Global Studies in Education Minor at UVA: An Overview
The University of Virginia (UVA) School of Education and Human Development offers an undergraduate experience designed for students who aspire to make a difference in schools, communities, and across the globe. The school hosts a variety of admission events including information sessions and open houses for prospective students as they explore our degree program offerings. The programs provide a robust academic foundation paired with real-world, hands-on learning opportunities in both classrooms and labs. Students can pursue studies in areas such as teaching, youth development, communication sciences and disorders, and kinesiology, supported by a vibrant academic community and meaningful faculty mentorship. Most of the programs are designed for third- and fourth-year UVA students as well as external transfers. The only direct admit program is kinesiology. For students looking to complement their major, the school also offers interdisciplinary minors.
The Rise of Global Public Health Education
Public health is capturing the energy and imagination of undergraduate students across the country. UVA faculty, like many others in both small colleges and large universities, are responding with innovative new courses and academic programs. The goal of the new initiatives in undergraduate public health education is not only to prepare future health professionals, but also to educate future citizens. Who Will Keep the Public Healthy?, a 2003 Institute of Medicine report, called for public health education for all undergraduate students. Scholars recognize that public health requires a broad-based knowledge about human society and culture, as well as about the sciences and mathematics. Students interested in pursuing an undergraduate public health education also demonstrate an increasingly global orientation. A recent editorial noted that a “feeling of enhanced connectedness on a global scale-the sense of global community-is leading students … in record numbers to seek educational experiences that enrich their understanding of other cultures …” With increasing funding from government and foundation sources, media exposure, and inspiring leaders, global public health has emerged as a new field of great interest to students, albeit one without clearly defined educational goals and outcomes. While career paths are still being created, global public health issues do provide an ideal opportunity to engage students in real-world problems and motivate them to evaluate how or whether the solutions developed might actually work on the ground. This evaluation, at a distance or during an onsite experience, demands that students learn about and integrate the perspective of the community affected by the problem into their analysis.
The Global Public Health Minor at UVA
At the University of Virginia, faculty are responding to intense student interest in public health by creating a broad array of courses that explore human health through a variety of diverse environments and multidisciplinary methods and by developing a global public health minor that includes a capstone academic experience and community fieldwork. The need to develop a structure for global public health education at UVa has fostered the growth of a learning community made up of faculty from the schools of arts and sciences, medicine, engineering, nursing, architecture, and others. This community has worked together to provide a global focus for new courses, many of which are team taught by faculty members from different departments and schools. With support from the Fogarty International Center's Framework Program in Global Health, faculty have created new courses such as Adaptive Urbanism: Water, Biodiversity, and the Health of Cities; Healthy Communities: Healthy Food Systems and Global-Local Connections; and Ethics and Human Rights in World Politics. For students who want a more detailed introduction to global public health, the global public health minor is now available. To enter the new minor, an application is required, and faculty review the applicants based on personal statements and the ensemble of their academic and extracurricular performance. Completion of the minor requires six courses (eighteen credits). The course of study is developed in conjunction with the faculty adviser and should represent a coherent plan centered around a region, a global health issue, or another theme. The required courses include a course on health policy, an introductory global health course, and a capstone course with a major writing requirement. In addition, the students are expected to choose three electives. Many of the elective courses were developed with support from the Framework grant in disciplines ranging from architecture to chemistry to nursing. A language requirement, preferably one that fits with the coherent plan of study, is also a feature of this minor. Finally, a public health field placement, domestically or globally, is mandated. The student must complete 80-120 hours in the field. The global public health minor has accepted applications for the past three years. The students have clear and high expectations of what the minor will offer them, and they aspire to use the skills learned to make a difference. For example, one student noted in her application, “Through this program, I hope to learn more about the political, social, cultural, and economic relationships that appear to keep (health) disparities in place.” Students admitted to the program often have extensive prior international experience and a variety of perspectives. Of the twenty-one students admitted to the minor in previous years, the majority (fifteen out of twenty-one) had prior international experience. More than half hailed from nonscience majors (thirteen out of twenty-one); some of the represented disciplines include anthropology, history, foreign affairs, and studies of women and gender. We have collected information on half of the students in the first graduating class. Despite burgeoning interest by high-quality students, we have decided not to expand the program until we have developed an evaluation plan and assessed program outcomes. Defining the goals and objectives of the global public health minor remains a fluid process, given the diversity of the students and the interdisciplinary curriculum. For example, what should be the expectation for the students in regard to developing an understanding of the fundamentals of epidemiology? In addition, how should the field placement sites (especially the international ones) be identified, evaluated, and compensated? How should the students' performance at field sites be evaluated? How should the success of our program be evaluated?
Social Foundations of Education Program
The global studies in education minor is part of the School of Education and Human Development’s social foundations of education program. The minor provides an interdisciplinary view of social theories and comparative frameworks that stretch beyond traditional definitions of teachers and school administrators to delve into concepts of school and society; history, philosophy and culture; and educational policy, theory and practice. By investigating global and national educational problems from different perspectives, students engage with real-world issues. They examine many of the most pressing concerns facing 21st-century schools, such as:
- Poverty, inequality and human rights
- The role of states, the international community, NGOs and civil society in policy-making and implementation
- The influence of history, culture and tradition in schooling
- Intersections among the economy, societal and social policy
Career Paths
This minor is appropriate for undergraduate students considering careers and/or further study in education, including:
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- Law
- Policy-making
- Business
- Education leadership and social entrepreneurship
- Non-profit work
- Domestic and international NGO work
- Teaching, including Teach for America or teacher certification programs
- Government positions in education both in the US and abroad
- The Peace Corps and other international development or education work
Applying for the Minor
Declare the Global Studies in Education minor by completing the minor declaration form linked to the Apply Now button. Once you have completed the form and obtained the signature of the Social Foundations faculty member bring the form to your school's registrar to be entered into SIS. The Undergraduate Record represents the official repository for academic program requirements.
History of the School of Education and Human Development
The University of Virginia School of Education and Human Development, formerly known as the Curry School of Education, offers students more than 40 degree programs and certificates in education and human development. In 1905, the school was founded on donations of $100,000 from John D. Rockefeller and $50,000 from the State General Education Fund. Upon the request of Rockefeller, the university named the school in memory of Jabez Lamar Monroe Curry, one of the country's leading advocates for free, publicly-financed education available to all children. In 1914, the Curry Memorial School of Education moved into Peabody Hall, with UVA President Edwin A. In 1917, the faculty of the school recommended the formation of the Department of Education to go into effect during the 1918-1919 academic year. The Board of Visitors approved this resolution two years later, naming John L. In 1920, the Board of Visitors passed a resolution allowing women to attend professional and graduate schools on the condition that they have two years of college work and would be older than 20 years at the time of registration. Prior to full coeducation in 1970, about one half of all education degrees had been awarded to women. In 1928, the Sadie Heath Cabaniss Memorial School of Nursing Education became part of the Department of Education. In 1937, the Department of Education faculty approved a program in physical education. The athletic training program would eventually be initiated in 1975, with the country's first doctoral program in sports medicine commencing the following year. Walter N. Ridley. Throughout the mid-1930's, the school's faculty began discussing the necessity of a reading clinic that would train teachers to provide clinical services for students in nearby school systems. In 1946, this clinic was organized into the McGuffey Reading Clinic (later renamed the McGuffey Reading Center). By the 1980's, the center had moved its activities off-Grounds through a program known as TEMPO. In 1950, Walter Ridley became the first Black applicant to the school, eventually graduating with honors with a doctorate in education in 1953. In 1960, the Department of Speech Education was moved to the school and renamed the Department of Speech Pathology and Audiology. Having been launched in 1942, the Speech Language Hearing Center continues to provide training for students and services to the community within the Sheila C. During the era of Virginia's "Massive Resistance" to public school desegregation, the Consultive Resource Center at the school was one of 27 national sites that assisted local school districts in desegregation efforts. In 1967, Professor James H. Bash authored the first grant and directed the center alongside Nathan E. Johnson, the first Black faculty member at the university. In 1973, Howard W. In 1969, as a result of rapid growth in the community college system, the school began to take interest in the study of higher education. This culminated in the development of an academic program in higher education as well as the Center for the Study of the Higher Education. In 1976, the State Council on Higher Education in Virginia authorized a Ph.D. program in clinical psychology to be granted by the school to prospective students. In 1977, the school acquired its first microcomputer, working throughout the following decade to find innovative ways to integrate computers into teaching. In 1986, the school received a two million dollar International Business Machines (IBM) grant for Teacher-LINK, which facilitated computer communication between faculty, teachers, and students in surrounding school divisions. In 1985, the school and the College and School of Arts & Sciences approved the development of a five-year teacher education program that integrated a liberal arts undergraduate major with a master's degree in teaching. Panelists from Youth-Nex discussing youth activism and civic engagement. In 2010, the school launched the Sheila C. Johnson Center for Clinical Services, a trans-disciplinary clinic with the goal of implementing state-of-the-science diagnostic services, evidence-based interventions, and clinical training related to child, family, community, and school-based behavioral health, educational, and communication needs. In 2013, Kinesiology became a department offering undergraduate and graduate programs aimed at advancing the discovery and application of knowledge that relates to the study of human movement and physical activity to human well-being. In 2017, the school established the Center for Race and Public Education in the South (CRPES) to conduct and support research at the intersection of race, education, and schooling in the south of the country. In 2020, following a review of the lives of Curry and William Henry Ruffner, the Board of Visitors of the University of Virginia approved the renaming of the school and its teaching facility. The Board renamed the building formerly named Ruffner Hall to Ridley Hall in memory of Walter N. Ridley, the school's first Black graduate.
Additional Programs Offered
The School of Education and Human Development offers a variety of programs, including:
- The executive Ed.D.
- The Ph.D.
- The fully online, part-time M.Ed.
- The M.S. Athletic Training goes beyond athletics, it's part of the broader healthcare profession. 2 year, year-round program. This program offers training in both clinical and school psychology. The program is one of only 14 APA-accredited combined programs, and the only Ph.D.
- A full-time clinical degree program with a long, successful record of producing clinicians who are fully prepared for a rewarding career as a speech-language pathologist.
- The M.Ed. in counselor education program prepares students to become licensed counselors in K-12 schools and clinical mental health agencies, and institutions. In this 100% online M.Ed. in Curriculum & Instruction program, students learn research-based strategies and best practices for developing effective instructional programs. Experienced educators enroll in this online program to further develop their leadership skills in curriculum and instruction.
- Combining theory with practical application, the Ph.D.
- The dual MBA/M.Ed. program is a hybrid online and in-person degree based in Charlottesville, VA. Are you passionate about making a difference in the lives of students? Early childhood teachers have the opportunity to guide preK-3rd grade students during one of the most critical periods of their development. With an emphasis on student-faculty mentoring and applied learning, our Ph.D. Transform the lives of children and youth at the intersection of science and human development. Students in the Ph.D.
- Do you want to be an elementary school teacher working with prek-6th grade students? Our top-ranked elementary education program prepares teachers to support the academic and social-emotional growth of young learners. Do you want to be an elementary school teacher working with students grades preK-6? Interested in working with English learners in preK-12 schools? Join our top-ranked teacher education program! This part-time, online program of study allows you to earn licensure with endorsement in English as a Second Language (PreK-12). This fully online certificate develops preK-12 teachers who are confident and well-versed in quality English as a second language (ESL) instructional practices.
- Do you want to be an English teacher in middle or high school, teaching reading comprehension, grammar, literature, and writing? Our top-ranked M.T. Close student-faculty mentorship and an emphasis on applied research prepare graduates of the Ph.D.
- The M.Ed. in kinesiology with a concentration in exercise physiology provides a unique blend of direct instruction, field and clinical practice, and various research opportunities. The online graduate certificate in gifted education focuses on preparing teachers and administrators to address the characteristics and needs of gifted children. The Ph.D. The online Instructional Design & Technology Certificate is a stand-alone, graduate certificate for educational technology practitioners across a range of settings including K-12, higher education, government, corporate, and non-profit organizations.
- Turn your passion for physical fitness into a rewarding career that directly impacts people's health and wellness with a major in kinesiology. The M.Ed. With a personalized program focused on close student-faculty mentorships, the Ph.D. Students of the Ph.D. Students may take courses at their leisure.
- Do you want to be a mathematics teacher in middle or high school? The primary purpose of the Ph.D. Preparing students for research roles as applied data scientists in settings that involve working with large data sets to address questions of substantive importance. Completion time is flexible depending on your start term and pace.1 Year Full Time (Start in Summer or Fall)2 Years Part Time (Start any term and continuously take 2 courses/semester)3.5 Years Part Time (Start any term and continuously take 1 course/semester)Full-time students must start in the summer or fall. Graduates of the School of Education and Human Development's Ph.D. Completion time is flexible based on your needs.For the fastest completion time, begin coursework in the summer. Complete the certificate in 4 semesters (approx. Graduates of the Ph.D.
- Do you want to be a science teacher in middle or high school? Graduates of the Ph.D. Do you want to be a secondary school teacher working with 6th-12th grade students? Teaching special education is a truly rewarding career that is in high demand. Our top-ranked special education program prepares you to be the knowledgeable, compassionate classroom advocate that students with disabilities need. Interested in working with students with disabilities in a general curriculum K-12 setting? The Ph.D. The online graduate certificate in Special Education - General Curriculum is designed to help educators develop the critical skills needed to teach students with disabilities. Help bring the gift of communication to those who need it. The Ph.D.
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