2012 Edition
Copyright 2012 Frank Batten School of Leadership and Public Policy
University of Virginia
Published by the Office of Academic Programs
434.924.0049
Information in this handbook is subject to change. For the most up-to-date information,
please refer to websites referenced throughout the book.
Editor Wendy Perry, [email protected]
Graphic Designer anne hilton, anne hilton design
Batten School Contributors scott adams, William ashby, Maddie bergner, richard bonnie, brenda boyd, alex boucher, Lynn boyter, Jeanine braithwaite, david breneman, kaitlin brennan, addie bryant, aaron Chafetz, James Childress, eileen Chou, kelly Connors, benjamin Converse, nate daugherty, Jennifer doleac, Colleen Farrell, Leora Friedberg, Chloe gibbs, harry harding, Meg harmon, Frederick hitz, howard hoege, Charles holt, Lara Jacobsen, katy Lai, david Leblang, Molly Lipscomb, Christine Mahoney, Paul Martin, guian Mckee, katharine Meyer, Cynthia Moore, edgar olsen, amanda o’Malley, James Paradis, eric Patashnik, Wendy Perry, Melissa rickman, Margaret Foster riley, Jill rockwell, Christopher ruhm, raymond scheppach, Melina schoppa, herman schwartz, William shobe, kerra thurston, barkot tesema, sophie trawalter, Craig Volden, gerald Warburg, andrew Wicks, James Wyckoff
Additional Contributor Patricia Lampkin
Photographers dan addison, don hamerman, Jamie kay, Jack Looney, Wendy Perry Photograph of Frank batten, sr. courtesy of denis Finley, The Virginian-Pilot
Cover Photograph don hamerman
Printed by dazzle Printing
2 Welcome from the dean
3 about batten 3 Frank Batten, Sr. 5 Administration 12 Directory of Administration 13 Faculty 15 Directory of Faculty 24 Facilities and Operations: Garrett Hall
25 academics 25 Curriculum 32 Academic Rules and Regulations 37 Student Records 38 Registration 40 Academic Advising and Funding Opportunities
41 student & Career services 41 Office of Student Services 42 Office of Career Services 46 Office of Professional Development
47 student Life 47 Getting to Know U.Va. 48 Student Self-Governance 56 Organizations and Activities
61 university resources 61 Online 62 University Lingo
64 Map of the university of Virginia
2 0 12 B a t t e n G r a d u a t e S t u d e n t H a n d b o o k 1
Contents
F R O M T H E D E A N
On behalf of all members of the Bat-
ten School family—faculty, staff,
students, and alumni—I welcome you
warmly to the Frank Batten School of
Leadership and Public Policy and to
our Master of Public Policy program. You are an extraordinarily talented and
diverse group, and we are very pleased
and excited that you have chosen to
pursue your graduate studies with us. I look forward to meeting you personally
as the year unfolds, at Orientation, in
the classroom, at our public events, and
in the regular town hall meetings where
we come together to discuss the future
of the school.
This fall will mark the fifth anniver-
sary of the establishment of the Batten
School—the University of Virginia’s first
new school in fifty years. This milestone
gives us the opportunity to reflect on the
common vision of Thomas Jefferson and
Frank Batten: that one mission of the
University of Virginia should be to pro-
duce enlightened, ethical, and effective
civic leaders, in Jefferson’s day for the
young American Republic, and today for
communities around the world. We are
already planning to mark this impor-
tant milestone during Homecoming
Weekend in October. Our anniversary
gives us reason to celebrate the ways
in which, in five short years, the Batten
School has established a reputation as a
leading school of public policy through
a distinctive focus on the new policy
issues of the 21st century, the psycholog-
ical aspects of public policy, and above
all the skills associated with successful
leadership in public life. Celebratory
events will also feature a discussion
of the daunting fiscal challenges and
economic opportunities facing all levels
of government in the United States, as
well as the opportunities for promoting
economic growth in states such as Vir-
ginia. Each of these topics will suggest
parallels and comparisons with other
countries as well. In addition, over the
course of the year, we will be holding a
number of activities that will focus on
social entrepreneurship—a set of prom-
ising new ways through which active
and engaged citizens are addressing
social and economic problem around
the world. We will also be exploring
the ways in which the tools of policy
analysis can be applied to international
affairs.
Since the Batten School’s establish-
ment in 2007, our MPP program has
graduated only four classes, but each of
those four graduating classes has left its
mark on the school. A few examples of
class legacies are:
• Classof2009: the Virginia Policy
Review
• Classof2010: The annual Bat-
ten Council lecture and the annual
Rotunda Dinner
• Classof2011: The annual Batten Ball
• Classof2012: An annual charity
auction, and an annual policy forum
organized by the Virginia Policy
Review
In addition, smaller groups of stu-
dents have convened student-faculty
“flash seminars” on key policy issues,
many of which were held in my home
(Pavilion III) on the West Lawn, and
have organized an ongoing discussion
group on international issues. I hope to
see the convening of more flash semi-
nars and the creation of more student-
faculty discussion groups over the
coming year, as well as the continuation
of the great innovations introduced by
these earlier classes. I also look for-
ward to seeing how you, as members
of the Class of 2014, will build on these
achievements and make your own origi-
nal contributions to the Batten School.
Again, welcome to Batten. It will be
an exciting year for our school, and I’m
delighted that you will be part of it!
Sincerely,
Harry Harding
Dean and Professor of Public Policy
and Politics
WeLCoMe
To members of the Class of 2014:
2 0 12 B a t t e n G r a d u a t e S t u d e n t H a n d b o o k2
battenaboutWeLCoMe
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2 0 12 B a t t e n G r a d u a t e S t u d e n t H a n d b o o k 3
Media magnate and entrepreneur
Frank Batten, Sr. (1927-2009) made the
largest single gift in the history of the
University of Virginia in 2007, dedicat-
ing $100 million to the creation of the
Frank Batten School of Leadership and
Public Policy. From its beginning, the
newest school to be established at the
University in more than 50 years has
set out to to groom visionary leaders
who will drive the policy process, build
coalitions, and translate innovative
ideas into action.
Frank Batten, Sr., chair and CEO
of Landmark Communications, Inc.
in Norfolk, Virginia, was a long-time
University of Virginia supporter and
a graduate of the College of Arts and
Sciences. In 1999, he gave $60 million
to the University’s Darden School of
Business to create the Batten Institute,
which promotes entrepreneurial lead-
ership in business. A forward-thinking
philanthropist committed to supporting
educational initiatives and serving the
public good, Batten wanted his most
recent gift to extend beyond business
to all facets of civic life.
Batten saw an urgent need for a
new generation of leaders who could
Frank batten, sr.affect transformational
change. He empha-
sized leadership as
one of the key skills
required for suc-
cess in the field of
public policy. “Tal-
ented public leaders
are needed from a
range of professional
backgrounds. It is
critical to get younger
people excited about
the responsibilities
and opportunities of
public service in all its
manifestations,” Bat-
ten said. “The earlier
in their careers that
exceptional students begin to think
of themselves as future public leaders
who can promote a better society, the
greater the likelihood they will become
such leaders.”
Batten was born in Norfolk to one
of the city’s leading families on his
mother’s side. When he was one year
old, his father died, and the fam-
ily moved in with his uncle, Samuel
Slover, publisher of Norfolk’s two
newspapers, the Virginian-Pilot and
the Ledger-Dispatch. Batten was sent
to school at Culver Military Academy
in Indiana and served in the Merchant
Marines just after World War II. Grad-
uating from the University of Virginia
in 1950, he went on to earn an M.B.A.
from Harvard. During the summers of
his student years, Batten interned as a
reporter for the Ledger-Dispatch. He
became publisher of the Virginian-Pilot
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and the Ledger-Dispatch in 1954, at
age 27, then chairman of Landmark in
1967.
Under Batten’s leadership, Land-
mark Communications Inc. grew to
become one of the nation’s largest
privately held media companies whose
broad holdings in electronic and print
media include The Weather Channel,
the Virginian-Pilot in Norfolk and the
Roanoke Times. Batten was known
for his business acumen and is widely
remembered for his most innovative
business move, the 1982 launch of
The Weather Channel, followed by its
online counterpart, Weather.com.
Meanwhile Batten also distin-
guished himself as a civic leader early
in his career. In 1958, federal courts
mandated the racial integration of
Norfolk’s schools. In response, Virginia
Governor James Lindsay Almond
ordered the schools to close, a policy
he dubbed “massive resistance.”
Batten fired the editor of the Ledger-
Dispatch for supporting Almond and
backed Virginian-Pilot editor Lenoir
Chambers, who spoke out against
segregation in newspaper editorials.
Batten organized community leaders to
endorse a full-page advertisement call-
ing for the schools to reopen. Norfolk’s
schools reopened in February 1959,
setting the community on a new social
path. Chambers’ editorials won the
1960 Pulitzer Prize.
Leadership, good citizenship, and
public service were passions that
propelled Batten for the rest of his life.
His educational philanthropy alone
is estimated at $250 million. Batten
served on boards and held a variety
of other leadership roles of the U.Va.
Darden School Foundation, the Col-
lege of William and Mary, Hollins
University, Culver Educational Foun-
dation, Access College Foundation,
Harvard Business School Publishing
Company, the Norfolk Academy, and
the Mariners Museum. He presided
over the Norfolk Chamber of Com-
merce in 1961 and chaired the 1964
drive of what is now the United Way.
Virginia Governor Linwood Holton
appointed Batten to a seat on the
State Council of Higher Education. In
1962, Batten became the first rector of
Old Dominion College, and under his
leadership the campus broke from the
College of William and Mary. Batten
guided the school through its first eight
years, during which time it achieved
university status. He personally funded
building projects and raised additional
funding for the school until his death.
Like his gift to create the Frank Batten
School of Leadership and Public Policy
at U.Va., his $32 million gift to Old
Dominion University in 2003 was the
largest in the institution’s history.
Professionally, Batten took up
where his uncle left off in growing the
family’s media empire. After Slover’s
death, he transformed the original
company into Landmark Communi-
cations, which today, in addition to
the Virginian-Pilot, owns newspa-
pers in Roanoke and Greensboro, 50
smaller papers, and television stations
in Nashville and Las Vegas. Batten
recruited a cadre of pedigreed editors
and began professionalizing the news-
paper business. Always on the cutting
edge, he moved into cable television
early, launching Tele-Cable in 1964
in Virginia, West Virginia, and North
Carolina. Tele-Cable grew to comprise
20 cable systems in fifteen states, and
in 1995, Batten sold it to TCI Cable for
$1 billion.
Batten quickly rose to the forefront
of his field. As head of Landmark, he
wrote a platform for his empire that
many media leaders have echoed
since. “Newspapers live entirely on
the bounty of the public,” Batten
argued. “The ability of journalists to
report and to comment is based upon a
unique grant of freedom from the pub-
lic. Thus our duty is clear: It is to serve
the public with skill and character, and
to exercise First Amendment freedoms
with vigor and responsibility.” Batten
served as a director of The Associated
Press from 1975 to 1987, vice chairman
from 1977 to 1981, and chairman from
1982 to 1987. He was also a direc-
tor of the Newspaper Association of
America.
The crowning glory of Batten’s
career is perhaps the best example of
his entrepreneurial flair: the 24-hour
Weather Channel. Data from his
fledgling cable systems showed Batten
that viewers were channel-surfing for
up-to-date weather forecasts. It took
Batten less than a year to put The
Weather Channel on the air in 1982,
despite the sea of skeptics. An artful
strategist, Batten obtained a free-use
agreement from the U.S. National
Weather Service, located The Weather
Channel in Atlanta, Georgia, already
home to C.N.N., and negotiated a
per-viewer fee from system opera-
tors. From 10 million households at its
start to 100 million homes today, The
Weather Channel boasts one of the
widest reaches in the industry. Ventur-
ing into the internet media frontier,
The Weather Channel also took advan-
tage of its brand recognition to create
a popular and profitable website,
Weather.com.
By 2007, the year of the Batten
School’s founding, Frank Batten was
worth some $2.3 billion. He ranked
190th on the Forbes list of the 400 rich-
est Americans. The whole of Batten’s
business and philanthropic activities
were greater than the sum of its parts.
Harry Harding, the first dean of the
Batten School, described Frank Batten,
Sr. as a true inspiration for the school
and its students. In Harding’s words,
Batten was “committed to the prin-
ciple that our graduates should not
only contribute solutions to the most
challenging issues facing our society
in a globalized world, but also become
enlightened, ethical and effective par-
ticipants in public life.”
Sources: Carol S. Wood, UVa Today, April 12, 2007 and September 10, 2009; Earl Swift, The Virginian Pilot, September 11, 2009; Michael Carlson, The Guardian, November 5, 2009.
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administration
office of the DeanHarry HardingDean and Professor of Public Policy and [email protected], 924-0812Kerra ThurstonAssistant to the Dean and Academic Programs [email protected], 924-0812
The Dean is responsible for defin-
ing the mission of the Batten School,
developing and implementing the
School’s strategic and annual plans,
approving the School’s budget, and,
together with the faculty, determin-
ing the School’s curriculum. The Dean
makes the final recommendation to
the Provost, the President, and the
Board of Visitors about the appoint-
ment, reappointment and promotion
of faculty. He represents the School at
meetings with the President and the
Provost, as well as at meetings with
important external stakeholders.
office of Academic AffairsDavid Breneman Senior Associate Dean for Academic Affairs, University Professor, Newton and Rita Meyers Professor in Economics of Education and Public [email protected], 924-0965Wendy PerryAssistant Dean for Academic Programs and [email protected], 924-0049Kerra Thurston Executive Assistant to the Dean and Academic Programs [email protected], 924-0812Lynn BoyterResearch [email protected], 924-9848
The Senior Associate Dean for Aca-
demic Affairs directs the Master of
Public Policy and Bachelor of Arts in
Public Policy and Leadership programs
and oversees the recruitment, appoint-
oFFiCe oF the deanDean Harry Harding’s previous positions include faculty appointments at Swarthmore College (1970-71) and Stanford University (1971-83), Senior Fellow in the Foreign Policy Studies Program at the Brookings Institution (1983-94), Dean of the Elliott School of International Affairs at The George Washington University (1995-2005), and Director of Research and Analysis at Eurasia Group, a political risk consulting and advisory firm headquartered in New York (2005-07). A specialist on Asia, his major publications include The India-China Relationship: What the United States Needs to Know (co-edited with Francine Frankel, 2004); A Fragile Relationship: The United States and China Since 1972 (1992), Sino-American Relations, 1945-1955: A Joint Reassessment of a Critical Debate (co-edited with Yuan Ming, 1989), China’s Second Revolution: Reform After Mao (1987), China’s Foreign Relations in the 1980s (editor, 1984), and Organizing China: The Problem of Bureaucracy, 1949-1976 (1981). Harding also serves as Vice Chairman of the Asia Foundation, a member of the Board of Governors of the Rajaratnam School of International Studies at Nanyang Technological University (Singapore), and a member of the Scientific Advisory Board of the Finnish Institute of International Affairs (Helsinki). He received his bachelor’s degree from Princeton University and his MA and PhD from Stanford University.
Kerra Thurston serves as Executive Assistant to the Dean and Academic Programs Coordinator. In this capacity, she supports the faculty and academic administration. She also manages the dean’s schedule and assists the Director of Administrative Affairs in planning events hosted by the dean. Before coming to Batten, Thurston worked for eight years as a Tutoring Supervisor of underprivileged children for a non-profit organization based in a low-income neighborhood that was relocated to one of the area elementary schools. Thurston is a native of Louisa County, Virginia.
ment and promotion of Batten School
faculty. He serves as Dean Harding’s
general deputy, including serving
as acting dean when Dean Hard-
ing is away from Grounds for more
than a few days. Other duties include
promoting faculty research, providing
leadership on the development of new
academic programs, and representing
the Batten School at associate dean
meetings.
The Assistant Dean for Academic
Programs collaborates with the Senior
Associate Dean to facilitate the
academic success of Batten students,
and the professional success of Batten
faculty. The Assistant Dean adminis-
ters school policies, manages academic
advising and course registration for
all Batten students, offers individual
counseling regarding the challenges
students may encounter, supports the
Batten School faculty, coordinates
course offerings, and regularly reports
to Batten leadership on the quality of
the student and faculty experiences.
The Assistant Dean also serves as the
Batten School Writing Coach.
The Assistant Dean for Academic
Programs maintains an open door
policy and invites students to sched-
ule an appointment or simply stop by
the office at any time, for any reason.
Specific management responsibilities
include:
•Academicadvisingandfaculty
mentoring
•Courseregistrationandschedul-
ing
•Degreeauditing,degreeconferral
•Maintenanceofallstudentaca-
demic records
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•Verificationofstudentstatus/aca-
demic standing
•Managementoftheteaching
assistantship application process
in consultation with the Senior
Associate Dean for Academic
Affairs
•ManagementoftheStephanie
Jean-Charles Fellowship
•Communicationwithstudentsand
faculty on academic matters
•RegularassessmentofBattencur-
ricula and the student experience;
curriculum development
•RepresentationoftheBatten
School on University-wide aca-
demic committees
•WritingCoachworkshopsand
one-on-one consultations with
students
•Otherperiodicteaching
•Studyabroadinitiatives
•Resourcedevelopment(e.g.Bat-
ten Student Handbooks)
The Academic Programs Coordi-
nator and the Research Coordinator
support the deans and the faculty in
executing the Batten School’s teaching
and research mission.
office of Student and Career ServicesJill RockwellAssistant Dean of Student [email protected], 924-7950Paul MartinDirector of Professional Development [email protected], 924-2933James ParadisStudent Services [email protected], 982-2536
The Assistant Dean of Student Ser-
vices oversees the Office of Student
and Alumni Services and the Office of
Career and Professional Development,
working with an exceptionally talented
team to enhance students’ personal,
professional and co-curricular experi-
ences at the Batten School. From start
to finish, the collective mission of these
offices is create a welcoming and safe
environment for students by provid-
ing support for all of their personal,
professional, and service-related
oFFiCe oF aCadeMiC aFFairsDavid Breneman, Senior Associate Dean for Academic Affairs, University Professor, and Newton and Rita Meyers Professor in Economics of Education and Public Policy, served as Director of the Public Policy Program at the Frank Batten School of Leadership and Public Policy from 2006 to 2009. Prior to that, he served as Dean of the Curry School of Education from 1995 to 2007. He was Visiting Professor at the Harvard Graduate School of Education from 1990 to 1995, where he taught graduate courses on the economics and financing of higher education, on liberal arts colleges, and on the college presidency. As a Visiting Fellow at The Brookings Institution he conducted research for a book, Liberal Arts Colleges: Thriving, Surviving, or Endangered?, published by Brookings in 1994. He was selected as the recipient of the 1999 Award for Outstanding Service from the Council for Independent Colleges for this work. From 1983 to 1989, he served as president of Kalamazoo College, a liberal arts college in Michigan. Prior to that, he was a Senior Fellow at Brookings from 1975 to 1983, specializing in the economics of higher education and public policy toward education. His most recent book (with co-authors) is Financing American Higher Education in the Era of Globalization (Harvard Education Press, 2012). He attended the University of Colorado at Boulder as an undergraduate, majoring in philosophy, and earned his PhD in economics from the University of California at Berkeley.
Wendy Perry, Assistant Dean for Academic Programs, received her PhD in history from the University of North Carolina at Chapel Hill, with specializations in French history, the history of human rights, and African history. Her doctoral research project, Remembering Dreyfus: The Ligue des Droits de l’Homme and the Making of the Modern French Human Rights Movement, 1898-1944, was funded by a Chateaubriand Fellowship from the French Ministry of Foreign Affairs, and fellowships and grants from the Morehead Foundation, the Institute for Humane Studies, and the Institut Français de Washington. Having taught history in Paris, France and at UNC-Chapel Hill, Perry served as a Senior Academic Adviser in the College of Arts and Sciences at UNC-Chapel Hill, as Assistant Director of Career Services in the U.Va. Graduate School of Arts and Sciences, and most recently as Director of Graduate and Postdoctoral Professional Development Programs in the U.Va. Office of the Vice President for Research before joining the Batten School in 2010. She spent this past summer in Morocco teaching a course in French on the history of human rights in Morocco for the U.Va. Study Abroad Program.
Kerra Thurston serves as Executive Assistant to the Dean and Academic Programs Coordinator. In this capacity, she supports the faculty and academic administration. She also manages the dean’s schedule and assists the Director of Administrative Affairs in planning events hosted by the dean. Before coming to Batten, Thurston worked for eight years as a Tutoring Supervisor of underprivileged children for a non-profit organization based in a low-income neighborhood that was relocated to one of the area elementary schools. Thurston is a native of Louisa County, Virginia.
Lynn Boyter provides assistance with research grant administration as the Batten School’s Research Administrator. In addition to her Batten work she is the Administrator for the University’s Institute of Law, Psychiatry & Public Policy, and is a consultant to a research project at Vanderbilt University’s Law School. Her previous work with UCLA, Columbia University, the University of Maryland, and Temple University supported administration of private foundation research projects. She received her bachelor’s from the University of Virginia.
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interests and needs. We work hand-in-
hand with students to develop a solid
foundation for their co-curricular life,
providing advice and support services,
connecting students with resources
across Grounds, and facilitating rela-
tionships between students, faculty,
staff and alumni. (See Student and
Career Services for more information.)
office of AdmissionsHoward HoegeAssistant Dean for Admissions and Strategic [email protected], 243-4383Meg HarmonAdmissions [email protected], 982-2583Katharine MeyerExternal Affairs [email protected], 982-6761
The Batten School admissions process
is all about identifying and recruit-
ing prospective students who are also
prospective leaders in a wide range
of public policy fields. The Office of
Admissions believes a team approach
focused on building relationships cre-
ates the best opportunity to attract the
most dynamic and talented people to
the Batten MPP programs. The team
approach with a focus on relationships
has the added benefit of being the pur-
est and most credible way of exposing
prospective students to the cohesive,
team-oriented culture of the Batten
School.
Current Batten students are invited
to support the admissions enterprise in
the following ways:
•Participateasstudentpanelists
oFFiCe oF student and Career serViCesBefore joining the Batten School in 2008, Jill Rockwell, Assistant Dean of Student Services, spent nearly a decade working at Duke Law School, both in career advising and as the law school’s Dean of Students. Prior to these positions, she practiced employment law at the Chicago office of Littler Mendelson and served as the Director of Career Advising and co-director of publications at the University of Illinois College of Law. She earned her JD, cum laude, from the University of Illinois, and her BA in journalism and political science at Indiana University.
A native of California, Paul Martin, Director of Professional Development, was a first-generation college graduate at the University of California-Irvine and went on to earn a PhD in political science from the University of Wisconsin where he specialized in the quantitative study of political behavior. Martin was an Assistant Professor of Politics at the University of Oklahoma and an APSA Congressional Fellow in the office of Congressman David R. Obey. He is a recipient of a Harvard University Goldsmith Award for research on how citizen participation responds to “bad news” about national conditions and a Dirksen Congressional Research Award for his study of how members of congress respond to district participation. Martin is active supporter of Access UVA, serves as a board member of Madison House and on the Jefferson Public Citizen Advisory Committee, and chaired the City of Charlottesville’s Community Development Block Grant Taskforce overseeing the disbursement of nearly $2M in annual city, state, and federal grants for community housing and social programs.
James Paradis, Student Services Coordinator, is a graduate from the University of Virginia Class of 2008, where he was highly involved in the on-Grounds service community, holding leadership roles in Alpha Phi Omega and Alternative Spring Break. He has led service trips to India and the Gulf Coast and spent a year as an Americorps City Year volunteer, working with underprivileged youth in Washington, DC. He went on to attain his Master’s degree in Education Policy Studies from The George Washington University in 2011 while serving as the research intern at the Institute for Higher Education Policy.
and speakers at any one of the
several on-Grounds and off-
Grounds information sessions
and events designed to engage
prospective students about our
School. The Batten School Office
of Admissions will typically invite
individual students to participate
in this capacity.
•AttendaBattenSchoolon-
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Grounds or off-Grounds reception
for prospective students and be
accessible to engage prospec-
tive students in a more informal,
dynamic way. The Office of
Admissions will hold two or three
of these receptions each fall. It
views these receptions as “all
hands on deck” and will encour-
age all current students to partici-
pate in this capacity.
•AttendBattenon-Groundsadmit-
ted students’ events. Just because
the Batten School has admitted
a student does not mean that the
person will attend! The Office
of Admissions wants to make
admitted students’ decisions about
where to pursue their MPP an
easy one! Again, the goal is to
make sure that admitted students
know as much about the pro-
gram from the currently enrolled
student perspective as possible –
such unfiltered information is the
most credible and in many regards
the most powerful information
they will receive. These admit-
ted students events are another
example of an “all hands on deck”
event, and all current students will
be encouraged to attend.
•Answerprospectivestudent
questions about the coursework
or the Batten experience. During
the course of the year, the Office
of Admissions receives several
hundred emails from prospective
students asking about different
aspects of the Batten experience.
Occasionally, it makes sense to
put a prospective student directly
in touch with a current student to
offer a direct perspective on a par-
ticular question. Students willing
to occasionally answer questions
via email or phone call are encour-
aged to reach out to the Admis-
sions Office so that we may refer
prospective students every now
and then.
•ActasaBattenSchoolambas-
sador! Never miss an opportunity
to engage interesting, dynamic,
talented, bright, compassion-
ate people and ask them about
oFFiCe oF adMissions and strategiC initiatiVesHoward Hoege is the Batten School’s Assistant Dean for Admissions and Strategic Initiatives. A graduate of West Point, he served as an infantry officer in the first stage of his fourteen-year military career. He then took a law degree from the University of Virginia and entered the Army’s Judge Advocate General’s Corps. Hoege was a JAG officer in the United States and Iraq, serving as a trial counsel, a legal advisor in the field, a prosecutor, and a recruiter. After receiving his LLM degree in military law from the Judge Advocate General’s School here in Charlottesville, he taught criminal law for two years as a full-time member of the faculty there, while also teaching the law of war as a part-time lecturer at the U.Va. School of Law. After he left the service in 2008, Hoege served as a counsel to the Senate Armed Services Committee, investigating the role of private security contractors in Afghanistan.
Meg Harmon, Admissions Coordinator, is a native of Crozet, Virginia. She graduated from Western Albemarle High School and from Longwood University with a BA in communications, with a concentration in organizational communications and public relations in May 2010. Harmon was a member of Alpha Lambda Delta, an honor society for first year students. She was also an active member of Lambda Pi Eta, the communication studies honor society of the National Communication Association. While at Longwood, Harmon completed a marketing internship with Longwood’s Division I Athletics program.
oFFiCe oF externaL aFFairsGerry Warburg, Assistant Dean for External Affairs and Professor of Public Policy, teaches courses at the Batten School on Congress, US foreign policy and advocacy strategies. His research interests include the study of best practices by non-governmental organizations and the evolution of US nuclear non-proliferation policies. Warburg’s professional background encompasses a broad array of public service sectors. Most recently, he served as Executive Vice President of Cassidy & Associates, a leading government relations firm. Prior to that position, he worked as a legislative assistant for the US Senate and US House of Representatives under Senate Whip Alan Cranston and Representative Jonathan B. Bingham. His academic service includes time spent as a visiting professor at Georgetown University, the University of Pennsylvania, the Brookings Institution, and his alma maters of Stanford University and Hampshire College.
Katharine Meyer, External Affairs Coordinator, joined the Batten Team full-time in July 2010 as Faculty Affairs Coordinator and assistant to the Associate Dean, and began her work in development and public affairs during the spring of 2012. Prior to her position in faculty affairs, she worked as an undergraduate in the Batten School career services office. She graduated from the University of Virginia in May 2010, earning her BA in government, and is currently enrolled in the MEd in Educational Research program at the Curry School of Education. She is particularly interested in gifted education, and has worked as a research assistant since 2009 on the AP Challenge Program, an initiative to encourage low-income and minority students from her hometown of Virginia Beach to enroll in Advanced Placement courses.
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themselves. What are their goals?
Ambitions? If it seems like they
might be interested in the Batten
School, put them in touch with the
Admissions team, and they can
take things from there.
In the end, the Office of Admissions
wants to inspire students at the Batten
School to truly think of themselves as
stewards of the vision and culture of
the Batten School. An important com-
ponent of that is committing some time
to thinking about who will follow you
as students at the School. The energy
and commitment and diversity of the
student body does not “just happen.”
Batten students are asked to consider
giving their time in one or more of the
ways above to help to sustain the high
standards they have set for Batten
School classes!
Financial AidThe Batten School offers several forms
of financial aid to its graduate stu-
dents. The availability and amounts of
any particular form varies from year-
to-year, so students interested in more
information about financial aid are
urged to schedule an appointment to
talk to the Assistant Dean for Admis-
sions. Some financial aid basics:
•AcceleratedBachelor/MPPstu-
dents are only eligible for financial
aid from the Batten School during
their second year at Batten, when
the University recognizes them as
full-time graduate students.
•Thefinancialaidapplication
process begins in the Spring Term
for the following academic year’s
financial aid package.
•Allstudentsinterestedinreceiv-
ing financial aid of any kind must
fill out both the FAFSA and the
U.Va. financial aid form. Each of
these forms and instructions are
available on the U.Va. Student
Financial Services web site: www.
virginia.edu/financialaid/grad
academic12-13.php.
Contact the Assistant Dean for
Admissions with all financial aid ques-
tions.
office of External AffairsGerry WarburgAssistant Dean for External Affairs and Professor of Public [email protected], 243-1173Katharine MeyerExternal Affairs [email protected], 982-6761
The Office of External Affairs works
with the Batten team to help build the
new School’s outreach. This takes the
form of, coordinating public speakers
and events, developing and updating
website content, and leading devel-
opment efforts to build the School’s
fellowships and research centers.
External Affairs is a resource for
students on issues related to com-
munications, public relations, events
on Grounds and in Washington or
Richmond. The Assistant Dean works
closely with Jill Rockwell on com-
munications and Dean Harding on
outreach. The Office engages with
colleagues in other schools at the
University about public events that can
expand the Batten School’s reach and
raise awareness of scholarship done by
Batten students and faculty.
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office of Business ServicesBill AshbyAssociate Dean for Management and [email protected], 243-3155Brenda BoydDirector of Budget and [email protected], 982-6561Lara JacobsenDirector of Administrative [email protected], 243-3728Scott AdamsIT and Audio-Visual Services [email protected], 243-3732Cindy MooreBusiness Services [email protected], 982-2033
The Business Services team provides
administrative, fiscal, operational, and
technological support to Batten School
students, faculty, and staff.
The Associate Dean of Management
and Finance serves as the chief admin-
istrative officer for the School and pri-
mary liaison, after the dean, between
the University and the School on
non-academic matters. He coordinates
with the Dean and Senior Associate
Dean for Academic Affairs to ensure
operational and management functions
are aligned and optimized to meet or
exceed School goals and initiatives.
The Director of Budget and Finance
is responsible for managing the finan-
cial operations of the school, the devel-
opment of annual budget submissions
and long-term budget planning and
forecasting. She works closely with the
Associate Dean for Management and
Finance to determine financial implica-
tions, constraints, and related infor-
mation on program proposals and by
researching and making recommenda-
tions on resource allocation decisions.
She is also responsible for ensuring the
school is compliant with state, donor,
and fund restrictions and serves as the
primary contact on financial matters
with administrative personnel in other
University divisions. The Director
and the Business Services Coordina-
tor perform oversight of all cashiering
activities, payment of invoices and
reconciliation of school accounts as
well as post-award grant activity and
gift accounting.
The Director of Administrative
Affairs manages day-to-day logistics
and operations for the Batten School,
serving as its primary human resources
manager and event planner. She sup-
ports both internal and public major
events, working closely with Facilities
Management and many vendors to
ensure that all events are organized
and successful. The Director over-
sees the maintenance of Garrett Hall,
providing a clean, safe, and secure
environment for all members of the
Batten community and its visitors. She
serves as the liaison to the University’s
risk management and emergency
preparedness offices. The Direc-
tor works closely with the Associate
Dean for Management and Finance
on personnel actions and processing,
reviews student wage hiring proposals,
and enters stipends and goal pays for
Teaching and Research Assistants. She
also coordinates all major purchasing,
working with Batten staff and central
procurement, to ensure that the School
adheres to applicable policies, proce-
dures, and guidelines. The Director
supervises a team of student office
assistants who support her efforts.
The Information Technology and
Audio-Visual(IT/AV)Managerprovi-
sions all services for information and
audio-visual technologies within the
School. Working with the central IT
organization and state vendors, he
manages network communication,
data management, and computing
infrastructure, providing support for
oFFiCe oF business serViCesBill Ashby is the Batten School’s Associate Dean for Management and Finance. He joined the senior leadership team in March 2012 and serves as the chief administrative officer and primary liaison, after the dean, between the University and the School on non-academic matters. He is the School’s chief financial officer, responsible for direction and oversight of financial support operations, directs the Batten School’s IT efforts, serves as chief personnel officer, and has responsibility for the operation of Garrett Hall. Bill has twenty years of professional administrative experience in higher education, ten of them at the University. He worked for five years at Cal Poly as CFO of a university auxiliary. At U.Va, he has served as an Assistant Vice President for Student Affairs, Associate Dean of Students, and Executive Director for Administration. Bill is a graduate of UC Berkeley, he holds an MBA from Cal Poly (San Luis Obispo, CA) and a PhD in education from the Curry School, where his dissertation examined branding in higher education. Bill and his family live in Charlottesville where he spends his weekends running between swim meets, lacrosse tournaments, and music recitals. He occasionally finds time to sneak in a round of golf.
Brenda Boyd joined the Frank Batten School of Leadership and Public Policy last summer as the Director of Budget and Finance. Brenda has worked for the University for eighteen years and previous to coming to the Batten School, she served nine years as the Director of Budget and Financial Operations at the Curry School of Education. As the Director of Budget and Finance, Brenda is responsible for managing the financial operations of the school and works closely with the Dean on budgetary matters. She develops annual budget submissions as well as long-term planning and forecasting. Brenda ensures compliance with state, donor, and fund restrictions by monitoring school accounts and initiating adjustments if needed. She researches and makes recommendations on resource allocation decisions and she serves as the primary school contact on financial matters with administrative personnel in other University divisions. Brenda received a Bachelor’s in Business Administration from Mary Baldwin College and a Master of Education from the University of Virginia.
Continued on page 11
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the day-to-day needs for students,
faculty, staff, and visitors to the School.
Coordinating with the faculty and the
Associate Dean of Management and
Finance, he is responsible for initiating
and developing the strategic vision in
the use of technology and commu-
nication. Working with the staff and
faculty, he is responsible for helping
to adhere to data security policies
and good computing practices of the
University. In managing the technol-
ogy infrastructure, he acts as the
administrator over all servers, personal
computing devices, and audiovisual
equipment for the school. He super-
vises and trains student assistants to
provide friendly, quality IT service for
the students, staff, and faculty.
oFFiCe oF business serViCesContinued from page 10
Lara Jacobsen in the Batten School’s Director of Administrative Affairs. She was recruited to open the School in September 2007 as its first staff member, bringing with her nearly two decades’ worth of management experience in health care and hospital administration. Most recently, she held positions as Secretary of the Board and Executive Assistant to the VP/CEO of the University of Utah Hospitals and Clinics and Executive Assistant to the VP/CEO of the University of Virginia Health System. Jacobsen attended the University of Utah, where her field of study was aerospace engineering. While a self-described “military brat” who grew up across the country and abroad in Japan, she has spent most of her life in Utah and is an avid skier. She was a licensed pilot at eighteen and a volunteer in the 2002 Winter Olympics in Salt Lake City.
Scott Adams, the IT and AV Manager, joined Batten in April of 2012. He has 13 years’ experience working with faculty, staff, and students as both an Instructional and Information Technology Director at the University of North Carolina, School of Information and Library Science. He has a history degree from Erskine College, a Masters of Divinity from Union Theological Seminary in Richmond, VA, and an MSLS from the School of Information and Library Science.
Cindy Moore joined the Frank Batten School this summer as the Business Services Coordinator. Cindy has been an employee of the Curry School of Education for the past eight years. She began as a temp in the technology office where she progressed to IT support and then manager of the educational technology office. In this position she was responsible for managing the technology resources including the budget and accounts, Equipment Trust Funds, and equipment purchases for the school. Prior to coming to the University, Cindy managed the Fluvanna SPCA and served in the United State Air Force.
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d ireCtorY oF adMinistration
OFFICE OF THE DEAN
HARRY HARDING Dean, Professor of Public Policy and Politics Garrett 200A 924.0812 [email protected]
KERRA THURSTON Executive Assistant to the Dean and Academic Garrett 200 924.0812 [email protected] Programs Coordinator
OFFICE OF ACADEMIC AFFAIRS
DAVID BRENEMAN Senior Associate Dean for Academic Affairs, University Garrett 200B 924-0965 [email protected] Professor, Professor of Education and public Policy
WENDY PERRY Assistant Dean for Academic Programs and Registrar Garrett L052 924.0049 [email protected]
KERRA THURSTON Executive Assistant to the Dean and Academic Garrett 200 924-0812 [email protected] Programs Coordinator
LYNN BOYTER Research Administrator 1230 Cedars Ct., Suite B 924.9848 [email protected]
OFFICE OF STUDENT AND CAREER SERVICES
JILL ROCKWELL Assistant Dean of Student Services Garrett L004A 924.7950 [email protected]
PAUL MARTIN Director of Professional Development Garrett L004B 924.2933 [email protected]
JAMES PARADIS Student Services Coordinator Garrett L004 982.2536 [email protected]
OFFICE OF ADMISSIONS AND STRATEGIC INITIATIVES
HOWARD HOEGE Assistant Dean for Admissions and Strategic Initiatives Garrett L020C 243.4383 [email protected]
MEG HARMON Admissions Coordinator Garrett L020A 982.2583 [email protected]
KATHARINE MEYER External Affairs Coordinator Garrett L020D 982.6761 [email protected]
OFFICE OF EXTERNAL AFFAIRS
GERRY WARBURG Assistant Dean for External Affairs, Professor of Public Policy Garrett 107 243.1173 [email protected]
KATHARINE MEYER External Affairs Coordinator Garrett L020D 982.6761 [email protected]
OFFICE OF BUSINESS SERVICES
BILL ASHBY Associate Dean for Management and Finance Garrett L031 243.3155 [email protected]
BRENDA BOYD Director of Budget and Finance Garrett L033 982-6561 [email protected]
LARA JACOBSEN Director of Administrative Affairs Garrett L032 243.3728 [email protected]
SCOTT ADAMS IT & AV Manager Garrett L030 243-3732 [email protected]
CINDY MOORE Business Services Coordinator Garrett L028 982-2033 [email protected]
All phone numbers are area code 434
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• Professor of Law, Medicine, and Public Policy
• Director of the Institute of Law, Psychiatry, and Public PolicyBonnie teaches and writes about
criminal law, bioethics, and public
policies relating to mental health,
substance abuse, aging, and public
health. Among many other positions,
he has been Associate Director of the
National Commission on Marijuana
and Drug Abuse (1971 73); Secretary
of the first National Advisory Coun-
cil on Drug Abuse (1975 80); chair of
Virginia’s State Human Rights Com-
mittee responsible for protecting rights
of persons with mental disabilities
(1979-85); chief advisor for the ABA
Criminal Justice—Mental Health
Standards Project (1981-88); and Chair
of the Virginia Commission on Men-
tal Health Law Reform (2006-2011). He has also served on the MacArthur
Foundation Research Networks on
Mental Health and the Law (1988-96)
and Mandated Community Treatment
(2000-2010) and is currently participat-
ing on the Foundation’s Research Net-
work on Law and Neuroscience. He
was elected to the Institute of Medi-
cine (IOM) of the National Academy of
Sciences in 1991 and has chaired many
policy studies for the IOM and NRC on
topics ranging from underage drinking
and tobacco control to elder mistreat-
ment. In 2007, Bonnie received the
University of Virginia’s highest honor,
the Thomas Jefferson Award. Bonnie
earned his BA from The Johns Hop-
kins University and his LLB from the
University of Virginia School of Law.
• Professor of Public PolicyBraithwaite has been a Senior Econ-
omist at the World Bank, most recently
in the Social Protection Group, Human
Development Network, where she
worked on social protection, disability,
and poverty issues. She specializes in
the study of medium-income Africa
(South Africa, Botswana, Swaziland,
and Mauritius), Turkey, and the former
Soviet Union (FSU), and has provided
policy advice to governments while on
negotiating missions and staff visits. She has written many Bank reports,
including poverty assessments for
Turkey, Russia, Armenia, Moldova,
Hungary, and Ukraine. In addition, she
has operational experience in Bosnia,
Kosovo, Cambodia, Colombia, Nicara-
gua, Mexico, Jamaica, and Turkmeni-
stan. Braithwaite also worked for the
International Monetary Fund and the
US Census Bureau. Braithwaite speaks
excellent Russian, adequate Spanish,
survival Turkish and beginning Hun-
garian, and reads French. She teaches
courses on development, the inter-
national financial institutions, mac-
roeconomic policy, and public policy. She has also taught at Georgetown,
George Mason, American, Maryland
and Kalamazoo College. An alumna of
the University of Virginia, she served
as a Resident Assistant while enrolled
and was both an Echols Scholar and
a member of the Raven Society. She
went on to earn her master’s degree in
Russian area studies from Georgetown
and her doctorate in economics at
Duke University.
• Senior Associate Dean for Academic Affairs
• University Professor
• Newton and Rita Meyers Professor in Economics of Education and Public PolicyBreneman served as Director of
the Public Policy Program at the
Frank Batten School of Leadership
and Public Policy from 2006 to 2009. Prior to that, he served as Dean of
the Curry School of Education from
1995 to 2007. He was Visiting Profes-
sor at the Harvard Graduate School of
Education from 1990 to 1995, where
he taught graduate courses on the
economics and financing of higher
education, on liberal arts colleges, and
on the college presidency. As a Visiting
Fellow at The Brookings Institution he
conducted research for a book, Liberal
Arts Colleges: Thriving, Surviving, or
Endangered?, published by Brookings
in 1994. He was selected as the recipi-
ent of the 1999 Award for Outstanding
Service from the Council for Inde-
pendent Colleges for this work. From
1983 to 1989, he served as president of
Kalamazoo College, a liberal arts col-
lege in Michigan. Prior to that, he was
a Senior Fellow at Brookings from 1975
to 1983, specializing in the economics
of higher education and public policy
toward education. His most recent
book (with co-authors) is Financing
American Higher Education in the Era
of Globalization (Harvard Education
Press, 2012). He attended the Uni-
versity of Colorado at Boulder as an
undergraduate, majoring in philoso-
phy, and earned his PhD in economics
from the University of California at
Berkeley.
Richard Bonnie Jeanine Braithwaite David Breneman
Faculty
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• University Professor
• Professor of Religious Studies and Public PolicyChildress has previously been the
Joseph P. Kennedy, Sr., Professor of
Christian Ethics at the Kennedy Insti-
tute of Ethics at Georgetown Univer-
sity (1975-79) and a Visiting Professor
at the University of Chicago Divinity
School and Princeton University. In
1990, he was named Professor of the
Year in the Commonwealth of Virginia
by the Council for the Advancement
and Support of Education, and in 2002
he received the University of Virginia’s
highest honor—the Thomas Jefferson
Award. In spring 2010, he held the
Maguire Chair in American History and
Ethics at the Library of Congress. Chil-
dress is the author of numerous articles
and several books in several areas of
ethics, including Principles of Biomedi-
cal Ethics (with Tom Beauchamp), now
in its 6th edition and translated into
several languages. He was vice chair
of the national Task Force on Organ
Transplantation, and he also has served
on the Board of Directors of the United
Network for Organ Sharing (UNOS),
the UNOS Ethics Committee, the
Recombinant DNA Advisory Commit-
tee, the Human Gene Therapy Subcom-
mittee, the Biomedical Ethics Advisory
Committee, and several Data and
Safety Monitoring Boards for NIH clini-
cal trials. He was a member of the pres-
identially-appointed National Bioethics
Advisory Commission (1996-2001). He
now chairs the Health Sciences Policy
Board for the Institute of Medicine of
the National Academies of Science. His
current research focuses on public bio-
ethics, on public health ethics, and on
just-war theory and practice. Childress
received his BA from Guilford College,
his BD from Yale Divinity School, and
his MA and PhD from Yale University.
• Assistant Professor of Public PolicyChou received her PhD in man-
agement and organization from the
Kellogg School of Management at
Northwestern University, and holds
an MS in social science from Caltech
and a BA in psychology and economics
from UCLA. Chou’s research focuses
on the organizational, social, and psy-
chological forces that shape individual
and group behavior in organizational
settings. She explores questions such
as how the terms of contracts promote
or inhibit cooperation among team
members, whether and when hierar-
chy is an effective mechanism of social
organization, how trust can be used as
a strategic tactic, and whether or not
it really is “lonely at the top.” Chou’s
work has appeared in academic
journals such as Psychological Sci-
ence, Journal of Personality and Social
Psychology, American Economics
Journal, Experimental Economics, and
Organizational Psychological Review.
Her research on prosocial behaviors
has been selected to be featured in
“the Best Paper Proceedings” by the
Organizational Behavior division at
the 2010 conference of the Academy of
Management.
• Assistant Professor of Public Policy and PsychologyConverse studies social psychology
and the psychology of judgment & deci-
sion making. He investigates basic psy-
chological processes—motivation, social
judgment, and inferences about others’
mental states—that have critical implica-
tions for management, leadership, and
policy. Much of his work focuses on the
question of how and when people can
think beyond “the here and now.” For
example, how do we balance our own
selfish impulses with the good of the
group? How do we forgo immediate
temptations in favor of future goals? How
do we get beyond our own psychologi-
cal perspective to infer others’ thoughts,
feelings, and opinions about the world? He is primarily interested in how these
thought processes lead to decisions and
behaviors that either promote or destroy
stable social systems. His teaching
experience ranges from undergraduate
education in psychology to MBA and
executive education in management,
decision making, and negotiations. Con-
verse’s work has been published in jour-
nals such as Psychological Science and
Proceedings of the National Academy
of Sciences, as well as edited volumes
such as the Handbook of Self-Regulation
and discussed in popular press outlets
such as Scientific American, US News
and World Reports, The New York Times,
and BBC News. Converse received his
BA in psychological and brain sciences
with high honors from Dartmouth Col-
lege in 2004 and then spent a semester
as an honorary visiting researcher in the
Department of Psychology at the Uni-
versity of Birmingham (UK). Following
this, he joined the Center for Decision
Research at the University of Chicago
Booth School of Business, where he
received his PhD from the Managerial
and Organizational Behavior program.
James Childress Eileen Chou Benjamin Converse
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d ireCtorY oF FaCuLtY
HARRY HARDING Dean, Professor of Public Policy and Politics Garrett 200A 924.0812 [email protected]
DAVID BRENEMAN Senior Associate Dean for Academic Affairs, University Garrett 200B 924.0965 [email protected] Professor, Professor of Education and Public Policy
GERALD WARBURG Assistant Dean for External Affairs, Professor of Public Policy Garrett 107 243.1173 [email protected]
RICHARD BONNIE Professor of Law, Medicine, and Public Policy; 580 Massie Road, 924.3209 [email protected] Director of the Institute of Law, Psychiatry, and Public Policy Room WB 179D
AJ BOSTIAN Lecturer Monroe 219 924.7680 [email protected] Garrett L050 243.9976
JEANINE BRAITHWAITE Professor of Public Policy Garrett 106 243.1127 [email protected]
JAMES CHILDRESS University Professor, Gibson 438 924.6724 [email protected] Professor of Religious Studies and Public Policy
EILEEN CHOU Assistant Professor of Public Policy Garrett 111 982.4821 [email protected]
BENJAMIN CONVERSE Assistant Professor of Public Policy and Psychology Garrett 105 243.3730 [email protected] Lab: Gilmer B055 and Garrett L002
JENNIFER DOLEAC Assistant Professor of Public Policy and Economics Garrett 110 982.0195 [email protected]
LEORA FRIEDBERG Associate Professor of Economics and Public Policy Monroe 257 924.3225 [email protected]
CHLOE GIBBS Assistant Professor of Public Policy and Education Garrett 102 243.1128 [email protected]
FREDERICK HITz Adjunct Professor of Public Policy Garrett L046 924.3192 [email protected]
CHARLES HOLT Professor of Economics and Public Policy Monroe 234 924.7894 [email protected]
MARK KLEIMAN Visiting Professor of Public Policy (fall 2012) Garrett L038 243.9962 [email protected]
DAVID LEBLANG Professor of Politics and Public Policy Gibson S281 924.3192 [email protected]
MOLLY LIPSCOMB Assistant Professor of Public Policy and Economics Garrett L038 982.1561 [email protected]
CHRISTINE MAHONEY Assistant Professor of Public Policy and Politics Garrett 109 243.3727 [email protected]
GUIAN MCKEE Associate Professor of History and Public Policy Garrett L044 243.8856 [email protected] & 2201 Old Ivy Road
EDGAR OLSEN Professor of Economics and Public Policy Monroe 250 924.3443 [email protected]
ERIC PATASHNIK Professor of Public Policy and Politics Garrett 101 924.0903 [email protected]
MARGARET FOSTER RILEY Professor of Law and Public Policy 580 Massie Road, 924.4671 [email protected] Room WB347
CHRISTOPHER RUHM Professor of Public Policy and Economics Garrett 204 243.3729 [email protected]
RAYMOND SCHEPPACH Professor of the Practice of Public Policy Garrett 103 243.1126 [email protected]
HERMAN SCHWARTz Professor of Politics and Public Policy Gibson S185 924.7818 [email protected]
WILLIAM SHOBE Professor of Public Policy; Adjunct Professor of Economics; 2400 Old Ivy Road 982.5376 [email protected] Director, Center for Economic & Policy Studies, Weldon Cooper Center for Public Service
SOPHIE TRAWALTER Assistant Professor of Public Policy and Psychology Garrett 108 243.3726 [email protected] Lab: Gilmer 218
CRAIG VOLDEN Professor of Public Policy and Politics Garrett 203 243.3725 [email protected]
ANDREW WICKS Professor of Business Administration and Public Policy Darden School, FOB 286 243.8793 [email protected]
JAMES WYCKOFF Professor of Education and Public Policy, Ruffner 258 924.0842 [email protected] Director of the Center on Education Policy and Workforce Development
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• Assistant Professor of Public Policy and EconomicsDoleac earned her PhD in econom-
ics from Stanford University, and holds
a BA in mathematics and economics
(with highest honors) from Williams
College. Between 2003 and 2006, she
worked as a research assistant at the
Brookings Institution and the Congres-
sional Budget Office. She is an applied
microeconomist with a particular
interest in law and economics, includ-
ing how the increasingly-widespread
use of DNA databases affects criminal
behavior. She has found that DNA
databases lead to extremely cost-effec-
tive reductions in crime, a result with
important public policy implications. In
other work, she conducted a year-long
field experiment to test the effect of a
seller’s race in online markets, show-
ing that black sellers receive fewer
purchase offers and are less trusted
than white sellers. Her study of racial
discrimination has received a great
deal of media attention.
• Associate Professor of Economics and Public PolicyFriedberg earned her PhD in
economics from the Massachusetts
Institute of Technology, and her under-
graduate degree from The Johns Hop-
kins University. Her research interests
are public economics and labor eco-
nomics. She previously worked as an
assistant professor at the University of
California at San Diego and as a visit-
ingfacultymember/scholaratMIT,the
International Longevity Center—USA,
The Urban Institute—Income and Ben-
efits Policy Center, the Federal Reserve
Bank of Saint Louis, and Harvard
University.
• Assistant Professor of Public Policy and EducationGibbs earned her PhD in public
policy from the Harris School of Public
Policy at the University of Chicago. She earned an MPP from the Ford
School at the University of Michigan,
and received her BA in government
and international studies from Notre
Dame. Her research interests include
the economics of education and child
and family policy, focusing on early
childhood in particular. Her research is
providing insights into what and how
early childhood investments are most
likely to improve the life chances of
children from disadvantaged back-
grounds. In her dissertation research,
Gibbs uses innovative experimental
and quasi-experimental methods to
study the impact of full-day kindergar-
ten. She is also conducting research on
Head Start program impact, effects of
a home visitation program for children
and families, fade-out of early child-
hood program effects, and the interac-
tion of early childhood experiences
and later school quality.
Jennifer Doleac Leora Friedberg Chloe Gibbs
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• Dean and Professor of Public Policy and PoliticsHarding’s previous positions include
faculty appointments at Swarthmore
College (1970-71) and Stanford Uni-
versity (1971-83), Senior Fellow in the
Foreign Policy Studies Program at the
Brookings Institution (1983-94), Dean
of the Elliott School of International
Affairs at The George Washington
University (1995-2005), and Director
of Research and Analysis at Eurasia
Group, a political risk consulting and
advisory firm headquartered in New
York (2005-07). A specialist on Asia,
his major publications include The
India-China Relationship: What the
United States Needs to Know (co-
edited with Francine Frankel, 2004); A
Fragile Relationship: The United States
and China Since 1972 (1992), Sino-
American Relations, 1945-1955: A Joint
Reassessment of a Critical Debate (co-
edited with Yuan Ming, 1989), China’s
Second Revolution: Reform After Mao
(1987), China’s Foreign Relations in
the 1980s (editor, 1984), and Organiz-
ing China: The Problem of Bureau-
cracy, 1949-1976 (1981). Harding also
serves as Vice Chairman of the Asia
Foundation, a member of the Board of
Governors of the Rajaratnam School
of International Studies at Nanyang
Technological University (Singapore),
and a member of the Scientific Advi-
sory Board of the Finnish Institute of
International Affairs (Helsinki). He
received his bachelor’s degree from
Princeton University and his MA and
PhD from Stanford University.
• Adjunct Professor of Public PolicyHitz’s prior academic appointments
include lecturing at the University
of Ife in Ibadan, Nigeria on a Ford
Foundation project in 1965-66, and at
Princeton University in the Woodrow
Wilson School of Public and Inter-
national Affairs from 1998-2006. He
was also a Senior Faculty Fellow at
Butler College, one of Princeton’s
undergraduate colleges. Following his
graduation from law school and teach-
ing in Nigeria, Hitz entered the Career
Training Program at the CIA in 1967 and served in the clandestine service
in Africa. He returned to law prac-
tice in 1974 but re-entered govern-
ment service in congressional liaison
capacities with the State, Defense, and
Energy Departments before resuming
his career at CIA in 1978 as Legisla-
tive Counsel to the Director of Central
Intelligence. He then served as Deputy
Director of the Europe Division in the
clandestine service. In 1990, Hitz was
appointed the first statutory Inspec-
tor General of the CIA by President
George H. W. Bush and served in that
capacity until he retired from govern-
ment service in 1998. Hitz graduated
from Princeton University in 1961 with
a degree in history, Phi Beta Kappa,
and received his JD from Harvard Law
School in 1964.
• Professor of Economics and Public PolicyHolt is the director of the Experi-
mental Economics Lab at the Univer-
sity of Virginia, and his publications
include more than 100 articles in aca-
demic journals, focused on game the-
ory, auctions, experimental economics,
and the teaching of economics. He has
written and edited several books on
topics in experimental economics, and
he was the founding co-editor of the
journal Experimental Economics. He
has previously served as President of
the Economic Science Foundation and
of the Southern Economic Association. He worked (with Jacob Goeree) on the
design and testing of the hierarchical
package bidding component of the US
FCC 700 MHz auction held in early
2008. He also was a member of the
Regional Greenhouse Gas Initiative
(RGGI) auction design team, whose
recommendations have been imple-
mented in a series of quarterly emis-
sions permit auctions for 10 Northeast
states. He received his PhD in econom-
ics from Carnegie Mellon University.
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• Professor of Politics and Public PolicyA specialist in political economy,
Leblang has served as a consultant to
the International Monetary Fund, the
Directorate of Finance and Econom-
ics of the European Commission, and
the Department of Defense. He is
co-author of Democratic Politics and
Financial Markets: Pricing Politics
(2006) and more than 25 journal
articles in publications including The
American Journal of Politics, Interna-
tional Organization, Economics and
Politics, and the Journal of Interna-
tional Money and Finance. He has
received research support from the
National Science Foundation. Leblang
has written on the politics of economic
growth, the determinants of exchange
rate policy, the causes of currency cri-
ses and the link between elections and
economic expectations. At present he
is working on two large projects. The
first examines the causes and conse-
quences of international migration and
the second explores the implications
of global commodity price volatility. In
addition to his academic position, he is
Director of the GAGE program at the
Miller Center for Public Affairs and
Chair of the Department of Politics.
He received his PhD from Vanderbilt
University.
• Assistant Professor of Public Policy and EconomicsLipscomb’s research focuses primar-
ily on environmental issues in develop-
ing countries and adaptation to lack
of health and sanitation services. She
has analyzed the incentives to pollute
near downstream borders in Brazil, the
effectiveness of new environmental
policies designed to enhance negotia-
tion across local boundaries in Brazil,
the impact of access to electricity on
human development and poverty indi-
cators in Brazil, and corporate changes
in the production of highly polluting
products in response to environmen-
tal enforcement in India. Lipscomb
is also a principal investigator on
several large randomized controlled
trials including a project measuring
the impact of different social network
interventions in increasing willingness
to pay for improved sanitation services
in Senegal, a project testing the rela-
tive effectiveness of different types of
leaders in increasing the willingness
to pay for water treatment tablets in
Uganda, and a project decomposing
the components of personal savings
through alternative loan types in
Uganda. Lipscomb received her PhD
from the University of Colorado at
Boulder in 2009 and has served as a
consultant at the World Bank and a
Peace Corps Volunteer in the Islamic
Republic of Mauritania.
• Assistant Professor of Public Policy and PoliticsMahoney’s research focuses on
global advocacy; she studies the strate-
gies, tactics, argumentation, framing
and coalition-building activities of
activists seeking to change public
policies by targeting multiple levels
of governance. Her book Brussels
vs. the Beltway: Advocacy in the
United States and the European Union
(Georgetown University Press, 2008) is
the first large scale comparative study
of lobbying in the US and the EU. She
has also published in European Union
Politics, the Journal of Public Policy,
the Journal of European Public Policy,
West European Politics, the Journal
of Common Market Studies as well
as a number of edited volumes. Her
current book project looks at global
advocacy on behalf of the displaced,
studying how NGOs and governments
at the local, national, and global levels
attempt to fight for the rights of those
who have been forced to flee their
homelands due to ethnic and politi-
cal violence. She is the co-chair of the
European Consortium for Political
Research (ECPR) Standing Group on
Interest Groups and the Director of the
2011 ECPR Summer School on Global
Advocacy. Mahoney was previously
an assistant professor at the Maxwell
School of Syracuse University and the
Director of the Center for European
Studies and the Maxwell EU Center. She received her PhD in political sci-
ence from Pennsylvania State Univer-
sity.
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• Associate Professor, Miller Center of Public Affairs
• Associate Professor of Public PolicyMcKee is a historian of social and
urban policy. He is the author of The
Problem of Jobs: Liberalism, Race, and
Deindustrialization in Philadelphia,
published in November 2008 by the
University of Chicago Press. At the
University of Virginia’s Miller Center
of Public Affairs, McKee works with
the Presidential Recordings Program,
where he is the editor of three volumes
of the Center’s series The Presiden-
tial Recordings of Lyndon B. Johnson
(published by W.W. Norton and The
University of Virginia Press). He is cur-
rently working on a history of the War
on Poverty, tentatively entitled From
the Grassroots to the White House:
How Local Activists Transformed Lyn-
don Johnson’s War on Poverty, which
will be published by The Johns Hop-
kins University Press. He is also begin-
ning a new project on the development
of hospitals and medical centers as a
major urban economic sector in the
decades after World War II. McKee
has published articles in the Journal
of Urban History, the Journal of Policy
History, the Journal of Planning His-
tory, the Federal Reserve Bank of San
Francisco’s Community Development
Investment Center, and the Boston
Globe. In April 2007, he delivered the
keynote address at the conference
“In the Shadow of the Great Society:
American Politics, Culture and Society
Since 1964,” hosted by the Rothermere
American Institute and the Ameri-
can History Research Seminar at the
University of Oxford. McKee received
a PhD in American history from the
University of California at Berkeley.
• Professor of Economics and Public PolicyOlsen has served as chairman of the
Economics Department and was heavily
involved in the creation and develop-
ment of the Batten School. He has been
a postdoctoral fellow at Indiana Univer-
sity, an economist at the Rand Corpora-
tion, a project associate in the Institute
for Research on Poverty, a visiting
professor in the Department of Econom-
ics at the University of Wisconsin, and
a visiting scholar at the US Department
of Housing and Urban Development. Olsen’s teaching and research has
focused on public policy issues, espe-
cially concerning the welfare system. Within this broad area, his research spe-
cialty is low-income housing policy. He
has published papers on housing mar-
kets and policies in professional journals
such as the American Economic Review,
Journal of Political Economy, Journal
of Public Economics, Regional Science
and Urban Economics, and Journal
of Policy Analysis and Management,
and he wrote the chapter on empirical
housing economics in the North-Holland
Handbook of Urban Economics and
the chapter on low-income housing
programs in the National Bureau of
Economic Research volume on means-
tested transfers in the United States. He has testified on low-income housing
policy before Congressional committees
five times, has been an expert witness
on the topic in two major class-action
lawsuits, and has been a consultant to
HUD during six administrations. Olsen
served on the Board of Editors of the
American Economic Review from 1985
through 1991. He was Vice President
of the Southern Economic Association
from 2003 to 2005 and served two terms
on the Board of Trustees of the Ameri-
can Real Estate and Urban Economics
Association. Olsen received his PhD in
economics from Rice University.
• Professor of Public Policy and PoliticsPatashnik is also Nonresident Senior
Fellow at the Brookings Institution and
has previously held faculty positions
at Yale University and UCLA. Patash-
nik’s latest book is Living Legislation:
Durability, Change, and the Politics
of American Lawmaking, an edited
volume with U.Va. professor Jeffrey
Jenkins which examines legislative
reform and the endurance of reforms.
Previously, Reforms at Risk: What Hap-
pens After Major Policy Changes Are
Enacted (Princeton University Press,
2008) received the 2009 Louis Brown-
low Book Award given by the National
Academy of Public Administration. His
other books are Promoting the General
Welfare: New Perspectives on Govern-
ment Performance (co-editor with Alan
S. Gerber, Brookings Institution Press,
2006), and Putting Trust in the US
Budget: Federal Trust Funds and the
Politics of Commitment (Cambridge
University Press, 2000). His essays
have appeared in Political Science
Quarterly, Governance, Journal of
Health Politics, Policy & Law, Social
Service Review, and in many edited
volumes. His current major research
project, with Alan Gerber of Yale Uni-
versity, explores the politics of evi-
dence-based medicine in the United
States and is supported by grants from
the Smith Richardson and the Robert
Wood Johnson Foundations. Patash-
nik received both his MPP and PhD
(political science) from the University
of California at Berkeley.
Guian McKee Ed olsen Eric Patashnik
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• Professor of Law and Public PolicyRiley is Professor of Law at the Uni-
versity of Virginia School of Law where
she teaches in the areas of Bioeth-
ics, Food and Drug Law, Health Law,
Animal Law and Public Health Law. She also has a secondary appointment
in the Department of Public Health
Sciences at the University of Virginia
School of Medicine. She is a graduate
of Duke University and Columbia Uni-
versity Law School and was a litigation
associate at Rogers & Wells in New
York and Pepper Hamilton & Scheetz
in Philadelphia prior to joining the
faculty at Virginia in 1992. Her areas
of interest include health institutions
and reform, biomedical ethics and
research, food and drug law, genom-
ics, reproductive technologies, stem
cell research, biotechnology, health
disparities and chronic disease.
• Professor of Public Policy and EconomicsRuhm is also a Research Associate
in the Health Economics, Health Care
Policy, and Children’s Programs of the
National Bureau of Economic Research
and a Research Fellow at the Institute for
the Study of Labor (IZA). Prior to joining
the University of Virginia, Ruhm was
the Jefferson-Pilot Excellence Profes-
sor of Economics at the University of
North Carolina at Greensboro. During
the 1996-97 academic year he served as
Senior Economist on President Clinton’s
Council of Economic Advisers, where his
main responsibilities were in the areas
of health policy, aging, and labor market
issues. He has also held a faculty position
at Boston University and a Postdoctoral
Research Fellowship at the Florence
Heller Graduate School for Advanced
Studies in Social Welfare at Brandeis
University. Ruhm teaches and conducts
research in the areas of health econom-
ics, labor economics, applied microeco-
nomics, and quantitative methods. He is
co-author of Turbulence in the American
Workplace (published by Oxford Univer-
sity Press in 1990) and has written more
than 90 articles which have been pub-
lished as book chapters or in journals. He
received the UNCG Research Excellence
Award in May 2003. Ruhm is an associ-
ate editor of the Southern Economic
Journal, Journal of Population Econom-
ics, International Journal of Information
Security and Privacy and Southern Eco-
nomic Journal on serves on the editorial
board of the Journal of Labor Research
and Economic Letters. He is a steering
committee member of the Southeast-
ern Health Economics Study Group, on
the Board of Directors of the American
Society of Health Economists and he was
previously a Vice President of the South-
ern Economic Association. Ruhm earned
a PhD in economics from the University
of California at Berkeley in 1984.
• Professor of the Practice of Public PolicyScheppach is the former executive
director of the National Governors
Association (NGA), serving from Janu-
ary 1983 – January 2011. As such, he
is a specialist on the role of the states
in the formulation and implementa-
tion of public policy, as well as on the
full range of public policies (education,
economic development, housing, job
training, health and social services,
transportation, and environmental
protection) that are at least in part the
responsibility of the states. He is now
the Professor of the Practice of Public
Policy for the Frank Batten School
of Leadership and Public Policy at
the University of Virginia, where he
teaches courses on the role of the states
in public policy and on government
budgeting. Before joining the National
Governors Association, Scheppach
was first assistant director, and then
deputy director, of the Congressional
Budget Office, which gave him an
understanding of a comparably broad
range of issues at the federal level. He
has authored or co-authored four books
on economics, including the 1984 book
New Directions in Economic Policy: An
Agenda for the 1980s. He earned his
bachelor’s degree in business admin-
istration from the University of Maine,
and holds a PhD in economics from the
University of Connecticut.
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• Professor of Politics and Public PolicySchwartz earned his PhD and
MA from Cornell University, and his
BA from Swarthmore College (with
distinction). His books include In the
Dominions of Debt: Historical Perspec-
tives on Dependent Development,
States vs. Markets: The Emergence of
a Global Economy, and most recently
Subprime Nation: American Power,
Global Finance and the Housing
Bubble. His current research focuses
on the political economy of collective
action in an economy in which profit-
ability largely flows from the defini-
tion of and control over intellectual
property rights.
• Professor of Public Policy
• Director, Center for Economic & Policy Studies at the Weldon Cooper Center for Public Service
• Adjunct Professor of EconomicsShobe’s current research includes
allowance auction design, environ-
mental federalism, and a new initia-
tive to design and test early childhood
literacy programs using direct in-home
measurements of parent-child interac-
tions. He is also working with a group
of other U.Va. researchers on an initia-
tive to make a wide variety of state
education data more readily available
for research on education program
effectiveness. In 2007, he worked with
Professor Charlie Holt and others on
the research team that designed the
carbon allowance auctions for the
Regional Greenhouse Gas Initiative. In 2000, Shobe received a Fulbright
Fellowship in environmental econom-
ics and policy. Before joining U.Va.,
Shobe served as Associate Director
for Economic & Regulatory Analysis
with the Virginia Department of Plan-
ning & Budget, where he coordinated
state expenditure forecasts and the
economic analysis of state regulations. While at the DPB, Shobe developed
the Virginia Regulatory Town Hall web
site, the recipient of numerous state
and national awards. He also managed
the design and implementation of the
innovative Virginia NOx allowance
auction. Prior to joining DPB, he taught
economics at the University of North
Carolina at Greensboro. Shobe serves
on a number of state advisory boards
including the Joint Advisory Board
of Economists and the State Advisory
Board on Air Pollution. He earned his
PhD in economics from the University
of Minnesota and a JD from Lewis &
Clark Law School.
• Assistant Professor of Public Policy and PsychologyTrawalter primarily studies inter-
group relations, focusing on how
intergroup interactions and diver-
sity more generally affect people’s
physiological responses, thoughts, and
feelings. She is especially interested
in how people develop competencies
and learn to thrive in diverse environ-
ments. Ultimately, the aim of her work
is to develop constructive strategies to
cope with the challenges of diversity
in organizations, public arenas, and
private spaces. In time, such strategies
may reduce intergroup tensions and
improve outcomes for both histori-
cally stigmatized and non-stigmatized
group members. In 2007, she received
a National Service Research Award
from the National Institute of Child
Health and Human Development to
study physiological stress and diversity
at “Cells to Society (C2S): The Cen-
ter on Social Disparities and Health”
at the Institute of Policy Research,
Northwestern University. Before join-
ing the University of Virginia, she was
an assistant professor of psychology
at the University of North Carolina at
Chapel Hill. Trawalter received her BA
in psychology and BS in mathematics
from the University of North Caro-
lina at Wilmington, and her PhD in
psychological and brain sciences from
Dartmouth College.
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• Professor of Public Policy and PoliticsVolden studies the interaction
among political institutions, including
issues in legislative-executive behavior
and in federalism. His research areas
include American political institutions,
positive political economy, legisla-
tive politics, state and local politics,
research methods, and game theory. Before joining the Batten School, he
taught at The Ohio State University,
the Harris School of Public Policy
at the University of Chicago, and
Claremont Graduate University. His
major work, Revolving Gridlock, co-
authored with David Brady, explores
the conditions under which members
of Congress are able to overcome the
constraints that frequently produce
policy gridlock. He works extensively
on issues of policy diffusion, assessing
conditions under which effective poli-
cies spread across states and localities.
His current project focuses on congres-
sional leadership and the comparative
legislative effectiveness of individual
members of Congress. He earned his
PhD in political economy from the
Stanford University Graduate School of
Business.
• Assistant Dean for External Affairs and Professor of Public PolicyWarburg teaches courses at the
Batten School on Congress, US foreign
policy and advocacy strategies. His
research interests include the study of
best practices by non-governmental
organizations and the evolution of
US nuclear non-proliferation policies.
Warburg’s professional background
encompasses a broad array of pub-
lic service sectors. Most recently, he
served as Executive Vice President
of Cassidy & Associates, a leading
government relations firm. Prior to
that position, he worked as a legisla-
tive assistant for the US Senate and
US House of Representatives under
Senate Whip Alan Cranston and Rep-
resentative Jonathan B. Bingham. His
academic service includes time spent
as a visiting professor at Georgetown
University, the University of Pennsyl-
vania, the Brookings Institution, and
his alma maters of Stanford University
and Hampshire College.
• Professor of Business Administration and Public PolicyWicks is the Ruffin Professor of
Business Administration at the Darden
Graduate School of Business at U.Va. He is director of the Olsson Center
for Ethics, director of the doctoral
program, academic adviser for the
Business Roundtable Institute for Cor-
porate Ethics and an adjunct professor
in the Religious Studies department
at U.Va. Wicks is co-author of three
books including Managing for Stake-
holders: Survival, Reputation and
Success, published in 2007 by Yale
University Press; Business Ethics: A
Managerial Approach, published in
2010 by Prentice Hall; and Stakeholder
Theory: The State of the Art, pub-
lished by Cambridge University Press
in early 2010. He has published over
30 journal articles, and his work has
appeared in a wide variety of journals
in business ethics, management, and
the humanities. His research interests
include stakeholder responsibility,
stakeholder theory, trust, health care
ethics, total quality management and
ethics and entrepreneurship. He works
with MBA students, executives and
corporations in the United States and
abroad. Wicks is actively working with
Ethics-LX, an entrepreneurial venture,
to create a series of web-based simula-
tions that incorporate ethics into the
functional areas of business. He has
received awards for both his research
and teaching. Wicks joined the Darden
faculty in 2002 after teaching for 10
years at the University of Washington
Graduate Business School. He earned
his BA from the University of Ten-
nessee, and his MA and PhD at the
University of Virginia.
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• Curry Memorial Professor of Education and Professor of Public Policy
• Director of the Center for Education Policy and Workforce CompetitivenessWyckoff has published on a variety
of topics in education policy, includ-
ing issues of teacher labor markets,
school resource allocation, and school
choice. Currently, his research focuses
on labor markets for teachers and the
effects of public policy on the prepa-
ration, recruitment, and retention of
teachers able to meaningfully improve
outcomes for students. This research
has been published in a variety of peer
reviewed outlets and has received sup-
port from a number of foundations, the
National Science Foundation and the
US Department of Education. Wyckoff
has served as president of the Ameri-
can Education Finance Association,
and has served on: the policy council
of the Association of Public Policy
Analysis and Management, three
National Research Council panels,
the Scientific Review Panel of the US
Department of Education, the editorial
board of Education Finance and Policy
and on several advisory panels. He
received his BA from Denison Univer-
sity and a PhD in economics from the
University of North Carolina at Chapel
Hill.
James Wyckoff
take Your ProFessor to LunCh (oR ANy oThER MEAL )
despite what they told you in eCon 201, there is such a thing as a free lunch. in an effort to promote student/faculty interactions and encourage collaboration and mentorship opportunities, the Frank batten school of Leadership and Public Policy sponsors a ‘take Your Professor to Lunch’ program for MPP students.
students have the opportunity to treat one member of the batten school core faculty to a meal each semester at a cost up to $15 per person, including taxes and tip. Please note that the batten school is unable to reimburse alcoholic beverages. students are welcome and encouraged to take professors out with other batten course-mates in a group setting, so long as the $15/person limit is observed.
ReimbursementWhen taking a professor out to a meal, make sure that you save an itemized receipt that reflects the total cost of the meal, including taxes and tip. return the receipt to kerra thurston along with the names of everyone in attendance for reimbursement and you should receive a direct deposit for that amount within 7-10 business days.
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Facilities and operations: garrett hall
24/7 access to Garrett Hall• TheSchooloperationalhoursare
from 7:30 am to 6:00 pm. Students
can enter Garrett Hall during non-
operational hours by using their
Student ID Card at the swipe card
readers which are located outside
the building.
• Theswipecardreadersarelocated
at the front door handicap entrance
and the basement door (facing
McCormick Road). You must make
sure that the handicap door com-
pletely shuts when you enter and
exit or the alarm will sound.
• Studentswhoareexperiencing
problems with accessing the build-
ing will need to visit the Director of
Administrative Affairs to reactivate
their card. If the Director is unavail-
able, please contact the Business
Services Coordinator.
• Non-Battenstudentsarenotper-
mitted during after hours, unless
accompanied by a Batten student.
Students are held responsible for the
actions of their guests.
Reserving Conference Rooms in the Lower Level at Garrett Hall• Reservationsneedtobescheduled
through the Meeting Room Man-
ager System or you can contact the
Business Services Coordinator or the
Business Office Student Workers.
What you take in, you must take out.
What you move in the room, you
must move back.
Student Copy CenterIn order to use the Student Copier Cen-
ter, each student will need to stop by
the IT Helpdesk located in the adminis-
tration wing of Garret Hall to have their
laptop added to the UVA networking
domain called eservices. This will allow
students access to networked services,
such as printing from their laptop to
the copier center printers. The Student
Copier Center is located on the lower
level of Garrett Hall.
Information Technology Help DeskIf you are experience network connec-
tivity problems, computing problems,
or are in need of media equipment,
please call the IT Help Desk at 434-
260-0245, send a request for help at
[email protected] or visit us in
the in the administration wing on the
lower level of Garrett Hall.
Student Mail Boxes• Studentmailboxesarelocated
behind the front desk in the Student
Lobby.
• Mailwillbedistributeddaily.
• Studentsarepermittedtosend
non-Batten mail from the U.S. Postal
pick-up bin. Students are respon-
sible for their own postage.
Keep Garrett Hall Clean• We must preserve the historic Great
Hall. What you take in, you must
take out. What you move in the
room, you must move back. Please
do not move the plants, sofas, and
the lounge chairs around the room.
• Pleasepickupafteryourself.
• Throwyourtrashaway.
• Usetherecyclingbinswhenpos-
sible. They are located in the
Student Break Room in the Lower
Level of Garrett. Please notify the
Business Office if the bins are full.
Please do not continue to stack the
recyclables.
• Wipeupthetablesafteryoueat.
• Ifwaterisspilledonthehardwood
floor,carpetand/orfurniture,please
wipe the area until it is dry. If it is a
significant spill, please contact the
Business Office.
• Ifanythingotherthanwateris
spilled on the hardwood floor, carpet
and/orfurniture,pleasetryandsoak
up with paper towels and contact
Business Office immediately.
• Wipeoutthemicrowaveafterusage.
• Studentsaretolabelfoodstoredin
the refrigerator with their name and
date. Any items left in the refrigera-
tor after 3 weeks will be discarded.
Please clean the refrigerator if you
spill any food or liquid.
• Putbooksandmagazinesback
where they belong.
• Pleasedonotleavenewspapers
scattered.
Security and Emergency Contact Information• TheSecurityandEmergencyCon-
tacts list will be posted in the Stu-
dent Break Room, Student Lounge,
Great Hall, and in the Commons
Room.
• ThelistwillincludePolice,Fire
Department, U.Va. Police, Facilities,
the Deans, the Director of Adminis-
trative Affairs, the Assistant to the
Dean, etc.
• InthecaseofU.Va.declaredcrisis
or disaster, there are Emergency
Preparedness 36 hour kits located in
the following areas:
Annex – behind the Student Ser-
vices front desk and in the Student
Lounge
1st floor–Supply/CopyRoom
aCadeMiCs
The Batten School offers two programs
that lead toward the graduate pro-
fessional degree of Master of Public
Policy. An accelerated version of the
degree enables a select group of U.Va.
undergraduates the opportunity to
earn the degree after one additional
year of study following receipt of their
bachelor’s degree. A two-year program
offers the same degree to post-grad-
uate students from other colleges and
universities. The Batten School also
offersfivedualdegreeprograms:MPP/
JD(LawSchool),MPP/MBA(Darden
GraduateSchoolofBusiness),MPP/
PhD(CurrySchoolofEducation),MPP/
MPH (Department of Public Health
Sciences in the Graduate School of
Arts&Sciences),andMPP/MUEP
(Department of Urban and Environ-
mental Planning in the School of Archi-
tecture).
Degree Information
Master of Public Policy (MPP)The MPP Curriculum instills four
distinctive elements into the traditional
study of policy analysis:
•Afocusonleadershipskills.
•Amultidisciplinaryperspective
on the evolving context of public
policy.
•Attentiontotheroleofpsycho-
logical and non-rational factors
in decision-making and group
behavior.
•Afullyrealizedcommitmentto
experiential learning through
hands–on projects, policy simula-
tions, and field experiences.
The core curriculum consists of
twelve required Batten School courses:
•Fourcoursesontheconceptsand
tools of problem solving and policy
analysis
PPOL 6100: Economics of Public
Policy I
PPOL 7110: Economics of Public
Policy II
PPOL 6150: Research Methods
and Data Analysis I
PPOL 7160: Research Methods
and Data Analysis II
•Twocoursesonleadership
PPOL 6050: Leadership in the
Public Arena
PPOL 7410: Psychology for
Leadership
•Threecoursesonthecontextof
public policy
PPOL 6000: Political Institutions
and Processes
PPOL 7010: The Changing
Context of Public Policy
PPOL 7400: Legal and Moral
Dimensions of Policymaking
•Threecoursescenteredon
applied, experiential learning
PPOL 6250: Policy Analysis
PPOL 7600: Thesis Project
PPOL 7610: Applied Policy Project
The core curriculum provides
students with a solid foundation in
the concepts, methods and strate-
gies of policy analysis and effective
leadership. The program emphasizes
teamwork and close interaction among
students and faculty.
In addition to core courses, students
are required to take four electives.
Electives give students an opportu-
nity to gain substantive expertise in
their areas of policy interest. Students
may enroll in electives offered by the
Batten School and by other graduate
and professional schools across the
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Curriculum
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University. Batten students regularly
enroll in courses at the Law School, the
Darden Graduate School of Business,
the Curry School of Education, the
School of Architecture, and the Gradu-
ate School of Arts and Sciences.
Students are required to complete
an internship in the summer between
the first and second years. Students
may intern in international, federal,
state, or local government agencies;
non-profit organizations; or private
sector corporations and consulting
firms; in the United States or abroad.
Students select their internships based
on their interests and in consultation
with program faculty.
The capstone of the program is
an Applied Policy Project in which
students perform a professional-quality
study for a real-world client under
faculty supervision. For some students,
the project is an outgrowth of the sum-
mer internship, and in some cases, it
may lead to a post-graduation position
with the client organization. Upon
graduation, students are prepared for
public service careers in government,
non-profit organizations, and private
firms engaged in public-private part-
nerships.
Post-Graduate MPPOpen to applicants who will have
earned a Baccalaureate degree by
June of the year of their fall matricu-
lation into the MPP program. While
pursuing the core MPP curriculum
students are encouraged to identify
specific issues that interest them and to
explore these issues through elective
coursework, the experiential compo-
nents of the curriculum (policy projects
and internships), discussion groups,
and the rich array of events on public
policy organized by the Batten School.
Admission
Admission to the Batten School is
competitive to ensure a well-rounded
class and to limit class size. Prospec-
tive students from all disciplinary
backgrounds are invited to apply.
Applicants are required to take the
GRE. While there are no prerequisite
courses required, it is advantageous
to have taken an introductory eco-
nomics course, other social science
courses, and an introductory calculus
or introductory statistics course prior to
admission. Summer coursework before
the fall semester in which the student
begins the program is also an option.
During the summer in between their
first and second years, MPP students
participate in a required internship in
a public policy field of the students’
interest.
Accelerated Bachelor/MPPOpen to current U.Va. undergraduates
from all majors, the Accelerated Bach-
elor/MPPProgramallowsadmitted
students to complete both a bachelor’s
degree and a Master of Public Policy
degree in five years, rather than the
normal six. While pursuing the core
MPP curriculum students are encour-
aged to identify specific issues that
interest them and to explore these
issues through elective coursework,
the experiential components of the
curriculum (policy projects and intern-
ships), discussion groups, and the rich
array of events on public policy orga-
nized by the Batten School.
Admission
Admission to the Batten School is
competitive to ensure a well-rounded
class and to limit class size. U.Va.
undergraduate students typically
apply for admission during their third
year. Applicants must demonstrate
that they will have earned at least 90
undergraduate credits before the start
of their fourth year. In addition, prior
to enrollment in the accelerated MPP
program, students are required to
have passed ECON 2010 and any one
of the following math courses: MATH
1210 - Applied Calculus I; MATH 1212
- Applied Calculus I with Algebra;
MATH 1310 - Calculus I; APMA 1090 -
Single Variable Calculus I; or any more
advanced calculus course. The eco-
nomics and math prerequisites can be
fulfilled through either coursework or
AP credit. Summer coursework before
the fall semester in which the student
begins the program is also an option.
Once admitted to and enrolled
intheAcceleratedBachelor/MPP
Program, students begin their profes-
sional studies at the Batten School
while completing their remaining
undergraduate coursework to receive
their bachelor’s degree. They will take
three Batten core courses per semes-
ter of their first year with Batten, for a
total of six Batten courses during the
first year of the program. The remain-
ing two courses per semester of their
final undergraduate year are available
for students to complete their major,
minor, other undergraduate require-
ments, or electives relevant to the MPP
program.
Students must complete all of the
academic requirements for and receive
their undergraduate degree by the end
of their fourth year in order to be eli-
gible to advance to graduate standing
and receive the MPP degree.
During the summer in between their
fourth and fifth years, MPP students
participate in a required internship in
a public policy field of the students’
interest. At the conclusion of the sum-
mer internship, Batten students return
for their fifth year as graduate students
completing their MPP coursework.
Dual Degree ProgramsThe Batten School offers five Dual
Degree programs with other graduate
and professional schools at the Univer-
sity of Virginia. Each program includes
the entire first year of the Batten MPP
curriculum and the first year curricu-
lum of the participating school. The
dual degree programs allow students
to complete the two programs in less
time than would be required if each
were taken separately.
MPP/JDOverview
The Batten School offers a combined
program with the University of Vir-
ginia School of Law, in which the stu-
dent may obtain the MPP degree and
the JD degree in four years instead of
the five that would be required if each
were taken separately.
The MPP-JD program is particularly
demanding, and unless the students
is clearly able to see the applicability
of both degrees to future career
plans, he or she should not assume
that the chance to squeeze one year
from a normal five-year sequence is
in itself a persuasive rationale for this
undertaking.
Administration of the Program
The program is administered by a
Program Committee composed of one
member of the public policy faculty
and one member of the law faculty, as
designated by the respective deans.
The responsibilities of the Program
Committee extend to admission to the
dual program, coordination of curricula
for the students involved, resolution of
problems that may arise, reconciliation
of course and examination conflicts,
and promotion of dual offerings by
the two schools where that seems
feasible. The Deans from each school
will also appoint a faculty advisor to
the program who may or may not also
serve as the school representative to
the Program Committee.
Students who have been admit-
ted independently to both schools
and who wish to undertake the dual
program should notify the registrar of
both schools and apply to the Pro-
gram Committee for permission to do
so. Entrance to the MPP-JD program
will not be guaranteed by virtue of
acceptance at both schools, but will be
judged according to criteria, which is
the responsibility of the Program Com-
mittee.
Curriculum
The program takes four years to com-
plete. In brief, it consists of the com-
plete first year program of each school
followed by two years of courses taken
from the curricula of the two schools
and, in appropriate cases, from other
graduate offerings at the University.
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batten sChooL aCadeMiC CaLendar
FALL SEMESTER 2012orientation Math Camp: Monday – Friday, august 13 – 17 Monday – Wednesday, august 20 – 22 orientation: thursday – Friday, august 23 – 24
Courses begin tuesday, august 28
add/drop/Withdrawal* add deadline: september 11 drop w/o penalty deadline: september 12 drop with W deadline: october 23
reading days saturday – tuesday, october 6-9
Family Weekend Friday – sunday, october 26-28
thanksgiving recess Wednesday – sunday, november 21-25
Courses end Friday, december 7
reading day sunday, december 9
examinations Monday – tuesday, december 10-18 (no exams on thursday, december 13, or sunday, december 16)
reading days thursday, december 13; sunday, december 16
SPRING SEMESTER 2013Courses begin Monday, January 14
add/drop/Withdrawal* tbd
spring recess saturday – sunday, March 9-17
Courses end tuesday, april 30
reading day Wednesday, May 1
examinations thursday – Friday, May 2 -10 (no exams on sunday, May 5, or Wednesday, May 8)
reading days sunday, May 5; Wednesday, May 8
Final exercises sunday, May 19*Dates may vary by school.
A student who has been admitted to
the program will ordinarily be allowed
to elect whether to start in the Batten
School or in the Law School. The stu-
dent will then spend the second year
in the program as a regular first year
student in the other school.
At the conclusion of the fourth year,
students who have earned a minimum
of 74 credits in the School of Law and
a minimum of 36 credits in the Batten
School will be awarded the MPP and
JD degrees. The MPP-JD candidate
is obligated to take, as part of these
credits, all of the required curriculum
in both graduate public policy and law.
The remaining credits will be elec-
tive credits and can be chosen from
the respective public policy and law
curricula after consultation with the
program committee.
Change of Status
At any point in the program, the stu-
dent may terminate plans for a dual
degree and continue toward a single
degree at either school. The student
must then satisfy the normal require-
ments of the school elected, which may
include credit for some of the work
done in the other school, as deter-
mined by the appropriate officials of
the school in question.
Financial Aid
Financial aid will be provided by the
school to which the student is paying
tuition during each semester. Financial
aid is not guaranteed and is subject to
individual school and University avail-
ability and regulations.
MPP/MBAOverview
The Batten School offers a combined
program with the University of Virginia
Darden Graduate School of Business
Administration, in which the student
may obtain the MPP degree and the
MBA degree in three years instead of
the four that would be required if each
were taken separately.
The MPP-MBA program is par-
ticularly demanding, and unless the
students is clearly able to see the
applicability of both degrees to future
career plans, he or she should not
assume that the chance to squeeze one
year from a normal four-year sequence
is in itself a persuasive rationale for
this undertaking.
Administration of the Program
The program is administered by a
Program Committee composed of one
member of the public policy faculty
and one member of the business
administration faculty, as designated
by the respective deans. The respon-
sibilities of the Program Commit-
tee extend to admission to the dual
program, coordination of curricula for
the students involved, resolution of
problems that may arise, reconciliation
of course and examination conflicts,
and promotion of dual offerings by
the two schools where that seems
feasible. The Deans from each school
will also appoint a faculty advisor to
the program who may or may not also
serve as the school representative to
the Program Committee.
Students who have been admit-
ted independently to both schools
and who wish to undertake the dual
program should notify the registrar of
both schools and apply to the Program
Committee for permission to do so.
Entrance to the MPP-MBA program
will not be guaranteed by virtue of
acceptance at both schools, but will be
judged according to criteria, which is
the responsibility of the Program Com-
mittee.
Curriculum
The program takes three years to com-
plete. In brief, it consists of the com-
plete first year program of each school
followed by one year of courses taken
from the curricula of the two schools
and, in appropriate cases, from other
graduate offerings at the University.
A student who has been admitted to
the program will ordinarily be allowed
to elect whether to start in the Batten
School or in the Darden School. The
student will then spend the second
year in the program as a regular first
year student in the other school.
At the conclusion of the third year,
students who have earned a minimum
of 52.5 credits in the Darden School
and a minimum of 39 credits in the
Batten School will be awarded both the
MPP and MBA degrees. The MPP-
MBA candidate is obligated to take, as
part of these credits, all of the required
curriculum in both graduate public
policy and business administration.
The remaining credits will be elective
credits and can be chosen from the
respective public policy and business
administration curricula after consulta-
tion with the program committee.
i F a ProbLeM ar ises…
students are expected to take the following proactive steps if a problem arises affecting their academic performance:
1) if the problem involves difficulty with course material, speak directly with the course instructor. this is very important. the student may also wish to meet with the teaching assistant during office hours, consult with the batten school assistant dean for academic Programs, or look into u.Va. tutoring services, www.virginia.edu/tutoring/. the student may choose to do all of the above.
2) if the problem is of a personal nature, inform the assistant dean of student services, Jill rockwell, or assistant dean for academic Programs, Wendy Perry, who will provide support and make referrals as needed.
3) if the problem involves a grievance with a member of the faculty, the student must discuss the problem with the faculty member before seeking any other recourse. if no resolution is reached, or if discussion is impossible, consult with the senior associate dean for academic affairs.
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Change of Status
At any point in the program, the stu-
dent may terminate plans for a dual
degree and continue toward a single
degree at either school. The student
must then satisfy the normal require-
ments of the school elected, which may
include credit for some of the work
done in the other school, as deter-
mined by the appropriate officials of
the school in question.
Financial Aid
Financial aid will be provided by the
school to which the student is paying
tuition during each semester. Financial
aid is not guaranteed and is subject to
individual school and University avail-
ability and regulations.
MPP/MPHOverview
The Batten School offers a combined
program with the University of Vir-
ginia Department of Public Health Sci-
ences in the Graduate School of Arts
and Sciences, in which the student
may obtain the MPP degree and the
MPH degree in three years instead of
the four that would be required if each
were taken separately.
The MPP-MPH program is par-
ticularly demanding, and unless the
students is clearly able to see the
applicability of both degrees to future
career plans, he or she should not
assume that the chance to squeeze one
year from a normal five-year sequence
is in itself a persuasive rationale for
this undertaking.
Administration of the Program
The program is administered by a
Program Committee composed of one
member of the public policy faculty
and one member of the public health
faculty, as designated by the respec-
tive deans. The responsibilities of the
Program Committee extend to admis-
sion to the dual program, coordination
of curricula for the students involved,
resolution of problems that may arise,
reconciliation of course and examina-
tion conflicts, and promotion of dual
offerings by the two schools where that
seems feasible. The Deans from each
school will also appoint a faculty advi-
sor to the program who may or may
not also serve as the school representa-
tive to the Program Committee.
Students who have been admit-
ted independently to both schools
and who wish to undertake the dual
program should notify the registrar of
both schools and apply to the Program
Committee for permission to do so.
Entrance to the MPP-MPH program
will not be guaranteed by virtue of
acceptance at both schools, but will be
judged according to criteria, which is
the responsibility of the Program Com-
mittee.
Curriculum
The program takes three years to
complete. In brief, it consists of the
complete first year program of each
school followed by one year of courses
taken from the curricula of the two
schools and, in appropriate cases,
from other graduate offerings at the
University. A student who has been
admitted to the program will ordinarily
be allowed to elect whether to start in
the Batten School or in the Department
of Public Health. The student will then
spend the second year in the program
as a regular first year student in the
other school.
At the conclusion of the third year,
students who have earned a minimum
of 42 credits in the Department of
Public Health Sciences and a minimum
of 39 credits in the Batten School will
be awarded both the MPH and MPP
degrees. The MPP-MPH candidate is
obligated to take, as part of these cred-
its, all of the required curriculum in
both graduate public policy and public
health. A maximum of two courses (six
credits) can be counted toward both
degrees. The remaining credits will
be elective credits and can be chosen
from the respective public policy and
public health curricula after consulta-
tion with the program committee.
Change of Status
At any point in the program, the stu-
dent may terminate plans for a dual
degree and continue toward a single
degree at either school. The student
must then satisfy the normal require-
ments of the school elected, which may
include credit for some of the work
done in the other school, as deter-
mined by the appropriate officials of
the school in question.
Financial Aid
Financial aid will be provided by the
school to which the student is paying
tuition during each semester. Financial
aid is not guaranteed and is subject to
individual school and University avail-
ability and regulations.
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MPP/MUEPOverview
The Batten School offers a combined
program with the University of Vir-
ginia Graduate School of Architecture,
in which the student may obtain the
MPP degree and the MUEP degree
in three years instead of the four that
would be required if each were taken
separately.
The MPP-MUEP program is par-
ticularly demanding, and unless the
students is clearly able to see the
applicability of both degrees to future
career plans, he or she should not
assume that the chance to squeeze one
year from a normal four-year sequence
is in itself a persuasive rationale for
this undertaking.
Administration of the Program
The program is administered by a
Program Committee composed of one
member of the public policy faculty
and one member of the architecture
faculty, as designated by the respec-
tive deans. The responsibilities of the
Program Committee extend to admis-
sion to the dual program, coordination
of curricula for the students involved,
resolution of problems that may arise,
reconciliation of course and examina-
tion conflicts, and promotion of dual
offerings by the two schools where that
seems feasible. The Deans from each
school will also appoint a faculty advi-
sor to the program who may or may
not also serve as the school representa-
tive to the Program Committee.
Students who have been admit-
ted independently to both schools
and who wish to undertake the dual
program should notify the registrar of
both schools and apply to the Program
Committee for permission to do so.
Entrance to the MPP-MUEP program
will not be guaranteed by virtue of
acceptance at both schools, but will be
judged according to criteria, which is
the responsibility of the Program Com-
mittee.
Curriculum
The program takes three years to
complete. In brief, it consists of the
complete first year program of each
school followed by one year of courses
taken from the curricula of the two
schools and, in appropriate cases,
from other graduate offerings at the
University. A student who has been
admitted to the program will ordinar-
ily be allowed to elect whether to start
in the Batten School or in the School
of Architecture. The student will then
spend the second year in the program
as a regular first year student in the
other school. Up to 20 credits of MPP
courses can apply to the MUEP and
up to 12 credits of MUEP courses can
count toward the MPP.
At the conclusion of the third year,
students who have earned a minimum
of 72 credit hours of combined course-
work from each school will be awarded
the MPP and MUEP degrees. The
MPP-MUEP candidate is obligated to
take, as part of these credits, all of the
required curriculum in both gradu-
ate public policy and architecture.
The remaining credits will be elective
credits and can be chosen from the
respective public policy and architec-
ture curricula after consultation with
the program committee.
Change of Status
At any point in the program, the stu-
dent may terminate plans for a dual
degree and continue toward a single
degree at either school. The student
must then satisfy the normal require-
ments of the school elected, which may
include credit for some of the work
done in the other school, as deter-
mined by the appropriate officials of
the school in question.
Financial Aid
Financial aid will be provided by the
school to which the student is paying
tuition during each semester. Financial
aid is not guaranteed and is subject to
individual school and University avail-
ability and regulations.
MPP/PhD
Overview
The Batten School offers a com-
bined program with the University of
Virginia Curry School of Education,
in which the student may obtain the
MPP degree and the PhD in Education
degree in five or six years of study.
The MPP-PhD in Education pro-
gram is particularly demanding, and
unless the students is clearly able to
see the applicability of both degrees to
future career plans, he or she should
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not assume that the chance to com-
plete both degrees on a shortened
timeframe is in itself a persuasive
rationale for this undertaking.
Administration of the Program
The program is administered by a
Program Committee composed of one
member of the public policy faculty
and one member of the education
faculty, as designated by the respec-
tive deans. The responsibilities of the
Program Committee extend to admis-
sion to the joint program, coordination
of curricula for the students involved,
resolution of problems that may arise,
reconciliation of course and examina-
tion conflicts, and promotion of dual
offerings by the two schools where that
seems feasible. The Deans from each
school will also appoint a faculty advi-
sor to the program who may or may
not also serve as the school representa-
tive to the Program Committee.
Students who have been admit-
ted independently to both schools
and who wish to undertake the dual
program should notify the registrar of
both schools and apply to the Program
Committee for permission to do so.
Entrance to the MPP-PhD in Education
program will not be guaranteed by
virtue of acceptance at both schools,
but will be judged according to crite-
ria, which is the responsibility of the
Program Committee.
Curriculum
The program takes five or six years to
complete. Students complete the Bat-
ten School core curriculum during the
first and second years, taking educa-
tion policy courses in the Curry School
to satisfy their elective credits and
other courses as agreed upon by the
Program Committee. For the following
three to four years, students will com-
plete the remaining PhD coursework,
research requirements, and disserta-
tion.
At the conclusion of the two years
of study primarily in the Batten School,
students will receive the MPP degree.
At the conclusion of the fifth or sixth
year of the program, students who
have completed at least 72 credits in
the Curry School will receive the PhD
in Education degree. The MPP-PhD
candidate is obligated to take, as part
of these credits, all of the required cur-
riculum in both graduate public policy
and education. The remaining credits
will be elective credits and can be cho-
sen from the respective public policy
and education curricula after consulta-
tion with the program committee.
Change of Status
At any point in the program, the stu-
dent may terminate plans for a dual
degree and continue toward a single
degree at either school. The student
must then satisfy the normal require-
ments of the school elected, which may
include credit for some of the work
done in the other school, as deter-
mined by the appropriate officials of
the school in question.
Financial Aid
Financial aid is available and will be
coordinated by the two schools. Finan-
cial aid is not guaranteed and is sub-
ject to individual school and University
availability and regulations.
Writing Coach ProgramVigorous professional writing skills
are essential to success in the field of
public policy. Committed to develop-
ing this excellence in its students, the
Batten School has created a Writing
Coach Program to provide continuous
assistance to students as they progress
through the MPP program. Wendy
Perry, Assistant Dean for Academic
Programs, serves as the Batten School
Writing Coach. She works with stu-
dents one-on-one as needed, deliv-
ers writing workshops to all Batten
students, and provides services that
meet the instructional needs of faculty,
enhancing student learning outcomes.
Receiving Internship Credit during the Academic YearSecond-year Batten students wish-
ing to receive academic credit for
an internship performed in the fall
semester of their second year should
agree to the terms below and complete
the required Academic Year Intern-
ship Agreement Form, available from
the Assistant Dean for Academic
Programs, in consultation with the
internship supervisor, a member of the
core facultywho agrees to serve as fac-
ulty advisor, and upon approval by the
Senior Associate Dean for Academic
Affairs of the Batten School. Please
note that this option is available only
in the fall of the second year.
1. The internship will involve a
commitment of a minimum of 10
hours per week over the 15-week
fall term, or the equivalent.
2. The internship will be supervised
by a sponsor within the organiza-
tion. The Batten School may con-
tact the supervisor if necessary.
3. The student will attach to the
Academic Year Internship Agree-
ment Form a brief statement
(approximately 250 words) indi-
cating how the internship relates
tohis/heracademicinterestsand/
or professional goals.
4. The student agrees to write a
25-page paper about the intern-
ship under the direction of the
faculty advisor, on a topic chosen
in consultation with him or her
and approved by the Senior Asso-
ciate Dean for Academic Affairs.
5. Upon successful completion of
these requirements the student
will receive 3 hours of academic
credit and a letter grade. The
credit will appear as “Indepen-
dent Study” on the student’s
academic transcript.
6. The internship supervisor agrees
to provide the student with a
letter documenting completion of
the internship, as well as feed-
back on the intern’s performance.
The Assistant Dean for Academic
Programs at the Batten School
will receive a copy of this letter
for the student’s records.
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degree programs, the Honor System,
tuition, fees, and financial aid.
Academic Policies and Requirements
Course EnrollmentStudents are required to register for
a minimum of 12 credit hours per
semester for full-time student status.
The maximum course load of 17 credit
hours may only be exceeded upon
approval of the Assistant Dean for Aca-
demic Programs.
For students enrolled in the Acceler-
ated Master of Public Policy Program,
the credit hours for all Batten course-
work taken during the first year counts
toward the undergraduate degree.
In the second year, students must
complete a minimum of 30 credits of
graduate-level work in-residence.
General Considerations
Application of Batten School PoliciesPolicies and procedures apply to all
students enrolled in the Batten School,
as stipulated below, and are subject to
change.
Petitions for exception should be
addressed to Senior Associate Dean for
Academic Affairs.
Policies and procedures governing
enrollment in a degree program or
course at the Batten School also apply
to students from other schools who
are enrolled in Batten programs and
courses.
Application of Other School and University PoliciesStudents enrolled in the first year of
the Accelerated Master of Public Policy
Program are still candidates for their
undergraduate degrees. They are
therefore governed by the regulations
of the school in the University in which
they are completing those degrees, as
well as with the general policies of the
University of Virginia, presented in
the Undergraduate Record and avail-
able online at records.ureg.virginia.
edu/.Uponsuccessfulcompletionof
the undergraduate degree and the first
year of the Batten curriculum, these
students will be officially admitted to
the Batten School graduate program.
Students may not be admitted to the
graduate program without an under-
graduate degree.
All students enrolled in the Batten
School’s graduate programs are respon-
sible for complying with the policies of
the University of Virginia, presented
in the Graduate Record and available
onlineatrecords.ureg.virginia.edu/.
The Graduate Record and the
Undergraduate Record contain infor-
mation on policies that apply to all Uni-
versity students, regulations governing
undergraduate, graduate and dual-
academic rules and regulations
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Course RegistrationStudents should register during pre-
registration to avoid problems with
tuition bills and financial aid. Registra-
tion is not complete until all fees have
been paid or satisfactory arrangements
have been made with Student Finan-
cial Services.
Academic AdvisingThe Assistant Dean for Academic Pro-
grams is responsible for the academic
advising of Batten School students. The
Assistant Dean meets with students
regularly to monitor curricular prog-
ress, and administers school policies
with regard to student retention, pro-
gression, suspension, and graduation
status.
Each MPP student is also assigned a
faculty mentor who coaches the student
in the academic disciplinary substance
of leadership and public policy. All
students are required to conduct an
initial meeting with their faculty men-
tor during their first semester in the
program. Meeting with the faculty
mentor thereafter is optional. Faculty
mentors are not responsible for advis-
ing and referrals outside the academic
disciplinary realm.
Attendance Given the intensive nature of the
curriculum, students are expected to
attend all scheduled class meetings.
When necessary, excuses for absence
from class are arranged between the
student and the instructor of the course.
It is the responsibility of the student
to discuss numerous absences with
the instructor and the Assistant Dean
of Student Services. If necessary, the
Assistant Dean may ask the Depart-
ment of Student Health to evaluate
the effect of any illness on a student’s
attendance and academic performance.
Poor attendance may be taken
into account by the instructor in any
manner for grading purposes. The
instructor will bring cases of excessive
absence to the attention of the Assis-
tant Dean of Student Services.
In the event that the student falls
behind in coursework for any reason,
it is the responsibility of the student to
grades
Gall courses intended to fulfill batten degree requirements must be taken for a grade (not a symbol).
Ggrades and symbols used to record academic progress are listed in the following official grading system table for the university.
Ggrade point averages are calculated by totaling the number of grade points earned, then dividing that total by the number of credits carried toward the g.P.a.
Geach school determines its own grading system. students are graded according to the grading system of the school in which the class is taught.
Grade Grade Points Incl. in GPA Credits Earned
a+ (7) 4.000 Y Y a 4.000 Y Y a- 3.700 Y Y b+ 3.300 Y Y b 3.000 Y Y b- 2.700 Y Y C+ 2.300 Y Y C 2.000 Y Y C- 1.700 Y Y d+ 1.300 Y Y d 1.000 Y Y d- 0.700 Y Y F 0.000 Y n
Symbol Definition
Cr (2) Credit n Y nC (2) no credit n n W Withdrawal n n WP (3)(4)(5) Withdraw passing n n WF (3)(4)(5) Withdraw failing n n Wd administrative withdrawal n n s (3) satisfactory n Y u (3) unsatisfactory n n au audit n n in incomplete n n iV invalid grade n n ng (6) no grade n n nr non-resident n n Yr (1)(3)(5) Year-long course n n
(1) Not valid in the School of Nursing. (2) Commerce School courses (COMM) may not be taken on CR/NC basis. (3) Not valid in the School of Commerce. (4) Not valid in the College of Arts and Sciences. (5) Not valid in the School of Architecture. (6) Included in the G.P.A. for undergraduate schools (7) In the School of Law, an A+ carries 4.300 grade points.
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make up the work in a manner that is
approved by the instructor.
Original WorkStudents are required to submit their
own work in all courses, properly citing
the words and ideas belonging to oth-
ers in all assignments, in accordance
with instructor guidelines and the
University of Virginia Honor System.
Failure to do so may result in disciplin-
ary action.
Work that has been submitted as an
assignment for one course may not be
submitted as an assignment for another
course without the explicit approval of
the instructor.
Final ExaminationsFinal examinations are to be given only
at the time announced by the Univer-
sity Registrar. Under no circumstances
should class time be used for the
administration of final examinations.
An instructor may, however, give the
examination on a “take home” basis
during the examination period.
A student who wishes to request
the postponement of an examination
under rare, extenuating circumstances
beyond his or her control must contact
the instructor no later than one week
before classes end. Absence from a
final examination for any course offered
in the Batten School may be excused
only by the Assistant Dean for Aca-
demic Programs, and then only when
accompanied by evidence of arrange-
ment with the instructor for a deferred
examination, to be taken within ten
days after the regular examination.
An emergency that justifies extension
of this period will be considered only
when supported by satisfactory docu-
mentation submitted immediately after
the period of emergency. After the ten-
day period, or its extension if granted
by the Assistant Dean for Academic
Programs, the temporary grade of IN
(incomplete) will officially become a
grade of F unless the deferred exami-
nation has been completed. Absences
are excused only for sickness on the
day of the examination or for other
providential cause acceptable to the
Assistant Dean for Academic Programs.
An excused absence may be absolved
by taking a special examination at a
time mutually acceptable to the instruc-
tor and the student. Special examina-
tions are not granted for reasons other
than those stated above.
Unexcused absence from an exami-
nation incurs an automatic failure in
the course with a grade of F.
Grades The academic performance of a stu-
dent in each course taken for a grade
is recorded as one of the following
grades: A+, A, A-; B+, B, B-; C+, C,
C-; D+, D, D-; F. All courses intended
to fulfill degree requirements must be
taken for a grade.
Incomplete and Missing GradesThe symbol IN (incomplete) is used
when additional coursework or
examination is required to fulfill the
obligations of a given course. A student
may not request an incomplete in
an attempt to raise his or her grade.
An IN is not a valid final grade and
becomes an F 200 days after the grad-
ing deadline (30 days for undergradu-
ates), unless the student requests an
extension from the course instructor
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prior to the end of the course, and
secures approval. The time allowed
to complete course requirements is
determined between the student and
the instructor, but may not exceed one
semester beyond the term in which the
student took the course. Students must
enter into a written agreement with
the instructor, specifying the remain-
ing requirements and timeline. If the
student fails to fulfill the agreement,
the grade automatically becomes an
F unless changed by the instructor.
Grade changes from IN to a final grade
cannot be made more than one semes-
ter following the end of the course.
Grade Changes Error in calculation or transcription is
the only acceptable reason for a grade
change. Grades cannot be changed
after a degree is conferred, or more
than one semester following the end
of the course, whichever comes first.
Instructors may change grades elec-
tronically for winter term and spring
semester through December 31 of that
year, and for summer sessions and fall
semester through May 31 of the fol-
lowing year. After this point, instruc-
tors must submit a grade change form
to the Assistant Dean for Academic
Programs, who will seek approval from
the Dean.
Grade AppealsA student who wishes to appeal a
grade must first attempt to resolve the
issue with the instructor of the course.
The appeal must be submitted to the
instructor in writing within 30 days
of grade posting. If no resolution is
reached, the student may submit a
written appeal to the Senior Associate
Dean for Academic Affairs.
Academic Standing At the end of each semester the
Assistant Dean for Academic Programs
checks the overall records of all Bat-
ten students to see if they are in Good
Standing and making satisfactory prog-
ress toward their degree. This review
ensures that students are informed of
academic problems in a timely way.
The Assistant Dean for Academic
Programs then counsel the student
and applies any academic sanctions
imposed at the discretion of the Dean.
To remain in good academic stand-
ing in a degree program of the Batten
School, MPP students must 1) earn a
final grade of B- or higher in all core
courses of the degree program, 2) earn
no more than two final grades lower
than a B- in elective courses, and 3)
must maintain a cumulative grade
point average of B (3.00) or higher in all
courses required for the degree, includ-
ing elective courses taken in other
schools at the University of Virginia.
A student who fails to meet these
conditions will be placed on academic
probation, pending dean’s review. The
Assistant Dean for Academic Programs
will notify the student of this status and
explain his or her options. The student
has until the end of the next semester’s
exam period to restore good standing
by fulfilling the terms attached to his or
her unique case. In most cases, failure
to do so will result in enforced with-
drawal from the program in which they
are enrolled pending dean’s review.
Degree CompletionAll work for the Master of Public Policy
degree must be completed within five
years of matriculation. The student
must be registered in the Batten School
during the semester in which he or she
is an applicant for a degree.
Degree ApplicationTo receive a degree, students must
comply with the procedures adminis-
tered by the Batten School Assistant
Dean for Academic Programs. The
application process for May graduation
begins in October, with the final dead-
line to file a May degree application
falling in early February. The applica-
tion deadline for August graduation
falls in June, and for January gradu-
ation the deadline falls in September.
Students who miss a deadline may
apply for the subsequent graduation
and must register for the semester in
which it occurs.
Withdrawal, Leave, and Readmission
Voluntary Withdrawal MPP students enrolled in two degree
programs at the University (e.g.
Accelerated MPP, MPP dual degree
program) who wish to withdraw
from the MPP Program must do so
in writing to the Assistant Dean of
Student Services. The withdrawal will
go into effect upon acknowledgement
by the Batten School and following
the student’s most recent semester of
enrollment.
Students may withdraw from the
University before the conclusion of
a semester for personal reasons (e.g.
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financial, medical, family) under the
following conditions:
1. Students under the age of 18 must
give notice to their parents or
legal guardians of their intention
to withdraw. Evidence of this
notice must be provided at the
time of withdrawal.
2. Applications for withdrawal
must be made in writing to
the Assistant Dean of Student
Services and must be approved
by the Dean.
3. Failure to comply with the
above regulations will subject a
student to suspension from the
University by the Vice President
for Student Affairs. Any student
who withdraws without having
obtained permission is recorded
as having been suspended with
a grade of F recorded for each
course.
4. Students who withdraw from the
University voluntarily will have
the notation “Withdrawal Date:
MM/DD/YYYY”recordedon
their permanent academic record.
Students who withdraw will
receive grade of W (withdrawal)
in their courses.
Involuntary Medical Withdrawal Students who are withdrawn from
the University by the Department of
Student Health for reasons of health
will receive a grade of W (withdrawal)
will be entered for each course in
which the student was registered.
Leave of AbsenceRequests for a leave of absence must
be submitted in writing to the Assistant
Dean for Academic Programs, and the
time requested may not exceed one
calendar year. Due to the sequencing
and progression of the Batten School
curriculum, permission to take a
leave of absence is subject to dean’s
review and is granted only in rare
circumstances.
ReadmissionStudents who do not enroll at the Bat-
ten School for a semester or longer
must be formally readmitted, regard-
less of whether they withdrew from the
School or were granted an approved
leave of absence.
Applications for readmission must
be submitted to the Assistant Dean
of Student Services by August 1 for
the fall semester and by November
1 for the spring semester, and will be
subject to dean’s review. Applications
must consist of a letter addressing the
student’s readiness to return to full-time
study, particularly if he or she faced
serious difficulties (e.g. financial, medi-
cal, personal) during the most recent
enrollment. Approval from the Depart-
ment of Student Health and the Office
of the Dean of Students is required in
all cases involving health.
other Important Considerations
Disability AccommodationStudents with disabilities may contact
the Learning Needs and Evaluation
Center (LNEC) to arrange accommoda-
tions. The LNEC coordinates disability
accommodations, which may include
alternate text formats for course mate-
rial, peer note-taking, extended time
for tests, sign language and other
interpreting, and housing arrange-
ments. Initial evaluation of academic
difficulties is also available as needed
to students who pay Student Health
fees. Students with disabilities must
submit appropriate documentation to
the LNEC in support of a request for
accommodations. All accommodation
requests must be submitted in a timely
manner, usually at or before the begin-
ning of each semester. For requests
involving on-Grounds housing, appro-
priate deadlines within the Housing
Office should also be met.
Student Email Email is a mechanism for official com-
munication within the University of
Virginia. The University has the right to
expect that such communications will
be received and read by students in a
timely fashion. Official email commu-
nications are intended only to meet the
academic and administrative needs of
the campus community. Official Uni-
versity email accounts are available for
all enrolled students. The email address
for a student is: computingID@virginia.
edu. This account must be activated
by the student before the University
can correspond via the official email
account. When students use non
Virginia.edu email accounts, it is their
responsibility to make sure their U.Va.
mail is forwarded to that account.
nor personally identifiable infor-
mation contained therein shall be
released without student permis-
sion to anyone other than those
parties specifically authorized by
the Act;
• To refuse to permit the release of
their directory information;
• To file complaints with the Family
Policy Compliance Office (FPCO)
of the Department of Education
concerning alleged failures by
the University to comply with the
requirements of the Act and Rules:
Family Policy Compliance Office,
United States Department of
Education, 400 Maryland Avenue
S.W., Washington, DC 20202-4605;
• To exercise all rights on the stu-
dent’s own behalf, regardless of
the student’s status as a depen-
dent upon parents. Parents of
dependent students may, however,
obtain access to the student’s
records if the student is regarded
as a dependent for federal income
tax purposes, once the Office
of the University Registrar has
contacted the student and he or
she is aware of the request. The
parent must present evidence that
the student has been claimed as
a dependent on their most recent
federal tax returns.
Note: A student may exercise all rights
granted under the Act and Rules with-
outregardtopossiblestatusashis/her
parents’ dependent.
For more information
www.virginia.edu/registrar/privacyact.
html
The Batten School Assistant Dean for
Academic Programs, Wendy Perry,
maintains all Batten student records.
FERPA and Privacy of Academic RecordsPursuant to the Family Educational
Rights and Privacy Act (FERPA) of
1974 as amended, 20.U.S.C. 1232g
(hereinafter the “Act”) and the Rules
of the U.S. Department of Educa-
tion, 34 C.F.R. Part 99 (hereinafter the
“Rules”), the University of Virginia has
formulated and adopted policy and
procedures to protect the privacy rights
of past and present students. Copies of
this document shall be made available
to students and parents of students
upon request.
Student RightsStudents are considered to be “in
attendance” once they have enrolled
for courses for their initial term of
enrollment. Students attending, or
who have attended, the University
(hereinafter “students”) are given
certain rights under the Act and Rules.
Student rights under the Act and Rules
may be summarized as follows:
• To inspect and review the con-
tent of the education records.
The University shall comply with
a request for access to records
within a reasonable period of time,
not to exceed 45 days after it has
received the request;
• To obtain copies of education
records upon payment of 15 cents
per page, where the failure to
provide copies would effectively
prevent the student from exercis-
ing the right to inspect and review
the education records;
• To receive a response from the
University to reasonable requests
for explanations of those records;
• To obtain an opportunity for a
hearing to challenge the content
of those records;
• To receive confidential treatment
by the University of their educa-
tion records. Except for directory
information, neither such records,
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student records
aCadeMiC reCord aCCess
the university of Virginia only releases educational records in compliance with the Family education rights and Privacy act of 1974 (FerPa). the intent of this act is to protect the rights of students and to ensure the privacy and accuracy of the educational records.
the quickest and easiest way to obtain grades at the university of Virginia is for the student to do so by accessing sis (the student information system). students have 24-hour access to their academic information through sis. the student also may order an official transcript at www.virginia.edu/registrar/transcript.html. the university urges parents and students to communicate about academic record matters.
in the Commonwealth of Virginia the educational records of a tax-dependent student are available to her or his parents in compliance with section 23-9.2:3 of the Virginia Code, as allowed within the guidelines of FerPa. dependency information is collected at the beginning of each academic year.
as a last resort, the university has created a process for parents to obtain the most recent semester grades for their student. Please contact ureg (office of the university registrar) for more information about this option. You may send inquiries to [email protected].
registration
Course RegistrationThe Assistant Dean for Academic Pro-
grams manages all course registration
for the Batten School. Batten courses
are restricted to Batten students, thus
any post-graduate MPP student and
second year Accelerated MPP student
may enroll in Batten courses on their
own, unless a course is otherwise
restricted.
First year Accelerated MPP stu-
dents are still officially enrolled in their
undergraduate school of enrollment
and are not yet recognized as Batten
students by the Student Information
System (SIS). The Assistant Dean for
Academic Programs will therefore auto-
matically enroll all first year Acceler-
ated MPP students in their core courses
for the fall and spring of their first year. Those students interested in enrolling
in Batten electives must contact Wendy
Perry directly to register.
Course Registration In Other Schools At U.Va.Students interested in taking an elective
for the MPP outside the Batten School
must check with Wendy Perry, Assistant
Dean for Academic Programs, to ensure
that the course meets the MPP criteria. As a general rule, the course must be at
the graduate level (6000+) and related to
leadership or public policy. Exceptions
to this rule are approved in consulta-
tion with the Senior Associate Dean for
Academic Affairs. Contact the Assistant
Dean for Academic Programs with ques-
tions.
Consult the online Course Directory in
SIS for course offerings in a given term. Please note, however, that the Darden
School of Business and the School of
Law do not use SIS. Consult the websites
of these schools for course offerings.
Historically Batten students have
chosen electives in the following schools. If interested in a course at a U.Va. school
not listed below, please consult with the
Assistant Dean for Academic Programs.
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the batten MPP transCriPt
official TranscriptMPP students can request an official transcript from the university registrar in three different ways: online, by mail, or in person. Visit http://www.virginia.edu/registrar/transcript.html for details. there is no fee for official transcripts.
unofficial Transcriptstudents can generate an unofficial transcript on their own. Log into the student information system (sis) student services Center and select
“unofficial transcript” in the drop down menu box on the left.
Batten Grade Report/Transcriptsometimes batten students need or simply wish to see a streamlined, comprehensive report of their MPP coursework. this can been especially important for accelerated MPP students in the first year of the program, because the undergraduate transcript does not explicitly indicate enrollment in the MPP degree program. students can generate a report that reflects enrollment in the MPP program and documents MPP coursework by following the steps below:
1. Log into the student information system (sis) student services Center and select “academic requirements” in the drop down menu box on the left. this is the online degree audit.
2. Click on the green arrow preceding “batten Master of Public Policy.” 3. Click on the green arrow preceding “Cumulative PPoL gPa.” 4. Click on “View all” at the bottom of the table.
this table represents all batten coursework, including first-year courses and non-PPoL electives that have been approved for the MPP.
• If the course is restricted, contact instructor directly for permission, then forward written approval to Wendy Perry.
• Many graduate Economics courses are restricted. In this case, contact the instructor directly for permission, then forward written approval to Wendy Perry.
• No particular considerations.
• Many graduate Politics courses are restricted. In this case, contact the instructor directly for permission, then forward written approval to Wendy Perry.
• If the course is restricted, contact Tracey Brookman to facilitate instructor approval.
• Remember to consider travel time across Grounds when choosing courses.
• Darden operates on a quarter schedule.• Most courses count for 1.5 credits; two Darden courses are
required to count as a Batten elective.
• Most courses are restricted to Commerce students only.
•Curry students have first priority in Curry courses. If enrollment exceeds capacity, non-Curry students are not guaranteed a slot. Batten students are encouraged to contact the instructor when they register to be sure there is room.
• Remember to consider travel time across Grounds when choosing courses.
• All Law courses are graded to a B+ mean (3.3).• Fall grades may be submitted as late as February 15th.• Spring grades may be submitted as late as June 15th.• The Law School’s attendance policy requires attendance at
a minimum of 80% of class sessions unless the instructor establishes a stricter requirement.
• Enrollment in a Law course for credit or audit is on a space available basis, with the instructor’s permission, after the add/drop period has ended. Courses taken for credit or audit do not fulfill MPP degree requirements (those must be taken for a grade).
• Contact Batten Registrar Wendy Perry to register.
• Students may enroll independently through SIS. • Contact Batten Registrar Wendy Perry if problems arise.
• Students may enroll independently through SIS. • Contact Batten Registrar Wendy Perry, or History
Graduate Studies Coordinator Jennifer Via at 333 Nau Hall, 434.924.3478, if problems arise.
• Students may enroll independently through SIS. • Contact Batten Registrar Wendy Perry if problems arise.
• Contact Batten Registrar Wendy Perry to register, or Public Health Sciences Enrollment Coordinator Tracey Brookman at 434.924.8646 or [email protected].
• Visit Darden Registrar Kitty Smiley in person at Room 112A, Saunders Hall, 434.924.4785, for the Non-Darden Student Course Enrollment Request Form.
• Obtain signature on form from instructor. • With instructor approval, Batten student may attend the
course from the start of classes but must see the Darden Registrar after the Darden add/drop period ends to verify capacity and enroll.
• Deliver all paperwork to Batten School Registrar Wendy Perry to finalize registration.
• Contact Associate Dean for Student Services Rebecca Leonard, 311B Robertson Hall, 434.924.3865, [email protected], or Professor Susan Perry, 377 Robertson Hall, 434.924.3988, [email protected], to seek approval.
• Students may enroll independently through SIS. • Contact Batten Registrar Wendy Perry, or Curry Office
Services Specialist Sheilah Sprouse at 106 Bavarro Hall, 434.924.0740, [email protected] if problems arise.
• Complete a Non-Law Student Course Enrollment Request Form (available from Batten School Registrar Wendy Perry), including the instructor’s signature, and deliver to the Law School Student Records Office, Room 105, Slaughter Hall, 434.924.7347.
• Request forms are processed on a first-come, first served basis after the Law School add/drop period ends.
• Once enrollment is approved, deliver paperwork to Batten School Registrar Wendy Perry to register.
ARCHITECTURE
ARTS & SCIENCES: ECONOMICS
ARTS & SCIENCES: HISTORY
ARTS & SCIENCES: POLITICS
ARTS & SCIENCES: PUBLIC HEALTH SCIENCES
BUSINESS – DARDEN*
COMMERCE
EDUCATION
LAW*
SCHOOL PROCEDURE NOTES
All schools’ schedules are the same as Batten’s except those marked with *.
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Academic Advising The Batten School Assistant Dean for
Academic Programs, Wendy Perry,
manages academic advising for Bat-
ten students. Students meet with her
at least once each year to discuss
academic requirements and prog-
ress toward the degree. During these
meetings students receive an updated
degree audit worksheet. Students may contact the Assis-
tant Dean for Academic Programs at
anytime for assistance. She maintains
all student academic records, man-
ages the electronic degree audit, and
verifies the completion of academic
requirements for degree conferral. In
addition, she monitors all student prog-
ress every semester and counsels stu-
dents individually as needed. Students
are invited to schedule an appointment
or simply stop by the office at any time,
for any reason.
Faculty-Student Mentoring Each student is also assigned a Bat-
ten faculty mentor upon entering the
MPP program. While the Assistant
Dean for Academic Programs monitors
student progress toward the degree,
faculty mentors coach students in the
academic substance of leadership and
public policy. All students are required
to conduct an initial meeting with
their faculty mentor during their first
semester in the program. Meeting with
faculty mentors thereafter is optional. Faculty mentors contact their mentees
every semester with an invitation to
meet.
Faculty mentors function as another
advising resource for brainstorming
approaches to leadership and policy
issues, making referrals, and giving
feedback. They are not responsible
for advising and referrals outside the
academic disciplinary realm. The Assistant Dean for Academic
Programs manages the Faculty-Stu-
dent Mentoring Program. Faculty will
inform her of any problems students
may bring to their attention.
academic advising and Funding opportunities
Teaching and Research Assistantship opportunitiesA number of teaching and research
assistantships are typically open to
students who wish to apply.
Teaching assistantshipsThe Batten School offers several teach-
ing assistantships to rising second year
MPP students to help with the instruc-
tion of some core courses. Graduate
Teaching Assistants (GTAs) receive
in-state tuition for the semester, health
insurance, and a stipend. The Assistant
Dean for Academic Programs, Wendy
Perry, announces the application
process via email in mid-spring and
collects applications, which include an
unofficial transcript, a resume and a
cover letter. Hiring decisions are made
by the faculty.
Research assistantshipsResearch assistantships are peri-
odically available, contingent on
individual faculty research funding. Students interested in these research
opportunities should contact faculty
members directly to express interest. Faculty manage the selection process
themselves.
Scholarships and other Funding
Stephanie Jean-Charles Fellowship The Stephanie Jean-Charles Memorial
Fund provides fellowships to enable
Batten students to participate in intern-
ships and conduct Applied Policy
Projects in non-governmental organi-
zations serving underprivileged com-
munities both in the US and abroad,
and to support social entrepreneurial
activities undertaken by groups of
students to serve those same com-
munities. Applications are available
from the Assistant Dean for Academic
Programs, Wendy Perry, and are
accepted on a rolling basis. Interested
students must submit an application
that includes: •Adescriptionoftheinternshipor
project, specifying how expenses
will be incurred, and the project’s
relevance to the mission of the
Stephanie Jean-Charles Memorial
Fund.
•Anitemizedbudgetdetailing
expenses.
There is a $250 “deductible” on fel-
lowship awards.
Other FundingThe Batten School administers other
funding programs to help defray
the costs of summer internships and
Applied Policy Projects. Summer internship funding is man-
aged by Jill Rockwell, Assistant Dean
of Student Services, and Paul Martin,
Director of Professional Development. Students receive information regarding
the application process by email.
Applied Policy Project funding is
managed by Wendy Perry, Assistant
Dean for Academic Programs. Students
receive information regarding the
application process by email. There is
a $250 “deductible” on stipend awards
for this purpose.
Professional Development GrantsThe Batten Student Council manages
a Professional Development Grant
Program to support student profes-
sional development activities that are
non-course related (see Student Life—
Batten Council).
Financial AidAll questions regarding financial
aid should be addressed to Howard
Hoege, Assistant Dean for Admissions
and Strategic Initiatives.
AC
AD
EM
IC
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student&CareerserViCes
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With You from Start to FinishFrom start to finish, the Office of
Student Services is here to create a
welcoming and safe environment
for students by providing support
for students’ personal, professional,
and service-related issues. We help
develop a foundation for co-curricular
life at Batten by providing support
services, connecting students with
resources across Grounds, and facili-
tating relationships between students,
faculty, staff and alumni.
The Office of Student Services is the
place to go when you need answers,
help, suggestions, and support. Need
advice about your post-graduate
life? Want to propose a new student
organization? Curious about ways
in which you can get involved in the
Charlottesville community? Just need
to talk? We’re always here to listen
and are happy to point you in the right
direction. The many services the office
provides include:
•Welcomingnewstudentsand
facilitating their transition to the
Batten School
•Arrangingorientationandcom-
mencement activities
•Withstudentmembersofthe
Honor Council, educating stu-
dents about the Honor Code and
other related school policies
•Promotingstudents’healthand
wellness during their Batten edu-
cation and beyond
•HostingtheannualMPPleader-
ship retreat
•Providingadviceandsupportfor
the Batten Councils and VPR,
and other students seeking to
start new organizations; provid-
ing logistical support for student
events with respect to fundraising,
promotions, and event planning
•HostingCommunityTownHall
meetings for students to share
their thoughts with Batten senior
leadership
•Referringstudentstoappropri-
ate On-Grounds resources, such
as Counseling and Psychological
Services
Leadership RetreatOn the weekend of October 19-21,
Batten School MPP students will
once again “retreat” together to the
mountains of West Virginia for our
annual Leadership Retreat. This year’s
theme is “Leading Through Conflict”
and will involve a complex simulation.
Energizing students and giving them a
chance to reflect upon their individual
and group strengths and passions, the
Retreat has become a favorite annual
event and gives students a lasting
appreciation for what it means to be
a Batten policy leader in a fast-paced
changing world.
The Office of Student Services
is excited to work with our under-
graduate population in exploring and
developing ideas for similar program-
ming and events for our newest BA
cohort. If you are interested in serving
on a leadership-related undergraduate
steering committee, please contact the
Office of Student Affairs!
office of student services
office of Career services
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bus iness Cards For batten students
students often ask if they “need” business cards. it is entirely up to each student to decide. on the one hand, no one will get—or lose—a job simply because she or he did or did not hand out a business card. the cards one collects—and the follow-up emails and calls one makes—are much more important. on the other hand, it is commonplace to trade cards, particularly in Washington, dC, whether on the hill or at a cocktail party. to the extent that a student’s own cards facilitate this exchange, they are a worthwhile purchase—a relatively easy, cost-effective way of networking.
students interested in purchasing their own “Frank batten school” business cards may do so online through the university bookstore website at http://uvabookstores.com/site_info_businesscards.asp.
Putting Policy into Practice Our graduates’ Batten School experi-
ences have led them to challenging
positions that literally span the globe.
Whether pursuing a fellowship in
Cambodia or for-profit consultan-
cies in our nation’s largest cities, our
graduates are ever-mindful of the
School’s founding purpose--to educate
ethical and enlightened leaders who
are prepared to serve as thoughtful
change-agents in whatever position
they pursue.
To help students and graduates
achieve this goal, the Office of Career
Services and Professional Develop-
ment staff connects students, alumni,
and employers through a variety of
educational and networking events,
both on-Grounds in Charlottesville and
Washington, DC.
Situated only two hours from Wash-
ington, DC, the Batten School’s prox-
imity to our nation’s capital provides
students with ample opportunities to
cultivate relationships with policymak-
ers at the highest level. Students are
encouraged to take advantage of the
Batten School’s off-site networking
“bus trips,” with recent trips featuring
meetings with representatives from
the US Department of State, the Gates
Foundation, Chemonics International,
and the US Department of Housing
and Urban Development.
At Your ServiceFrom on-Grounds interviews to resume
and cover letter workshops, the Office
of Career Services and Professional
Development is here to help you
throughout your entire career path—
from landing your internship and first
full-time positions to making career
changes long after you have graduated.
In addition to weekly programming,
Career and Professional Development
staff maintain a true “open door policy,”
advising students one-on-one about
their short- and long-term career goals.
Through videotaped mock interviews
and personality assessments, students
receive valuable insight into their
strengths and areas for growth.
Even in a time of economic down-
turn, our students have enjoyed an
incredible record of employment,
with one of the highest “employed-at-
graduation” rates among the University
Schools. Their full-time positions are
as varied as our graduates themselves,
including positions as Presidential Man-
agement Fellows, Fulbright Scholars,
federal practice consultants, analysts at
federal agencies, managers at non-
profits, and international teaching and
service fellows.
Beyond the immediate career ser-
vices of the Batten School, our students
have full access to the University Career
Services’ offerings. In addition to a
rigorous OGI (“On-Grounds Interview-
ing”) program, the UCS maintains an
international directory of UVa alumni
who stand willing and ready to serve
as mentors to students seeking policy-
based internships and full-time posi-
tions. The Batten School collaborates
with UCS in hosting multiple large-
scale career fairs, including a diversity-
based fair in Charlottesville in the fall,
a public sector fair held each spring in
Washington, DC, and the Charlottes-
ville-based “Building Public Servants”
conference in March.
seLF-a ssessMents
the batten school provides career planning and personality self-assessment services at no charge for interested students. the following two assessments are offered:GMeyers-briggs type indicator (Mbti) Form Q (more complex than the
basic Form M) www.myersbriggs.org/Gstrong interest inventory (sii) www.hollandcodes.com/strong-interest-inventory.htmlassessments are taken online at any computer and last from 45 minutes to an hour each. after completing an assessment, the student will schedule an appointment to receive the results. if interested, please contact Jill rockwell, assistant dean of student services.
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PubLiC PoLiCY Career tiMeLine: Chart Your exCiting Path
FIRST YEAR MPP
september attend batten school Career services and Professional development internship Fair and programs; network with second years and batten alumni; register with uCs for ogis; explore batten school and uCs website and attend related programs; begin to cultivate list of references and referrals
sept.-october Meet with batten advisors; refine resume to include batten school information
september 14 explore private sector opportunities for public service at Mcintire’s Commerce Career day
september 20-21 Cia interviewing at batten for internships
september 25 explore opportunities at uVa’s Professional & graduate school Fair
october 15 deadline for Cia’s summer 2013 internship programs
october 19-21 attend batten school Leadership retreat in West Virginia
november (tba) deadline for us state department’s summer 2013 internship programs
october 24 Practice networking and explore internships at diversity Career Fair
december in anticipation of winter break, send letters to potential employers in locations that would be convenient for interviewing; over winter break, outline plan for internship applications, narrowing your geographic and substantive areas of interest; apply!
January-February Continue applying for internships; conduct related interviews
February-april apply for “hill” internships (based on earlier established connections)
early February usC spring Job and internship Fair (watch for confirmation)
February White house internship deadline (typically in February; watch for confirmation)
February (tba) dC-based government and nonprofit Career expo (jointly sponsored with georgetown)
spring break if necessary, conduct additional interviews; finalize plans
March Meet with public policy leaders during building Public servants
april 25-26 network at the uVa/batten-sponsored Women in Leadership Conference
May-June begin your internship!
all semester update advisors on your progress and needs; continue to cultivate professional relationships with faculty for future references
SECOND YEAR MPP
May – august spend at least 10 weeks in a full-time policy-based internship; think deliberately about future clients
august Follow-up with summer supervisors to (1) thank them and (2) confirm their willingness to serve as references; complete batten internship requirements
september explore post-graduate fellowship opportunities; deadline for Fulbright
september (tba) apply for Presidential Management Fellowship
January begin consulting work for aPP projects
october-May ogi (batten and uCs); continue to apply for full-time positions
March Meet with public policy leaders during building Public servants
april 25-26 network at the uVa/batten-sponsored Women in Leadership Conference
May Congratulations, MPP grads – your exciting career awaits you!
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Job Search nuts-and-boltsWhile there is no “right” or “wrong”
way to find an internship or job, the
essential elements of your search will
typically include self-assessment,
initial networking, a resume or CV,
cover letters or online applications,
interview(s), and finally, reference
checks. To help start you on the right
foot, students are encouraged to utilize
the “Strong Interest Inventory,” an
online assessment that generates
researched-backed, individualized
reports about applying your strengths
and interest areas in future careers.
Assistant Dean Rockwell is certified to
use and analyze the Strong, and she
looks forward to working with you on
these helpful self-assessments.
Beyond your personal exploration,
throughout the fall and spring, the
Career Services Office will conduct
various workshops and programs to
guide you through the other myriad
steps of your internship and job
searches. You are likewise invited and
encouraged to participate in related
programming sponsored by the Uni-
versity Career Services office, which
is located on the main floor of Scott
Stadium. (This is also where many
of your On-Grounds interviews will
take place.) In the meantime, in this
handbook we have provided you with
various career-related handouts that
will hopefully assist you in this impor-
tant process.
Interviewing 101Of the many pieces of the internship
and job-search puzzle, the interview is
perhaps the most challenging—in large
part, because it is the most personal,
offering students the greatest chance
to develop and share their personal
and professional “story.” Whether you
are interested in a videotaped mock
interview, an informational interview
with a Batten alum, or you’d like to
practice a “case interview,” the Career
Services Office is your one-stop show.
Below are several of the different types
of interviews you might encounter dur-
ing your tenure at the Batten School;
related programming throughout the
year will allow you to prepare for—and
succeed in—all of them!
Mock InterviewsIf you’re feeling unsure or uncomfort-
able about your interviewing skills,
a videotaped mock interview might
be right for you. Career Services staff
will be happy to conduct a “mock
interview” with you, during which you
will dress and prepare as if you were
involved in a “real” interview. Inter-
views usually last for 15-20 minutes,
after which you can watch your record-
ing and debrief with your advisor
about what did, or didn’t work well.
Informational InterviewsThe objective of this interview is to
ask for “AIR” – advice, information,
and referrals that will help you learn
moreaboutaparticularemployerand/
or field of employment. While students
often report feeling hesitant about ini-
tiating an informational interview, they
uniformly praise the ultimate experi-
ence these interviews provide. Not
only are students more comfortable in
practicing their interview skills before
they meet with a “real” employer, but
Your resuMé: a 30 -seCond snaPshot
all batten students share one common element: they are achievers and have a demonstrable history of academic distinction. in addition to your record of employment, most of you have excelled in other areas as well—languages, leadership, music, athletics, and public service to name a few. the resume you create gives you an opportunity to paint a self-portrait containing these and other accomplishments. the result hopefully will be impressive enough to motivate a complete stranger to want to meet you - and hire you!
in creating a resume describing a life full of success, you will need to show some restraint and avoid the tendency to develop an overly autobiographical portrait. remember: Your resume should be easy enough to skim so that the reader will be able to do a “30-second” glance at your resume and get a quick “picture” of you based on your qualifications. thus, anything in your past that is not particularly relevant to this goal, even though you are proud of it (e.g., MVP in third-grade soccer), can be left for the interview.
since your resume is your first opportunity to make a favorable impression on a prospective employer, great care must be taken in its preparation. not only will an employer scrutinize your resume for particular accomplishments, but also for qualities common to successful policymakers, such as analytical abilities, writing skills, and attention to detail.
Your resume should also be visually attractive and very user-friendly. if one assumes the reader will spend no more than 30 seconds on the initial scan of your resume, the relevant highlights of your life must be easily discernible. again, with the 30-second rule in mind, absent considerable work experience, a resume should not, if at all possible, exceed one page.
When stripped to its singular purpose, your resume is a simple sales tool. before you begin its drafting, you will therefore need to consider how to best sell your credentials. Perhaps you have worked four jobs concurrently to pay for your education. or maybe your work experience is not as impressive as the fact that you have gained invaluable experience studying abroad. or maybe your academic accomplishments should be elaborated upon to demonstrate your strength in quantitative skills and writing. Whatever the case, your resume will ultimately set the tone for your future interviews—so make it a good one!
to help get you started, be sure to stop by the office of Career services. batten staff will help you develop and craft “your story,” and they will provide you with helpful resume templates that are tailored to each of the batten school’s academic programs.
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the interviewer is often more willing
to provide candid information in this
type of setting. If you are interested in
an informational interview, the Career
Services Office will be happy to work
with you to identify potential inter-
viewers.
Screening or Initial Phone InterviewsScreening interviews, which take place
on the phone or over the internet, are
an increasingly useful tool for employ-
ers, given that they are extremely cost
effective. They typically last from 10
minutes to an hour, and they provide
students with a great opportunity to
make a first impression. Interview
experts suggest that you prepare for
screening interviews like an open book
exam—organizing all of your materials
in advance and keeping them handy
throughout the process. Because the
interviewer cannot see your body
language, be sure to maintain an espe-
cially positive, upbeat tone throughout
the process. End the interview by
reiterating your interest in the posi-
tion and asking about next steps.
(Note that while typically considered
the “easiest” type of interview, given
their informality, phone interviews
are sometimes unanticipated—and
unscheduled, with students answering
a recruiter’s call, only to find them-
selves at the start of an unforeseen
interview!)
resuMé aCtion Words - use theM!
acceleratedaccomplishedachievedacted administeredadvancedadvocatedaidedanalyzed assessedaugmentedauthoredbalancedbroadenedcommunicatedcompiledconductedcoordinatedcounseledcreatedcritiqueddealtdemonstrateddeveloped
deviseddirecteddraftedearnededitedenhancedenabledestablished exceededexercisedfacilitatedformulatedfulfilledgeneratedguidedhelpedhonedimplementedinitiatedinnovatedinspiredinstigatedinvestigatedjudged
launchedlecturedledlobbiedmanagedmonitorednegotiatedoverhauledoversawpioneeredpreparedpresentedpublished questionedreachedrealizedrecommendedreconciledrepresentedresearchedrespondedresolvedrestoredrestructured
scheduledservedsolvedspokestrategizedstrengthenedsupervisedsynthesizedtalkedtaughttestedtouchedtrackedtrainedtransactedtransformedutilizedverified vitalizedwon wrote
Behavioral InterviewsBehavioral interviews have gained
popularity in recent years and are
the most typical style Batten students
will encounter. Behavioral interviews
usually begin with the phrase, “tell me
about a time when. . . ” Your answers,
based on past behavior, will ideally
shed predictive light on your future
behavior, giving employers important
insight into your skills, experience,
work ethic, etc. The Office of Career
Services maintains lists of sample
behavioral questions that will help you
prepare for this type of interview.
Case-based InterviewsTraditionally associated with private
consulting firms, the “case-based
interviews” focus less on your personal
attributes and more on your confi-
dence, communication, organization,
and analytical abilities. During these
problem-solving interviews, you will
be given some sort of fact-pattern or
exercise to demonstrate your creative
and analytical abilities. These ques-
tions could relate to the employer’s
line of work, or they could involve
a completely unrelated “estima-
tion exercise.” Given their unique
nature, you typically will be informed
ahead of time if your interview will
be a case interview. While you should
prepare for all types of interviews,
case interviews require both prepara-
tion and practice; there are several
good resources in the Career Services
Library that can assist you in this
process.
Group InterviewsA “group interview” can mean dif-
ferent things—it can either involve
groups of interviewers, groups of
interviewees, or both! In the first, most
straightforward, instance, you might
find yourself in a room with three or
more people asking you questions.
Direct your answer to the person who
asked the question, but try to maintain
eye contact with all group members.
When you find yourself as one of sev-
eral interviewees, things become more
challenging. In these settings, which
often take place as a means of screen-
office of Professional development
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ing a large number of candidates (as
part of the Presidential Management
Fellowship process, for example),
interviewees are often given a problem
to solve collectively and will be asked
to present the group’s decision to the
interviewer(s). Throughout the pro-
cess, interviewers will carefully track
the group dynamic, watching for skills
like leadership, communication, and
teamwork. Given their unique nature,
you typically will be warned ahead
of time if you are going to participate
with a group of other interviewees.
Stress InterviewsExceedingly rare, as the name sug-
gests, in a “stress interview” an
employer’s questions are designed
less to glean information than to see
how you will respond. Whether the
question is off-topic or odd, or the
interviewer continually interrupts or
antagonizes you, the objective of a
stress interview is to test your confi-
dence and professionalism and to see
how you hold up to pressure. (Fortu-
nately, thus far, no Batten student has
ever reported encountering this type of
interview!)
office of Professional DevelopmentWe encourage you to take advantage
of the opportunities offered through
our Professional Development office:
1-credit short-courses, workshops, and
site visits. Short courses are designed
to allow students to go deeper into
material than a simple workshop
would allow. These courses meet for
14contacthours(1/3ofthenormal
semester), and typically involve an
experiential learning environment.
Courses are available at the graduate
and undergraduate level.
Workshops are geared toward
developing your career planning skills
(resumes, cover letters, interview-
ing, salary negotiations), workplace
skills (public speaking, how to make
better presentations, how to make
better slides for presentations), and
technical skills (improving your use of
Excel, Stata, and improving your visual
display of data).
The school offers site visits with
potential employers, usually on Fri-
days. Look to the calendar for visits to
employers in DC and Richmond.
The office also works with faculty
to embed professional development
opportunities into the classroom and
offers policy skills workshops on topics
that don’t always fit in a traditional
classroom setting.
Paul Martin, the Director of Profes-
sional Development, also serves as the
instructor for the summer internship
program.
Engaged in the CommunityThe Offices of Student Affairs and
Professional Development coordinate
a wide array of public service oppor-
tunities for undergrad and graduate
students.
Batten Builds
The Batten School was founded with
a charge to train leaders prepared
for “public life in their communi-
ties.” We ask students to embrace
the Charlottesville community today
and build their skills for their future
communities. Each year the school
holds a large-scale Batten Builds day
of service, along with other volunteer
opportunities throughout the year.
We’ve helped finish low-income hous-
ing projects for Habitat for Human-
ity and for the Albemarle Housing
Improvement Program, helped main-
tain and clean up trails and parks for
the City of Charlottesville, installed
vegetable gardens in local elementary
schools, played “Marathon BINGO”
with residents at a nursing facility, pre-
pared meals at the Ronald McDonald
House, aided with site refurbishment
and beautification at the local SPCA,
helped repair a horse farm (after the
Grand Derecho of 2012) at a center
that does equine-assisted psycho-
therapy for children with cognitive and
emotional difficulties, and we’ve even
helped restore historical replica river
boats for the Lewis & Clark Explor-
atory Center.
Grant-writing
Students in Professor Christine
Mahoney’s Political Institutions &
Process course partnered with Char-
lottesville-area nonprofits and the City
of Charlottesville to apply for grants
on behalf of their partner organiza-
tions. Students applying for a grant on
behalf of Offender Aid and Restoration
of Charlottesville-Albemarle won a
$20,000 grant from the Seay Founda-
tion to support OAR’s Coming Home to
Work program that helps ex-offenders
build critical job skills and job history.
Special Relationship with Madison
House
The Batten School proudly boasts
having three (of the current seven) stu-
dents currently serving on the Board
of Directors of Madison House. Paul
Martin also serves as a board member,
helping to coordinate Madison House’s
programs subcommittee.
Philanthropy: Private Initiatives for
the Public Good
Through a special gift from the Once
Upon A Time Foundation, the Bat-
ten School offers a unique classroom
experience that allows students to
work together as a grant-giving body.
Taught by Paul Martin, the class gave
gifts that totaled $100,000 to nonprofits
in the Charlottesville community.
getting to know uVa
studentLiFe
U.Va. is a vigorous, modern institution,
animated by the forward-looking spirit
of its founder, Thomas Jefferson. Jef-
ferson’s powerful conviction—the idea
that the university exists to train young
people for public affairs and the belief
that the liberal arts constitute the foun-
dation for any education—continues
to inspire its students and faculty and
guide the development of its programs.
Jefferson was a man of many
talents, and he expressed them fully
in founding the University in 1819;
he outlined the institution’s purpose,
designed its buildings, supervised con-
struction, and planned its curriculum.
He also directed the recruitment of its
initial faculty.
When classes began in 1825, with
68 students and a faculty of eight, the
U.Va. embodied dramatic new ideas in
American higher education. In an era
when colleges trained scholars for the
clergy and academia, Jefferson dedi-
cated his University to the education of
citizens in practical affairs and public
service. The innovative curriculum
permitted the student a broader range
of study than was available at other
colleges and universities of the day,
and Jefferson implemented novel ideas
concerning student self-government
and religious freedom.
To read more about the University’s
history, please see: www.virginia.edu/
uvatours/shorthistory.
u.Va. by the numbersStudentsEnrollment, Fall 2011 (on Grounds)
Undergraduate: 14,591
Graduate and Professional: 6,515
Total on Grounds: 21,106
AccessUVa: This financial aid pro-
gram was created by the University to
limit undergraduate student debt and
keep higher education affordable for
all admitted students, regardless of
economic circumstance.
•First-yearstudentsenteringinfall
2011 who qualified for loan-free sup-
port under AccessUVa: 230
•Transferstudentsenteringinfall
2011 and spring 2012 who qualified
for loan-free support under
AccessUVa: 107
Undergraduate Student Profile•Studentscomefrom49statesand
119 foreign countries.
•Virginiaresidentsmakeup69per-
cent of the undergraduate student
body.
•55percentofundergraduatesare
women.
•Student-to-facultyratiois15.9to1.
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Graduation Rates•Thesix-yeargraduationrateforstu-
dents who entered in fall 2005 is 93.8
percent.
•Thesix-yeargraduationratefor
African-American students who
entered in fall 2005 is 84.9 percent.
•For15consecutiveyears,U.Va.’s
graduation rate for African-Ameri-
cans has been the highest among all
public higher education institutions
in the country.
University Library, 2010Collections
Books: 5.1 million
Manuscripts and archives: 19 million
Journal and newspaper subscriptions:
over 120,000
Films and videos: 90,000
Services
Questions about library resources:
162,640
Land and Facilities•3,398acresoflandinCharlottesville
and elsewhere
•540buildingsormajorfacilitieswith
a replacement value of more than
$3.19 billion in 2008-09
University Budget, 2011-2012University (all divisions): $2.5 billion
Academic Division: $1.3 billion
Medical Center: $1.1 billion
U.Va.’s College at Wise: $34.3 million
Bond RatingsThe University is one of only two
public universities (the other is the
University of Texas system) with top
bond ratings from all three national
debt-rating agencies:
•StandardandPoor’s(AAA)
•FitchRatings(AAA)
•Moody’sInvestorsService(Aaa)
student self-governance
Student life is as individual as each
of the students at the University of
Virginia. With academics as its central
hub, student life encompasses spaces
where students spend their time
after class, and activities where they
develop new interests, make friends,
and learn new skills. From the resi-
dence hall to the playing field, from
music to community service—stu-
dents can find hundreds of ways to
get involved, enjoy themselves, stay
healthy, serve others, confront issues,
strengthen values, and achieve per-
sonal goals. Throughout the experi-
ence of living and learning at U.Va.,
students discover many avenues for
carrying classroom learning into the
practical, experiential realm. Choices
are everywhere, and sometimes learn-
ing how to balance all the choices is
part of the growth process.The philosophy of student self-
governance lies at the heart of U.Va.
student life. Students have freedom
to govern themselves. The primary
student governing bodies—the Honor
Committee, University Judiciary Com-
mittee, and Student Council—are run
by the students. Faculty and adminis-
trators provide support and guidance,
but decisions remain the responsibility
of student leaders.
Jefferson envisioned education as
the foundation for developing citizen-
leaders. That vision remains true today
as students experience living and
learning in this unique community, ulti-
mately going on to become leaders in
their communities and society at large.
A Defining ValueBy Patricia M. LampkinVice President and Chief Student Affairs OfficerStudent life at the University of Vir-
ginia is built on six core values:
•Academicrigor
•Honorandintegrity
•Studentself-governance
•Publicservice
•Diversity
•Healthandwellness
These values guide our work with
students. Together they create an envi-
ronment that is focused on academics
but balanced with opportunities for
leadership, service, self-discovery, and
fulfillment of individual talents. From
leadership positions in student orga-
nizations to service experiences in the
local and global communities, students
find opportunities that complement
their classroom experiences.
Self-governance means that
students have significant freedom to
develop their talents and make deci-
sions that matter to University life.
With that freedom comes high expec-
tations of responsibility. Students are
expected to hold themselves and their
peers to high standards inside and
outside the classroom, and to engage
ethically in their local, national and
international communities. Preparing
students for global citizenship relies
on the high expectations and levels of
responsibility that come from student
self-governance, a combination that
makes the U.Va. undergraduate expe-
rience unique. Within the framework
of student self-governance, students
have the latitude to be creative,
assume ownership, develop leader-
ship, take risks, and learn from their
mistakes. At the same time, the Uni-
versity provides support and guidance.
At the broad, systemic level, student
self-governance means that students
own the Honor System and the Uni-
versity Judiciary Committee. Students
derive authority to run these systems
directly from the University’s Board
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Patricia LampkinVice President and Cheif Student Affairs Officer
of Visitors. Students elect their own
leaders, and those student leaders are
responsible for operating these gov-
erning bodies on a day-to-day basis,
for initiating policy revisions and other
changes, and for making all decisions
about disciplinary actions.
Unlike other institutions that employ
administrative oversight, U.Va. truly
grants ownership of these systems to
the students. A huge responsibility to
delegate to students, yes — but also a
tremendous educational opportunity
that has proven over time to be effec-
tive and of great value.
Students also assume responsibil-
ity for running the numerous student
organizations on Grounds — CIOs
(contracted independent organiza-
tions) as they are popularly known.
Again, students learn much — every-
thing from planning and organizing
programs, to negotiating conflict and
managing funds — as they take on
duties of leading and participating in
an organization.
At the individual level, student
self-governance reflects the philosophy
that students are responsible for their
own actions. They have great free-
dom and latitude in making decisions
about how to conduct themselves on a
day-to-day basis. Most students come
here already functioning at a high
level, and they thrive on this freedom.
A few may flounder, but over time
learn from their mistakes and also
grow within this community. Students
also learn from and are influenced in
positive ways by their fellow students,
either through informal interactions or
through formal peer support programs.
Within the framework of student
self-governance, students still receive
considerable support and guidance.
Members of the University com-
munity, especially those of us whose
daily responsibilities revolve around
students, provide mentoring, seek out
students who may need additional
support, and continually work to
ensure the overall safety and well-
being of the community. We rely on
students, too, to help in all of these
areas and to demonstrate leadership
within the community at large.
Jefferson believed that the pres-
ervation of freedom and democracy
depended on the active participation of
an educated citizenry. Today, students
learn to become educated citizens by
experiencing student self-governance
while they are part of this community.
We believe they leave the Grounds
well-prepared to assume positions of
responsibility and leadership within
larger society.
Many alumni say that the oppor-
tunities afforded by student self-
governance were some of the most
rewarding and significant aspects of
their education. As new generations
of students come and go, we believe
that student self-governance continues
to add unparalleled value to the U.Va.
experience.
The Honor SystemInitiated in 1842, the Honor System at
the University of Virginia originated
as an effort to ease tensions between
the faculty and the student body.
Today, however, the central purpose of
the Honor System is to preserve and
protect a Community of Trust in which
students can enjoy the freedom to
develop their intellectual and personal
potential.
The 27-member Honor Commit-
tee is ultimately responsible for the
maintenance and administration of
the Honor System. The committee
comprises five elected representatives
from the College of Arts and Sciences
and two elected representatives from
each of the other 10 University schools.
Committee members administer Honor
investigations and trials, disseminate
information to new students, and
establish special programs and poli-
cies for the Honor System from year to
year.
To carry out these tasks, the Com-
mittee relies on more than 100 sup-
port officers, drawn from the student
body, each year. Honor educators are
trained to promote understanding of
the system among members of the
University community when questions
or concerns arise regarding the Honor
System. Honor advisers are trained to
provide confidential emotional support
and impartial information about the
process to students under investiga-
tion. Honor counsel are trained to
investigate alleged honor offenses and
to assist with the presentation of facts
and arguments at trial.
Under the University’s Honor
System, an Honor offense is defined
as a significant act of lying, cheating,
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or stealing, where the student knew
(or a reasonable University of Virginia
student should have known) that such
an act was or could have been consid-
ered an Honor offense. Three criteria
determine whether an Honor offense
has occurred.
• Act: Was an act of lying, cheating,
or stealing committed?
• Knowledge: Did the student know,
or should a reasonable University
of Virginia student have known,
that the act in question was or
could have been considered lying,
cheating, or stealing? (Ignorance
of the scope of the Honor System
is not considered a defense.)
• Significance: Would open tol-
eration of the act in question be
inconsistent with the Community
of Trust?
If a student’s peers find him or her
guilty of committing an Honor offense,
the consequence is permanent dis-
missal from the University. A student
who is convicted of an Honor offense
following graduation will generally
have her or his degree revoked by the
General Faculty. Dismissed students
may receive assistance from the vice
president and chief student affairs offi-
cer as they apply to transfer to another
institution.
A student who has committed a
dishonorable act and wishes to make
amends may file a “conscientious
retraction,” which, if both valid and
complete, operates to exonerate the
student as to the act in question. A
valid conscientious retraction must,
among other things, be made before
the student has reason to believe the
act in question has come under suspi-
cion by anyone, and must otherwise
conform to the bylaws of the Honor
Committee.
Assistant Dean Jill Rockwell serves
as the Batten School’s representative
to Honor’s Faculty Advisory Commit-
tee, and Nate Daugherty and Melina
Schoppa are the Honor Committee’s
student representatives.
For details and further informa-
tion about the Honor System, see the
Honor Committee’s website or call
434.924.7602.
For more information
www.virginia.edu/honor
Standards of ConductThe University’s Standards of Conduct
cover all student behavior other than
lying, cheating, and stealing. The
student-run University Judiciary
Committee administers the Standards
of Conduct. Generally, prohibited
conduct for which a student is subject to
discipline is defined as:1. Physical or sexual assault of any
person on University-owned or
leased property, at any University-
sanctioned function, at the perma-
nent or temporary local residence of
a University student, faculty mem-
ber, employee, or visitor, or in the
city of Charlottesville or Albemarle
County.
2. Conduct that intentionally or reck-
lessly threatens the health or safety
of any person on University-owned
or leased property, at a University-
sanctioned function, at the perma-
nent or temporary local residence of
a University student, faculty mem-
ber, employee, or visitor, or in the
city of Charlottesville or Albemarle
County.
3. Unauthorized entry into or occupa-
tion of University facilities that are
locked, closed to student activities
or otherwise restricted as to use.
4. Intentional disruption or obstruction
of teaching, research, administra-
tion, disciplinary procedures, other
University activities, or activities
authorized to take place on Univer-
sity property.
5. Unlawfully blocking or impeding
normal pedestrian or vehicular
traffic on or adjacent to University
property.
6. Violation of University policies
or regulations referenced in The
Record, including policies concern-
ing residence halls and the use of
University facilities.
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7. Alteration, fabrication, or misuse of,
or obtaining unauthorized access
to University identification cards,
other documents, or computer files
or systems.
8. Disorderly conduct on University-
owned or leased property or at a
University-sanctioned function.
Disorderly conduct is defined to
include, but is not limited to, acts
that breach the peace, are lewd,
indecent, or obscene, and that
are not constitutionally protected
speech.
9. Substantial damage to University-
owned or leased property or to
any property in the city of Charlot-
tesville or Albemarle County or to
property of a University student,
employee, faculty member, or visi-
tor, occurring on University-owned
or leased property or at the perma-
nent or temporary local residence
of any student, faculty member,
employee, or visitor.
10. Any violation of federal, state, or
local law, if such directly affects the
University’s pursuit of its proper
educational purposes and only
to the extent such violations are
not covered by other Standards of
Conduct and only where a specific
provision of a statute or ordinance is
charged in the complaint.
11. Intentional, reckless, or negligent
conduct that obstructs the opera-
tions of the Honor or Judiciary
Committee, or conduct that violates
their rules of confidentiality.
12. Failure to comply with directions
of University officials acting under
provisions 1-11 set above. This shall
include failure to give identity in
situations concerning alleged viola-
tions of sections 1-11.
Should a trial panel determine that
an accused student is guilty of the
offense(s) alleged, the Judiciary Com-
mittee may impose any sanction(s),
ranging from admonition up to expul-
sion from the University.
Any violation of the University
Standards of Conduct motivated by the
age, color, disability, national or ethnic
origin, political affiliation, race, reli-
gion, sex (including pregnancy), sexual
FroM the honor CoMMittee
the honor system has been a part of the university of Virginia’s identity for 170 years. each u.Va. student signs a pledge to uphold a “community of trust.” the system tries to foster an atmosphere in which professors can rely on students to take tests without proctors, and vendors can trust that a student who is short on cash will pay them back. the system allows us to leave our computers in the library and our homework unattended. honor as an ideal, however, is much more than the tangible benefits that accompany the honor system. it means holding each of our fellow students to the highest standard of integrity. it means treating our peers with reverence and respect. Finally, it means having the utmost regard for the intellectual and physical property of those we encounter.
in exchange for membership in the “community of trust,” students promise not to lie, cheat, or steal. the honor system’s founders also asked that students not tolerate dishonorable acts by their peers. today, the honor Committee’s investigators, counselors, and elected members depend on students and faculty to report suspected academic dishonesty. the honor Committee’s responsibility is to dismiss from the university any student who is caught violating this trust.
the values of honor extend beyond the university community as well. u.Va. students enter the world with an ethical outlook that continues to serve them well beyond their graduation date. this is particularly significant for students in the batten school. trust and honorable behavior are fundamental when we interact with policymakers, stakeholders, or constituents.
the tradition of honor at u.Va. officially began in 1842, but our rules have adjusted to changing times and norms. to further our goal to be contemporary and relevant, last year the committee conducted a survey of student opinions and practices. With that data, and information we’ll learn from similar efforts in the future, we’ll strive to make sure the honor system is not simply seen as a sanction for wrongdoing, but also a useful way to add value to your time at u.Va., and to your degree when you leave the university.
as honor continues to evolve, we would like to invite new batten students to participate in this dialogue. this year, the honor Committee is making a concerted push to increase engagement of the whole u.Va. community. notable among our efforts is the honor beyond grounds initiative. throughout the year, the committee will bring notable Virginia alumni to discuss how the honor system is relevant to their personal and professional lives. We hope you’ll be able to see the challenges and advantages that come from a history steeped in honor.
sincerely,nate Daugherty • [email protected] Schoppa • [email protected] Representatives, Honor Committee
nate Daugherty
Melina Schoppa
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orientation, or veteran status of the
victim will be deemed an aggravating
circumstance, and will result in a more
serious sanction up to, and including,
expulsion from the University.
Except for cases appealed directly
to the Judicial Review Board, Univer-
sity Judiciary Committee decisions are
automatically subject to review by the
vice president and chief student affairs
officer. The vice president may affirm
the Judiciary Committee’s decision or,
ifs/hebelievesthedecisionisnotin
thebestinterestoftheUniversity,s/
he may: (a) remand the decision to the
Judiciary Committee for review, recon-
sideration or retrial with an explana-
tion of why the vice president believes
the case warrants further action by
the committee; or (b) refer the deci-
sion directly to the University Judicial
Review Board, or its successor body.
Interim SuspensionAn official of the University may tem-
porarily suspend a student reasonably
believed to pose a threat to himself
or herself, to the health or safety of
other members of the University, to
University property, or to the educa-
tional process, pending a hearing on an
underlying offense charged under the
Standards of Conduct.
Interim Suspension is also autho-
rized where a student has engaged in
violation(s) of the Standards of Conduct
and/orfederal,state,localorinterna-
tional law, such that the official could
reasonably conclude that the student
is not fit to be a part of the community
of responsibility and trust that is the
University.
Any student so suspended who
thereafter enters upon those areas of
the Grounds denied the student by the
terms of the suspension, other than
with the permission of or at the request
of University officials or of a duly
authorized hearing body for purposes
of a hearing, is subject to further disci-
pline by the University as well as pos-
sible arrest and criminal prosecution.
Cases Involving Psychiatric IssuesThe University has established two
separate procedures to deal with
allegations of misconduct for certain
student cases involving psychiatric
and psychological issues: Procedure
for Psychological Hearings on Honor
Offenses, and Procedure for Student
Disciplinary Cases Involving Psycho-
logical Issues.
The Procedure for Student Disci-
plinary Cases Involving Psychological
Issues is available to address appropri-
ate cases before the University Judi-
ciary Committee and relevant issues
arising in the context of Interim Sus-
pension. The dean of students may also
invoke the Procedures for Student Dis-
ciplinary Cases Involving Psychological
Issues whether or not judicial charges
are filed or pending when there is good
cause to believe that, based upon a stu-
dent’s conduct or behavior, a student’s
presence at the University poses a
significant risk.
In any such instance, the dean of
Barkot Tesema • [email protected] School Representative, Student Council
Colleeen Farrell • [email protected] School Representative, University Judiciary Committee
Melissa Rickman • [email protected] School Representative, University Judiciary Committee
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students may request that the Office of
the Vice President and Chief Student
Affairs Officer require that the student
undergo a mental health assessment as
one of the conditions for the student’s
return or continued enrollment at the
University. Contact the Office of the
Dean of Students (924.7429 or odos@
virginia.edu) for full information on
these procedures.
For more information:
http://scs.student.virginia.edu/~judic/
soc.php
The Judiciary CommitteeThe University Judiciary Commit-
tee was established to “promote the
principles of civility and self-discipline
that are appropriate to the conduct
of an academic community.” The
UJC is responsible for investigating
and reviewing complaints of student
misconduct, as defined by the 12
Standards of Conduct adopted by the
University’s Board of Visitors. All stu-
dents are expected to abide by these
standards. Any individual or group
may file complaints with the UJC
according to the committee’s statute of
limitations. All complaints are heard
by a panel of judges elected from the
student body. Should the accused
student be found guilty, the panel may
choose to administer a variety of sanc-
tions, ranging from oral admonition to
expulsion.
The First-Year Judiciary Committee,
a subcommittee of the UJC composed
of first-year students, has jurisdiction
over violations committed by first-
years in first-year living areas.
Students interested in becoming
involved with the University Judiciary
Committee will find opportunities
to participate as a first-year judge,
support officer, or elected representa-
tive and judge. Assistant Dean Jill
Rockwell serves on the UJC’s Judicial
Review Board.
For more information
www.virginia.edu/ujc
Student CouncilStudent Council is the governing
organization for the student body at
the University of Virginia. The pur-
pose of Student Council is to provide a
medium for students to participate in
discussing issues and drafting poli-
cies that affect the student body, while
offering several services to the Univer-
sity community to address these issues.
The president and the executive
board oversee the Council. The repre-
sentative body, a council representing
every University school, handles leg-
islative matters. All of these positions
are elected by the student body on a
yearly basis.
Student Council committees are
a rewarding way to serve the U.Va.
community. The variety of the commit-
tees means that students can choose
to work on any issue they are passion-
ate about. Students also can develop
leadership skills by serving as commit-
tee chairs.
Student Council also allocates
more than $600,000 to student groups
through its appropriations process. The
appropriations committee reviews all
funding requests, and the represen-
tative body hears any appeals after
funds have been allocated.
When classes are in session, Student
Council meets every Tuesday at 6 p.m.
in the South Meeting Room of New-
comb Hall. Council meetings, which
are open to the public, are covered by
the student newspaper, The Cavalier
Daily (www.cavalierdaily.com).
For more information
www.uvastudentcouncil.com
Policies of note
Parental Notification Policy: Alcohol and Other DrugsThe University strives to educate all
students regarding the dangers associ-
ated with substance abuse and the
improper or illegal use of alcohol or
other drugs. In addition, the University
intervenes to engage students who
may commit alcohol or drug-related
infractions or who demonstrate a pat-
tern of substance abuse. In furtherance
of its effort to engage students and
their families regarding these issues,
the University has adopted this Paren-
tal Notification Policy pertaining to the
illegal or improper use of alcohol or
other drugs.
Whenever the Office of the Dean
of Students becomes aware that a
University of Virginia student has
been arrested for an alcohol- or drug-
related violation, and the student is a
dependent (for federal tax purposes),
the Office of the Dean of Students
will notify that student’s parent(s) or
guardian(s). Violations that trigger
notifications under this paragraph
include, but are not limited to, driving
under the influence, public drunken-
ness, underage possession of alcohol,
and unauthorized possession of con-
trolled substances (illegal drugs).
Furthermore, whenever the Office
of the Dean of Students becomes
aware that a University of Virginia
student has engaged in a pattern of
behavior or a severe incident involving
theuseofalcoholand/ordrugs,and
the student is a dependent (for federal
tax purposes), the Office of the Dean
of Students will notify that student’s
parent(s) or guardian(s). Violations
that trigger notifications under this
paragraph include, but are not limited
to, frequent or severe episodes of
druguse,drunkenness,and/orbinge
drinking.
The University will make notifica-
tions under this policy unless the Uni-
versity, family or other circumstances
make such notifications incompatible
with the student’s best interests. The
University relies on the professional
judgment of its faculty and adminis-
trators when assessing each student’s
situation. Students whose family or
other circumstances make notification
under this policy inappropriate will be
referred immediately to the Universi-
ty’s professional counseling resources.
When making a notification under
this policy, time and circumstances
permitting, a professional staff member
in the Office of the Dean of Students
ordinarily will encourage the student
to make the initial call to his or her
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parent(s) or guardian(s). The staff
member then will follow-up with a call
directly to the student’s parent(s) or
guardian(s).
A notification under this policy will
be in addition to the intervention and
education programs already offered
to students when such infractions are
brought to the University’s attention.
Intervention may include one or more
of the following: substance abuse
assessment by a trained clinician;
psychological assessment by a trained
clinician; substance abuse counseling;
enrollment in educational programs;
and/orsanctionsimposedforviola-
tions of the University’s Standards of
Conduct.
A notification under this policy is
authorized by the Family Educational
Rights and Privacy Act of 1974, 20
U.S.C. 1232g (“FERPA”), which per-
mits the disclosure of information from
education records to parents of depen-
dent students. The University reserves
the right in its sole discretion to notify
parents of alcohol- or drug-related
incidents falling outside this policy
to the extent permitted by FERPA or
other applicable law.
For more information
www.virginia.edu/case/policy/
parental.html
Parental Notification Policy: Mental HealthIn accordance with Virginia state law,
Va. Code §23-9.2:3.C, the Univer-
sity of Virginia will notify a parent of
any dependent student who receives
mental health treatment at the Univer-
sity’sDepartmentofStudentHealth/
Counseling and Psychological Services
(CAPS) when there exists a substantial
likelihood that, as a result of mental
illness, the student will, in the near
future, (a) cause serious physical harm
to himself or others as evidenced by
recent behavior or any other relevant
information or (b) suffer serious harm
due to his lack of capacity to protect
himself from harm or to provide for his
basic human needs.
CAPS will inform the Dean of
Students whenever notification is
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V irg inia LaWs ConCerning aLCohoL
Age of the Alcohol ConsumerPersons who are 21 years of age may buy, drink, and possess beer, wine, and distilled spirits (hard liquor). the penalty if caught with possession of alcohol under the age of 21 is a fine of at least $500 and/or performance of a minimum of 50 hours of community service and suspension of an individual’s driver’s license for at least six months. breaking this law constitutes a Class 1 Misdemeanor.*
Drinking in Publicit is illegal for any individual to drink or offer a drink of alcohol to another individual in a public place (excluding areas licensed for on-premise alcohol consumption). under Virginia state Law, a person can be fined up to $250 if caught drinking alcoholic beverages in public. Constitutes a Class 4 Misdemeanor.
False IDs to Purchase AlcoholPersons who are under the age of 21 years who use or attempt to use any altered, fictitious, facsimile, or simulated license or identification card of another person to establish false identification or false age to consume, purchase, or attempt to consume or purchase an alcoholic beverage shall be guilty of a Class 1 Misdemeanor. the penalty is a mandatory minimum fine of $500 or mandatory minimum of 50 hours of community service and license suspension for at least six months. Creating or selling false ids can result in fines up to $2,500 and up to a one-year jail sentence. Possession of a fake id (even without use) is a Class 2 Misdemeanor and can result in a $1,000 fine and up to six months in jail. knowingly providing an underage person with the use of your own id also constitutes a Class 1 Misdemeanor.
Publicly IntoxicatedPublic intoxication is appearing in public under the influence of
alcohol. Violators may be arrested and confined to jail until sober or transported to a detoxification center. individuals can also receive a fine of not more than $250. Constitutes a Class 4 Misdemeanor.
The Sale of Alcoholalcohol may be sold by individuals or groups only if they hold an alcoholic beverage Control license. the sale of alcohol includes receiving money for drinks, sign-up collections, admission charges, collections of donations, or the sale of items such as cups or t-shirts that entitle the buyer to free drinks.
Serving Alcohol to Anyone under 21the penalty for providing, giving, or assisting in providing alcohol to persons under age 21 is mandatory suspension of an individual’s driver’s license for one year. Penalties may also include a fine of up to $2,500 and up to one year in jail.
a person in his or her own home may provide alcoholic beverages to his or her family members under 21, but guests provided alcohol must be of legal age unless they are accompanied by their parent, guardian, or spouse 21 or older. Constitutes a Class 1 Misdemeanor.
underage Drinking and Drivingthis “zero tolerance” law provides that underage drinking and driving (0.02% or higher baC) is punishable as a Class 1 Misdemeanor. the penalty for those found guilty includes forfeiture of the license to operate a motor vehicle for a period of one year from the date of conviction and either a mandatory minimum fine of $500 or 50 hours of community service.
* A Class 1 Misdemeanor is the most serious misdemeanor that can be committed before becoming a felony.
students should be aware of the following Virginia alcoholic beverage Control laws:
required in these instances. The Dean
ofStudentsorhis/herdesigneewill
then notify the parent. The notification
will typically include, at minimum, (a)
a description of the student’s behaviors
that merit the notification, and (b) the
specific actions the University is tak-
ing to address the risks posed by the
student’s behaviors.
Parental notification may be with-
held in these instances if the student’s
treating physician or treating clinical
psychologist determines, in the exer-
ciseofhis/herprofessionaljudgment,
that notification would be reasonably
likely to cause substantial harm to the
student or another person.
Sexual MisconductThe University of Virginia is a commu-
nity of trust, in which students, faculty,
and staff must be able to engage in
their work free from fear of sexual
violence, harassment, exploitation,
and other forms of sexual misconduct.
Sexual misconduct violates University
policy and federal civil rights law and
may also be subject to criminal pros-
ecution. Creating a safe environment is
the responsibility of all members of the
University community. The University
is committed to fostering a community
that promotes prompt reporting of all
types of sexual misconduct and timely
and fair resolution of sexual miscon-
duct complaints, in compliance with
Title IX, due process, the First Amend-
ment to the federal Constitution, and
other applicable law.
The following information is broadly
available to students as part of the
University’s efforts to ensure that they
are aware of the resources available
to them in the event of sexual miscon-
duct:
Your health, safety, and well-being
are the University’s primary concern. If
you or someone you know may be the
victim of any form of sexual miscon-
duct, you are strongly urged to seek
immediate assistance. Assistance can
be obtained 24 hours a day, seven days
a week, from:
•Police(U.Va.,Charlottesville,
AlbemarleCounty)•911
•SexualAssaultResourceAgency
(SARA)•·434.977.7273
•ShelterforHelpinEmergency
(SHE)•434.293.8509
•U.Va.MedicalCenterEmergency
Department•434.924.2231
During business hours (8 a.m. to 5
p.m., Monday through Friday), you
are also strongly urged to contact the
Dean of Students, who is the desig-
nated Title IX coordinator for purposes
of the University’s sexual misconduct
policy (by telephone, at 434.924.7429
or 434.924.7133, by e-mail at Deanof-
[email protected], or in person
at the Office of the Dean of Students,
Peabody Hall, Second Floor), as soon
as reasonably possible to report any
sexual misconduct you believe may
have occurred. In addition, Sexual and
Domestic Violence Services in the Uni-
versity’s Women’s Center offers guid-
ance and support in collaboration with
the Dean of Students (by telephone,
at 434.982.2774, or by e-mail at sdvs@
virginia.edu).
For a link to the University’s
current policy governing sexual
misconduct by a student, and for
extensive information about the many
forms of sexual misconduct, what to
do immediately following a sexual
assault, and the numerous resources
available at the University and in the
local community, please consult the
University’s Sexual Violence Education
& Resources website.
For more information
www.virginia.edu/sexualviolence
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organizations and activities
Batten CouncilAaron Chafetz, PresidentKaty Lai, TreasurerMaddie Bergner, Secretary
The Batten Student Council repre-
sents the needs and interests of Batten
School students. It helps to enrich their
academic experience by encouraging
student leadership and professional
development activities. Elected officers
and representatives from each class
work together to manage funds, plan
special events and promote com-
munity outreach. Some officers serve
as liaisons to Student Council, the
Honor Committee, and the University
Judiciary Committee. The representa-
tives keep Batten students informed
of University-wide policies while
voicing the collective opinions of the
Batten student body, as determined by
discussion among the elected Council
members. The Council also provides
opportunities for interaction among
students, faculty, and alumni to foster
a strong culture and close-knit Batten
community.
Professional Development GrantsBatten Council offers funding to
students for professional develop-
ment grants to engage in leadership
and policy opportunities outside of
the classroom, as well as community
service. Such opportunities include,
but are not limited to, participating in
conferences and workshops, visiting
policy experts, and other activities
related to professional development.
Interested students must submit an
application (available through Batten
Council) that includes:
•Abriefdescriptionoftheprofes-
sional development activity
•Astatement(approximately150-
250 words) explaining how this
activity contributes to the appli-
cant’s professional development
•Anitemizedbudgetdetailing
expenses
Note: This funding is not meant
for travel and/or meetings related to
coursework, including the organiza-
tional analysis project, IPA, APP, or
taking a professor to lunch, nor for
job seeking and/or job interviews. For
coursework funding, please see Batten
School administrators.
Criteria for grant allocation
•Conferencesandworkshops— Funding for activities will be
determined on a case-by-case
basis depending on need, location,
and if the student is presenting
material.
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to the CLa ss oF 2014
on behalf of the batten school student body, it is my great pleasure to welcome you, the Class of 2014, to the Frank batten school of Leadership and Public Policy. this school has much to offer you and plenty of opportunities for you to contribute. Just this year, the batten school made it onto the U.S. News and World Report list of top public affairs graduate schools in the nation.
this ranking is attributed firstly to our great faculty and staff, who bend over backwards for students’ needs, both in and out of the classroom. they provide us with the tools to succeed, not just in school, but out in the professional world—from analytical skills to cover letter advice.
the second reason for our school’s ranking is the student body. When you enter the batten school this fall, you will be joining two classes—the 6th accelerated MPP class and the 1st post-graduate MPP class. our students come from a variety of backgrounds from foreign affairs and bio-medical engineering majors to teachers and Peace Corps volunteers. this diversity benefits our school, helping to bring a vast array of ideas and perspectives on policy issues to fruition in the classroom.
What you cannot see from the outside is the family aspect of this small school. it will not take you long to recognize what a tight-knit community batten creates. together, you and your classmates will endure both the hardships and achievements of your work in this program. these experiences will draw you closer together and create friendships that last a lifetime.
i encourage you to make the most of your time at the batten school. Your two years here will flash before your eyes. that being said, the batten school has a plethora of avenues for you develop your professional skills. You should embrace all of the opportunities available to you in your time here—go to the writing workshops when you can, take advantage of the volunteer opportunities in Charlottesville, get involved in any of our wonderful organizations within our school whether it be batten Council, Virginia Policy Review, or any one of our student clubs.
i look forward to getting to know you all this year and wish you the best of luck as you begin your experience at the batten school.
sincerely,Aaron Chafetz • [email protected], Batten Council
Aaron Chafetz
•Dinnerwithpolicyprofessionals—
$40 limit for the applicant and
guest. Council encourages stu-
dents to interact with many policy
professionals but will take into
consideration the amount of times
each student has been awarded
funding for this purpose.
•Requestlimit:Whilethereisno
limit on requests that Batten
Council approves, we allocate
our limited resources to as many
individuals as possible and may
not be able to fund the entirety of
your expenses.
•Deadline:SubmittoBattenCoun-
cil Treasurer at least two weeks
priortoactivity/event.
Funding applications must be
approved by the Batten Council
Professional Development Grant
Committee consisting of the Presi-
dent/RepresentativeandTreasurer
of each class. Grants are awarded as
reimbursements that take approxi-
mately three weeks to process after
the receipts have been submitted. For
more information, please contact Katy
Lai, Batten Council Treasurer.
Batten Club Seed FundBatten is a new and growing school.
As students interested in complex
policy and problem-solving, the Coun-
cil encourages students to engage and
implement clubs that are in the spirit
of Batten’s motto: “Policy is Every-
where. Lead from Anywhere.” The
Council has set aside a budget to allow
students to put their ideas into motion
by starting up new clubs and organi-
zations. To submit a proposal, please
include the mission statement of your
club, a detailed timeline of events,
budget, and how you hope to engage
Batten students and faculty. For more
information, please contact Katy Lai,
Batten Council Treasurer.
Special EventsAmanda o’Malley, Special Events Chair
The Special Events Chair is in charge
of student event planning for the Bat-
ten School. Planning ranges from tradi-
tional events, such as the Batten Ball,
competitions between the classes, and
a Rotunda Dinner, to events planned
at the discretion of the chair. Every
year there are several events planned
for each class, including movie nights,
regular lunches, and dinners on the
Corner to encourage bonding among
the individual classes. The Special
Events Chair is also in charge of the
Batten Buddies mentoring program.
Batten Ball
The first annual Batten Ball was held
in November 2010 at the Colonnade
Club in the University’s Pavilion
VII. Portions of all ticket sales were
donated to the Stephanie Jean-Charles
Memorial Fund (see Academics—
Funding at Batten). In addition to
bringing Batten students, faculty, and
administrators together for a formal
evening, Batten Ball is a time to reflect
on their contributions to the Batten
School and the importance of the Bat-
ten community.
Spring Speaker
Each year the Special Events Chair
puts together a committee to invite a
distinguished guest to speak in the
spring. These talks are open to the
entire University community and are
an exciting opportunity for the Batten
School to share its mission. Past speak-
ers include the late Ted Sorensen,
speechwriter and Special Counsel to
President John F. Kennedy; Gretchen
Wallace, author and founder of the
NGO Global Grassroots; and former
Supreme Court Justice Sandra Day
O’Connor, who shared lessons she
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Amanda o’Malley • [email protected] Lai • [email protected] Maddie Bergner • [email protected]
iMPortant note on sChooL-reLated F inanCes
the batten Council manages funding for batten student event programs and for individual Professional development grants.
•Batten Council activities: always ask the batten Council treasurer before spending money on a batten Council event. this ensures that there will be no multiple expenditures, that the request fits both the purpose and budget of the batten Council, and that the expenditure complies with all relevant rules and regulations. once a purchase is authorized, save all receipts, invoices, or web confirmation pages if a transaction is made online. Compile a list of the names of all attendees (required). submit this information to the batten Council treasurer.
Timeframe: all non-travel related reimbursement requests must be submitted immediately to the batten Council treasurer, who must submit them to the assistant dean of student services within 5 days of spending for processing. turnaround for these reimbursements is 3-4 weeks.
•Good causes/philanthropy, political activities, fundraising: absolutely no university funds (state of Virginia, endowment account, or student activities fees) may be used for these purposes! examples include fees associated with activities promoting research for a particular cause, fundraising to support international relief efforts, food/rental costs for events surrounding a political campaign, and so on. students wishing to engage in these activities are advised to consult with batten Council about less restrictive funding opportunities and procedures through its u.Va. Fund or Cio accounts.
• Intramural-Recreational Sports: iM-reC fees must be paid with a university account (Ptao). Please see the assistant dean of student services Jill rockwell for instructions.
Professional development grants are awarded on a reimbursement basis. there are two steps to the process: 1) the grant application, and 2) the request for reimbursement. grant applications may be obtained from batten Council treasurer katy Lai and must be submitted to her at least one week prior to the activity.
•Professional development travel: after the activity a travel workbook must be completed for all travel-related reimbursement requests. see assistant dean of student services Jill rockwell directly for this form.
Documentation: save all receipts, invoices, original boarding passes, and web confirmation pages if a transaction is made online. For register tape receipts, tape all four sides of the receipt to an 8 x 11 white sheet of paper, one receipt per page.
Mileage: When driving a personal vehicle for a travel reimbursement, please note that the state of Virginia sets a fluctuating per mile rate for mileage which covers gas as well as wear and tear on the vehicle. submit a printed copy of Mapquest directions for proof of mileage.
Signatures: the student and the assistant dean of student services must sign the travel workbook form.
Timeframe: all travel reimbursement requests must be submitted within 30 days of travel. turnaround for travel reimbursements is relatively quick (1-2 weeks).
Please note that rules and regulations governing school-related finances are strict and vary depending on the funding source. Whether the funds come from the state of Virginia, an endowment account, student activities fees, or independent student fundraising has huge implications on how the funds can be spent. For this reason, students must check with batten Council and batten school administration before engaging in any school-related financial transaction.
learned as a leader in all levels of
society, from the private and nonprofit
sectors to state and federal govern-
ment. In April 2012, the Batten School
hosted House Majority Leader Eric
Cantor who talked about the work he
has done in Congress and the impor-
tance of compromising to fight gridlock
in Congress.
Rotunda Dinner
The Rotunda Dinner is held annually
in the late spring to honor the graduat-
ing class. It gives students the oppor-
tunity to talk with their professors and
administrators outside the classroom,
as well as engage with students from
other classes. The event includes a
second year speaker and a class will
and testament. Each member of the
graduating class has the opportunity to
pass on something unique to the first
year class before leaving the Univer-
sity. The Rotunda Dinner is a special
moment when the Batten community
comes together in the University’s most
symbolic setting.
Batten Buddies
Batten Buddies is a mentorship
program where each first year MPP
student is matched with a second year
student in the Batten class. Second
year buddies will act as mentors to
incoming first years and will be there
to answer any questions students may
Questions? Please contact Katy Lai, Batten Council Treasurer, or Jill Rockwell, Assistant Dean of Student Services
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have about life in Batten. A monthly
event will be held for all buddies to get
together to bond.
Batten students also host commu-
nity-building events for all classes,
including Football tailgates, apple
picking, and parties for major events,
such as the Super Bowl. Students get
together as much as possible to build
a strong sense of community at Batten. The Special Events Chair facilitates
these events by planning and encour-
aging other students to host them
in their apartments or rooms on the
Range.
Community Engagement and OutreachKaitlin Brennan, Community Engagement Chair
Community engagement at Batten
takes a variety of forms, from sponsor-
ing events with other departments and
organizations on Grounds to arrang-
ing volunteer and community service
activities. Council hopes to form
service partnerships with community
organizations, uniting Batten students’
knowledge of public policy issues with
real volunteer experience in those
fields. These partnerships will enhance
students’ learning experiences, foster
civic responsibility, and strengthen ties
to the community.
One of the biggest priorities for this
committee is strengthening alumni
relations. To keep the alumni network
alive and active, the Batten Coun-
cil writes and publishes two Alumni
Newsletters each year. Included in the
newsletters is information on recent
Batten events, spotlights on new fac-
ulty, and updates from alumni.
As a relatively new school to
the University of Virginia, the Bat-
ten School offers students an easily
accessible alumni network. Events
are planned throughout the year for
students to network with alumni. Last year, orientation included a
panel of Batten alumni who talked
about their experiences at Batten and
offered advice for incoming students
about what to expect from the next
two years. The Office of Professional
Development hosted trips for students
to Washington, DC and Richmond to
meet University alumni working at
organizations such as Morehard &
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Kaitlin Brennan • [email protected]
Associates and the Joint Legislative
Audit and Review Commission, the
Virginia General Assembly’s oversight
agency. Alumni are also eager to come
back to Charlottesville and visit Batten
students, faculty, and staff at special
events, such as Homecomings and the
“Back 2 Batten” series (see also About
Batten—Professional Development).
The creation of the new Batten Stu-
dentLifeblog(http://battenstudentlife.
wordpress.com/)bytheClassof2012
is the newest effort to link current
students and alumni. The blog features
Batten news, student events and
activities, research and opinion pieces,
and alumni updates. Council hopes to
see the blog grow this year with the
inclusion of weekly columns on various
topics and faculty participation.
other Batten School Student organizations and Activities
Virginia Policy Review Addie Bryant, Editor-in-Chief
The Virginia Policy Review (VPR) is
the public policy journal at the Univer-
sity of Virginia Frank Batten School of
Leadership and Public Policy. VPR is
published mid-November and mid-
April. The graduate student review
staff considers submissions on interna-
tional, domestic, and regional public
policy issues throughout the academic
year. Founded by the first MPP class of
the Batten School, its primary pur-
pose is to connect different disciplines
across the University community
through public policy. VPR accepts
submissions from faculty and students. There are many ways to get
involved with this organization. The
graduate student staff is selected every
spring. Executive Board positions
include: Executive Editor, Managing
Editor, Copy Editor, Senior Domestic
Editor, and Senior International Editor.
The staff also has associate editors who
assist the Board.
This past spring VPR held its first
public policy forum on energy policy.
Five experts were invited to speak
about a variety of related topics includ-
ing the energy policy landscape, the
conflict of uranium mining, nuclear
energy, unconventional oil and innova-
tion in the energy sector. These experts
spoke about the effects of public policy
on these different subtopics of energy
and engaged students about their
thoughts on the subject. Remarks from
the event were printed in the spring
issue of VPR.
VPR hopes to play a greater role in
facilitating conversations about policy
on Grounds with more events such as
the public policy forum. Students and
faculty with ideas or interest in submit-
ting articles to VPR are encouraged to
contact the Editor-in-Chief or visit our
website at www.virginiapolicyreview.
com.
UN Young Professionals AssociationKelly Connors, Chair
The United Nations Young Profession-
als Association is a new student orga-
nization at Batten that is open to other
students at the University and young
professionals in the community. The
group is involved with the national UN
Young Professionals Association and
holds networking events, fundraises
for the UN Foundation, and hosts
speakers in international diplomacy.
The group is associated with the local
chapter of the UN and the Interna-
tional Relations Organization (IRO) at
U.Va. The student organization is a
forum for students to discuss matters
of international diplomacy and interact
with peers both in Charlottesville and
in Washington, DC who have similar
interests. For more information and to
sign up to become a member, please
visit:http://pages.shanti.virginia.edu/
UN-YP/.
Formative Change GroupKelly Connors, Addie Bryant and Alex Boucher, Co-Chairs
The Formative Change Group (FCG)
is a new professional graduate student
consulting group at Batten. FCG is
focused on supplying pro-bono policy
consulting services to local mission-
driven organizations in the greater
Charlottesville area. The FCG is
completely student run and is looking
for driven and creative students who
are interested in consulting and want
to develop their problem-solving skills.
The FCG is a public service initiative
for Batten and a great way for students
to give back to the local community.
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Kelly Connors • [email protected] Alex Boucher • [email protected] Bryant • [email protected]
online
uniVersitYresourCes
DEAN OF STUDENTS
virginia.edu/deanofstudents
DINING
virginia.edu/dining
EMERGENCY PREPAREDNESS
virginia.edu/emergency
virginia.edu/uvaalerts
HEALTH AND WELLNESS
virginia.edu/studenthealth
HOUSING
virginia.edu/housing/grad.php
uvastudentcouncil.com/offgrounds
INFORMATION TECHNOLOGY
itc.virginia.edu
INTRAMURAL RECREATIONAL
SPORTS
virginia.edu/ims
LIBRARIES
library.virginia.edu
PARKING AND TRANSPORTATION
virginia.edu/parking
SAFETY
virginia.edu/uvapolice
STUDENT FINANCIAL SERVICES
virginia.edu/financialaid
STUDENT ORGANIZATIONS
virginia.edu/newcomb/involvement/
organizations.html
UNIVERSITY BOOKSTORES
uvabookstores.com
UNIVERSITY CAREER SERVICES
career.virginia.edu
UNIVERSITY REGISTRAR
virginia.edu/registrar
For needs unmet by the resources below, students may consult Batten
administrators for referral to other resources across Grounds.
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university Lingo
Not sure what a Pav is, or where to
find the Corner? If you hear U.Va. stu-
dents speaking a new language, this
guide may help with the translation.
A-School: Short for the School of
Architecture.
Academical Village: The community
of U.Va. students, faculty, and staff,
the Academical Village is the basis of
Thomas Jefferson’s idea that living and
learning are connected. The Lawn is
built around this concept with faculty
living in the Pavilions and students in
the Lawn rooms, with the Rotunda —
formerly the University library — at its
heart.
AFC: Short for the Aquatic & Fitness
Center, the AFC is located across from
the Alderman Road residence area.
The facility features cardiovascular
and weight-training equipment, an
indoor track, basketball court, group
exercise rooms, an enormous hot tub,
and an Olympic-size pool, among
other amenities.
Arts$: A portion of the Student Activity
Fee gives each student the opportu-
nity to reserve one complimentary
ticket online for himself or herself
for every performance of each Arts
Dollars-subsidized event. This includes
events presented by the Department
of Drama, McIntire Department of
Music, and the Virginia Film Festival.
For more information, please see www.
virginia.edu/artsdollars.
Beta Bridge: Bridge on Rugby Road
that students frequently paint to publi-
cize events or display messages.
Carr’s Hill: The home of U.Va.’s
president. Carr’s Hill is located across
Rugby Road from the sports field
known as “Mad Bowl.”
The CD: a.k.a. The Cavalier Daily or
the Cav Daily, the CD is the Univer-
sity’s newspaper run and produced by
students.
Collab: UVaCollab is the University’s
online course management software.
Students use it to access their course
syllabi, share resources, and do many
other class-related activities. They
may also use Collab to create a shared
Web space for project teams, research
groups, and organizations.
The College: The College of Arts and
Sciences, often abbreviated as CLAS.
The Colonnades: Situated behind
Lambeth Apartments (Lambeth Field is
the grassy area), the Colonnades have
been restored and are the namesake
for several formal dances that were
used to fund the restoration. Some club
sports play here occasionally.
Comm School: Short for the McIntire
School of Commerce, the undergradu-
ate business school.
The Corner: Located on University
Avenue, the Corner is the strip of
restaurants and shops that is a favorite
spot for U.Va. students.
E School: Short for the School of Engi-
neering and Applied Science.
Ed School: The Curry School of Educa-
tion.
First-Year, Second-Year, Third-Year,
Fourth-Year: Instead of freshman,
sophomore, junior, senior, students are
referred to by their year of study at
the University. Why? To be a “senior”
implies that a person has reached the
final phase of learning, a feat that Mr.
Jefferson believed impossible, argu-
ing instead that education is a lifelong
process.
“Good Old Song”: U.Va.’s alma mater.
It is sung to the tune of “Auld Lang
Syne.”
Grounds: The term used by students,
faculty and alumni to refer to the Uni-
versity. “Campus” is never used.
Gusburger: A University tradition: one
hamburger patty with a fried egg and
bacon.
Lawnie: The term referring to under-
graduate students who live on the
Lawn. Selection of Lawn residents, a
peer process, is by application and is
based on GPA, activities, and service
to the University. Students can apply to
live on the Lawn during their final year
of undergraduate study at the Univer-
sity. Each of the 54 single, non-air-con-
ditioned Lawn rooms is furnished with
a bed, desk and chair, sink, bookcase,
wardrobe, rocking chair, and fire tools.
All except one (50 East Lawn) have
fireplaces. Graduate students may
apply to live on the Range, the row of
rooms lining the outside of the Aca-
demical Village.
Mad Bowl: The sunken field across
the street from the Rotunda on Rugby
Road. Some club sports teams use this
space for games. Mad Bowl is a great
place to study, play Frisbee, or have a
snowball fight!
Mem Gym: The shortened name for
the University’s oldest gym facility,
Memorial Gymnasium.
Nova: The term that most students
hailing from Northern Virginia use to
describe where they are from. Instead
of saying, “I am from Alexandria or
McLean,” students more often will say
“I am from Nova.”
Pav: The term given to Pavilion XI,
the eatery located on the first floor of
Newcomb Hall.
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QuikPay@UVA: The University’s e-bill-
ing and payment system. Billing state-
ments for tuition and other charges are
generated electronically; paper bills
are not sent to the student or parent.
Students can set up their parents as
authorized payers in QuikPay@UVA.
The Record: This online publication
details student regulations and poli-
cies, both academic and nonacademic,
and it includes course descriptions for
each school. Two versions are avail-
able: The Undergraduate Record,
and The Graduate Record. Find The
Record at
http://records.ureg.virginia.edu.
Rugby Road: Rugby Road is often used
to refer to the home of fraternity and
sorority life at U.Va., although there
are houses located on other streets as
well.
SIS: The abbreviation for the Student
Information System, which is used by
students to register for classes and to
maintain academic records and stu-
dent accounts. Students connect to SIS
bygoingtowww.virginia.edu/sis.
Use of the title “Dr.”: There is an
ancient academic custom, in Western
Europe and in the United States, that
only persons holding the MD degree
are addressed as “Doctor”; holders of
the PhD thus are addressed as “Mr.,
Ms., Mrs., or Miss.” The University of
Virginia is one of the few schools in
this country still holding to this custom.
VIRGO: The University Library’s
online search catalog, available at
www.lib.virginia.edu.
Wahoos and Hoos: An alternative
name for the Cavaliers or the students
at the University of Virginia.
Zs, Ravens, 7s, IMPs, Purple Shadows,
P.U.M.P.K.I.N., etc.: These are just a
few of the societies on Grounds, most
of which are philanthropic organiza-
tions. In some instances, members are
known, but in others, members’ names
are kept secret.
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La Casa BolivarLa Maison Francaise
CopeleyResidenceArea
University ArtMuseum
To Barracks Road Shopping Center
and Charlottesville-Albemarle Airport
Carruthers Hall
U.S. 29 / U.S. 250 BYPASS
U.Va. Bookstore & Cavalier Computers and Parking Garage (hourly parking)
ChemistryBuilding
FaulknerResidence Area
LambethResidence Area
Leon
ard Sa
ndrid
ge R
oad
Old Ivy R
oad
Sprig
g La
ne
Brandon Ave.
John Paul Jones Arena
Davenport Field/U.Va. BaseballStadium
Miller Center
North GroundsRecreation Center
McCue Center
Office of African-American Affairs
Monroe Lane
To I-64
Maury Ave.
Font
aine
Ave.
Wilsdorf Hall
School of Engineering
Hancock Circle
BonnycastleCircle
Hospital Drive
Rouss HallRobertson
Hall
South Lawn
Claude MooreNursing Education
Building
RuffinHall
StudentActivitiesBuilding
Shea House
Bavaro Hall
U.S. 29 BYPASS
Kellogg
TJ’s Locker
DardenExchange
Courts & CommerceMechanical Engineering
Dobie-Balz
UniversityMarchingBandRehearsalHall
Ern Commons
Watson-Webb
COLOR KEY
Bookstore & Cavalier Computers
Academical Village
Parking lots (no public parking)
W
N
E
S
2 0 12 B a t t e n G r a d u a t e S t u d e n t H a n d b o o k64
La Casa BolivarLa Maison Francaise
CopeleyResidenceArea
University ArtMuseum
To Barracks Road Shopping Center
and Charlottesville-Albemarle Airport
Carruthers Hall
U.S. 29 / U.S. 250 BYPASS
U.Va. Bookstore & Cavalier Computers and Parking Garage (hourly parking)
ChemistryBuilding
FaulknerResidence Area
LambethResidence Area
Leon
ard Sa
ndrid
ge R
oad
Old Ivy R
oad
Sprig
g La
ne
Brandon Ave.
John Paul Jones Arena
Davenport Field/U.Va. BaseballStadium
Miller Center
North GroundsRecreation Center
McCue Center
Office of African-American Affairs
Monroe Lane
To I-64
Maury Ave.
Font
aine
Ave.
Wilsdorf Hall
School of Engineering
Hancock Circle
BonnycastleCircle
Hospital Drive
Rouss HallRobertson
Hall
South Lawn
Claude MooreNursing Education
Building
RuffinHall
StudentActivitiesBuilding
Shea House
Bavaro Hall
U.S. 29 BYPASS
Kellogg
TJ’s Locker
DardenExchange
Courts & CommerceMechanical Engineering
Dobie-Balz
UniversityMarchingBandRehearsalHall
Ern Commons
Watson-Webb
COLOR KEY
Bookstore & Cavalier Computers
Academical Village
Parking lots (no public parking)
W
N
E
S
For more detailed maps of the u.Va.Grounds, see www.virginia.edu/Map
2 0 12 B a t t e n G r a d u a t e S t u d e n t H a n d b o o k 65