduction to management. Students spend 300 to 600 hours of internship in the senior year in programs for children, youth, and families, including those with special needs. Flexibility in the curriculum is provided through electives, internship focus, and class project topic selection.

To graduate, students are required to take a minimum of 120 credits, 46 of which must be taken in the applied developmental psychology courses listed below. All of these courses must be completed with a grade of C- or better, and students must maintain a QPA of 2.50 in the major. Students must also perform successfully in the internship, according to prevailing standards, in order to remain in good standing in the program.

Applied Developmental Psychology

Elective courses and directed study can also be arranged.

MOVEMENT SCIENCE

The baccalaureate program in movement science leads to the BS degree and provides specializations in exercise science, wellness, and coaching. The exercise science specialization is offered for students interested in the study of human movement, independent of its implications for teaching physical education in traditional elementary and secondary school settings. Students are prepared for careers as health-related physical fitness specialists interested in working with adult populations in community, corporate, and private fitness centers. Also, this specialization provides basic academic and clinical studies for students wishing to pursue graduate work in exercise science.

Wellness and coaching are two new specializations in movement science. The wellness specialization is offered for undergraduates interested in corporate wellness, exercise leadership and programming, public health, and coordination of health-fitness and wellness programs. Students are provided the opportunity for professional focus in one of four areas: aquatics, fitness, aerobics, or aerobic-fitness. This specialization provides appropriate mechanisms to meet the criteria for various professional certifications in this fast-growing and competitive field. The coaching specialization is offered for undergraduates interested in instructing or coaching in performance or athletic settings. Both the wellness and coaching specializations provide basic academic and clinical studies for students wishing to pursue graduate work in physical activity or the public health domain.

Students may also minor in aquatics, fitness, aerobics, aerobics/fitness, coaching, and dance. A minimum of 18 credits is required for each minor. Graduates of any three of the exercise science, wellness, and coaching specializations and any minor programs do not qualify for public school teacher physical education certification.

Contact Information

University of Pittsburgh
School of Education
Department of Health, Physical, and Recreation Education
Trees Hall
Pittsburgh, PA 15260
412-648-8271
hpred@pitt.edu
www.education.pitt.edu

Admissions

Specific requirements for admission to the baccalaureate program in movement science are as follows:

• An application after approximately 45 credits have been completed: these credits should have been taken in courses that meet the general liberal arts and science requirement of the exercise science curriculum;
• A minimum QPA of 2.80 in the natural sciences;
• A demonstration of appropriate health-fitness behaviors as a statement of commitment to the basic philosophy of movement science;
• A statement of career goals and a self-evaluation; and
• Three letters of recommendation and possibly an interview.

Movement Science Curriculum

All students in movement science complete 60 credits of courses in liberal arts and sciences, distributed as follows:

• Communication skills (9 credits)
• Quantitative reasoning (9 credits)
• Humanities (9 credits)
• Sciences (21 credits)
• History, social science, and public policy issues (9 credits)
• General education electives (3 credits)

In addition, all students in movement science complete the following core of 27 credits:

• Biophysical foundations (6 credits)
• Behavioral and sociocultural foundations (6 credits)
• Research methods and practicum (6 credits)
• Health and fitness foundations (9 credits)

Each specialization requires a clinical/field experience and a directed research practicum. These requirements are completed under the direct supervision of a faculty member and may occur in a variety of settings (e.g., health clubs and hospitals). The research experience is typically completed as part of a research team in the Human Energy Laboratory or the Motor Behavior Laboratory.

School of Education Course Offerings

These are the courses offered by the School of Education:

ADMINISTRATIVE AND POLICY STUDIES

HEALTH, PHYSICAL, AND RECREATION EDUCATION

INSTRUCTION AND LEARNING

PSYCHOLOGY IN EDUCATION