The Curry School of Education offers professional programs designed
to prepare individuals for a variety of careers related to the practice
of education. The school was named for Dr. Jabez L. M. Curry, an
eminent southern educator. It was endowed in 1905 by gifts from John D.
Rockefeller and the General Education Fundand became a professional
school in 1919. Graduate programs in education were established in
1950, and the degree programs offered now include the Bachelor of
Science in Education (B.S.Ed.); a five-year teacher education program
leading to the Bachelor of Arts (B.A.) and Master of Teaching (M.T.);
the Master of Education (M.Ed.), Master of Teaching (M.T.), and
Educational Specialist (Ed.S.); and two different doctoral degrees
(Ed.D. and Ph.D.).
The Curry School of Education has two major missions. The first is
to prepare individuals to work in America’s educational system,
pre-kindergarten through collegiate levels, and to conduct research and
scholarship that address problems and issues of importance to our
education system. Through partnerships with other organizations and
educational institutions, the Curry School is committed to developing
exemplary and innovative approaches to address those issues and
problems, and to improving instruction and schooling in the
Commonwealth of Virginia. As such, the Teacher Education Program has
provided national leadership in the preparation of beginning teachers,
as well as advanced training for experienced teachers and personnel
related to teaching. The five-year Teacher Education Program is an
integrated program sponsored by the College of Arts and Sciences and
the Curry School of Education. It combines strong subject matter
preparation with professional training that leads to teacher licensure
and results in the simultaneous receipt of both bachelor’s and master’s
degrees after a total of five years of study at the University.
Programs leading to teacher licensure include specializations in
elementary education, health and physical education, early childhood
and developmental risk, and special education (including behavioral
disorders, learning disabilities, and mental retardation). For
secondary teachers, specializations are available in English, foreign
languages, mathematics, sciences (biology, chemistry, earth science,
physics), and social studies.
The second major mission of the Curry School is to enhance human
potential and performance 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.
Two additional program areas are designed for students interested in
pursuing human service careers related to communication disorders and
physical education/sports medicine. These programs require that
students transfer into the Curry School. The Communication Disorders
Program provides pre-professional training in speech-language
pathology. The Sports Medicine Program is a pre-physical therapy and
pre-athletic training program. These programs provide the necessary
academic and practical work for the four-year B.S.Ed. degree and for
application to graduate (master’s degree) programs in their relative
Programs within the Curry School are among the best professional
education offerings in the country. Faculty hold offices in
professional organizations, are scholars of international renown, and
are numbered among the University’s finest teachers. Students score
well above the national norms on the SAT examinations, and are members
of such student honorary societies as Chi Sigma Iota, Omicron Delta
Kappa, Phi Delta Kappa, Outstanding Students in America, and the Raven
Extensive information about the Curry School of Education and its
programs is available online at the address listed below. Access to
information about admissions and academic policies may also be
requested by sending an electronic mail message to firstname.lastname@example.org.
Curry School of Education
University of Virginia
P.O. Box 400261
Charlottesville, VA 22904-4261
The Curry School of Education and its programs to prepare school
personnel are accredited by the Teacher Education Accreditation
Council. Individual program specializations are accredited by such
organizations as the American Speech, Language and Hearing Association,
the National Athletic Trainers’ Association, and the American
Facilities and Services
Ruffner Hall houses the majority of the Curry School of
Education’s academic facilities and offices. This facility houses
laboratory space for studies in science education, instructional
technology, counselor education, reading, educational psychology, and
educational research. A well-equipped behavioral study area enables
students and faculty to carry on advanced-level clinical observation
and research, and a number of flexible meeting areas provide a
supportive environment for studies in education.
The Athletic Training Clinic provides therapy for the
University’s athletic teams. The clinic provides practica for both
graduate and undergraduate students. It is located in the McCue Center,
adjacent to University Hall.
The Center for Clinical Psychology Services is a non-profit
clinic that provides psychological and educational services to the
public and serves as an in-house training facility for graduate
students of the Institute of Clinical 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 Communication Disorders Facilities house 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.
The Education Library contains approximately 150,000 volumes
of current educational materials, a file of over 400,000 ERIC
microfiche titles, and access to VIRGO. The 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. Optical disc (CD-ROM) data base
systems and Internet connections provide access to materials from
throughout the world. Retrospective research materials in education are
located in Alderman Library.
The Instructional Resource Center provides students and
faculty with excellent opportunities for both instruction and research.
In addition to audio-visual equipment, the center houses the
Audio-Visual Production Lab, both a video filming studio and a video
production facility, the Special Technology Laboratory, the Apple Lab,
and the interactive IBM Microcomputer Classroom.
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 Motor Learning Laboratory is a research facility designed
for the study of factors that influence motor skill acquisition and
performance. Individuals conduct research to investigate perceptual
constraints; movement speed; EEG correlates of movement; substructures
of balance, strength, and flexibility; and psychological factors
related to the acquisition and performance of motor skills. Those
seeking research experiences related to motor skill acquisition and
performance utilize this laboratory.
The National Research Center on the Gifted and Talented (NRC/GT)
produces and disseminates high-quality, practical studies relating to
the identification and development of the talent of students. The
research of the center has ranged from investigating ways to encourage
talent in young, at-risk students, to the social and emotional
development of gifted students, to investigating the feasibility of
high-end learning in middle schools. There are currently five faculty
and ten graduate students working on projects of the NRC/GT.
The Personal and Career Development Center is operated by the
Counselor Education Program, within the Department of Human Services.
The mission of the PCDC is two-fold: to provide a training venue for
graduate-level counseling students and to provide assessment and
counseling service to individuals. Services are provided to UVa
students, and to individuals from the surrounding community. 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 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 with
a wide range of speech, language, and hearing disorders.
The Sport and Exercise Psychology Laboratory is designed for
experimental and interview studies on such topics as observational
learning, peer relationships, perceived competence in sport, coaching
feedback, performance enhancement, and character development through
The Exercise and Sport Injury Laboratory conducts research in
the areas of prevention, assessment, and rehabilitation of injuries
associated with exercise, sport and physical activity.
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,
seminars, short institutes, and workshops, as well as research reports
and occasional papers that provide administrators and other educational
leaders with fresh perspectives on developments in the arena of
The Center for Technology and Teacher Education is a
cross-disciplinary institute with collaborating faculty drawn from
several disciplines, including educational technology, teacher
education, and policy studies. Teachers must be prepared to use the
rapidly evolving technologies that are being placed in today’s
classrooms in order to realize the promise that these technologies hold
for the future. If we prepare the next generation of teachers, they
will effectively serve as diffusion agents. 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.
Graduate fellows affiliated with the center are expected to serve in
leadership positions in school districts, state education agencies, and
teacher preparation programs.
Education Council All students in the Curry School of
Education are members of the Education Council (EC). In addition to its
function as liaison between students and faculty of the Curry 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 activities.
Council for Exceptional Children The 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.
Departmental Student Groups Most departments have a student
advisory committee to help plan activities for students and contribute
to the quality of the academic and professional experience at the
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, conventions, and initial ASHA
membership. NSSLHA membership is required for access to
members-only web materials that support certain course enrollments.
The Pre-Physical Therapy Association The Pre-Physical Therapy
Association was founded in 1981 to provide opportunities for
undergraduate students to learn more about graduate programs and
careers in physical therapy. Officers, elected by interested students,
plan specific experiences such as field trips to rehabilitation centers
and hospitals, visits from graduate schools, and lectures related to
contemporary issues in physical therapy. This organization is part of
the sports medicine and physical education programs within the
Department of Human Services.
Student Virginia Education Association (SVEA) Student
Virginia Education Association membership is open to both graduate and
undergraduate students. SVEA members participate in various
professional activities, receive various publications, participate in
seminars and conferences, and receive liability/tort insurance.
Academic Honors and Honorary Societies
Dean’s List To be placed on the Dean’s List of Distinguished
Students in any given semester, an undergraduate must maintain a
minimum 12-credit course load and achieve a current grade point average
of 3.400 or higher without failure in any course. Courses taken on a
CR/NC basis may not be counted toward the 12-credit minimum. Any
student receiving an F, NC, or NG during the semester is not eligible
to be on the dean’s list.
Graduation Honors Students with a grade point average of
3.600 or higher will be recognized as graduating “with honors;”
students with a grade point average of 3.750 or higher will be
recognized as graduating “with high honors;” and students with a grade
point average of 3.900 or higher will be recognized as graduating “with
highest honors.” Computation of grade point averages for the
determination of honors is based on all standard letter-grade courses
carried since the student has matriculated in the Curry School of
Education. Students in the five-year Teacher Education Program may be
eligible for dean’s list through the College of Arts and Sciences or
the Curry School.
Kappa Delta Pi, an honor society in education that was
founded in 1911, chartered its Eta Kappa Chapter of 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 to recognize outstanding
contributions to education. To this end it shall invite to membership
such persons as 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
Academic Requirements and Options
All students are subject to the academic policies specified in
the section titled “University Regulations.” In addition, students
must follow the policies of the Curry School of Education. Students in
the five-year Teacher Education Program should consult the regulations
in the College of Arts and Sciences section, as well as those of the
Curry School of Education.
Application to the Curry School Students who wish to apply
for the teacher education program in the Curry School of Education must
submit a full application by March 1 of their first or second year;
those who wish to apply for the communication disorders or sports
medicine programs must submit a full application by March 1 of their
second year. Students wishing to teach in high need areas (math,
foreign languages, science, special education) may apply as late as
their third year in the College. Students seeking to enroll in teacher
education must be in the College (i.e., students in the Schools of
Architecture, Engineering, or Nursing must transfer to the College
first). Students interested in applying to B.S.Ed. programs in
communication disorders or physical education apply to transfer to the
To apply, students must complete an application, provide a statement
of professional goals, and furnish all transcripts. Applications are
evaluated in terms of academic course work (preference given to 3.000
GPA), strong SAT scores (preference given to 1000 or above), and
experience related to professional goals. Applications from
under-represented groups or those with varied backgrounds are strongly
encouraged. Information about specific application procedures is
available in the Office of Admissions, 104 Ruffner Hall.
Residence Requirement A recipient of a B.S.Ed. degree from
the Curry School must have completed four semesters of full-time (12
credits) study at the University of Virginia while enrolled in the
Curry School of Education. Exceptions for emergency situations may only
be granted with the advisor’s and dean’s permission. In addition, all
students must be full-time (12 credits minimum) during all semesters,
except the final one (9 credits minimum).
Course Load Special permission of the advisor and dean’s
office is required to take fewer than 12, or more than 18, credits
during a given semester.
Final Examinations are given during a designated period of
time at the end of each semester. Examinations may only be given at the
time listed in the Course Offering Directory unless authorized
by the dean. Students are not authorized to take final exams before the
regularly scheduled time. However, under serious conditions, and with
their instructor’s and advisor’s permission, students may be allowed to
postpone the examination to a time convenient to the instructor.
Students who have three exams in one day or four in a two-day period
may petition to have one examination moved.
Attendance Students are expected to attend classes throughout
the session, with the exception of University holidays, unless
permission to be absent temporarily or to withdraw has been first
granted by the instructor. 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 serious medical
reasons, the Department of Student Health notifies the dean. On request
of the dean, the Department of Student Health may evaluate 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 exams are an essential
part of the work of most courses. A final examination or culminating
experience is expected in all classes. The time period assigned for
final exams 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, attested to 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.
Course Grades All specifically required courses must be taken
for regular, graded credit (no S/U or CR/NC), including grades of A+,
A, A-, B+, B, B-. C+, C, C-, D+, D, D-, F. Internships, practica, and
student teaching are generally graded S/U. Courses taken at or above
the 500 level must receive a grade of B- or better.
Incomplete Grades for B.S.Ed. Students 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 course work 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
Curry Office of Admissions. 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.
B.A.-M.T. students should consult the policies of the College of Arts and Sciences through
the second semester of the fourth year. During the fifth year,
B.A.-M.T. students must follow the policies of the Curry School of
Grade Changes No grade may be changed after it has been
submitted to the university registrar without the approval of the dean.
The dean is not authorized by the faculty to change a grade submitted
to the university registrar except when an instructor certifies that,
because of errors in calculation or transcription, an incorrect grade
has been submitted.
The Curry School limits the time in which a grade change may be approved to one calendar year.
Credit/No Credit Courses Students have the option of
receiving the grades CR (credit) or NC (no credit) in place of the
regular grades, A through F, for a given course prior to admission to a
Curry program. This option is taken at the time the students register
for the course. Instructors have the right to deny students permission
to take courses on a CR/NC basis. If this occurs, students may either
change back to the regular grading option or they may drop the course
entirely. Courses taken for CR/NC may not be used for any major or
basic area requirements.
No more than two courses may be taken on a CR/NC basis in any
semester or in summer session. A maximum of 24 credits of CR/NC courses
may be used toward the degree. Students may not use a CR/NC course to
repeat a class in which a grade has already been given. If such a case
should occur, the credits in the CR/NC course would not count toward
graduation. The last day to change a CR/NC option is the same as the
last day to drop a course. The CR/NC option may not be used to meet the
specific requirements under general education; to meet requirements for
specialization in a teaching field; or to meet requirements for
professional education, with the exception in some teaching areas of
field experiences and accompanying seminars that are offered only on a
CR/NC basis. A total of 120 credits are required for the B.S.Ed. degree.
Repeating Courses A student who has received a grade of D in
a required undergraduate course may be required to repeat the course as
directed by his or her academic advisor or program faculty. Both grades
for the repeated course remain on the transcript and are used in the
computation of the grade point average. The course credit will be for
only one offering. If a student’s grade is a 500 or higher level course
is below a B-, the student must repeat the course or take an approved
substitute in its place.
Adding a Course or Changing the Grading Option All additions
to course schedules or changes in the grading option for a course must
be completed by the last day to add a course. These changes are made
via ISIS at www.virginia.edu/isis.
Changes after the add deadline may only be considered under emergency
circumstances and require a petition signed by the instructor, advisor,
and dean. Any course required by name must be taken for a grade (not
pass/fail). B.A.-M.T. students should consult the policies of the
College of Arts and Sciences.
Dropping a Course With the approval of the student’s advisor,
a student may drop and void registration in a course until the official
drop date. Permission to take fewer than 12 credits must be petitioned
to, and approved by, the advisor and the dean and can only be granted
for unusual or emergency circumstances.
Withdrawal from a Course B.S.Ed. students 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 filed with the
dean. 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 and on the petition filed by the student. A W may be
assigned only if there is no basis on which to determine a WF or WP.
None of these notations affect the grade point average, nor does the
course count toward credits earned.
College students should consult the policies of the College and note the earlier date.
Enforced Withdrawal See the University Regulations section.
Probation and Suspension An undergraduate student must
maintain good standing each semester by completing at least 12 credits
of graded work (or S/U work if engaged in practica), with at least a
1.800 semester average and no more than one grade below C- (or C/NC). A
student will be placed on academic probation after any semester in
which good standing is not attained.
Suspension involves enforced withdrawal from the Curry School of
Education. A student placed on probation in any semester may be
suspended if he or she does not regain good standing at the end of the
next semester. A student who has been suspended may apply to the Office
of Admissions and Student Affairs of the Curry School of Education for
readmission after one regular semester or one summer session has
elapsed since the date of suspension. If readmitted, the student will
be on probation and will be suspended again after one semester unless
the cumulative grade point average for all courses completed is above
Students in the College must comply with all College rules, as well as Curry School policies for teacher education.
Readmission to the Curry School of Education is not
automatic. After an absence of twelve months or longer, a former
student must apply for readmission by submitting an application to the
academic dean’s office at least sixty days before the semester begins.
Failure to comply with these regulations subjects the student to
suspension from the University by the vice president for student
Grievance Procedure Due process is guaranteed to all
students. See “Grievance Procedures” in the University
Regulations section or consult the associate dean’s office, 104
Licensure for Teaching The Curry School of Education affirms
the distinction between degree requirements and licensure requirements
in its programs. While many programs contain both kinds of
requirements, and major portions of the two may be synonymous, one may
meet one set of requirements and not the other (i.e., receive a degree
without qualifying for recommendation for licensure). Information
concerning licensure requirements is provided to students through the
Office of Admissions and Student Affairs of the Curry School of
Education. To be recommended by the Curry School of Education for
professional licensure, a student must complete a teacher education
program sequence approved by the faculty of the Curry School of
Education and meet state cut-off scores on the Praxis I and Praxis II
State Assessments of Teacher Education Under the Commonwealth
of Virginia’s approved program status for schools of education, all
students enrolled in a teacher education program at the University of
Virginia must take the appropriate licensing exams required by the
Commonwealth of Virginia for the specific program area endorsement. The
scores on these exams and other evidence presented to the U.S.
Secretary of Education, in accordance with Section 207 of the Higher
Education Act (HEA) regarding the preparation of graduates who intend
to work in the nation’s schools, demonstrates the high caliber of the
students at the University of Virginia. During the 2005-2006 academic
year, 552 students were enrolled in the Curry School’s Teacher
Education Program and 173 students participated in the Teaching
Associate (student teaching) semester involving 560 hours of student
teaching. A total of 40 full or part-time faculty/doctoral
students participated in supervision activities, resulting in a
supervising student/faculty ratio of 1:4.32.
The following report of Praxis exam pass rates is a mandated
condition of the HEA and reflects the scores of those University of
Virginia’s teacher education program completers who took the exams from
September 2004-August 2005 (state-wide pass rates are shown in
parentheses). Praxis I pass rate for PPST Reading was 100% (90%) and
CBT Reading was 0. The PPST Writing pass rate was 94% (82%) and the CBT
Writing was 0. The PPST Mathematics pass rate was 95% (85%) and the CTB
Mathematics was 0.
Office of the Dean of the Curry School of Education
David W. Breneman, B.A., Ph.D., Dean
Rebecca D. Kneedler, B.A., M.A., Ed.D., Associate Dean for Academic Affairs
Robert H. Pate, Jr., A.B., M.Ed., Ph.D., Associate Dean for Administrative Services
Joanne M. McNergney, B.S., M.Ed., Ph.D., Assistant Dean for Admissions and Student Affairs
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.
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.
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.
Kristen L. Sayeski, B.S., 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
Ethan N. Saliba, B.S., M.Ed., Ph.D.
Peter L. Sheras, B.A., M.A., Ph.D.
Arthur Weltman, B.A., M.A., Ph.D.
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.
Marie F. Shoffner, B.S., M.E., M.Ed., Ph.D.
Antoinette R. Thomas, B.A., M.A., Ph.D.
Anne Gregory, B.A., Ed.M., Ph.D.
Jay N. Hertel, B.S., M.Ed., Ph.D.
Filip Loncke, B.A., M.A., M.A., 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., Dean, University Professor and 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., Commonwealth Professor of Education, Chair
Daniel L. Duke, B.A., Ed.D.
Xitao Fan, B.A., M.A., Ph.D.
Bruce M. Gansneder, B.A., M.S., Ph.D.
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.
Maureen R. Weiss, B.A., M.A., Ph.D.
Donald W. Ball, B.A., M.A., Ed.D.
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.
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.
Brian Pusser, B.A., M.A., Ph.D.
Sara Rimm-Kauffman, B.S., Ph.D.
Heather Wathington, B.A, M.S.Ed., Ph.D.
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., 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