2012
batten graduate student handbook
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, wperry@virginia.edu 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
contents 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
welcome FROM THE DEAN
To members of the Class of 2014:
O
n behalf of all members of the Batten 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 anniversary 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 produce 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 important 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
2
leading school of public policy through a distinctive focus on the new policy issues of the 21st century, the psychological 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 Virginia. 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 promising 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 establishment 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: • Class of 2009: the Virginia Policy Review • Class of 2010: The annual Bat-
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
ten Council lecture and the annual Rotunda Dinner • Class of 2011: The annual Batten Ball • Class of 2012: An annual charity auction, and an annual policy forum organized by the Virginia Policy Review In addition, smaller groups of students 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 seminars and the creation of more studentfaculty discussion groups over the coming year, as well as the continuation of the great innovations introduced by these earlier classes. I also look forward to seeing how you, as members of the Class of 2014, will build on these achievements and make your own original 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
ab o u t batte n
about batten Frank Batten, Sr. Media magnate and entrepreneur Frank Batten, Sr. (1927-2009) made the largest single gift in the history of the University of Virginia in 2007, dedicating $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 leadership 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
affect transformational change. He emphasized leadership as one of the key skills required for success in the field of public policy. “Talented 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,” Batten 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 family 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. Graduating 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
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
batte n ab o u t
and the Ledger-Dispatch in 1954, at age 27, then chairman of Landmark in 1967. Under Batten’s leadership, Landmark 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 distinguished 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 LedgerDispatch 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 calling 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 College of William and Mary, Hollins University, Culver Educational Foundation, Access College Foundation, Harvard Business School Publishing Company, the Norfolk Academy, and the Mariners Museum. He presided over the Norfolk Chamber of Commerce 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 Communications, which today, in addition to the Virginian-Pilot, owns newspapers 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 newspaper 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 public. 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
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.
4
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
Press from 1975 to 1987, vice chairman from 1977 to 1981, and chairman from 1982 to 1987. He was also a director 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 operators. From 10 million households at its start to 100 million homes today, The Weather Channel boasts one of the widest reaches in the industry. Venturing into the internet media frontier, The Weather Channel also took advantage 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 richest 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 principle 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 participants in public life.”
ab o u t
Administration
Harry Harding Dean and Professor of Public Policy and Politics hh7b@virginia.edu, 924-0812 Kerra Thurston Assistant to the Dean and Academic Programs Coordinator kaykay@virginia.edu, 924-0812 The Dean is responsible for defining 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, determining the School’s curriculum. The Dean makes the final recommendation to the Provost, the President, and the Board of Visitors about the appointment, 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 Affairs David Breneman Senior Associate Dean for Academic Affairs, University Professor, Newton and Rita Meyers Professor in Economics of Education and Public Policy breneman@virginia.edu, 924-0965 Wendy Perry Assistant Dean for Academic Programs and Registrar wperry@virginia.edu, 924-0049 Kerra Thurston Executive Assistant to the Dean and Academic Programs Coordinator kaykay@virginia.edu, 924-0812 Lynn Boyter Research Administrator lad@virginia.edu, 924-9848 The Senior Associate Dean for Academic Affairs directs the Master of Public Policy and Bachelor of Arts in Public Policy and Leadership programs and oversees the recruitment, appoint-
o ffice of the de a n Dean 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.
batte n
Office of the Dean
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 Harding 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 administers 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 schedule an appointment or simply stop by the office at any time, for any reason. Specific management responsibilities include: • Academic advising and faculty mentoring • Course registration and scheduling • Degree auditing, degree conferral • Maintenance of all student academic records
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
5
batte n ab o u t
o ff i c e o f ac a d e m i c a ffa irs David 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.
6
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
• Verification of student status/academic standing • Management of the teaching assistantship application process in consultation with the Senior Associate Dean for Academic Affairs • Management of the Stephanie Jean-Charles Fellowship • Communication with students and faculty on academic matters • Regular assessment of Batten curricula and the student experience; curriculum development • Representation of the Batten School on University-wide academic committees • Writing Coach workshops and one-on-one consultations with students • Other periodic teaching • Study abroad initiatives • Resource development (e.g. Batten Student Handbooks) The Academic Programs Coordinator 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 Services Jill Rockwell Assistant Dean of Student Services jill.rockwell@virginia.edu, 924-7950 Paul Martin Director of Professional Development psm4d@virginia.edu, 924-2933 James Paradis Student Services Coordinator james.paradis@virginia.edu, 982-2536 The Assistant Dean of Student Services 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 experiences at the Batten School. From start to finish, the collective mission of these offices is create a welcoming and safe environment for students by providing support for all of their personal, professional, and service-related
ab o u t batte n
interests and needs. We work hand-inhand 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 relationships between students, faculty, staff and alumni. (See Student and Career Services for more information.)
Office of Admissions Howard Hoege Assistant Dean for Admissions and Strategic Initiatives hhh@virginia.edu, 243-4383 Meg Harmon Admissions Coordinator meh9t@virginia.edu, 982-2583 Katharine Meyer External Affairs Coordinator kem3e@virginia.edu, 982-6761 The Batten School admissions process is all about identifying and recruiting 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 creates 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 purest 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: • Participate as student panelists
and speakers at any one of the several on-Grounds and offGrounds 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. • Attend a Batten School on-
o ffice of st ude nt a nd ca re e r s e rvice s Before 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.
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
7
batte n ab o u t
o ff i c e o f a d m i s s i o n s a n d s t r at eg i c i n i t i at i ve s Howard 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.
o ff i c e o f e x t e r n a l affa irs Gerry 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.
8
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
Grounds or off-Grounds reception for prospective students and be accessible to engage prospective 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 encourage all current students to participate in this capacity. • Attend Batten on-Grounds admitted 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 program 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 admitted students events are another example of an “all hands on deck” event, and all current students will be encouraged to attend. • Answer prospective student 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 particular question. Students willing to occasionally answer questions via email or phone call are encouraged to reach out to the Admissions Office so that we may refer prospective students every now and then. • Act as a Batten School ambassador! Never miss an opportunity to engage interesting, dynamic, talented, bright, compassionate people and ask them about
ab o u t batte n
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 component 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 Aid The Batten School offers several forms of financial aid to its graduate students. The availability and amounts of any particular form varies from yearto-year, so students interested in more information about financial aid are urged to schedule an appointment to talk to the Assistant Dean for Admissions. Some financial aid basics: • Accelerated Bachelor/MPP students 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. • The financial aid application process begins in the Spring Term for the following academic year’s financial aid package. • All students interested in receiving 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 questions.
Office of External Affairs Gerry Warburg Assistant Dean for External Affairs and Professor of Public Policy gfw2f@virginia.edu, 243-1173 Katharine Meyer External Affairs Coordinator kem3e@virginia.edu, 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 communications, public relations, events on Grounds and in Washington or Richmond. The Assistant Dean works closely with Jill Rockwell on communications 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.
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
9
batte n ab o u t
Office of Business Services Bill Ashby Associate Dean for Management and Finance bashby@virginia.edu, 243-3155 Brenda Boyd Director of Budget and Finance bbb9q@virginia.edu, 982-6561 Lara Jacobsen Director of Administrative Affairs lo3k@virginia.edu, 243-3728 Scott Adams IT and Audio-Visual Services Manager sadams@virginia.edu, 243-3732 Cindy Moore Business Services Coordinator chm3b@virginia.edu, 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 administrative officer for the School and primary 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 financial operations of the school, the development of annual budget submissions and long-term budget planning and forecasting. She works closely with the Associate Dean for Management and
o ff i c e o f b u s i n es s s er vice s Bill 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
10
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
Finance to determine financial implications, constraints, and related information on program proposals and by researching and making recommendations 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 Coordinator 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 supports 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 oversees 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 Director 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, procedures, and guidelines. The Director supervises a team of student office assistants who support her efforts. The Information Technology and Audio-Visual (IT/AV) Manager provisions 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
ab o u t batte n
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 communication. 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 technology infrastructure, he acts as the administrator over all servers, personal computing devices, and audiovisual equipment for the school. He supervises and trains student assistants to provide friendly, quality IT service for the students, staff, and faculty.
o ffice of busine ss se rvice s Continued 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.
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
11
batte n ab o u t
DIRE C TOR Y O F AD M INISTRATION OFFICE OF THE DEAN Harry Harding
Dean, Professor of Public Policy and Politics
Garrett 200A
924.0812
hh7b@virginia.edu
Kerra Thurston
Executive Assistant to the Dean and Academic Programs Coordinator
Garrett 200
924.0812
kaykay@virginia.edu
OFFICE OF ACADEMIC AFFAIRS david breneman
Senior Associate Dean for Academic Affairs, University Professor, Professor of Education and public Policy
Garrett 200B
924-0965
breneman@virginia.edu
Wendy Perry
Assistant Dean for Academic Programs and Registrar
Garrett L052
924.0049
wperry@virginia.edu
kerra thurston
Executive Assistant to the Dean and Academic Programs Coordinator
Garrett 200
924-0812
kaykay@virginia.edu
Lynn Boyter
Research Administrator
1230 Cedars Ct., Suite B 924.9848
lad@virginia.edu
OFFICE OF STUDENT AND CAREER SERVICES Jill Rockwell
Assistant Dean of Student Services
Garrett L004A
924.7950
jill.rockwell@virginia.edu
Paul Martin
Director of Professional Development
Garrett L004B
924.2933
psm4d@virginia.edu
james paradis
Student Services Coordinator
Garrett L004
982.2536
james.paradis@virginia.edu
OFFICE OF ADMISSIONS AND STRATEGIC INITIATIVES Howard Hoege
Assistant Dean for Admissions and Strategic Initiatives
Garrett L020C
243.4383
hhh@virginia.edu
Meg Harmon
Admissions Coordinator
Garrett L020A
982.2583
meh9t@virginia.edu
Katharine Meyer
External Affairs Coordinator
Garrett L020D
982.6761
kem3e@virginia.edu
OFFICE OF EXTERNAL AFFAIRS Gerry Warburg
Assistant Dean for External Affairs, Professor of Public Policy Garrett 107
243.1173
gfw2f@virginia.edu
Katharine Meyer
External Affairs Coordinator
Garrett L020D
982.6761
kem3e@virginia.edu
OFFICE OF BUSINESS SERVICES bill ashby
Associate Dean for Management and Finance
Garrett L031
243.3155
bashby@virginia.edu
brenda boyd
Director of Budget and Finance
Garrett L033
982-6561
bbb9q@virginia.edu
Lara Jacobsen
Director of Administrative Affairs
Garrett L032
243.3728
lo3k@virginia.edu
scott adams
IT & AV Manager
Garrett L030
243-3732
sadams@virginia.edu
cindy moore
Business Services Coordinator
Garrett L028
982-2033
chm3b@virginia.edu
All phone numbers are area code 434
12
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
ab o u t
Faculty
batte n
Richard Bonnie
• Professor of Law, Medicine, and Public Policy • Director of the Institute of Law, Psychiatry, and Public Policy Bonnie 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 Council on Drug Abuse (1975 80); chair of Virginia’s State Human Rights Committee 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 Mental 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 participating on the Foundation’s Research Network on Law and Neuroscience. He was elected to the Institute of Medicine (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 mistreatment. In 2007, Bonnie received the University of Virginia’s highest honor, the Thomas Jefferson Award. Bonnie earned his BA from The Johns Hopkins University and his LLB from the University of Virginia School of Law.
David Breneman
Jeanine Braithwaite
• Professor of Public Policy Braithwaite has been a Senior Economist 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, Nicaragua, Mexico, Jamaica, and Turkmenistan. Braithwaite also worked for the International Monetary Fund and the US Census Bureau. Braithwaite speaks excellent Russian, adequate Spanish, survival Turkish and beginning Hungarian, and reads French. She teaches courses on development, the international financial institutions, macroeconomic 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 Policy Breneman 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.
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
13
batte n ab o u t
James Childress
• University Professor • Professor of Religious Studies and Public Policy Childress has previously been the Joseph P. Kennedy, Sr., Professor of Christian Ethics at the Kennedy Institute of Ethics at Georgetown University (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. Childress is the author of numerous articles and several books in several areas of ethics, including Principles of Biomedical 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 Committee, the Human Gene Therapy Subcommittee, the Biomedical Ethics Advisory Committee, and several Data and Safety Monitoring Boards for NIH clinical trials. He was a member of the presidentially-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 bioethics, 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.
14
Eileen Chou
Benjamin Converse
• Assistant Professor of Public Policy
• Assistant Professor of Public Policy and
Chou received her PhD in management 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 psychological 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 hierarchy 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 Science, 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.
Psychology Converse studies social psychology and the psychology of judgment & decision making. He investigates basic psychological processes—motivation, social judgment, and inferences about others’ mental states—that have critical implications 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 psychological 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. Converse’s work has been published in journals 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 College in 2004 and then spent a semester as an honorary visiting researcher in the Department of Psychology at the University 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.
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
Dean, Professor of Public Policy and Politics
Garrett 200A
924.0812
hh7b@virginia.edu
David Breneman
Senior Associate Dean for Academic Affairs, University Garrett 200B Professor, Professor of Education and Public Policy
924.0965
breneman@virginia.edu
Gerald Warburg
Assistant Dean for External Affairs, Professor of Public Policy Garrett 107
243.1173
gfw2f@virginia.edu
Richard Bonnie
Professor of Law, Medicine, and Public Policy; 580 Massie Road, 924.3209 Director of the Institute of Law, Psychiatry, and Public Policy Room WB 179D
rbonnie@virginia.edu
AJ Bostian Lecturer
Monroe 219 Garrett L050
924.7680 243.9976
ajbostian@virginia.edu
Jeanine Braithwaite
Professor of Public Policy
Garrett 106
243.1127
jdb6bc@virginia.edu
James Childress
University Professor, Gibson 438 924.6724 Professor of Religious Studies and Public Policy
childress@virginia.edu
eileen chou
Assistant Professor of Public Policy
eyc4m@virginia.edu
Garrett 111
982.4821
Benjamin Converse Assistant Professor of Public Policy and Psychology
Garrett 105 243.3730 Lab: Gilmer B055 and Garrett L002
converse@virginia.edu
jennifer doleac
Assistant Professor of Public Policy and Economics
Garrett 110
982.0195
jld4mr@virginia.edu
leora friedberg
Associate Professor of Economics and Public Policy
Monroe 257
924.3225
lfriedberg@virginia.edu
chloe gibbs
Assistant Professor of Public Policy and Education
Garrett 102
243.1128
crg3n@virginia.edu
Frederick Hitz
Adjunct Professor of Public Policy
Garrett L046
924.3192
fph7w@virginia.edu
Charles Holt
Professor of Economics and Public Policy
Monroe 234
924.7894
holt@virginia.edu
mark kleiman
Visiting Professor of Public Policy (fall 2012)
Garrett L038
243.9962
mk5ds@virginia.edu
David Leblang
Professor of Politics and Public Policy
Gibson S281
924.3192
leblang@virginia.edu
molly lipscomb
Assistant Professor of Public Policy and Economics
Garrett L038
982.1561
molly.lipscomb@virginia.edu
Christine Mahoney
Assistant Professor of Public Policy and Politics
Garrett 109
243.3727
c.mahoney@virginia.edu
Guian McKee Associate Professor of History and Public Policy
Garrett L044 & 2201 Old Ivy Road
243.8856
gam2n@virginia.edu
Edgar Olsen
Professor of Economics and Public Policy
Monroe 250
924.3443
eoo@virginia.edu
Eric Patashnik
Professor of Public Policy and Politics
Garrett 101
924.0903
ericpat@virginia.edu
margaret foster riley Professor of Law and Public Policy
580 Massie Road, Room WB347
924.4671
mf9c@virginia.edu
Christopher Ruhm
Professor of Public Policy and Economics
Garrett 204
243.3729
ruhm@virginia.edu
Raymond Scheppach
Professor of the Practice of Public Policy
Garrett 103
243.1126
ray.scheppach@virginia.edu
herman schwartz
Professor of Politics and Public Policy
Gibson S185
924.7818
schwartz@virginia.edu
William Shobe
Professor of Public Policy; Adjunct Professor of Economics; 2400 Old Ivy Road 982.5376 Director, Center for Economic & Policy Studies, Weldon Cooper Center for Public Service
batte n
Harry Harding
ab o u t
D i r e c t o r y o f Fa c u lt y
shobe@virginia.edu
Sophie Trawalter Assistant Professor of Public Policy and Psychology
Garrett 108 Lab: Gilmer 218
243.3726
strawalter@virginia.edu
Craig Volden
Professor of Public Policy and Politics
Garrett 203
243.3725
volden@virginia.edu
andrew wicks
Professor of Business Administration and Public Policy
Darden School, FOB 286 243.8793
wicksa@virginia.edu
James Wyckoff
Professor of Education and Public Policy, Ruffner 258 924.0842 Director of the Center on Education Policy and Workforce Development
wyckoff@virginia.edu
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
15
batte n ab o u t 16
Jennifer Doleac
Leora Friedberg
Chloe Gibbs
• Assistant Professor of Public Policy and
• Associate Professor of Economics and Public
• Assistant Professor of Public Policy and
Economics Doleac earned her PhD in economics 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 Congressional Budget Office. She is an applied microeconomist with a particular interest in law and economics, including how the increasingly-widespread use of DNA databases affects criminal behavior. She has found that DNA databases lead to extremely cost-effective 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, showing 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.
Policy Friedberg earned her PhD in economics from the Massachusetts Institute of Technology, and her undergraduate degree from The Johns Hopkins University. Her research interests are public economics and labor economics. She previously worked as an assistant professor at the University of California at San Diego and as a visiting faculty member/scholar at MIT, the International Longevity Center—USA, The Urban Institute—Income and Benefits Policy Center, the Federal Reserve Bank of Saint Louis, and Harvard University.
Education Gibbs 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 backgrounds. In her dissertation research, Gibbs uses innovative experimental and quasi-experimental methods to study the impact of full-day kindergarten. She is also conducting research on Head Start program impact, effects of a home visitation program for children and families, fade-out of early childhood program effects, and the interaction of early childhood experiences and later school quality.
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
ab o u t
Frederick Hitz
Charles Holt
• Dean and Professor of Public Policy and
• Adjunct Professor of Public Policy
• Professor of Economics and Public Policy
Politics 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 (coedited with Francine Frankel, 2004); A Fragile Relationship: The United States and China Since 1972 (1992), SinoAmerican Relations, 1945-1955: A Joint Reassessment of a Critical Debate (coedited 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.
Hitz’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 International 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 teaching 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 practice in 1974 but re-entered government service in congressional liaison capacities with the State, Defense, and Energy Departments before resuming his career at CIA in 1978 as Legislative 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 Inspector General of the CIA by President George H. W. Bush and served in that capacity until he retired from government 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.
Holt is the director of the Experimental Economics Lab at the University of Virginia, and his publications include more than 100 articles in academic journals, focused on game theory, 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 implemented in a series of quarterly emissions permit auctions for 10 Northeast states. He received his PhD in economics from Carnegie Mellon University.
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
batte n
Harry Harding
17
batte n ab o u t 18
David Leblang
Molly Lipscomb
Christine Mahoney
• Professor of Politics and Public Policy
• Assistant Professor of Public Policy and
• Assistant Professor of Public Policy and
A specialist in political economy, Leblang has served as a consultant to the International Monetary Fund, the Directorate of Finance and Economics 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, International Organization, Economics and Politics, and the Journal of International 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 crises and the link between elections and economic expectations. At present he is working on two large projects. The first examines the causes and consequences 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.
Economics Lipscomb’s research focuses primarily on environmental issues in developing 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 negotiation across local boundaries in Brazil, the impact of access to electricity on human development and poverty indicators in Brazil, and corporate changes in the production of highly polluting products in response to environmental 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 relative 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.
Politics Mahoney’s research focuses on global advocacy; she studies the strategies, 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 political 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 science from Pennsylvania State University.
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
ab o u t
Ed Olsen
Eric Patashnik
• Associate Professor, Miller Center of Public
• Professor of Economics and Public Policy
• Professor of Public Policy and Politics
Affairs • Associate Professor of Public Policy McKee 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 Presidential Recordings of Lyndon B. Johnson (published by W.W. Norton and The University of Virginia Press). He is currently working on a history of the War on Poverty, tentatively entitled From the Grassroots to the White House: How Local Activists Transformed Lyndon Johnson’s War on Poverty, which will be published by The Johns Hopkins University Press. He is also beginning 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 History, 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 American History Research Seminar at the University of Oxford. McKee received a PhD in American history from the University of California at Berkeley.
Olsen has served as chairman of the Economics Department and was heavily involved in the creation and development of the Batten School. He has been a postdoctoral fellow at Indiana University, an economist at the Rand Corporation, a project associate in the Institute for Research on Poverty, a visiting professor in the Department of Economics 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, especially concerning the welfare system. Within this broad area, his research specialty is low-income housing policy. He has published papers on housing markets 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 meanstested 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 American Real Estate and Urban Economics Association. Olsen received his PhD in economics from Rice University.
Patashnik is also Nonresident Senior Fellow at the Brookings Institution and has previously held faculty positions at Yale University and UCLA. Patashnik’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 Happens After Major Policy Changes Are Enacted (Princeton University Press, 2008) received the 2009 Louis Brownlow Book Award given by the National Academy of Public Administration. His other books are Promoting the General Welfare: New Perspectives on Government 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 University, explores the politics of evidence-based medicine in the United States and is supported by grants from the Smith Richardson and the Robert Wood Johnson Foundations. Patashnik received both his MPP and PhD (political science) from the University of California at Berkeley.
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
batte n
Guian McKee
19
batte n ab o u t 20
Margaret Foster Riley
Christopher Ruhm
Raymond Scheppach
• Professor of Law and Public Policy
• Professor of Public Policy and Economics
• Professor of the Practice of Public Policy
Riley is Professor of Law at the University of Virginia School of Law where she teaches in the areas of Bioethics, 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 University 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, genomics, reproductive technologies, stem cell research, biotechnology, health disparities and chronic disease.
Ruhm 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 Professor 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 economics, labor economics, applied microeconomics, and quantitative methods. He is co-author of Turbulence in the American Workplace (published by Oxford University Press in 1990) and has written more than 90 articles which have been published as book chapters or in journals. He received the UNCG Research Excellence Award in May 2003. Ruhm is an associate editor of the Southern Economic Journal, Journal of Population Economics, International Journal of Information Security and Privacy and Southern Economic Journal on serves on the editorial board of the Journal of Labor Research and Economic Letters. He is a steering committee member of the Southeastern 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 Southern Economic Association. Ruhm earned a PhD in economics from the University of California at Berkeley in 1984.
Scheppach is the former executive director of the National Governors Association (NGA), serving from January 1983 – January 2011. As such, he is a specialist on the role of the states in the formulation and implementation 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 administration from the University of Maine, and holds a PhD in economics from the University of Connecticut.
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
ab o u t
• Professor of Politics and Public Policy Schwartz 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 Perspectives 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 profitability largely flows from the definition of and control over intellectual property rights.
William Shobe
Sophie Trawalter
• Professor of Public Policy • Director, Center for Economic & Policy Studies at the Weldon Cooper Center for Public Service • Adjunct Professor of Economics Shobe’s current research includes allowance auction design, environmental federalism, and a new initiative to design and test early childhood literacy programs using direct in-home measurements of parent-child interactions. He is also working with a group of other U.Va. researchers on an initiative 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 economics and policy. Before joining U.Va., Shobe served as Associate Director for Economic & Regulatory Analysis with the Virginia Department of Planning & 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 Psychology Trawalter primarily studies intergroup relations, focusing on how intergroup interactions and diversity 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 environments. 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 historically 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 Center on Social Disparities and Health” at the Institute of Policy Research, Northwestern University. Before joining 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 Carolina at Wilmington, and her PhD in psychological and brain sciences from Dartmouth College.
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
batte n
Herman Schwartz
21
batte n ab o u t 22
Craig Volden
Gerald Warburg
Andrew Wicks
• Professor of Public Policy and Politics
• Assistant Dean for External Affairs and
• Professor of Business Administration and
Volden 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, legislative 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, coauthored 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 policies spread across states and localities. His current project focuses on congressional 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.
Professor of Public Policy Warburg 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.
Public Policy Wicks 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 Corporate Ethics and an adjunct professor in the Religious Studies department at U.Va. Wicks is co-author of three books including Managing for Stakeholders: 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, published 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 simulations 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 Tennessee, and his MA and PhD at 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
ab o u t batte n
James Wyckoff
• Curry Memorial Professor of Education and Professor of Public Policy • Director of the Center for Education Policy and Workforce Competitiveness Wyckoff has published on a variety of topics in education policy, including 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 preparation, 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 support from a number of foundations, the National Science Foundation and the US Department of Education. Wyckoff has served as president of the American 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 University and a PhD in economics from the University of North Carolina at Chapel Hill.
ta k e yo u r p r o f e s s o r t o l u n c h ( o r an y o t h er 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. Reimbursement When 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.
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
23
batte n ab o u t
• • •
• •
Facilities and Operations: Garrett Hall 24/7 access to Garrett Hall
Student Copy Center
• The School operational hours are from 7:30 am to 6:00 pm. Students can enter Garrett Hall during nonoperational hours by using their Student ID Card at the swipe card readers which are located outside the building. • The swipe card readers are located at the front door handicap entrance and the basement door (facing McCormick Road). You must make sure that the handicap door completely shuts when you enter and exit or the alarm will sound. • Students who are experiencing problems with accessing the building will need to visit the Director of Administrative Affairs to reactivate their card. If the Director is unavailable, please contact the Business Services Coordinator. • Non-Batten students are not permitted during after hours, unless accompanied by a Batten student. Students are held responsible for the actions of their guests.
In order to use the Student Copier Center, each student will need to stop by the IT Helpdesk located in the administration 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.
Reserving Conference Rooms in the Lower Level at Garrett Hall • Reservations need to be scheduled through the Meeting Room Manager 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. 24
Information Technology Help Desk If you are experience network connectivity problems, computing problems, or are in need of media equipment, please call the IT Help Desk at 434260-0245, send a request for help at fbs.helpdesk@gmail.com or visit us in the in the administration wing on the lower level of Garrett Hall.
Student Mail Boxes • Student mail boxes are located behind the front desk in the Student Lobby. • Mail will be distributed daily. • Students are permitted to send non-Batten mail from the U.S. Postal pick-up bin. Students are responsible 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
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
•
• •
• •
do not move the plants, sofas, and the lounge chairs around the room. Please pick up after yourself. Throw your trash away. Use the recycling bins when possible. 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. Wipe up the tables after you eat. If water is spilled on the hardwood floor, carpet and/or furniture, please wipe the area until it is dry. If it is a significant spill, please contact the Business Office. If anything other than water is spilled on the hardwood floor, carpet and/or furniture, please try and soak up with paper towels and contact Business Office immediately. Wipe out the microwave after usage. Students are to label food stored in the refrigerator with their name and date. Any items left in the refrigerator after 3 weeks will be discarded. Please clean the refrigerator if you spill any food or liquid. Put books and magazines back where they belong. Please do not leave newspapers scattered.
Security and Emergency Contact Information • The Security and Emergency Contacts list will be posted in the Student Break Room, Student Lounge, Great Hall, and in the Commons Room. • The list will include Police, Fire Department, U.Va. Police, Facilities, the Deans, the Director of Administrative Affairs, the Assistant to the Dean, etc. • In the case of U.Va. declared crisis or disaster, there are Emergency Preparedness 36 hour kits located in the following areas: Annex – behind the Student Services front desk and in the Student Lounge 1st floor – Supply/Copy Room
academics
academics Curriculum The Batten School offers two programs that lead toward the graduate professional 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-graduate students from other colleges and universities. The Batten School also offers five dual degree programs: MPP/ JD (Law School), MPP/MBA (Darden Graduate School of Business), MPP/ PhD (Curry School of Education), MPP/ MPH (Department of Public Health Sciences in the Graduate School of Arts & Sciences), and MPP/MUEP (Department of Urban and Environmental Planning in the School of Architecture).
Degree Information Master of Public Policy (MPP) The MPP Curriculum instills four distinctive elements into the traditional study of policy analysis:
• A focus on leadership skills. • A multidisciplinary perspective on the evolving context of public policy. • Attention to the role of psychological and non-rational factors in decision-making and group behavior. • A fully realized commitment to experiential learning through hands–on projects, policy simulations, and field experiences. The core curriculum consists of twelve required Batten School courses: • Four courses on the concepts and 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 • Two courses on leadership PPOL 6050: Leadership in the Public Arena PPOL 7410: Psychology for
Leadership • Three courses on the context of public policy PPOL 6000: Political Institutions and Processes PPOL 7010: The Changing Context of Public Policy PPOL 7400: Legal and Moral Dimensions of Policymaking • Three courses centered on 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 strategies 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 opportunity 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
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
25
academics
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 Graduate 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 summer 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 partnerships.
Post-Graduate MPP Open to applicants who will have earned a Baccalaureate degree by June of the year of their fall matricu-
26
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 components 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. Prospective 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 economics 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/MPP Open to current U.Va. undergraduates from all majors, the Accelerated Bach-
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
elor/MPP Program allows admitted 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 encouraged to identify specific issues that interest them and to explore these issues through elective coursework, the experiential components 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. 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 economics 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 in the Accelerated Bachelor/MPP Program, students begin their professional 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 semester of their first year with Batten, for a total of six Batten courses during the first year of the program. The remaining two courses per semester of their final undergraduate year are available for students to complete their major, minor, other undergraduate requirements, or electives relevant to the MPP program.
Dual Degree Programs The Batten School offers five Dual Degree programs with other graduate and professional schools at the University of Virginia. Each program includes the entire first year of the Batten MPP curriculum and the first year curriculum 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.
b at t e n s c h o o l a c a d e m i c c a l e n d a r Fall semester 2012 Orientation 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 2013 Courses begin
Monday, January 14
Add/Drop/Withdrawal* TBD Spring recess Saturday – Sunday, March 9-17 Courses end Tuesday, April 30
MPP/JD
Reading Day
Overview The Batten School offers a combined program with the University of Virginia School of Law, in which the student 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.
Examinations Thursday – Friday, May 2 -10 (No exams on Sunday, May 5, or Wednesday, May 8)
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
academics
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 eligible 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 summer internship, Batten students return for their fifth year as graduate students completing their MPP coursework.
Wednesday, May 1
Reading Days Sunday, May 5; Wednesday, May 8 Final Exercises Sunday, May 19 *Dates may vary by school.
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 admitted 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 Committee. Curriculum The program takes four years to complete. In brief, it consists of the complete 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.
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
27
academics
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 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 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 elective 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 student may terminate plans for a dual degree and continue toward a single degree at either school. The student must then satisfy the normal requirements of the school elected, which may include credit for some of the work done in the other school, as determined 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 availability and regulations.
MPP/MBA Overview 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 particularly demanding, and unless the students is clearly able to see the applicability of both degrees to future 28
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 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 admitted 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 Committee. 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 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 MPPMBA 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 consultation with the program committee.
if a problem arises‌ 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.
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
academics
Change of Status At any point in the program, the student may terminate plans for a dual degree and continue toward a single degree at either school. The student must then satisfy the normal requirements of the school elected, which may include credit for some of the work done in the other school, as determined 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 availability and regulations.
MPP/MPH Overview The Batten School offers a combined program with the University of Virginia Department of Public Health Sciences 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 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 public health 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 admitted 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 Committee. 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 credits, 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 consultation with the program committee. Change of Status At any point in the program, the student may terminate plans for a dual degree and continue toward a single degree at either school. The student must then satisfy the normal requirements of the school elected, which may include credit for some of the work done in the other school, as determined 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 availability and regulations.
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
29
academics
MPP/MUEP Overview The Batten School offers a combined program with the University of Virginia 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 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 four-year sequence is in itself a persuasive rationale for this undertaking.
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 advisor to the program who may or may not also serve as the school representative to the Program Committee. Students who have been admitted 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 Committee.
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 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 examina-
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 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 coursework 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 graduate public policy and architecture. The remaining credits will be elective credits and can be chosen from the respective public policy and architecture curricula after consultation with the program committee. Change of Status At any point in the program, the student may terminate plans for a dual degree and continue toward a single degree at either school. The student must then satisfy the normal requirements of the school elected, which may include credit for some of the work done in the other school, as determined 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 availability and regulations.
MPP/PhD Overview The Batten School offers a combined 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 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
30
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
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 respective deans. The responsibilities of the Program Committee extend to admission to the joint 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 admitted 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 criteria, which is the responsibility of the Program Committee. Curriculum The program takes five or six years to complete. Students complete the Batten School core curriculum during the first and second years, taking education 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 complete the remaining PhD coursework, research requirements, and dissertation. 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 curriculum in both graduate public policy and education. The remaining credits will be elective credits and can be chosen from the respective public policy and education curricula after consultation with the program committee. Change of Status At any point in the program, the student may terminate plans for a dual degree and continue toward a single degree at either school. The student must then satisfy the normal requirements of the school elected, which may include credit for some of the work done in the other school, as determined by the appropriate officials of the school in question. Financial Aid Financial aid is available and will be coordinated by the two schools. Financial aid is not guaranteed and is subject to individual school and University availability and regulations.
Writing Coach Program Vigorous professional writing skills are essential to success in the field of public policy. Committed to developing 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 students one-on-one as needed, delivers 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 Year
semester of their second year should agree to the terms below and complete the required Academic Year Internship 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 faculty 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 organization. The Batten School may contact the supervisor if necessary. 3. The student will attach to the Academic Year Internship Agreement Form a brief statement (approximately 250 words) indicating how the internship relates to his/her academic interests and/ or professional goals. 4. The student agrees to write a 25-page paper about the internship under the direction of the faculty advisor, on a topic chosen in consultation with him or her and approved by the Senior Associate 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 “Independent 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 feedback 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.
academics
not assume that the chance to complete both degrees on a shortened timeframe is in itself a persuasive rationale for this undertaking.
Second-year Batten students wishing to receive academic credit for an internship performed in the fall 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
31
academics
Academic Rules and Regulations General Considerations Application of Batten School Policies Policies 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 Policies Students 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
32
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 available online at records.ureg.virginia. edu/. Upon successful completion of 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 undergraduate degree. All students enrolled in the Batten School’s graduate programs are responsible for complying with the policies of the University of Virginia, presented in the Graduate Record and available online at records.ureg.virginia.edu/. The Graduate Record and the Undergraduate Record contain information on policies that apply to all University students, regulations governing undergraduate, graduate and dual-
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
degree programs, the Honor System, tuition, fees, and financial aid.
Academic Policies and Requirements Course Enrollment Students 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 Academic Programs. For students enrolled in the Accelerated Master of Public Policy Program, the credit hours for all Batten coursework 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.
Students should register during preregistration to avoid problems with tuition bills and financial aid. Registration is not complete until all fees have been paid or satisfactory arrangements have been made with Student Financial Services.
Academic Advising The Assistant Dean for Academic Programs is responsible for the academic advising of Batten School students. The Assistant Dean meets with students regularly to monitor curricular progress, and administers school policies with regard to student retention, progression, 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 mentor during their first semester in the program. Meeting with the faculty mentor thereafter is optional. Faculty mentors are not responsible for advising 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 Department 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 Assistant 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
G All courses intended to fulfill Batten degree requirements must be taken
for a grade (not a symbol). G Grades and symbols used to record academic progress are listed in the
following official grading system table for the University. G Grade 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. G Each 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
A+ A A- B+ B B- C+ C C- D+ D D- F
4.000 4.000 3.700 3.300 3.000 2.700 2.300 2.000 1.700 1.300 1.000 0.700 0.000
(7)
Incl. in GPA
academics
grades
Course Registration
Credits Earned
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 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.
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
33
academics
make up the work in a manner that is approved by the instructor.
Original Work Students are required to submit their own work in all courses, properly citing the words and ideas belonging to others in all assignments, in accordance with instructor guidelines and the University of Virginia Honor System. Failure to do so may result in disciplinary 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 Examinations Final examinations are to be given only at the time announced by the University 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
34
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 Academic Programs, and then only when accompanied by evidence of arrangement 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 documentation submitted immediately after the period of emergency. After the tenday 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 examination 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
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
time mutually acceptable to the instructor and the student. Special examinations are not granted for reasons other than those stated above. Unexcused absence from an examination incurs an automatic failure in the course with a grade of F.
Grades The academic performance of a student 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 Grades The 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 grading deadline (30 days for undergraduates), unless the student requests an extension from the course instructor
academics
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 remaining 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 semester 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 electronically for winter term and spring semester through December 31 of that year, and for summer sessions and fall semester through May 31 of the following year. After this point, instructors must submit a grade change form to the Assistant Dean for Academic Programs, who will seek approval from the Dean.
Grade Appeals A 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 Batten students to see if they are in Good Standing and making satisfactory progress 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 standing 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, including 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 withdrawal from the program in which they are enrolled pending dean’s review.
Degree Completion All 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 Application To receive a degree, students must comply with the procedures administered by the Batten School Assistant Dean for Academic Programs. The application process for May graduation begins in October, with the final deadline to file a May degree application falling in early February. The application deadline for August graduation falls in June, and for January graduation 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.
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
35
academics
Other Important Considerations Disability Accommodation
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” recorded on 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) 36
will be entered for each course in which the student was registered.
Leave of Absence Requests 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.
Readmission Students who do not enroll at the Batten School for a semester or longer must be formally readmitted, regardless 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, medical, personal) during the most recent enrollment. Approval from the Department of Student Health and the Office of the Dean of Students is required in all cases involving health.
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
Students with disabilities may contact the Learning Needs and Evaluation Center (LNEC) to arrange accommodations. The LNEC coordinates disability accommodations, which may include alternate text formats for course material, peer note-taking, extended time for tests, sign language and other interpreting, and housing arrangements. 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 beginning of each semester. For requests involving on-Grounds housing, appropriate deadlines within the Housing Office should also be met.
Student Email Email is a mechanism for official communication 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 communications are intended only to meet the academic and administrative needs of the campus community. Official University 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.
The Batten School Assistant Dean for Academic Programs, Wendy Perry, maintains all Batten student records.
FERPA and Privacy of Academic Records Pursuant 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 Education, 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 Rights Students 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 content 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 exercising 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 education records. Except for directory information, neither such records,
a c a d e m i c r e c o r d a cc e s s 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 taxdependent 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 ureg@virginia.edu.
nor personally identifiable information contained therein shall be released without student permission 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 student’s own behalf, regardless of the student’s status as a dependent 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.
academics
Student Records
Note: A student may exercise all rights granted under the Act and Rules without regard to possible status as his/her parents’ dependent. For more information www.virginia.edu/registrar/privacyact. html
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
37
academics
Registration Course Registration The Assistant Dean for Academic Programs 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 students 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 automatically enroll all first year Accelerated 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 consultation with the Senior Associate Dean for Academic Affairs. Contact the Assistant Dean for Academic Programs with questions. 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.
38
t h e b at t e n M P P t r a n s c r i p t Official Transcript MPP 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 Transcript Students 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/Transcript Sometimes 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.
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
PROCEDURE
NOTES
ARCHITECTURE
• Contact Batten Registrar Wendy Perry to register.
• If the course is restricted, contact instructor directly for permission, then forward written approval to Wendy Perry.
ARTS & SCIENCES: ECONOMICS
• Students may enroll independently through SIS. • Contact Batten Registrar Wendy Perry if problems arise.
• Many graduate Economics courses are restricted. In this case, contact the instructor directly for permission, then forward written approval to Wendy Perry.
ARTS & SCIENCES: HISTORY
• 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.
• No particular considerations.
ARTS & SCIENCES: POLITICS
• Students may enroll independently through SIS. • Contact Batten Registrar Wendy Perry if problems arise.
• Many graduate Politics courses are restricted. In this case, contact the instructor directly for permission, then forward written approval to Wendy Perry.
ARTS & SCIENCES: PUBLIC HEALTH SCIENCES
• Contact Batten Registrar Wendy Perry to register, or Public Health Sciences Enrollment Coordinator Tracey Brookman at 434.924.8646 or tlc5q@virginia.edu.
• If the course is restricted, contact Tracey Brookman to facilitate instructor approval.
BUSINESS – DARDEN*
• 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.
• 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.
COMMERCE
• Contact Associate Dean for Student Services Rebecca Leonard, 311B Robertson Hall, 434.924.3865, rleonard@virginia.edu, or Professor Susan Perry, 377 Robertson Hall, 434.924.3988, sep4v@virginia.edu, to seek approval.
• Most courses are restricted to Commerce students only.
EDUCATION
• 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, sgs9w@virginia.edu if problems arise.
•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.
LAW*
• 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.
• 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).
All schools’ schedules are the same as Batten’s except those marked with *.
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
academics
SCHOOL
39
academics
Academic Advising and Funding Opportunities Academic Advising The Batten School Assistant Dean for Academic Programs, Wendy Perry, manages academic advising for Batten students. Students meet with her at least once each year to discuss academic requirements and progress toward the degree. During these meetings students receive an updated degree audit worksheet. Students may contact the Assistant Dean for Academic Programs at anytime for assistance. She maintains all student academic records, manages the electronic degree audit, and verifies the completion of academic requirements for degree conferral. In addition, she monitors all student progress every semester and counsels students 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 Batten 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-Student Mentoring Program. Faculty will inform her of any problems students may bring to their attention. 40
Teaching and Research Assistantship Opportunities A number of teaching and research assistantships are typically open to students who wish to apply.
Teaching assistantships The Batten School offers several teaching assistantships to rising second year MPP students to help with the instruction 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 assistantships Research assistantships are periodically 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 internships and conduct Applied Policy Projects in non-governmental organizations serving underprivileged communities both in the US and abroad, and to support social entrepreneurial activities undertaken by groups of students to serve those same communities. Applications are available from the Assistant Dean for Academic Programs, Wendy Perry, and are accepted on a rolling basis. Interested
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
students must submit an application that includes: • A description of the internship or project, specifying how expenses will be incurred, and the project’s relevance to the mission of the Stephanie Jean-Charles Memorial Fund. • An itemized budget detailing expenses. There is a $250 “deductible” on fellowship awards.
Other Funding The Batten School administers other funding programs to help defray the costs of summer internships and Applied Policy Projects. Summer internship funding is managed 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 Grants The Batten Student Council manages a Professional Development Grant Program to support student professional development activities that are non-course related (see Student Life— Batten Council).
Financial Aid All questions regarding financial aid should be addressed to Howard Hoege, Assistant Dean for Admissions and Strategic Initiatives.
st u de n t &
With You from Start to Finish From 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 facilitating 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: • Welcoming new students and facilitating their transition to the Batten School
• Arranging orientation and commencement activities • With student members of the Honor Council, educating students about the Honor Code and other related school policies • Promoting students’ health and wellness during their Batten education and beyond • Hosting the annual MPP leadership retreat • Providing advice and support for the Batten Councils and VPR, and other students seeking to start new organizations; providing logistical support for student events with respect to fundraising, promotions, and event planning • Hosting Community Town Hall meetings for students to share their thoughts with Batten senior leadership • Referring students to appropriate On-Grounds resources, such as Counseling and Psychological Services
services
Office of Student Services
career
student&career services Leadership Retreat On 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 undergraduate population in exploring and developing ideas for similar programming 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!
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
41
services career & st u de n t
Office of Career Services Putting Policy into Practice Our graduates’ Batten School experiences have led them to challenging positions that literally span the globe. Whether pursuing a fellowship in Cambodia or for-profit consultancies 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 Washington, DC, the Batten School’s proximity to our nation’s capital provides students with ample opportunities to cultivate relationships with policymakers 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,
S e lf- A s s e s s m e n t s The Batten School provides career planning and personality self-assessment services at no charge for interested students. The following two assessments are offered: G Meyers-Briggs Type Indicator (MBTI) Form Q (more complex than the basic Form M) www.myersbriggs.org/ G Strong Interest Inventory (SII) www.hollandcodes.com/strong-interest-inventory.html Assessments 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.
Business Cards f o r B at t e n S t u d e n t s 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.
42
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
and the US Department of Housing and Urban Development.
At Your Service From 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 downturn, our students have enjoyed an incredible record of employment, with one of the highest “employed-atgraduation” rates among the University Schools. Their full-time positions are as varied as our graduates themselves, including positions as Presidential Management Fellows, Fulbright Scholars, federal practice consultants, analysts at federal agencies, managers at nonprofits, and international teaching and service fellows. Beyond the immediate career services of the Batten School, our students have full access to the University Career Services’ offerings. In addition to a rigorous OGI (“On-Grounds Interviewing”) program, the UCS maintains an international directory of UVa alumni who stand willing and ready to serve as mentors to students seeking policybased internships and full-time positions. The Batten School collaborates with UCS in hosting multiple largescale career fairs, including a diversitybased fair in Charlottesville in the fall, a public sector fair held each spring in Washington, DC, and the Charlottesville-based “Building Public Servants” conference in March.
First Year MPP
Sept.-October
Meet with Batten advisors; refine resume to include Batten School information
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
career
September 14 Explore private sector opportunities for public service at McIntire’s Commerce Career Day
&
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
st u de n t
Pu b l i c Po l i cy Ca r e er T ime line : Cha rt Your Excit ing Path
October 19-21 Attend Batten School Leadership Retreat in West Virginia 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
services
November (TBA) Deadline for US State Department’s summer 2013 internship programs
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!
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
43
services career & st u de n t
Yo u r R e s u m é : A 3 0 - S e c o n d S n a p s h o t 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.
Job Search Nuts-andbolts While 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 44
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 University Career Services office, which
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
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 important process.
Interviewing 101 Of 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 during your tenure at the Batten School; related programming throughout the year will allow you to prepare for—and succeed in—all of them!
Mock Interviews If you’re feeling unsure or uncomfortable 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. Interviews usually last for 15-20 minutes, after which you can watch your recording and debrief with your advisor about what did, or didn’t work well.
Informational Interviews The objective of this interview is to ask for “AIR” – advice, information, and referrals that will help you learn more about a particular employer and/ or field of employment. While students often report feeling hesitant about initiating an informational interview, they uniformly praise the ultimate experience these interviews provide. Not only are students more comfortable in practicing their interview skills before they meet with a “real” employer, but
Behavioral Interviews Behavioral 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 Interviews Traditionally associated with private consulting firms, the “case-based interviews” focus less on your personal attributes and more on your confidence, 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 questions could relate to the employer’s
scheduled served solved spoke strategized strengthened supervised synthesized talked taught tested touched tracked trained transacted transformed utilized verified vitalized won wrote
services
Screening interviews, which take place on the phone or over the internet, are an increasingly useful tool for employers, 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 especially positive, upbeat tone throughout the process. End the interview by reiterating your interest in the position 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 themselves at the start of an unforeseen interview!)
launched lectured led lobbied managed monitored negotiated overhauled oversaw pioneered prepared presented published questioned reached realized recommended reconciled represented researched responded resolved restored restructured
career
Screening or Initial Phone Interviews
devised directed drafted earned edited enhanced enabled established exceeded exercised facilitated formulated fulfilled generated guided helped honed implemented initiated innovated inspired instigated investigated judged
&
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 interviewers.
accelerated accomplished achieved acted administered advanced advocated aided analyzed assessed augmented authored balanced broadened communicated compiled conducted coordinated counseled created critiqued dealt demonstrated developed
st u de n t
resumé action words - use them!
line of work, or they could involve a completely unrelated “estimation 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 preparation and practice; there are several good resources in the Career Services Library that can assist you in this process.
Group Interviews A “group interview” can mean different 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 several interviewees, things become more challenging. In these settings, which often take place as a means of screen-
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
45
services career & st u de n t 46
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 process, 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 Interviews Exceedingly rare, as the name suggests, 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 confidence and professionalism and to see how you hold up to pressure. (Fortunately, thus far, no Batten student has ever reported encountering this type of interview!)
Office of Professional Development Office of Professional Development We 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 14 contact hours (1/3 of the normal 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, interviewing, 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 Fridays. 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 Professional Development, also serves as the instructor for the summer internship program.
Engaged in the Community The Offices of Student Affairs and Professional Development coordinate a wide array of public service opportunities for undergrad and graduate students. Batten Builds The Batten School was founded with a charge to train leaders prepared for “public life in their communities.” 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 housing projects for Habitat for Humanity and for the Albemarle Housing Improvement Program, helped maintain 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, prepared 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 psychotherapy for children with cognitive and emotional difficulties, and we’ve even helped restore historical replica river boats for the Lewis & Clark Exploratory Center.
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
Grant-writing Students in Professor Christine Mahoney’s Political Institutions & Process course partnered with Charlottesville-area nonprofits and the City of Charlottesville to apply for grants on behalf of their partner organizations. Students applying for a grant on behalf of Offender Aid and Restoration of Charlottesville-Albemarle won a $20,000 grant from the Seay Foundation 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) students 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 Batten 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.
st u de n t life
student life Getting to Know UVA U.Va. is a vigorous, modern institution, animated by the forward-looking spirit of its founder, Thomas Jefferson. Jefferson’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 foundation 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 construction, 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 dedicated 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 Numbers
economic circumstance. • First-year students entering in fall 2011 who qualified for loan-free support under AccessUVa: 230 • Transfer students entering in fall 2011 and spring 2012 who qualified for loan-free support under AccessUVa: 107
Students
Undergraduate Student Profile
Enrollment, Fall 2011 (on Grounds) Undergraduate: 14,591 Graduate and Professional: 6,515 Total on Grounds: 21,106 AccessUVa: This financial aid program was created by the University to limit undergraduate student debt and keep higher education affordable for all admitted students, regardless of
• Students come from 49 states and 119 foreign countries. • Virginia residents make up 69 percent of the undergraduate student body. • 55 percent of undergraduates are women. • Student-to-faculty ratio is 15.9 to 1.
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
47
life st u de n t
Graduation Rates • The six-year graduation rate for students who entered in fall 2005 is 93.8 percent. • The six-year graduation rate for African-American students who entered in fall 2005 is 84.9 percent. • For 15 consecutive years, U.Va.’s graduation rate for African-Americans has been the highest among all public higher education institutions in the country.
University Library, 2010 Collections 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 • 3,398 acres of land in Charlottesville and elsewhere • 540 buildings or major facilities with a replacement value of more than $3.19 billion in 2008-09
University Budget, 2011-2012 University (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 Ratings The 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: • Standard and Poor’s (AAA) • Fitch Ratings (AAA) • Moody’s Investors Service (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 residence hall to the playing field, from music to community service—students can find hundreds of ways to get involved, enjoy themselves, stay healthy, serve others, confront issues, strengthen values, and achieve personal goals. Throughout the experience 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 learning how to balance all the choices is part of the growth process. The philosophy of student selfgovernance 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 Committee, and Student Council—are run by the students. Faculty and administrators provide support and guidance, but decisions remain the responsibility of student leaders. Jefferson envisioned education as the foundation for developing citizenleaders. That vision remains true today as students experience living and learning in this unique community, ultimately going on to become leaders in their communities and society at large.
A Defining Value
By Patricia M. Lampkin Vice President and Chief Student Affairs Officer Student life at the University of Virginia is built on six core values: • Academic rigor • Honor and integrity • Student self-governance • Public service • Diversity 48
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
Patricia Lampkin Vice President and Cheif Student Affairs Officer • Health and wellness These values guide our work with students. Together they create an environment that is focused on academics but balanced with opportunities for leadership, service, self-discovery, and fulfillment of individual talents. From leadership positions in student organizations 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 decisions that matter to University life. With that freedom comes high expectations 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 experience unique. Within the framework of student self-governance, students have the latitude to be creative, assume ownership, develop leadership, take risks, and learn from their mistakes. At the same time, the University provides support and guidance. At the broad, systemic level, student self-governance means that students own the Honor System and the University Judiciary Committee. Students derive authority to run these systems directly from the University’s Board
The Honor System Initiated 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 Committee 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 policies for the Honor System from year to year. To carry out these tasks, the Committee relies on more than 100 support 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 investigation. 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,
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
life
Jefferson believed that the preservation 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 opportunities afforded by student selfgovernance 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.
st u de n t
of Visitors. Students elect their own leaders, and those student leaders are responsible for operating these governing 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 effective and of great value. Students also assume responsibility for running the numerous student organizations on Grounds — CIOs (contracted independent organizations) as they are popularly known. Again, students learn much — everything 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 freedom 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 community, 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 wellbeing of the community. We rely on students, too, to help in all of these areas and to demonstrate leadership within the community at large.
49
life st u de n t
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 considered 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 toleration 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 dismissal 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 officer 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 50
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 suspicion 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 Committee, and Nate Daugherty and Melina Schoppa are the Honor Committee’s student representatives. For details and further information about the Honor System, see the Honor Committee’s website or call 434.924.7602. For more information www.virginia.edu/honor
2.
3.
4.
Standards of Conduct The 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
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
5.
6.
leased property, at any Universitysanctioned function, at the permanent or temporary local residence of a University student, faculty member, employee, or visitor, or in the city of Charlottesville or Albemarle County. Conduct that intentionally or recklessly threatens the health or safety of any person on University-owned or leased property, at a Universitysanctioned function, at the permanent or temporary local residence of a University student, faculty member, employee, or visitor, or in the city of Charlottesville or Albemarle County. Unauthorized entry into or occupation of University facilities that are locked, closed to student activities or otherwise restricted as to use. Intentional disruption or obstruction of teaching, research, administration, disciplinary procedures, other University activities, or activities authorized to take place on University property. Unlawfully blocking or impeding normal pedestrian or vehicular traffic on or adjacent to University property. Violation of University policies or regulations referenced in The Record, including policies concerning residence halls and the use of University facilities.
f r o m t h e h o n o r c o mm i t t e e
life
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 Nate Daugherty 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 Melina Schoppa 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.
st u de n t
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 Universityowned 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 Universityowned or leased property or to any property in the city of Charlottesville or Albemarle County or to property of a University student, employee, faculty member, or visitor, occurring on University-owned or leased property or at the permanent 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 operations 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 violations of sections 1-11. Should a trial panel determine that an accused student is guilty of the offense(s) alleged, the Judiciary Committee may impose any sanction(s), ranging from admonition up to expulsion from the University. Any violation of the University Standards of Conduct motivated by the age, color, disability, national or ethnic origin, political affiliation, race, religion, sex (including pregnancy), sexual
Sincerely, Nate Daugherty • npd8x@virginia.edu Melina Schoppa • mns4v@virginia.edu Batten Representatives, Honor Committee
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
51
life st u de n t
Colleeen Farrell • caf5gb@virginia.edu Batten School Representative, University Judiciary Committee
Melissa Rickman • mar7vd@virginia.edu Batten School Representative, University Judiciary Committee
Barkot Tesema • bjt4m@virginia.edu Batten School Representative, Student Council
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, University 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, if s/he believes the decision is not in the best interest of the University, s/ he may: (a) remand the decision to the Judiciary Committee for review, reconsideration or retrial with an explanation of why the vice president believes the case warrants further action by the committee; or (b) refer the decision directly to the University Judicial Review Board, or its successor body.
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 educational process, pending a hearing on an underlying offense charged under the Standards of Conduct. Interim Suspension is also authorized where a student has engaged in violation(s) of the Standards of Conduct and/or federal, state, local or international 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 discipline by the University as well as possible arrest and criminal prosecution.
Cases Involving Psychiatric Issues
Interim Suspension An official of the University may temporarily suspend a student reasonably
52
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
The 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 Psychological Issues. The Procedure for Student Disciplinary Cases Involving Psychological Issues is available to address appropriate cases before the University Judiciary Committee and relevant issues arising in the context of Interim Suspension. The dean of students may also invoke the Procedures for Student Disciplinary Cases Involving Psychological Issues whether or not judicial charges are filed or pending when there is good cause to believe that, based upon a student’s conduct or behavior, a student’s presence at the University poses a significant risk. In any such instance, the dean of
The Judiciary Committee The University Judiciary Committee 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 students 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 sanctions, 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 firstyears 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 representative and judge. Assistant Dean Jill Rockwell serves on the UJC’s Judicial Review Board. For more information www.virginia.edu/ujc
Student Council is the governing organization for the student body at the University of Virginia. The purpose of Student Council is to provide a medium for students to participate in discussing issues and drafting policies that affect the student body, while offering several services to the University community to address these issues. The president and the executive board oversee the Council. The representative body, a council representing every University school, handles legislative 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 committees means that students can choose to work on any issue they are passionate about. Students also can develop leadership skills by serving as committee 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 representative 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 Newcomb 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 Drugs The University strives to educate all students regarding the dangers associated 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 Parental 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 drugrelated 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 drunkenness, underage possession of alcohol, and unauthorized possession of controlled 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 the use of alcohol and/or drugs, 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 drug use, drunkenness, and/or binge drinking. The University will make notifications under this policy unless the University, 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 administrators when assessing each student’s situation. Students whose family or other circumstances make notification under this policy inappropriate will be referred immediately to the University’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
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
life
For more information: http://scs.student.virginia.edu/~judic/ soc.php
Student Council
st u de n t
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.
53
life st u de n t
v i r g i n i a l a w s c o n c e r n i n g a lc o h o l Students should be aware of the following Virginia Alcoholic Beverage Control laws: Age of the Alcohol Consumer Persons 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 Public It 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.
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 Alcohol Alcohol 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 21 The 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.
False IDs to Purchase Alcohol Persons 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 Underage Drinking and Driving or mandatory minimum of 50 hours This “zero tolerance” law provides of community service and license that underage drinking and driving suspension for at least six months. (0.02% or higher BAC) is punishable Creating or selling false IDs can result as a Class 1 Misdemeanor. The in fines up to $2,500 and up to a penalty for those found guilty one-year jail sentence. Possession includes forfeiture of the license of a fake ID (even without use) is to operate a motor vehicle for a a Class 2 Misdemeanor and can period of one year from the date of result in a $1,000 fine and up to six conviction and either a mandatory months in jail. Knowingly providing minimum fine of $500 or 50 hours of an underage person with the use of community service. your own ID also constitutes a Class 1 Misdemeanor. * A Class 1 Misdemeanor is the most Publicly Intoxicated serious misdemeanor that can be Public intoxication is appearing committed before becoming a felony. in public under the influence of 54
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
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/or sanctions imposed for violations 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 permits the disclosure of information from education records to parents of dependent 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 Health In accordance with Virginia state law, Va. Code §23-9.2:3.C, the University of Virginia will notify a parent of any dependent student who receives mental health treatment at the University’s Department of Student Health/ 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
st u de n t life
required in these instances. The Dean of Students or his/her designee will 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 taking to address the risks posed by the student’s behaviors. Parental notification may be withheld in these instances if the student’s treating physician or treating clinical psychologist determines, in the exercise of his/her professional judgment, that notification would be reasonably likely to cause substantial harm to the student or another person.
Sexual Misconduct The University of Virginia is a community 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 prosecution. 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 misconduct complaints, in compliance with Title IX, due process, the First Amendment 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 misconduct: 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 misconduct, 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, Albemarle County) • 911 • Sexual Assault Resource Agency (SARA) •·434.977.7273 • Shelter for Help in Emergency (SHE) • 434.293.8509 • U.Va. Medical Center Emergency 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 designated 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 DeanofStudents@virginia.edu, 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 University’s Women’s Center offers guidance 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
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
55
life st u de n t
Organizations and Activities Batten Council Aaron Chafetz, President Katy Lai, Treasurer Maddie Bergner, Secretary The Batten Student Council represents 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 community outreach. Some officers serve as liaisons to Student Council, the Honor Committee, and the University Judiciary Committee. The representatives 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 Grants Batten Council offers funding to students for professional development 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: • A brief description of the professional development activity • A statement (approximately 150250 words) explaining how this activity contributes to the applicant’s professional development • An itemized budget detailing expenses Note: This funding is not meant 56
t o t h e cl a s s o f 2 0 1 4 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 Aaron Chafetz 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 • ahc4d@virginia.edu President, Batten Council
for travel and/or meetings related to coursework, including the organizational 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.
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
Criteria for grant allocation • Conferences and workshops— Funding for activities will be determined on a case-by-case basis depending on need, location, and if the student is presenting material.
Batten is a new and growing school. As students interested in complex policy and problem-solving, the Council encourages students to engage and implement clubs that are in the spirit of Batten’s motto: “Policy is Everywhere. 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 organizations. To submit a proposal, please include the mission statement of your club, a detailed timeline of events, budget, and how you hope to engage
Katy Lai • pl4p@virginia.edu
life
Batten Club Seed Fund
st u de n t
• Dinner with policy professionals— $40 limit for the applicant and guest. Council encourages students to interact with many policy professionals but will take into consideration the amount of times each student has been awarded funding for this purpose. • Request limit: While there is no 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: Submit to Batten Council Treasurer at least two weeks prior to activity/event. Funding applications must be approved by the Batten Council Professional Development Grant Committee consisting of the President/Representative and Treasurer of each class. Grants are awarded as reimbursements that take approximately three weeks to process after the receipts have been submitted. For more information, please contact Katy Lai, Batten Council Treasurer.
Batten students and faculty. For more information, please contact Katy Lai, Batten Council Treasurer.
Special Events Amanda O’Malley, Special Events Chair The Special Events Chair is in charge of student event planning for the Batten School. Planning ranges from traditional 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
Maddie Bergner • mjb7cm@virginia.edu
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 Batten 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 speakers 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
Amanda O’Malley • ago2a@virginia.edu
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
57
life st u de n t
learned as a leader in all levels of society, from the private and nonprofit sectors to state and federal government. In April 2012, the Batten School hosted House Majority Leader Eric Cantor who talked about the work he has done in Congress and the importance of compromising to fight gridlock in Congress. Rotunda Dinner The Rotunda Dinner is held annually
in the late spring to honor the graduating class. It gives students the opportunity 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 University. 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
i mp o r ta n t n o t e o n s c h o o l - r e l at e d f i n a n c e s 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. 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).
Questions? Please contact Katy Lai, Batten Council Treasurer, or Jill Rockwell, Assistant Dean of Student Services
58
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
st u de n t
have about life in Batten. A monthly event will be held for all buddies to get together to bond. Batten students also host community-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 encouraging other students to host them in their apartments or rooms on the Range.
Community Engagement and Outreach Kaitlin Brennan, Community Engagement Chair Community engagement at Batten takes a variety of forms, from sponsoring events with other departments and organizations on Grounds to arranging volunteer and community service
life
Kaitlin Brennan • khb9m@virginia.edu
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 Council 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 Batten 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 &
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
59
life st u de n t
Addie Bryant • amb4yd@virginia.edu
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 Student Life blog (http://battenstudentlife. wordpress.com/) by the Class of 2012 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 University of Virginia Frank Batten School of Leadership and Public Policy. VPR is published mid-November and midApril. The graduate student review staff considers submissions on international, domestic, and regional public policy issues throughout the academic year. Founded by the first MPP class of the Batten School, its primary purpose 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 60
Kelly Connors • kec3r@virginia.edu
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 including the energy policy landscape, the conflict of uranium mining, nuclear energy, unconventional oil and innovation 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 submitting articles to VPR are encouraged to contact the Editor-in-Chief or visit our website at www.virginiapolicyreview. com.
UN Young Professionals Association Kelly Connors, Chair The United Nations Young Professionals Association is a new student organization 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
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
Alex Boucher • abb3dd@virginia.edu
chapter of the UN and the International 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 Group Kelly 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 missiondriven 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.
ab u no iversity u t batteres n o u rces
university resources Online For needs unmet by the resources below, students may consult Batten administrators for referral to other resources across Grounds. DEAN OF STUDENTS virginia.edu/deanofstudents
LIBRARIES library.virginia.edu
DINING virginia.edu/dining
PARKING AND TRANSPORTATION virginia.edu/parking
EMERGENCY PREPAREDNESS virginia.edu/emergency virginia.edu/uvaalerts
SAFETY virginia.edu/uvapolice STUDENT FINANCIAL SERVICES virginia.edu/financialaid
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
STUDENT ORGANIZATIONS virginia.edu/newcomb/involvement/ organizations.html UNIVERSITY BOOKSTORES uvabookstores.com UNIVERSITY CAREER SERVICES career.virginia.edu UNIVERSITY REGISTRAR virginia.edu/registrar
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
61
res o u rces u n iversity
University Lingo Not sure what a Pav is, or where to find the Corner? If you hear U.Va. students speaking a new language, this guide may help with the translation.
The CD: a.k.a. The Cavalier Daily or the Cav Daily, the CD is the University’s newspaper run and produced by students.
A-School: Short for the School of Architecture.
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.
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 opportunity 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 publicize 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.”
62
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 undergraduate 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 Engineering and Applied Science. Ed School: The Curry School of Education. 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, arguing instead that education is a lifelong process.
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
“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 University. “Campus” is never used. Gusburger: A University tradition: one hamburger patty with a fried egg and bacon. Lawnie: The term referring to undergraduate 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 University. Each of the 54 single, non-air-conditioned 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 Academical 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.
ab u no iversity u t batteres n o u rces
QuikPay@UVA: The University’s e-billing and payment system. Billing statements 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 policies, both academic and nonacademic, and it includes course descriptions for each school. Two versions are available: 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 student accounts. Students connect to SIS by going to www.virginia.edu/sis.
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 organizations. In some instances, members are known, but in others, members’ names are kept secret.
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.
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
63
U.S. 29 BYPASS
Fontaine Ave.
To I-64
Kellogg
Dobie-Balz Ern Commons
Maury Ave.
Watson-Webb
Student Activities Building
TJ’s Locker
Hancock Circle
Chemistry Building Wilsdorf Hall Mechanical Engineering
School of Engineering
Bavaro Hall
U.Va. Bookstore & Cavalier Computers and Parking Garage (hourly parking)
Sprig g Lan e
Bonnycastle Circle
Office of AfricanAmerican Affairs
South Lawn
Rouss Hall Robertson Hall
Brando n Ave. Monro e Lane
Claude Moore Nursing Education Building
Shea House
La Casa Bolivar La Maison Francaise
64
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
Hos pita l Dr ive
University Art Museum
Ruffin Hall
University Marching Band Rehearsal Hall
U.S. 29 / U.S. 2 50 BYP ASS
W S
For more detailed maps of the U.Va.Grounds, see www.virginia.edu/Map
N
Leo nar dS and rid ge Ro ad
E
Darden Exchange
ad Ro vy I Old
Miller Center
Faulkner Residence Area
North Grounds Recreation Center
Davenport Field/ U.Va. Baseball Stadium
Courts & Commerce
Copeley Residence Area
McCue Center John Paul Jones Arena
COLOR KEY To B and C arracks R harlo o ttesvil ad Shopp le-Alb ing C emar enter le Air port
Bookstore & Cavalier Computers
Lambeth Residence Area
Academical Village Parking lots (no public parking)
Carruthers Hall
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
Garrett Hall 235 McCormick Road P.O. Box 400893 Charlottesville, VA 22904-4893 434.924.0812 www.batten.virginia.edu