May 16, 2021  
Graduate Record 2008-2009 
Graduate Record 2008-2009 [ARCHIVED RECORD]

Curry School of Graduate Education

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General Information


The Curry School of Education, founded with two professorships in 1905 as one of the academic schools of the University, was endowed by gifts of $100,000 from John D. Rockefeller and $50,000 from the State General Education Fund. The school was named for Dr. J.L.M. Curry, a native Georgian whose accomplishments made him a man of great renown throughout the Antebellum and Reconstruction South. In addition to being an ordained minister, a Harvard law graduate, a member of Congress, and a U.S. Ambassador, Dr. Curry was a historian, an author, a college professor, and a strong advocate of universal education.

The School Today

Today the Curry School of Education offers more than 20 specialized graduate programs at the master’s and doctoral levels. The school has two major missions. The first is to prepare personnel to work in America’s educational system, pre-kindergarten through collegiate levels, and to conduct research that addresses problems and issues of importance to our educational system. Through partnerships with other organizations and educational institutions, the Curry School is committed to developing exemplary and innovative approaches to address a variety of issues and problems. The second mission is to enhance human potential by preparing professionals and conducting research in such areas as psychological/emotional development, physical development and fitness, and speech/language/auditory development. These areas contribute to the betterment of the human condition and are directly related to increased learning and successful experiences in our educational system.

Curry offers graduate students extensive opportunities in the field of research through its focus on research mentoring, funded assistantships, and research-focused partnerships with schools and agencies. The University’s reciprocal relationships with school divisions and other educational agencies allow for practicum experience and provide opportunities to study the implementation of change in varied institutional settings. Extensive information about the Curry School of Graduate Education and its programs is available online:


Curry School of Education
Ruffner Hall, 405 Emmet Street S
University of Virginia
P.O. Box 400261
Charlottesville, VA 22904-4261
(434) 924-3334

Facilities and Services

Ruffner Hall The majority of academic facilities and offices of the Curry School of Education are located in Ruffner Hall. This facility houses laboratory space for studies in science education, instructional technology, counselor education, reading, educational psychology, and educational research.

A new facility, Bavaro Hall, is scheduled to begin construction in 2008 with occupancy in late 2010. Located in close proximity, the Ruffner-Bavaro buildings will provide an integrated, comprehensive home to Curry’s clinics and programs.

The Center for Clinical Psychology Services is a non-profit clinic providing psychological and educational services to the public and serving as an in-house training facility for graduate students of the Curry Programs in Clinical and School Psychology and other areas within the Curry School. The center is organized into specialized clinics and offers three basic categories of services: diagnosis, intervention, and consultation.

The Education Library supports the academic needs of the undergraduate and graduate programs of the Curry School and provides periodicals, microfilms, books, and reserve materials required for class reading and research.

The Educational Technology Center provides students and faculty with opportunities for technology-enhanced instruction and research. The center houses the Audio-Visual Production Lab, a video filming studio and production facility, the Special Technology Laboratory, the Apple Lab, the interactive IBM Microcomputer Classroom, and a collaborative classroom with Internet video conferencing.

The McGuffey Reading Center functions as a laboratory for the study of the reading process by furthering clinical and empirical research in developmental reading and preparing graduate students to serve as reading-language specialists. It also provides a remedial center for children with reading disabilities.

The National Research Center on the Gifted and Talented (NRC/GT) produces and disseminates high-quality, practical research studies relating to the identification and development of talent. Research has focused on encouraging talent in young, at-risk students; promoting the social and emotional development of gifted students; stimulating high-end learning in elementary and middle schools; and studying Advanced Placement and International Baccalaureate programs.

The Personal and Career Development Center (PCDC) The Counselor Education Program operates the Personal and Career Development Center as part of its training program. The mission of the PCDC is two-fold: to provide training for graduate-level counseling students and to provide free assessment and counseling services to UVa students and individuals from the surrounding community. Counselor Education faculty provide the services. Doctoral students work directly under the supervision of faculty members and master’s students work under the supervision of faculty and doctoral students. People typically seek counseling for personal growth or development, as well as when they experience problems associated with career-life planning, interpersonal and family relationships, coping with life transitions, grief/loss, anxiety, and depression.

The Center for the Study of Higher Education fosters informed and interdisciplinary approaches to the study of higher education as a resource for scholars and practitioners. It offers degree programs and courses, and the faculty at the center do research on policy and practice in postsecondary education.

The Center for Technology and Teacher Education is a cross-disciplinary institute with collaborating faculty drawn from several disciplines, including educational technology and teacher education.. One goal of the center is to identify and develop educational technologies that should be integrated into teacher education curricula. An equally important goal is to prepare the next generation of educational technology leaders.

Kinesiology Facilities

The following kinesiology facilities are also a part of the Curry School of Education:

The Athletic Training Clinic provides therapy for the University’s athletic teams. It is located in the McCue Center, adjacent to University Hall.

The Center for Cardiac Health and Fitness provides professionally supervised programs of physical fitness enhancement and coronary risk factor modification. The programs provide coronary risk factor screening, medically supervised graded exercise testing (stress testing), supervised exercise programs for normal adults, and supervised exercise rehabilitation programs for coronary heart disease patients. The center also serves as a teaching and research facility for experiences in exercise physiology and sports medicine.

The Exercise Physiology Laboratory is a state-of-the-art research facility. Lines of research examine clinical aspects of diet and exercise related to disease states such as the metabolic syndrome, type 2 diabetes, coronary artery disease, and peripheral artery disease. Other active areas of research include limits of human exercise performance and other clinical aspects of exercise.

The Exercise and Sport Injury Laboratory conducts research in areas of prevention, assessment, and rehabilitation of injuries associated with exercise, sport and physical activity.

Communication Disorders Facilities

The Communication Disorders Facilities encompasses clinical, research, and office space. Classes are taught in the Curry School of Education’s Ruffner Hall. Program facilities include a conference room, speech and language science labs, audiological suite, rooms for individual and group client assessment and treatment, research space, and a computer lab with internet connection and wireless internet access.

The Speech-Language-Hearing Center is an integral component of the Curry School’s Communication Disorders Program. The Center is a full-service clinical facility in which service delivery is supervised by clinical faculty of the Communication Disorders Program. It provides students with opportunities to provide clinical services to individuals of all ages who experience a wide range of speech, language, and hearing disorders.


Activities and Organizations

Education Council (EC) is the representative student organization for the Curry School of Education. In addition to its function as liaison between students and faculty of the School of Education, the EC participates in many service programs affecting the University and the Charlottesville community, such as tutoring underprivileged children and coaching children’s sports. The EC is open to both graduate and undergraduate students.

Council for Exceptional Children is a professional group focusing on issues related to individuals with exceptionalities. Membership is open to both faculty and students who have an interest in working with exceptional individuals. It is sponsored by the Department of Curriculum, Instruction, and Special Education.

Counselor Education Student Organization (CESO) Counselor Education majors at all levels of preparation can be part of the CESO. The organization helps to coordinate student orientation to the program and the University of Virginia for fall semester, provides a peer orientation program, conducts a town hall meeting each year for students and faculty, and functions in other ways as integral members of the Counselor Education Program. Students and faculty members interact regularly throughout the year.

The National Student Speech Language Hearing Association (NSSLHA) is open to all students in the Communication Disorders Program. It is a pre-professional, social, and philanthropic organization that sponsors student activities throughout the year. Membership in the national NSSLHA organization qualifies students for a variety of benefits, including special rates for journals and conventions, and initial ASHA membership. NSSLHA membership is required for access to members-only materials that support certain courses.

The Clinical and School Psychology Student Association is open to all students in the Clinical and School Psychology program. It holds an orientation for new students in the program each year, sends representatives to meetings, sponsors social gatherings, organizes and chairs an Annual Town Meeting for the entire Clinical and School Psychology community, and annually bestows the Lucile E. Michie Award in recognition of a professional in clinical psychology who has been supportive of student development.

Student Virginia Education Association membership is open to both graduate and undergraduate students. Members participate in various professional activities, receive educational publications, participate in seminars and conferences, and receive liability/tort insurance.


Honors, Awards, and Scholarships

Chi Sigma Iota is an international counseling academic and professional honor society. Founded in 1985, the objective of Chi Sigma Iota is to promote scholarship, research, professionalism and excellence in counseling and to recognize high attainment in the pursuit of academic and clinical excellence in the field of counseling. The Rho Beta chapter of Chi Sigma Iota was established through the Counselor Education Program at the University of Virginia in 1989 to honor Richard Beard, professor emeritus (deceased).

Kappa Delta Pi, an honor society in education that was founded in 1911, chartered its Eta Kappa Chapter at the University of Virginia in 1951. The constitution of the society reads as follows: the purpose of Kappa Delta Pi shall be to encourage high professional, intellectual, and personal standards and to recognize outstanding contributions to education. To this end it shall invite to membership to persons who exhibit commendable personal qualities, worthy educational ideals, and sound scholarship. It shall endeavor to maintain a high degree of professional fellowship among its members and to quicken professional growth by honoring achievement in educational work.

Phi Delta Kappa is an international professional fraternity for men and women in education. The membership is composed of recognized leaders in the profession and students whose leadership potential has been identified. Members come from a wide range of educational endeavors. They are classroom teachers, administrators, and college and university professors, who represent research and teaching interests in all areas. Members promote free public education through research, service, and leadership. Alpha Beta Chapter was established at the University of Virginia in 1921.

Degree Information

The Curry School of Education offers programs leading to the Master of Education, the Master of Teaching, the Education Specialist, the Doctor of Education, and the Doctor of Philosophy in Education degrees. There is also a five-year teacher education program that allows students to earn both a bachelor’s and a master’s degree simultaneously.

All degree programs offered by the Curry School of Education that are related to teacher education and educational leadership have been accredited by the Teacher Education Accreditation Council (TEAC) and the Southern Association of Colleges and Schools (SACS).

Areas of Graduate Study

Graduate degrees are available in the following program areas. In some cases, a particular program includes several sub-specialties. For a listing of sub-specialties applicable to the Ed.D. and Ph.D. degrees, see the Doctoral Degrees section.

Areas                               Degrees

Administration and Supervision M.Ed., Ed.S., Ed.D., Ph.D.

Clinical Psychology M.Ed./Ph.D.

Communication Disorders M.Ed., Ph.D.

Counselor Education* M.Ed., Ed.S., Ed.D., Ph.D.
(*School Counseling,
Mental Health)

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

Educational Psychology* M.Ed., Ed.S., Ed.D., Ph.D.
(*Includes Gifted Ed and Sport
and Exercise Psych options)

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

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

Foreign Language/World Languages M.T., M.Ed.

Higher Education Ed.D., Ph.D.

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

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

(Health and Physical Education) M.T., M.Ed., Ed.D., Ph.D.

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

Research, Statistics
& Evaluation M.Ed., Ed.D., Ph.D.

Risk and Prevention in
Education Sciences Ph.D.

School Psychology Ed.D.

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

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

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

Special Education(1) M.T., M.Ed., Ed.S., Ed.D., Ph.D.

Student Affairs in Higher Education M.Ed.

(1) Learning Disabilities, Behavioral/Emotional Disorders, Mental Retardation, and Early Childhood Developmental Risk

Note: Students who want to enroll in one or more graduate courses but do not intend to seek a degree at the University of Virginia should apply for permission to enroll as a professional development student.

Program Descriptions

There are three academic departments within the Curry School of Education: Curriculum, Instruction, and Special Education; Leadership, Foundations, and Policy; and Human Services. Each department includes many possible areas of specialization.  See the Curry School of Education website for detailed program descriptions and updates.

Master’s Degrees

Qualified students may pursue a master’s degree that focuses on advanced training in disciplines related to education, which generally lead to a Master of Education degree (M.Ed.), or graduate programs whose primary focus is on initial licensure for prospective teachers or clinicians. The latter programs generally involve the College of Arts and Sciences and include in-depth study of the teaching process or areas related to educational issues or health, leading to a Master of Teaching (M.T.) degree. All master’s programs (M.Ed. and M.T.) require at least 30 credits of graduate study. Most programs also require a practicum related to the area of specialization and a culminating assessment (comprehensive examination or project).

Doctoral Degrees

There are two doctoral degrees in education available at the University of Virginia: a Doctor of Education degree and a Doctor of Philosophy degree. For purposes of policy and procedure in the Curry School of Education regarding graduate programs, the terms “program area” and “supporting areas” shall mean a graduate program representing a discrete area of study.

Curriculum, Instruction, and Special Education

  • Curriculum and Instruction
  • Elementary Education
  • English Education
  • Foreign Language Education
  • Mathematics Education
  • Reading Education
  • Science Education
  • Social Studies Education
  • Special Education

Human Services

  • Clinical and School Psychology
  • Communication Disorders
  • Counselor Education
  • Kinesiology
  • Risk and Prevention in Education Sciences

Leadership, Foundations, and Policy

  • Administration and Supervision  
  • Educational Psychology
  • Higher Education
  • Instructional Technology
  • Research, Statistics, and Evaluation
  • Social Foundations
  • Education Policy Studies


Academic Rules and Regulations

Admissions Applications for admission to Professional Development Studies and the Master of Education, Master of Teaching, Education Specialist, Doctor of Education (Ed.D.), and Doctor of Philosophy (Ph.D.) degree programs may be obtained online. Students who wish to apply for a doctoral degree program should note the differences in requirements for the Ed.D. and the Ph.D. as outlined in the section titled Doctoral Degrees.

Admission criteria for degree programs include strong Graduate Record Examination scores, academic records that reflect advanced capabilities (generally a grade point average above 3.0), strong letters of recommendation, and professional experience related to the field of study. Students must also submit a statement of professional goals that reflects their writing skills and their desire to study at the University of Virginia. This statement should also describe how professional goals will be enhanced by study in the Curry School. (Applicants to the master’s program in Student Affairs Practice in Higher Education and to doctoral programs in Social Foundations, Instructional Technology, and Higher Education must  provide an academic writing sample.) Students from under-represented groups and/or with diverse backgrounds are particularly encouraged to apply.

Special instructions apply to the clinical psychology program. Any student who holds a master’s degree in psychology, counseling, or another closely related area should complete an application for the Ph.D. program in clinical psychology. Students not holding a master’s degree should complete the application for the M.Ed. program. The application deadline is January 5.

Special instructions apply to the counselor education programs. The counselor education program accepts applications once a year for admission to the fall semester. Applicants must include a resume for application to counselor education programs. Applicants for the doctoral program must graduate (by time of admission) from a master’s degree program that includes at least seven of the counselor education common core areas described in the CACREP standards for entry-level programs.

Official transcripts of all previous undergraduate and graduate work, Graduate Record Examination scores, and at least two letters of recommendation must be provided as part of the application process. There is a $60 non-refundable application fee that must accompany the application.

Application Deadlines Students applying to doctoral programs must submit all application materials by January 5 to be considered for admission and financial aid.  All applicants to M.T. programs must submit admission materials by March 1. For information on deadlines for other degree programs, consult the “Application Deadlines” chart on the Curry website under “Apply to Curry.”

Graduate Record Examinations The Curry School of Education requires the Graduate Record Examination basic core of verbal, quantitative, and analytical writing tests for admission to all graduate programs. GRE scores must be current (within five years of the date of application).

Examinations should be taken as early as possible so that scores are available prior to the application deadline. Information on the GRE may be obtained directly from the Educational Testing Service (ETS). The designation of Code 5820 should be indicated at the time of administration to ensure that scores will be sent to the Curry School of Education.

Completed registration forms and test fees should be mailed to ETS at least five weeks before the test date to request a test center in the United States or Puerto Rico, and seven weeks to request a test center in any other country. For a registration form and detailed information about registration dates, test centers, fees, and score reporting, obtain the Information Bulletin (National Administrations Editions) from Graduate Record Examinations, Educational Testing Service, Box 955, Princeton, NJ 0854;

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

Language Requirement for International Students In addition to meeting the admission requirements outlined in previous sections, international students must have an outstanding command of the English language in order to enroll at the University. In general, faculty do not conduct classes and exams in languages other than English; nor do they accept papers submitted in a non-English language. Notwithstanding any other section of this record, applicants whose first language is not English are required to take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) exam unless they are specifically exempted by the graduate school to which they apply. Exemptions are generally only granted if the applicant has graduated from a recognized undergraduate university where English is the language of instruction.

A TOEFL or IELTS score should not be more than two years old. Most admitted students attain a total score of at least 600 on the PBT TOEFL, 250 on the CBT TOEFL, or 7.0 on the IELTS. The University anticipates that individuals who provide a score on the IBT TOEFL will likely earn a score of at least 22 in writing, 22 in speaking, 23 in reading, and 23 in listening for a total score of 90.

Some schools and departments may require higher scores for admission and/or set other, more restrictive rules regarding TOEFL/IELTS exemptions. Potential applicants should consult individual schools early in the admissions process for their TOEFL/IELTS requirements.

All incoming (new) graduate students whose first language is one other than English are required to take the University of Virginia English Language Proficiency Exam unless they have been exempted from TOEFL or IELTS.

All prospective graduate teaching assistants whose first language is one other than English are required to take the SPEAK Test. A score of at least 55 is required for permission to begin teaching without completion of oral language training. The SPEAK Test is administered in August, December, and May. Candidates for the test are identified by their department. Information about the SPEAK Test is available at


Additional Requirements

Change of Program Area Students are admitted into a specific program area in the Curry School of Education. To change a program area or registration status, students must be in satisfactory standing in their present program area and be approved for admission to the new program area. The Change of Status form to initiate this process is available online. 

Matriculation A student who is offered admission must accept that offer (in writing) and take at least one course at the University within one year of the matriculation date stated on his or her application. After one year, application materials are destroyed, requiring a new application for readmission. Readmission is not automatic in such instances and depends upon a full review of the student’s record.

Faculty Advisor After being admitted, each student is assigned a faculty advisor. The advisor must be contacted before the first semester of matriculation to plan the degree program. All courses taken for degree credit must be appropriate to the student’s degree program and must have the advisor’s approval. It is the student’s responsibility to determine the specific requirements prescribed by the department and program area.

Transfer of Credit Students may, with the approval of program area faculty, transfer some graduate credit earned at other institutions. The Curry School grants transfer credit based on an analysis of the content, level, and comparability of the courses taken, the applicability of the courses to the student’s intended major and degree program and the quality of the student’s performance in the courses. Specific limitations and policies governing the application of transfer credit toward degrees are listed in the section on degree requirements. Undergraduate courses, or courses previously applied toward an undergraduate degree, are not transferable for credit toward a graduate degree.

Registration Registration and advising days are announced in the calendar in this Record and online at Students should use ISIS ( to register for classes after consulting with their advisors. Registration includes three steps: course enrollment, fee payment, and final registration. Professional Development students may enroll online or at the Office of Admission and Student Affairs of the Curry School on the first day of class.

Course Load Full-time students take a minimum of 9 graduate credits during each regular semester. A student must petition for special permission to take 18 or more credits.

Students who are employed full-time may enroll for a maximum of three credits each semester. Permission to enroll in more than three credits must be secured from the employer, advisor, department chair, and associate dean.

Drop and Add After the final date for adding or dropping courses, any change in enrollment (or requests to change the grading system by which the student is evaluated) can only be made by completing a policy exception form and receiving approval of the instructor, advisor, and associate dean.

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

Grade Changes It is the student’s responsibility to monitor the accuracy of university transcripts. This can be done through ISIS at All corrections or inquiries must be completed within one calendar year of the course.

Incomplete Policy An IN is recorded when reasons known to the professor are judged adequate to justify an extension of time to complete course requirements. An IN may not be used to allow a student to attempt to raise a grade  at the end of the term. The time line to complete an incomplete may be negotiated with an instructor but may not extend beyond one year of the semester in which the course was originally taken. Students are expected to enter into a written contract with the instructor specifying the remaining requirements and agreed-upon time line. It is the student’s responsibility to file the incomplete agreement in the Office of Admission and Student Affairs. After one year, if the student has not met the terms of the incomplete agreement, the faculty member may submit a grade of F, U, WF, or W; if no action is taken by the faculty member, the incomplete is administratively changed to a W. Because the structure and content of courses constantly change, in order to change an incomplete grade that is older than three years to a regular course grade, the instructor may require that the student take the course again.

Withdrawal From A Course A student may withdraw from a course at any point prior to 5:00 p.m. on the last day of classes (in the term of enrollment) if permission has been secured from the student’s advisor and instructor, and a petition has been approved and filed in the dean’s office. This action results in the course remaining on the transcript and the instructor being asked to record a grade of W, WP or WF on the final grade sheet; a W may be assigned only if there is no basis on which to determine a WF or WP. None of these notations affects the grade point average, nor does the course count toward credits earned.

Grading Grades are awarded only to students who register for and complete a course for credit. The letter grade symbols used for grading graduate students in the Curry School of Education are: A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F, W, WP, and WF. The lowest grade that can be applied toward a graduate degree is B-.

Student work may be graded on a satisfactory/unsatisfactory (S/U) basis in certain courses within the Curry School. These courses or sections are approved for this grading system by the department offering the course and the associate dean for academic and student affairs. The specific S/U graded courses and the maximum number of credits that may be completed under this system and applied toward a graduate degree must be approved by the student’s major program advisor and, if a doctoral student, by the doctoral committee.

A course may not be repeated on an S/U basis to change a grade in a course previously completed on a letter-grade basis. If a course is repeated, the original grade stands, and the credits earned in the second taking of the course cannot be used for degree credit. The last day for changing to or from an S/U grade in a course is the last day for adding a course.
Students in the Curry School of Graduate Education are not permitted to take courses on a CR/NC basis.

Attendance Students are expected to attend classes throughout the session, with the exception of University holidays, unless permission to be temporarily absent or to withdraw has been first granted by the student’s advisor and the dean. Excuses for absence from class are arranged between the student and the instructor of the course in question. Routine excuses for illness are not furnished by the Department of Student Health either to the student or to the instructor. If final examinations are missed for medical reasons, the Department of Student Health notifies the dean. Upon request from the dean, the Department of Student Health evaluates the effect of any illness upon a student’s attendance and academic performance. Failure to attend classes or other prescribed activities in a course may result in enforced withdrawal from the course or other penalties as determined by the instructor.

Attendance During Examinations Written examinations are an essential part of most courses. A final exam or culminating experience is expected in all classes. The time period assigned for final examinations is considered part of the regular academic semester, and classes must meet during their scheduled examination period. Absence from exams is not excused except for illness on the day of examination as attested by a physician’s certificate, or for other causes that the instructor, advisor, and dean, by special action, may approve. An unexcused absence is counted as a failure and, at the discretion of the instructor, may result in failing the course.

Standards for Satisfactory Performance in Graduate Programs A graduate student’s performance is subject to periodic review by his or her advisor and major program area. Course work, clinical performance, and competence in general professional practice, as well as other professionally relevant qualities, are considered. The department may, upon recommendation of the student’s major advisor or doctoral committee, require withdrawal from the program whenever the student’s performance fails to reflect the potential for high-level professional contributions. Before any decision to require withdrawal is made final, a student must be given notice of inadequacies in his or her performance, advice as to appropriate remedial steps, and a reasonable opportunity to improve. On the other hand, receipt of one or more failing grades (C+ or below) in any semester or summer session may initiate a review by a student’s major program area or department. Under such circumstances, the department may, upon recommendation of the student’s major advisor or doctoral committee, require the student’s immediate withdrawal from the program. (The same policy applies to professional development.)

Voluntary Withdrawal A student may petition to withdraw from the University any time up to 5:00 p.m. on the last day of classes. An official application to withdraw, accompanied by a statement describing the reasons for withdrawal, must be obtained from the Office of Admission and Student Affairs. The application must be approved, in writing, by the assistant dean. If the student withdraws for medical reasons, among the requirements for readmission is clearance from the Department of Student Health. A student under 18 years of age must have parental approval for such withdrawal. An exit interview must be held with the dean of students and all University identification cards must be submitted at that time. In addition, the student must clear any financial debts to the University before the withdrawal is final.

Readmission to the Curry School of Education is not automatic. After an absence of 12 months or longer, a former student must apply for readmission. To apply for readmission, the student must submit an application to the academic dean’s office at least 60 days before the next University registration period. Failure to comply with these regulations subjects the student to suspension from the University by the vice president for student affairs.

Enforced Withdrawal A student may be required to withdraw from the University if the academic advisor, department, and the dean determine that the student is making unsatisfactory academic progress. Such a determination must follow the policies established by the school and those set forth in the section titled University Regulations.

Application for Teacher Licensure and Endorsement Students seeking an initial teaching license in Virginia, or those who wish to add an endorsement to their Virginia license, may receive procedural instructions and forms from the assistant dean of admission and student affairs in the Office of Admission and Student Affairs, 104 Ruffner Hall. The assistant dean is also available to help students who wish to apply for out-of-state certification. Under the Interstate Certification Project, the state of Virginia has reciprocity with several states and jurisdictions. See the NASDTEC website ( for more information.

In the Curry School of Education, degree requirements and license/endorsement requirements are distinct. While many programs of study can meet both degree and licensure/endorsement requirements, and major portions of the two may be synonymous, a student may meet one set of requirements and not the other (i.e., receive a degree without qualifying for recommendation for licensure). Students should see their advisor or the assistant dean, 104 Ruffner Hall, for clarification of degree and license/endorsement requirements.

To be recommended for licensure/endorsement, a student must satisfactorily complete all requirements of the appropriate Curry School of Education approved program, make appropriate application through the Office of Admission and Student Affairs, and, for initial license, submit passing scores on required assessments (e.g., Praxis II, Virginia Reading Assessment, VCLA) to the State Department of Education.

Any student seeking initial licensure through the Curry School must be in a Curry School-approved program and have completed student teaching or an approved equivalent practicum. (See description of M.T. programs and Professional Development non-degree licensure program.)

Applications to teacher education must include a copy of the applicant’s SAT or ACT score report or a Praxis I score report. See online information regarding application to the two-year PGMT degree program for more details. All applications to the Teacher Education Program are due by March 1 for entrance the following fall semester.

Accelerated Teacher Education Program Option Students enrolled in a Master of Teaching degree program may complete all requirements and graduate in 1.5 years. Attendance at a three- week summer session program is required. 

Application and Registration for Degrees Application for a degree must be submitted by the student in accordance with the deadlines listed below. Forms may be obtained online from the Curry website,  and should be submitted to the Office of Admissions and Student Affairs after being signed by the student’s advisor. 

Degree Applications are due October 1 for January graduation, February 1 for May graduation, and June 1 for August graduation. The application specifies all courses offered in fulfillment of degree requirements and must be signed by the official advisor and department chair.

Candidates who do not receive degrees in the session for which their applications have been approved must renew their applications at the beginning of the session in which candidacy for the degree is desired.

Degree candidates must be registered on-grounds during the semester in which the degree is to be awarded. Registration for an evening or weekend course in residence meets this requirement, but registration through the School of Continuing and Professional Studies does not.

Degree candidates enrolled through the School of Continuing and Professional Studies, as well as those not enrolled at all, must complete registration for the degree and pay registration fees to the University of Virginia during the semester or summer session in which the degree will be conferred. A student who is registered for the degree but who fails to meet the requirements for that degree must register and pay a fee for the preparation of a new diploma in the next term.

Special Tuition and Fee Information Any person who undertakes any form of academic study within the University, including supervised research, or who uses any University facilities, or who consults regularly with a faculty member concerning graduate work, must register as a student and pay the research fees specified in the Tuition, Fees, Housing, and Dining section of the Record.

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

A student not in residence at the University who wishes to return to receive a degree or take an examination (e.g., comprehensives, research, qualifying exams) must pay the non-resident fee for the semester or summer session during which the degree is conferred but is exempt from all other fees.

Special Tuition Fees for School Personnel School employees under contract have the benefit of paying a reduced rate for any one class taken during an academic session. This special fee applies to individuals employed in Virginia’s public K-12 schools or private schools that are members of the Virginia Council of Private Education and are accredited by such. Educators under contract in licensed K-12 residential schools are also eligible for special tuition fees.  This form is available online by going to the Curry web site, clicking on “Admitted/Enrolled students,” then clicking on “Student Forms and Documents” and should be completed each semester the student is taking one course and wants to request the special tuition rate.

Program/Degree Requirements More detailed information on degree and program requirements can be obtained by going to the Curry web site at

Policy Exceptions Exceptions to program policies are granted only by the associate dean of the Curry School of Education on the basis of a petition submitted through the appropriate advisor, instructor, and/or department. Note that those enrolled in the M.T. licensure program should complete the Teacher Education Policy Exception Form (available in 221 Ruffner Hall) and return the form to the teacher education director.

Summer Session Students interested in taking a summer class must register through the Summer Session Office:  Inquiries concerning summer offerings should be addressed to the Director of the Summer Session, Garrett Hall, University of Virginia, P.O. Box 400161, Charlottesville, VA 22904-4161.



Office of the Dean of the Curry School of Education

Robert C. Pianta, , B.S., M.A., Ph.D., Dean
Mark C. Hampton, B.A., M.S., Ph.D. Associate Dean for Management and Finance
Martha E. Snell, B.S., M.A., Ph.D., Interim Associate Dean for Research and Faculty Development
Joe Garofalo, B.A., M.S., M.S., Ph.D., Associate Dean for Academic Affairs
Rebecca D. Kneedler, B.A., M.A., Ed.D., Associate Dean for External Affairs and Partnerships
Joanne M. McNergney, B.S., M.Ed., Ph.D., Assistant Dean for Admissions and Student Affairs
Stanley C. Trent, B.S., M.Ed., Ph.D., Assistant Dean for Diversity and Equity

Department of Curriculum, Instruction, and Special Education


Mary P. Abouzeid, A.B., A.M., Ph.D.
Sandra B. Cohen, B.Ed., M.A., Ph.D.
Daniel P. Hallahan, B.A., Ph.D.,
Charles S. Robb Professor of Education, Chair
Jane Hansen, B.S., M.A., Ph.D.
Marcia A. Invernizzi, B.A., M.Ed., Ph.D.,
Edmund H. Henderson Professor of Education
Rebecca D. Kneedler, B.A., M.A., Ed.D.
John W. Lloyd, B.A., M.S., Ph.D.
Michael C. McKenna, B.A., M.A., M.Ed., Ph.D.,
Thomas G. Jewell Professor of Education
Joanne McNergney, B.S., M.Ed., Ph.D.
Laura B. Smolkin, A.B., M.A., Ed.D.
Martha E. Snell, B.A., M.A., Ph.D.

Associate Professors

Randy Bell, B.S., M.S., Ph.D.
Margo A. Figgins, B.A., M.Ed., Ed.D.
Joe Garofalo, B.A., M.S., M.Ed., Ph.D.
Laura Justice, B.A., B.S., M.Ed., Ph.D.
Susan Mintz, B.S., M.A., Ph.D.
Stephen P. Plaskon, B.A., M.A., Ph.D.
Joseph E. Strzepek, A.B., M.A.T., Ph.D.
Stanley C. Trent, B.S., M.Ed., Ph.D.
Eleanor V. Wilson, B.A., M.Ed., Ph.D.

Assistant Professors

Robert Q. Berry III, B.S., M.A.T., Ph.D.
Ruth M. Ferree, B.A., M.Ed., Ph.D.
Patrice Preston Grimes, B.S., M.A.T., Ph.D.
Paige C. Pullen, B.A., M.Ed., Ph.D.
Tina Stanton-Chapman, B.S., M.S.Ed., Ph.D.
Robert H. Tai, B.A., B.S., M.S., Ed.M., Ed.D.
Stephanie van Hover, B.A., M.Ed., Ph.D.

Department of Human Services


Dewey G. Cornell, B.A., M.A., Ph.D.,
Linda K. Bunker Professor of Education
Glenn A. Gaesser, A.B., M.A., Ph.D.
Christopher D. Ingersoll, B.S., M.A., Ph.D.,
Joe Gieck Professor of Education
Luke E. Kelly, B.S., M.S., Ph.D.,
Virgil S. Ward Professor of Education
Edith C. Lawrence, B.A., Ph.D.
Ann B. Loper, B.S., Ph.D.
Robert H. Pate, Jr., A.B., M.Ed., Ph.D.,
William Clay Parrish, Jr. Professor of Education
Robert C. Pianta, B.S., M.A., Ph.D., Novartis U.S. Foundation Professor of Education
Ronald E. Reeve, B.A., A.M., Ph.D., Chair
Peter L. Sheras, B.A., M.A., Ph.D.
Arthur Weltman, B.A., M.A., Ph.D.

Associate Professors

Martin E. Block, B.A., M.A., Ph.D.
B. Ann Boyce, B.A., M.S., Ph.D.
Harriet L. Glosoff, B.A., M.A., Ph.D.
N. Kenneth LaFleur, A.B,. M.A., Ph.D.
Sandra I. Lopez-Baez, B.A., M.A., Ph.D.
Kathleen M. May, B.A., M.Ed., M.S., Ph.D.
Randall R. Robey, B.A., M.A., Ph.D.
Ethan N. Saliba, B.S., M.Ed., Ph.D.
Marie F. Shoffner, B.S., M.E., M.Ed., Ph.D.
Antoinette R. Thomas, B.A., M.A., Ph.D.

Assistant Professors

Anne Gregory, B.A., Ed.M., Ph.D.
Jay N. Hertel, B.S., M.Ed., Ph.D.
LaVae M. Hoffman, B.A.S., M.A., Ph.D.
Filip Loncke, B.A., M.A., M.A., Ph.D.
Susan A. Saliba, B.S., M.Ed., Ph.D.
Janet Stack, B.S., M.A., M.A., Ph.D.
Derick Williams, B.S., M.A.T.

Department of Leadership, Foundations, and Policy


Eric R. Bredo, B.A., M.S., M.A., Ph.D.
David W. Breneman, B.A., Ph.D., Newton and Rita Meyers Professor, Economics of Education
Glen L. Bull, B.A., M.A., Ph.D.
Harold J. Burbach, B.S., M.Ed., Ph.D.
Alfred R. Butler IV, B.S., M.Ed., Ed.D.
Carolyn M. Callahan, B.A., M.A., Ph.D., Chair, Commonwealth Professor of Education
Daniel L. Duke, B.A., Ed.D.
Xitao Fan, B.A., M.A., Ph.D.
Bruce M. Gansneder, B.A., M.S., Ph.D., Curry Memorial Professor of Education
Robert F. McNergney, B.A., M.Ed., Ph.D.
Margaret A. Miller, B.A., Ph.D.
Herbert C. Richards, B.A., M.A.T., Ph.D.
Jerry G. Short, A.B., M.A., Ph.D.
Harold R. Strang, B.A., M.A., Ph.D.
Carol A. Tomlinson, B.A., M.R.E., M.Ed., Ed.D.

Associate Professors

John B. Bunch, B.A., M.A., Ph.D.
Robert W. Covert, B.S., M.Ed., Ph.D.
James P. Esposito, B.S., M.Ed., Ph.D.
Walter F. Heinecke, B.A., M.A., Ph.D.
Diane M. Hoffman, B.A., M.A.T., Ph.D.
Mable B. Kinzie, B.A., M.Ed., Ph.D.
Timothy R. Konold, B.S., M.A., Ph.D.
Tonya Moon, B.S., M.Ed., Ph.D.
John A. Sanderson, B.S., M.Ed., Ed.D.
Zahrl G. Schoeny, B.S., M.A., Ph.D.
Pamela D. Tucker, B.S., M.Ed., Ed.D.
Sarah E. Turner, B.A., Ph.D.
Diane E. Whaley, B.S., M.S., Ph.D.

Assistant Professors

Keonya Booker, B.A., M.Ed., Ph.D.
Catherine Brighton, B.A, M.Ed., Ph.D.
Jennifer de Forest, B.A., M.A., Ed.D.
Nancy L. Deutsch, B.A., M.Ed., Ph.D.
Sara Dexter, B.S., M.Ed., Ed.D.
Cheryl Henig, B.S., M.Ed., Ph.D.
Holly Hertberg, B.A., M.A., Ph.D.
James Peugh, B.A., M.A., M.Ed., M.S., Ph.D.
Brian Pusser, B.A., M.A., Ph.D.
Sara Rimm-Kauffman, B.S., Ph.D.
Heather Rowan-Kenyon, B.S., M.A., Ph.D.
Carol Ann Spreen, B.A., M.Ed., M.Ph., Ph.D.
Heather Wathington, B.A, M.S.Ed., Ph.D.

Retired Faculty

Richard R. Abidin, Jr., B.A., M.Ed., Ed.D., Professor Emeritus of Education
Howard W. Allen, B.A., M.A., Ed.D., Associate Professor Emeritus of Education
Frank E. Barham, B.S., M.Ed., Ed.D., Professor Emeritus of Education
James H. Bash, B.S.Ed., M.Ed., Ed.D., Professor Emeritus of Education
Charles W. Beegle, B.Sc., M.A., Ph.D., Associate Professor Emeritus of Education
Ralph C. Bralley, B.F.A., M.Ed., Ed.D., Associate Professor Emeritus of Education
Richard M. Brandt, B.M.E., M.Ed., Ed.D., Professor Emeritus of Education
Jeanette Brown, B.A., M.A., Ph.D., Professor Emeritus of Education
R. Lynn Canady, B.S., M.A., Ed.D., Professor Emeritus of Education
Michael S. Caldwell, B.S.B.A., M.S.E., Ph.D., Associate Professor Emeritus of Education
William R. Carriker, A.B., M.A., Ed.D., Professor Emeritus of Education
Jay L. Chronister, B.S., M.Ed., Ed.D., Professor Emeritus of Education
Vincent C. Cibbarelli, B.S., M.A., Ed.D., Associate Professor Emeritus of Education
Ronald Comfort, B.A., M.A., Ed.D., Professor Emeritus of Education
James M. Cooper, A.B., A.M., A.M., Ph.D., Professor Emeritus of Education
Patricia R. Crook, B.S., M.S., Ed.D., Associate Professor Emeritus of Education
Jean Ervin, B.A., M.A., Ph.D., Professor Emeritus of Education
Thomas H. Estes, A.A., B.S., M.A., Ph.D., Professor Emeritus of Education
Annette Gibbs, B.S., M.A., Ed.S., Ph.D., Professor Emeritus of Education
Charles M. Heuchert, B.S., M.A., Ed.S., Ph.D., Associate Professor Emeritus of Education
E. D. Hirsch, B.A., M.A., Ph.D., Professor Emeritus of Education
George Washington Holmes III, B.A., M.A., Ph.D., Professor Emeritus of Education
James M. Kauffman, B.S., M.Ed., Ed.D., Professor Emeritus of Education
Samuel Kellams, B.S., M.S., Ph.D., Associate Professor Emeritus of Education
Donald M. Medley, B.S., M.A., Ph.D., Professor Emeritus of Education
John F. Mesinger, A.B., M.A., Ph.D., Professor Emeritus of Education
Jerry Moore, B.S., M.A., Ph.D., Professor Emeritus of Education
Greta Morine-Dershimer, B.S.Ed., M.A., Ed.D., Professor Emeritus of Education
Charlotte H. Scott, A.B., M.B.A., L.L.D., Professor Emeritus of Education
Ralph J. Stoudt, Jr., B.A., M.A., Ph.D., Associate Professor Emeritus of Education
Alton L. Taylor, A.B., M.Ed., Ed.D., Professor Emeritus of Education
Ertle Thompson, A.B., M.Ed., Ed.D., Professor Emeritus of Education
Jennings L. Wagoner, Jr., B.A., M.A.T., Ph.D., Professor Emeritus of Education
Donald L. Walker, B.Sc., M.A., Ed.D., Professor Emeritus of Education

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