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
The Curry School of Education has two major missions. The first
is to prepare personnel to work in Americas 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
The school offers graduate students extensive opportunities
for experience in research. The Universitys 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
Curry School of Education
Ruffner Hall, 405 Emmet Street S
University of Virginia
P.O. Box 400261
Charlottesville, VA 22904-4261
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 bachelors
and a masters 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).
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.
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.
Administration and Supervision
M.Ed., Ed.S., Ed.D., Ph.D.
M.Ed., Ed.S., Ed.D., Ph.D.
Curriculum and Instruction
M.Ed., Ed.S., Ed.D., Ph.D.
M.Ed., Ed.S., Ed.D., Ph.D.
M.Ed., Ed.D., Ph.D.
M.T., M.Ed., Ed.D., Ph.D.
M.T., M.Ed., Ed.D., Ed.S., Ph.D.
Ed.S., Ed.D., Ph.D.
M.Ed., Ed.D., Ph.D.
M.T., M.Ed., Ed.D., Ph.D.
Kinesiology (Health and Physical Education)
M.T., M.Ed., Ed.D., Ph.D.
M.Ed., Ed.S., Ed.D., Ph.D.
M.Ed., Ed.D., Ph.D.
M.T., M.Ed., Ed.D., Ph.D.
M.Ed., Ed.D., Ph.D.
Social Studies Education
M.T., M.Ed., Ed.D., Ph.D.
M.T., M.Ed., Ed.S., Ed.D., Ph.D.
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
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
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. Research 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
six faculty and twelve graduate students working on projects of the NRC/GT.
The Personal and Career Development Center is operated
by the Counselor Education Program within the Department of Human Services.
The mission of the PCDC is two-fold: to provide a training venue for graduate-level
counseling students and to provide assessment and counseling service to individuals.
Services are provided to UVa students, as well as individuals from the surrounding
community. People typically seek counseling for personal growth or development,
as well as when they experience problems associated with career-life planning,
interpersonal and family relationships, coping with life transitions, grief/loss,
anxiety, and depression.
The 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 todays 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.
The UCEA Center for the Study of Leadership and Ethics is
sponsored 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.
Physical Education Facilities
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 Universitys 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 practica for both graduate and
undergraduate students. It is located in the McCue Center, adjacent to University
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.
Communication Disorders Facilities
The Communication Disorders Facilities provide clinical, research,
and office space for programs in speech-language pathology. Classes are taught
in the Curry School of Educations Ruffner Hall. Program facilities include
a conference room; speech and language science labs, an electrophysiological
hearing science research lab, rooms for individual and group client assessment
and treatment, 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
Schools Communication Disorders Program. 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.
Field Experiences, Associateships, Practica, and Internships
Charlottesville and the surrounding area provide a rich resource
for practical experiences for students in the Curry School of Education. The
nature of a students 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 Childrens Rehabilitation Center (associated with the University
of Virginia Health Sciences Center)
- Childrens 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
- Summer Enrichment Program
- Saturday Enrichment Program
Education Council All students in the Curry School of
Education are members of the Education Council (EC). In addition to its function
as liaison between students and faculty of the School of Education, the EC participates
in many service programs affecting the University and the Charlottesville community,
such as tutoring underprivileged children and coaching childrens 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
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
NSSLHA The National Student Speech Language Hearing
Association is open to all students in Communication Disorders. It is a professional,
social, and philanthropic organization that sponsors student activities throughout
the year. Membership in the organization also qualifies students for a variety
of benefits, including special rates for journals and conventions, and initial
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.
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.
General Academic Requirements
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
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
Special instructions apply to the clinical psychology program.
Any student who holds a masters 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 masters degree should complete
the application for the M.Ed. 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 February 1 will be considered
for financial aid. 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 and Counselor Education
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: M.T.
programs; sport psychology, and motor learning.
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) 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 students 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 students degree program
and must have the advisors consent. It is the students responsibility
to determine the specific requirements prescribed by the department and program
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 students
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,
Registration Registration and advising days are announced
in the calendar in this Record and online at www.virginia.edu/registrar/calendar.html.
All registration materials for professional development, M.Ed., M.T., Ed.S.,
Ed.D., or Ph.D. programs may be obtained online or in Room 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 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
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 instructors consent, it may be possible to be assigned
a grade of W, WP, or WF.
Grade Changes It is the students 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 students 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 students advisor
and instructor and a petition has been approved and filed in the deans
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 students
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 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 students
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
students 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 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 physicians 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 students 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 students major advisor or doctoral committee, require withdrawal
from the program whenever the students 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 students
major program area or department. Under such circumstances, the department may,
upon recommendation of the students major advisor or doctoral committee,
require the students 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
deans 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, 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 masters,
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
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 students 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.
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.
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 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 masters 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 masters 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 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 Virginias 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
Students 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,