Graduate Record 2006-2007 [ARCHIVED RECORD]
Curry School of Graduate Education
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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.
In 1919, the school was given a professional basis similar to that
of the Schools of Law, Medicine, and Engineering. In 1950, a graduate
division was established, offering the degrees of Master of Education
and Doctor of Education. An Education Specialist degree was approved
and initiated in 1974.
In 1968, the Curry School of Education entered a period of rapid and
significant growth. By the mid 1970s, the faculty had increased to
approximately 120 members. Today there are more than 20 specialized
programs. The school has assumed a strong leadership role in the state
through training educational personnel, providing valuable professional
experiences, and applying research findings in service to various
school divisions, colleges, and other educational agencies.
The Curry School of Education 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 and
scholarship that address 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 those 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.
The school offers graduate students extensive opportunities for
experience in research. 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 at curry.edschool.virginia.edu
Address
Curry School of Education
Ruffner Hall, 405 Emmet Street S
University of Virginia
P.O. Box 400261
Charlottesville, VA 22904-4261
(434) 924-3334
http://curry.edschool.virginia.edu
curry-admissions@virginia.edu
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Degree Programs
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 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.
Kinesiology
(Health and Physical Education) M.T., M.Ed., Ed.D., Ph.D.
Reading Educationsp 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 admission as professional development student.
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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 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.
Additionally, Ruffner Hall houses centers that provide services to the
community, the state and the nation, while providing students and
faculty with instructional and research opportunities.
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 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) database
systems and Internet connections provide access to materials from
throughout the world. Retrospective research materials in education are
located in Alderman Library.
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 the talent of students. Research
has focused on ways to encourage talent in young, at-risk students;
promote the social and emotional development of gifted students; and
stimulate high-end learning in middle schools. There are currently six
faculty and twelve graduate students working on NRC/GT projects.
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, as well as individuals from the surrounding community. People
typically seek counseling for personal growth or development, as well
as for assistance 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,
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
post-secondary education.
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 in today’s classrooms to realize the
promise that these technologies hold for the future. 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.
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Kinesiology Facilities
The following physical education 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 Motor Learning Laboratory is a research
facility designed to study factors that influence motor skill
acquisition and performance. Research includes investigating 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. Individuals
seeking research experiences related to motor skill acquisition and
performance utilize this laboratory.
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 sport.
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. We were
the first NIH funded Core Exercise Physiology Laboratory, which is part
of the General Clinical Research Center of the University of Virginia
Health System (http://gcrc.med.virginia.edu). Arthur Weltman, Ph.D. directs this laboratory.
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 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 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.
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Student 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.
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 membership is open
to all counselor education students. The organization helps to
coordinate student orientation for the fall semester, provides a peer
orientation program, and sponsors both social events and professional
development programs for faculty and students.
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 is required for access to members-only web
materials that support certain course enrollments.
The Clinical and School Psychology Student Association has
four major functions. It holds an orientation for new students in the
program each year, sends a representative to faculty meetings to act as
a liaison between the faculty and clinical psychology students,
sponsors social gatherings, 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.
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Academic Honors, Scholarships and Honor Societies
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.
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.
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General Academic Requirements
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 at: http://curry.edschool.virginia.edu/admissions/ 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.
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.
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 Admission applications and all
supporting documents, including GRE scores, should be received by
deadlines specified by program areas. Priority for funding will be
given to doctoral applicants who submit applications by February 1.
Students are permitted to enter the clinical and school psychology
programs in the fall semester only. Applications and required materials
for the Curry Program in Clinical and School Psychology are due January
5. Counselor Education applications are due by January 15 for admission
to the fall semester. The Communication Disorders Program has a
February 1 deadline. The following programs have March 1 deadlines and
generally accept new applicants for the fall semester only: M.T.
programs, Risk and Prevention in Education Sciences, and Sport
Psychology.
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; www.gre.org.
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 to enroll at the University. Applicants
whose native language is not English must demonstrate their English
proficiency on the application for admission by submitting an
acceptable score on the Test of English as a Foreign Language (TOEFL)
or the International English Language Testing System (IELTS) exam. A
score may 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 expects individuals who take the
new iBT TOEFL to earn a score of at least 22 in writing, 22 in
speaking, 23 in reading, and 23 in listening (total score: 90).
In addition to the TOEFL or IELTS exam, successful applicants whose
first or native language is not English must take the University of
Virginia English Proficiency Exam soon after arriving at the
University. The test is administered to new students just before
classes begin, and results are used to determine whether supplemental
classes in one or more language skills (reading, writing, speaking,
listening) are advisable. This test is required of all non-native
speakers of English, regardless of their TOEFL or IELTS score or
previous experience using English. The University offers an intensive
English for Academic Purposes program in the summer for incoming
international students, scholars, and research associates. For
information contact the Center for American English Language and
Culture, (434) 924 6552 or caelc@virginia.edu.
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 generally required for permission to begin teaching
without 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 www.virginia.edu/provost/caelc.
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Other 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. Change of status forms to initiate this process are
available online at http://curry.edschool.virginia.edu/admissions/pdf/changeofstatusform.pdf
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 or the school assumes that he or she is not attending the
University. 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 the
associate dean and the department offering the program, 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 to graduate programs.
Through the many continuing and professional studies centers located
throughout the state, the Curry School of Education offers courses that
may be taken for graduate degree credit. Upon request, the Curry School
will organize courses for local school systems or other organizations
in which teachers may earn non-degree credit.
Enrollment Requirements Although it is not necessary to be
enrolled continuously from the time of acceptance as a graduate student
until completion of the degree, students must apply for readmission to
the Curry School if they allow 12 consecutive months to elapse without
being enrolled in at least one course for credit toward a degree
program. Readmission is not automatic in such instances and will depend
on a full review of the student’s past record and departmental
resources. Students who are readmitted are subject to the current
requirements.
Ph.D. students must be continually enrolled each regular (fall and spring) semester. Students who fail to do so must re-apply.
All students, resident or non-resident, must be officially
registered during the semester in which a degree may be conferred and
at any time in which University resources are used (e.g., examinations,
committee meetings, faculty conferences).
Registration Registration and advising days are announced in the calendar in this Record and online at www.virginia.edu/registrar/calendar.html. Students should use ISIS (www.virginia.edu/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 www.virginia.edu/isis. 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 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 progress toward a
degree. 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 28
other states, the District of Columbia, and the Panama Canal Zone.
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) 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
master’s and M.T. programs and Professional Development non-degree
licensure program.)
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 at: http://curry.edschool.virginia.edu/admissions/pdf 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.
Non-resident degree applicants must be registered for 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.
^TOP
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.
Tuition/Related Academic Requirements for the Ph.D. Degree Students
must complete 72 credits of courses while regularly enrolled as
graduate students; full tuition must be paid for at least 54 credits
other than non-topical research; and only 24 credits of a completed
master’s degree from another institution may be counted toward either
the 54 or 72 credit requirements. Thus, at least 36 credits of regular
courses (full tuition) and 48 credits overall must be completed at the
University of Virginia (beyond the master’s degree).
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 at: http://curry.edschool.virginia.edu/admisions/pdf/ and should be completed each semester the student is taking one course and wants to request the special tuition rate.
Summer Session
Students interested in earning a degree must be admitted to the
professional development category or a graduate degree program before
taking courses through summer session. (Admission as a visiting
graduate through summer session is not related to admission to any
specific degree program or status in the Curry School of Education.)
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.
^TOP
Program/Degree Requirements
More detailed information on degree and program requirements can be
obtained from the Office of Admission and Student Affairs or from
individual departments of the school.
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.
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.
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).
^TOP
Doctoral Degrees
There are two distinct 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 identified by an IPEDS code number or approved
by the student’s major department, the Faculty Council, and the dean.
The following list represents those areas approved as of April 22,
1988, as well as the 1997 approval of Educational Policy Analysts.
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 (Behavioral Disorders, Learning Disabilities,
Mental Retardation, Early Childhood Special Education, and Severe
Disabilities and Early Childhood/Developmental Risk)
Human Services
- Clinical and School Psychology
- Communication Disorders
- Counselor Education
- Kinesiology (Adapted Physical Education, Athletic Training,
Exercise Physiology, Physical Education-Pedagogy, Sports Medicine,
Sport and Exercise Psychology)
- Risk and Prevention in Education Sciences
Leadership, Foundations, and Policy
- Administration and Supervision
- Educational Psychology - includes Gifted Ed. and Sport and Exercise Psychology
- Higher Education (including Student Affairs Practice)
- Instructional Technology
- Research, Statistics, and Evaluation
- Social Foundations
^TOP
Faculty
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
Professors
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.
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
Professors
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.
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.
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.
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
Professors
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., 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.
Maureen R. Weiss, B.A., M.A., Ph.D.
Associate Professors
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.
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.
Brian Pusser, B.A., M.A., Ph.D.
Sara Rimm-Kauffman, B.S., 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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