In 1919, the School was placed upon a professional basis similar to that of the Schools of Law, Medicine, and Engineering. In 1950, a graduate division was established, offering the degrees of Master of Education and Doctor of Education. An Education Specialist degree was approved and initiated in 1974. Additionally, the School continues to function as a department of the Graduate School of Arts and Sciences, offering the Master of Arts in Teaching and Doctor of Philosophy degrees.
In 1968, the Curry School of Education entered a period of rapid and significant growth. By the mid 1970's, 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 excellent 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 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.
The second major mission is to enhance human potential 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.
The School offers graduate students extensive opportunities for experience in research and experimental activities. 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. In addition, the School's involvement in undergraduate teacher education programs allows the graduate student to be involved in and conduct research and experimental activities. One such project is Teacher-LINK which was specifically designed to provide computer-assisted communications between students and faculty in practicum placements, and between those in practica and on-grounds faculty and students. Computer capabilities include the use of the University LAN capabilities, an IBM mainframe computer, and personal computers for students and teachers. By providing such experience, the School of Education will continue to train able educational leaders for Virginia and for the nation.
Extensive information about the Curry School of Education and its programs is available through the Curry School World Wide Web Site. Access to information about admissions and academic policies may also be obtained through the Internet by sending an electronic mail message to email@example.com.
Curry School of Graduate Education
405 Emmet Street
104 Ruffner Hall
University of Virginia
Charlottesville, VA 22903-2495
All degree and diploma programs offered by the Curry School of Education which are related to Teacher Education and Educational Leadership have been accredited by the National Council for Accreditation of Teacher Education (NCATE).
|Administration and Supervision||M.Ed., Ed.S., Ed.D., Ph.D.|
|Clinical and School Psychology||M.Ed., Ph.D., Ed.D.|
|Communication Disorders||M.Ed., Ed.D., Ph.D.|
|Counselor Education||M.Ed., Ed.S.,Ed.D., Ph.D.|
|Curriculum and Instruction||M.Ed., Ed.S., Ed.D., Ph.D.|
|Educational Psychology||M.Ed., Ed.D., Ph.D.|
|Educational Research||M.Ed., Ed.D., Ph.D.|
|Educational Evaluation||M.Ed., Ed.D., Ph.D.|
|Elementary Education||M.Ed., M.T., Ed.D., Ph.D.|
|English Education||M.Ed., M.T., Ed.D., Ph.D.|
|Foreign Language Education||M.T.|
|Higher Education||Ed.S., Ed.D., Ph.D.|
|Instructional Technology||M.Ed., Ed.S., Ed.D., Ph.D.|
|Mathematics Education||M.Ed., M.T., Ed.D., Ph.D.|
|Physical Education||M.Ed., M.T., Ed.D., Ph.D.|
|Reading Education||M.Ed., Ed.D., Ph.D.|
|Science Education||M.Ed., M.T., Ed.D., Ph.D.|
|Social Foundations||M.Ed., Ed.D., Ph.D.|
|Social Studies Education||M.Ed., M.T., Ed.D., Ph.D.|
|Special Education||M.Ed., M.T., Ed.S., Ed.D., Ph.D.|
An individual who wants to enroll in one or more graduate courses but does not intend to work for a degree at the University of Virginia should apply for admission as a Professional Development student.
The Education Library contains 150,000-volumes of current educational materials and a file of over 400,000 ERIC microfiche titles. The library supports the academic needs of the undergraduate and graduate programs of the Curry School of Education and provides periodicals, microfilms, books, reserve materials required for class reading and on-line catalog and CD-ROM. 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 an A-V production lab, a Photographic Darkroom, a Color Video Studio with editing facilities, and a Special Technologies Development Lab for Interaction Video, Electronic Publishing, Graphics Production and Telecommunications. The Center also includes the Apple Lab, MacIntosh Lab and an interactive IBM microcomputer classroom. Hardware includes MacIntosh, Apple and IBM computers, videodisk players, HP Plotter, and Polaroid Palette. All computer facilities are connected to the U.Va. local area network, E-Mail, BITNET and a satellite uplink-downlink.
Bureau of Educational Research serves the research and evaluation needs of educational agencies within the Commonwealth. It is the mechanism by which the specialized expertise and capabilities of the University community may be focused on the solutions to educational problems.
Center for Personal and Career Development is operated by the Department of Human services as part of its programs for the preparation of counselors. Services provided include individual and group counseling on such issues as: career decision-making and career change, interpersonal relationships, coping with adult life transitions, and counseling for personal growth.
Center for Clinical Psychology Services is a non-profit clinic which provides psychological and educational services to the public and serves 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: assessment, intervention, and consultation.
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 in the field. In addition to courses designed as a part of degree programs, the Center offers working seminars, short institutes and workshops, as well as research reports and occasional papers which provide administrators and other educational leaders with fresh perspectives on developments in the area of post-secondary education.
Evaluation Research Center has three basic purposes: (1) To deliver quality program evaluation services to local, state, and federal programs; (2) to conduct research on program evaluation; and (3) to train program evaluators through a field-based program.
McGuffey Reading Center functions as a laboratory for the study of the reading process. Principal aims of the center are to further clinical and empirical research in developmental reading curriculum and to prepare master's and doctoral level candidates to serve as reading-language specialists in the field and at the college level. It also maintains 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 investigations of means 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 Virginia Center for Educational Policy Studies provides analysis and assistance to policymakers and educators whose judgment and choices among competing policy alternatives determine the quality of education in the nation. As a politically independent and academically interdisciplinary agency, the Virginia Center for Educational Policy Studies offers policy studies, policy discussions, and policy publications.
Physical Education Facilities
Athletic Training and Physical Therapy Clinic provides services for the University's athletic teams as well as physical therapy for Student Health, faculty and staff, and physician referrals from the community. The clinic also conducts research in strength and conditioning, athletic performance and athletic parameters, and the functional and physiological aspects of athletics. Offering M.Ed., Ed.D., and Ph.D. degrees in Athletic Training, and Sports Medicine, and an undergraduate program in Sports Medicine, the clinic provides practicums for both graduate and undergraduate students.
Center for Physical Fitness provides professionally supervised programs of physical fitness enhancement and coronary risk factor modification. The Adult Fitness Program is sponsored by the Health and Physical Education program and the Division of Continuing Education to provide the following services: (1) coronary risk factor screening, (2) supervised testing of cardiovascular and muscular fitness, (3) supervised exercise programs for normal adults, and (4) supervised exercise programs for persons with heart disease risk factors and/or stable cardiovascular disease. The Center also serves as a teaching and research facility for faculty and students wishing advanced experiences in exercise physiology and sports medicine.
Motor Development Clinic was founded to provide evaluative and prescriptive services for children and youth with motor development problems. Operated by the Adapted Physical Education program of the Department of Human Services, the clinic provides 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.
Motor Learning and Sport Psychology Laboratory is a research and teaching laboratory for the study of human movement acquisition and performance. Graduate students participate in a variety of training and research experiences related to the psychological factors affecting motor skill acquisition and performance. Special emphasis is placed on the enhancement of motor performance through psychological training for elite athletes.
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 Orthopaedics and the Department of Radiology.
Communication Disorders Facilities
The Communication Disorders Facilities provide clinical, research and office space for programs in audiology, speech-language pathology and speech and hearing science. 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 network access to the internet and world wide web.
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 the Department of Human Services. The SLH Center is a full service ASHA accredited clinical facility. It provides students in speech pathology and audiology academic programs, under the supervision of the faculty and staff of the Communication Disorders program, an opportunity to acquire experience working with individuals of all ages who have a wide range of speech, language and/or hearing disorders. As such, it serves the University, the community, and the Commonwealth as a diagnostic, treatment, and research center for children and adults who have communication 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 student's particular field experience is determined by the field of specialization. It is impossible to list all of the sites available for students; the following list serves to illustrate the variety:
Blue Ridge Hospital (for psychological and long-term health care)
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 (in Quantico)
Federal Executive Institute
Learning Needs Evaluation Center
Lynchburg Training Center (for severely retarded children)
Public Schools in Charlottesville and surrounding counties
University of Virginia Health Sciences Center
DeJarnette (State Psychiatric Institute for Children and Adolescents)
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.
Council for Exceptional Children is a professional group that deals with issues related to individuals who have handicapping conditions. Membership is open to both faculty and students who have interests in working with exceptional individuals and 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 fall semester, provides a Peer Orientation Program (POP), 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. The organization 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, conventions, and for national certification upon completion of their program of study.
School and Clinical 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 recognizes a professional in Clinical Psychology who has been supportive of student development with the Lucille E. Michie Award.
Kappa Delta Pi, an honor society in education, was first organized in 1911, and Eta Kappa Chapter at the University of Virginia was chartered 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. Both men and women are eligible for membership.
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. They represent research and teaching interests in all areas. In Phi Delta Kappa, however, they find a fellowship based on common interests and ideals which makes possible group action for the promotion of free public education through research, service, and leadership. Alpha Beta Chapter was established at the University of Virginia in 1921.