2009 Curry magazine

Spring | 2009

Discover. Create. Change.

Curry tackles school readiness p. 4

Curry School of Education Foundation Staff

Curry Magazine Staff

Executive Director Deborah Donnelly

Editor Lynn Bell

Director of Foundation Operations Jane Buck

Writer Lynn Bell

Director of Development Jay Jackson

Contributing Writers Audrey Breen, Rebecca P. Arrington, Anne Bromley, Anne C. Hayes,

Annual Fund and Events Coordinator Crystal Haislip

Catherine Conkle, Melissa Maki

Director of Communications Lynn Bell

Designer Roseberries

Graduate Student Intern Anne C. Hayes

Photographers Tom Cogill, Dan Addison, Jane Haley, Lynn Bell

Please visit us and view this publication online at http://curry.edschool.virginia.edu/foundation

Spring | 2009

Magazine of the University of Virginia Curry School of Education

Volume 4, Number 1

FEATURES

departments

4 A Shared Vision for Educating the Nation’s Most Disadvantaged Students

The Dean’s Message 3

The Curry School is bringing experience and rigorous research to

Alumni News 35

issues of national importance.

Faculty Notes 47

12 Curry across the Commonwealth and the Nation

Foundation News 57

Curry is making an impact in the areas of teaching, learning, health and wellbeing, leadership, and policy.

35

30 Curry around the globe Curry faculty and students take advantage of international opportunities to teach and learn.

4

57 Facing page: Maytal Mittelman, a fifth-year in Curry’s social studies teacher education program, completed her student teaching practicum last fall at Sutherland Middle School in Albemarle County.

12

The Dean’s Message

Standing by Our Commitment Bob Pianta Greetings!

I am happy to share with you that the work here at the Curry School of Education continues to produce significant discoveries and that we are creating positive change in education. We

FPO

are thriving in ways we planned and in ways we did not expect, despite—and sometimes with the help of—the challenges we face.

Fall 2008 was full of markers revealing that

It is imperative that at times like this we stand by our commitment to increase the quality of education and human services professionals and improve the educational opportunities available for all students …

Curry School faculty members are leading scholars in their fields. Within one thirty-day period last fall, Curry faculty submitted an astounding twenty-six

and staff remains intact. To keep us working together, we

grant proposals, and we have added steadily to that number

must combine creativity and planning to use the funds we

since. In the past year, Curry faculty members received nearly

have most efficiently, and we must renew our dedication and

$9.4 million in grant funding.

support for efforts to obtain external funds. The increased

Major news outlets are seeking Curry faculty as experts

volume of grant submissions and awards is a significant piece

in the field of education. Fall 2008 saw publications such as

of this plan. In addition, the central University administration

Inside Higher Education, the Wall Street Journal, the Washington

has recognized the great work happening at the Curry School

Post, and the New Yorker Magazine reach out to Curry faculty

and has chosen to invest in our work with some funding they

members for comment.

designated for very special projects.

Finally, the transition team for the Obama administration

It is important to note that this economic downturn is not

solicited recommendations from me as it pertained to early

limited to our own experience. Because this crisis is affecting

childhood education, childcare, and K–12 policies. (You can

every American family, our work at the Curry School is even

find my recommendations on the “Message from the Dean”

more important. It is imperative that, in times like these,

page on the Curry Web site). Clearly, Curry is positioning

we stand by our commitment to increase the quality of

itself as a leader in education.

education and human services professionals and improve the

The successes of the past year are now seen against the backdrop of significant economic challenges. The University

educational opportunities available for all students, especially those who are struggling or who have fewer advantages.

of Virginia has been directed by the governor of Virginia to

In this edition of Curry, you will read about the many ways

make dramatic cuts in its budget, and those cuts are being

the Curry School works to make good on these commitments.

realized in our day-to-day life at the Curry School. Although

With budgets being cut in many areas of education, our work

we will experience a delay in the renovation of Ruffner Hall

on these issues is as important as ever. We believe this issue of

and can feel these cuts in many other ways, we are very proud

Curry will foster your sense of optimism and hope for what we

to note that our dedicated and hard-working team of faculty

can accomplish together.

Curry Magazine · Spring 2009

|

3

for Educating the Nation’s Most Disadvantaged Students

F

rom principals to parents, from preschool accessibility to college

affordability, our nation’s new president, Barack Obama, has established goals for reform that address every level of the public education system.

His education reform policies are based on the belief that “providing

a high-quality education is key to addressing many of our country’s challenges” and that “world-class public schools provide the path to global opportunity, high-quality employment, and strong local communities.”

Well before Obama’s historic run for the nation’s highest office, the Curry School had established its own vision for strengthening America’s schools and had already begun working on a number of the very priorities identified by the president.

The work of our faculty and students is promoting safer schools, improving science and mathematics education, supporting English language learners, and helping kids reach their full potential through afterschool programs and summer learning opportunities. You can read about several of these efforts elsewhere in this issue of Curry magazine.

Perhaps the Curry School is making its greatest impact, however, by helping our most at-risk young children succeed in school. From developing and testing interventions to conducting large-scale, long-term studies on effective teaching to creating and supporting literacy screening tools, the Curry School is bringing both experience and rigorous research to issues of national importance.

4

|

University of Virginia Curry School of Education

A Shared Vision

Curry Magazine 路 Spring 2009

|

5

A Shared Vision

learning activities with their peers to improve both their vocabulary and their social interactions.

She has found that by the end of the year, children have increased their number of requests for information or play and their number of responses to others’ questions and requests (as opposed to ignoring them). They have also improved in turn taking, and they engage other children more in cooperative play.

Next year, she will follow the progress

Tina Stanton-Chapman

of

children

she

has

worked with to see whether they maintain their social and language

Heading Off the LD Label

gains. She also has grant funding from the federal Institute of Education Studies to begin training preschool teachers to

Improved academic achievement in young children

use this intervention.

is directly related to improved social, emotional, and language skills. Tina Stanton-Chapman, assistant professor of teacher education, has developed an intervention to increase social

Emotional and Behavioral Supports

interactions and improve language skills in children enrolled in Head Start settings.

must master self-control and the ability to stay on task by

mean in language development,” Stanton-Chapman says.

age eight, by which time, as Sara Rimm-Kaufman points out,

“Typically, 3 to 5 percent of children have delayed language

“their trajectory is much harder to change.” If they do not,

development, and poor language skills translate to poor

“it will be harder for them to stay engaged in learning,” she

school skills.”

notes. “Early ability to pay attention is really important in

Her intervention is primarily targeted at children who have either language impairment or developmental delays

6

If children are to be successful in school, they

“In the Head Start population, kids overall are below the

predicting mathematical skills and reading skills later on.”

Rimm-Kaufman,

associate

professor

of

educational

along with behavior problems. Her goal is to improve their

psychology, recently completed a study to determine how a

skills before they are labeled as learning disabled.

teacher’s style, the degree to which a teacher offers children

Stanton-Chapman evaluates the social behavior of all pre-

appropriate amounts of autonomy, for instance, is associated

schoolers in a classroom setting to identify children needing

with the development of self-regulatory skills. She based

intervention. She then visits with these children twenty times

her study on a series of empirical observations in rural

throughout the academic year, leading them in play-based

schools conducted over a two-year period. She monitored

|

University of Virginia Curry School of Education

A Shared Vision

the demands teachers made, the support teachers offered to meet those demands, and the degree of engagement that children showed.

“We expected teacher support to be more important for children exposed to specific demographic risks, such as poverty,” she says, but the study found that all kindergarten children benefited equally.

Rimm-Kaufman will follow up this study with additional research examining how teachers act as socializing agents for children and

Sara Rimm-Kaufman

how they can produce change in a child’s risk trajectory. “These are really important questions,” she says, “because up to this

Effectively Teaching At-Risk Children

point they haven’t been adequately answered. We have theories but very little empirical data.”

Children at risk of school failure are the

In another study, Rimm-Kaufman is collaborating with

primary focus of the research on effective teaching conducted

Curry’s Robert Berry and Xitao Fan to collect data on the ef-

by the Center for Advanced Study of Teaching and Learning

fectiveness of a popular intervention called the Responsive

(CASTL) at the University of Virginia.

Classroom (RC). RC is used by an estimated 60,000 to 80,000

CASTL’s mission is to improve educational outcomes

teachers nationwide, but there has been little to no empirical evi-

through the empirical study of teaching, teacher quality, and

dence supporting its effectiveness, according to Rimm-Kaufman.

classroom experience, with particular attention on the chal-

The approach holds promise in helping “children thrive ac-

lenges posed by poverty, social or cultural isolation, and lack

ademically, socially, and emotionally. The RC approach is

of community resources.

designed to give teachers a set of skills to create classroom environments more conducive to learning,” she says.

Beginning about a decade ago, CASTL director and current Curry School dean Robert Pianta began

The current study expands on prior research that found

collaborating with colleagues in several national research

that children taught with the RC approach for two or three

centers to conduct large-scale longitudinal studies. They

years showed greater increases in math and reading test

found that teachers’ everyday interactions with at-risk

scores than did children in comparison schools.

children can affect their academic achievement. For

The research team will focus on whether the methods

instance, a 2005 study showed that children at risk due to

improve teachers’ capacity to teach, enhance the quality of

low maternal education levels caught up academically with

instruction they offer, and ultimately, lead third- to fifth-grad-

their low-risk peers when placed with a teacher providing

ers to achieve at higher levels.

high-quality instruction.

Curry Magazine · Spring 2009

|

7

A Shared Vision

The Exceptional Learner The Exceptional Learner course is required for all Curry students in our teacher education programs, as well as in our communications disorders and special education majors.

Stan Trent, assistant dean for equity and diversity, teaches most of the course sections. Following are some key points he makes in the class related to culturally sensitive instruction for students who are at risk for school failure or dropout: • Educators must continually engage in critical reflection about their beliefs, biases, and ways of knowing and how these influence their actions toward students from culturally and linguistically diverse (CLD) backgrounds, their families, and their communities.

• Educators must focus less on deficit explanations that attempt to explain school failure among CLD learners who are at risk for school failure or dropout and focus more on strengthening the quality of the learning environment and instruction for these students.

• Educators must be knowledgeable about multiple theories and approaches to

“High-quality instructional inter-

instruction and be able to integrate them in ways that meet the needs of their

actions occur when teachers provide

students. More specifically, students need instruction that gives them access to the

children with feedback about their ideas,

curriculum, gives them tools and strategies that will lead to self-regulated learning,

comment in ways that extend and expand

and engages them emotionally and affectively in the learning.

their skills, and frequently use discus-

• Educators must present curriculum in transformative ways that allow all students to

sions and activities to promote complex

see themselves in a positive manner (for example, content presented from multiple

thinking,” says Andrew J. Mashburn, se-

perspectives, including the perspectives of disenfranchised groups).

nior research scientist at CASTL. For

• Educators must be able to systematically assess their instructional efficacy and modify

example, teachers who provide high in-

and refine practices based on student outcomes rather than blaming students and

structional support ask “how” and “why”

their families for school failure.

questions to children to encourage them to explain their thinking. They relate concepts to children’s lives, and they provide additional information to children to expand their understanding.

Similarly, children displaying behavioral and social difficulties who were placed with a teacher providing high-quality

emotional

interactions

performed at academic levels almost equal to children without a history of behavior problems.

High-quality emotional interactions include frequent displays of positive Stan Trent

8

|

University of Virginia Curry School of Education

A Shared Vision

Preparing the Next Generation of Researchers The Curry School has designed a doctoral program specifically to address

preparation

of

generation

of

field.

Educational

The

the

researchers

next

in

this

Psychology

and Applied Developmental Science program focuses on finding potential solutions to school failure. It takes an

interdisciplinary

approach

to

problem solving and applies rigorous, A student from Curry’s Summer Undergraduate Research Program presents his research in the Rotunda.

programmatic research to educational practices.

The program prepares students

emotions and a teacher who is sensitive to children’s

to conduct education research that explicitly acknowledg-

needs, interests, motivations, and points of view, Mashburn

es the contribution of school and out-of-school settings on

notes. Teachers who provide high emotional support form

children’s development and considers the extent to which

meaningful relationships with children by providing comfort

systematic changes in those settings can make a difference.

and assistance and by taking the time to know them on a personal level.

“The biggest thing for teachers is the idea that every minute is a learning opportunity,” says Bridget Hamre, a senior researcher and assistant director of training at CASTL. “Often teachers are taught to think about learning as something coming through a curriculum and introduced through content. Especially with young children, where classrooms tend

“We need education researchers from diverse backgrounds to foster a broader scope of research, which will ultimately create better educational environments for diverse youth,”

to be a little less organized around curriculum and content, the minute-to-minute interactions with kids count most.”

In conjunction with these findings, CASTL researchers

The Curry School also conducts a summer undergraduate

developed an observational instrument (called CLASS) to

research program specifically to recruit students from under-

measure these important aspects of teacher behavior. Then,

represented groups to the educational sciences. “We need

their research turned to preparing and supporting teachers

education researchers from diverse backgrounds to foster a

to increase their effectiveness by using this knowledge.

broader scope of research, which will ultimately create better

“Defining what makes a good teacher makes a difference in how kids achieve,” Hamre says. “Teachers really matter.”

educational environments for diverse youth,” said Jennifer Mashburn, a CASTL research scientist.

Curry Magazine · Spring 2009

|

9

A Shared Vision

deficiencies. Its goal is have all children reading well and on grade level by the third grade.

PALS consists of three instruments: PALS-PreK (for preschool students), PALS-K (for kindergartners), and PALS 1-3 (for students in grades one through three). The assessment

measures

knowledge

of

children’s

literacy

funda-

mentals, including phonological awareness, alphabet knowledge, word recognition, spelling, oral Marcia Invernizzi

reading, and other emerging preliteracy skills such as name writing.

Not only does PALS identify

Tools for Identifying Literacy Risk Early

students needing additional literacy instruction, but it also provides data about what these children already know and

“Poor readers at the end of first grade are

what they need to learn. In addition, the PALS Web site tracks

likely to remain poor readers by the end of the fourth

student progress in specific literacy skills over time.

grade,” explains Marcia Invernizzi, Edmund H. Henderson

“The overwhelming majority of cases in which students

Professor of Education in Curry’s McGuffey Reading

are at risk of reading

Center. “Worse, this lack of achievement is associated with a

failure are about op-

declining spiral of negative side effects, including persistent

portunities.

Schools

academic difficulties, frustration and loss of self-esteem,

can

up

increased high school dropout rates, and so forth. These

missed opportunities

difficulties tend to persist throughout school and even into

by

adulthood.”

tional instruction and

The Phonological Awareness Literacy Screening (PALS) developed by Invernizzi is the primary tool being used

make

providing

early

for addi-

intervention,”

Invernizzi says.

throughout Virginia and across the nation to combat the risk

Virtually all school

of reading failure. “PALS is the gateway to early literacy inter-

divisions in Virginia

vention in Virginia,” says Invernizzi.

participate

in

the

Invernizzi has been working since 1997 with Virginia’s

EIRI at some level,

Early Intervention Reading Initiative (EIRI), established to

and all who do are

provide reading intervention services to students in kinder-

required to screen

garten through the third grade who demonstrate reading

students using PALS.

10 |

University of Virginia Curry School of Education

A Shared Vision

PALS-PreK, which measures preschoolers’ developing

appropriate intervention, says Invernizzi. PALS español

knowledge of the fundamentals necessary for literacy, is

will provide tangible, useful information that teachers can

among the most widely used instruments in the nation. It is

put to immediate use to inform classroom instruction and

required in all Early Reading First programs, a federally fund-

intervention.

ed early childhood initiative that serves children from low-income families. The Virginia Preschool Initiative has adopted it, as well.

The Curry Commitment

The ability to speak English is also an important factor in learning to read English, notes Invernizzi, and native speak-

Whether the president’s vision for education

ers of Spanish form the largest English language learner

reform can be realized in the face of current economic

group in public schools. Invernizzi is currently collaborating

challenges remains to be seen. The Curry School’s

with Karen Ford and Xitao Fan on a research project devel-

commitment will stand, regardless. Through initiatives

oping a PALS español to assess children’s literacy knowledge

like these, we will continue to apply rigorous research

before they learn to speak English.

and innovative thinking to ensure that our nation’s most

“We know that emergent literacy skills transfer across alphabetic languages,” Invernizzi says. “Why waste valuable

disadvantaged children receive every opportunity to succeed in school.

instructional time waiting until English assessments can be administered?” Key to overcoming reading difficulties

—Lynn Bell, Anne Bromley, and Rebecca P. Arrington

is early identification of risk coupled with early and

Curry Magazine · Spring 2009

| 11

Curry across the Commonwealth and the Nation

12 |

University of Virginia Curry School of Education

University to Send Teachers to Underachieving Schools

T

his spring, the Curry School

K–12 school divisions are critical

will accept its first class of

partners in the program as well, ac-

Leonore Annenberg Teaching

cording to Rebecca Kneedler, who is

Fellows.

graduates

serving as the Curry liaison with the

from the College of Arts & Sciences

participating school divisions. “The

will be chosen to participate in this

school divisions participate with Curry

new program, which prepares them

at every stage—including selection,

for teaching in high-need secondary

preparation, hiring, mentoring, and

Talented

schools.

The University of Virginia is one of four institutions selected by the Woodrow Wilson National Fellowship Foundation to host the prestigious program. Designed as a “Rhodes

evaluation,” Kneedler said. “This joint responsibility is designed to retain top teachers in areas of greatest need.”

Fellows will begin their preparation this summer.

—Audrey Breen

Scholarship” for teaching, the Annenberg Fellowship seeks to recruit candidates of the highest caliber, who will be prepared for teaching in underresourced schools and will become part of a corps of teacher leaders.

The program accepts students who have completed their undergraduate degree program in the College. This year, the program will accept only students completing their undergraduate degrees in mathematics, science, or Spanish.

Fellows will receive a $30,000 stipend and a year of preparation in the Curry School’s master’s-level teacher preparation program. In exchange, fellows agree to teach for at least three years in a high-need secondary school, where they will receive intensive mentoring and support throughout the initial three years.

The program is co-directed by Susan Mintz, associate professor of teacher education in the Curry School, and Victor Luftig, associate professor of English in the College.

Curry Magazine · Spring 2009

| 13

Teaching

Curry across the Commonwealth and the Nation

Teaching

Curry across the Commonwealth and the Nation

Student-Teacher Relationships Key to Cooperative Classrooms

P

eer violence in high schools is widely

that about half of the teachers reported taking a relational

acknowledged to be a serious problem, but little

approach to discipline.

attention has been given to the equally serious problem of student-teacher conflict.

Disruptive and defiant behavior within the classroom is

a common reason for high school student suspension. Such

The article also emphasizes that student perceptions of a teacher’s disciplinary approach are important. Students reported that they had more trust in teachers who took a relational approach.

outbursts can negatively affect student learning and com-

“I think this is an acknowledgement of adolescent autonomy

pound teacher stress. Moreover, students who have been

needs,” Gregory said. “Adolescents need to feel that they are in a

suspended are at a higher risk of dropping out of high school

safe environment with fair and not arbitrary authority figures.”

and committing crimes.

Though this particular study did not have a comparison

Anne Gregory, assistant professor in the Curry School’s

group to be able to empirically test for racial differences,

program in clinical and school psychology, thinks that teach-

student-teacher relationship building may be particularly im-

er education programs can better prepare educators to

portant for African American students, Gregory said. Research

address disciplinary problems proactively. A recent study by

has already established that African American students receive

Gregory and Curry School doctoral student Michael Ripski,

a disproportionate number of referrals for discipline com-

featured in the fall issue of School Psychology Review, found that

pared to their white peers and are generally more likely to be

building student-teacher relationships may be the key to pre-

perceived by teachers as disobedient—creating a significant

venting trouble in the classroom.

“racial discipline gap” that Gregory has also studied.

Gregory and Ripski surveyed a group of suspended students and their teachers and found that students were more

Gregory said she hopes that her findings can be practically applied to teacher education.

cooperative in classes where teachers took a “relational ap-

“To address this discipline gap, teachers need to learn

proach” to discipline—that is, they consciously worked to

skills in relationship building,” she said. “I would argue that

prevent classroom conflict through relationship building.

in preservice teacher training programs, there needs to be an

Teachers with a relational approach stressed the impor-

increased emphasis on how to build trust with teens.”

tance of getting to know their students and checking in

—Melissa Maki, UVA Research News

with them during difficult times. For instance, an African American student reported that her science teacher, a white male, earned her respect by simply acknowledging in class the seriousness of a shooting that had occurred in the student’s neighborhood.

Gregory notes that teachers with a relational approach can be characterized as warm but demanding teachers or “compassionate disciplinarians.” These teachers strike a balance between exhibiting care and concern while still having high expectations for student achievement.

Both teachers who had referred the students for disciplinary measures and those who had not were included in the study for comparison. Teacher interview analysis revealed

14 |

University of Virginia Curry School of Education

>> Anne Gregory

AESAP­—Advancing ESL Students’ Academic Performance

A

new Curry Web site (www.faculty.virginia.edu/aesap) brings together current knowledge about improving learning for students for whom English is a second language.

Created by Ruth Ferree, assistant professor of foreign

language education, the site provides resources, case study scenarios, and tips to help teachers address conundrums they face in a classroom that includes English language learners (ELL).

“Practically every school district across Virginia and the United States has seen an increase in the number of English language learners in its schools,” said Ferree. “These students must learn to speak and read English to become successful in our society.”

The case studies address common scenarios: How can I communicate with a student who doesn’t speak much English?

Ruth Ferree

How can I help a person new to our culture adjust to our schools? What about the ELL parents? What if the student isn’t making much progress?

“The site was created to provide teacher educators with a tool to use when talking about ELL with preservice teachers,” said Professor Sandra Cohen, director of Curry’s teacher education program, “but we think this is a useful tool for classroom teachers as well.”

Ferree is coordinator of Curry’s second language education program and works with the Center for Advanced Study of Teaching and Learning.

The Web site was funded by a grant from the Virginia Department of Education. Ferree and Cohen were co-principal investigators. Instructional technology students Jaeho Choi and Brendan Downey provided technical assistance.

“Practically every school district across Virginia and the United States has seen an increase in the number of English language learners in its schools.”

Curry Magazine · Spring 2009

| 15

Teaching

Curry across the Commonwealth and the Nation

Learning

Curry across the Commonwealth and the Nation

Technology for Improved Math and Science Education

N

ew and inexperienced teachers are known

ematics and science education programs are given ready

for teaching in a traditional, didactic manner, rarely

access to educational technology, however, they frequently

expending the extra effort to include computers in

use it in their student teaching. Even more notably, at this

their instruction.

early point in their careers, they use technology creatively to

When preservice teachers in Curry’s secondary math-

engage students in deeper learning of mathematics and science concepts.

These are the findings of a series of research studies conducted by associate professors Joe Garofalo and Randy Bell through a grant from the Fund for the Improvement of Postsecondary Education (FIPSE).

“We have incorporated technology throughout our secondary math and science education programs for years, but too often our graduates have been unable to put their new expertise into practice because of lack of access to equipment in the schools where they student taught,” says Garofalo, who is also co-director of Curry’s Center for Technology and Teacher Education.

Through the three-year grant from FIPSE, Bell and Garofalo were able to supply every classroom in which Curry science and mathematics student teachers would be placed with a laptop or tablet computer and a computer projector.

SMART Technologies then donated electronic whiteboards with touch screen capability to the project.

“Many advocates of educational technology assume that every student must be able to put their hands on the computer in order to learn,” notes Bell. “Right now, one-to-one computing is not feasible for most school budgets, and its effectiveness is not well supported by the research. The projector and SMART Board combination allows teachers to bring

Joe Garofalo

the capabilities of technology to the whole class at once.”

Sometimes this whole-class method of teaching is actually

“Visual representations of math concepts can engage students in active prediction, manipulation, observation, and interpretation— all activities that promote deeper understanding of mathematics.”

16 |

University of Virginia Curry School of Education

preferable, adds Bell. “When a skilled teacher engages students’ attention at the front of the classroom on an inquiry with a simulation, or gets them to practice their observation and inference skills on a digital image,” he says, “students may actually learn more than they would if they each had their own computer and the temptation to instant message or go off searching the Web.”

“The projector and SMART Board combination allows teachers to bring the capabilities of technology to the whole class at once.”

The most encouraging finding was not that preservice teachers used the technology—many teachers display notes on PowerPoint—but that they used it to teach in ways advocated by recent mathematics and science education reform documents.

For example, preservice mathematics teachers used technology as more than a computational tool, displaying applets and virtual manipulatives, as well as software for making interactive figures, charts, and graphs.

Students practice teaching with the interactive whiteboard in Joe Garofalo’s secondary methods class.

“These kinds of visual representations of math concepts can engage students in active prediction, manipulation, observation, and interpretation—all activities that promote deeper understanding of mathematics,” says Garofalo.

The research funded by the grant also included two small studies assessing student learning of specific concepts, one in a class taught by a mathematics student teacher and the other in classes taught by two science student teachers. In both cases, school students demonstrated a deeper understanding of the subjects at the conceptual level when they learned using the educational technology.

“Our country’s leaders are very concerned about our youth being well prepared for the challenges of a globally competitive marketplace,” Bell says. “Here at Curry, we are discovering the best ways to prepare teachers who can use technology to help their students understand science and math and its relevance to their lives. In the process, we hope our teachers are so passionate about their subjects that their students really learn to love the disciplines too.”

For more information about using technology in science and mathematics teaching, see the Center for Technology and Teacher Education Web site: www.teacherlink.org/content.

>> Randy Bell

Curry Magazine · Spring 2009

| 17

Learning

Curry across the Commonwealth and the Nation

Learning

Curry across the Commonwealth and the Nation

Middle School Girls Engage in “Headfake Learning”

I

n the mind of Taylor, a local eighth grader, she is

creating a story about adolescent relationships. The late Randy Pausch, former professor of computer science at U.Va. and author of The Last Lecture, would have called

Taylor’s activity “headfake learning.” Although she is creating a story, she is also learning computer programming skills in the process.

Taylor is a participant in the Young Women Leaders Program (YWLP) and is creating her animated story this spring using a three-dimensional computer animation program called Storytelling Alice. The software was developed by Caitlin Kelleher a doctoral student who worked with Pausch at Carnegie Mellon University.

Recent national reports have concluded that unless student academic performance and career interest in mathematics, science, and technology is increased the United States risks losing its unrivaled edge in these fields to competitor

abilities, recognition of diversity, and tolerance of others.

nations. Of particular concern is the steady decline of wom-

Both eighth-grade girls and their college women men-

en in technology careers. The National Science Foundation

tors are offered the opportunity to use Storytelling Alice in a

has identified increased gender diversity in computer science

YWLP initiative called the Her Story Project. During the first

as an area of high need critical to the nation’s future.

semester of the project, girls use Microsoft Photo Story to tell stories about themselves. In the second semester, the girls use

“YWLP is a great example of across-Grounds collaboration that helps develop women’s and girls’ leadership.”

Storytelling Alice to create animated movies about issues affecting adolescent girls. In the process, they become more comfortable using computers, which they often consider primarily a male domain.

“The Young Women Leaders Program is a great example of across-Grounds collaboration that helps develop women’s and girls’ leadership,” said Edith “Winx” Lawrence, profes-

In response, YWLP, co-sponsored by the University

sor of clinical psychology and YWLP founder. “Partnering

of Virginia’s Women’s Center and the Curry School of

with the Engineering School allows us to offer this great new

Education, is taking a step toward introducing girls to comput-

program that addresses the digital divide. [The girls typically

er science in partnership with the Department of Computer

participating in YWLP] are not exposed to much technology

Science in the School of Engineering and Applied Science.

in their day-to-day lives.”

YWLP is a research-based mentoring program for seventh-

Lawrence believes that programs like the Her Story Project

and eighth-grade girls. With a focus on enhancing the qualities

can spark girls’ and women’s interest in technology and open

of competence, connection, and autonomy, the program has

the door to future participation in the computing field.

served more than 1,000 girls, supporting their leadership

18 |

University of Virginia Curry School of Education

—Anne C. Hayes

Developing a STEM-Focused Curriculum for Elementary School Students

T

Margaret Beale Spencer Speaks at Ridley Lecture A capacity crowd filled the

onya Moon and Catherine Brighton,

Dome Room of the Rotunda on

associate professors in Curry’s educational psychology/

February 23 to hear Margaret Beale

gifted program, have received a $2.2 million grant to

Spencer, Marshall Field IV Professor

increase the identification of gifted elementary school

of Urban Education at the University

students from underrepresented groups and to provide a

of Chicago, deliver the annual Walter

more innovative focus on science, technology, engineering,

N. Ridley Distinguished Lecture.

and math—or STEM.

Spencer’s lecture highlighted

“This project is extraordinarily important as it addresses

the U.S. Supreme Court’s landmark

a critical issue for educational and economic concerns—the

1954 Brown v. Board of Education

development of talent in mathematics, science, technology,

decision and its relevance to current challenges in education.

and engineering,” said Dean Robert Pianta.

Her main message was clear: Educators and citizens must move

Despite decades of effort, students from culturally, lin-

from solely focusing on individual disadvantaged children and

guistically, and socioeconomically diverse backgrounds are

their families and begin to examine what might be occurring in

underrepresented in gifted programs, Moon said. In addi-

our society and in the schools that prevents minority and low-

tion, elementary school teachers are the least prepared to

income children from succeeding academically.

challenge students in STEM areas.

“We must understand the ‘how’ and ‘why’ questions,”

Through this study, called Project Parallax, Moon and

Spencer said.

Brighton will develop challenging, problem-based learning

The lecture was shown on live video feed to an overflow

units to meet the diverse learning needs of these students.

crowd in the Rotunda’s Lower West Oval Room, in addition to

They will also work with teachers to increase their ability

several classrooms in Ruffner Hall.

to provide stimulating curricula and to develop a variety of teaching methods to meet the needs of the gifted children.

Some faculty members incorporated the lecture into their syllabi, asking students to reflect on the challenges Spencer

Henry County School District, located in southern

posed as they relate to a variety of elements in education. A

Virginia, has been chosen as the host county for all the el-

collaborative Web site featured Spencer’s bio and teaching

ementary schools participating in the study.

tips for faculty, and a blog was established to facilitate ongoing

“This type of problem-based learning will be a corner-

discussion of the topic.

stone of the 21st-century skills our students will need to

The Walter N. Ridley Distinguished Lecture Series, sponsored

be competitive in the world’s future economy,” said Henry

by the Curry School, the Office of the Vice President and Chief

County Superintendent Sharon Dodson. “We are excited to

Officer for Diversity and Equity, and the Walter Ridley Scholarship

be selected to partner with the Curry School.”

Fund, honors Walter N. Ridley, the first African American student to

The study is funded by the U.S. Department of Education’s

receive a degree from the University of Virginia. Ridley graduated

Jacob K. Javits Gifted and Talented Students Education

from the Curry School of Education in 1953 with a doctorate in

Program.

education and had a distinguished career in higher education

—Audrey Breen

administration.

—Audrey Breen

Curry Magazine · Spring 2009

| 19

Learning

Curry across the Commonwealth and the Nation

Leadership

Curry across the Commonwealth and the Nation

Curry to Host U.Va. Symposium on Race and Society

T

his November, for the first time, the Curry School

Strand III: Change Translating Policy and Research

will host the 2009 University of Virginia Symposium on

into Practice

Race and Society.

We will showcase practitioners in P-12 schools who are implementing

The University of Virginia established the annual symposium in 2006 to provide a forum for discourse about race and equity across all facets of life in the United States.

and sustaining exemplary models in schools and school districts based on the research presented in Strand II. The symposium will include roundtable discussions with major

Prior symposia have focused on the implications of the

speakers after their presentations. In addition, University faculty

Hurricane Katrina catastrophe and its aftermath and on racial

members and students will lead poster presentations focusing on

dynamics in health care. The theme of the Curry-led symposium

the connections between research, policy, and practice, and on

will be “Unleashing Potential: Addressing Race and Achievement

meeting the needs of historically underserved students.

in an Age of Accountability and Reform.”

“Participants will leave the symposium with cutting-edge

“The symposium will attract educational practitioners,

strategies that may assist them in their attempts to more effectively

educational researchers, community leaders, parents, and policy

meet the educational needs of historically underserved students

makers from across Virginia and the nation,” said Stan Trent, Curry’s

who are currently underperforming in school and who are at risk

assistant dean for diversity and equity.

for school failure and dropping out,” said Trent.

Discussions will follow three strands:

Registration for this event is free. For more information, contact Stan Trent in the Curry School.

Strand I: Discover Contemporary Issues Speakers will illuminate contemporary challenges and highlight the key components of school reforms that lead to successful practices and improved outcomes for students from historically underserved groups. This strand will also address the connections between policy and research and how the interactions between the two have influenced current practices.

Strand II: Create Creation of Transformative Theories and Research A group of educational researchers who are currently conducting studies to address underachievement among historically underserved

creation of culturally responsive, evidence-based practices that engage all students affectively, educationally, and developmentally.

20 |

University

of Virginia Curry School of Education

Megan Lovett courtesy of the Daily Progress

students will present their work, which has been focused on the

Curry Magazine · Spring 2009

| 20

Teachers and School Turnarounds

I

nspired by the corporate practice of turning around a

According to senior project director Michael Terry, the

failing business, the University of Virginia’s School Turn-

program identifies promising principals in participating

around Specialist Program trains elementary, middle,

school districts and invites them to U.Va. for a summer of

and high school principals from around the country to

training by Darden and Curry faculty. This starts a two-year

improve low-performing schools. Based on their experiences

relationship with the specialist that includes training, an ad-

with the program, Curry School professor Daniel Duke and

ditional midyear retreat at U.Va., site visits by the program’s

Curry School associate professor Pamela Tucker have co-

staff, and other forms of consultation and support.

written a book, Teachers’ Guide to School Turnarounds, with the aim of extending those lessons to teachers.

Duke, the research director for Partnership for Leaders in Education, and Tucker, who worked as a lecturer for the

The School Turnaround Specialist Program was formed

turnaround program, collaborated on their book to extend

in 2004 when the Virginia Department of Education contract-

the lessons to teachers, who are at the front line of any school

ed with U.Va.’s Partnership for Leaders in Education, which

improvements.

combines the expertise of the Darden School of Business

“A new principal has to work with the same faculty that

and the Curry School, to design a program that would rede-

was there before,” Duke said. “In many cases, the faculty ei-

ploy effective techniques for rehabilitating businesses to turn

ther is resistant to change or feels that the low performance

schools around.

wasn’t their fault to begin with. They are demoralized and

Initially implemented only in Virginia, the program ex-

frustrated. We wrote this book as a resource that could be

panded nationally in 2006 through the sponsorship of the

read by an entire faculty in a low-performing school to give

Microsoft Corporation. The initiative now involves turn-

them encouragement and guidance.”

around specialists from Virginia, Chicago, Philadelphia,

Tucker added that previous literature on school turn-

Florida, Louisiana, and the Bureau of Indian Affairs schools

arounds has been written almost entirely for administrators,

in North and South Dakota.

but for an improvement plan to be successful, it must involve the entire faculty of a school.

“Teachers are the heart and soul of a school,” Tucker said. “It’s important for them to understand, as well as the principals coming here for training, what it takes and how to go about doing it, because it is only as a collective whole that they can really pull off a school turnaround.”

—Catherine Conkle, UVA Today

<< Daniel Duke, Pamela Tucker

Curry Magazine · Spring 2009

| 21

leadership

Curry across the Commonwealth and the Nation

Policy

Curry across the Commonwealth and the Nation

Curry Establishes Center for Education Policy

T

o make the best decisions for our children,

come the rare education school that not only participates in

state and national lawmakers need to know how

national education policy debates but also shapes them.

proposed education policies will affect students,

The Virginia Center for Education Policy is a new leap in

teachers, and schools across diverse demographics.

that direction. The center will enable national, state, and lo-

Too often, public policy in areas such as school finance,

cal education agencies to design more effective policies built

professional certification, and academic accountability is

on a foundation of high-quality data and rigorous research,

detached from the reality of education practice.

according to Jim Wyckoff. Wyckoff, who is center director and

The Curry School has taken up the challenge of linking

professor in Curry’s Department of Leadership, Foundations,

research, policy, and practice. Its ultimate objective is to be-

and Policy, said that the Center provides capacity for education policy analysis at a level never before available in the

“Retention of teachers with stronger qualifications can lead to improved student learning.”

Commonwealth.

Wyckoff directed a similar center at the University at Albany before coming to Curry. After New York City tightened its teacher qualification policies, he and his team conducted a series of analyses to determine the effects of the changes. They found that five years after the new policies had taken effect, the gap between the qualifications of teachers in high-poverty schools and low-poverty schools had narrowed substantially.

They also found a narrowing in the student achievement gap between high-poverty and low-poverty schools.

“Our findings suggest that hiring teachers with stronger qualifications has made an important difference in New York City public schools,” said Wyckoff, “and that retention of teachers with stronger qualifications can lead to improved student learning.”

Rigorous evidence supporting educational policy is not easy to come by, and many opportunities for this kind of research and analysis exist, he said. “Causal relationships are hard to establish and require strong research designs and the collection of high-quality data.”

Wyckoff expects that the new center will provide a muchneeded service at both the state and local levels and that its scope will extend nationally.

<< James Wyckoff

22 |

University of Virginia Curry School of Education

From Boys to Men

C

hristopher Wilcox Elliott wants boys to

is housed. But they are old enough to think critically.

understand that there is a wide range of ways to be a

“Crime and violence are gendered. They’re all about claim-

man. Ultimately, his goal is to reduce violent behavior

ing power and status by aggressive means,” Wilcox Elliott said.

The program explores more of the positive aspects of

toward women.

Wilcox Elliott, a doctoral student in the Curry School’s

masculinity, including ideas about being a good friend and

social foundations program, is leading a new effort, called

partner, being responsible for your actions, supporting and

the Men’s Leadership Project (MLP), to offer alternative role

valuing family, and other ways of earning respect.

models to the ones displayed in the media and elsewhere.

The group meets several times throughout the year and

Its mission: to pair undergraduate men with local fifth-grade

discusses not only masculinity but goal setting and career pos-

boys and offer them a different kind of mentoring, based on

sibilities. In one session, the boys envision both their future

openness about what it means to be a man.

Now in its second year, the program targets young males at risk for violence, but with the potential to be leaders in their peer group or school. It gives them a chance to talk about how

“Why is violence considered normative for men? It has a negative impact on men’s lives as well as women’s.”

and where they learn about being male and how that relates to their feelings and actions. The program gives the college men an opportunity to take leadership roles and show the boys how to focus on gender awareness and be comfortable about it around other males.

“Gender identity refers to how you perceive and express yourself in masculine and feminine terms,” Wilcox Elliot said. “Why is violence considered normative for men? It has a negative impact on men’s lives as well as women’s,” added Wilcox Elliott, who joined his first men’s group in college, working on sexual assault and violence prevention.

The program does not focus on sexual violence prevention in the context of dating relationships—the fifth-graders aren’t old enough to talk about that, noted Claire Kaplan, director of the U.Va. Women’s Center’s Sexual and Domestic Violence Services, where the program

>> Fifth-grade boys are mentored by college men in the Men’s Leadership Project.

Curry Magazine · Spring 2009

| 23

Health & Wellbeing

Curry across the Commonwealth and the Nation

Health & Wellbeing

Curry across the Commonwealth and the Nation

The Role of Afterschool Programs for Adolescents

T

eens in America’s inner

(continued from page 23)

cities grow up amidst a

relationships and their academic suc-

landscape of relationships

cess through five- and ten-year plans.

and violence, support and

The boys visit the University for a day to

discrimination, games and gangs.

see what college life is like. “We also try to help them build more connections

In such contexts, local environ-

with teachers and parents, so the boys

ments such as afterschool programs

know that they have support beyond

may help them mediate between

their MLP mentor,” said Wilcox Elliott.

social stereotypes and daily experi-

“Better school connections mean they

ence, or provide space for them to

are less likely to drop out.”

consider themselves as contributing members of a community.

The college men in the project take a Curry School class in the spring and

Nancy L. Deutsch, assistant

fall, taught by Wilcox Elliott, focusing

professor in the Curry School’s

on leadership development and men-

research, statistics, and evaluation

toring with adolescent boys. As the

program, is working to understand

service-learning component of the

Nancy Deutsch

ter support adolescents, especially

course, they commit to mentoring for a minimum of one year, but are encouraged to continue the relationship for a second year.

those who may be placed at risk due to economic or sociocultural factors.

Recently, she has been working closely with the Young Women Leaders Program, a mentoring program for middle school girls co-sponsored by the

“MLP has been a wonderful oppor-

U.Va. Women’s Center and the Curry School. The program combines one-

tunity for me to really connect with a

on-one mentoring by college women with curriculum-based group activities.

student in the Charlottesville commu-

Deutsch is evaluating the effects of the program on academic, social, behavioral,

nity,” says Jack McGavick, a third-year in

and emotional outcomes and is examining how mentoring groups function as

the English education B.A./M.T. pro-

developmental settings.

gram. “My little brother in the program

This work follows four years of fieldwork with both the adolescent members

has made great progress on the path

and staff of an inner-city youth organization in a major Midwestern city, which

to becoming a leader for his peers,”

she writes about in her recent book, Pride in the Projects: Teens Building Identities

he continues, “and from working with

in Urban Contexts.

him and the other fifth graders, I have

Drawing on research in psychology, sociology, education, and race and

learned a lot about what it takes to mo-

gender studies, her book highlights the inadequacies of current theories of

tivate kids and encourage them to be

identity development, expanding the public’s understanding of the lives of ur-

the best people they can be. I’m ex-

ban teens and the ways in which interpersonal connections serve as powerful

tremely excited to keep working with

contexts for self-construction.

my little brother and to watch the program develop in the coming years.”

— Anne Bromley and Lynn Bell

how afterschool programs can bet-

24 |

University of Virginia Curry School of Education

“The adolescents’ stories illuminate how they find ways to discover who they are, and who they would like to be—in positive and healthy ways—in the face of very real obstacles,” Deutsch said.

Deutsch said her purpose for writing the book,

The common theme in all her work is a desire to address

published by NYU Press, was twofold. She wanted to push

the increased risks some adolescents face as a result of en-

forward developmental theory, specifically in the area of

vironmental or ecological circumstances. Deutsch believes

adolescent identity development, and she wanted to inform

that all youth need and deserve places that support them

youth practice and policy in the realm of afterschool

holistically, through engaging activities and caring relation-

programs.

ships. She aims to conduct research that is especially useful

“Examining how youth negotiate and build identities in afterschool contexts, settings in which they voluntarily choose

to programs that seek to support youth in underresourced communities.

to participate, can help researchers understand how youth

“My research looks at how to create well-balanced youth

use their social contexts and relationships in their construc-

and how to create settings matched to kids’ developmental

tion of self and, thereby, how these and other settings can

needs,” she said.

best support youth development,” Deutsch said.

— Rebecca Arrington and Lynn Bell

High-Intensity Exercise Best for Improving Body Composition Although any type of exercise is beneficial

“Improving body composition can improve

for health, high-intensity exercise is likely necessary

overall health and quality of life, and exercise-induced

to achieve significant improvements in body

reductions in total and visceral abdominal fat can

composition, according to a study led by Curry

significantly lower the risk of chronic disease,” Weltman

School professor Arthur Weltman.

said. “Often, people think they cannot engage in

Findings of the study, which involved twenty-

high-intensity exercise because they associate it with

seven middle-aged obese women with metabolic

what athletes are able to do, not what is high-intensity

syndrome—a group of risk factors that includes

for them. It varies from person to person.”

abdominal obesity, unhealthy cholesterol levels,

The American College of Sports Medicine and

high blood pressure, elevated triglycerides, and

the American Heart Association recommend that

elevated fasting glucose—were recently published

Arthur Weltman

in Medicine and Science in Sports and Exercise, the journal of the American College of Sports Medicine.

healthy adults eighteen to sixty-five years old need moderate-intensity aerobic physical activity for at least thirty minutes five days each week or vigorous-intensity

In the study, which did not involve diet intervention, the women

aerobic physical activity for at least twenty minutes three days each

were divided into three groups. Seven of the women did not change

week. However, overweight and obese persons may need up to 300

their activity levels; eleven performed low-intensity exercise five

minutes of exercise per week to lose weight.

days per week; and nine performed low-intensity exercise two days

Fo r th ose n ew to exe rcise , th e A m e ric a n C olle g e of

per week and high-intensity exercise three days per week. “Low-

Sports Medicine has created resources for getting started at

intensity exercise involved walking,” Weltman said. “High-intensity

www.acsm.org/physicalactivity.

exercise was walk-jogging and jogging.”

—Audrey Breen

Curry Magazine · Spring 2009

| 25

Health & Wellbeing

Curry across the Commonwealth and the Nation

Health & Wellbeing

Curry across the Commonwealth and the Nation

Reaching into Prison to Help Kids

C

hildren whose mothers are serving time

helps mothers communicate in developmentally appropriate

in prison can certainly be considered at risk, both

ways focused on the child’s needs.

emotionally and academically. Ann Loper, professor

Utilizing common situations and stories from incarcerat-

in the Curry School’s clinical and school psychology

ed mothers, Loper and her team created video vignettes of

program, is working to help local incarcerated women

mother-child interactions. Used in class, the video modules

improve their mothering skills.

prompt incarcerated mothers to reflect thoughtfully on ef-

Last year, Loper and her graduate students were invited to assess the effectiveness of a new educational program called

fective and honest communication with their children during the difficult separation.

New Horizons. The program is part of the partnership between

“Of course, the mothers have tremendous emotion, in-

the Albemarle-Charlottesville Regional Jail and Offender Aid

cluding guilt, about their separation from their children,”

and Restoration (OAR), an organization providing services to

Loper explained. “Often they are waiting and waiting for visits.

offenders in the Charlottesville/Albemarle County area.

When the child finally comes and perhaps a very minor prob-

An eight-week program that teaches incarcerated persons

lem arises, the mother may overreact and criticize her child

skills that aid reentry, New Horizons offers classes in personal

or become highly emotional.” This kind of incident further

finance, job readiness, parenting, and health and nutrition.

weakens their relationship and is preventable, she added.

“OAR asked us to review data and evaluate what pro-

Loper’s team emphasizes to the mothers the importance

grams, curriculum, or support services positively impacted

of talking and listening to their children, as well as handling

the reentry of offenders who had been out of prison for six

their own stress and emotions.

months,” Loper said.

“Practicing and developing those skills can promote

In addition to their evaluation work, Loper and her grad-

successful reunification with the family, the attainment of em-

uate students developed a multisession parenting curriculum

ployment and education, and the acquisition of much-needed

for incarcerated mothers. Parent-child communication is lim-

support services, such as mental health care and substance

ited to phone calls, letters, and brief visits. The curriculum

abuse classes,” Loper said. These factors may determine whether the formerly incarcerated person will return to prison.

Their involvement in evaluation, curriculum development, and service teaching has made a significant impact on the preparation of Loper’s graduate students for their future careers.

“Working with offenders is an invaluable experience, and it is often the unifying element with my students’ research and work,” reflected Loper. “Many go on to provide mental health service and do research in hospitals, community health centers, public schools, and correctional settings.

Because one out of every 100 adult Americans is in jail or prison, chances are our students will encounter families affected by incarceration.”

—Anne C. Hayes

<< Ann Loper, pictured at right, working with doctoral student Kathryn Scheffel.

26 |

University of Virginia Curry School of Education

Supporting Local Alzheimer’s Patients

S

tudents in the Curry School of Education’s com-

rise dramatically in the coming decades as the “baby boomer”

munication disorders program are making house calls

population ages.

to people in the Charlottesville area with memory loss,

“As a society faced with increased numbers of persons

thanks to a $9,000 Academic Community Engagement

requiring substantial care, it makes good sense to advance

grant provided by U.Va.’s Office of the Executive Vice

care for persons with dementia through innovative solutions

President and Provost.

that are best sustained through families and communities,”

The grant supports the program’s partnership with the

Braddock said.

Central and Western Virginia Chapter of the Alzheimer’s

“The partnership provides caregivers with common-sense

Association, which delivers home-programming support to

solutions that help people with dementia maintain cognitive

individuals with Alzheimer’s-related dementia.

functioning for as long as possible, which in turn may lead to

“Curry School students worked with six people during the fall semester and added fifteen more this semester.

more days at home prior to making a decision to place a family member in a nursing facility,” Braddock said.

School of Nursing undergraduate students have joined com-

For people with memory loss, the instruction they receive

munication disorders and psychology department students

may translate into increased participation in routine activities

to accommodate the expansion,” said Curry assistant profes-

around the home, such as reading the newspaper, sketching

sor Barbara Braddock.

a picture, or folding laundry.

Braddock oversees the venture along with Ellen Phipps,

—Rebecca Arrington, UVA Today

vice president of programs and services for the Central and Western Virginia Chapter of the Alzheimer’s Association, and Dawn Rigney, assistant professor of nursing.

“The students participate in an eight-week intervention period that includes two sixty-minute home visits each week.

They encourage people with memory loss to participate in activities based on Montessori educational principles that are purposeful, action-oriented, and involve multisensory experiences,” Braddock said. In addition, the students adapt each activity and provide the necessary level of support to limit errors and frustration.

“Students also work with caregivers, encouraging them to modify the home environment by placing a calendar, clock, and familiar photographs in visible locations, along with written words to cue memory,” Braddock said.

The need for this partnership is clear. Dementia of the Alzheimer’s type accounts for about 60 to 80 percent of dementia cases. Because the risk for developing the condition increases with age, the incidence of dementia is expected to

>> Barbara Braddock

Curry Magazine · Spring 2009

| 27

Health & Wellbeing

Curry across the Commonwealth and the Nation

Curry around the Globe

Curry Partners with the Peace Corps

A

new joint venture between the Curry School and the Peace Corps will offer Peace Corps volunteers the opportunity to integrate graduate study with their field assignments.

“For over 40 years, the Peace Corps has selected and trained extraordinary individuals who want to make a difference in villages throughout the world,” said Professor Rebecca Kneedler,

associate dean for external relations and partnerships. “We are eager to work with these talented and committed students whose presence will be one more way to enrich and globalize our academic community.”

Students accepted into the Peace Corps and the Curry School will spend their first year at Curry pursuing a masters degree in education. Their second and third years will be spent in their Peace Corps fieldwork in one of 70 countries within Africa, Asia, the Caribbean, Central and South America, Europe, the Pacific Islands, or the Middle East.

Although countries seeking Peace Corps assistance have identified education as their greatest area of need, only 15 universities offer the joint Peace Corps Masters International Degrees in education.

Within the Peace Corps, the education sector includes a wide range of field assignments. Depending on their prior experiences, Peace Corps volunteers work in varied roles, such as training teachers in English or special education, developing and disseminating curriculum materials on basic health and environmental information, leading community action groups to provide educational access for underserved minorities or females, and teaching subjects such as math or science at primary and secondary levels.

As a result of the variation among education field assignments, Curry will offer its Peace Corps students options for their concentration areas of study. Students will be able to pursue their masters degrees in academic areas of social foundations, curriculum and instruction, educational psychology and applied developmental science, and math, science, and English teaching. Additional areas of study may become available as the program evolves.

After a year of coursework at Curry, Peace Corps students will remain connected to their Curry faculty advisors while working in their field assignments. They will continue to earn academic credit during this two-year period and will complete their graduate program with a capstone project related to the concentration area of study and the two-year field assignment.

The coordinators for this program are Kneedler and Professor Sandi Cohen, director of teacher education. “Curry’s involvement in this national effort to promote effective preparation of Peace Corps volunteers is just another way for Curry to step beyond the walls of Ruffner Hall to increase U.Va.’s impact on a global scale,” said Cohen.

The program will admit its first students this fall.

Curry around the globe

Norwegians Take Advantage of Curry Research Expertise

W

hen the Norwegian-based company Redcord

Their research has both clinical and performance as-

AS needed a scientific advisory board to develop

pects, according to Weltman. “From a clinical perspective, we

its research and education strategies, it chose four

are examining the utility of neuromuscular activation using

of the best exercise scientists in North America,

Redcord to improve function in individuals who have clini-

two of whom hail from the Curry School: Arthur Weltman,

cal inhibition as a result of pain, injury, or disuse,” he says.

professor of exercise physiology; and Chris Ingersoll, the Joe

“From a performance perspective, we are examining the use

H. Gieck Professor of Sports Medicine.

of Redcord for muscle activation to improve function and ex-

Redcord (formerly Nordisk Terapi AS) makes a device

ercise performance.”

that uses ropes and slings to place individuals in a controlled

They expect their research findings to have universal ap-

but unstable environment. Specifically tailored exercises us-

plication. For example, they recently reported that NCAA

ing the Redcord device cause inhibited muscles to activate,

Division I softball players who did strength training with

says Weltman. “In most cases, function and performance are

Redcord improved throwing velocity to a greater degree than

improved and clinical symptoms are reduced.”

softball players who did traditional strength training. “We are

Weltman and Ingersoll have received a grant from

also examining the effectiveness of Redcord on nonspecific

Redcord to conduct both independent and collaborative re-

low back pain and on improving balance and function in old-

search on interventions using its products, which includes

er adults,” says Ingersoll.

some case study work in Norway. Most of their research is

The pair usually makes one or two trips a year to the Land

being conducted here at U.Va., however. Weltman directs

of the Midnight Sun for consultation and research. As mem-

the Core Exercise Physiology Laboratory in the University’s

bers of Redcord’s scientific advisory board, they consider

General Clinical Research Center, while Ingersoll directs the

ways to optimize interventions for prevention and treatment

University’s Exercise and Sports Injury Laboratory.

of musculoskeletal injuries, as well as ways to enhance performance, health, and well-being.

While he was in Norway last September, Ingersoll also made a keynote presentation at the Redcord Conference near Oslo to discuss his research on arthrogenic muscle inhibition and spinal contributions to muscle inhibition.

<< Arthur Weltman (left) and Chris Ingersoll (right) at a Redcord social event in Arendal, Norway.

Also pictured are Suzann Pettersen (currently the fifth-ranked women’s golfer in the world) and Petter Elvestad.

Curry Magazine · Spring 2009

| 29

Curry around the globe

Library Initiative for Education in Rural Schools

J

ames Ngundi has been living in the U.S. for a

He also has been contacted by two other rural schools in

number of years, but his heart and his family still reside

Kenya that would like to receive books to open their own li-

in Kenya. That’s why he has embarked on a mission

braries. Ngundi envisions establishing libraries in several

to collect books for libraries in rural Kenyan primary

central locations, staffed by teacher volunteers, where stu-

schools.

“When I was a child, my rural school had a little room with

weekends to borrow books.

books in it,” Ngundi remembers. “I would always take books

He is determined to see the project through, despite any

home and would read them to my mother and grandmother,

new obstacles that may arise. “I will get the books there, even

even though it took me a long time to fumble through them.”

if I have to carry them over myself in suitcases every time I go

On a recent visit home, he was dismayed to see that the little room did not exist in his old school anymore, nor in other rural schools. “I realized this was a serious need,” he says.

Ngundi, currently a doctoral student in Curry’s social foundations in education program, remembers a question repeated frequently by one instructor in his master’s degree program in northern Virginia: “What are you going to do about it?”

Ngundi and his partner, Lucy Dwyer, who teaches at an elementary school in northern Virginia, have decided to take action.

Through a project called Library Initiative for Education in Rural Schools, they have been coordinating drives for new and used books and asking friends and family members to help.

He carried the first shipment of books to the Mukaa Primary School in the Makueni District himself and delivered them in person, along with donated school supplies. The head teacher welcomed him and showed him right to the room that would be dedicated as a library.

Since then, a shipment of books weighing 1,800 pounds has been sent over and has finally worked its way through the labyrinth of Kenyan bureaucracy. Another shipment, including books collected at the Curry School, is ready to go now that Ngundi has found his way through the system.

dents from schools throughout the region can come on

30 |

University of Virginia Curry School of Education

to visit,” he says.

To donate new or gently used books, contact Ngundi by email at jn4r@virginia.edu.

Curry around the globe

A Life-Changing Experience The following report comes from Jennifer Kumpost, a second-year Ed.D.

deepest imprint in my mind are those of the Haitian people.

student in the Educational Psychology/Gifted Education program:

The residents of Delmas 30, in the heart of Port-au-Prince, wel-

A

comed us with warm and sincere smiles. In the midst of squalor

s I walked through the streets and narrow

and deprivation, most people I met were filled with hope.

alleyways of Port-au-Prince, Haiti, I tried to take in

I decided to take part in a service trip to Haiti after many

every sensation and sight. Loud trucks churned out

conversations with friends who had been to Delmas 30 dur-

diesel fumes; charcoal fires filled the air with smoke,

ing the previous year. I joined a team from my church and set

and foul, black water carried the heavy scent of human waste.

out in January to provide basic medical care in the poorest

As an American, it was impossible for me to ignore the

nation in our hemisphere. A network of churches, mostly in

evident lack of a functioning sewer or solid waste system. Germ-

central Virginia, has been sending service teams to this com-

conscious as I am, I will never be able to forget the children

munity every three months for the past twenty years.

happily playing in mounds of trash, alongside the neighbor-

Partnering with a local Haitian church, my team con-

hood’s goats, pigs, and chickens. The memories that made the

sulted over 200 patients and provided desperately needed

Haitian children hold up their craft projects, created under Jennifer Kumpost’s leadership.

Curry Magazine · Spring 2009

| 31

Curry around the globe

medicines, eyeglasses, and dental care. One of the highlights

principles and techniques of teaching for two dozen Haitian

was working closely with the young people of the Haitian

teachers from two community schools. I was touched and

church, who were just as energized as we were to serve their

humbled by their desire to learn. Pulling out scraps of paper,

community. With their help, my team of Americans built a

used envelopes, or a single sheet, teachers participated and

new patient database that will enable future teams to provide

made insightful comments about approaches and strategies

long-term care for the people in this community.

that were very new to them.

During the weeklong clinic, it was a thrill to call on ev-

For me, this experience was incredibly and irrevocably life

ery mental faculty and every ounce of energy I possessed. I

changing, and what I hope will be the start of a lifelong, year-

learned words in Haitian Creole and the names of hundred

ly tradition. Without reservation, I can highly recommend

of medicines. I organized, sorted, and counted in the phar-

that every American participate in an experience like this at

macy. I played and arranged activities for children. I laughed

least once in their lives.

with teammates and ached for the sick and destitute.

Near the end of the trip, I was honored to hold a class on

For more information about the work being done in Haiti, contact Christ Community Church in Charlottesville.

Visiting Africa â&#x20AC;Ś

Filip Loncke, assistant professor in the communications disorders program, was invited to visit and evaluate the Center for Augmentative and Alternative Communication in Pretoria, South Africa, last September.

Loncke (seated, far right) is pictured with the faculty and staff of the Center and members of the evaluation committee. The Center is unique in Africa in that it has integrated Western technological approaches into a context of ethnic and linguistic diversity.

32 |

University of Virginia Curry School of Education

Alumni News

Professional Achievements and Personal Milestones 1970s

Curry Grad Named U.Va. Distinguished Alumna

Robert Barnhardt (M.Ed. ’70, Ed.D. ’74, Higher Ed) received the Watauga Medal from North Carolina State University.

The Watauga Medal is the highest non-

Congresswoman Shelley Moore Capito

academic honor bestowed by the

(M.Ed. ’76 Couns Ed) is the 2009 recipi-

university. (See story on p. 34)

ent of the Distinguished Alumna Award, sponsored by the U.Va. Women’s Center.

Christa Pierpont (M.Ed. ’77, Spec Ed)

Currently serving her fifth term in

of Charlottesville is on the 2008 board

the U.S. House of Representatives for

of directors of the Restorative Justice As-

West Virginia’s 2nd Congressional District,

sociation of Virginia. The RJAV is a

Rep. Capito is dedicated to improving

collaborative organization of practitio-

the quality and accessibility of health care

ners, criminal justice professionals,

for residents, particularly in rural areas, obtaining prescription drug coverage

mediators, victim’s advocates, offender

for seniors under Medicare, reforming mine safety laws and regulations,

advocates, and interested citizens dedi-

supporting environmentally sensitive technology for coal power plants, and

cated to upholding the principles of

stimulating the local economy with new jobs and increased support for small

restorative justice.

businesses. Along with these numerous legislative responsibilities, Rep. Capito is also co-chair of the Congressional Caucus for Women’s Issues and member

Susan Peters (M.Ed. ’78, Couns Ed) was

of the WISH List (Women In the Senate and House).

elected to the National Board of Directors

Since 1991, the Women’s Center’s Distinguished Alumna Award has

of the Girl Scouts of the USA. Peters is a

honored such accomplished U.Va. alumnae as Katie Couric, Secretary of

vice president and leads executive devel-

Homeland Security Janet Napolitano, and astronaut Kathryn Thornton. The

opment for General Electric Company.

award was established to recognize a female graduate of the University of

“As the premier leadership experience

Virginia who has demonstrated excellence, leadership, and extraordinary

for girls in the U.S., the Girl Scouts rely

commitment to her field, and who has used her talents as a positive force for

on advice and guidance from established

change.

leaders such as Susan Peters,” said Kathy

Rep. Capito’s award will be celebrated during a luncheon and distinguished

Clininger, CEO of Girl Scouts of the USA.

lecture on April 6. She will also meet with Curry students during her visit to

“I look forward to the opportunity to ben-

the University.

efit from Susan’s varied professional and philanthropic accomplishments.”

Curry Magazine · Spring 2009

| 33

Alumni News

Alumni Profile: Bob Barnhardt

career ladder. He was promoted to vice

“

president of research and education at

The Curry School has a tremendous outreach and impact.”

ITT, then executive vice president and chief operating officer. Bob became dean of the College of Textiles in 1987, where he helped raise financial support for a new building on the Centennial Campus.

After retiring as dean in 1999, he was asked to return to ITT as its president,

to the broader issues of running a public

and so he committed to a one-year

institution of higher education,” says Bob

appointment. N.C. State called him back

Barnhardt (M.Ed. ’70; Ed.D. ’74). By the

into service as well. In 2003 he spent

look of his subsequent career accomplishments, his Curry education served him well.

Bob already knew a bit about running a school when he came to Curry. In 1966

Roger Winstead

“The Curry School opened my mind

six months as interim provost and vice chancellor for academic affairs, and in 2004 he served six months as interim Bob Barnhardt wearing the Watauga Medal presented

by North Carolina State University.

His second retirement commenced in 2005, and since then he and his wife

he left the faculty of the Philadelphia College of Textiles and Science and took a position as dean of the

Shirley have been taking life a little slower. Avid ACC basketball

Institute of Textile Technology (ITT) in Charlottesville.

fans, they divide their loyalties between U.Va. and N.C. State.

At that time, ITT was an industry-funded institution with

They especially enjoy seeing the American countryside from

a two-year program and twenty students. That left Bob with

aboard steamship paddle boats. They have cruised the upper

his summers fairly free. His neighbor, former Curry professor

Mississippi and the Ohio rivers, as well as the Columbia, Snake,

Frank Flora, invited Bob to attend his summer class on school

and Willamette rivers in the Northwest.

administration. “It was my first introduction to the Curry School, and I liked what I saw,” says Bob. After earning a master’s degree at Curry, he enrolled in the School’s brand-new higher education administration program,

Last year, the N.C. State board of trustees bestowed on Bob its prestigious Watauga Medal for his outstanding service and dedication to the advancement of the university.

Through it all, Bob has remained a loyal supporter of the

led by Jay Chronister. “I entered the program with experience in

Curry School. “Through its excellent programs, its clinics, its

a very small environment,” Bob says. “We took no public money.

partnerships with schools and the business community, its

We could experiment with things, try new methods of teaching.

influence on other education programs—and even within the U.Va.

Students were on full fellowships.”

community—the Curry School has a tremendous outreach and

In the Curry program, Bob learned about how things work in a public institution—the legal aspects, the history, the

impact,” Bob says.

For the past nine years, Bob has served on the Curry

organizational and financial structures, curriculum issues, and

School Foundation Board of Directors. The Barnhardts have also

more, he says. “It really broadened my exposure.”

endowed the Robert A. and Shirley S. Barnhardt Scholarship for

Bob took what he learned at Curry and continued up the

chancellor.

34 |

University of Virginia Curry School of Education

Curry students preparing to teach mathematics.

Alumni News

1980s

Julia Thompson (M.Ed. ’87, Soc Fdns)

novation. She also serves as director of

spent three weeks last summer in Russia

the Master of Science in Management

Jeff G. Konin (M.Ed. ’89, Health & PE)

as the lead instructor in an English sum-

Program.

has been appointed vice chair of the

mer school. The course was sponsored

Department of Orthopaedics and Sports

by the physics department of Novosibirsk

Christian Mason (B.S.Ed. ’98, Sports

Medicine at the University of South

State University in Siberia. She also gave

Med) and his brother, James Mason, both

Florida College of Medicine. Konin is also

a lecture to forty English professors in

of Richmond, released their indie-folk

executive director of the Sports Medicine

the university about ESL/EFL method-

debut album, The Sun, the Moon, and the

and Athletic Related Trauma Institute.

ologies. Julia is a teacher on the AP

Sea. Christian is an instructor in the

Honors/English faculty at Wilson High

Department of Mathematical Sciences

School in Washington, D.C.

at Virginia Commonwealth University.

Cheryl A. Lindeman (Ed.D. ’84, Higher Ed) is a faculty member at the Central

For more information about the album,

Virginia Governor’s School for Science

see www.masonbrothersmusic.com.

and Technology in Lynchburg. In her

1990s

In December, the Charlottesville Daily

new role as laboratory manager for the school’s K–12 Center for Electron

The International Consortium for

Progress featured ElizaBeth McCay (M.Ed.

Microscopy, Cheryl has developed the

Coaching in Organizations (ICCO) hon-

’90, Ph.D. ’98, Admin & Supv) in its

lab and designed activities using a new

ored executive coach and author Suzi

Distinguished Dozen series. She was

variable pressure scanning electron

Pomerantz (M.T. ’91, Educ) by creating

noted for her innovative and inspiring

microscope to enable students to answer

an award in her name. The new annual

leadership of Jackson-Via Elementary

basic questions about living and nonliving

award recognizes ICCO members who

School in Charlottesville, where she has

specimens.

demonstrate exceptional organizational

been principal for the past six years.

stewardship. Suzi is CEO of Innovative Laurie McCullough (M.Ed. ’81; Ed.D.

Leadership International. She is also a

Pamela R. Moran (M.Ed. ’80, Ed.D. ’97,

’83, Curr & Instr), the Waynesboro

founding vice president of ICCO and

Admin & Supv), superintendent of Al-

Schools director of instruction, was

ser ved two terms on its board of

bemarle County Public Schools, received

named the outstanding curriculum leader

directors.

the Excellence in Educational Leadership Award from the University Council

of the year in Virginia. The honor was

for Educational Administration.

presented by the Virginia Association for

Alfredo Artiles (M.Ed. ’89; Ph.D. ’92,

Supervision and Curriculum Development

Spec Ed) was elected vice president for

for her commitment to student learning,

Division G (Social Contexts of Educa-

Patricia I. Wright (Ed.D. ’91, Math Educ)

a willingness to collaborate with

tion) of the American Education Research

has been appointed by Governor Timothy

colleagues, and an admirable depth of

Association. Artiles is a professor in the

M. Kaine to serve as Virginia’s twenty-

knowledge about curriculum, instruction,

College of Education at Arizona State

third superintendent of public instruction.

and assessment.

University.

Dr. Wright has thirty-three years of experience in education, both in

Kevin Latham (B.S. ’85, Math Ed) was

Lorri Cooper (Ed.D. ’98, Higher Ed) was

administration and in the classroom. She

promoted from assistant principal to prin-

promoted to associate professor of Hu-

had served as Virginia’s chief deputy

cipal of E.C. Glass High School in

man Resource Management at Marymount

superintendent of public instruction

Lynchburg. Latham has been on the fac-

University, where she teaches graduate

since 2006.

ulty of E.C. Glass for twenty-three years.

courses in leadership and managing in-

Curry Magazine · Spring 2009

| 35

Alumni News

Activity for her dissertation on

William Sterrett (M.Ed. ’03; Ph.D. ’05,

attitudes of Korean physical edu-

Admin & Supv) was honored with the

cators toward inclusion of

prestigious $25,000 Milken Educator

children with disabilities. Dr.

Award. The Milken Foundation provides

Jeong is an assistant professor

public recognition and financial rewards

in physical education at East

to education professionals who are

S t r o u d s b u r g U n i v e r s i t y,

furthering excellence in education. The

Pennsylvania.

Foundation notes that Sterrett has fostered a community of collaboration,

Mark Emblidge (right) with Dean Bob Pianta at the Curry School Foundation Honors and Awards Luncheon in April 2008.

2000s

Christopher Loss (M.Ed. ’00, Ed

motivation, and high expectations at

Psych; Ph.D. ’07, Higher Ed)

Woodbrook Elementary School, a highly

won the American Education

diverse Distinguished Title I School in

Research Association Division J

Charlottesville. His innovative leadership

(Post-Secondary) Dissertation

helped Woodbrook earn a 2008 Governor’s

of the Year Award. Loss is an

Board of Education VIP Excellence Award

assistant professor of public

for meeting state and federal accountability

policy and higher education at Vanderbilt

benchmarks for two consecutive years.

University’s Peabody College in Nashville, Mark Emblidge (M.Ed. ’04, Ph.D. ’05,

Tennessee. His dissertation was titled

Thomas W. Taylor (M.Ed. ’06, Admin &

Admin & Supv) received the 2008

“From Democracy to Diversity: The

Supv) was named the new principal of

Distinguished Ser vice to the

Politics of American Higher Education

Charlottesville High School. Taylor was

Commonwealth Award presented by

in the Twentieth Century.” In 2007 he

previously the assistant principal of Land-

Curry School Dean Robert C. Pianta.

received the U.Va. Award for Excellence

stown High School and Technology

Emblidge currently serves as president

in the Humanities and Social Sciences.

Academy in Virginia Beach. He is currently pursuing a doctoral degree at the

of the State Board of Education and as Charlynn Miller (Ph.D., ’05, Higher Ed)

Virginia Commonwealth University. He

was elected to the board of directors of

has been founding director of the Virginia

Ballarat ICT, a partnership of industry,

Albemarle High School biology teacher

Literacy Foundation since its inception

government, and educational institutions

Angela Skeeles-Worley (M.T. ’07, Sci Ed)

in 1987 and has served three terms as

dedicated to sustaining and growing a

spent a month last summer aboard the

chair of the Richmond School Board.

globally competitive information, com-

French ship Marion Dufresne on an

He was appointed by President Bill

munication, and technology industry in

oceanographic expedition across the

Clinton in 1995 to the board of the

Ballarat, Victoria, Australia.

Atlantic. She worked with a team of scientists to extract sediments from the

National Institute for Literacy and served Fred Smith (Ph.D. ’03, Admin & Supv)

ocean floor to reconstruct climate

was appointed superintendent of

patterns and ocean current patterns from

Mihye Jeong (Ph.D. ’08, Kinesiology)

Pocantico Hills Schools in New York. He

the last 800,000 years. The voyage was

from Seoul, Korea, received the presti-

was formerly the assistant superinten-

par t of the Atlantic Meridional

gious Patricia Austin Graduate Student

dent of pupil personnel and curricular

Over tur ning Circulation During

Research Award from the North Ameri-

services with the City School District of

Interglacials project, a branch of the

can Federation on Adapted Physical

New Rochelle.

European Science Foundation.

as the Institute’s chair from 1998 to 2002.

Curry School.

director of the Literacy Institute at

36 |

University of Virginia Curry School of Education

Alumni News

Kristi L. Trevillian (Ed.D. ’08, Admin &

IN MEMORIAM

Supv) traveled to Tokyo, Japan, as a participant in the Japan Fulbright Memorial Fund Teacher Program. Trevillian is a

Elsie Goodwyn Holland (Ed.D. ’75, Elem Ed) died November 30, 2008, at

fourth-grade teacher at Colonial Trail El-

age seventy-three. Dr. Holland worked as a reading specialist and English

ementary School in Henrico County. The

teacher in several schools around the Commonwealth. She was principal of

program sends 320 distinguished primary

Stony Point Elementary School in Albemarle County from 1974 to 1975. In

and secondary school educators from the

1994 she became the first minority woman to serve on the U.Va. Board of

U.S. to Japan each year for three weeks

Visitors, appointed by Governor George Allen and reappointed by Governor

to promote greater intercultural under-

James Gilmore.

standing between the two nations.

John Jarvis English, Jr. (Ed.D. ’83, Admin & Supv), senior project director Kathleen Owings Swan (Ph.D. ’04, Soc

with the Partnership for Leaders in Education, died at age sixty-three on

Stu Ed) was a co-author of a paper selected

November 15, 2008, in Charlottesville. English enjoyed a career of educating

to win the 2008 National Technology

students, teachers, and administrators in several Virginia school systems,

Leadership Award by the College and

including the counties of Orange, Albemarle, Clarke, and Fairfax.

University Faculty Assembly of the National

John dedicated his professional life to Virginia’s public schools. His

Council for the Social Studies. The paper

experiences were many and varied, from small school divisions to large.

was titled “Information Ecologies: Keeping

He retired as an assistant superintendent of Fairfax County Public Schools,

History off the Endangered Species List.”

where he supervised 30 Fairfax elementary, middle, and high schools serving

Swan and her colleagues were invited to

24,000 students and the Thomas Jefferson Governor’s School serving six

present their paper at the 2008 conference

school districts. He leaves behind a legacy of innovative instructional

of the Society for Information Technology

improvements, new and better school buildings, and many dedicated and

and Teacher Education. Swan is an

forward thinking administrators throughout the Commonwealth. As one

assistant professor at the University of

successful Virginia principal put it, “Each and every school or system John

Kentucky.

worked in was better because of John.”

After retirement, English joined the Partnership for Leaders in Education, a joint program of the University of Virginia’s Darden School of Business and the Curry School of Education. English also served on the Curry School Foundation board of directors for twelve years.

U.Va. Reunions Weekend June 5–7, 2009 Classes of 1959, 1964, 1969, 1974, 1979, 1984, 1989, 1994, 1999, 2004 For more information, visit www.alumni.virginia.edu/reunions.

Curry Magazine · Spring 2009

| 37

Alumni News

Olympic Alums The Beijing 2008 Olympics Games seem like a distant memory for most of us by now. There are at least three Curry School alums, however, who made memories in Beijing they will never forget. Julie Overly, Ian McLeod, and Lindsay Shoop participated in the games of the XXIX

Julie Overly Former U.Va. Swimmer Coaches Tanzanian Athlete

Olympiad in different, but each important, roles—as a coach, as an athletic trainer, and as a gold-medal-winning athlete.

Julie Overly (M.T. ’01, Elem Ed) went to Beijing as the trainer of a female Tanzanian swimmer. At age seventeen, Magdalena “Missy” Moshi was the first swimmer and the youngest athlete to ever represent Tanzania in the Olympic Games. She swam the 50m freestyle with a goal of beating her personal best time.

As a member of the U.Va. swim team during her undergraduate years, Julie admitted that she had once dreamed of making it to the Olympics herself.

She could not have been more excited, though, about going as Missy’s coach. “Of all the ways to be a part of the Olympic dream, I’m glad it was as the coach of a swimmer who seized an opportunity, made the absolute best of it, and had fun with it,” Julie said. As she saw it, the nine-member Tanzanian team (two swimmers and seven runners) proudly represented the little guys. They are the athletes who make the Olympics “an authentic forum for amateur athletes the world over,” she said.

Missy carried herself with maturity and grace throughout the Olympics, Julie said, “despite the fact that she is only seventeen years old and was pinching herself most of the time. Being in the Olympic village surrounded by the

<< Julie Overly (left) and Tanzanian swimmer Missy Moshi take a break from sightseeing in Beijing

38 |

University of Virginia Curry School of Education

Alumni News

most elite athletes in the world gave her an incredible opportunity to learn and set new goals for herself.”

Julie has been teaching for the past two years at the International School of Tanganyika in Tanzania. Previously, she spent two years with the Walworth Barbour American International School in Tel Aviv, Israel.

Ian McLeod Athletic Trainer Helps U.S. Olympic Swimmers Go for the Gold Ian McLeod (M.Ed. ’98 Health & PE) traveled to Beijing as a member of the

>> Ian McLeod at the Olympic competition pool.

U.S. Olympics sports medicine staff.

“Building up to the Olympics the [U.S. Olympic Committee] was using

Phelps,” Ian says. “Other than being

department. McLeod worked with the

the phrase ‘The Amazing Awaits,’” Ian

an unbelievable athletic specimen and

swimming and diving program, as well

says, “and that pretty much sums up my

extremely talented swimmer, he is just

as with the football team.

experience—amazing. The satisfaction

like any other guy on the team—easy to

He became a member of the

of being in Beijing supporting the ath-

work with and appreciative of the work

USA Swimming High Performance

letes in their pursuit of Olympic gold

we did with him.”

Network in 2003, which made him

was an amazing experience, and the

Ian, who now resides in Tempe,

eligible for international travel with

opportunity to share their joy when

Arizona, also worked with other U.S.

USA Swimming. He has been part

they met goals was awesome.”

athletes in the USOC athletic training

of the medical staff supporting swim

He attended swimming practices

room each day in Beijing. “This was

teams at several events, including

twice a day. In addition to treating

important to me,” Ian says, “because

the 2005 Summer World University

athletes for injuries and illnesses, he

it gave me a chance to meet and work

Games in Izmir, Turkey; the 2006 Pan

also spent time each day helping the

with athletes from different sports,

Pacific Swimming Championships in

swimmers recover from their races and

which really gave me the feeling of

Vancouver, British Columbia; and the

preparing for competition, primarily

being part of Team USA.”

2007 Summer World University Games

through massage.

Following

his

graduation

from

“A lot of people have asked me

Curry, Ian became a full-time assistant

what it was like to work with Michael

athletic trainer in the U.Va. athletic

in Bangkok, Thailand.

—Anne Bromley and Lynn Bell

Curry Magazine · Spring 2009

| 39

Alumni News

Lindsay Shoop Curry Alum Brings Home the Gold in Rowing

Former Virginia women’s rower and

for the U.S. in Olympic rowing history.

Curry School alumna Lindsay Shoop

The U.S. crew entered the regatta

brought home a gold medal from Beijing

as the two-time defending world cham-

as a member of the U.S. crew team. The

pions. In the final, Shoop and her team

gold medal was the first in the women’s

led the race from start to finish, clock-

eight since 1984 and only the second

ing a time of 6:05.34 to defeat The Netherlands, its nearest contender, by 1.88 seconds.

“You feel like you are going to jump out of your skin, but in reality you are hunched over in excruciating pain,” Shoop told the Cavalier Daily. “I actually remember thinking to myself, ‘You just won the Olympics. You can do it this time. Get it together and go nuts.’

After I had caught just enough of my breath, I just started yelling and hugging my teammates around me.”

Shoop was named an All-American in 2003 and 2004 while at Virginia and won gold medals with the U.S. team at the 2006 and 2007 World Rowing Championships, helping set a world record in the former.

She ranks winning a gold medal at the Olympics as one of the highest achievements of her lifetime. “This is the most amazing thing I have ever gotten to be a part of,” she said. “My life is

Will Walker

forever changed.”

<< Lindsay Shoop

Please keep in touch!

CURRY would love to hear from you. Please send us information regarding your professional achievements and personal milestones. Include your class year(s) and degree(s). Let us help you tell your Curry friends about the latest events in your life!

You may send information to Curry-Foundation@virginia.edu.

40 |

University of Virginia Curry School of Education

Alumni News

Curry School Alumni Honors Each year the Curry School of Education Foundation presents Outstanding Alumni Awards in a number of categories to recognize excellence in the profession of education. The 2008 Outstanding Alumni Awards were presented at the annual Dean’s Circle of Friends dinner last October at the Boar’s Head Inn in Charlottesville.

Distinguished Alumni Awards

Her efforts created opportunities for the first time for many students in

Eleanor Flora Smalley

southern Virginia to pursue higher

(B.S. ’78, M.Ed. ’82, Ed.D. ’95,

education. After a stint as director of

Admin & Supv)

executive education in the Darden School of Business, Sandra founded the

Eleanor Smalley

Eleanor served as the superinten-

Multiple Residence and Farm Advisory

dent of Clarke County Public Schools

Group for Citigroup Private Bank

from 1996 to 2007, a district frequently

and currently serves as its managing

recognized for its commitment to ex-

director. Sandra serves as vice chair of

cellence in education. She received the

the Curry School Foundation board

PATHFINDERS award for Outstanding

of directors. She also sits on the board

Educational Leadership in 2000 and

of directors of the Parkinson’s Disease

the University Council for Educational

Foundation and on the U.Va. capital

Administration’s

campaign’s National Committee on

Excellence

in

Educational Leadership Award in 2002.

University Resources.

Eleanor served on the Curry School Foundation Board from 1991 to 1993 and has been an adjunct professor

Outstanding Teacher Awards

for the Curry School since 2002. She

All Outstanding Teacher award recipients

is currently vice president of business

are presented with a gift of $500 to enable

development for the JASON Project, a

them to attend a professional meeting.

National Geographic organization focused on enhancing science education

Erin Smith (M.T. ’04)

for all grade levels.

Henry Clay Elementary School Hanover, Virginia

Sandra F. Stern (Ed.D. ’85, Admin & Supv)

Erin teaches second graders and leads the second-grade teaching team.

Sandra

Sandra Stern

established

the

Halifax

Her colleagues describe her as enthusi-

County Continuing Education Center,

astic and compassionate, a teacher who

now known as the Southern Virginia

creates a nurturing environment that

Higher Education Center. In this rural

motivates students to become actively

area of the state, many families had

engaged in learning. She is known to

never been able to attend college.

provide differentiated instruction for

Curry Magazine · Spring 2009

| 41

Alumni News

the diverse ability levels of the students

Outstanding Principal Award

Outstanding Superintendent Award

in her classroom and she has directed a summer Emerging Scholars Program,

Brian K. Matney (B.A. ’87)

targeting students whose academic

Cox High School

Neil Pedersen (M.Ed. ’75, Ph.D. ’77)

achievement does not match their high

Virginia Beach, Virginia

Chapel Hill-Carrboro City Schools

ability.

Chapel Hill, North Carolina Brian’s colleagues describe him as

Jennifer Allen (B.S. ’81)

a masterful communicator and leader

After fifteen years on the job, Neil is

Hopewell High School

who loves students and learning and

the longest serving superintendent in

Hopewell, Virginia

who can be counted on to always keep

the 100-year history of the Chapel Hill-

his fellow administrators focused on the

Carrboro City Schools. He is well known

As the choral director at Hopewell

high ground of what is right for chil-

and respected for his continuing ability

High School, Jennifer is the teacher who

dren and teachers. He is well known

to stay on the cutting edge of educa-

puts a song in the hearts of her students.

for his enthusiastic support of both stu-

tional trends, often leading the state

She is an inspirational teacher who holds

dents and staff, going out of his way

in K–12 innovation. Under his leader-

high expectations for her students—

to recognize their achievements. He is

ship, the school district has become a

many of whom face difficult challenges

said to possess initiative, great insight,

top-performing district in the state and

at home. Her students provide more

and great devotion to the school and

nation. In 2001 he was recognized as

than sixty public performances a year.

community.

North Carolina’s Superintendent of

Largely as a result of her dedication and

the Year.

commitment to her students, a nationwide survey named Hopewell one of the “Best 100 Communities for Music Education in America.”

The Mary and Butch Slaughter Lecture Friday, April 21, 11 a.m. | Ruffner Hall Room 241 | Speaker: James Sallis

J

ames F. Sallis, Ph.D., is a professor of psychology at San

the social sciences. He served on the editorial committee for the

Diego State University and the director of Active Living

1996 U.S. Surgeon General’s Report, Physical Activity and Health. In

Research, a program of the Robert Wood Johnson Foundation.

2004, Time Magazine identified him as an “obesity warrior.”

His primary research interests are promoting physical activity

The Mary and Butch Slaughter Lecture Series was created in 1993

and understanding policy and environmental influences on physical

by the family of Mary and Edward. R. “Butch” Slaughter (a former

activity and nutrition. He is the author of over 400 scientific

Curry faculty member) to provide opportunities for scholars, students,

publications, he is on the editorial boards of several journals, and

and community members to meet and discuss issues of significance

he has been identified as one of the world’s most cited authors in

related to physical activity and its role in the lives of individuals.

The lecture is free and open to the public. No registration is required.

Parking is available at the Central Grounds Parking Garage.

42 |

University of Virginia Curry School of Education

Alumni News

Do you know an outstanding Curry School alum?

If so, the Curry School Foundation needs your help!

Each year the Curry School Foundation recognizes exceptional Curry School alumni who have made significant contributions in the field of

Outstanding Principal Award Deadline for nominations: May 1, 2009 The Outstanding Principal Award recognizes a

education and whose career achievements

principal employed in a public or private

reflect positively on all alumni and on the

school and accomplished in the following

Curry School. Help us acknowledge the

areas: excellence in school administration,

outstanding accomplishments of Curry

professional stature, and dedicated service

School alums by submitting your nomination

to the community.

today!

Distinguished Alumni Award Outstanding Teacher/Counselor Award

Deadline for nominations: May 1, 2009

Deadline for nominations: May 1, 2009

The Distinguished Alumni Award recognizes an individual who has

• Elementary School

made a significant contribution to the field of education and who

• Middle School

has demonstrated professional stature and dedicated service to the

• High School

Curry School of Education.

An Outstanding Teacher/Counselor Award will be presented for all three grade levels. This award recognizes excellence in teaching or counseling, professional stature, dedicated service, and commitment

Outstanding Curry Professor Award

to promoting general student welfare through working with student

Deadline for nominations: May 1, 2009

activities and organizations. Each teacher or counseler award recipient

The Outstanding Curry Professor Award recognizes a professor who

will receive $500 to be used for professional development purposes.

is a full-time member of the Curry School faculty and who has made a considerable contribution to the school’s success in the areas of teaching, student welfare, student career development, and

Outstanding Superintendent Award

professional leadership.

Deadline for nominations: May 1, 2009 The Outstanding Superintendent Award recognizes a superintendent

To submit your nomination for any of these awards, download the

who is currently employed in a public or private school system and

appropriate nomination form from the Curry Foundation website:

has achieved excellence in school administration, is recognized

http://curry.edschool.virginia.edu/foundation/awards

professionally beyond his/her own school system, and has provided

For more information, email curr y-foundation@virginia.edu

exemplary service to the community.

or call (434) 924-0854.

Curry Magazine · Spring 2009

| 43

Alumni News

Curry School 2008 Homecoming Party

Thomas Jefferson Society Reunion “My ’58 Reunion experience last year was indescribably wonderful,” says Thomas Five Curry School members of the Class of ’58 who attended the 2008 TJ Society Reunion. From left, Tonya Kilgore Hancock, Dorothy Balengee Adams, Maryanne Preston, Barbara Wright Davis, Charlene Creekmore Wiser.

Jefferson Society member Maryanne Preston. “To be able to step back in time with classmates and friends whom I had not seen and with whom I had lost communication was a once-ina-lifetime experience! We had such fun together, and it was just as though fifty years had never passed!”

The TJ Society encompasses all alums who graduated from the University of Virginia fifty or more years ago. At each year’s TJ Society Reunion, the Curry School honors its alums with a special luncheon and presentation by Dean Robert C. Pianta.

Last spring, Maryann called several of her Curry School classmates from the Class of ’58 and encouraged them to attend.

Some of them took her up on the invitation, and four of them joined Maryann for a photo on the Rotunda steps.

At the upcoming TJ Society Reunion on May 11–13, 2009, the Class of 1959 will be inducted. To attend the Curry School luncheon, contact the Curry Foundation office at 434-924-0854 or curry-foundation@virginia.edu.

44 |

University of Virginia Curry School of Education

Faculty Notes

Professional Achievements Andy Anderson and Sandy Lopez-Baez

Former Curr y School dean David

Anne Gregory was an invited member of

have been selected as the 2009 recipients

Breneman received an honorary Doctor

the Resiliency and Strength in Black

of the Patricia B. Elmore AACE/MECD

of Humane Letters degree from

Children and Adolescents Task Force

Research Award for their article, “Mea-

Kalamazoo College in Michigan.

commissioned by the American

suring Growth with the Posttraumatic

Breneman ser ved as president of

Psychological Association. She authored

Growth Inventory.” The award is pre-

Kalamazoo College from 1983 to 1989.

a chapter in its publication, Resilience in

sented to the author(s) of the manuscript

Dave continues to serve as a Curry fac-

African American Children and Adolescents:

representing the highest quality of those

ulty member in the higher education

A Vision for Optimal Development.

published in the journal Measurement and

program, while also leading the new

Evaluation in Counseling and Development

Batten School of Leadership and Public

Chris Ingersoll, chair of the Department

during the preceding year.

Policy until the arrival of the recently

of Human Ser vices, and Jay Hertel,

hired founding dean. He also serves as

associate professor in the Department

Dan Berch, associate dean for research

director of the Batten School’s five-year

of Human Services, were named to the

and faculty, has been selected to serve

bachelor of arts/master of public policy

inaugural class of the National Athletic

on an adult numeracy panel to inform

degree program.

Trainers’ Association Fellows Program,

the work of the U.S. Department of Edu-

Breneman continues to chair the

which recognizes accomplished athletic

cation, Office of Vocational and Adult

Measuring Up National Advisory Group,

trainers who combine significant

Education, on the Strengthening of

while Margaret A. Miller serves as a con-

achievements in research and service.

America’s Competitiveness Through

tributing member. The recent Measuring

Adult Math Instruction project, a federal

Up 2008 is the fifth in a series of bien-

Filip Loncke, assistant professor in

initiative designed to improve the math

nial report cards issued by the National

communications disorders, chaired the

skills of low-literacy adults.

Center for Public Policy and Higher

second annual Clinical Augmentative

Education. It grades the performance

and Alter native Communications

Dan Berch and Dan Hallahan, Charles

of the nation and of each state in pro-

Conference in Charlottesville. His work

S. Robb Professor of Education, served

viding education and training beyond

in AAC explores other means of

on the Professional Advisory Board of

high school.

communicating when natural speech is unavailable and includes communicating

the National Center for Learning Disabilities, which met in New York at

Alfred Butler, professor of

the end of October 2008.

administration and super vision, has

through a talking handheld device.

been appointed to the board of directors of the Regional Education Laboratory Appalachia region.

Curry Magazine · Spring 2009

| 45

Faculty Notes

Curry 2008–09 Faculty Members Department of Curriculum, Instruction, and Special Education Mary P. Abouzeid

Margo A. Figgins

Rebecca D. Kneedler

Paige C. Pullen

Stephanie van Hover

Randy L. Bell

Joe Garofalo

John Wills Lloyd

Laura B. Smolkin, Chair

Eleanor V. Wilson

Daniel D. Berch

Patrice Grimes

Michael McKenna

Martha E. Snell

Robert Q. Berry III

Daniel Hallahan

Joanne McNergney

Tina Stanton-Chapman

Sandra B. Cohen

Jane Hansen

Susan Mintz

Robert H. Tai

Ruth Ferree

Marcia Invernizzi

Stephen P. Plaskon

Stanley C. Trent

Department of Human Services Martin E. Block

Jay Hertel

Edith “Winx” Lawrence

Ronald E. Reeve

Arthur J. Weltman

B. Ann Boyce

Jane Hilton

Filip Loncke

Randall R. Robey

Derick Williams

Barbara Braddock

LaVae Hoffman

Ann B. Loper

Susan Foreman Saliba

Dewey G. Cornell

Christopher Ingersoll, Chair

Sandra Lopez-Baez

Peter L. Sheras

Harriet L. Glosoff

Luke E. Kelly

Kathleen May

Marie F. Shoffner

Anne Gregory

N. Kenneth LaFleur

Robert C. Pianta

Antoinette Thomas

Department of Leadership, Foundations, and Policy Daniel D. Berch

Robert W. Covert

Diane Hoffman

Brian Pusser

Pamela D. Tucker

Eric R. Bredo

Nancy Deutsch

Mable B. Kinzie

Herbert C. Richards

Sarah E. Turner

David W. Breneman

Sara Dexter

Timothy R. Konold

Sara Rimm-Kaufman

Heather Wathington

Catherine Brighton

Daniel L. Duke

Joanna Lee

Heather Rowan-Kenyon

Diane Whaley

Glen L. Bull

James P. Esposito

Patrick Meyer

John A. Sanderson

James Wyckoff

John B. Bunch

Xitao Fan

Robert F. McNergney

Jerry G. Short

Harold J. Burbach

Walter F. Heinecke

Margaret “Peg” Miller

Carol Anne Spreen

Alfred R. Butler

Cheryl Henig

Tonya Moon

Harold R. Strang

Carolyn M. Callahan

Holly Hertberg

James Peugh

Carol Tomlinson, Chair

New Faculty 2008–09 Both of Curry’s new

PATRICK MEYER joined

JOANNA LEE joined the

faculty members this year

the Research, Statistics,

Educational Psychology

work in the Department of

and Evaluation faculty. He

(Learning and Development)

Leadership, Foundations,

received his doctorate in

faculty. She received her

and Policy

educational psychology

Ph.D. from Temple

and research from the

University in 2008 in

University of South

developmental psychology.

Carolina in 2004.

46 |

University of Virginia Curry School of Education

Faculty Notes

Heather Rowan-Kenyon, assistant

professional development class during

Augmented Reality (ROAR) Project:

professor in leadership, foundations, and

the 2008–09 academic year.

Immersive Participator y Augmented Reality Simulations for Teaching and

policy, was named as a 2008 Emerging Scholar by the American College

Carolyn Callahan and Holly Hertberg-

Learning Science,” with Matt Dunleavy

Personnel Association.

Davis were awarded a $2.2 million grant

of Radford University.

from the Javits Gifted and Talented Peter Sheras, professor of clinical training,

Students Education Program of the U.S.

Jay Hertel was awarded a $400,000 grant

received the 2008 Public Service Award

Department of Education. Their project,

by the National Center for Complementary

from Division 42 (Psychologists in

the AP Challenge Program, is designed

and Alternative Medicine, a division of

Independent Practice) of the American

to increase the participation and success

the National Institutes of Health. The

Psychology Association.

of talented minority and low-income

R21 grant is titled “Neuromuscular and

students in advanced placement courses

Positional Changes after Ankle Joint

and college.

Mobilizations.” Co-investigators include

Associate professor of science education,

Susan Saliba and Chris Ingersoll.

Robert Tai, won the Council of Scientific Society Presidents’ Educational Research

Assistant professor Nancy Deutsch and

Award for outstanding achievement in

professor Edith (“Winx”) Lawrence were

Mable Kinzie and Bob Pianta received a

education research that measurably

awarded a $500,000 grant from the William

supplementary grant of $177,057 from

improved children’s learning and

T. Grant Foundation for their work with

the Institute of Educational Sciences,

understanding.

the Young Women Leaders Program.

U.S. Department of Education, to support ongoing research and development on

President John Casteen III presented

David Grissmer was awarded a $953,000

MyTeachingPartner-Mathematics/

Carol Tomlinson, professor of educational

grant from the National Science Founda-

Science. This project focuses on the

psychology, with the All-University

tion for his research, “Math and Science

teaching and learning of at-risk pre-

Teaching Award in April 2008. Dr.

Achievement Gaps of Minority and Dis-

kindergarten children.

Tomlinson is chair of the Department of

advantaged Students: The Role of

Leadership, Foundations, and Policy and

Developmental and Environmental Influ-

Associate professors in educational psychol-

co-director of Curr y’s Institute on

ences from Nine Months to 8th Grade.”

ogy Tonya Moon and Catherine Brighton were awarded a $2.2 million grant from

Academic Diversity.

Research scientist Bridget Hamre has

the U.S. Department of Education’s Jacob

received a $287,359 award from the

K. Javits Gifted and Talented Students Edu-

Picower Foundation for the project,

cation Program to increase the gifted

“Leveraging Improvement K–12,” and

identification of elementary school students

$64,500 from the American Board for

from underrepresented groups and to

Associate professor of science education

Certification of Teacher Excellence for

provide innovative services to those chil-

Randy Bell, along with U.Va. astronomer

her work on teacher and data analysis.

dren focused on science, mathematics,

Faculty Members Receiving Grants

technology, and engineering education.

Ed Murphy, was awarded a $46,570 grant from the State Council for Higher

Associate professor in research, statistics,

Education in Virginia. They are

and evaluation Walt Heinecke was

Dean Robert Pianta was awarded a

collaborating with school divisions in

awarded just over $500,000 from the

$2 million grant from the Wallace

central and southwest Virginia to develop

National Science Foundation for his

Foundation for the Executive Leadership

and offer the Space Science for Teachers

research project “Radford Outdoor

Program for Educators.

Curry Magazine · Spring 2009

| 47

Faculty Notes

Sara Rimm-Kaufman, Claire Ponitz,

Tina Stanton-Chapman, Martha Snell,

Human Resources for his work on the

Xitao Fan, and Robert Berry received a

Mar y Voorhees, and Sarah Hadden

youth-based program “Impact on Educa-

National Science Foundation grant for

received an $800,000 grant from the

tion and Career Choices.”

just under $1 million. The grant will fund

Federal Office of Special Education

a study of classroom quality, student en-

Programs to fund one year of a student’s

Associate professor Sarah Turner was

gagement in mathematics instruction,

tuition and a stipend in exchange for

awarded $191,402 from the Spencer

and student achievement of fourth- and

agreeing to teach two years in the field

Foundation for her project, “Aid and

fifth-grade students.

of early intervention or early childhood

Application Awareness: Reaching High-

special education.

Achieving Students.”

the Orthopaedic Section of the American

In partnership with the American Psy-

Heather Wathington, assistant professor,

Physical Therapy Association. Her project

chological Association, Robert Tai and

received a $50,000 grant from the Andrew

is titled, “The Effects of TENS Stimulation

Xitao Fan were awarded a three-year,

W. Mellon Foundation for her study Post-

as a Disinhibitory Modality in Patients

$1 million National Science Foundation

Graduate Outcomes of Black Graduates

with Tibiofemoral Osteoarthritis.”

Research and Evaluation on Education

in North Carolina. She was also the

in Science and Engineering grant to study

principal investigator for a $64,000 contract

Professor Martha E. Snell received a grant

specialized science, mathematics, and

from the Spencer Foundation to the

of more than $1.4 million for her project

technology high schools and their rela-

University of North Carolina’s Odum

titled, “Building Social Competence for

tive effectiveness with respect to science

Research Institute to conduct a portion

School Success through a Continuum of

and technology workforce development.

of the study in North Carolina.

Positive Behavior Supports.” The project

Robert Tai also received a $91,744 grant

is funded by the U.S. Department of

from the U.S. National Science Founda-

Education.

tion Directorate for Education and

Susan Saliba received a $25,000 grant from

48 |

University of Virginia Curry School of Education

Faculty Notes

In addition to recognizing the achievements of our exemplary alumni each year, the Curry Foundation honors an outstanding Curry professor and an outstanding Curry staff member.

Pamela D. Tucker 2008 Outstanding Curry Professor

S u ccessf u l sch o o l s b e g i n with

classroom teachers. She teaches four of

standards for school leaders and develop

principals who have a deep understanding

the ten core courses in the program required

guidelines for their advanced training.

of how students learn and who know how

for endorsement in Virginia. “I really enjoy

Currently, she is working at the national

to manage change and foster innovative

helping to open people’s eyes about that

level to revise accreditation standards for

teaching . M any of the best school

transition from their own classroom and

leadership preparation programs.

administrators in central Virginia and across

their sphere of influence with children,” she

the Commonwealth have something in

says, “to the broader sphere of providing

common: the Curry School of Education and

leadership for a whole school of adults and

Pamela D. Tucker, associate professor of

children.”

administration and supervision.

For her “remarkable dedication to

Her efforts are noticed and valued by her students. Melissa McBride (M.Ed. ’03,

both teaching and leadership,” Tucker was

Ph.D. ’08, Admin & Supv), assistant

presented the Curry School Foundation’s

principal at Monticello High School in

2008 Outstanding Professor Award.

Albemarle County, says that Tucker

Tucker joined the Curr y School ’s

is “incredibly knowledgeable and

administration and supervision program

gifted at translating the theoretical

in 1997 after receiving her doctorate in

into the practical” and that her

educational administration from the College

“classes were consistently engaging,

of William and Mary. She began her career

rigorous, and informative.”

as a science and mathematics teacher,

“ I value developing really

eventually returning to school for a master’s

positive, supportive relationships with

degree in special education and then spent

my students,” Tucker says. “I judge my

seven years as the education director for a

own success not only by student

private school that served disabled students.

performance in courses

From there, her career path shifted toward

but also by their

educational administration, but her passion

eventual success as

has never changed.

school leaders.”

“I absolutely love teaching,” she says.

Tucker is not

“Teaching is an interactive process for me

only a caring

and one of building relationships with every

teacher but a

student to the extent I can.”

l e a d e r h e r se lf.

Tucker anchors the Curr y School

She is leading

master’s degree program for aspiring

Virginia’s efforts

principals , most of whom have be en

to refine the

Curry Magazine · Spring 2009

| 49

Faculty Notes

Marianne Lampert Outstanding Curry Staff Award Tireless, committed, supportive,

funding for faculty research programs,

“We are incredibly confident in her ability to

professional, efficient, dependable. Ask

outreach initiatives, and graduate students.

walk us through the process of submitting

any faculty member who has submitted a

In times of tight budgets, grants provide

a grant.”

grant proposal in the past five years, and

valuable support that may not be available

these are the words they will likely use to

through state funding.

Marianne says she loves her work and enjoys the attention to detail her job

describe Marianne Lampert, Curry School

As grants administrator, Marianne

requires. She is also well aware of the

grants administrator. Marianne was selected

is responsible for making sure grant

significance of her position as a collaborator

to receive the 2008 Outstanding Curry

applications are submitted on time with

in the grant application process. “With my

Staff Award for her excellence in a key

all necessary paperwork and approvals

help, very bright people at this school get

Curry position.

included. “She is extremely well versed in

funded to do important research,” she says.

Grant awards to the Curry School have

all the logistics and policies concerning

She finds it rewarding to be able to play a

doubled over the past few years, primarily

grants at the University of Virginia,” says

key role in helping faculty obtain funding

due to increased efforts to obtain adequate

associate professor Sara Rimm-Kaufman.

for their work.

Perhaps what makes Marianne even more notable is her ever-present sense of humor, which faculty members find calming when last-minute complications arise and application deadlines are looming. Assistant professor Nancy Deutsch notes that Marianne has the unenviable task of often working with faculty members during periods of high stress. Yet, she says, “Every time I enter her office, I leave laughing.”

Faculty Notes

Selected 2008 Publications by Curry School Faculty and Staff K. Allen, Dewey Cornell, & E. Lorek

S. Q. Cabell, Laura M. Justice, C. Vukelich,

Daniel P. Hallahan & Sandra B. Cohen

Response of school personnel to student

M. J. Buell, & M. Han, (2008).

Many students with learning disabilities

threat assessment training.

Strategic and intentional shared

are not receiving special education.

School Effectiveness and School

storybook reading. In L.M. Justice & C.

Learning Disabilities: A Multidisciplinary

Improvement, 19, 319–332.

Vukelich (Eds.), Achieving excellence in

Journal, 15, 3–9.

preschool literacy instruction (pp.

Lynn Bell & J. C. Park

198–220). New York: Guilford Press.

Jane Hansen Teachers’ and researchers’ uses of

Digital images and video for teaching science. In R. L. Bell, J. Gess-Newsome, &

Nancy L. Deutsch & J.J. Jones

assessment and evaluation can bring

J. Luft (Eds.), Technology in the secondary

“Show me an ounce of respect”: Respect

reading and writing together.

science classroom (pp. 9–22). Arlington,

and authority in adult-youth relationships

The Canadian Journal of Program

VA: NSTA Press.

in after-school programs.

Evaluation, 22(3), 1–28.

Journal of Adolescent Research, 23(6), Randy L. Bell & K.C. Trundle

667–688.

Jay Hertel Sensorimotor deficits with ankle sprains

The use of a computer simulation to promote scientific conceptions of moon

Sarah Dexter

and chronic ankle instability.

phases.

Leadership for IT in Schools. In J. Voogt &

Clinics in Sports Medicine, 27, 353–370.

Journal of Research in Science Teaching,

G. Knezek (Eds.), The international

45, 346–372.

handbook of technology in primary and

Daniel B. Berch

Christopher D. Ingersoll, Terry L.

secondary education. New York: Springer-

Grindstaff, Brian G. Pietrosimone, & J.M.

Verlag.

Hart Neuromuscular consequences of anterior

Working memory and mathematical cognitive development: Limitations of

Jason T. Downer, R. Campos, C.

cruciate ligament injury.

limited-capacity resource models.

McWayne, & T. Gartner

Clinical Sports Medicine, 27(3), 383–404.

Developmental Neuropsychology, 33,

Father involvement and children’s early

427–446.

learning: A critical review of published

Robert Q. Berry III

B.A. Irving, C.K. Davis, D.W. Brock, J.Y.

empirical work from the past 15 years.

Weltman, D. Swift, E.J. Barrett, G.A.

Marriage & Family Review, 43(1/2), 67–108.

Gaesser, & Arthur Weltman Effects of exercise training intensity on

Access to upper-level mathematics: The stories of African American middle school

Daniel Duke & Craig Hochbein

abdominal visceral fat and body composition

boys who are successful with school

Rising to the challenge of studying school

in abdominally obese women with the

mathematics.

decline.

metabolic syndrome. Medicine and Science

Journal for Research in Mathematics

Leadership and Policy in Schools, 7(4),

in Sports and Exercise, 40, 1863–1872.

Education, 39(5), 464–488.

358–379.

Mabel B. Kinzie & D. R. D. Joseph

D. Boyd, H. Lankford, S. Loeb, J. Rockoff,

Harriet L. Glosoff

Game activity preferences of middle

& James Wyckoff

The counseling profession: A historical

school children: Implications for

The narrowing gap in New York City

perspective. In D. Capuzzi & D. Gross

educational game design.

teacher qualifications and its implications

(Eds.), Introduction to counseling (5th ed.;

Educational Technology Research &

for student achievement in high-poverty

pp. 3–56). Boston, MA: Allyn and Bacon.

Development, 56(5-6), 643–663.

schools.

Journal of Policy Analysis and

David Grissmer & B. Eiseman

Timothy R. Konold & J.J. Glutting

Management, 27(4), 793–818.

Can gaps in the quality of early

ADHD and method variance: A latent

environments and non-cognitive skills

variable approach applied to a nationally

Eric Bredo

help explain persisting black-white

representative sample of college freshmen.

What is pragmatism?

achievement gaps? In K. Magnuson & J.

Journal of Learning Disabilities, 41(5),

Zeitschrift für paedagogsiche

Waldfogel (Eds.), Steady gains and stalled

405–416.

Historiographie, 14(1), 51–53.

progress: Inequality and the black-white test score gap. New York: Russell Sage Foundation Publications.

Curry Magazine · Spring 2009

| 51

Faculty Notes

Tim Konold, B. Jablonski, A. Nottingham, L. Kessler, S. Byrd, S. Imig, Robert Berry, Robert McNergney Adding value to K–12 schooling: Investigating teacher education, teaching, and pupil learning.

Journal of Teacher Education, 59, 300–312.

J. H. Lindstrom, Elizabeth D. Tuckwiller, & Daniel P. Hallahan Assessment and eligibility of students with disabilities. In E. L. Grigorenko (Ed.), Educating individuals with disabilities: IDEA 2004 and beyond. (pp. 203–231).

New York: Springer.

Ann Loper, N. Mahmoodzadegan, & J. Warren Childhood maltreatment and cluster B personality pathology in serious female

In Print: Recent Books by Curry School Faculty and Staff

offenders.

Sexual Abuse: A Journal of Research and

Lynn Bell, L. Schrum, & A. D.

Michael C. McKenna & S. Walpole

Thompson (Eds.)

The literacy coaching challenge: Models

Heather T. Rowan-Kenyon, A. Bell, &

Framing research on technology and

and methods for grades K–8.

L. W. Perna

student learning in the content areas:

New York: Guilford.

Treatment, 20, 139–160.

How parents shape college opportunity for their children: Variations by

Implications for educators.

socioeconomic status.

Charlotte, NC: Information Age

Carol Tomlinson, Katherine

Journal of Higher Education, 79, 564–586.

Publishing.

Brimijoin, & L. Narvaez The differentiated school: Making

Tina L. Stanton-Chapman, A. P. Kaiser, P. Vijay, & C. Chapman

J. Luft, Randy Bell, & J. Gess-

revolutionary changes in teaching and

Teaching social interaction skills to children

Newsome (Eds.)

learning.

Science as inquiry in the secondary

Alexandria, VA: Association for

setting.

Supervision and Curriculum

Arlington, VA: NSTA Press

Development.

have we come?

Sonya Q. Cabell, Laura M. Justice,

Carol Tomlinson, S. Kaplan, J.

Exceptional Children, 74, 328–350.

J. N. Kaderavek, Khara Pence, & A.

Renzulli, J. Purcell, J. Leppien, D.

Stephanie van Hover

Breit-Smith

Burns, C. Strickland, & M. Imbeau

The professional development of social

Emergent literacy: Lessons for success.

The Parallel Curriculum Model: A

studies teachers. In L. Levstik & C. Tyson

San Diego, CA: Plural Publishing.

design to develop learner potential and

at-risk for emotional and behavioral disorders.

Journal of Early Intervention, 30, 188–212.

Stanley C. Trent, C. D. Kea, & K. Oh Research on preparing preservice educators for cultural diversity: How far

(Eds.), Handbook of research in social

challenge advanced learners (2nd ed.).

studies education (pp. 352–372). New York: Routledge.

Eleanor V. Wilson

Pride in the Projects: Teens building

Integrating accountability and assessment

identities in urban contexts.

in elementary school reading instruction

New York: New York University Press.

with a preservice teacher education class.

Educational Planning, 17(2), 41–46.

Nancy L. Deutsch

52 |

University of Virginia Curry School of Education

Thousand Oaks, CA: Corwin.

Curry School Foundation

Foundation News Over the past several months, many alumni and friends

When the president of the United States turns to Curry for

have asked whether giving is down and whether Curry will

advice on early childhood education, and when The Tipping

meet its annual fund and campaign goals. I am pleased to

Point author Malcolm Gladwell interviews Dean Bob Pianta

report that, even with the recession, gifts continue to flow.

about effective teaching (see “Most Likely to Succeed,” The New

While several other schools around Grounds saw a significant

Yorker, December 15, 2008), you know something significant is happening in Charlottesville, Virginia.

decline in unrestricted giving during the fall, Curry’s annual fund (through

I hope you are inspired by the work

December 31) increased by $68,000.

being done at Curry and that you will

The volume of December gifts, ranging

remain engaged in every way that you

from $25 to $120,000, significantly

can. With your support, Curry will

exceeded the number received in

expand its work to achieve a public ed-

December 2007 or December 2006.

ucation system in which: • Every class has a teacher who builds

In terms of the campaign, Curry is well ahead of schedule. This is due in

positive relationships and provides

large part to the generosity of donors

engaging instruction that addresses

who made commitments to the Bavaro

students’ diverse learning needs.

Hall campaign and select programs

• Every student has an equal opportu-

such as the Center for the Advanced

nity to master not only basic skills but the

Study

communication, problem-solving, and

of

Teaching

and

Learning

(CASTL), the Partnership for Leaders

interpersonal skills necessary for success

in Education, and the Young Writers

in a digital and global society.

Workshop. Now that the focus is on faculty, student, and research support, some donors are creating new scholarships, fellowships, and research awards.

Others wish to make campaign gifts

Education is the best way to change the world, and Curry is uniquely positioned to make a global impact.

• Every school leader knows how to foster effective, learning-centered environments and how to support a school staff eager to serve the needs of all its students.

but are unable to find the means cur-

• Every school and community agency

rently. A surprising number have decided

nurtures the unique development of the

to give what they can now and supplement their gifts with fu-

whole child, not only academic but emotional, social, and

ture funding (for example, through their wills, trusts, or other

physical well-being.

arrangements).

These actions suggest to me that many believe in the work being done at Curry. They believe that education is the best way to change the world, and Curry is uniquely positioned to make a global impact.

• Every educational and human service policy and public financial investment is based on a wise and thorough analysis of evidence.

—Deborah Donnelly Executive Director, Curry School of Education Foundation

Curry Magazine · Spring 2009

| 53

Foundation News

Campaign News — Discover, Create, Change In the initial phase of the Campaign for the Curry School, our generous alumni, faculty, staff, friends, and parents gave more than $40 million, three quarters of which was earmarked for Bavaro Hall.

In this second campaign phase the Curry School’s focus is on leveraging its expertise across the nation and beyond. Because the work our faculty and students will do inside Bavaro Hall is significantly more important than the building itself,

How to Give to the Curry School of Education

the Curry School Foundation will seek to raise $25 million for people and pro-

To make your donation by mail,

grammatic initiatives.

send a check payable to the

This level of support will enable us to discover innovative ideas and strategies

Curry School Foundation to

for improving the achievement and well-being of every child, to create new knowl-

405 Emmet Street South

edge about effective teaching and learning environments, and to change the face

P. O. Box 400276

of education across the nation and the world.

Charlottesville, VA 22904-4276

Bequest Campaign

To give online, submit your

In addition to the Curry School’s $55 million campaign for private resources,

credit card information through

our goal is to raise $7.5 million through new bequests. (If you intend to include

the Curry School Foundation’s

the Curry School in your estate plan, please let us know.)

secure Web site: http:// campaign.virginia.edu/curry

Our Campaign Goals

(click on “Give Now”)

Phase I New and Renovated Spaces

$30 million

Phase 2

You may reach the Curry Foundation office by phone at

Endowment for Faculty

$10 million

Student Financial Aid

$6 million

Research and Program Support

$6 million

Unrestricted Dollars

$2.5 million

Visiting Scholars Program and Annual Symposium

$0.5 million

(434) 924-0854.

Campaign Progress as of 12/31/08: 81.68% achievement

$44.9 million Goal: $55 million

54 |

University of Virginia Curry School of Education

Foundation News

Giving Because It Feels Good The

inscription

his

on

father’s headstone reads, “A life devoted to Christ, family, friends, country,

and

mankind

lives

forever.”

Robert M. Coffelt, Jr., wants to leave behind a legacy as well, and in the process “hitch his wagon” to something bigger than himself.

While Coffelt was enrolled in the College in the early 1970s he took a couple of courses from the Curry School and found them “very powerful.” When he began to take a closer look at Curry’s work a few years ago, he quickly realized that the School’s mission was consistent with his own: to “make the world a better place.”

“My mother and I chose the Curry School because the work it does transcends time and space,” Coffelt says. “It has an impact both on current society and the future.

Annetta Coffelt and her son Bob Coffelt congratulate Christiana Richardson, 2007 recipient of the Robert M. and Annetta J. Coffelt and Robert M. Coffelt, Jr., Scholarship.

“Curry is doing such a great thing,” he continues. “It is the platform by which we can

giving with a human connection,” Coffelt says. They both

develop better citizens and change the country. It’s the

enjoy attending the annual Curry School Foundation honors

multiplier.” He also likes the efforts the School is making “in

and awards luncheon, where they can meet the current year’s

terms of really exploring the theory of education—how you

recipient of their scholarship.

make a teacher a better teacher and how you make students more receptive to learning.”

Coffelt is an only child who has no children of his own.

He and his mother, Annetta Coffelt, who has been widowed

They also give annually to the school’s unrestricted fund.

“I need to trust the School to use the funds for whatever it deems a priority,” Bob says. They made a generous gift for Bavaro Hall as well.

since 1991, have always made their gifts to the Curry School

“Ultimately, Mother and I have been doing this philanthropy

Foundation jointly, beginning with an endowed scholarship

because it makes us feel good, and we decided it was foolish for

for students in the five-year teacher education program. “Not

us to take our assets to the grave with us,” Coffelt says. “There’s

having children or grandchildren, we wanted to begin our

more we’re receiving from this than you might realize.”

Curry Magazine · Spring 2009

| 55

Foundation News

Bavaro Hall Update Bavaro Hall is beginning to take shape, as the steel structure goes up this spring. Construction work remains on

Clinical Area, Reception, Adult & Child Waiting Area, Ground Floor RESERVED

1

$5,000,000

The Commons

1

$3,000,000

Great Room Lecture Hall

1

$2,000,000

The Commons Atrium seating area

1

$1,000,000

Central Courtyard RESERVED

1

$1,000,000

Clinical Psychology Suite

1

$1,000,000

Communications Disorders Suite

1

$1,000,000

Dean’s Suite RESERVED

1

$750,000

Center for Leadership Foundations & Policy

1

$500,000

Gifted Education Center RESERVED

1

$500,000

Center for Clinical Psychology, and the Personal and Career

Faculty Suites with shared conference space 1 RESERVED

2

$500,000

Development Center.

North Terrace

1

$325,000

Center for Curriculum, Instruction & Special Education

1

$250,000

Human Services Suite RESERVED

1

$250,000

Teacher Education Suite

1

$250,000

Admissions/Student Services Suite RESERVED

1

$200,000

Coffee Bar & Shared Kitchen

1

$200,000

Entrance Lobby First Floor North

1

$150,000

Open Meeting Area Third Floor

2

$150,000

South Terrace

1

$125,000

Shared Conference Space First Floor

1

$100,000

Entrance Lobby Ground and First Floor South

2

$100,000

Lobbies Second & Third Floors

4

$100,000

43

$50,000

Conference Rooms Ground Floor

2

$50,000

ciating your name or the name of someone you wish to honor

Interview Rooms First Floor

3

$50,000

with the Curry School of Education. See the box at right for

Walkway North connector RESERVED

1

$25,000

remaining naming opportunities in Bavaro Hall.

Walkway South connector RESERVED

1

$25,000

Building stairways 2 RESERVED

6

$10,000

schedule and should be completed in the summer of 2010.

This new structure will not only put an attractive new face on the Curry School, but will enable an innovative multidisciplinary approach to assessing and treating children who are struggling in school. Front and center on the north end of Bavaro Hall will be the Sheila C. Johnson Center for Human Services. This new center will bring together four of the Curry School’s renowned evaluation and treatment clinics for the first time. Those clinics will include the SpeechLanguage-Hearing Center, the McGuffey Reading Center, the

More than a shared reception area and waiting room, this Center will become the premier psycho-educational treatment center in Virginia. For the first time, parents will be able to bring their children to one location for an array of assessments. A child with difficulty reading, for example, may well need an evaluation to determine the likelihood of a contributing attention deficit disorder, emotional disorder, language disability, or some other problem.

The Center’s clinics will be able to matrix their expertise to develop a single, cross-disciplinary treatment plan that addresses the whole child. This revolutionary approach is sometimes found in health care but is rarely available to address the educational needs of children.

A number of opportunities remain for permanently asso-

Bavaro Hall Naming Opportunities

56 |

University of Virginia Curry School of Education

Faculty Offices Second & Third Floors

Foundation News

Curry Magazine 路 Spring 2009

| 57

Foundation News

New Board Members Christine L. Bavaro

of the Foundation’s Board. She joined the Board because she believes the Curry School is cutting-edge and can make a

B

avaro has been a very familiar name around

real difference.

the Curry School since Dan Meyers’s record-setting commitment for a new Education School building in

2004. Christine Bavaro is the widow of Bavaro Hall’s namesake, Anthony D. “Wally” Bavaro.

Christine has always been a supporter of education and children’s wellbeing in her own right, and the Curry

A

lana Levinson-LaBrosse joined the Foundation Board last May, just after graduating with her M.Ed. in English education.

Alana’s first contact with the Curry School was as a

School Foundation Board is

participant in the Young Writer’s Workshop. As a University

honored to welcome her as

student, Alana served the Workshop as a teacher, counselor,

a member.

and consultant. Now that she serves as the youngest alumni

After

earning

a

member

of

the

Board,

brings

a

unique

master’s degree in mental

Alana

health

from

perspective, as well as an

University,

invaluable connection to

counseling

Northeastern

Christine worked and directed residential programs for

current Curry students.

children and adolescents. As a marriage and family therapist,

“Over my several years’

a licensed mental health counselor, and a licensed certified

involvement with the Young

social worker, she held the position of psychotherapist in

Writers Workshop and this

various hospitals and clinics. Her interest in higher education

past years’ M.Ed. program,

brought her to Endicott College as a personal counselor and

Curry has found ways to

as an assistant to the dean of students, and then to North

teach me not just the habit

Shore Community College as an adjunct professor in its

of active service but the

mental health counseling program. Currently, she is in

practice of humility,” Alana says. “Considering the growth we

private practice in Lynnfield, Massachussetts.

hope for and the world’s current economic volatility, I am

Early in her career, Christine worked with families of chil-

excited to get to work on behalf of Curry.”

dren and adolescents with learning disabilities and severe

Alana has already been working with the Board’s student

mental illnesses. She continues to be interested in programs

representatives, Jesse Rine and Coro Wilbur, to coordinate

available to this population. She also is passionate about the

and market Curry’s first Student Giving Initiative.

need to instill self-esteem in teachers and to provide them with ongoing support.

Alana Levinson-LaBrosse

“This Initiative strives to make transparent the efforts of the Foundation on behalf of students,” she says, “and give students

Christine first visited the Curry School when she attended

a chance to come together to support that effort. It is really a

the Bavaro Hall groundbreaking ceremony in October 2007.

campaign of information exchange and symbolic student com-

She was extremely impressed with the energy and optimism

mitment. We hope it kicks off a culture of Curry pride.”

58 |

University of Virginia Curry School of Education

Foundation News

Marvin N. “Skip” Schoenhals

system can become the best in the world by 2015. Vision

M

a r vin N . “ S k ip ” S c h o e n h a l s is from

2015 published its plan for

Wilmington, Delaware, where he serves as Chairman

Delaware in October 2006.

of WSFS Financial Corporation.

Since that time, it has been

Skip has had a longstanding interest in education that

heralded by national and in-

led him to the Curry School Foundation Board of Directors.

ternational experts as one of

In a recent interview he stated, “I come from a family of

the best plans for reforming

educators, so I have had a natural interest in education for

the public education system

years. It was an honor to be asked to join the Foundation

of an entire state.

Skip is active in several

Board. I look forward to working with fellow board members to help provide leadership that will enable Curry to continue

professional business and advisory organizations, as well as

to be one of the leading education schools in the country.

community affairs. He is chair of the Delaware Public Policy

I also want to be able to take the knowledge gained from

Institute, a member of the Board and chair of the Sunday

being exposed to Curry back to Delaware to help it continue

Breakfast Mission, an organization serving the homeless in

to improve its public education system. My passion is to see

Wilmington. He currently serves as Board chair of Burris

the achievement gap eliminated in Delaware and across the

Logistics, a privately owned company, distributing frozen

entire country.”

food products on the East Coast.

Skip has been executive chairman of WSFS Financial

Skip recently received the Josiah Marvel Cup Award by

Corporation and its primary subsidiary, the Wilmington

the Delaware State Chamber of Commerce. It is presented

Savings Fund Society, FSB, since 1992. He also served as

annually, to honor a Delawarean who has made outstanding

president and CEO of WSFS from 1990 until 2007. WSFS is

contributions to the state, community, and society worthy of

a $3.2 billion banking organization serving Delaware and

remembrance. In 2004, Skip was inducted into the Delaware

surrounding states. It has been one of the top-performing

Business Leaders Hall of Fame.

banking organizations in the country for many years.

Born in Kalamazoo Michigan, Skip holds a bachelor’s degree

Skip has been chairman of Vision 2015 in Delaware since

in business administration from the University of Michigan

its organization over three years ago. Vision 2015 is a plan

and a Master’s of Business Administration degree from the

produced by a broad cross-section of leaders in Delaware to

University of Pennsylvania, Wharton School of Finance. He is

provide a road map whereby Delaware’s public education

also the former mayor of Owosso, Michigan.

Jay Jackson Returns to the Foundation Team In December, the Curry School Foundation welcomed back Jay Jackson as director of development. You may remember Jay from his previous role managing the Foundation’s annual fund and communications.

He has spent the past two years with the College of Arts and Sciences, where he led a high-powered volunteer board. Now that he’s back at Curry, Jay will draw on his eight years of development experience and his long-term relationship with the Curry School to secure funding and cultivate deeper relationships with alumni, parents, foundations, and friends.

Curry Magazine · Spring 2009

| 59

Foundation News Curry Foundation 2008 Board of Directors Officers

Board Members

Daniel M. Meyers Chair

Carol Hawkins Armstrong ’76 Beth J. Baptist ’89

Stewart D. Roberson ’77, ’87

Gary F. Holloway Vice Chair

Robert A. Barnhardt ’74

Paul H. Sartori

Christine Bavaro

Marvin N. Schoenhals

Sandra F. Stern ’85 Vice Chair

Mary-Scott B. Birdsall ’66

Elizabeth G. Staunton ’85

David W. Breneman

Paulette Goerig Katzenbach Secretary

Peter McE. Buchanan

Coro Wilbur Student Representative

Mark C. Hampton Treasurer

Irving S. Driscoll, Jr. ’77, ’79

Ex-Officio Members

Rudolph Everett Ford, Jr. ’90, ’96

Robert C. Pianta Dean

Carolyn M. Callahan

Margaret Kemp Frischkorn ’98 Sandra R. Galef ’65 William D. Hansen Sheila C. Johnson Luke E. Kelly Richard E. Lawson ’72 Alana M. Levinson-LaBrosse ’08 Jason M. Palmer Lewis F. Payne, Jr. Board of Visitors Representative

60 |

Phillip J. Rine Student Representative

University of Virginia Curry School of Education

Deborah Briggs Donnelly Executive Director Jay Jackson Director of Development Jane R. Buck Director of Foundation Operations W. McIlwaine Thompson, Jr. General Counsel

For the Future of the Curry School

Charitable IRA Rollover Election Is Extended The Charitable IRA Rollover component of the Pension Protection Act has been extended for another year, which means that Curry School benefactors can continue to support the School through

How to Include the Curry School of Education as a Beneficiary of Your Retirement Plan

gifts from their Traditional and Roth IRAs. Distributions to the Curry School from your IRA are excluded from federal taxable income.

Contributing all or part of your retirement plan may lower your estate tax, which may allow you to

To Contribute Through the “Charitable IRA Rollover”:

distribute a greater portion of the

• You must be at least 70½ years old.

value of your estate to your heirs.

• The gift must be an outright gift that would normally be considered fully deductible.

Contact the University’s Office of Gift Planning to obtain the proper

• The funds must be distributed directly from your plan administrator to

language to designate the Curry

the qualified charity (supporting organizations and family foundations

School of Education Foundation

do not qualify).

as a beneficiary of your individual

• The funds must come from a Traditional or Roth IRA.

retirement account, pension plan, profit sharing plan, stock bonus plan,

The maximum amount transferable per individual in a calendar year is $100,000.

This opportunity is available until December 31, 2009.

401(k) or 403(b).

Request a beneficiary form from your retirement plan administrator.

Call the University of Virginia Office of Gift Planning at 434-924-7306,

I d e n ti f y t h e C u r r y S c h o o l

or 800-688-9882, or e-mail giftplanning@virginia.edu. We welcome your

of Ed u c ati o n Fo u n d ati o n a s a

questions and will work with your plan administrator to facilitate a gift

beneficiary of your plan (you will

transfer.

need to include the Foundation’s Federal tax ID number 51-0201344

www.virginia.edu/supportuva/giftplanning/retirement.html

on your beneficiary form).

As with all gifts to the Curry

The University of Virginia does not provide legal or tax advice. We recommend

School, you select how the funds

that you seek your own legal and tax advice in connection with gift and estate

will be used.

planning matters.

The retirement plan beneficiary form may be changed as your plans change.

Nonprofit Organization US Postage PAID Charlottesville, VA Curry School of Education Foundation, Inc. 405 Emmet Street South P.O. Box 400276 Charlottesville, VA 22904-4276