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Academic Programs



  • Department of Administrative and Policy Studies
    The mission of the department is to prepare administrators, researchers, policy makers, and professors to operate from an ethical base as they use and produce the knowledge and theory necessary to inform practice in their particular field of specialization. Graduates will have the highest standards of knowledge and skills available in their field.

    There are three program areas within the department. Admission is to the program area. The programs are:

    1. Leadership Development Program (formerly Educational Administration)

    2. Higher Education Administration

    3. Social and Comparative Analysis in Education

    Each of the three program areas listed above is outlined below. For more complete information including specific requirements for programs or degrees, admission information or for sample programs of study, please contact the Office of Student Personnel Services, School of Education, 5N Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 648-2230; FAX: (412) 648-1899 or contact Administrative and Policy Studies, School of Education, 5S01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 648-7100; FAX: (412) 648-1784, e-mail: aps@fs1.sched.pitt.edu.


  • The Leadership Development Program
    The Leadership Development program provides scholarly and practical preparation for administrative positions and all levels of elementary and secondary educational institutions as well as government and private-sector administrative positions.

    Admission:
    In addition to the requirements for application specified earlier in this Bulletin, applicants must submit a sample of their professional writing in the form of a previously completed term paper, master's thesis, conference presentation, published article, etc.

    Degree Options and Certificates:

    The program area awards MEd and EdD degrees and Pennsylvania State Certificates in the following areas:

    Supervisor of Curriculum and Instruction (K-12)

    Elementary School Principal

    Secondary School Principal

    Superintendent's Letter of Eligibility

    Course work for certificates is separate from degree work but is usually applicable to the courses in degree programs. Course work for the Superintendent's Letter of Eligibility is taken at the post-master's level. Most of this work is applicable to a program of study for the EdD degree.

    All certification programs include supervised practicum or internship experiences in local schools or school districts.

    Administrative degrees at the MEd or EdD levels are provided for those students in pursuit of an administrative or scholarly post in government, public service, educational institution, or private sector in the United States or other countries around the world. Significant numbers of international students who are preparing for service in educational administration or ministry positions in their own country study within this program area. In designing their plans of studies, with their advisers, students select from a menu of courses offered by the department and other departments in the University.

    The department has both intensive cohort and individual program formats for administrative study. The School Leadership Collaborative, which is comprised of the Leadership Development Programs, Principal's Academy, Superintendent's Academy, and Tri-State Area Study Council, operates the intensive programs. Both of the cohort programs are moving toward issues-based education.

    For additional information contact: Associate Director, School Leadership Collaborative, Department of Administrative and Policy Studies, School of Education, 5S01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 648-7429; FAX: (412) 648-1784, e-mail: aps@fs1.sched.pitt.edu.


  • The Higher Education Administration Program
    Graduate study in higher education is designed specifically for individuals aspiring to administrative positions in post-secondary education institutions in the United States and other countries around the world. The program focuses on the development and acquisition of the administrative and theoretical skills critical for acquiring leadership positions in today's competitive environment. These experiences are designed to provide students with both the human and technical skills required for effective leadership. The program provides both a theoretical and practical orientation of the management of post-secondary institutions. The integration of these skills and knowledge within various philosophical frameworks of education is designed to provide an educational experience that will facilitate the students' development for future leadership roles.

    Admission: In addition to the application requirements for doctoral study specified earlier in this Bulletin, applicants must submit a sample of their professional writing in the form of a previously completed term paper, master's thesis, conference presentation, published article, etc.

    For additional information and specific program of studies, please contact: Program Coordinator, Higher Education, Department of Administrative and Policy Studies, 5S01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 648-7100; FAX: (412) 648-1784, e-mail: aps@fs1.sched.pitt.edu.

    Degree Options:
    Master of Education (MEd) degree
    Doctor of Education (EdD) degree

    Note: The program area also has an emphasis of study in student affairs at the master's level in addition to that of other leadership positions.

    Typical positions held by our graduates are: Dean, Director, Department Chair, Coordinator of Planning, Vice-President, President, Director of Student Affairs, International Services Director, and Budget and Finance Director.


  • The Social and Comparative Analysis in Education Program
    The program area in Social and Comparative Analysis in Education focuses on the analysis of the complex relationship between education and society in the United States and other countries around the world. Such analysis of educational policies, organization, content, and practices are grounded in selected disciplines of the social sciences and humanities (e.g., anthropology, economics, history, philosophy, political science, sociology). Interpretive, normative, and critical perspectives are drawn upon in studying educational and related social phenomena. Singly and together such perspectives promote analyses of the meaning, intent, and consequences of educational theory and practice and develop understanding of the influence of different value orientations. Existing social and educational systems are analyzed for their efficiency and effectiveness at the same time as attention is focused on inequalities and injustices pertaining to ethnicity, gender, race, social class, and geopolitical region in institutional policies and practices.

    Admission:
    In addition to the application requirements for doctoral study specified earlier in this Bulletin, applicants must submit a sample of their professional writing in the form of a previously completed term paper, master's thesis, conference presentation, published article, etc.

    Degree Options:
    Master's (both Master of Arts [MA] and Master of Education [MEd] and Doctoral (Doctor of Philosophy [PhD] ) degrees are offered in this program area. Students specialize in one of two areas: International and Development Education (IDEP); or Social, Philosophical, and Historical Foundations of Education (SPHF).

    The specialization in International and Development (IDEP) is focused on discipline-based comparative analyses of educational systems and problems in national and global contexts. Particular emphasis is given to understanding the relationships between education and cultural, economic, and political change in societies varying in the degree and form of "development."

    The specialization in Social, Philosophical, and Historical Foundations of Education (SPHF) is concerned with analyzing issues confronting educational organizations and their relationships to large social systems from the perspectives of philosophy, history, and the social sciences. Of particular interest are practical and theoretical problems underlying administration and policy development and implementation, as well as issues concerned with social class, racial and gender inequities.

    Students may earn area studies certificates from one or more of the following programs coordinated by the University Center for International Studies: Asian Studies, Latin American Studies, Russian and East European Studies, and West European Studies. Relevant course work may also be taken in the Graduate School of Public and International Affairs, the Department of Africana Studies, and the Women's Studies Program. Opportunities exist for students to be: (a) teaching fellows in the undergraduate Social Foundations of Education course: and (b) graduate student researchers in the Institute for International Studies in Education.

    In designing Plans of Studies with their advisers, students select from a menu of courses offered by the department and a range of other departments within the University.

    For additional information, please contact: Program Coordinator, Social and Comparative Analysis in Education, Department of Administrative and Policy Studies, School of Education 5S01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260, USA; phone (412) 648-7100; FAX (412) 648-1784; e-mail: aps@fs1.sched.pitt.edu.


  • Department of Health, Physical, and Recreation Education
    As the responsibility center at the University for academic, research, and service programs germane to human movement, the Department of Health, Physical, and Recreation Education offers degrees in the academic disciplines underlying sport, dance, exercise, and health and wellness within the context of education and therapy. The department's mission is to prepare college professors/researchers, coaches, athletic trainers, exercise specialists, and health professionals in addition to offering advanced study for professionals in education and allied health fields such as occupational and physical therapy. In addition to the academic mission, the department has a rich tradition of service in adapted physical education, adult fitness, basic instruction, cardiac rehabilitation, intramurals, recreation, and special programs for children and youth.

    The Department of Health, Physical, and Recreation Education offers an academic major in Movement Science leading to the Bachelor of Science degree and provides specializations in athletic training and exercise science.

    A Doctor of Philosophy degree and Master of Science degree with either a thesis or non-thesis equivalent option are available in the programs of Development Movement, Exercise Physiology, and Sports Medicine. The Master of Health Promotion and Education degree is offered jointly with the Graduate School of Public Health.

    The major purpose of the PhD program is to develop "knowledge producers" for the physical activity disciplines and professions. The doctoral program includes a small number of core courses that focus on concepts, issues, and research paradigms in the movement sciences. In addition, doctoral students work within an area of specialization and take advanced courses from other departments across the University that support their specialization.

    For additional information, contact: Department of Health, Physical, and Recreation Education, School of Education, 140 Trees Hall, University of Pittsburgh, Pittsburgh, PA 15260; phone (412) 648-8320, FAX: (412) 648-7092, e-mail: hpred@fs1.sched.pitt.edu.


  • The Undergraduate Movement Science Program
    Baccalaureate study in Movement Science in the Department of Health, Physical, and Recreation Education leads to the Bachelor of Science degree and provides specializations in exercise science and athletic training. The exercise science specialization is appropriate for students anticipating graduate study in the movement sciences. This specialization focuses on basic science electives. The athletic training specialization leads to athletic training certification. The curricular electives are designed in accordance with the National Athletic Trainers Association (NATA) to provide an integrated sequence of theory, methods, and practicum courses in the prevention, care, and rehabilitation of sport-related injuries. After completion of the baccalaureate program, the student is eligible to take the NATA examination for certification as an athletic trainer and fulfill state requirements for licensure.

    Students enrolled in baccalaureate curricula take a common cluster of courses in the human movement disciplines, which includes a distribution of courses in liberal arts and sciences, a general core of movement science courses, and a sequence of professional and practicum courses.

    Prerequisites and Admissions Requirements for Movement Science-BS: General requirements for admission to Movement Science are:

    (1) the completed application form

    (2) the non-refundable application fee if not currently enrolled in the University

    (3) complete individual transcripts of all previous work done in undergraduate study (a minimum QPA of 2.50 overall on a 4.00 scale)

    (4) scores from the Test of English as a Foreign Language (TOEFL) for all applicants whose native language is not English

    (5) three letters of recommendation and possible interview

    Specific admissions requirements for the separate specializations are as follows.

    Exercise Science Specialization: Applicants should submit admission applications by February 1 of their sophomore year. The student must complete approximately 60 credits prior to entering the Exercise Science specialization. Additional admission requirements for the Exercise Science specialization are:

    (1) an application by February 1 of the sophomore year

    (2) completion of approximately 60 credits

    (3) at least two letters of recommendation

    (4) career goals statement

    (5) interview with admissions committee

    (6) 2.80 overall QPA; 2.80 science QPA

    (7) demonstrated commitment to a physically active lifestyle

    Athletic Training Specialization: To be admitted to the Athletic Training specialization, the student must have completed general chemistry, general psychology, basic athletic training, and athletic training lab. Additional admission requirements for the Athletic Training specialization are:

    (1) an application at the end of the freshman year

    (2) evidence of a minimum QPA of 2.50 on a 4.00 scale

    (3) an interview with the faculty



    Graduate Programs

    The department offers three programs: Developmental Movement, Exercise Physiology, and Sports Medicine. An additional degree option is Health Promotion and Education. The student makes an application to one of these programs.

    Prerequisites and Admissions Requirements for the Master's Degree. Admission requirements for master's degree applicants include:

    (1) complete application form and non-refundable application fee

    (2) official transcripts for work done in all previous undergraduate and graduate study (for master's admission, a minimum QPA of 3.00 on a 4.00 scale is usually required. Students with QPAs below 3.00 may be admitted with evidence of professional and academic competence.)

    (3) scores on the Test of English as a Foreign Language (TOEFL) for all applicants whose native language is not English and/or who have not finished academic degree requirements in an accredited US college or university

    (4) written statement of career goals and degree objectives that includes an area of specialization

    Additional Requirements for the Master of Health Promotion and Education Degree. The requirements are:

    (1) satisfactory GRE scores

    (2) demonstrated commitment to health promotion

    (3) satisfactory completion of 6 credits of biology and 6 credits of behavioral science

    Prerequisites and Admissions Requirements for the Doctoral Degree. In addition to those specified above, admission requirements for doctoral applicants include:

    (1) GRE scores

    (2) submission of a sample of their professional writing in the form of a previously completed term paper, master's thesis, article, etc.

    (3) a personal interview with faculty member(s) within the program


  • The Developmental Movement Program
    The program in Developmental Movement focuses on the control and learning of motor skills, how perception, attention and memory impact this process, the underlying neurological correlates, and the sociological context in which we move. The curriculum includes study of the mechanisms underlying motor performance and learning as well as applications to therapeutic settings and to the design of instructional programs in sport and physical education. Students specialize in a combination of motor development, motor learning, and motor control. The specialization provides research opportunities in the Motor Behavior Laboratory and clinical experiences in the Kinder Kinetics Program. It also interfaces with other academic units such as Information Science, Psychology, Sociology, Speech Communication Disorders, and the Learning Research and Development Center.


  • The Exercise Physiology Program
    The Exercise Physiology program focuses on the biodynamics of exercise, its role in the training and conditioning of sport participants, its benefits as a therapeutic agent in the prevention and rehabilitation of disease, and as an adjunct to healthful living. The program includes an integrated core of knowledge in these foci as well as advanced study in each. The Exercise Physiology curriculum has extensive academic and research interaction with the School of Medicine and Graduate School of Public Health. Research experiences in such areas as cardiovascular limitations to exercise performance, exercise prescription, ergogenic aids, and the physiological basis of perceived exertion are available in the Human Energy Research Laboratory (HERL) and Sport Science Research Laboratory. Experiences in exercise evaluation, prescription, and supervision are also available. Clinical and research internships are available in the HERL, Faculty and Staff Wellness program, and regional hospitals and school districts.


  • The Sports Medicine Program
    The program in Sports Medicine focuses on providing the student with enhanced knowledge in pathokinesiology of orthopedic and athletic injuries, a basis for interpreting and participating in sports medicine research and a foundation in the athletic training services to high schools, colleges and universities, professional sports organizations, as well as within private sports medicine clinics within the Pittsburgh community. The student has experiences in the Neuromuscular Laboratory, which examines experimental models for enhanced management and rehabilitation of sports and orthopedic related injuries. Students must have Athletic Training certification to apply for this program.


  • The Health Promotion and Education Program
    This new degree option became operational in the fall of 1996. It is offered jointly by the Department of Health, Physical, and Recreation Education (HPRED) in the School of Education and the Graduate School of Public Health (GSPH). The program leads to a Master of Health Promotion and Education (MHPE) degree. Each school contributes 21 credits to the degree. Six of the 42 total credits are a supervised on-site internship in a professional role. The goal of the program is to prepare professionals who can help people move to a higher level of health and well-being within the constraints of their social environment. These professionals can plan, implement, and evaluate educational programs designed to promote healthful knowledge, attitudes, behaviors, and practices in diverse settings including communities, clinical/medical locations, work sites, and schools. HPRED provides the wellness emphasis; GSPH provides the public health skills. All aspects of this joint program are administered by combined committees from both schools. Students completing the master's degree may pursue advanced work in research, application, management, and evaluation at the doctoral level in either school.


  • Department of Instruction and Learning
    Teaching and learning are the most central activities of education; they involve the teacher, the learner, the content, the strategies, and the context for instruction. The mission of the Department of Instruction and Learning is to provide regional, national, and international leadership in the study and improvement of teaching and learning in diverse educational settings. One integrative theme throughout the department is cognitive studies, which focuses on the process of knowledge acquisition within an area of specialization.

    The department addresses its mission through three interrelated efforts: research, the preparation of teaching/practitioner professionals, and service. In carrying out these efforts, the faculty share the goals to (1) generate, disseminate, and apply new knowledge about teaching, learning, and performance in various educational settings; (2) identify the factors and features that contribute to the design and implementation of effective professional preparation programs in education; (3) provide exemplary initial preparation and continuing education programs for teachers/specialists in the traditional major academic content areas and in selected related areas central to the operation of effective schools; (4) provide the opportunities for advanced-level students in selected specialized areas to become highly competent scholar-researchers and scholar-practitioners; (5) contribute to the educational development of school-aged, university, and adult students in the region through a variety of direct instructional programs; and (6) enhance that development further by contributing to the design and implementation of exemplary school-based programs through various university-school-community partnerships.

    The department has eight programs: Cognitive Studies; Early Childhood; Elementary Education; Language and Literacy; Instructional Design and Technology; Mathematics and Science Education; Social Studies; and Special Education.

    Many programs permit considerable latitude in designing Plans of Studies that will both fulfill degree and program requirements and reflect the interests of the student. Curricula presented in this Bulletin provide examples of the types of course work in which students typically engage.

    Admission:
    Applicants for admission to any of the programs in the Department of Instruction and Learning must meet the School of Education admission requirements as specified earlier in this Bulletin. If an individual program in the Department of Instruction and Learning requires additional admission information, that information is described in the academic program areas below.


  • The Cognitive Studies Program
    The program in Cognitive Studies in Education is designed to produce scholars in the field of education who will be able to make substantive contributions to the growing cognitive science of education. Graduates of this program will have expertise in some academic field of relevance to education and they will have extensive knowledge of and experience with basic and applied research related to their areas of expertise. The program seeks to produce competent researchers and reflective scholars who will contribute to the continuing development of a science of education by generating new information about the processes of knowledge acquisition and transmission associated with specific content areas.

    Cognitive Studies is a program that uniquely combines the theoretical disciplines of cognitive science (anthropology, cognitive psychology, linguistics, computer science, and philosophy) with school subject matter areas such as history, English, mathematics, biology, foreign languages, physics. The approach taken in this program is one that recognizes that a combination of academic scholarship and research expertise can probably best be acquired through not only a broad, comprehensive academic experience but also an active apprenticeship within a community of scholars and researchers. In keeping with that philosophy, the program emphasizes not only a tailored program of study designed to complement the student's prior academic background and knowledge but also a carefully orchestrated set of apprenticeship experiences with acknowledged scholars and researchers who are actively engaged in building a cognitive science of education.

    The Cognitive Studies in Education program is an interdisciplinary effort which, while housed in the Department of Instruction and Learning in the School of Education, is able to draw on the excellent resources available in the general academic community of the University. Within their specific areas of subject matter competence, students are expected to work with faculty who are subject matter experts, especially those who have combined this expertise with an applied interest in education. Cognitive Studies students have close contact not only with faculty in the School of Education but also with faculty in academic departments (e.g., mathematics, physics, English, linguistics, philosophy, and psychology) and research centers (e.g., the Learning Research and Development Center). The contact may come in formal course work and seminars, independent study arrangements, or research apprenticeships.

    The apprenticeship model employed in this program is designed to allow each student to work with several nationally prominent researchers involved in applying cognitive science perspectives and techniques to educational issues. A sequence of apprenticeship experiences is provided for each student. Over the course of a complete program, students gradually assume greater control over and responsibility for the research activities in which they engage, with culmination in the dissertation. The Cognitive Studies student is required to present at a national conference, publish an original piece of research, prepare a publishable literature review, and teach a university-level course of their own design. The apprenticeship model also helps to ensure that students will have exposure to all aspects of the research experience, including presentations of the results to various professional groups and publication in appropriate scholarly journals.

    Admission:
    Students are generally expected to have a master's degree (with written thesis). However, students have been accepted without a master's degree provided they have a solid undergraduate education. Students applying to the Cognitive Studies in Education program are expected to adhere to the admissions requirements established for the School of Education; they must take the GRE. They must provide a sample of thoughtful analytic writing, and they must have an interview with a program faculty member. Admission to the program is based on assessing qualifications and on the interview with faculty.

    For additional information, contact: Program Coordinator, Cognitive Studies, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle University of Pittsburgh, Pittsburgh, PA 15260; (412) 624-7254, FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.
    Degree and Certification Options:
    Doctor of Philosophy (PhD) degree


  • The Early Childhood Education Program
    The Early Childhood Education program prepares students to teach young children (birth to age eight) and to work collaboratively with their families and other professionals. Students develop skills for employment in public and private schools, centers, homes, and other facilities in which children within this age range and their families are served. Through course work and field experiences with infants, toddlers, preschoolers, and primary-aged children, students acquire competence in the use of developmentally appropriate practices. Special emphasis is placed on understanding and respecting family diversity, supporting families in their roles with young children, and supporting children with special needs in inclusive settings.

    For additional information, contact: Program Coordinator, Early Childhood Education, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Degree and Certification Options:
    Certification in Early Childhood Education. This post-baccalaureate program is intended for individuals who have undergraduate backgrounds in speech, psychology, child development, or other related fields of study who wish to pursue careers as Early Childhood Educators. Program prerequisites focus on child development, life-span development, and introductory courseware in early childhood education. The program builds on this basic knowledge to establish competence in a variety of critical areas including: curriculum development and implementation for specific developmental levels, family and community relationships, and observation and assessment. Student teaching experiences with two age levels and accompanying seminars focus on the application of content and the development of professionalism. Students complete a 33-credit-hour program beyond 12 hours of prerequisite course work. Students completing the program are eligible for Pennsylvania Instructional I Certification in Early Childhood Education.

    Master of Education (MEd) in Early Childhood Education. The program is intended for individuals who already have an Early Childhood Education Certificate or whose career paths do not require them to have a certificate. Individuals who complete the post-baccalaureate Early Childhood Education Certification program at the University of Pittsburgh may apply up to 18 credits from their certification studies towards the Master of Education program. (Application to the MEd program must be made within three years of completing the certification program.) Course work in the Master of Education program is intended to enhance the continuing professional development of early childhood teachers beyond the skills and competencies acquired during certification study and to assist them in gaining greater self-determination through heightened awareness and understanding of their own teaching practice. Students complete a minimum 36-credit-hour program beyond 12 hours of prerequisite course work.

    Certification in Early Childhood Education and Master of Education (MEd) in Early Intervention. Students in this option combine Certification in Early Childhood Education (see above) with a Master of Education in Early Intervention (Special Education). Additional course work and practica in early intervention establishes expertise in the assessment of young children; the design, implementation, and evaluation of intervention strategies for infants/toddlers and preschoolers with a variety of disabilities; the educational implications of a variety of medical conditions; and establishment of working partnerships with families of young children with special needs. Students complete a minimum of 61 credit hours beyond 12 hours of prerequisite course work.


  • The Elementary Education Program
    The Elementary Education program offers a Professional Year certification or a Master of Arts in Teaching degree. It also offers a Master of Education degree intended for (1) graduates of undergraduate education programs; (2) our own Professional Year students who wish to complete a master's degree; and (3) individuals who want to undertake advanced studies in elementary education.

    Information concerning program offerings and applicant deadlines can be obtained by contacting the Program Coordinator, Elementary Education, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Degree and Certification Options:
    Professional Year (PY). The Professional Year program is a two-semester course of study leading to initial certification in Elementary Education. Applicants are expected to have a bachelor's degree and a background in arts, humanities, natural sciences, and social sciencesprior to admission. Professional Year students may apply up to 18 credits from the certification program toward the MEd. Application to the MEd program must be made within three years of completing the certification program.

    Master of Arts in Teaching (MAT). The MAT program is a 15-month, full-time program leading to initial certification and a master's degree. A minimum of 45 credits is required. Applicants must have a bachelor's degree and are expected to have completed all prerequisite courses prior to entering the program. Students carry out an elementary internship assignment for the academic year.

    Master of Education (MEd). The MEd is a 36-credit program specializing in Elementary Education. Applicants are required to have a 3.00 undergraduate QPA and to be certified in Elementary Education.


  • The Language and Literacy Program
    The Language and Literacy faculty share a commitment to the study of literacy, to its instruction, and to students learning in schools and cultural settings. The program has specializations in English/Communications, Foreign Language, and Reading Education.

    Completion of the Professional Year or the Master of Arts in Teaching leads to initial certification in either English/Communications or Foreign Language Education. Kindergarten through twelfth grade certification is also available in Reading.

    The faculty offers master's degrees with specialization in English/Communications, Foreign Language, and Reading Education.

    For those seeking the PhD, the faculty offers specializations in English/Communications, Foreign Language, and Reading Education. Students in the PhD programs focus on the study of basic problems in teaching and learning in their fields. In preparation for the degree, candidates are expected to develop a grounding in current research and theory in their specialized fields, an understanding of the historical and philosophical issues that have influenced work in their fields, and advanced knowledge in the academic disciplines that support their professional work. Individuals pursuing this degree often seek academic positions in universities or research institutes.

    For those seeking the EdD, the faculty offers specializations in English/Communications, Foreign Language, and Reading Education. In preparation for the EdD degree, candidates are expected to develop a grounding in the learning, instruction, and research that cuts across disciplinary fields and an understanding of the research, theory, and instructional practice in their specific fields. Individuals pursuing this degree often seek scholar practitioner positions in school districts and colleges.

    Information concerning program offerings and applicant deadlines can be obtained by contacting the Program Coordinator, Language and Literacy, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.


    English/Communications Education: Graduate work in English/Communications Education is available to: (1) persons interested in working towards English/Communications certification for grades seven through 12; (2) individuals interested in working towards English/Communications certification for grades seven through 12 and a Master of Arts in Teaching; (3) individuals interested in the Master of Education in English/Communications; (4) individuals interested in working towards a Supervisor of Communication; (5) individuals interested in working towards a PhD or an EdD.

    Degree and Certification Options:
    Professional Year Certification (PY). This option provides qualified liberal arts graduates with the opportunity to obtain initial teacher certification in English/Communications for grades seven through 12. This option is for applicants who have completed, or who can complete, prerequisite course work before beginning the Professional Year. Students complete a minimum of 30 credits beyond the prerequisite course work.

    Master of Arts in Teaching (MAT). This option provides teacher certification for qualified liberal arts graduates who want to coordinate certification study with advanced studies for a master's degree. Applicants must have completed, or must be able to complete, prerequisite course work before beginning the MAT studies. Students complete a minimum of 48 credits beyond the prerequisite course work.

    Master of Education (MEd). This option, the MEd in English/Communications, is a professional degree for the graduate student who wishes to pursue advanced study in the field. Students complete a minimum of 36 credits.

    Supervisor of Communication Certification. To be eligible for this certificate, students must have a minimum of five years of teaching experience in the certification field. Appropriate course work taken for the master's degree may be used to fulfill some supervisory certificate requirements. Students complete a minimum of 36 credits.

    English/Communications (PhD). Research for the PhD degree should focus on the study of basic problems in the teaching and learning of English/Communications. PhD candidates are expected to develop a grounding in current research and theory in their specialized field. The PhD requires a minimum of 90 credits beyond the baccalaureate degree. These include a minimum of 72 credits in graduate-level courses and 18 credits in study related to work on a doctoral dissertation. Up to 30 credits from an accredited master's degree program in a relevant discipline may be applied toward doctoral study, depending on when those courses were taken and whether they satisfy doctoral degree requirements.

    English/Communications (EdD). The EdD in this field prepares scholar-practitioners to provide leaders in curriculum and instructional design, teaching and staff development, learning and adapting to individual differences, and/or the use of instructional technology in school-based and college-level settings. The EdD program requires a minimum of 90 credits beyond the baccalaureate degree. These include a minimum of 72 credits in graduate-level courses and 18 credits in study related to work on a doctoral dissertation. Up to 30 credits from an accredited master's degree program in a relevant discipline may be applied toward doctoral study, depending on when those courses were taken and whether they satisfy doctoral degree requirements.

    Foreign Language Education: Graduate work in the Foreign Language Education specialization area is available to qualified persons interested in pursuing a 1) K-12 Instructional I certificate in French, Spanish, German, Latin, Chinese, Japanese, Italian, or Russian; 2) K-12 Instructional certificate in a foreign language plus certification in elementary education; 3) K-12 Instructional I certificate in a foreign language and a Master of Arts in Teaching degree; 4) Master of Education degree specializing in foreign language education; 5) Master of Education and a University of Pittsburgh certificate for the teaching of English as a second language (TESOL); or 6) a PhD or EdD degree in Language and Literacy with specialization in foreign language education.

    Degree and Certification Options:
    Professional Year Certification (PY). The Professional Year is available to graduates who have majored in a foreign language (or who have successfully completed the necessary prerequisite courses in a foreign language to meet content standards) and who have completed the prerequisite courses in education. Native speakers of the language of certification are not exempt from prerequisite course work in the culture, civilization, literature, and structure of their language. This Professional Year option consists of 30 credit hours of full-time work over two semesters. Successful completion of the program results in an initial teacher certificate in a particular foreign language for teaching in kindergarten through twelfth grade. In some cases, the Professional Year in foreign language education may be completed on a part-time basis. Applicants who are non-native speakers of the language, of certification, are also required to submit results of an oral proficiency interview by an individual certified by the American Council on the Teaching of Foreign Languages. A rating of "advanced" or higher on the oral proficiency scale is expected.

    Professional Year Certification in Foreign Language and Elementary Education. For qualified individuals who have met necessary prerequisite courses for certification in a foreign language and for certification in elementary education, a dual certification specialization in a foreign language and in elementary education is available. All requirements of the Professional Year apply to this option.

    Master of Arts in Teaching (MAT). The Master of Arts in Teaching foreign languages is available for qualified liberal arts graduates who want to combine initial teacher certification in a particular foreign language with advanced study for a master's degree. Applicants must have completed, or must be able to complete, prerequisite course work before beginning the MAT. Native speakers of the language of certification are not exempt from prerequisite course work in the culture, civilization, literature, and structure of their language. Students complete a minimum of 45 credit hours in addition to the course Introduction to Foreign Language Education. Individuals interested in the MAT commit to a full calendar year of study. Applicants who are non-native speakers of the language of certification, are also required to submit results of an oral proficiency interview by an individual certified by the American Council on the Teaching of Foreign Languages. A rating of "advanced" or higher on the oral proficiency scale is expected. Study or work in one of the target language countries, although not required for admission, is strongly encouraged of all MAT applicants in foreign language education.

    Master of Education (MEd). The MEd in Language and Literacy with specialization in foreign language education is a professional degree for individuals wishing to pursue advanced study in the field of teaching and learning foreign languages combined with trends, issues, and research in education in general. This option is tailored to the needs of practicing or returning foreign language teachers who wish to learn about recent developments in the field of foreign language education. This degree is also suitable for international students who wish to learn more about foreign language instruction (e.g., English as a foreign language) in their home countries. Some course work in a particular foreign language at the graduate level is also possible within this option. This option does not provide courses or clinical experiences for initial teacher certification. The degree consists of a minimum of 36 credit hours and may be completed on a part-time basis. Credits earned while pursuing the MEd from an approved, graduate study-abroad program may be counted toward this degree. International students are required to provide proof of English language proficiency at the time of application by a score of 550 or higher on the TOEFL test or by having earned a degree in an English-speaking university.

    Master of Education with TESOL Certificate. This option permits qualified individuals for the MEd in Language and Literacy with specialization in foreign language education to apply to the Department of Linguistics for admission to the University of Pittsburgh certification in the Teaching of English to Speakers of Other Languages (TESOL). If accepted, students combine course work for the MEd in foreign language education with required courses for the TESOL certificate. Students complete a minimum of 37 credits in this combined specialization. The University of Pittsburgh TESOL certificate is not to be confused with state certification for teaching in the public elementary or secondary schools. The degree is ideal for individuals seeking positions as English language teachers in other countries or in university English Language Institutes. International students are required to provide proof of English language proficiency at the time of application by a score of 600 or higher on the TOEFL test or by having earned a degree in an English-speaking university.

    Foreign Language Education (PhD). The PhD in Language and Literacy with specialization in foreign language education is a research degree focusing on issues of classroom-based foreign language/ESL learning and teaching in school or college settings. This degree should not be confused with doctoral degrees in foreign language literature or civilization, formal second language acquisition, or in other linguistic sciences. The PhD requires a minimum of 90 credits hours beyond the baccalaureate degree (72 credits of graduate courses and 18 credits in study related to work on the doctoral dissertation). A maximum of 30 credit hours from an accredited master's degree in a related discipline may be applied toward doctoral study depending on when those courses were taken and whether they satisfy doctoral degree requirements. As part of the degree, students are expected to take graduate courses in other disciplines, for example, foreign languages, linguistics, and cognitive psychology. Although not required, three years or more of pre-college foreign language teaching experience is strongly encouraged before beginning. International students are required to provide proof of English language proficiency at the time of application by a score of 600 or higher on the TOEFL test or by having earned a degree in an English-speaking university.

    Foreign Language Education (EdD). The EdD in Language and Literacy with specialization in foreign language education prepares scholar-practitioners to provide leadership in curriculum development and instructional design, teacher and staff development, foreign language program innovation and evaluation, and instructional technology in school or college settings. This degree should not be confused with advanced degrees in foreign language literature or civilization or in the linguistic sciences. The EdD requires a minimum of 90 credits hours beyond the baccalaureate degree (72 credits of graduate courses and 18 credits in study related to work on the doctoral dissertation). A maximum of 30 credit hours from an accredited master's degree in a related discipline may be applied toward doctoral study depending on when those courses were taken and whether they satisfy doctoral degree requirements. As part of the degree, students are expected to take graduate courses in other disciplines, for example, foreign languages, linguistics, teacher development, and instructional design and technology. Although not required, three years or more of pre-college foreign language teaching experience is strongly encouraged before beginning. International students are required to provide proof of English language proficiency at the time of application by a score of 600 or higher on the TOEFL test or by having earned a degree in an English-speaking university.

    Reading Education: Graduate work in Reading Education is available to individuals interested in working towards Reading Specialist Certification, College Reading/Adult Literacy Specialization, Master of Education, Reading Supervision Certification, and doctoral degrees.

    Degree and Certification Options:
    Reading Specialist K-12 Certification. It is recommended that the applicants have an initial teaching certificate and some teaching experience. A minimum of 24 credits is required.
    Reading Specialist K-12 Certification plus (MEd). It is recommended that applicants have an initial teaching certificate and some teaching experience. A minimum of 39 credits is required.
    College Reading/Adult Literacy Specialization. A minimum of 21 credits is required.
    College Reading/Adult Literacy Specialization plus (MEd). A minimum of 39 credits is required.
    Master of Education (MEd). Focuses on generalist work in reading education. A minimum of 36 credits is required.
    Reading Supervision Certification. Students entering this program must have completed a master's degree. Appropriate course work taken for the master's degree may be used to fulfill some prerequisite supervisory certificate requirements. Eligibility for receipt of this certificate requires a minimum of five years teaching experience in the field. A minimum of 21 credits is required.

    Doctor of Education (EdD). Candidates are expected to focus on the application of theory and research to problems of teaching and learning in schools and related settings. Graduates are expected to have reasonable preparation in the instruction, learning, and research concepts that cut across disciplinary fields and reasonable depth in the research, theory, and instructional practice in at least one reading concentration. The EdD requires a minimum of 90 credits beyond the baccalaureate degree. These include a minimum of 72 credits in graduate-level courses and 18 credits in study related to work on a doctoral dissertation. Up to 30 credits from an accredited master's degree in a relevant discipline may be applied toward doctoral study, depending on when those courses were taken and whether they satisfy doctoral degree requirements.

    Doctor of Philosophy (PhD). Candidates are expected to develop a sound grounding in current research and theory in reading, an understanding of the historical and philosophical issues that have influenced work in reading education, and advanced-level knowledge in the academic disciplines that support their profession. The PhD requires a minimum of 90 credits beyond the baccalaureate degree. These include a minimum of 72 credits in graduate-level courses and 18 credits in study related to work on a doctoral dissertation. Up to 30 credits from an accredited master's degree in a relevant discipline may be applied toward doctoral study, depending on when those courses were taken and whether they satisfy doctoral degree requirements.


  • The Instructional Design and Technology Program
    The program focuses on research and practice related to the systematic application of instructional principles through the use of technology. Instructional Design and Technology is oriented to the study of systematically designed instruction, technology, software, and non-print instructional materials. Graduates are competent in selecting and designing materials, such as software, so that students learn more effectively and efficiently and so that teachers or learners can determine whether learning has occurred as intended. Another emphasis is the selection and design of delivery systems, such as computer-based instruction.

    The Instructional Design and Technology curriculum is based on three core areas: instructional design, technology delivery systems, and communications research. The technological delivery systems area includes courses in traditional media, computer-based instruction, and related technologies. The instructional design component includes courses in systems and message design. The communications research component includes communication theory, innovation theory, and learning from mass media.

    Each of these areas changes emphasis depending on the degree program. At the master's level, the communications research component centers around what research says about media and visual thinking theory and skills. At the doctoral level, the communications research area changes to an opportunity to study what research says about visual learning and diffusion of innovations. The instructional design focus at the master's level is on completing instructional systems design steps under supervision. At the doctoral level, the focus is on leading an instructional design team. Technological delivery systems at the master's level concentrate on selection and utilization of traditional media and of computer software. At the doctoral level, research and theory issues relevant to computer-based instruction are pursued. In addition, students consider the ramifications of technology for instruction.

    For additional information, contact: Program Coordinator, Instructional Design and Technology, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Admission:
    Master's Degree (MEd). In addition to the requirements specified earlier in this Bulletin, the program in Instructional Design and Technology requires all applicants to submit scores from the Graduate Record Exam (GRE).

    Doctoral Degree (EdD). In addition to the doctoral admission requirements listed earlier in this Bulletin, applicants must submit a sample of their professional writing in the form of a previously completed term paper, master's thesis, article, etc.

    Degree and Certification Options:
    Instructional Technology Specialist Certificate. The program offers a 24-credit sequence of courses leading to Pennsylvania certification as an Instructional Technology Specialist. This certification is used for those in school districts who teach media communications; manage productions, media resources, computer support programs, or public relations; or conduct staff and curriculum development programs. The Instructional Technology Specialist position in the schools is a generalist's role with duties in curriculum and materials development, technology management, and in-service education. Course work for this certification may be completed in conjunction with a master's degree.

    Master of Education (MEd). The master's degree in Instructional Design and Technology provides individuals with the skills required to develop instructional materials and environments to achieve predetermined objectives. Graduates typically assume positions on instructional development teams in industry, the military, health institutions, or positions as instructional technologists in schools.

    Doctor of Education (EdD). The EdD focuses on research and practice related to the systematic application of instructional principles through the use of technology. It is an area of study applicable to all branches of education and relevant to many settings. Graduates obtain positions as instructional technologist, instructional designer, training specialist, curriculum supervisor, director of learning resources, and instructional developer. Since the EdD degree emphasizes the applied aspects of instructional design, graduates are prepared to pursue careers in developing or managing instructional programs for industry, higher education, schools, and the military.


  • The Mathematics and Science Education Program
    The Mathematics and Science Education program within the Department of Instruction and Learning offers courses of study leading to secondary school teacher certification, secondary school supervisory certification, master's and doctoral degrees in science education (general science as well as natural sciences, including biology, chemistry, earth science, and physics), and in mathematics education. Graduate course work varies for elementary and secondary specializations.

    For additional information concerning program offerings and application procedures or deadlines please contact: Program Coordinator, Mathematics and Science, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Admission:
    Teacher Certification. Admission requirements for teacher certification applicants are specified earlier in this Bulletin. Each admitted student must pass a medical examination and tuberculin test prior to the start of the school-based practicum experience.

    Master of Arts in Teaching. In addition to those specified earlier in this Bulletin, admission requirements for Master of Arts in Teaching applicants include:

    (1) official transcripts of all previous work, which must indicate:
    a. a completed bachelor's degree with a minimum overall QPA of 3.00 on a 4.00 scale
    b. completion of pre-education professional prerequisites
    c. completion of general education prerequisites
    d. completion of academic major field requirements

    (2) competence in communication skills (reading, writing, math) as determined either through a program-administered test, the Praxis/NTE Communication Skills Exam, ETS Professional Skills Test, or grades earned in relevant academic courses.

    (3) three letters of academic and professional recommendation

    Each admitted student must pass a medical examination and tuberculin test prior to the start of the school-based practicum experience.
    Master's Degrees. Admission requirements for master's degrees (other than Master of Arts in Teaching, stated above) are specified earlier in this Bulletin.
    Doctoral Degrees. In addition to those specified earlier in this Bulletin, admission requirements for doctoral applicants include: submission of a sample of their professional writing in the form of a previously completed term paper, master's thesis, article, etc.; and arranging, when possible, for a personal interview with the faculty member(s) within the program.

    Mathematics Education:
    Degree and Certification Options:
    Professional Year (PY) Certificate.     The PY certification-only option provides qualified mathematics area graduates with the opportunity to obtain initial teacher certification in middle and secondary mathematics, grades seven through 12. This option is intended for applicants who have completed or will be able to complete prerequisite course work before beginning the PY sequence. Students complete a minimum of 30 credits beyond the prerequisite course work.

    Master of Arts in Teaching (MAT). The Master of Arts in Teaching option provides comprehensive teacher preparation for qualified mathematics area graduates who want to coordinate certification study with advanced-level studies in education. Applicants must have completed, or be able to complete, prerequisite academic course work before beginning MAT studies. Students complete a minimum of 48 credits beyond the prerequisite course work.

    Master of Education (MEd). The MEd in Mathematics Education is a professional degree for the graduate student who wishes to pursue advanced study in the field. In addition to addressing the needs and interests of beginning and experienced teachers whose objective is to advance their backgrounds as mathematics teachers in schools, the master's degree also prepares students for admission to doctoral study. Students complete a minimum of 36 credits.

    Supervisor of Mathematics Certificate. To be eligible for this certificate, students must have a minimum of five years of teaching experience in mathematics. Appropriate course work taken for the master's degree may be used to fulfill some supervisory certificate requirements. Students complete a minimum of 36 credits.

    Doctor of Education (EdD). The EdD degree in Mathematics Education emphasizes the development of scholarly attainment in the theory, research, and practice of mathematics education. Doctoral candidates are expected to focus on current research and theory in mathematics education, historical and philosophical issues that have influenced work in mathematics education, and the application of theory and research to the teaching and learning of mathematics in schools and related settings. Students pursuing the EdD in mathematics education are expected to have a strong background in mathematics appropriate for their focus of study. The EdD requires a minimum of 90 credits beyond the baccalaureate degree. Candidates may transfer up to 30 credits from an approved master's degree and nine credits from post-master's study, provided those credits meet the School of Education's statute of limitations guidelines and are accepted by the program faculty.

    Science Education: The School of Education offers innovative graduate-level certification options (biology, chemistry, earth and space science, general science, and physics) for science area majors interested in careers in teaching. The options are designed as a cooperative effort between faculty in the School of Education and the academic disciplines working with experienced master teachers to prepare exemplary teachers for tomorrow's schools. They are intended for outstanding students who have a strong commitment to teaching. Master of Arts in Teaching (MAT), Master of Education (MEd), Master of Science (MS), and Doctoral of Education (EdD) and Philosophy (PhD) degree options are available. A certificate option as Supervisor of Science also exists.

    Special emphasis is placed on: (1) building a strong content academic background; (2) developing an in-depth understanding of learners, learning theory, and school contexts; (3) gaining knowledge and understanding of both general and specialized pedagogy; (4) developing skills in teaching through University and school-based clinical practical experiences; and (5) developing an inquiring and reflective approach to teaching as an exciting, challenging, and rewarding career.

    The certification options in Science Education prepare the candidate for teaching assignments in grades seven through 12. Upon completion candidates are eligible to apply for the Pennsylvania Instructional I teaching certificate. They must also pass the written examinations of the Pennsylvania Teacher Certification Testing Program (PTCTP).

    Undergraduate Prerequisites and Recommended Course Work: All candidates for the Professional Year (PY) or Master of Arts in Teaching (MAT) options in science and mathematics education are expected to demonstrate successful completion of at least six credits of background studies in each of four areasarts, humanities, natural sciences, and social sciencesprior to admission.

    Candidates must complete 44 to 54 credits of content core requirements related to their specialty area. These requirements address basic academic knowledge areas for science education as defined by the Pennsylvania Department of Education and the Department of Instruction and Learning. Equivalent courses from other colleges or universities will be considered for biology, chemistry, physics, earth and space science, and general science specialty areas.

    Pre-Education Professional Field Courses for Science Education 9 credits
    There are prerequisites for the PY option. MAT students may complete these requirements as part of their graduate program. Several other elective courses and early field experiences are available for undergraduate students.

    General education studies in communications, humanities, natural sciences, and social sciences for a total of 48 credits are strongly recommended and may be used to fulfill undergraduate degree requirements. These background areas are required for undergraduates seeking early acceptance to graduate study. Undergraduates may need additional general education courses to satisfy degree requirements.

    Degree and Certification Options:

    Professional Year (PY) Certificate.    This option provides qualified science and science-related graduates with the opportunity to obtain initial teacher certification in a science area. This option is intended for applicants who have completed or will be able to complete prerequisites, specified above, before beginning the Professional Year sequence. The Professional Year sequence is an intensive immersion into the study and practice of teaching science to middle school and secondary school students. For certification, students must complete 30 minimum total credits.

    Science Certification for Experienced Scientists. The specialization also offers a special certification-only option for experienced scientists who seek a new career in science teaching. Part-time study is permitted and a semester of full-time student teaching is required for such persons.

    Master of Arts in Teaching (MAT). This option provides a comprehensive teacher preparation program for qualified science area graduates who want to coordinate certification study with advanced-level studies in education. Applicants must have completed or be able to complete prerequisite academic course work, before beginning MAT studies. This 48-credit program for full-time students begins in June and extends through August of the following year.

    In addition to certification-related work, MAT students complete advanced studies in science pedagogy and in research methodology as applied to the study of teaching. All MAT students are required to complete a teaching-related research paper and pass the departmental master's comprehensive examination.

    Science as an additional field. Certification exists for applicants already certified in a teaching field. They must complete the appropriate course work in the science specialty (minimum of 44-54 credits), plus course work in science pedagogy (6 credits) and a certification area teaching practicum (3 credits). Teachers already certified in one science specialty may petition for a waiver of the 9-credit theory, methods, and practicum requirements in pedagogy when applying for the additional specialty. However, such persons, assuming they hold a valid Pennsylvania Instructional I or Instructional II certificate in one science field must take and pass the content area test for which new certification is sought.

    Supervisor of Science. This option requires a minimum of five years of teaching experience in the certification field. Appropriate course work taken for the master's degree may be used to fulfill some supervisory certification requirements. Supervisory theory and leadership, curriculum and instruction, and policy issues, are studied with a practicum requirement. This option requires a minimum of 39 credits.

    Master of Education (MEd). The Elementary Science Education specialization prepares teachers already certified in Elementary Education to become science specialists in elementary schools. The Secondary Science Education specialization is designed to meet the needs of practicing science teachers and other science educators, such as intermediate unit personnel and museum or science center directors.

    The goals are to raise the professional performance of practicing teachers, to enhance their school science faculty leadership potential, to review their knowledge of their science field(s), and to broaden their understanding of science education theory and practices. This option requires a minimum of 39 credits.

    The Master of Science (MS). This degree is appropriate for secondary science teachers and elementary teachers with especially strong backgrounds in science fields with the equivalent of a major in one field. Students who matriculate in this specialization are expected to continue studies to obtain a doctoral degree. This 39-minimum-credit option focuses on major field, natural science, and historical foundations of science education.

    Doctor of Education (EdD). This specialization is designed to prepare (1) professors of science in application- oriented colleges or universities, (2) faculty responsible for the preparation of teachers of science in those institutions, or (3) science curriculum and instruction leaders in either elementary or secondary science education settings. A minimum of 90 credits total is required.

    Doctor of Philosophy (PhD). Students enroll in this degree specialization to become science education professors in research-oriented universities. They will teach science courses and/or guide the preparation of elementary and/or secondary school science teachers, conduct research and development projects, and serve as a graduate faculty member in those types of institutions. A minimum of 90 credits total is required.


  • The Social Studies Education Program
    Graduate work in Social Studies Education is available to individuals who are interested in the following programs:

    (1) teacher certification in the social studies for grades seven through 12 or Professional Year (PI) certification;

    (2) teacher certification in the social studies for grades seven through 12 and a Master of Arts in Teaching (MAT) degree;

    (3) graduate study in the social studies leading towards the Master of Education (MEd) degree;

    (4) graduate study in the social studies leading towards the Doctor of Philosophy (PhD) degree;

    (5) graduate study in the social studies leading towards the Doctor of Education (EdD) degree.

    For information concerning program offerings and application procedures or deadlines, please contact: Program Coordinator, Social Studies, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Degree and Certification Options:
    Professional Year (PY) Certificate. This option provides qualified graduates in the social science disciplines (to include anthropology, economics, geography, history, political science, psychology, sociology) with the opportunity to obtain Instructional I teacher certification in Social Studies Education for grades seven through 12. All applicants are required to have completed 30 credits in one of the above social science disciplines, another 24 credits across the other six disciplines, and 9 credits of educational prerequisites. The 30 credit PY option extends across the regular academic year and includes a 3-credit field practicum during fall semester and a 9-credit student teaching experience during spring semester.

    Master of Arts in Teaching (MAT). This option provides qualified graduates in the social science disciplines with the opportunity to obtain Instructional I teacher certification in Social Studies Education for grades seven through 12 and a Master of Arts in Teaching (MAT) degree. All applicants are required to have completed 30 credits in one of the social science disciplines along with another 24 credits across the other six disciplines. The MAT option requires 45-48 credit hours to include the 9 internship credits to extend across the fall, spring, and summer I terms of the regular academic year. The 9 internship credits involve the placement of the student in a secondary school setting for the entire academic year of the respective school site.

    Master of Education (MEd). The MEd option is a professional degree in education for the graduate student who chooses to pursue advanced study in Social Studies Education. All MEd students who enter have obtained Instructional I teacher certification and can undertake courses leading to Instructional II teacher certification in the social studies. This option requires 36 credits of specialized study in the social studies of which 18 credits of Professional Year graduate study towards teacher certification can be included.

    Doctor of Philosophy (PhD). The PhD in Social Studies Education should focus on the study of basic problems in the teacher and learning of the social studies at the secondary school level. The program of study requires a minimum of 90 credits beyond the baccalaureate degree to include a minimum of 72 credits in graduate-level courses and 18 doctoral dissertation credits. A maximum of 30 credits from an accredited master's degree in a relevant discipline can be applied towards the PhD depending on when those courses were taken and whether those courses fit the configuration of the doctoral degree.

    Doctor of Education (EdD). The EdD option in Social Studies Education prepares scholar-practitioners as educational leaders in curriculum and instructional design as well as teaching and staff development in school-based settings. The EdD requires a minimum of 90 credits beyond the baccalaureate degree to include a minimum of 72 credits in graduate-level courses and 18 doctoral dissertation credits. A maximum of 30 credits from an accredited master's degree in a relevant discipline can be applied towards the EdD, depending on when those courses were taken and whether those courses fit the configuration of the doctoral degree program.


  • The Special Education Program
    The Special Education program within the Department of Instruction and Learning offers a variety of graduate study opportunities to individuals whose career goals include working with people with disabilities.

    Special Education offers master's degrees in each of the program's specializations: Early Intervention for Children with Disabilities, Education of Deaf and Hard-of-Hearing Students, Education of the Mentally and Physically Disabled, General Special Education, Severe Disabilities, and Vision Studies. Work toward graduate degrees may be combined with teacher certification study in: Deaf and Hard-of-Hearing Impaired, Mentally/Physically Disabled, and Vision Studies. The specializations include academic and field work for full-time or equivalent part-time study. Field work appropriate to the individual areas is carried out at cooperating schools, agencies, and clinics in Western Pennsylvania.

    The program also offers courses of study leading to eligibility for certification as Supervisor of Special Education. At the doctoral level, the program provides opportunities for specialization studies with a particular emphasis on Learning Disabilities, Deaf and Hard-of-Hearing, Vision Studies, Orientation and Mobility, or Early Intervention.

    For additional information, contact: Program Coordinator, Special Education, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Admission:
    Master's Degrees. Admission requirements for master's degree applicants are specified earlier in this Bulletin. In addition, applicants are encouraged to arrange an interview with a member of the faculty.

    Additionally, Early Intervention for Children with Disabilities, Vision Studies, and Severe Disabilities require an interview with the program coordinator for admissions.

    For The Deaf and Hard-of-Hearing program, a background in a related field such as education, speech, hearing, or psychology is preferred for admission.

    For the Master of Arts degree in Severe Disabilities, the applicant must have evidence of relevant professional experience with persons with severe disabilities and submit two professional references.

    The Vision Studies specialization requires three professional references and field observations of relevant vision professionals who work with persons who are visually disabled.

    Doctoral Degrees. Admission requirements for doctoral degree applicants are specified earlier in this Bulletin. In addition, applicants must submit a sample of their professional writing in the form of a previously completed term paper, master's thesis, article, etc. When possible, the applicant should arrange a personal interview with the faculty member(s) within the program. A minimum of three years' experience teaching children with disabilities is preferred.

    General Special Education: Individually designed master's degree (36 credits minimum) specializations are available for those students who hold Pennsylvania special education teaching certificates. These specializations are designed to accommodate individualized professional goals but do not provide students with special education certification. For additional information, contact: Program Coordinator, Special Education, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu. Students may also pursue study for other certifications and/or other specialized study.

    This certification option in Special Education is built on the assumption that most supervisory operations in education are, in principle, generic, with their fundamentals of theory and practice in common. The major distinguishing characteristic of this option is the application of supervisory theory to the context of the special education of exceptional children and youth. Specific emphasis is placed upon activities, relationships, facilities, agencies, persons, and processes that are peculiar to or have particular relevance to special education. For additional information, contact: Program Coordinator, Special Education, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    The student completes a Plan of Studies of a minimum of 27 credits encompassing such courses as supervision, curriculum development, current and legal issues in the specialization, and a supervision seminar associated with the internship.

    The major goal of the Special Education PhD and EdD degrees is the preparation of leadership personnel. Graduates must have leadership skills to identify the significant issues of the day and the ability to make decisions about the most effective use of new technologies and information to serve the nation's disabled population. They will also become researchers and scholars committed to furthering the knowledge and empirical base needed for enhancement of special education practice and of the training of special education personnel. Graduates will serve infants, children, youth, and adults with disabilities through roles as teacher educators, researchers, administrators, consultants, and supervisors. Students complete either a PhD or EdD in Special Education with a particular emphasis in learning disabilities, deaf and hard-of-hearing, vision studies, orientation and mobility, or early intervention. As they have in the past, it is expected that graduates of this program will have a significant impact on the quality of educational opportunities for persons with disabilities by providing leadership for local education agencies, state educational agencies, private foundations and agencies, colleges, and universities. Both the PhD and the EdD require a minimum of 90 credits beyond the baccalaureate degree.

    Education of Deaf and Hard-of-Hearing Students: Graduate work in Education of Deaf and Hard-of-Hearing students is available to: (1) persons interested in becoming certified as a teacher of deaf and hard-of-hearing students, K-12; (2) persons interested in becoming certified as a teacher of deaf and hard-of-hearing students K-12, and also earning a Master of Education degree; (3) persons already certified as a teacher of deaf and hard-of-hearing students who wish to pursue an individualized Master of Education degree; (4) persons interested in working towards a PhD or EdD in Special Education with an emphasis in deafness.

    The master's and certification options (1 & 2 above) prepare teachers to teach deaf/hard-of-hearing children and youth in residential, day class, resource room, and itinerant teaching settings. The program of study consists of core course work in education of deaf and hard-of-hearing students and practicum experiences including tutoring and student teaching in two placements. Prerequisites include a course in either hearing problems or introduction to audiology; a regular education course in the teaching of reading; Foundations of Special Education; Sign Language I; and a course in the linguistic structure of English. These courses, which may be taken early if necessary, are part of the requirements for certification.

    Degree and Certification Options:
    Certification only.     This option is available for qualified liberal arts graduates who wish to become teachers of deaf and hard-of-hearing students. Completion of 28 credits of course work beyond the prerequisites makes the student eligible both for Pennsylvania legal certification (Teacher of the Hearing-Impaired K-12) and for professional certification by the Council of Education of the Deaf (CED) with an elementary endorsement. Students with a bachelor's degree in a content area who wish to earn an additional CED endorsement at the secondary level take an additional course in methods of teaching the content area and complete one of their student teaching placements with deaf/hard-of-hearing students at the secondary level. Students who wish to earn an additional CED endorsement for early childhood education take an additional course in early childhood education, and complete one of their student teaching placements in a preschool program for deaf/hard-of-hearing students.

    Master of Education (MEd). In addition to the prerequisites and core course work for certification, students complete 9 credits of master's-level courses in basic areas of education and a 3-credit research seminar in special education (40 credits in addition to prerequisites). Students who are already certified complete an individualized program of a minimum of 36 credits.

    Doctor of Philosophy (PhD). This option is available for applicants who have at least three years of teaching experience with deaf/hard-of-hearing students. PhD candidates are expected to develop a grounding in research methods, theory, and current research in deafness. The PhD requires a minimum of 90 credits beyond the baccalaureate degree. These include a minimum of 72 credits in graduate-level courses and 18 credits of work on a doctoral dissertation. Up to 30 credits of related master's work from an accredited program may be applied toward doctoral study, depending on when the courses were taken and whether they satisfy doctoral degree requirements.

    Doctor of Education (EdD). This option is available for applicants who have at least three years of experience teaching deaf/hard-of-hearing students. The degree prepares scholar-practitioners who will be leaders in curriculum and instructional design, teaching and staff development, learning and adapting to individual differences, and/or the use of instructional technology in school-based and college-level settings. The EdD requires a minimum of 90 credits beyond the baccalaureate degree. These include a minimum of 72 credits in graduate level courses and 18 credits of work on a doctoral dissertation. Up to 30 credits of related master's work from an accredited program may be applied toward doctoral study, depending on when the courses were taken and whether they satisfy doctoral degree requirements.

    For additional information, contact: Program Coordinator, Deaf and Hard-of-Hearing, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Early Intervention for Children with Disabilities: The Special Education specialization in Early Intervention prepares students to teach infants, toddlers, and preschoolers with disabilities from birth to five years of age in hospital, home, and center-based settings, to support families of these young children in decision making and resource identification, and to collaborate with other professionals in service delivery.

    Degree and Certification Options:
    Master of Education in Early Intervention. A hands-on carefully supervised approach is used to assist students in developing competence in assessing young children with a variety of disabilities and planning, implementing, and evaluating educational programs for them. The specialization emphasizes the development of collaborative partnerships with families and collaborative relationships with other professionals in the delivery of services. Special consideration is given to preparing students to address the needs of young children with disabilities in community settings that are designed for the inclusion of all children. Course work and practicum experiences are based on best and recommended practices that have been researched and/or clinically recognized. The specialization has been accredited by the Council for Exceptional Children. Students complete a minimum of 40 credit hours beyond six hours of prerequisite course work.

    Master of Education in Early Intervention with Certification in Early Childhood Education. Students in this option combine Certification and Early Childhood Education (preschool through grade 3) and the Master of Education in Early Intervention. Students complete a minimum of 61 credit hours beyond 12 hours of prerequisite course work.

    Doctoral Study. This option is available for students with experience in serving the needs of infants, toddlers, and preschoolers with disabilities. Students may choose between the PhD or EdD. Both require a minimum of 90 credits of course work including dissertation research. The PhD requires a one-year research residency on campus. For additional information, please contact: Program Coordinator, Early Intervention for Children with Disabilities, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Mental and Physical Disabilities: Graduate work in Mental and Physical Disabilities is available to: (1) persons interested in working towards Pennsylvania non-categorical certification in Mental and Physical Disabilities; and (2) individuals interested in working towards certification and a Master of Education in Mental and Physical Disabilities.

    Degree and Certification Options:
    Certification. This option provides qualified applicants with the opportunity to obtain Pennsylvania teacher certification in Mental and Physical Disabilities. This option is for the person who seeks the professional opportunity of serving as a certified teacher. Admission follows completion of an undergraduate degree and selected prerequisite courses including 2500/1580 Foundations of Special Education, a curriculum course in regular education, preferably in the teaching of reading or language arts, and a minimum of 6 credits of course work in mathematics as an undergraduate or course 2473 Math for Elementary Teachers. Students complete a minimum of 33 credits beyond the prerequisite course work, including additional courses in special education curriculum and instructional methods, observation/practicum and professional seminars, teaching practica in a variety of educational settings, and collaboration/consultation skills in general education.

    Master of Education. This option is a professional degree for graduate students who wish to pursue advanced study in the field. Individuals who wish to pursue this option complete 12 additional credits beyond certification course work. These credits include course work in the Basic Areas of Education (9 credits) and a Research Seminar course (3 credits).

    Doctoral Study. This option is available for students with experience in teaching children with mental and physical disabilities (i.e., learning disabilities, mental retardation, etc.). Students may choose between the PhD or EdD. Both programs require a minimum of 90 credits of course work including dissertation research. The PhD requires a one year research residency on campus. For additional information, please contact: Program Coordinator, Mental and Physical Disabilities, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Severe Disabilities: The specialization in Severe Disabilities is designed to provide advanced training at the master's or post-master's level for professionals working in education, employment, and community living settings supporting youth and young adults with severe disabilities. This specialization is intended for professionals with previous related experience and training who are seeking a specialized focus in this area. Specifically, the specialization has four purposes:

    (1) to provide advanced training to professionals working with young adults/adults with severe disabilities in school, employment, and community living environments and programs;

    (2) to prepare professionals for leadership roles in community-based educational, employment, and community living programs involving young adults/adults with severe disabilities;

    (3) to improve the quality of educational, employment, community living, and other opportunities, programs, and services available to individuals with severe disabilities;

    (4) to promote and to advocate for the education and advancement of individuals with severe disabilities.

    Guiding Principles: Education and advancement leads to increased independence, participation, choice, self-fulfillment, and quality of life for persons with severe disabilities. Effectiveness of efforts at education and advancement of persons with severe disabilities is evidenced by the accomplishment of community integration outcomes:

    (1) residence and participation in small, community-based, family-like homes with opportunities to interact with non-disabled people;

    (2) employment in a chosen vocation in an integrated work setting for pay, benefits, and the opportunity and expectation for advancement; and

    (3) access to full utilization and participation in public and private community services and facilities.

    Key Features

    (1) Extensive and structured field-based internship with in-depth supervision and instruction;

    (2) Guidance and access to the latest and most up-to-date related professional literature;

    (3) Small classes with varied activities with students of similar background and interests;

    (4) Opportunities to acquire skills for analysis, design, and implementation of applied research; and

    (5) Opportunities to acquire professional development skills including technical writing, management, and supervision.

    Methodological Focus: To accomplish the desired philosophical outcomes of integration and advancement of persons with severe disabilities, the program adheres to a professionalism characterized by comprehensiveness and accountability and is instruction-oriented. Assessment is community-referenced and socially validated. Instruction is systematic, technologically sound, empirically based, and located within the community. Adaptation and assistance is designed and delivered to accomplish the goals of independence/participation in integrated community and employment environments. Evaluation of efforts at education and advancement of persons with severe disabilities is measured by accomplishment of integration outcomes.

    Degree and Certification Options:
    The curriculum includes a minimum of 36 credit hours consisting of 15-21 credits of core course work (Specialization in Severe Disabilities), 9 credits of basic education courses, and 6 credits of thesis and electives. The core course work includes a field-based internship component conducted simultaneously with didactic course work and is designed to provide opportunities for students to acquire and demonstrate proficiencies in the development and effective implementation of targeted professional skills. Also required are the completion of a Master's Paper and a Master's Thesis. At the master's level, completion of the curriculum and program requirements leads to the Master of Arts Degree. At the doctoral level, core course work may be applied to the Plan of Studies for the PhD degree. For additional information, please contact: Program Coordinator, Severe Disabilities, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.

    Vision Studies: The University of Pittsburgh's Vision Studies specialization prepares professionals to educate children and rehabilitate adults with visual disabilities. This specialization enables students to acquire dual certification as teachers of children with visual disabilities and or as orientation and mobility (O&M) specialists with a Master of Education degree and provides the only opportunity for dual certification in the eastern third of the United States. In addition, a brand new component of the program provides the student with both didactic and clinical course work in early intervention with children who are blind and visually impaired. Teachers of children with visual disabilities provide instruction in educational placements that include public schools, resource rooms, full-time classrooms for children with visual disabilities, or approved private schools. Graduates provide specialized educational services as an itinerant teacher, a full-time classroom teacher, or as a teacher consultant with children birth through age 21. O&M specialists provide necessary instruction to visually disabled children and adults for safe, independent travel. Training includes integrating skills such as orientation in space in conjunction with the use of a long cane, dog guide, optical or electronic device. Students in the Vision Studies specialization participate in both didactic and practicum experiences to gain a broad range of specialty skills.

    Degree and Certification Options:
    The University of Pittsburgh's Vision Studies program offers the applicant a number of degree and certification options:
    (1) Certification in Vision Education
    (2) Certification in O&M
    (3) Dual Certification in Vision Education and O&M
    (4) MEd with Vision Education
    (5) MEd with O&M
    (6) MEd in Dual Certification of Vision Education and O&M
    (7) EdD in Special Education with emphasis in Vision Education or O&M
    (8) PhD in Special Education with emphasis in Vision Education or O&M
    Certification in Vision Education: The Pennsylvania Department of Education grants a certificate as a teacher of children with visual disabilities, which is acceptable certification in most states. This option includes approximately 27 credits of both didactic and clinical course work.

    Certification in O&M: The Association for Education and Rehabilitation for the Blind and Visually Impaired (AER) grants a professional certificate in O&M that enables the graduate to provide O&M services to children and adults. This option includes approximately 27 credits of both didactic and clinical course work.

    Dual Certification in Vision Education and O&M: Holding dual certification as a teacher of children with visual disabilities and O&M specialist makes the University of Pittsburgh Vision Studies specialization graduate more attractive to employers in public schools, private schools for the blind, and agencies that serve children or adults.

    Master's of Education Degree: The Master's of Education degree can be added to either option above with the completion of four courses or 12 credits of graduate-level course work in regular education.

    Doctoral Study: Students interested in doctoral study in Vision Studies may choose the Doctor of Education (EdD) or the Doctor of Philosophy (PhD) course of study. PhD students are expected to develop a grounding in research methods, theory, and current research in visual disabilities and O&M. The EdD student will choose a course of study that includes course work in administration and policy dealing with issues of visual disabilities and O&M. Both require a minimum of 90 credits of course work including dissertation research. The PhD requires a one-year research residency on campus.

    For additional information, contact: Program Coordinator, Vision Studies, Department of Instruction and Learning, School of Education, 4H01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7254; FAX: (412) 648-7081, e-mail: dil@fs1.sched.pitt.edu.


  • Department of Psychology in Education
    Programs within the Department of Psychology in Education prepare graduates for professional careers in teaching, research, and professional practice. Doctoral studies are offered in Counseling Psychology, Developmental and Educational Psychology, and Research Methodology. Graduates receiving doctoral degrees serve in academic and research capacities in universities, government agencies, public and private research and testing centers, and in settings such as schools, mental health agencies, and rehabilitation centers.

    Master's degree studies are offered in School Counseling, Community Cross-Cultural Counseling, and Research Methodology. The Counseling program prepares entry-level personnel for services that involve both counseling and research. Master's study in Research Methodology prepares personnel for positions in testing and research.

    While students are encouraged to pursue graduate study on a full-time basis, the programs are designed to generally accommodate the needs of part-time students. The Psychology in Education faculty is ready to assist you in formulating an educational plan designed to help you realize your professional aspirations.

    Minor in Developmental and Educational Psychology
    A minor in Developmental and Educational Psychology is granted when a student completes a minimum of 18 credits in course work in the Department of Psychology in Education with a minimum grade point average of 3.25. A comprehensive examination for the minor is not required. The course work must be distributed as follows:

    Core Courses (minimum of 9 credits)
    Includes survey courses in learning and life-span development, theories of cognitive development, cognitive development and schooling, and sociodevelopment and schooling.

    Other Courses (minimum of 9 credits)
    Advanced course work in either human development and family studies or educational psychology. Courses may include adult learning, psychology of teaching, family influences on development, culture and cognition, and psychological development of adolescents, older adults, or exceptional children.

    Minor in Quantitative Research Methodology
    A minor in Quantitative Research Methodology is awarded to students who successfully complete a minimum of 18 credits in intermediate and advanced quantitative research methodology course work in the Department of Psychology in Education with a minimum grade point average of 3.25. A comprehensive examination for the minor is not required. The course work must be distributed as follows:

    Statistical Methods Courses (minimum of 6 credits)
    Includes intermediate statistics, data analysis by computer, regression analysis, analysis of variance, non-parametric and multivariate statistics, and meta-analysis.
    Measurement Courses (minimum of 3 credits)
    Course work on test and questionnaire construction, and psychometric, generalizability, and item response theories.
    Research Design Courses (minimum of 3 credits)
    Course work in experimental and quasi-experimental and program design, and evaluation.


  • The Counseling Program
    Community Cross-Cultural Counseling: Community Cross-Cultural Counseling is a CACREP-accredited master's program. Students in the Community Cross-Cultural Counseling specialization are prepared for careers as counselors in school settings and other settings having clients of diverse cultural, racial, or socio-economic backgrounds. Community Cross-Cultural Counseling requires specialized knowledge concerning the effects of culture upon client attitudes and values and an understanding of the feelings and experiences that clients from various racial, cultural, and socio-economic backgrounds bring to the counseling situation. It also requires specific skills that allow the counselor to facilitate clients' growth in cross-cultural situations and to promote clients' utilization of community resources and programs.

    A major goal of the specialization in Community Cross-Cultural Counseling is to provide quality professional preparation of counselors so that they may be sensitive to special problems faced by minorities and clients who are removed from their native cultures, as well as to problems caused by economic, social, and educational deprivation. Guidelines for community cross-cultural study developed by the American Psychological Association, the American Counseling Association, and the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) have been used in the design of this specialization. The specialization offers the Master of Education degree, which may be earned after the successful completion of two years of full-time study or three years and summer study on a part-time basis. Students may also earn the Master of Arts degree upon successful completion of this basic program of study and additional courses in research methodology. Candidates for the Master of Arts degree must also complete a master's thesis.

    For additional information, please contact: Counseling Admissions Coordinator, Department of Psychology in Education, School of Education, 5C01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7230; FAX: (412) 624-7231, e-mail: psyed@fs1.sched.pitt.edu.

    School Counseling: School Counseling is a CACREP-accredited master's program. Students in the School Counseling specialization are prepared for careers as elementary and/or secondary school counselors. The specialization offers the Master of Education degree, which may be earned after the successful completion of two years of full-time study or three years plus summer study on a part-time basis. Students may also earn the Master of Arts degree upon successful completion of the basic program of study and additional courses in research methodology. Candidates for the degree of Master of Arts must also complete a master's thesis.

    One major goal of the specialization in School Counseling is to provide high-quality professional preparation of counselors so that they may be sensitive to the multifaceted demands placed upon students by the complexities and problems that are faced by educational institutions in contemporary society. Another goal of the program is to prepare counselors to provide the highest quality counseling services to meet the diverse needs of students in elementary and secondary schools.

    Students in the specialization pursue a common core of academic experiences in psychology, research methodology, counseling theory and practice, and a specialization core of academic experiences that are of crucial importance for the preparation of school counselors. They also must complete required practicum and internship experiences at the elementary or secondary educational level where they wish to pursue their careers as counselors. The specialization is fully approved by the Department of Education of the Commonwealth of Pennsylvania, and graduates are eligible for certification as elementary school counselors and/or secondary school counselors in the public schools of the Commonwealth.

    For additional information, please contact: Counseling Admissions Coordinator, Department of Psychology in Education, School of Education, 5C01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7230; FAX: (412) 624-7231, e-mail: psyed@fs1.sched.pitt.edu.
    Admission:
    Community Cross-Cultural Counseling. In addition to submitting the credentials specified earlier in this Bulletin, applicants for admission to master's study in the Community Cross-Cultural Counseling specialization must participate in a group admissions interview with the members of the Community Cross-Cultural Counseling faculty. Three letters of recommendation are also required.

    School Counseling. In addition to submitting the credentials specified earlier in this Bulletin, applicants for admission to master's study in the School Counseling specialization must participate in a group admissions interview conducted by members of the Counseling faculty. Three letters of recommendation are also required.
    Degree and Certification Options:
    Master of Arts (MA) degree
    Master of Education (MEd) degree
    Elementary School Counselor Certificate
    Secondary School Counselor Certificate
    Supervisor of Pupil Services Certificate


  • The Counseling Psychology Program
    The Counseling Psychology program is an APA-accredited doctoral program. Students in the Counseling Psychology program are prepared for careers that integrate practice, research, and theory in counseling psychology. Graduates of the program provide psychological and educational services, critically evaluate such services, generate new knowledge through research, and apply research findings to the professional practice of counseling psychology. The program includes course work, research, and professional experiences that provide the opportunity for students to prepare themselves as scholars in academic settings and as research-practitioners who will provide direct services to individuals and families.

    For additional information, please contact: Counseling Psychology Coordinator, Department of Psychology in Education, School of Education, 5C01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7230; FAX: (412) 624-7231, e-mail: psyed@fs1.sched.pitt.edu.
    Admission:
    In addition to meeting the admissions requirements for doctoral study specified earlier in this Bulletin, Counseling Psychology applicants must submit:

    (1) verbal, quantitative, and analytical reasoning, and advanced psychology scores from the Graduate Record Examination (GRE)
    (2) scores from the Miller Analogies Test (MAT)
    (3) a writing sample in the form of a previously written term paper, master's thesis, or article
    (4) evidence of 12 previous credits in psychology
    (5) three letters of recommendation
    (6) a statement of goals

    Degree and Certification Options:
    Doctor of Philosophy (PhD) degree


  • The Developmental and Educational Psychology Program
    The Developmental and Educational Psychology program provides a bridge between the academic fields of developmental psychology, educational psychology, and the applied human service professions. A primary goal in the doctoral program is to develop students' abilities to understand the cognitive, socioemotional, and interpersonal development of individuals as they learn in school, perform in the workplace, and interact and function in peer, family, and cultural contexts. A second goal is to enable graduates to apply their knowledge to research and practice that focuses on issues of current educational concern. These include cooperative learning, cultural variations in language and thought, cognitive and motivational differences, and patterns of family functioning and influence. The program prepares students for academic positions in colleges and universities and for positions as psychological specialists and research specialists in a variety of organizations concerned with education, health, and other human services.

    For additional information, please contact: Developmental and Educational Psychology Coordinator, Department of Psychology in Education, School of Education, 5C01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7230; FAX: (412) 624-7231, e-mail: psyed@fs1.sched.pitt.edu.
    Admission:
    In addition to meeting the admissions requirements specified earlier in this Bulletin, applicants must submit:

    (1) verbal, quantitative, analytical reasoning, and advanced psychology scores from the Graduate Record Examination (GRE)
    (2) a writing sample in the form of a previously written term paper, master's thesis, or article
    (3) evidence of 12 previous credits in psychology
    (4) three letters of recommendation
    (5) a statement of goals

    Degree and Certification Options:
    Doctor of Philosophy (PhD) degree


  • The Research Methodology Program
    The Research Methodology program prepares professional practitioners in psychometrics and test development, and scholars who make contributions to the study of the methods researchers use when they conduct empirical studies of educational phenomena. The degree programs train students in measurement, research design, and statistical methods. Graduates are prepared for positions in colleges, universities, research centers, testing agencies, school systems, ministries of education and other government agencies, and industry.

    Students completing the master's degree are capable of participating in applied research projects, translating research findings for application to educational settings, designing and building assessment instruments, and assisting professional educators with analyses and interpretations of data. The master's curriculum emphasizes competencies in measurement, research design, and statistical methods. Because of this, the master's degree is also a program for students who wish to explore the field of research methodology or who wish to acquire research competence as a prerequisite to more advanced study in another field.

    Students completing the doctoral degree are capable of independently conducting research, constructing measurement instruments, translating sophisticated research findings, replicating research studies, contributing to the theory of research methodology, and teaching basic courses in research methodology.

    Both master's and doctoral programs place a premium on involving students in research activities, ranging, for example, from collaborating with one another on course-related research to engaging in supervised research under the direction of faculty researchers. Doctoral students are encouraged to collaborate with faculty on research projects of mutual interest. Involvement in actual research not only complements a student's course work but also provides an opportunity to contribute to the profession by presenting research papers at colloquia and conferences and to publish them in professional journals.

    For additional information, please contact: Research Methodology Coordinator, Department of Psychology in Education, School of Education, 5C01 Forbes Quadrangle, University of Pittsburgh, Pittsburgh, PA 15260; phone: (412) 624-7230; FAX: (412) 624-7231, e-mail psyed@fsl.sched.pitt.edu.

    Admission:
    Applicants for admission to master's study in Research Methodology, in addition to meeting the requirements specified earlier in this Bulletin, may arrange a personal interview with a faculty member. If a personal interview is difficult because the applicant lives a great distance from the University, a short telephone interview may be substituted.

    Applicants for admission to doctoral study in Research Methodology should, in addition to meeting the requirements specified earlier in this Bulletin, submit a writing sample in the form of a previously completed term paper, master's thesis, or article. Applicants are requested to arrange for a personal interview with a faculty member in Research Methodology. If a personal interview is difficult because the applicant lives a great distance from the University, a short telephone interview may be substituted.

    Degree Options:
    Master of Arts (MA) degree
    Master of Education (MEd) degree
    Doctoral of Philosophy (PhD) degree
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