The Curry School of Education offers professional programs
designed to prepare individuals for a variety of careers related to the practice
of education. The school was named for Dr. Jabez L. M. Curry, an eminent southern
educator. It was endowed in 1905 by gifts from John D. Rockefeller and the General
Education Fundand became a professional school in 1919. Graduate programs in
education were established in 1950, and the degree programs offered now include
the Bachelor of Science in Education (B.S.Ed.); a five-year teacher education
program leading to the Bachelor of Arts (B.A.) and Master of Teaching (M.T.);
the Master of Education (M.Ed.), Master of Teaching (M.T.), and Educational
Specialist (Ed.S.); and two different doctoral degrees (Ed.D. and Ph.D.).
The Curry School of Education has two major missions. The first
is to prepare individuals to work in Americas educational system, pre-kindergarten
through collegiate levels, and to conduct research and scholarship that address
problems and issues of importance to our education system. Through partnerships
with other organizations and educational institutions, the Curry School is committed
to developing exemplary and innovative approaches to address those issues and
problems, and to improving instruction and schooling in the Commonwealth of
Virginia. As such, the Teacher Education Program has provided national leadership
in the preparation of beginning teachers, as well as advanced training for experienced
teachers and personnel related to teaching. The five-year Teacher Education
Program is an integrated program sponsored by the College of Arts and Sciences
and the Curry School of Education. It combines strong subject matter preparation
with professional training that leads to teacher licensure and results in the
simultaneous receipt of both bachelors and masters degrees after
a total of five years of study at the University.
Programs leading to teacher licensure include specializations
in elementary education, health and physical education, foreign languages, early
childhood and developmental risk, and special education (including behavioral
disorders, learning disabilities, and mental retardation). For secondary teachers,
specializations are available in English, mathematics, sciences (biology, chemistry,
earth science, physics), and social studies.
The second major mission of the Curry School is to enhance
human potential and performance by preparing professionals and conducting research
in such areas as psychological/emotional development, physical development and
fitness, and speech/language/auditory development. These areas contribute to
the betterment of the human condition and are directly related to increased
learning and successful experiences in our educational system.
Two additional program areas are designed for students interested
in pursuing human service careers related to communication disorders and physical
education/sports medicine. These programs require that students transfer into
the Curry School and are designed to terminate after four years (B.S.Ed. degree)
so that students may pursue additional graduate study. The Communication Disorders
Program provides pre-professional training in speech-language pathology. The
Sports Medicine Program is a pre-physical therapy and pre-athletic training
program. These programs provide the necessary academic and practical work for
the four-year B.S.Ed. degree and for application to graduate (masters
degree) programs in their relative specialties.
Programs within the Curry School are among the best professional
education offerings in the country. Faculty hold offices in professional organizations,
are scholars of international renown, and are numbered among the Universitys
finest teachers. Students score well above the national norms on the SAT examinations,
and are members of such student honorary societies as Chi Sigma Iota, Omicron
Delta Kappa, Phi Delta Kappa, Outstanding Students in America, and the Raven
Extensive information about the Curry School of Education and
its programs is available online at the address listed below. Access to information
about admissions and academic policies may also be requested by sending an electronic
mail message to email@example.com.
Curry School of Education
University of Virginia
P.O. Box 400261
Charlottesville, VA 22904-4261
The Curry School of Education and its programs to prepare school
personnel are accredited by the National Council for Accreditation of Teacher
Education. In addition, teacher education programs are accredited by the Teacher
Education Accreditation Council. Individual program specializations are accredited
by such organizations as the American Speech, Language and Hearing Association,
the National Athletic Trainers Association; and the American Psychological
Facilities and Services
Ruffner Hall houses the majority of the Curry School
of Educations academic facilities and offices. This modern 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 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 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 Center for Clinical Psychology Services is a non-profit
clinic that provides psychological and educational services to the public and
serves as an in-house training facility for graduate students of the Institute
of Clinical Psychology and other areas within the Curry School. The center
is organized into specialized clinics and offers three basic categories of services:
diagnosis, intervention, and consultation.
The Communication Disorders Program provides 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 conference rooms, 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 Education Library contains approximately 150,000
volumes of current educational materials, a file of over 400,000 ERIC microfiche
titles, and access to VIRGO. The library supports the academic needs of the
undergraduate and graduate programs of the Curry School, and provides periodicals,
microfilms, books, and reserve materials required for class reading. Optical
disc (CD-ROM) data base systems and Internet connections provide access to materials
from throughout the world. Retrospective research materials in education are
located in Alderman Library.
The Instructional Resource Center provides students
and faculty with excellent opportunities for both instruction and research.
In addition to audio-visual equipment, the center houses the Audio-Visual Production
Lab, both a video filming studio and a video production facility, the Special
Technology Laboratory, the Apple Lab, and the interactive IBM Microcomputer
The McGuffey Reading Center functions as a laboratory
for the study of the reading process by furthering clinical and empirical research
in developmental reading and preparing graduate students to serve as reading-language
specialists. It also provides a remedial center for children with reading disabilities.
The Motor Development Clinic provides evaluative and
prescriptive services for children and youth with motor development problems.
Operated by the Department of Human Services, the clinic serves as a teaching
laboratory to prepare motor development specialists and provides a source of
research opportunities to produce new knowledge and understanding about motor
development in children and youth.
The Motor Learning Laboratory is a research facility
designed for the study of factors that influence motor skill acquisition and
performance. Individuals conduct research to investigate perceptual constraints;
movement speed; EEG correlates of movement; substructures of balance, strength,
and flexibility; and psychological factors related to the acquisition and performance
of motor skills. Those seeking research experiences related to motor skill acquisition
and performance utilize this laboratory.
The National Research Center on the Gifted and Talented
(NRC/GT) produces and disseminates high-quality, practical studies relating
to the identification and development of the talent of students. The research
of the center has ranged from investigating ways to encourage talent in young,
at-risk students, to the social and emotional development of gifted students,
to investigating the feasibility of high-end learning in middle schools. There
are currently five faculty and ten graduate students working on projects of
The Personal and Career Development Center is operated
by the Counselor Education Program, within the Department of Human Services.
The mission of the PCDC is two-fold: to provide a training venue for graduate-level
counseling students and to provide assessment and counseling service to individuals.
Services are provided to UVa students, and to individuals from the surrounding
community. People typically seek counseling for personal growth or development,
as well as when they experience problems associated with career-life planning,
interpersonal and family relationships, coping with life transitions, grief/loss,
anxiety, and depression.
The Speech-Language-Hearing Center (SLHC), 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 presenting a wide range of speech, language, and hearing disorders.
The Sport and Exercise Psychology Laboratory is designed
for experimental and interview studies on such topics as observational learning,
peer relationships, perceived competence in sport, coaching feedback, performance
enhancement, and character development through 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 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 in order to realize the promise that these technologies
hold for the future. If we prepare the next generation of teachers, they will
effectively serve as diffusion agents. One goal of the center is to identify
and develop educational technologies that should be integrated into teacher
education curricula. An equally important goal is to prepare the next generation
of educational technology leaders. Graduate fellows affiliated with the center
are expected to serve in leadership positions in school districts, state education
agencies, and teacher preparation programs.
Education Council All students in the Curry School of
Education are members of the Education Council (EC). In addition to its function
as liaison between students and faculty of the Curry School of Education, the
EC participates in many service programs affecting the University and the Charlottesville
community, such as tutoring underprivileged children and coaching childrens
Council for Exceptional Children The Council for Exceptional
Children is a professional group focusing on issues related to individuals with
exceptionalities. Membership is open to both faculty and students who have an
interest in working with exceptional individuals. It is sponsored by the Department
of Curriculum, Instruction, and Special Education.
Departmental Student Groups Most departments have a
student advisory committee to help plan activities for students and contribute
to the quality of the academic and professional experience at the University.
The Pre-Physical Therapy Association The Pre-Physical
Therapy Association was founded in 1981 to provide opportunities for undergraduate
students to learn more about graduate programs and careers in physical therapy.
Officers, elected by interested students, plan specific experiences such as
field trips to rehabilitation centers and hospitals, visits from graduate schools,
and lectures related to contemporary issues in physical therapy. This organization
is part of the sports medicine and physical education programs within the Department
of Human Services.
Student Virginia Education Association (SVEA)
Student Virginia Education Association membership is open to both graduate and
undergraduate students. SVEA members participate in various professional activities,
receive various publications, participate in seminars and conferences, and receive
Academic Honors and Honorary Societies
Deans List To be placed on the Deans List
of Distinguished Students in any given semester, an undergraduate must maintain
a minimum 12-credit course load and achieve a current grade point average of
3.400 or higher without failure in any course. Courses taken on a CR/NC basis
may not be counted toward the 12-credit minimum. Any student receiving an F,
NC, or NG during the semester is not eligible to be on the deans list.
Graduation Honors Students with a grade point average
of 3.600 or higher will be recognized as graduating "with honors;" students
with a grade point average of 3.750 or higher will be recognized as graduating
"with high honors;" and students with a grade point average of 3.900 or higher
will be recognized as graduating "with highest honors." Computation of grade
point averages for the determination of honors is based on all standard letter-grade
courses carried since the student has matriculated in the Curry School of Education.
Students in the five-year Teacher Education Program may be eligible for deans
list through the College of Arts and Sciences (for B.A. and M.T.) or the Curry
School (for B.S.Ed. in Physical Education).
Kappa Delta Pi, an honor society in education that was
founded in 1911, chartered its Eta Kappa Chapter of the University of Virginia
in 1951. The constitution of the society reads as follows: "The purpose of Kappa
Delta Pi shall be to encourage high professional, intellectual, and personal
standards to recognize outstanding contributions to education. To this end it
shall invite to membership such persons as exhibit commendable personal qualities,
worthy educational ideals, and sound scholarship. It shall endeavor to maintain
a high degree of professional fellowship among its members and to quicken professional
growth by honoring achievement in educational work."
Academic Requirements and Options
All students are subject to the academic policies specified
in the chapter titled "University Regulations." In addition, students must follow
the policies of the Curry School of Education. Students in the five-year Teacher
Education Program should consult the regulations in the College of Arts and
Sciences chapter, as well as those of the Curry School of Education.
Application to the Curry School Students who wish to
apply for the teacher education program in the Curry School of Education must
submit a full application by March 1 of their first or second year; those who
wish to apply for the communication disorders or sports medicine programs must
submit a full application by March 1 of their second year. Students wishing
to teach in high need areas (math, foreign languages, science, special education)
may apply as late as their third year in the College. Students seeking to enroll
in teacher education must be in the College (i.e., students in the Schools of
Architecture, Engineering, or Nursing must transfer to the College first). Students
applying to B.S.Ed. programs in communication disorders or physical education
apply to transfer to the Curry School.
To apply, students must complete an application, provide a
statement of professional goals, and furnish all transcripts. Applications are
evaluated in terms of academic course work (preference given to 3.000 GPA),
strong SAT scores (preference given to 1000 or above), and experience related
to professional goals. Applications from under-represented groups or those with
varied backgrounds are strongly encouraged. Information about specific application
procedures is available in the Office of Admissions, 104 Ruffner Hall.
Residence Requirement A recipient of a degree in education
from the Curry School must have completed four semesters of full-time (12 credits)
study at the University of Virginia while enrolled in the Curry School of Education.
Exceptions for emergency situations may only be granted with the advisors
and deans permission. In addition, all students must be full-time (12
credits minimum) during all semesters, except the final one (9 credits minimum).
Course Load Special permission of the advisor and deans
office is required to take fewer than 12, or more than 18, credits during a
Final Examinations are given during a designated period
of time at the end of each semester. Examinations may only be given at the time
listed in the Course Offering Directory unless authorized by the dean.
Students are not authorized to take final exams before the regularly scheduled
time. However, under serious conditions, and with their instructors and
advisors permission, students may be allowed to postpone the examination
to a time convenient to the instructor. Students who have three exams in one
day or four in a two-day period may petition to have one examination moved.
Attendance Students are expected to attend classes throughout
the session, with the exception of University holidays, unless permission to
be absent temporarily or to withdraw has been first granted by the instructor.
Routine excuses for illness are not furnished by the Department of Student Health
either to the student or to the instructor. If final examinations are missed
for serious medical reasons, the Department of Student Health notifies the dean.
On request of the dean, the Department of Student Health may evaluate the effect
of any illness upon a 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 exams are an essential
part of the work of most courses. A final examination or culminating experience
is expected in all classes. The time period assigned for final exams is considered
part of the regular academic semester, and classes must meet during their scheduled
examination period. Absence from exams is not excused except for illness, attested
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
Course Grades All specifically required courses must
be taken for regular, graded credit (no S/U or CR/NC), including grades of A+,
A, A-, B+, B, B-. C+, C, C-, D+, D, D-, F. Internships, practica, and student
teaching are generally graded S/U. Courses taken at or above the 500 level must
receive a grade of B- or better.
Incomplete Grades for B.S.Ed. Students An IN is recorded
when reasons known to the professor are judged adequate to justify an extension
of time to complete course requirements. An IN may not be used to allow a student
to attempt to raise a grade at the end of the term. The time line to
complete course work may be negotiated with an instructor, but may not extend
beyond one year of the semester in which the course was originally taken. Students
are expected to enter into a written contract with the instructor specifying
the remaining requirements and agreed-upon time line. It is the students
responsibility to file the incomplete agreement in the Curry Office of Admissions.
After one year, if the student has not met the terms of the incomplete agreement,
the faculty member may submit a grade of F, U, WF, or W; if no action is taken
by the faculty member, the incomplete is administratively changed to a W.
B.A.-M.T. students should consult the policies of the College
of Arts and Sciences through the second semester of the fourth-year. During
the fifth-year, B.A.-M.T. students must follow the policies of the Curry School
Grade Changes No grade may be changed after it has been
submitted to the university registrar without the approval of the dean. The
dean is not authorized by the faculty to change a grade submitted to the university
registrar except when an instructor certifies that, because of errors in calculation
or transcription, an incorrect grade has been submitted.
The Curry School limits the time in which a grade change may
be approved to one calendar year.
Credit/No Credit Courses Students have the option of
receiving the grades CR (credit) or NC (no credit) in place of the regular grades,
A through F, for a given course prior to admission to a Curry program. This
option is taken at the time the students register for the course. Instructors
have the right to deny students permission to take courses on a CR/NC basis.
If this occurs, students may either change back to the regular grading option
or they may drop the course entirely. Courses taken for CR/NC may not be used
for any major or basic area requirements.
No more than two courses may be taken on a CR/NC basis in any
semester or in summer session. A maximum of 24 credits of CR/NC courses may
be used toward the degree. Students may not use a CR/NC course to repeat a class
in which a grade has already been given. If such a case should occur, the credits
in the CR/NC course would not count toward graduation. The last day to change
a CR/NC option is the same as the last day to drop a course. The CR/NC option
may not be used to meet the specific requirements under general education; to
meet requirements for specialization in a teaching field; or to meet requirements
for professional education, with the exception in some teaching areas of field
experiences and accompanying seminars that are offered only on a CR/NC basis.
Repeating Courses A student who has received a grade
of D in a required undergraduate course may be required to repeat the course
as directed by his or her academic advisor or program faculty. Both grades for
the repeated course remain on the transcript and are used in the computation
of the grade point average. The course credit will be for only one offering.
Any grade below a B- in a 500 or higher level course will be required to be
repeated or an approved substitute taken in its place.
Adding a Course or Changing the Grading Option All additions
to course schedules or changes in the grading option for a course must be completed
by the last day to add a course. These changes are made via ISIS at www.virginia.edu/isis.
Changes after the add deadline may only be considered under emergency circumstances
and require a petition signed by the instructor, advisor, and dean. Any course
required by name must be taken for a grade (not pass/fail). B.A.-M.T. students
should consult the policies of the College of Arts and Sciences.
Dropping a Course With the approval of the students
advisor, a student may drop and void registration in a course until the official
drop date. Permission to take fewer than 12 credits must be petitioned to, and
approved by, the advisor and the dean and can only be granted for unusual or
Withdrawal from a Course B.S.Ed. students may withdraw
from a course at any point prior to 5:00 P.M. on the last day of classes (in
the term of enrollment) if permission has been secured from the students
advisor and instructor and a petition has been filed with the dean. This action
results in the course remaining on the transcript and the instructor being asked
to record a grade of W, WP, or WF on the final grade sheet and on the petition
filed by the student. A W may be assigned only if there is no basis on which
to determine a WF or WP. None of these notations affect the grade point average,
nor does the course count toward credits earned.
College students should consult the policies of the College
and note the earlier date.
Enforced Withdrawal See chapter 5.
Probation and Suspension An undergraduate student must
maintain good standing each semester by completing at least 12 credits of graded
work (or S/U work if engaged in practica or student teaching), with at least
a 1.800 semester average and no more than one grade below C- (or C/NC). A student
will be placed on academic probation after any semester in which good standing
is not attained.
Suspension involves enforced withdrawal from the Curry School
of Education. A student placed on probation in any semester may be suspended
if he or she does not regain good standing at the end of the next semester.
A student who has been suspended may apply to the Office of Admissions and Student
Affairs of the Curry School of Education for readmission after one regular semester
or one summer session has elapsed since the date of suspension. If readmitted,
the student will be on probation and will be suspended again after one semester
unless the cumulative grade point average for all courses completed is above
Students in the College must comply with all College rules,
as well as Curry School policies for teacher education.
Readmission to the Curry School of Education is not
automatic. After an absence of twelve months or longer, a former student must
apply for readmission by submitting an application to the academic deans
office at least sixty days before the semester begins. Failure to comply with
these regulations subjects the student to suspension from the University by
the vice president for student affairs.
Grievance Procedure Due process is guaranteed to all
students. See "Grievance Procedures" in the University Regulations chapter or
consult the associate deans office, 104 Ruffner Hall.
Licensure for Teaching The Curry School of Education
affirms the distinction between degree requirements and licensure requirements
in its programs. While many programs contain both kinds of requirements, and
major portions of the two may be synonymous, one may meet one set of requirements
and not the other (i.e., receive a degree without qualifying for recommendation
for licensure). Information concerning licensure requirements is provided to
students through the Office of Admissions and Student Affairs of the Curry School
of Education. To be recommended by the Curry School of Education for professional
licensure, a student must complete a teacher education program sequence approved
by the faculty of the Curry School of Education and meet state cut-off scores
on the Praxis I and Praxis II examinations.
State Assessments of Teacher Education Under the Commonwealth
of Virginias approved program status for schools of education, all students
enrolled in a teacher education program at the University of Virginia must take
the appropriate licensing exams required by the Commonwealth of Virginia for
the specific program area endorsement. The scores on these exams and other evidence
presented to the U.S. Secretary of Education, in accordance with Section 207
of the Higher Education Act (HEA) regarding the preparation of graduates who
intend to work in the nations schools, demonstrates the high caliber of
the students at the University of Virginia. During the 2004-2005 academic year,
498 students were enrolled in the Curry Schools Teacher Education Program
and 142 students participated in the Teaching Associate (student teaching) semester
involving 560 hours of student teaching. A total of 31 full or part-time faculty/doctoral
students participated in supervision activities, resulting in a supervising
student/faculty ratio of 1:4.5.
The following report of Praxis exam pass rates is a mandated
condition of the HEA and reflects the scores of those University of Virginias
teacher education program completers who took the exams from September 2002-August
2003 (state-wide pass rates are shown in parentheses). Praxis I pass rate for
PPST Reading was 100% (92%) and CBT Reading was 100% (96%). The PPST Writing
pass rate was 93% (81%) and the CBT Writing was 98% (82%). The PPST Mathematics
pass rate was 97% (86%) and the CTB Mathematics was 95% (90%).