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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; and, 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, and there
are now 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: curry.edschool.virginia.edu
Address
Curry School of Education
University of Virginia, Ruffner
Hall
405 Emmet Street S
P.O. Box 400261
Charlottesville, VA 22904-4261
(434) 924-3334
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 National Council
for Accreditation of Teacher Education (NCATE) and the Teacher Education
Accreditation Council (TEAC).
Graduate degrees are available
in the following program areas. In some cases, a particular program
includes several sub-specialities. For a listing of sub-specialties
applicable to the Ed.D. and Ph.D. degrees, see the Doctoral Degrees
section.
Areas
Degrees
Administration and M.Ed., Ed.S.,
Supervision Ed.D., Ph.D.
Clinical Psychology Ph.D.
Communication Disorders M.Ed.,
Ph.D.
Counselor Education M.Ed., Ed.S.,
Ed.D., Ph.D.
Curriculum and Instruction M.Ed.,
Ed.S., Ed.D., Ph.D.
Education Policy and M.Ed., Ed.D.,
Evaluation Ph.D.
Educational Psychology M.Ed.,
Ed.S., Ed.D., Ph.D.
Educational Research M.Ed., Ed.D.,
Ph.D.
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.
Education
Higher Education Ed.S., Ed.D.,
Ph.D.
Instructional Technology M.Ed.,
Ed.D., Ph.D.
Mathematics Education M.T., M.Ed.,
Ed.D., Ph.D.
Kinesiology (Health and M.T.,
M.Ed., Physical Education) Ed.D., Ph.D.
Reading Education M.Ed., Ed.D.,
Ph.D.
School Psychology M.Ed., Ed.D.,
Ph.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 M.T., M.Ed.,
Ed.S., Ed.D., Ph.D.
Note: Students who want
to enroll in one or more graduate courses but do not intend to work
for a degree at the University of Virginia should apply for admission
as professional development students.
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 The
mission of the National Research Center on the Gifted and Talented (NRC/GT)
is to produce and disseminate high-quality, practical research 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 Center for Personal and
Career Development is operated by the Department of Human Services. It trains
counselors and provides counseling in career change and decision-making,
interpersonal relationships, coping with life transitions, and personal
growth.
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 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.
The UCEA Center for the Study
of Leadership and Ethics is sponsered jointly
by the Department of Leadership, Foundations and Policy and the Ontario
Institute for the Studies of Education at the University of Toronto
under the auspices of the University Council for Educational Administration.
The mission of the center is to research issues of moral and ethical
significance to educational leaders, to hold conferences and workshops
for practitioners and professors, and to create and maintain a supportive
network for practitioners and scholars interested in moral and ethical
dimensions of schooling.
The Virginia Center for the
Study of Educational Policy The purpose of
the Center is to foster connections between activities at the Curry
School of Education and the broader world where decisions regarding
education and schooling are made. The central goal is to increase the
contribution of the University of Virginia to the discourse regarding
pre-k, k-12, and higher education policy at local, state, and national
levels. The primary intent is to find new ways to integrate and share
the full array of research, teaching, and practice related to educational
policy at the University of Virginia.
The following physical education
facilities are also a part of the Curry School of Education:
The Athletic Training and Physical
Therapy Clinic provides therapy for the University's athletic teams,
Student Health patients, faculty and staff, and physician referrals
from the community. Offering M.Ed., Ed.D., and Ph.D. programs in athletic
training and sports medicine and an undergraduate program in sports
medicine, the clinic provides practicums for both graduate and undergraduate
students. 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 Sports Medicine/Athletic
Training Research Laboratory conducts
research in injury prevention and rehabilitation. Specific areas of
research include isokinetic assessment of human muscle performance,
postural sway (balance), and joint laxity. The laboratory also collaborates
on research with several departments in the Health Sciences Center,
including the Department of Orthopaedic Surgery and the Department of
Radiology.
The Communication Disorders
Facilities provide clinical, research, and
office space for programs in speech-language pathology. Although the
majority of classes are taught in the Curry School of Education's
Ruffner Hall facility, the program facilities have electronic conference
room capabilities; speech and language science labs; behavioral and
electrophysiological audiology and hearing science research labs; individual
and group client assessment; treatment and research space; student research
space; and a computer lab with Internet connections.
The Speech-Language-Hearing
(SLH) Center, housed in the Communication Disorders
Facility, is an integral component of the Curry School's Communication
Disorders Program and Department of Human Services. The Center is a
full-service, ASHA-accredited clinical facility supervised by the faculty
and staff of the Communication Disorders Program. It provides students
in the speech pathology academic program an opportunity to acquire experience
working with individuals of all ages who have a wide range of speech,
language, and hearing disorders.
Charlottesville and the surrounding
area provide a rich resource for practical experiences for students
in the Curry School of Education. The nature of a student's particular
field experience is determined by his or her field of specialization.
It is impossible to list all of the sites available for students; the
following list serves to illustrate the variety:
Cardiac Rehabilitation Program
Kluge Children's Rehabilitation
Center (associated with the University of Virginia Health Sciences Center)
Children's Service Center
(regional diagnostic agency)
Federal Bureau of Investigation
(Quantico)
Federal Executive Institute
Learning Needs and Evaluation
Center (counseling and psychological services)
Lynchburg Training Center (for
severely retarded children)
Public schools in Charlottesville
and surrounding counties
University of Virginia Health
Sciences Center
Oakland School
Commonwealth Center for Children
and Adolescents
Education Council
All students in the Curry School of Education become members of the
Education Council (EC). 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.
NSSLHA
The National Student Speech Language Hearing Association is open to
all communication disorders students. It is both a social and a professional
organization that sponsors student activities throughout the year. Membership
in the organization also qualifies students for special rates for journals
and conventions, as well as for national certification upon completion
of their program of study.
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
various publications, participate in seminars and conferences, and receive
liability/tort insurance.
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 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 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.
Admissions Applications
for admission to Professional Development Program 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
from the Office of Admission and Student Affairs, Curry School of Education,
Ruffner Hall, 405 S. Emmet Street, P.O. Box 400261 University of Virginia,
Charlottesville, VA 22904-4261; (434) 924-3334. Students who wish to
apply for a doctoral degree program should note the differences in the
admissions requirements for the Ed.D. and the Ph.D. as outlined in the
section titled Doctoral Degrees.
Online applications and extensive
information about admissions can be found at www.curry.edschool.virginia.edu.
Admission criteria 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. Please note that advanced GRE test results are
required for admission into this program. The application deadline is
January 15.
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 $40 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.
Applications completed by these dates will be given priority for space
and financial aid. Applications for admission and financial aid received
after these dates will be considered on a space available basis.
Students are permitted to enter
the clinical and school psychology programs in the fall semester only.
Applications and required materials for the Curry Programs in Clinical
and School Psychology are due by January 15 for admission to the fall
semester.
The Communication Disorders and
Counselor Education programs have a February 1 deadline. The following
programs have March 1 deadlines and generally accept new applicants
for the fall semester: M.T. programs; , curriculum and instruction,
sport psychology, and motor learning.
Graduate Record Examinations The Curry School of Education requires the Graduate Record
Examination basic core of verbal, quantitative, and analytic aptitude
tests for admission to all graduate programs. In addition, clinical
and school psychology requires the psychology GRE advanced tests. All
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) or from the Office of Admission in Miller Hall.
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.
TOEFL Scores All
international students for whom English is not the native language must take and submit TOEFL scores.
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 in the Office of Admission and
Student Affairs in 104 Ruffner Hall.
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 Curry School faculty
advisor. The faculty 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 consent. 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
accredited institutions. All graduate credit offered for transfer must
be applicable to the degree program the student is pursuing. 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 field 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 in each academic 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, the Course Offering Directory, and online
at www.virginia.edu/registrar/calendar.html. All registration materials
are obtained by students in professional development, M.Ed., M.T., Ed.S.,
Ed.D., or Ph.D. programs from the Curry School of Education, 104 Ruffner
Hall. Students must consult with their advisors prior to registration.
Registration includes two components, course enrollment and final registration,
both of which must be completed. Special tuition fee students may enroll
at the Office of Admission and Student Affairs of the Curry School on
the first day of class. Enrollment in classes is completed using ISIS.
Course Load
Full-time students normally take 12 graduate credits during each regular
semester. A student may vary this amount with the approval of his or
her advisor and 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 with the approval of the instructor, advisor, and associate
dean, and a petition for a policy exception must be filed.
In general, it is not possible
to drop a course after the specified date; but, 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 (434) 296-4747 or 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 affect the grade point average,
nor does the course count toward credits earned.
Grading
Grades are awarded only to those students who are registered 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 in order to change a grade in a course previously completed
on a letter-grade basis. If this should happen, 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.
On request of 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 Upon Examinations Written examinations are an essential part of the work 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 associate 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 chapter
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, Room 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 Praxis I and II scores (common
and area exams) 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, 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 3 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 from the Office of Admission
and Student Affairs and should be submitted to that office through the
student's department.
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. In addition, students must
provide an official transcript of all applicable course work from the
University of Virginia or elsewhere.
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.
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 chapter 2.
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 30 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 twelve 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 Full-time school employees 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. Full-time educators
employed by licensed K-12 residential schools are also eligible for
special tuition fees.
Students should have been 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, University
of Virginia, Miller Hall, P.O. Box 400161, Charlottesville, VA 22904-4161.
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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.
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. Those
enrolled in a M.T. teacher education program should complete the Teacher
Education Policy Exception Form (Room 221) and return the form to the
teacher education director.
The Professional Development
Program is designed for those who hold at least a baccalaureate degree
and wish to improve their professional skills by enrolling for course
work in the Curry School of Education. This is not a degree program
and is not intended to serve students interested in pursuing advanced
degrees. Any professional development student who wishes to apply for
a degree program must submit a Change of Status Form (available in the
Office of Admission and Student Affairs, Room 104, Ruffner Hall), Graduate
Record Examination scores, two letters of recommendation, and a complete
transcript. It is also helpful to submit a current statement of professional
goals.
Professional development students
may be assigned an advisor from an appropriate department or program
area. In some cases, enrollment in specific courses requires the approval
of both the instructor and the advisor.
Professional development students
are subject to the Graduate Academic Regulations of the Curry School
of Education. Students in the professional development category may
earn up to 12 graduate credits (or credits earned in one full-time semester
on Grounds) for application toward a degree. Such credit must be approved
by the student's advisor. All other University of Virginia course
work which is applied to a degree must be earned after admission to
that degree program. Students planning to change their status to any
degree program are responsible for knowing the various requirements
for admission to, and completion of, that degree. These policies also
apply to off-grounds degree programs and students taking courses through
the School of Continuing and Professional Studies.
Professional Development (Non-degree
Teacher Licensure Programs)
Students accepted into the Elementary
and Sepcial Special Education Licensure programs must earn grades of
B- or better to remain enrolled. They must also pass PRAXIS I by the
third course in their program. They may not enroll in another class
until passing all portions of the exam. Curry will process students'
licensure applications, if submitted within two years after completion
of coursework. Students missing the deadline will assume responsibility
for obtaining licensure from the state.
Qualified students may pursue
a master's degree that focus on two different goals: 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 graduate level licensure for prospective teachers
or clinicians. The latter programs generally involve the College of
Arts and Sciences and involve 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 (or more if
specified by the program area). Most programs also require a practicum
experience related to the area of specialization and a culminating assessment
(comprehensive examination or project).
Master of Education Degree
The Master of Education degree
program is designed for experienced professionals who wish to enhance
their professional preparation or prepare for other responsibilities
in education. The graduate of this program is expected to possess the
professional attributes and competencies needed to qualify for a position
of responsible leadership.
Admission Requirements
Applications should be submitted to the Office of Admission and Student
Affairs of the Curry School of Education. To be considered, applicants
must:
1. hold a baccalaureate degree
from an accredited college or university;
2. have a B average or better
for the last two years of undergraduate study;
3. submit an application for
admission and official transcripts of all previous undergraduate and
graduate work;
4. submit official score reports
for the Graduate Record Examination and the Advanced Test for the School
Psychology Program (scores must be less than five years old);
5. submit at least two letters
of recommendation from professionals who can attest to his or her promise
as a graduate student and professional educator;
6. submit a statement of professional
goals;
7. meet any additional individual
departmental or program area requirements.
Program Requirements
To earn a Master of Education degree, the following minimum requirements
must be met:
1. The program requirements established
by the faculty of the student's program area must be successfully
completed.
2. Satisfactory performance on
a comprehensive examination in the program area (or in some areas a
project).
3. A minimum of 30 credits of
graduate work must be successfully completed (additional credits
are required in selected programs).
4. At least 18 credits must be
completed after admission to the program.
5. At least 24 credits must be
earned from the University of Virginia (including 18 credits on Grounds
unless the program is an intact, approved off-Grounds program).
6. Application for the degree
must be submitted to the Curry School of Education during the first
thirty days of the semester in which the degree is to be awarded.
7. Registration must be on Grounds
during the final semester.
Comprehensive Examinations
When nearing completion of the program of study, the student must, with
the advisor's approval, take a comprehensive examination in his
or her area of specialization. (In some programs, a project may substitute
for the comprehensive examination.) This examination is developed and
administered in accordance with procedures determined by the department
and approved by the dean. Satisfactory performance must be demonstrated
before the student can be graduated. A student who fails to perform
satisfactorily on the comprehensive examination may petition for one
re-examination. Such a re-examination, however, cannot be taken sooner
than the next semester at the scheduled administration of the comprehensive
examinations. Failure to appear to take the test, after having applied
for it, constitutes one failure.
Transfer Credit A
student, with permission of the advisor, may transfer a maximum of six
graduate credits from another college or university into a Master of
Education or Master of Teaching degree program.
Time Limit
No requirements, including transferred credit, completed more than five
years before the M.Ed. is to be awarded may be credited toward that
degree. Exceptions must be approved by the advisor, department chair,
and the associate dean, and are granted only when some emergency, such
as illness, interrupts the student's work. In such cases, the
student may be required to validate out-of-date work by examination.
Graduate Degree Programs Leading
to an Initial Teaching License
Students who possess a baccalaureate
degree (or its equivalent in a liberal arts or physical education discipline)
may pursue a Master of Teaching (M.T.) degree, which may also qualify
them for a teacher license in the Commonwealth of Virginia.
State Assessments of Teacher
Education Under the Commonwealth of Virginia's approved program status
for schools of edu- cation, 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 2000-2001
academic year, 459 students were enrolled in the Curry School's Teacher
Education Program and 114 students participated in the Teaching Associate
(student teaching) semester involving 560 hours of student teaching.
A total of 31 full or part-time faculty participated in supervision
activities resulting in a supervising student/faculty ratio of 2.7.
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 2000-August 2001 (state-wide pass
rates are shown in parentheses). Praxis I pass rate for the PPST Reading
was 99% (94%) and CBT Reading was 100% (98%). The PPST Writing pass
rate was 96% (91%) and the CBT Writing was 92% (92%). The PPST Mathematics
pass rate was 97% (91%) and the CTB Mathematics was 96% (94%). The University's
aggregate pass rate for Basic Skills was 99% (94%), while the Summary
pass rate 98% (92%).
Master of Teaching Degree
The Master of Teaching (M.T.)
degree is for individuals who have completed a bachelor's degree
and now wish to qualify for a teaching license. The M.T. programs require
one and a half to two years of full-time study, including academic course
work in the specialization field and teacher education experiences leading
to initial endorsement in one or more specialities. (Opportunities for
applicants to correct deficiencies in liberal arts preparation may also
be required based on undergraduate course work.) Contact the Office
of Teacher Education for additional information.
M.T. degree programs are available
in elementary education (PK-6); special education (pk-12) (behavioral
disorders, learning disabilities, and mental retardation); health and
physical education (pk-12); foreign languages (French, German, Spanish,
Latin) (pk-12), and secondary education, with specialization in English,
mathematics, science (biology, chemistry, earth and space science,
general science, physics), or social studies.
Admission Requirements
(See also Master of Education Admission Requirements.) Post-graduate
Master of Teaching applicants seeking teacher licensure must have a
B.A. or B.S. degree from an accredited institution, with the equivalent
of an academic major in the arts and sciences (or an appropriate discipline)
and an acceptable general studies component. The general studies component
should be a well-planned sequence of courses and experiences that includes
theoretical and practical knowledge gained from studies in mathematics,
natural science, social science, U.S./American history, English, communication,
literature, and other humanities. The following are examples of acceptable
courses within the specified areas. Science: natural science, astronomy,
biology, chemistry, environmental science, and physics. Social science:
anthropology, economics, government and foreign affairs, linguistics,
psychology, sociology, and Western civilization (a course in some area
of non-Western studies is also desirable). Humanities: English, literature,
speech communications, public speaking, debate, drama, art, music, philosophy,
religious studies, foreign literature in translation, and foreign language.
Program Requirements The
following requirements for a Master of Teaching degree must be met:
1. An approved program of study
leading to licensure and endorsement. Information on specific program
course sequences can be obtained from the Office of Teacher Education.
(http://curry.edschool.virginia.edu/TeacherEd)
2. Teaching
Associateship In addition to required courses, individuals must complete
a student teaching practicum (teaching associateship) in which they
demonstrate an ability to integrate the theoretical concepts of education
with academic material in a practical teaching experience. This associateship
is equivalent to an entire semester's course work (EDIS 588: 12
credits).
3. Transfer
Credit A maximum of six transfer credits may be counted toward
the M.T. degree. All such credit must be approved by the advisor and
the director of teacher education.
4. Time
Limit No requirements completed more than five years before
the M.T. is to be awarded may be credited toward this degree. In special
cases, an extension may be granted for emergency circumstances when
approved by the advisor, the director of teacher education, and the
dean's office.
5. Field
Project/Comprehensive Examination All
M.T. candidates must complete a field project or equivalent experience
approved by the program area advisor. In special cases, a master's
comprehensive examination may be required.
6. Satisfactory
Academic Performance in M.T. Programs
All courses required for the B.A. degree or teaching speciality taken
at or below the 400 level may be successfully completed with a passing
grade of D- or better. Courses in the major must reflect a cumulative
grade point average of 3.0 or better. Courses taken at the 500 level
or above require a minimum grade of B- or better. 500-level courses
in which a student has performed below the level of B- must be retaken,
or a substitute professional course must be taken to replace the deficiency.
Course substitution or retaking a course must be approved by the advisor
and the Office of Teacher Education. Program deficiencies may require
that the student be suspended from the program.
7. Praxis
Examinations All individuals completing M.T. programs for initial licensure
in the Commonwealth of Virginia must qualify by passing the Praxis I
and II exams. Taking the Praxis exams and appropriate specialty tests
are graduation requirements for all M.T. students. Passing scores on
the exams are required for licensure.
8. Application
For the Degree Application for the
degree must be submitted to the Curry School of Education during the
first two weeks of the semester in which the degree is to be awarded.
The Education Specialist degree
is a planned 30-credit (minimum) post-master's program in which
candidates are expected to attain a broad and systematic understanding
of professional education; a definitive knowledge of a particular field
of specialization; and an ability to integrate and apply theoretical
concepts of education in an actual educational context. This program
is designed for the accomplished, experienced practitioner with specific
professional aspirations. It is not designed for those who wish to pursue
a research emphasis as a prelude to doctoral study. The Ed.S. degree
may be pursued in the following areas:
Administration and Supervision
Counselor Education
Curriculum and Instruction
Higher Education
Instructional Technology
Special Education
Program Requirements
To earn an Education Specialist degree, the following minimum requirements
must be met:
1. Of the 30 credits , 24 must
be taken on Grounds and 18 must be taken after admission to the program.
At least 60 credits of graduate work must be completed prior to the
awarding of the Ed.S. degree. For programs that combine the M.Ed./Ed.S.
requirements, and those based on a master's degree of more than
30 credits, exceptions may be filed with the associate dean.
2. All program requirements for
the degree, as established by the individual department and program
area, must be met.
3. The student must pass a comprehensive
written examination of eight to ten hours or in some areas a project
or thesis.
4. No requirements, including
transferred credit, completed more than eight years before the Ed.S.
is to be awarded may be credited toward that degree. Exceptions to this
rule must be approved by the advisor, the department chair, and the
dean, and is granted only when some emergency, such as illness, interrupts
the student's work. In such cases, the student may be required
to validate out-of-date work by examination.
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 Academic Affairs Committee, 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, &
Special Education
Curriculum and Instruction
Elementary Education
English 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)
Human Services
Ad apted Physical Education
Athletic Training
Clinical and School Psychology
Counselor Education
Exercise Physiology
Motor Learning
Physical Education-Pedagogy/General
School Psychology
Speech/Language Pathology
Sports Medicine
Sport and Exercise Psychology
Leadership, Foundations, &
Policy
Administration and Supervision
Adult Education
Community College Instruction
and/or Administration
Education Policy & Evaluation
Educational Psychology
Educational Psychology-Gifted
Educational Research
Elementary Administration
Higher Education
Higher Education-Administration
Instructional Technology
Middle School Administration
Secondary Administration
Social Foundations of Education
Student Personnel Administration
Supervision
Doctor of Education Degree
The primary purpose of the Doctor
of Education degree program is to provide experienced educators with
a broad and systematic understanding of professional education, a definite
knowledge of selected aspects of educational theory and practice, and
an ability to both conduct research and evaluation and to apply those
research findings in an informed and critical manner. The Ed.D. degree
is the highest professional degree in education. Candidates for this
degree are recognized for their commitment to the application of knowledge
on behalf of improved educational practice. The typical Ed.D. program
consists of practicum credit, dissertation credit, and at least 54 credits
of course work, including work completed for the master's degree
and excluding non-topical research or dissertation credit.
Admission Requirements
In addition to the admission requirements described for the M.Ed., an
applicant to the Ed.D. program must: hold a master's degree or
its equivalent from an accredited college or university; have an outstanding
record as a student; and have previous professional experience in an
area related to the proposed major. Professional qualifications and
experience are weighted heavily.
Residence Requirement
Each Ed.D. student must complete a minimum of 24 credits of course work
taught by resident faculty, exclusive of internship, practicum, independent
study, and dissertation credit. This requirement must be completed after
admission to the Ed.D. program. Individual program areas may have additional
requirements.
Enrollment Requirements A
student must be continuously enrolled at the University while working
toward the degree and must reapply for admission into the Ed.D. program
if no credit toward the degree is earned for one year (12 months).
Time Limit
All requirements must be completed within four years after passing the
Ed.D. comprehensive examination. Exceptions to this policy must be approved
by all members of the doctoral committee, the department chair, and
the associate dean, and is granted only when some emergency, such as
illness, interrupts the student's work. In such cases, the student
may be required to validate out-of-date work by examination. Program
committees must determine the appropriateness and currency of all course
work, especially if it is eight or more years old.
Program Requirements
To earn a Doctor of Education degree, students must:
1. successfully complete a program
of studies established by their doctoral committee, including course
requirements in a major program area and in two supporting areas, with
a minimum of 12 credits each. One supporting area must be outside the
department;
2. successfully complete any
preliminary examinations required by the program area or doctoral committee;
3. successfully complete written
comprehensive examinations, or, in some areas a project prepared by
the doctoral committee. Comprehensives must be completed before the
dissertation proposal. Oral comprehensives may also be required by some
program areas;
4. pass six credits of research
courses at the University of Virginia;
5. pass six credits of supervised
practicum or internship work (as judged by the doctoral committee and
approved by the associate dean). These experiences must be completed
after admission to the Ed.D. program and supervised by University of
Virginia faculty or other approved professionals.
6. successfully complete all
dissertation requirements, including (a) defending a dissertation proposal
as determined by the doctoral committee; (b) planning the dissertation,
obtaining appropriate human subjects approval, and carrying out a research
study appropriate to the field of specialization; and (c) passing an
oral examination on the conduct and conclusions of the dissertation.
(All other requirements must be completed before this defense.)
7. the student must complete
all additional requirements as specified by the student's department,
program area, doctoral committee, and/or advisor.
Doctoral Committees The
Ed.D. program of study is directed by the student's doctoral program
committee. After approximately twelve credits of study, a doctoral committee
is formed; this committee is responsible for the design of the program
of study and supervises the student through all activities until the
comprehensive examination is completed. The committee must consist of
a minimum of four faculty members of the regular University, appointed
to the rank of assistant professor or higher, with at least one faculty
representing the major and each of the two supporting areas. One faculty
member on the committee must be from outside the student's major
program area and two members must be from the Curry School, including
the committee chair or co-chair who is from the major area. Where one
supporting field is not offered at the University, a fifth committee
member from outside the University must be added to represent this field
if approved by the student's major department, the four University
faculty who have agreed to serve on the committee, the Academic Affairs
Committee, and the associate dean.
The representative of a supporting
field must be academically qualified in that field and a member of a
department offering a program in that field. Supporting field representatives
are responsible for program planning, and for writing and evaluating
the comprehensive examination in that area.
When all program requirements
are met, including the successful completion of the doctoral comprehensive
examination, the student must appoint a Doctoral Dissertation Committee.
This committee will be responsible for the approval of a dissertation
proposal after it has been presented and defended; the supervision of
the dissertation; the final approval of the dissertation, based on its
written form; and the student's oral defense of the dissertation.
The dissertation committee must include at least four University of
Virginia faculty members, including at least two from inside the major
department (one of whom must agree to serve as the advisor/chair or
co-chair) and one from outside the student's major program area.
It is the student's responsibility to find appropriate members
of the University faculty who will agree to serve on the dissertation
committee.
All doctoral committee actions,
except doctoral committee membership changes, require concurrence of
all committee members. Any committee appointment or change must be approved
by the associate dean on the recommendation of the student's advisor
and departmental chair. Students who are ready to have a committee appointed
must seek faculty who agree to serve on the committee and have them
sign an advisory committee card. Cards are available in the Office of
Admission and Student Affairs. All parties involved should be notified
of any changes in the committee structure. After approval of the dissertation
proposal, all committee members must remain on the committee through
the final oral defense of the dissertation, unless otherwise approved
by the department and associate dean in the case of vacancies.
All actions of doctoral committees
must be approved by all members of the committee. There may be more
than four members of any committee, but there must be at least four
University of Virginia members (including the chair and outside member)
present for any presentation or oral defense, and all members must agree
to the outcome.
Appointment of the Doctoral
Committee After admission to the doctoral program, and with the
recommendation of the temporary advisor, the student requests that the
associate dean appoint a doctoral program committee consisting of at
least four members, including one outside the student's major
program area, and two inside the department (one of whom must agree
to be the chair). When students are ready to have a committee appointed,
they must contact faculty members to serve on the committee and have
an advisory committee card signed by the proposed committee and departmental
chair or program area director. These cards are available in the Office
of Admission and Student Affairs. After all program requirements are
completed, including comprehensive examination, a dissertation committee
should be appointed using the same procedures.
Program Area Specializations
The student must select a program area specialization and complete
the course requirements specified for the major area. Master's
degree work completed by the student may be applied to the program or
specialization when approved by the doctoral program committee. All
requirements for the doctoral program area must be approved by all doctoral
program committee members.
Supporting Fields
Within the student's program of study, a minimum of 12 credits
of work must be completed in each of two supporting fields. The supporting
fields may be selected from outside the offerings of the Curry School
of Education. Typically, each supporting field will include courses
beyond the level to which undergraduates are admitted. When approved
by the doctoral committee, master's degree work completed by students
may be approved for their program. Requirements for both supporting
fields must be approved by all doctoral program committee members. At
least one supporting area must be outside the major department.
Record of Progress
Students must complete and keep current their official Record of Progress
Form. This form may be obtained from the Office of Admission and Student
Affairs, and the original copy must be kept on file there. The record
of progress should be started upon initial registration and kept up
to date throughout the doctoral program.
Preliminary Examinations Preliminary
examinations may be required by individual departments, program areas,
or doctoral committees. If exams are taken, all committee members must
verify that the examinations have been successfully completed.
Comprehensive Examinations
When nearing completion of the program of study, and with the approval
of the major advisor, the student requests a written examination, or,
in some areas, a comprehensive project in all areas appropriate to the
student's planned program. The time, place, content, specific
format, and evaluation of the examination shall be determined by the
doctoral committee. All committee members must judge the student's
performance to be satisfactory and must verify successful completion
of the exams by signing the student's Record of Progress form.
If the student performs unsatisfactorily on the written exam, the committee
may be petitioned for one re-examination. Subsequent failure on the
written exam precludes further doctoral study in the Curry School of
Education.
Practicum Requirements Each
student must complet |