2012undergraduate student handbook
batten
2012 Edition
Copyright 2012 Frank Batten School of Leadership and Public Policy
University of Virginia
Published by the Office of Academic Programs
434.924.0049
Information in this handbook is subject to change. For the most up-to-date information,
please refer to websites referenced throughout the book.
editor Wendy Perry, [email protected]
Graphic Designer anne hilton, anne hilton design
batten School Contributors scott adams, William ashby, Maddie bergner, richard bonnie, brenda boyd, alex boucher, Lynn boyter, Jeanine braithwaite, david breneman, kaitlin brennan, addie bryant, aaron Chafetz, James Childress, eileen Chou, kelly Connors, benjamin Converse, nate daugherty, Jennifer doleac, Colleen Farrell, Leora Friedberg, Chloe gibbs, harry harding, Meg harmon, Frederick hitz, howard hoege, Charles holt, Lara Jacobsen, katy Lai, david Leblang, Molly Lipscomb, Christine Mahoney, Paul Martin, guian Mckee, katharine Meyer, Cynthia Moore, edgar olsen, amanda o’Malley, James Paradis, eric Patashnik, Wendy Perry, Melissa rickman, Margaret Foster riley, Jill rockwell, Christopher ruhm, raymond scheppach, Melina schoppa, herman schwartz, William shobe, kerra thurston, barkot tesema, sophie trawalter, Craig Volden, gerald Warburg, andrew Wicks, James Wyckoff
additional Contributor Patricia Lampkin
Photographers dan addison, don hamerman, Jamie kay, Jack Looney, Wendy Perry Photograph of Frank batten, sr. courtesy of denis Finley, The Virginian-Pilot
Cover Photograph don hamerman
Printed by dazzle Printing
2 Welcome from the dean
3 about batten 3 Frank Batten, Sr. 5 Administration 12 Directory of Administration 13 Faculty 15 Directory of Faculty 24 Facilities and Operations: Garrett Hall
25 academics 25 Curriculum 30 Academic Rules and Regulations 35 Academic Advising and Course Registration 36 Student Records
37 student & Career services 37 Office of Student Services 38 Office of Career Services 42 Office of Professional Development
43 student Life 43 Getting to Know U.Va. 44 Student Self-Governance 52 Organizations and Activities
55 university resources 55 Online
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Contents
F R O M T H E D E A N
On behalf of all members of the
Batten School family—faculty,
staff, students, and alumni —I want to
welcome you warmly to the incoming
undergraduate Class of 2014. You are
part of our inaugural class of undergrad-
uate majors, and we are delighted that
you will be joining us this coming fall.
This year, the Batten School will
celebrate its fifth anniversary. Our
founding donor, the late Frank Batten,
Sr., a legendary publisher and civic
leader here in Virginia, was eager to
see the introduction of an undergradu-
ate major in the school that bears his
name. He wanted a selective program
that would introduce some of U.Va.’s
best undergraduates to the challenges
and opportunities of civic leadership,
in the hope that they would be actively
engaged in public affairs throughout
their lives, whatever careers they ulti-
mately decided to pursue. Some may
enter public service, while others may
be civic leaders in business, non-profit
organizations, or the professions. This
vision echoes Thomas Jefferson’s ideal
that, in a democracy, each citizen should
become “a participator in the govern-
ment of affairs not merely at an election,
one day in the year, but every day.”
To fulfill this mandate, our under-
graduate program will offer outstand-
ing introductory courses on public
policy and civic leadership, as well as
more advanced courses on the analysis
of public policy, the daunting public
policy challenges of the 21st century,
the comparative history of public policy,
and the normative dimensions of public
policy. We will also offer a set of special
topics courses that will provide a deeper
introduction to key aspects of leadership
and to important issues in public policy.
Your course of study will culminate in a
capstone project in your final year at the
Batten School.
Outside the classroom, we will also
create a variety of co-curricular experi-
ences that will broaden and deepen
your understanding of public policy and
civic leadership by engaging you in the
world of public affairs beyond Grounds.
These activities will include forums with
leading scholars and practitioners, field
trips, retreats, discussion groups, intern-
ships, and simulations. For example,
we are already planning a forum on one
of the most pressing issues in public
policy-- the fiscal crisis facing both the
national government and the states -- to
be held during Homecoming Weekend
in October. Each year, we also feature a
dialogue with the winner of the Thomas
Jefferson Medal in Citizen Leadership.
As we plan these co-curricular activi-
ties, we invite your input on how our
undergraduate major can become one of
the most exciting and rewarding degree
programs on Grounds. Each of the inau-
gural graduate classes has left a major
imprint on our MPP program, and we
know that you will do the same for the
Batten School’s new BA in Public Policy
and Leadership.
As Mr. Batten once 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 that
they will become such leaders.” That is
the hope and expectation that all of us
have for you.
Again, welcome to the incoming
Class of 2014!
Sincerely,
Harry Harding
Dean and Professor of Public Policy
and Politics
WeLCoMe
to members of the Class of 2014:
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battenaboutWeLCoMe
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Media magnate and entrepreneur
Frank Batten, Sr. (1927-2009) made the
largest single gift in the history of the
University of Virginia in 2007, dedicat-
ing $100 million to the creation of the
Frank Batten School of Leadership and
Public Policy. From its beginning, the
newest school to be established at the
University in more than 50 years has
set out to to groom visionary leaders
who will drive the policy process, build
coalitions, and translate innovative
ideas into action.
Frank Batten, Sr., chair and CEO
of Landmark Communications, Inc.
in Norfolk, Virginia, was a long-time
University of Virginia supporter and
a graduate of the College of Arts and
Sciences. In 1999, he gave $60 million
to the University’s Darden School of
Business to create the Batten Institute,
which promotes entrepreneurial lead-
ership in business. A forward-thinking
philanthropist committed to supporting
educational initiatives and serving the
public good, Batten wanted his most
recent gift to extend beyond business
to all facets of civic life.
Batten saw an urgent need for a
new generation of leaders who could
Frank batten, sr.affect transformational
change. He empha-
sized leadership as
one of the key skills
required for suc-
cess in the field of
public policy. “Tal-
ented public leaders
are needed from a
range of professional
backgrounds. It is
critical to get younger
people excited about
the responsibilities
and opportunities of
public service in all its
manifestations,” Bat-
ten said. “The earlier
in their careers that
exceptional students begin to think
of themselves as future public leaders
who can promote a better society, the
greater the likelihood they will become
such leaders.”
Batten was born in Norfolk to one
of the city’s leading families on his
mother’s side. When he was one year
old, his father died, and the fam-
ily moved in with his uncle, Samuel
Slover, publisher of Norfolk’s two
newspapers, the Virginian-Pilot and
the Ledger-Dispatch. Batten was sent
to school at Culver Military Academy
in Indiana and served in the Merchant
Marines just after World War II. Grad-
uating from the University of Virginia
in 1950, he went on to earn an M.B.A.
from Harvard. During the summers of
his student years, Batten interned as a
reporter for the Ledger-Dispatch. He
became publisher of the Virginian-Pilot
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and the Ledger-Dispatch in 1954, at
age 27, then chairman of Landmark in
1967.
Under Batten’s leadership, Land-
mark Communications Inc. grew to
become one of the nation’s largest
privately held media companies whose
broad holdings in electronic and print
media include The Weather Channel,
the Virginian-Pilot in Norfolk and the
Roanoke Times. Batten was known
for his business acumen and is widely
remembered for his most innovative
business move, the 1982 launch of
The Weather Channel, followed by its
online counterpart, Weather.com.
Meanwhile Batten also distin-
guished himself as a civic leader early
in his career. In 1958, federal courts
mandated the racial integration of
Norfolk’s schools. In response, Virginia
Governor James Lindsay Almond
ordered the schools to close, a policy
he dubbed “massive resistance.”
Batten fired the editor of the Ledger-
Dispatch for supporting Almond and
backed Virginian-Pilot editor Lenoir
Chambers, who spoke out against
segregation in newspaper editorials.
Batten organized community leaders to
endorse a full-page advertisement call-
ing for the schools to reopen. Norfolk’s
schools reopened in February 1959,
setting the community on a new social
path. Chambers’ editorials won the
1960 Pulitzer Prize.
Leadership, good citizenship, and
public service were passions that
propelled Batten for the rest of his life.
His educational philanthropy alone
is estimated at $250 million. Batten
served on boards and held a variety
of other leadership roles of the U.Va.
Darden School Foundation, the Col-
lege of William and Mary, Hollins
University, Culver Educational Foun-
dation, Access College Foundation,
Harvard Business School Publishing
Company, the Norfolk Academy, and
the Mariners Museum. He presided
over the Norfolk Chamber of Com-
merce in 1961 and chaired the 1964
drive of what is now the United Way.
Virginia Governor Linwood Holton
appointed Batten to a seat on the
State Council of Higher Education. In
1962, Batten became the first rector of
Old Dominion College, and under his
leadership the campus broke from the
College of William and Mary. Batten
guided the school through its first eight
years, during which time it achieved
university status. He personally funded
building projects and raised additional
funding for the school until his death.
Like his gift to create the Frank Batten
School of Leadership and Public Policy
at U.Va., his $32 million gift to Old
Dominion University in 2003 was the
largest in the institution’s history.
Professionally, Batten took up
where his uncle left off in growing the
family’s media empire. After Slover’s
death, he transformed the original
company into Landmark Communi-
cations, which today, in addition to
the Virginian-Pilot, owns newspa-
pers in Roanoke and Greensboro, 50
smaller papers, and television stations
in Nashville and Las Vegas. Batten
recruited a cadre of pedigreed editors
and began professionalizing the news-
paper business. Always on the cutting
edge, he moved into cable television
early, launching Tele-Cable in 1964
in Virginia, West Virginia, and North
Carolina. Tele-Cable grew to comprise
20 cable systems in fifteen states, and
in 1995, Batten sold it to TCI Cable for
$1 billion.
Batten quickly rose to the forefront
of his field. As head of Landmark, he
wrote a platform for his empire that
many media leaders have echoed
since. “Newspapers live entirely on
the bounty of the public,” Batten
argued. “The ability of journalists to
report and to comment is based upon a
unique grant of freedom from the pub-
lic. Thus our duty is clear: It is to serve
the public with skill and character, and
to exercise First Amendment freedoms
with vigor and responsibility.” Batten
served as a director of The Associated
Press from 1975 to 1987, vice chairman
from 1977 to 1981, and chairman from
1982 to 1987. He was also a direc-
tor of the Newspaper Association of
America.
The crowning glory of Batten’s
career is perhaps the best example of
his entrepreneurial flair: the 24-hour
Weather Channel. Data from his
fledgling cable systems showed Batten
that viewers were channel-surfing for
up-to-date weather forecasts. It took
Batten less than a year to put The
Weather Channel on the air in 1982,
despite the sea of skeptics. An artful
strategist, Batten obtained a free-use
agreement from the U.S. National
Weather Service, located The Weather
Channel in Atlanta, Georgia, already
home to C.N.N., and negotiated a
per-viewer fee from system opera-
tors. From 10 million households at its
start to 100 million homes today, The
Weather Channel boasts one of the
widest reaches in the industry. Ventur-
ing into the internet media frontier,
The Weather Channel also took advan-
tage of its brand recognition to create
a popular and profitable website,
Weather.com.
By 2007, the year of the Batten
School’s founding, Frank Batten was
worth some $2.3 billion. He ranked
190th on the Forbes list of the 400 rich-
est Americans. The whole of Batten’s
business and philanthropic activities
were greater than the sum of its parts.
Harry Harding, the first dean of the
Batten School, described Frank Batten,
Sr. as a true inspiration for the school
and its students. In Harding’s words,
Batten was “committed to the prin-
ciple that our graduates should not
only contribute solutions to the most
challenging issues facing our society
in a globalized world, but also become
enlightened, ethical and effective par-
ticipants in public life.”
Sources: Carol S. Wood, UVa Today, April 12, 2007 and September 10, 2009; Earl Swift, The Virginian Pilot, September 11, 2009; Michael Carlson, The Guardian, November 5, 2009.
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administration
office of the DeanHarry HardingDean and Professor of Public Policy and [email protected], 924-0812Kerra thurstonAssistant to the Dean and Academic Programs [email protected], 924-0812
The Dean is responsible for defin-
ing the mission of the Batten School,
developing and implementing the
School’s strategic and annual plans,
approving the School’s budget, and,
together with the faculty, determin-
ing the School’s curriculum. The Dean
makes the final recommendation to
the Provost, the President, and the
Board of Visitors about the appoint-
ment, reappointment and promotion
of faculty. He represents the School at
meetings with the President and the
Provost, as well as at meetings with
important external stakeholders.
office of academic affairsDavid breneman Senior Associate Dean for Academic Affairs, University Professor, Newton and Rita Meyers Professor in Economics of Education and Public [email protected], 924-0965Wendy PerryAssistant Dean for Academic Programs and [email protected], 924-0049Kerra thurston Executive Assistant to the Dean and Academic Programs [email protected], 924-0812Lynn boyterResearch [email protected], 924-9848
The Senior Associate Dean for Aca-
demic Affairs directs the Master of
Public Policy and Bachelor of Arts in
Public Policy and Leadership programs
and oversees the recruitment, appoint-
oFFiCe oF the deanDean Harry Harding’s previous positions include faculty appointments at Swarthmore College (1970-71) and Stanford University (1971-83), Senior Fellow in the Foreign Policy Studies Program at the Brookings Institution (1983-94), Dean of the Elliott School of International Affairs at The George Washington University (1995-2005), and Director of Research and Analysis at Eurasia Group, a political risk consulting and advisory firm headquartered in New York (2005-07). A specialist on Asia, his major publications include The India-China Relationship: What the United States Needs to Know (co-edited with Francine Frankel, 2004); A Fragile Relationship: The United States and China Since 1972 (1992), Sino-American Relations, 1945-1955: A Joint Reassessment of a Critical Debate (co-edited with Yuan Ming, 1989), China’s Second Revolution: Reform After Mao (1987), China’s Foreign Relations in the 1980s (editor, 1984), and Organizing China: The Problem of Bureaucracy, 1949-1976 (1981). Harding also serves as Vice Chairman of the Asia Foundation, a member of the Board of Governors of the Rajaratnam School of International Studies at Nanyang Technological University (Singapore), and a member of the Scientific Advisory Board of the Finnish Institute of International Affairs (Helsinki). He received his bachelor’s degree from Princeton University and his MA and PhD from Stanford University.
Kerra Thurston serves as Executive Assistant to the Dean and Academic Programs Coordinator. In this capacity, she supports the faculty and academic administration. She also manages the dean’s schedule and assists the Director of Administrative Affairs in planning events hosted by the dean. Before coming to Batten, Thurston worked for eight years as a Tutoring Supervisor of underprivileged children for a non-profit organization based in a low-income neighborhood that was relocated to one of the area elementary schools. Thurston is a native of Louisa County, Virginia.
ment and promotion of Batten School
faculty. He serves as Dean Harding’s
general deputy, including serving
as acting dean when Dean Hard-
ing is away from Grounds for more
than a few days. Other duties include
promoting faculty research, providing
leadership on the development of new
academic programs, and representing
the Batten School at associate dean
meetings.
The Assistant Dean for Academic
Programs collaborates with the Senior
Associate Dean to facilitate the
academic success of Batten students,
and the professional success of Batten
faculty. The Assistant Dean adminis-
ters school policies, manages academic
advising and course registration for
all Batten students, offers individual
counseling regarding the challenges
students may encounter, supports the
Batten School faculty, coordinates
course offerings, and regularly reports
to Batten leadership on the quality of
the student and faculty experiences.
The Assistant Dean also serves as the
Batten School Writing Coach.
The Assistant Dean for Academic
Programs maintains an open door
policy and invites students to sched-
ule an appointment or simply stop by
the office at any time, for any reason.
Specific management responsibilities
include:
•Academicadvisingandfaculty
mentoring
•Courseregistrationandschedul-
ing
•Degreeauditing,degreeconferral
•Maintenanceofallstudentaca-
demic records
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•Verificationofstudentstatus/aca-
demic standing
•Managementoftheteaching
assistantship application process
in consultation with the Senior
Associate Dean for Academic
Affairs
•ManagementoftheStephanie
Jean-Charles Fellowship
•Communicationwithstudentsand
faculty on academic matters
•RegularassessmentofBattencur-
ricula and the student experience;
curriculum development
•RepresentationoftheBatten
School on University-wide aca-
demic committees
•WritingCoachworkshopsand
one-on-one consultations with
students
•Otherperiodicteaching
•Studyabroadinitiatives
•Resourcedevelopment(e.g.Bat-
ten Student Handbooks)
The Academic Programs Coordi-
nator and the Research Coordinator
support the deans and the faculty in
executing the Batten School’s teaching
and research mission.
office of Student and Career ServicesJill RockwellAssistant Dean of Student [email protected], 924-7950Paul MartinDirector of Professional Development [email protected], 924-2933James ParadisStudent Services [email protected], 982-2536
The Assistant Dean of Student Ser-
vices oversees the Office of Student
and Alumni Services and the Office of
Career and Professional Development,
working with an exceptionally talented
team to enhance students’ personal,
professional and co-curricular experi-
ences at the Batten School. From start
to finish, the collective mission of these
offices is create a welcoming and safe
environment for students by provid-
ing support for all of their personal,
professional, and service-related
oFFiCe oF aCadeMiC aFFairsDavid Breneman, Senior Associate Dean for Academic Affairs, University Professor, and Newton and Rita Meyers Professor in Economics of Education and Public Policy, served as Director of the Public Policy Program at the Frank Batten School of Leadership and Public Policy from 2006 to 2009. Prior to that, he served as Dean of the Curry School of Education from 1995 to 2007. He was Visiting Professor at the Harvard Graduate School of Education from 1990 to 1995, where he taught graduate courses on the economics and financing of higher education, on liberal arts colleges, and on the college presidency. As a Visiting Fellow at The Brookings Institution he conducted research for a book, Liberal Arts Colleges: Thriving, Surviving, or Endangered?, published by Brookings in 1994. He was selected as the recipient of the 1999 Award for Outstanding Service from the Council for Independent Colleges for this work. From 1983 to 1989, he served as president of Kalamazoo College, a liberal arts college in Michigan. Prior to that, he was a Senior Fellow at Brookings from 1975 to 1983, specializing in the economics of higher education and public policy toward education. His most recent book (with co-authors) is Financing American Higher Education in the Era of Globalization (Harvard Education Press, 2012). He attended the University of Colorado at Boulder as an undergraduate, majoring in philosophy, and earned his PhD in economics from the University of California at Berkeley.
Wendy Perry, Assistant Dean for Academic Programs, received her PhD in history from the University of North Carolina at Chapel Hill, with specializations in French history, the history of human rights, and African history. Her doctoral research project, Remembering Dreyfus: The Ligue des Droits de l’Homme and the Making of the Modern French Human Rights Movement, 1898-1944, was funded by a Chateaubriand Fellowship from the French Ministry of Foreign Affairs, and fellowships and grants from the Morehead Foundation, the Institute for Humane Studies, and the Institut Français de Washington. Having taught history in Paris, France and at UNC-Chapel Hill, Perry served as a Senior Academic Adviser in the College of Arts and Sciences at UNC-Chapel Hill, as Assistant Director of Career Services in the U.Va. Graduate School of Arts and Sciences, and most recently as Director of Graduate and Postdoctoral Professional Development Programs in the U.Va. Office of the Vice President for Research before joining the Batten School in 2010. She spent this past summer in Morocco teaching a course in French on the history of human rights in Morocco for the U.Va. Study Abroad Program.
Kerra Thurston serves as Executive Assistant to the Dean and Academic Programs Coordinator. In this capacity, she supports the faculty and academic administration. She also manages the dean’s schedule and assists the Director of Administrative Affairs in planning events hosted by the dean. Before coming to Batten, Thurston worked for eight years as a Tutoring Supervisor of underprivileged children for a non-profit organization based in a low-income neighborhood that was relocated to one of the area elementary schools. Thurston is a native of Louisa County, Virginia.
Lynn Boyter provides assistance with research grant administration as the Batten School’s Research Administrator. In addition to her Batten work she is the Administrator for the University’s Institute of Law, Psychiatry & Public Policy, and is a consultant to a research project at Vanderbilt University’s Law School. Her previous work with UCLA, Columbia University, the University of Maryland, and Temple University supported administration of private foundation research projects. She received her bachelor’s from the University of Virginia.
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interests and needs. We work hand-in-
hand with students to develop a solid
foundation for their co-curricular life,
providing advice and support services,
connecting students with resources
across Grounds, and facilitating rela-
tionships between students, faculty,
staff and alumni. (See Student and
Career Services for more information.)
office of admissionsHoward HoegeAssistant Dean for Admissions and Strategic [email protected], 243-4383Meg HarmonAdmissions [email protected], 982-2583Katharine MeyerExternal Affairs [email protected], 982-6761
The Batten School admissions process
is all about identifying and recruit-
ing prospective students who are also
prospective leaders in a wide range
of public policy fields. The Office of
Admissions believes a team approach
focused on building relationships cre-
ates the best opportunity to attract the
most dynamic and talented people to
the Batten MPP programs. The team
approach with a focus on relationships
has the added benefit of being the pur-
est and most credible way of exposing
prospective students to the cohesive,
team-oriented culture of the Batten
School.
Current Batten students are invited
to support the admissions enterprise in
the following ways:
•Participateasstudentpanelists
oFFiCe oF student and Career serViCesBefore joining the Batten School in 2008, Jill Rockwell, Assistant Dean of Student Services, spent nearly a decade working at Duke Law School, both in career advising and as the law school’s Dean of Students. Prior to these positions, she practiced employment law at the Chicago office of Littler Mendelson and served as the Director of Career Advising and co-director of publications at the University of Illinois College of Law. She earned her JD, cum laude, from the University of Illinois, and her BA in journalism and political science at Indiana University.
A native of California, Paul Martin, Director of Professional Development, was a first-generation college graduate at the University of California-Irvine and went on to earn a PhD in political science from the University of Wisconsin where he specialized in the quantitative study of political behavior. Martin was an Assistant Professor of Politics at the University of Oklahoma and an APSA Congressional Fellow in the office of Congressman David R. Obey. He is a recipient of a Harvard University Goldsmith Award for research on how citizen participation responds to “bad news” about national conditions and a Dirksen Congressional Research Award for his study of how members of congress respond to district participation. Martin is active supporter of Access UVA, serves as a board member of Madison House and on the Jefferson Public Citizen Advisory Committee, and chaired the City of Charlottesville’s Community Development Block Grant Taskforce overseeing the disbursement of nearly $2M in annual city, state, and federal grants for community housing and social programs.
James Paradis, Student Services Coordinator, is a graduate from the University of Virginia Class of 2008, where he was highly involved in the on-Grounds service community, holding leadership roles in Alpha Phi Omega and Alternative Spring Break. He has led service trips to India and the Gulf Coast and spent a year as an Americorps City Year volunteer, working with underprivileged youth in Washington, DC. He went on to attain his Master’s degree in Education Policy Studies from The George Washington University in 2011 while serving as the research intern at the Institute for Higher Education Policy.
and speakers at any one of the
several on-Grounds and off-
Grounds information sessions
and events designed to engage
prospective students about our
School. The Batten School Office
of Admissions will typically invite
individual students to participate
in this capacity.
•AttendaBattenSchoolon-
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Grounds or off-Grounds reception
for prospective students and be
accessible to engage prospec-
tive students in a more informal,
dynamic way. The Office of
Admissions will hold two or three
of these receptions each fall. It
views these receptions as “all
hands on deck” and will encour-
age all current students to partici-
pate in this capacity.
•AttendBattenon-Groundsadmit-
ted students’ events. Just because
the Batten School has admitted
a student does not mean that the
person will attend! The Office
of Admissions wants to make
admitted students’ decisions about
where to pursue their MPP an
easy one! Again, the goal is to
make sure that admitted students
know as much about the pro-
gram from the currently enrolled
student perspective as possible –
such unfiltered information is the
most credible and in many regards
the most powerful information
they will receive. These admit-
ted students events are another
example of an “all hands on deck”
event, and all current students will
be encouraged to attend.
•Answerprospectivestudent
questions about the coursework
or the Batten experience. During
the course of the year, the Office
of Admissions receives several
hundred emails from prospective
students asking about different
aspects of the Batten experience.
Occasionally, it makes sense to
put a prospective student directly
in touch with a current student to
offer a direct perspective on a par-
ticular question. Students willing
to occasionally answer questions
via email or phone call are encour-
aged to reach out to the Admis-
sions Office so that we may refer
prospective students every now
and then.
•ActasaBattenSchoolambas-
sador! Never miss an opportunity
to engage interesting, dynamic,
talented, bright, compassion-
ate people and ask them about
oFFiCe oF adMissions and strategiC initiatiVesHoward Hoege is the Batten School’s Assistant Dean for Admissions and Strategic Initiatives. A graduate of West Point, he served as an infantry officer in the first stage of his fourteen-year military career. He then took a law degree from the University of Virginia and entered the Army’s Judge Advocate General’s Corps. Hoege was a JAG officer in the United States and Iraq, serving as a trial counsel, a legal advisor in the field, a prosecutor, and a recruiter. After receiving his LLM degree in military law from the Judge Advocate General’s School here in Charlottesville, he taught criminal law for two years as a full-time member of the faculty there, while also teaching the law of war as a part-time lecturer at the U.Va. School of Law. After he left the service in 2008, Hoege served as a counsel to the Senate Armed Services Committee, investigating the role of private security contractors in Afghanistan.
Meg Harmon, Admissions Coordinator, is a native of Crozet, Virginia. She graduated from Western Albemarle High School and from Longwood University with a BA in communications, with a concentration in organizational communications and public relations in May 2010. Harmon was a member of Alpha Lambda Delta, an honor society for first year students. She was also an active member of Lambda Pi Eta, the communication studies honor society of the National Communication Association. While at Longwood, Harmon completed a marketing internship with Longwood’s Division I Athletics program.
oFFiCe oF externaL aFFairsGerry Warburg, Assistant Dean for External Affairs and Professor of Public Policy, teaches courses at the Batten School on Congress, US foreign policy and advocacy strategies. His research interests include the study of best practices by non-governmental organizations and the evolution of US nuclear non-proliferation policies. Warburg’s professional background encompasses a broad array of public service sectors. Most recently, he served as Executive Vice President of Cassidy & Associates, a leading government relations firm. Prior to that position, he worked as a legislative assistant for the US Senate and US House of Representatives under Senate Whip Alan Cranston and Representative Jonathan B. Bingham. His academic service includes time spent as a visiting professor at Georgetown University, the University of Pennsylvania, the Brookings Institution, and his alma maters of Stanford University and Hampshire College.
Katharine Meyer, External Affairs Coordinator, joined the Batten Team full-time in July 2010 as Faculty Affairs Coordinator and assistant to the Associate Dean, and began her work in development and public affairs during the spring of 2012. Prior to her position in faculty affairs, she worked as an undergraduate in the Batten School career services office. She graduated from the University of Virginia in May 2010, earning her BA in government, and is currently enrolled in the MEd in Educational Research program at the Curry School of Education. She is particularly interested in gifted education, and has worked as a research assistant since 2009 on the AP Challenge Program, an initiative to encourage low-income and minority students from her hometown of Virginia Beach to enroll in Advanced Placement courses.
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themselves. What are their goals?
Ambitions? If it seems like they
might be interested in the Batten
School, put them in touch with the
Admissions team, and they can
take things from there.
In the end, the Office of Admissions
wants to inspire students at the Batten
School to truly think of themselves as
stewards of the vision and culture of
the Batten School. An important com-
ponent of that is committing some time
to thinking about who will follow you
as students at the School. The energy
and commitment and diversity of the
student body does not “just happen.”
Batten students are asked to consider
giving their time in one or more of the
ways above to help to sustain the high
standards they have set for Batten
School classes!
Financial AidThe Batten School offers several forms
of financial aid to its graduate stu-
dents. The availability and amounts of
any particular form varies from year-
to-year, so students interested in more
information about financial aid are
urged to schedule an appointment to
talk to the Assistant Dean for Admis-
sions. Some financial aid basics:
•AcceleratedBachelor/MPPstu-
dents are only eligible for financial
aid from the Batten School during
their second year at Batten, when
the University recognizes them as
full-time graduate students.
•Thefinancialaidapplication
process begins in the Spring Term
for the following academic year’s
financial aid package.
•Allstudentsinterestedinreceiv-
ing financial aid of any kind must
fill out both the FAFSA and the
U.Va. financial aid form. Each of
these forms and instructions are
available on the U.Va. Student
Financial Services web site: www.
virginia.edu/financialaid/grad
academic12-13.php.
Contact the Assistant Dean for
Admissions with all financial aid ques-
tions.
office of external affairsGerry WarburgAssistant Dean for External Affairs and Professor of Public [email protected], 243-1173Katharine MeyerExternal Affairs [email protected], 982-6761
The Office of External Affairs works
with the Batten team to help build the
new School’s outreach. This takes the
form of, coordinating public speakers
and events, developing and updating
website content, and leading devel-
opment efforts to build the School’s
fellowships and research centers.
External Affairs is a resource for
students on issues related to com-
munications, public relations, events
on Grounds and in Washington or
Richmond. The Assistant Dean works
closely with Jill Rockwell on com-
munications and Dean Harding on
outreach. The Office engages with
colleagues in other schools at the
University about public events that can
expand the Batten School’s reach and
raise awareness of scholarship done by
Batten students and faculty.
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office of business Servicesbill ashbyAssociate Dean for Management and [email protected], 243-3155brenda boydDirector of Budget and [email protected], 982-6561Lara JacobsenDirector of Administrative [email protected], 243-3728Scott adamsIT and Audio-Visual Services [email protected], 243-3732Cindy MooreBusiness Services [email protected], 982-2033
The Business Services team provides
administrative, fiscal, operational, and
technological support to Batten School
students, faculty, and staff.
The Associate Dean of Management
and Finance serves as the chief admin-
istrative officer for the School and pri-
mary liaison, after the dean, between
the University and the School on
non-academic matters. He coordinates
with the Dean and Senior Associate
Dean for Academic Affairs to ensure
operational and management functions
are aligned and optimized to meet or
exceed School goals and initiatives.
The Director of Budget and Finance
is responsible for managing the finan-
cial operations of the school, the devel-
opment of annual budget submissions
and long-term budget planning and
forecasting. She works closely with the
Associate Dean for Management and
Finance to determine financial implica-
tions, constraints, and related infor-
mation on program proposals and by
researching and making recommenda-
tions on resource allocation decisions.
She is also responsible for ensuring the
school is compliant with state, donor,
and fund restrictions and serves as the
primary contact on financial matters
with administrative personnel in other
University divisions. The Director
and the Business Services Coordina-
tor perform oversight of all cashiering
activities, payment of invoices and
reconciliation of school accounts as
well as post-award grant activity and
gift accounting.
The Director of Administrative
Affairs manages day-to-day logistics
and operations for the Batten School,
serving as its primary human resources
manager and event planner. She sup-
ports both internal and public major
events, working closely with Facilities
Management and many vendors to
ensure that all events are organized
and successful. The Director over-
sees the maintenance of Garrett Hall,
providing a clean, safe, and secure
environment for all members of the
Batten community and its visitors. She
serves as the liaison to the University’s
risk management and emergency
preparedness offices. The Direc-
tor works closely with the Associate
Dean for Management and Finance
on personnel actions and processing,
reviews student wage hiring proposals,
and enters stipends and goal pays for
Teaching and Research Assistants. She
also coordinates all major purchasing,
working with Batten staff and central
procurement, to ensure that the School
adheres to applicable policies, proce-
dures, and guidelines. The Director
supervises a team of student office
assistants who support her efforts.
The Information Technology and
Audio-Visual(IT/AV)Managerprovi-
sions all services for information and
audio-visual technologies within the
School. Working with the central IT
organization and state vendors, he
manages network communication,
data management, and computing
infrastructure, providing support for
oFFiCe oF business serViCesBill Ashby is the Batten School’s Associate Dean for Management and Finance. He joined the senior leadership team in March 2012 and serves as the chief administrative officer and primary liaison, after the dean, between the University and the School on non-academic matters. He is the School’s chief financial officer, responsible for direction and oversight of financial support operations, directs the Batten School’s IT efforts, serves as chief personnel officer, and has responsibility for the operation of Garrett Hall. Bill has twenty years of professional administrative experience in higher education, ten of them at the University. He worked for five years at Cal Poly as CFO of a university auxiliary. At U.Va, he has served as an Assistant Vice President for Student Affairs, Associate Dean of Students, and Executive Director for Administration. Bill is a graduate of UC Berkeley, he holds an MBA from Cal Poly (San Luis Obispo, CA) and a PhD in education from the Curry School, where his dissertation examined branding in higher education. Bill and his family live in Charlottesville where he spends his weekends running between swim meets, lacrosse tournaments, and music recitals. He occasionally finds time to sneak in a round of golf.
Brenda Boyd joined the Frank Batten School of Leadership and Public Policy last summer as the Director of Budget and Finance. Brenda has worked for the University for eighteen years and previous to coming to the Batten School, she served nine years as the Director of Budget and Financial Operations at the Curry School of Education. As the Director of Budget and Finance, Brenda is responsible for managing the financial operations of the school and works closely with the Dean on budgetary matters. She develops annual budget submissions as well as long-term planning and forecasting. Brenda ensures compliance with state, donor, and fund restrictions by monitoring school accounts and initiating adjustments if needed. She researches and makes recommendations on resource allocation decisions and she serves as the primary school contact on financial matters with administrative personnel in other University divisions. Brenda received a Bachelor’s in Business Administration from Mary Baldwin College and a Master of Education from the University of Virginia.
Continued on page 11
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the day-to-day needs for students,
faculty, staff, and visitors to the School.
Coordinating with the faculty and the
Associate Dean of Management and
Finance, he is responsible for initiating
and developing the strategic vision in
the use of technology and commu-
nication. Working with the staff and
faculty, he is responsible for helping
to adhere to data security policies
and good computing practices of the
University. In managing the technol-
ogy infrastructure, he acts as the
administrator over all servers, personal
computing devices, and audiovisual
equipment for the school. He super-
vises and trains student assistants to
provide friendly, quality IT service for
the students, staff, and faculty.
oFFiCe oF business serViCesContinued from page 10
Lara Jacobsen in the Batten School’s Director of Administrative Affairs. She was recruited to open the School in September 2007 as its first staff member, bringing with her nearly two decades’ worth of management experience in health care and hospital administration. Most recently, she held positions as Secretary of the Board and Executive Assistant to the VP/CEO of the University of Utah Hospitals and Clinics and Executive Assistant to the VP/CEO of the University of Virginia Health System. Jacobsen attended the University of Utah, where her field of study was aerospace engineering. While a self-described “military brat” who grew up across the country and abroad in Japan, she has spent most of her life in Utah and is an avid skier. She was a licensed pilot at eighteen and a volunteer in the 2002 Winter Olympics in Salt Lake City.
Scott Adams, the IT and AV Manager, joined Batten in April of 2012. He has 13 years’ experience working with faculty, staff, and students as both an Instructional and Information Technology Director at the University of North Carolina, School of Information and Library Science. He has a history degree from Erskine College, a Masters of Divinity from Union Theological Seminary in Richmond, VA, and an MSLS from the School of Information and Library Science.
Cindy Moore joined the Frank Batten School this summer as the Business Services Coordinator. Cindy has been an employee of the Curry School of Education for the past eight years. She began as a temp in the technology office where she progressed to IT support and then manager of the educational technology office. In this position she was responsible for managing the technology resources including the budget and accounts, Equipment Trust Funds, and equipment purchases for the school. Prior to coming to the University, Cindy managed the Fluvanna SPCA and served in the United States Air Force.
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d ireCtorY oF adMinistration
OFFICE OF THE DEAN
HARRY HARDING Dean, Professor of Public Policy and Politics Garrett 200A 924.0812 [email protected]
KERRA THURSTON Executive Assistant to the Dean and Academic Garrett 200 924.0812 [email protected] Programs Coordinator
OFFICE OF ACADEMIC AFFAIRS
DAVID BRENEMAN Senior Associate Dean for Academic Affairs, University Garrett 200B 924-0965 [email protected] Professor, Professor of Education and public Policy
WENDY PERRY Assistant Dean for Academic Programs and Registrar Garrett L052 924.0049 [email protected]
KERRA THURSTON Executive Assistant to the Dean and Academic Garrett 200 924-0812 [email protected] Programs Coordinator
LYNN BOYTER Research Administrator 1230 Cedars Ct., Suite B 924.9848 [email protected]
OFFICE OF STUDENT AND CAREER SERVICES
JILL ROCKWELL Assistant Dean of Student Services Garrett L004A 924.7950 [email protected]
PAUL MARTIN Director of Professional Development Garrett L004B 924.2933 [email protected]
JAMES PARADIS Student Services Coordinator Garrett L004 982.2536 [email protected]
OFFICE OF ADMISSIONS AND STRATEGIC INITIATIVES
HOWARD HOEGE Assistant Dean for Admissions and Strategic Initiatives Garrett L020C 243.4383 [email protected]
MEG HARMON Admissions Coordinator Garrett L020A 982.2583 [email protected]
KATHARINE MEYER External Affairs Coordinator Garrett L020D 982.6761 [email protected]
OFFICE OF EXTERNAL AFFAIRS
GERRY WARBURG Assistant Dean for External Affairs, Professor of Public Policy Garrett 107 243.1173 [email protected]
KATHARINE MEYER External Affairs Coordinator Garrett L020D 982.6761 [email protected]
OFFICE OF BUSINESS SERVICES
BILL ASHBY Associate Dean for Management and Finance Garrett L031 243.3155 [email protected]
BRENDA BOYD Director of Budget and Finance Garrett L033 982-6561 [email protected]
LARA JACOBSEN Director of Administrative Affairs Garrett L032 243.3728 [email protected]
SCOTT ADAMS IT & AV Manager Garrett L030 243-3732 [email protected]
CINDY MOORE Business Services Coordinator Garrett L028 982-2033 [email protected]
All phone numbers are area code 434
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• Professor of Law, Medicine, and Public Policy
• Director of the Institute of Law, Psychiatry, and Public PolicyBonnie teaches and writes about
criminal law, bioethics, and public
policies relating to mental health,
substance abuse, aging, and public
health. Among many other positions,
he has been Associate Director of the
National Commission on Marijuana
and Drug Abuse (1971 73); Secretary
of the first National Advisory Coun-
cil on Drug Abuse (1975 80); chair of
Virginia’s State Human Rights Com-
mittee responsible for protecting rights
of persons with mental disabilities
(1979-85); chief advisor for the ABA
Criminal Justice—Mental Health
Standards Project (1981-88); and Chair
of the Virginia Commission on Men-
tal Health Law Reform (2006-2011). He has also served on the MacArthur
Foundation Research Networks on
Mental Health and the Law (1988-96)
and Mandated Community Treatment
(2000-2010) and is currently participat-
ing on the Foundation’s Research Net-
work on Law and Neuroscience. He
was elected to the Institute of Medi-
cine (IOM) of the National Academy of
Sciences in 1991 and has chaired many
policy studies for the IOM and NRC on
topics ranging from underage drinking
and tobacco control to elder mistreat-
ment. In 2007, Bonnie received the
University of Virginia’s highest honor,
the Thomas Jefferson Award. Bonnie
earned his BA from The Johns Hop-
kins University and his LLB from the
University of Virginia School of Law.
• Professor of Public PolicyBraithwaite has been a Senior Econ-
omist at the World Bank, most recently
in the Social Protection Group, Human
Development Network, where she
worked on social protection, disability,
and poverty issues. She specializes in
the study of medium-income Africa
(South Africa, Botswana, Swaziland,
and Mauritius), Turkey, and the former
Soviet Union (FSU), and has provided
policy advice to governments while on
negotiating missions and staff visits. She has written many Bank reports,
including poverty assessments for
Turkey, Russia, Armenia, Moldova,
Hungary, and Ukraine. In addition, she
has operational experience in Bosnia,
Kosovo, Cambodia, Colombia, Nicara-
gua, Mexico, Jamaica, and Turkmeni-
stan. Braithwaite also worked for the
International Monetary Fund and the
US Census Bureau. Braithwaite speaks
excellent Russian, adequate Spanish,
survival Turkish and beginning Hun-
garian, and reads French. She teaches
courses on development, the inter-
national financial institutions, mac-
roeconomic policy, and public policy. She has also taught at Georgetown,
George Mason, American, Maryland
and Kalamazoo College. An alumna of
the University of Virginia, she served
as a Resident Assistant while enrolled
and was both an Echols Scholar and
a member of the Raven Society. She
went on to earn her master’s degree in
Russian area studies from Georgetown
and her doctorate in economics at
Duke University.
• Senior Associate Dean for Academic Affairs
• University Professor
• Newton and Rita Meyers Professor in Economics of Education and Public PolicyBreneman served as Director of
the Public Policy Program at the
Frank Batten School of Leadership
and Public Policy from 2006 to 2009. Prior to that, he served as Dean of
the Curry School of Education from
1995 to 2007. He was Visiting Profes-
sor at the Harvard Graduate School of
Education from 1990 to 1995, where
he taught graduate courses on the
economics and financing of higher
education, on liberal arts colleges, and
on the college presidency. As a Visiting
Fellow at The Brookings Institution he
conducted research for a book, Liberal
Arts Colleges: Thriving, Surviving, or
Endangered?, published by Brookings
in 1994. He was selected as the recipi-
ent of the 1999 Award for Outstanding
Service from the Council for Inde-
pendent Colleges for this work. From
1983 to 1989, he served as president of
Kalamazoo College, a liberal arts col-
lege in Michigan. Prior to that, he was
a Senior Fellow at Brookings from 1975
to 1983, specializing in the economics
of higher education and public policy
toward education. His most recent
book (with co-authors) is Financing
American Higher Education in the Era
of Globalization (Harvard Education
Press, 2012). He attended the Uni-
versity of Colorado at Boulder as an
undergraduate, majoring in philoso-
phy, and earned his PhD in economics
from the University of California at
Berkeley.
Richard bonnie Jeanine braithwaite David breneman
Faculty
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• University Professor
• Professor of Religious Studies and Public PolicyChildress has previously been the
Joseph P. Kennedy, Sr., Professor of
Christian Ethics at the Kennedy Insti-
tute of Ethics at Georgetown Univer-
sity (1975-79) and a Visiting Professor
at the University of Chicago Divinity
School and Princeton University. In
1990, he was named Professor of the
Year in the Commonwealth of Virginia
by the Council for the Advancement
and Support of Education, and in 2002
he received the University of Virginia’s
highest honor—the Thomas Jefferson
Award. In spring 2010, he held the
Maguire Chair in American History and
Ethics at the Library of Congress. Chil-
dress is the author of numerous articles
and several books in several areas of
ethics, including Principles of Biomedi-
cal Ethics (with Tom Beauchamp), now
in its 6th edition and translated into
several languages. He was vice chair
of the national Task Force on Organ
Transplantation, and he also has served
on the Board of Directors of the United
Network for Organ Sharing (UNOS),
the UNOS Ethics Committee, the
Recombinant DNA Advisory Commit-
tee, the Human Gene Therapy Subcom-
mittee, the Biomedical Ethics Advisory
Committee, and several Data and
Safety Monitoring Boards for NIH clini-
cal trials. He was a member of the pres-
identially-appointed National Bioethics
Advisory Commission (1996-2001). He
now chairs the Health Sciences Policy
Board for the Institute of Medicine of
the National Academies of Science. His
current research focuses on public bio-
ethics, on public health ethics, and on
just-war theory and practice. Childress
received his BA from Guilford College,
his BD from Yale Divinity School, and
his MA and PhD from Yale University.
• Assistant Professor of Public PolicyChou received her PhD in man-
agement and organization from the
Kellogg School of Management at
Northwestern University, and holds
an MS in social science from Caltech
and a BA in psychology and economics
from UCLA. Chou’s research focuses
on the organizational, social, and psy-
chological forces that shape individual
and group behavior in organizational
settings. She explores questions such
as how the terms of contracts promote
or inhibit cooperation among team
members, whether and when hierar-
chy is an effective mechanism of social
organization, how trust can be used as
a strategic tactic, and whether or not
it really is “lonely at the top.” Chou’s
work has appeared in academic
journals such as Psychological Sci-
ence, Journal of Personality and Social
Psychology, American Economics
Journal, Experimental Economics, and
Organizational Psychological Review.
Her research on prosocial behaviors
has been selected to be featured in
“the Best Paper Proceedings” by the
Organizational Behavior division at
the 2010 conference of the Academy of
Management.
• Assistant Professor of Public Policy and PsychologyConverse studies social psychology
and the psychology of judgment & deci-
sion making. He investigates basic psy-
chological processes—motivation, social
judgment, and inferences about others’
mental states—that have critical implica-
tions for management, leadership, and
policy. Much of his work focuses on the
question of how and when people can
think beyond “the here and now.” For
example, how do we balance our own
selfish impulses with the good of the
group? How do we forgo immediate
temptations in favor of future goals? How
do we get beyond our own psychologi-
cal perspective to infer others’ thoughts,
feelings, and opinions about the world? He is primarily interested in how these
thought processes lead to decisions and
behaviors that either promote or destroy
stable social systems. His teaching
experience ranges from undergraduate
education in psychology to MBA and
executive education in management,
decision making, and negotiations. Con-
verse’s work has been published in jour-
nals such as Psychological Science and
Proceedings of the National Academy
of Sciences, as well as edited volumes
such as the Handbook of Self-Regulation
and discussed in popular press outlets
such as Scientific American, US News
and World Reports, The New York Times,
and BBC News. Converse received his
BA in psychological and brain sciences
with high honors from Dartmouth Col-
lege in 2004 and then spent a semester
as an honorary visiting researcher in the
Department of Psychology at the Uni-
versity of Birmingham (UK). Following
this, he joined the Center for Decision
Research at the University of Chicago
Booth School of Business, where he
received his PhD from the Managerial
and Organizational Behavior program.
James Childress eileen Chou benjamin Converse
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d ireCtorY oF FaCuLtY
HARRY HARDING Dean, Professor of Public Policy and Politics Garrett 200A 924.0812 [email protected]
DAVID BRENEMAN Senior Associate Dean for Academic Affairs, University Garrett 200B 924.0965 [email protected] Professor, Professor of Education and Public Policy
GERALD WARBURG Assistant Dean for External Affairs, Professor of Public Policy Garrett 107 243.1173 [email protected]
RICHARD BONNIE Professor of Law, Medicine, and Public Policy; 580 Massie Road, 924.3209 [email protected] Director of the Institute of Law, Psychiatry, and Public Policy Room WB 179D
AJ BOSTIAN Lecturer Monroe 219 924.7680 [email protected] Garrett L050 243.9976
JEANINE BRAITHWAITE Professor of Public Policy Garrett 106 243.1127 [email protected]
JAMES CHILDRESS University Professor, Gibson 438 924.6724 [email protected] Professor of Religious Studies and Public Policy
EILEEN CHOU Assistant Professor of Public Policy Garrett 111 982.4821 [email protected]
BENJAMIN CONVERSE Assistant Professor of Public Policy and Psychology Garrett 105 243.3730 [email protected] Lab: Gilmer B055 and Garrett L002
JENNIFER DOLEAC Assistant Professor of Public Policy and Economics Garrett 110 982.0195 [email protected]
LEORA FRIEDBERG Associate Professor of Economics and Public Policy Monroe 257 924.3225 [email protected]
CHLOE GIBBS Assistant Professor of Public Policy and Education Garrett 102 243.1128 [email protected]
FREDERICK HITz Adjunct Professor of Public Policy Garrett L046 924.3192 [email protected]
CHARLES HOLT Professor of Economics and Public Policy Monroe 234 924.7894 [email protected]
MARK KLEIMAN Visiting Professor of Public Policy (fall 2012) Garrett L038 243.9962 [email protected]
DAVID LEBLANG Professor of Politics and Public Policy Gibson S281 924.3192 [email protected]
MOLLY LIPSCOMB Assistant Professor of Public Policy and Economics Garrett L038 982.1561 [email protected]
CHRISTINE MAHONEY Assistant Professor of Public Policy and Politics Garrett 109 243.3727 [email protected]
GUIAN MCKEE Associate Professor of History and Public Policy Garrett L044 243.8856 [email protected] & 2201 Old Ivy Road
EDGAR OLSEN Professor of Economics and Public Policy Monroe 250 924.3443 [email protected]
ERIC PATASHNIK Professor of Public Policy and Politics Garrett 101 924.0903 [email protected]
MARGARET FOSTER RILEY Professor of Law and Public Policy 580 Massie Road, 924.4671 [email protected] Room WB347
CHRISTOPHER RUHM Professor of Public Policy and Economics Garrett 204 243.3729 [email protected]
RAYMOND SCHEPPACH Professor of the Practice of Public Policy Garrett 103 243.1126 [email protected]
HERMAN SCHWARTz Professor of Politics and Public Policy Gibson S185 924.7818 [email protected]
WILLIAM SHOBE Professor of Public Policy; Adjunct Professor of Economics; 2400 Old Ivy Road 982.5376 [email protected] Director, Center for Economic & Policy Studies, Weldon Cooper Center for Public Service
SOPHIE TRAWALTER Assistant Professor of Public Policy and Psychology Garrett 108 243.3726 [email protected] Lab: Gilmer 218
CRAIG VOLDEN Professor of Public Policy and Politics Garrett 203 243.3725 [email protected]
ANDREW WICKS Professor of Business Administration and Public Policy Darden School, FOB 286 243.8793 [email protected]
JAMES WYCKOFF Professor of Education and Public Policy, Ruffner 258 924.0842 [email protected] Director of the Center on Education Policy and Workforce Development
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• Assistant Professor of Public Policy and EconomicsDoleac earned her PhD in econom-
ics from Stanford University, and holds
a BA in mathematics and economics
(with highest honors) from Williams
College. Between 2003 and 2006, she
worked as a research assistant at the
Brookings Institution and the Congres-
sional Budget Office. She is an applied
microeconomist with a particular
interest in law and economics, includ-
ing how the increasingly-widespread
use of DNA databases affects criminal
behavior. She has found that DNA
databases lead to extremely cost-effec-
tive reductions in crime, a result with
important public policy implications. In
other work, she conducted a year-long
field experiment to test the effect of a
seller’s race in online markets, show-
ing that black sellers receive fewer
purchase offers and are less trusted
than white sellers. Her study of racial
discrimination has received a great
deal of media attention.
• Associate Professor of Economics and Public PolicyFriedberg earned her PhD in
economics from the Massachusetts
Institute of Technology, and her under-
graduate degree from The Johns Hop-
kins University. Her research interests
are public economics and labor eco-
nomics. She previously worked as an
assistant professor at the University of
California at San Diego and as a visit-
ingfacultymember/scholaratMIT,the
International Longevity Center—USA,
The Urban Institute—Income and Ben-
efits Policy Center, the Federal Reserve
Bank of Saint Louis, and Harvard
University.
• Assistant Professor of Public Policy and EducationGibbs earned her PhD in public
policy from the Harris School of Public
Policy at the University of Chicago. She earned an MPP from the Ford
School at the University of Michigan,
and received her BA in government
and international studies from Notre
Dame. Her research interests include
the economics of education and child
and family policy, focusing on early
childhood in particular. Her research is
providing insights into what and how
early childhood investments are most
likely to improve the life chances of
children from disadvantaged back-
grounds. In her dissertation research,
Gibbs uses innovative experimental
and quasi-experimental methods to
study the impact of full-day kindergar-
ten. She is also conducting research on
Head Start program impact, effects of
a home visitation program for children
and families, fade-out of early child-
hood program effects, and the interac-
tion of early childhood experiences
and later school quality.
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• Dean and Professor of Public Policy and PoliticsHarding’s previous positions include
faculty appointments at Swarthmore
College (1970-71) and Stanford Uni-
versity (1971-83), Senior Fellow in the
Foreign Policy Studies Program at the
Brookings Institution (1983-94), Dean
of the Elliott School of International
Affairs at The George Washington
University (1995-2005), and Director
of Research and Analysis at Eurasia
Group, a political risk consulting and
advisory firm headquartered in New
York (2005-07). A specialist on Asia,
his major publications include The
India-China Relationship: What the
United States Needs to Know (co-
edited with Francine Frankel, 2004); A
Fragile Relationship: The United States
and China Since 1972 (1992), Sino-
American Relations, 1945-1955: A Joint
Reassessment of a Critical Debate (co-
edited with Yuan Ming, 1989), China’s
Second Revolution: Reform After Mao
(1987), China’s Foreign Relations in
the 1980s (editor, 1984), and Organiz-
ing China: The Problem of Bureau-
cracy, 1949-1976 (1981). Harding also
serves as Vice Chairman of the Asia
Foundation, a member of the Board of
Governors of the Rajaratnam School
of International Studies at Nanyang
Technological University (Singapore),
and a member of the Scientific Advi-
sory Board of the Finnish Institute of
International Affairs (Helsinki). He
received his bachelor’s degree from
Princeton University and his MA and
PhD from Stanford University.
• Adjunct Professor of Public PolicyHitz’s prior academic appointments
include lecturing at the University
of Ife in Ibadan, Nigeria on a Ford
Foundation project in 1965-66, and at
Princeton University in the Woodrow
Wilson School of Public and Inter-
national Affairs from 1998-2006. He
was also a Senior Faculty Fellow at
Butler College, one of Princeton’s
undergraduate colleges. Following his
graduation from law school and teach-
ing in Nigeria, Hitz entered the Career
Training Program at the CIA in 1967 and served in the clandestine service
in Africa. He returned to law prac-
tice in 1974 but re-entered govern-
ment service in congressional liaison
capacities with the State, Defense, and
Energy Departments before resuming
his career at CIA in 1978 as Legisla-
tive Counsel to the Director of Central
Intelligence. He then served as Deputy
Director of the Europe Division in the
clandestine service. In 1990, Hitz was
appointed the first statutory Inspec-
tor General of the CIA by President
George H. W. Bush and served in that
capacity until he retired from govern-
ment service in 1998. Hitz graduated
from Princeton University in 1961 with
a degree in history, Phi Beta Kappa,
and received his JD from Harvard Law
School in 1964.
• Professor of Economics and Public PolicyHolt is the director of the Experi-
mental Economics Lab at the Univer-
sity of Virginia, and his publications
include more than 100 articles in aca-
demic journals, focused on game the-
ory, auctions, experimental economics,
and the teaching of economics. He has
written and edited several books on
topics in experimental economics, and
he was the founding co-editor of the
journal Experimental Economics. He
has previously served as President of
the Economic Science Foundation and
of the Southern Economic Association. He worked (with Jacob Goeree) on the
design and testing of the hierarchical
package bidding component of the US
FCC 700 MHz auction held in early
2008. He also was a member of the
Regional Greenhouse Gas Initiative
(RGGI) auction design team, whose
recommendations have been imple-
mented in a series of quarterly emis-
sions permit auctions for 10 Northeast
states. He received his PhD in econom-
ics from Carnegie Mellon University.
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• Professor of Politics and Public PolicyA specialist in political economy,
Leblang has served as a consultant to
the International Monetary Fund, the
Directorate of Finance and Econom-
ics of the European Commission, and
the Department of Defense. He is
co-author of Democratic Politics and
Financial Markets: Pricing Politics
(2006) and more than 25 journal
articles in publications including The
American Journal of Politics, Interna-
tional Organization, Economics and
Politics, and the Journal of Interna-
tional Money and Finance. He has
received research support from the
National Science Foundation. Leblang
has written on the politics of economic
growth, the determinants of exchange
rate policy, the causes of currency cri-
ses and the link between elections and
economic expectations. At present he
is working on two large projects. The
first examines the causes and conse-
quences of international migration and
the second explores the implications
of global commodity price volatility. In
addition to his academic position, he is
Director of the GAGE program at the
Miller Center for Public Affairs and
Chair of the Department of Politics.
He received his PhD from Vanderbilt
University.
• Assistant Professor of Public Policy and EconomicsLipscomb’s research focuses primar-
ily on environmental issues in develop-
ing countries and adaptation to lack
of health and sanitation services. She
has analyzed the incentives to pollute
near downstream borders in Brazil, the
effectiveness of new environmental
policies designed to enhance negotia-
tion across local boundaries in Brazil,
the impact of access to electricity on
human development and poverty indi-
cators in Brazil, and corporate changes
in the production of highly polluting
products in response to environmen-
tal enforcement in India. Lipscomb
is also a principal investigator on
several large randomized controlled
trials including a project measuring
the impact of different social network
interventions in increasing willingness
to pay for improved sanitation services
in Senegal, a project testing the rela-
tive effectiveness of different types of
leaders in increasing the willingness
to pay for water treatment tablets in
Uganda, and a project decomposing
the components of personal savings
through alternative loan types in
Uganda. Lipscomb received her PhD
from the University of Colorado at
Boulder in 2009 and has served as a
consultant at the World Bank and a
Peace Corps Volunteer in the Islamic
Republic of Mauritania.
• Assistant Professor of Public Policy and PoliticsMahoney’s research focuses on
global advocacy; she studies the strate-
gies, tactics, argumentation, framing
and coalition-building activities of
activists seeking to change public
policies by targeting multiple levels
of governance. Her book Brussels
vs. the Beltway: Advocacy in the
United States and the European Union
(Georgetown University Press, 2008) is
the first large scale comparative study
of lobbying in the US and the EU. She
has also published in European Union
Politics, the Journal of Public Policy,
the Journal of European Public Policy,
West European Politics, the Journal
of Common Market Studies as well
as a number of edited volumes. Her
current book project looks at global
advocacy on behalf of the displaced,
studying how NGOs and governments
at the local, national, and global levels
attempt to fight for the rights of those
who have been forced to flee their
homelands due to ethnic and politi-
cal violence. She is the co-chair of the
European Consortium for Political
Research (ECPR) Standing Group on
Interest Groups and the Director of the
2011 ECPR Summer School on Global
Advocacy. Mahoney was previously
an assistant professor at the Maxwell
School of Syracuse University and the
Director of the Center for European
Studies and the Maxwell EU Center. She received her PhD in political sci-
ence from Pennsylvania State Univer-
sity.
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• Associate Professor, Miller Center of Public Affairs
• Associate Professor of Public PolicyMcKee is a historian of social and
urban policy. He is the author of The
Problem of Jobs: Liberalism, Race, and
Deindustrialization in Philadelphia,
published in November 2008 by the
University of Chicago Press. At the
University of Virginia’s Miller Center
of Public Affairs, McKee works with
the Presidential Recordings Program,
where he is the editor of three volumes
of the Center’s series The Presiden-
tial Recordings of Lyndon B. Johnson
(published by W.W. Norton and The
University of Virginia Press). He is cur-
rently working on a history of the War
on Poverty, tentatively entitled From
the Grassroots to the White House:
How Local Activists Transformed Lyn-
don Johnson’s War on Poverty, which
will be published by The Johns Hop-
kins University Press. He is also begin-
ning a new project on the development
of hospitals and medical centers as a
major urban economic sector in the
decades after World War II. McKee
has published articles in the Journal
of Urban History, the Journal of Policy
History, the Journal of Planning His-
tory, the Federal Reserve Bank of San
Francisco’s Community Development
Investment Center, and the Boston
Globe. In April 2007, he delivered the
keynote address at the conference
“In the Shadow of the Great Society:
American Politics, Culture and Society
Since 1964,” hosted by the Rothermere
American Institute and the Ameri-
can History Research Seminar at the
University of Oxford. McKee received
a PhD in American history from the
University of California at Berkeley.
• Professor of Economics and Public PolicyOlsen has served as chairman of the
Economics Department and was heavily
involved in the creation and develop-
ment of the Batten School. He has been
a postdoctoral fellow at Indiana Univer-
sity, an economist at the Rand Corpora-
tion, a project associate in the Institute
for Research on Poverty, a visiting
professor in the Department of Econom-
ics at the University of Wisconsin, and
a visiting scholar at the US Department
of Housing and Urban Development. Olsen’s teaching and research has
focused on public policy issues, espe-
cially concerning the welfare system. Within this broad area, his research spe-
cialty is low-income housing policy. He
has published papers on housing mar-
kets and policies in professional journals
such as the American Economic Review,
Journal of Political Economy, Journal
of Public Economics, Regional Science
and Urban Economics, and Journal
of Policy Analysis and Management,
and he wrote the chapter on empirical
housing economics in the North-Holland
Handbook of Urban Economics and
the chapter on low-income housing
programs in the National Bureau of
Economic Research volume on means-
tested transfers in the United States. He has testified on low-income housing
policy before Congressional committees
five times, has been an expert witness
on the topic in two major class-action
lawsuits, and has been a consultant to
HUD during six administrations. Olsen
served on the Board of Editors of the
American Economic Review from 1985
through 1991. He was Vice President
of the Southern Economic Association
from 2003 to 2005 and served two terms
on the Board of Trustees of the Ameri-
can Real Estate and Urban Economics
Association. Olsen received his PhD in
economics from Rice University.
• Professor of Public Policy and PoliticsPatashnik is also Nonresident Senior
Fellow at the Brookings Institution and
has previously held faculty positions
at Yale University and UCLA. Patash-
nik’s latest book is Living Legislation:
Durability, Change, and the Politics
of American Lawmaking, an edited
volume with U.Va. professor Jeffrey
Jenkins which examines legislative
reform and the endurance of reforms.
Previously, Reforms at Risk: What Hap-
pens After Major Policy Changes Are
Enacted (Princeton University Press,
2008) received the 2009 Louis Brown-
low Book Award given by the National
Academy of Public Administration. His
other books are Promoting the General
Welfare: New Perspectives on Govern-
ment Performance (co-editor with Alan
S. Gerber, Brookings Institution Press,
2006), and Putting Trust in the US
Budget: Federal Trust Funds and the
Politics of Commitment (Cambridge
University Press, 2000). His essays
have appeared in Political Science
Quarterly, Governance, Journal of
Health Politics, Policy & Law, Social
Service Review, and in many edited
volumes. His current major research
project, with Alan Gerber of Yale Uni-
versity, explores the politics of evi-
dence-based medicine in the United
States and is supported by grants from
the Smith Richardson and the Robert
Wood Johnson Foundations. Patash-
nik received both his MPP and PhD
(political science) from the University
of California at Berkeley.
Guian McKee ed olsen eric Patashnik
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• Professor of Law and Public PolicyRiley is Professor of Law at the Uni-
versity of Virginia School of Law where
she teaches in the areas of Bioeth-
ics, Food and Drug Law, Health Law,
Animal Law and Public Health Law. She also has a secondary appointment
in the Department of Public Health
Sciences at the University of Virginia
School of Medicine. She is a graduate
of Duke University and Columbia Uni-
versity Law School and was a litigation
associate at Rogers & Wells in New
York and Pepper Hamilton & Scheetz
in Philadelphia prior to joining the
faculty at Virginia in 1992. Her areas
of interest include health institutions
and reform, biomedical ethics and
research, food and drug law, genom-
ics, reproductive technologies, stem
cell research, biotechnology, health
disparities and chronic disease.
• Professor of Public Policy and EconomicsRuhm is also a Research Associate
in the Health Economics, Health Care
Policy, and Children’s Programs of the
National Bureau of Economic Research
and a Research Fellow at the Institute for
the Study of Labor (IZA). Prior to joining
the University of Virginia, Ruhm was
the Jefferson-Pilot Excellence Profes-
sor of Economics at the University of
North Carolina at Greensboro. During
the 1996-97 academic year he served as
Senior Economist on President Clinton’s
Council of Economic Advisers, where his
main responsibilities were in the areas
of health policy, aging, and labor market
issues. He has also held a faculty position
at Boston University and a Postdoctoral
Research Fellowship at the Florence
Heller Graduate School for Advanced
Studies in Social Welfare at Brandeis
University. Ruhm teaches and conducts
research in the areas of health econom-
ics, labor economics, applied microeco-
nomics, and quantitative methods. He is
co-author of Turbulence in the American
Workplace (published by Oxford Univer-
sity Press in 1990) and has written more
than 90 articles which have been pub-
lished as book chapters or in journals. He
received the UNCG Research Excellence
Award in May 2003. Ruhm is an associ-
ate editor of the Southern Economic
Journal, Journal of Population Econom-
ics, International Journal of Information
Security and Privacy and Southern Eco-
nomic Journal on serves on the editorial
board of the Journal of Labor Research
and Economic Letters. He is a steering
committee member of the Southeast-
ern Health Economics Study Group, on
the Board of Directors of the American
Society of Health Economists and he was
previously a Vice President of the South-
ern Economic Association. Ruhm earned
a PhD in economics from the University
of California at Berkeley in 1984.
• Professor of the Practice of Public PolicyScheppach is the former executive
director of the National Governors
Association (NGA), serving from Janu-
ary 1983 – January 2011. As such, he
is a specialist on the role of the states
in the formulation and implementa-
tion of public policy, as well as on the
full range of public policies (education,
economic development, housing, job
training, health and social services,
transportation, and environmental
protection) that are at least in part the
responsibility of the states. He is now
the Professor of the Practice of Public
Policy for the Frank Batten School
of Leadership and Public Policy at
the University of Virginia, where he
teaches courses on the role of the states
in public policy and on government
budgeting. Before joining the National
Governors Association, Scheppach
was first assistant director, and then
deputy director, of the Congressional
Budget Office, which gave him an
understanding of a comparably broad
range of issues at the federal level. He
has authored or co-authored four books
on economics, including the 1984 book
New Directions in Economic Policy: An
Agenda for the 1980s. He earned his
bachelor’s degree in business admin-
istration from the University of Maine,
and holds a PhD in economics from the
University of Connecticut.
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• Professor of Politics and Public PolicySchwartz earned his PhD and
MA from Cornell University, and his
BA from Swarthmore College (with
distinction). His books include In the
Dominions of Debt: Historical Perspec-
tives on Dependent Development,
States vs. Markets: The Emergence of
a Global Economy, and most recently
Subprime Nation: American Power,
Global Finance and the Housing
Bubble. His current research focuses
on the political economy of collective
action in an economy in which profit-
ability largely flows from the defini-
tion of and control over intellectual
property rights.
• Professor of Public Policy
• Director, Center for Economic & Policy Studies at the Weldon Cooper Center for Public Service
• Adjunct Professor of EconomicsShobe’s current research includes
allowance auction design, environ-
mental federalism, and a new initia-
tive to design and test early childhood
literacy programs using direct in-home
measurements of parent-child interac-
tions. He is also working with a group
of other U.Va. researchers on an initia-
tive to make a wide variety of state
education data more readily available
for research on education program
effectiveness. In 2007, he worked with
Professor Charlie Holt and others on
the research team that designed the
carbon allowance auctions for the
Regional Greenhouse Gas Initiative. In 2000, Shobe received a Fulbright
Fellowship in environmental econom-
ics and policy. Before joining U.Va.,
Shobe served as Associate Director
for Economic & Regulatory Analysis
with the Virginia Department of Plan-
ning & Budget, where he coordinated
state expenditure forecasts and the
economic analysis of state regulations. While at the DPB, Shobe developed
the Virginia Regulatory Town Hall web
site, the recipient of numerous state
and national awards. He also managed
the design and implementation of the
innovative Virginia NOx allowance
auction. Prior to joining DPB, he taught
economics at the University of North
Carolina at Greensboro. Shobe serves
on a number of state advisory boards
including the Joint Advisory Board
of Economists and the State Advisory
Board on Air Pollution. He earned his
PhD in economics from the University
of Minnesota and a JD from Lewis &
Clark Law School.
• Assistant Professor of Public Policy and PsychologyTrawalter primarily studies inter-
group relations, focusing on how
intergroup interactions and diver-
sity more generally affect people’s
physiological responses, thoughts, and
feelings. She is especially interested
in how people develop competencies
and learn to thrive in diverse environ-
ments. Ultimately, the aim of her work
is to develop constructive strategies to
cope with the challenges of diversity
in organizations, public arenas, and
private spaces. In time, such strategies
may reduce intergroup tensions and
improve outcomes for both histori-
cally stigmatized and non-stigmatized
group members. In 2007, she received
a National Service Research Award
from the National Institute of Child
Health and Human Development to
study physiological stress and diversity
at “Cells to Society (C2S): The Cen-
ter on Social Disparities and Health”
at the Institute of Policy Research,
Northwestern University. Before join-
ing the University of Virginia, she was
an assistant professor of psychology
at the University of North Carolina at
Chapel Hill. Trawalter received her BA
in psychology and BS in mathematics
from the University of North Caro-
lina at Wilmington, and her PhD in
psychological and brain sciences from
Dartmouth College.
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• Professor of Public Policy and PoliticsVolden studies the interaction
among political institutions, including
issues in legislative-executive behavior
and in federalism. His research areas
include American political institutions,
positive political economy, legisla-
tive politics, state and local politics,
research methods, and game theory. Before joining the Batten School, he
taught at The Ohio State University,
the Harris School of Public Policy
at the University of Chicago, and
Claremont Graduate University. His
major work, Revolving Gridlock, co-
authored with David Brady, explores
the conditions under which members
of Congress are able to overcome the
constraints that frequently produce
policy gridlock. He works extensively
on issues of policy diffusion, assessing
conditions under which effective poli-
cies spread across states and localities.
His current project focuses on congres-
sional leadership and the comparative
legislative effectiveness of individual
members of Congress. He earned his
PhD in political economy from the
Stanford University Graduate School of
Business.
• Assistant Dean for External Affairs and Professor of Public PolicyWarburg teaches courses at the
Batten School on Congress, US foreign
policy and advocacy strategies. His
research interests include the study of
best practices by non-governmental
organizations and the evolution of
US nuclear non-proliferation policies.
Warburg’s professional background
encompasses a broad array of pub-
lic service sectors. Most recently, he
served as Executive Vice President
of Cassidy & Associates, a leading
government relations firm. Prior to
that position, he worked as a legisla-
tive assistant for the US Senate and
US House of Representatives under
Senate Whip Alan Cranston and Rep-
resentative Jonathan B. Bingham. His
academic service includes time spent
as a visiting professor at Georgetown
University, the University of Pennsyl-
vania, the Brookings Institution, and
his alma maters of Stanford University
and Hampshire College.
• Professor of Business Administration and Public PolicyWicks is the Ruffin Professor of
Business Administration at the Darden
Graduate School of Business at U.Va. He is director of the Olsson Center
for Ethics, director of the doctoral
program, academic adviser for the
Business Roundtable Institute for Cor-
porate Ethics and an adjunct professor
in the Religious Studies department
at U.Va. Wicks is co-author of three
books including Managing for Stake-
holders: Survival, Reputation and
Success, published in 2007 by Yale
University Press; Business Ethics: A
Managerial Approach, published in
2010 by Prentice Hall; and Stakeholder
Theory: The State of the Art, pub-
lished by Cambridge University Press
in early 2010. He has published over
30 journal articles, and his work has
appeared in a wide variety of journals
in business ethics, management, and
the humanities. His research interests
include stakeholder responsibility,
stakeholder theory, trust, health care
ethics, total quality management and
ethics and entrepreneurship. He works
with MBA students, executives and
corporations in the United States and
abroad. Wicks is actively working with
Ethics-LX, an entrepreneurial venture,
to create a series of web-based simula-
tions that incorporate ethics into the
functional areas of business. He has
received awards for both his research
and teaching. Wicks joined the Darden
faculty in 2002 after teaching for 10
years at the University of Washington
Graduate Business School. He earned
his BA from the University of Ten-
nessee, and his MA and PhD at the
University of Virginia.
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• Curry Memorial Professor of Education and Professor of Public Policy
• Director of the Center for Education Policy and Workforce CompetitivenessWyckoff has published on a variety
of topics in education policy, includ-
ing issues of teacher labor markets,
school resource allocation, and school
choice. Currently, his research focuses
on labor markets for teachers and the
effects of public policy on the prepa-
ration, recruitment, and retention of
teachers able to meaningfully improve
outcomes for students. This research
has been published in a variety of peer
reviewed outlets and has received sup-
port from a number of foundations, the
National Science Foundation and the
US Department of Education. Wyckoff
has served as president of the Ameri-
can Education Finance Association,
and has served on: the policy council
of the Association of Public Policy
Analysis and Management, three
National Research Council panels,
the Scientific Review Panel of the US
Department of Education, the editorial
board of Education Finance and Policy
and on several advisory panels. He
received his BA from Denison Univer-
sity and a PhD in economics from the
University of North Carolina at Chapel
Hill.
James Wyckoff
take Your ProFessor to LunCh (oR ANy oThER MEAL )
despite what they told you in eCon 201, there is such a thing as a free lunch. in an effort to promote student/faculty interactions and encourage collaboration and mentorship opportunities, the Frank batten school of Leadership and Public Policy sponsors a ‘take Your Professor to Lunch’ program for MPP students.
students have the opportunity to treat one member of the batten school core faculty to a meal each semester at a cost up to $15 per person, including taxes and tip. Please note that the batten school is unable to reimburse alcoholic beverages. students are welcome and encouraged to take professors out with other batten course-mates in a group setting, so long as the $15/person limit is observed.
ReimbursementWhen taking a professor out to a meal, make sure that you save an itemized receipt that reflects the total cost of the meal, including taxes and tip. return the receipt to kerra thurston along with the names of everyone in attendance for reimbursement and you should receive a direct deposit for that amount within 7-10 business days.
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Facilities and operations: garrett hall
24/7 access to Garrett Hall• TheSchooloperationalhoursare
from 7:30 am to 6:00 pm. Students
can enter Garrett Hall during non-
operational hours by using their
Student ID Card at the swipe card
readers which are located outside
the building.
• Theswipecardreadersarelocated
at the front door handicap entrance
and the basement door (facing
McCormick Road). You must make
sure that the handicap door
• Studentswhoareexperiencing
problems with accessing the build-
ing will need to visit the Director of
Administrative Affairs to reactivate
their card. If the Director is unavail-
able, please contact the Business
Services Coordinator.
• Non-Battenstudentsarenotper-
mitted during after hours, unless
accompanied by a Batten student.
Students are held responsible for the
actions of their guests.
Reserving Conference Rooms in the Lower Level at Garrett Hall• Reservationsneedtobescheduled
through the Meeting Room Man-
ager System or you can contact the
Business Services Coordinator or the
Business Office Student Workers.
What you take in, you must take out.
What you move in the room, you
must move back.
Student Copy CenterIn order to use the Student Copier Cen-
ter, each student will need to stop by
the IT Helpdesk located in the adminis-
tration wing of Garret Hall to have their
laptop added to the UVA networking
domain called eservices. This will allow
students access to networked services,
such as printing from their laptop to
the copier center printers. The Student
Copier Center is located on the lower
level of Garrett Hall.
Information Technology Help DeskIf you are experience network connec-
tivity problems, computing problems,
or are in need of media equipment,
please call the IT Help Desk at 434-
260-0245, send a request for help at
[email protected] or visit us in
the in the administration wing on the
lower level of Garrett Hall.
Keep Garrett Hall Clean• We must preserve the historic Great
Hall. What you take in, you must
take out. What you move in the
room, you must move back. Please
do not move the plants, sofas, and
the lounge chairs around the room.
• Pleasepickupafteryourself.
• Throwyourtrashaway.
• Usetherecyclingbinswhenpos-
sible. They are located in the
Student Break Room in the Lower
Level of Garrett. Please notify the
Business Office if the bins are full.
Please do not continue to stack the
recyclables.
• Wipeupthetablesafteryoueat.
• Ifwaterisspilledonthehardwood
floor,carpetand/orfurniture,please
wipe the area until it is dry. If it is a
significant spill, please contact the
Business Office.
• Ifanythingotherthanwateris
spilled on the hardwood floor, carpet
and/orfurniture,pleasetryandsoak
up with paper towels and contact
Business Office immediately.
• Wipeoutthemicrowaveafterusage.
• Studentsaretolabelfoodstoredin
the refrigerator with their name and
date. Any items left in the refrigera-
tor after 3 weeks will be discarded.
Please clean the refrigerator if you
spill any food or liquid.
• Putbooksandmagazinesback
where they belong.
• Pleasedonotleavenewspapers
scattered.
Security and Emergency Contact Information• TheSecurityandEmergencyCon-
tacts list will be posted in the Stu-
dent Break Room, Student Lounge,
Great Hall, and in the Commons
Room.
• ThelistwillincludePolice,Fire
Department, U.Va. Police, Facilities,
the Deans, the Director of Adminis-
trative Affairs, the Assistant to the
Dean, etc.
• InthecaseofU.Va.declaredcrisis
or disaster, there are Emergency
Preparedness 36 hour kits located in
the following areas:
Annex – behind the Student Ser-
vices front desk and in the Student
Lounge
1st floor–Supply/CopyRoom
aCadeMiCs
In fall 2012 the Batten School launches
the Bachelor of Arts in Public Policy and
Leadership. The Batten undergraduate
program is a selective multidisciplinary,
liberal arts degree focused on under-
standing how public policy decisions are
made, how civic leaders in government,
non-profit organizations, and the private
sector contribute to collective problem
solving. Although not a pre-professional
degree, the Batten undergraduate
program gives students an opportunity
to develop their critical and analyti-
cal thinking, and their communication,
leadership, and research skills.
Degree Information (Degree offered)
Bachelor of Arts in Public Policy and LeadershipOpen to current second-year U.Va.
undergraduates and to transfer stu-
dents, the public policy and leadership
major is a multidisciplinary, liberal arts
program focused on understanding how
public policy decisions are made, how
civic leaders in government, non-profit
organizations, and the private sector
contribute to collective problem solving.
Although not a pre-professional
degree, the Batten undergraduate
program gives students an opportunity
to develop their critical and analytical
thinking, and their communication,
leadership, and research skills.
It is an excellent choice for students
who are still exploring their career
options, or who seek a broad introduc-
tion to the identification and manage-
ment of contemporary societal problems
and to the challenges and opportunities
of civic leadership. Recipients of the
BA in Public Policy and Leadership are
prepared for a wide range of graduate
programs, including both professional
degrees and doctoral programs, as well
as for jobs related to public policy in the
for-profit and public sectors.
Students already committed to a
career in public policy, and who are
interested in a professional master’s
degree in that field, are advised to
consider applying to the Accelerated
Bachelor/MPPProgram.
Admission
Admission to the Batten School is
competitive to ensure a well-rounded
class and to limit class size. Typically
current U.Va. undergraduates apply for
admission during the second year and
will be admitted to the Batten School
for their final two years. The program is
also open to students transferring to the
University in the third year.
In special circumstances, a student
may apply for admission to the Batten
School undergraduate degree program
during their first year and complete the
program over the course of their second
and third year of study, thus graduating
early. In such cases, the student must
still fulfill the requirement of having
completed 60 credits prior to entry to the
Batten School.
Students must first be admitted to the
University of Virginia, either as first-year
students or through a transfer process.
The Batten School will only consider
applications for the fall semester of
a student’s third-year, regardless of
when they transfer into the University.
A student is not eligible to transfer into
the Batten School for the undergradu-
ate degree program during the spring
of their third year or at any point in their
fourth year.
The BA application process requires
components of the following supporting
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Curriculum
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documents:
•Completedapplicationform
•Allcollegetranscripts
•1-2lettersofrecommendation
•Personalessay
•CV/Resumeofactivities
•Standardizedtestscores
Applicants must present strong aca-
demic credentials and show that they
will have earned at least 60 undergradu-
ate credits before the start of their third
year. They must also demonstrate that
they are on track to finish their College
of Arts and Sciences competency and
area requirements, which the Batten
School also requires.
Curricular RequirementsTo earn a BA in Public Policy and
Leadership, a student must present
120 credits of approved course work,
which completes the competency
requirements, area requirements, major
requirements, and elective require-
ments. No fewer than 96 of the 120
required credits must be passed on a
graded (A-B-C-D) basis. All courses
taken to fulfill competency require-
ments,arearequirements,andmajor/
minor requirements must be taken on
a graded (A-B-C-D) basis. A candidate
must have earned a grade point average
of at least 2.000 on all graded courses
taken in the Batten School or elsewhere
in the University and offered for the
degree.
No fewer than 60 credit hours must
be taken at the University of Virginia.
The Batten major curriculum con-
sists of fourteen required Batten School
courses, thirteen 3-credit courses and a
1-credit research and writing lab:
•Threecorecoursesonthefoundations
of public policy and leadership. These
courses introduce students to the basic
models, concepts, and frameworks of
civic leadership and to the theories
and substance of public policy.
• Introduction to Public Policy
• Introduction to Civic Leadership
• Public Policy Challenges of the 21st
Century
•Twocorecoursesontheeconomic
analysis of public policy. Students
learn to analyze the rationales for
government interventions in markets,
the advantages and disadvantages of
different tools of policy action, and the
costs and benefits of policy decisions.
• Choice and Consequences: The
Economics of Public Policy
• Research Methods and Data Analy-
sis of Public Policy
•Fourcorecoursesonthepolitical,
psychological, ethical, and historical
context of public policy and leader-
ship. Economic policy analysis can
identify the most efficient means of
achieving collective objectives, but the
behavior of individuals and groups is
shaped not only by material interests
but also by powerful contextual fac-
tors, and policy action is dependent on
leadership skills in identifying viable
solutions and advocating to recep-
tive audiences. These core courses
provide insights into how cognitive
biases, moral values, political culture
and institutions, and inherited policy
commitments shape and constrain
problem solving and leadership in
civic life.
• Institutional and Political Context of
Public Policy
• Value and Bias in Public Policy
• Comparative Policy History
• Ethical Dimensions of Civic Life
•Threespecialtopicscourses,which
offer students the opportunity to study
in depth specific public policy and
leadership topics. The Batten School
will offer topics courses on specific
policy topics and leadership skills each
year of the program. These courses
will vary by year, but will include top-
ics such as:
• Anti-Terrorism and the Role of
Intelligence
• Introduction to Development Policy
• Political Leadership in American
History
• International Financial Institutions
• Leading and Managing Diverse
Groups
Pending approval by the Assistant
Dean for Academic Programs, students
may take up to 6 credits (two courses)
offered in other departments toward
the special topics requirement. Courses
must be 3000-level or higher and must
address issues related to public policy
and leadership.
•Twocoreprofessionalskillscourses:
a research and writing lab and a cap-
stone experience
• Research and writing lab (one
credit)
• Several capstone seminars will be
held each year. These seminars will
involve group projects in which
students produce a comprehensive
report analyzing a policy problem,
available policy options, and the
teams’ recommended solutions.
In sum, students take 40 credit hours
at the Batten School: 30 credits of core
coursework (10 courses), 9 credits of
special topics courses (3 courses), and a
1-credit research and writing lab.
Competency RequirementsThese requirements provide the founda-
tion for successful study in the liberal
arts, for meeting subsequent challenges
in the work place, and for serving effec-
tively as an educated member of society:
•Composition: Every liberal arts gradu-
ate is expected to have the ability to
write clearly, succinctly, and in a logi-
cal manner.
•Foreign Language: Language is not
simply a means to communicate, but
also an avenue for insights into other
cultures. Many students also discover
that learning a second language
improves their understanding of Eng-
lish and broadens their awareness of
an increasingly diverse America.
Area RequirementsAll liberal arts students are expected to
have the background and breadth for
further learning in a variety of disci-
plines. In completing these require-
ments, students explore a wide range of
disciplines, points of view, and modes
of inquiry. In addition, they investigate
unfamiliar areas and thus can make
more informed judgments about their
major and elective courses.
Students are encouraged to design
programs of study that offer the maxi-
mum range of intellectual opportunities.
The area requirements are therefore
organized to provide experience with a
broad array of intellectual approaches
rather than prescribe a specific body of
content:
1. Social Sciences allow students to
explore techniques of analysis and
modes of reasoning for studying
a wide range of social, economic,
and political relations.
2. Humanities improve students’
understanding of the achieve-
ments and potential of literature
and the arts, whether verbal,
visual, or musical. They may also
address basic questions concern-
ing values and ethics.
3. Natural Sciences and Mathematics
improve students’ comprehension
of the fundamental principles of
natural phenomena and of scien-
tific methods as a way of describ-
ing and understanding the world.
4. Non-Western Perspectives broaden
students’ exposure to other
cultures and to the ways those cul-
tures perceive their environment
or organize their society.
5. Historical Studies introduce
students to the historical forces
that have shaped and changed
the nature of human societies and
methods that are required to study
such forces as well as encourages
students to think about cause
and effect and the continuity and
change over time.
Competency RequirementsFollowing matriculation, all compe-
tency and area requirements must be
completed at the University of Virginia
and must be taken on a graded basis.
AP credits from secondary school and
transfer credits awarded before U.Va.
matriculation may count as area require-
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batten sChooL aCadeMiC CaLendar
FALL SEMESTER 2012orientation Monday, august 27
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, december 10 – tuesday, december 18 (no exams on thursday, december 13, or sunday, december 16)
reading days thursday, december 13; sunday, december 16
SPRING SEMESTER 2013Courses begin Monday, January 14
add/drop/Withdrawal* tbd
spring recess saturday, March 9 – sunday, March 17
Courses end tuesday, april 30
reading day Wednesday, May 1
examinations thursday, May 2 – Friday, May 10 (no exams on sunday, May 5, or Wednesday, May 8)
reading days sunday, May 5; Wednesday, May 8
Final exercises sunday, May 19*Dates may vary by school.
ments, with the exception of the second
writing requirement. Dual-enrollment
credit may not be used to meet first writ-
ing or foreign language requirements.
Test scores cited in this section are from
the SAT II Subject Tests re-centered in
April 1995.
First Writing Requirement Students may meet the first writing
requirement in one of five ways:
•Bysuccessfullycompletingthetwo-
semester Introduction to Academic
Argument (ENWR 1505 + 1506).
•Bysuccessfullycompletingthetwo-
semester ESL version of Introduc-
tion to Academic Argument (ENWR
1559 in the fall, followed by spring
ENWR 1508).Note that this path is for
students who are still developing their
skills in English as a second language;
students required to fulfill the first
writing requirement in the ESL path
will be identified by the Admissions
Office, the Summer Transition Pro-
gram, or the Professional and Aca-
demic Writing Program.
•BysuccessfullycompletingAcceler-
ated Introduction to Academic Argu-
ment (ENWR 110).
•Bysuccessfullycompletingthetwo-
semester Pavilion Writers sequence
(ENWR 2150 followed by 2160).
•Byexemption.
Although instructors (especially in
ENWR1505/1506and1559/1508)will
offer guidance on questions of mechani-
cal correctness where needed, students
are assumed to be competent in the
basics of English grammar before enter-
ing U.Va. Instead of offering grammar
drills, these courses help students iden-
tify and frame academic questions, sup-
port and extend conceptual arguments,
and develop a range of prose styles.
Students must meet the first writing
requirement during their first year at
U.Va.
A note for transfer students: The
goals of first-year writing courses at
other universities vary widely. Therefore,
although transfer course credit may be
granted, exemption from U.Va.’s first
writing requirement is *not* automati-
cally given to students who have com-
pleted a writing or composition course
elsewhere.
Transfer students whose test scores
do not exempt them from U.Va.’s first
writing requirement may submit a
portfolio to the writing program for
review. The deadline for review of fall
placement portfolios is usually August
1, with students missing this deadline
being eligible to submit portfolios for
the spring semester by the middle of
October. Questions should be directed
to Professor Jon D’errico in the Depart-
ment of English (924-7072).
Students may earn exemption in two
ways:
Automatic exemption. Students are
automatically exempt from the first
writing requirement if at least one of the
following statements is true:
1. The student is an Echols Scholar.
2. The student scored 700 or above
on the writing portion of the SAT
exam.
3. The student scored a 5 on the AP
English language subject test.
4. The student scored a 5 or above on
the IB (higher A 1) exam.
Portfolio exemption. Students who
are not automatically exempt, may be
able to earn an exemption from the first
writing requirement through portfolio
review. A good candidate for portfolio
review will have:
1. Experience writing argument
papers at the college level.
2. A score of 660 or above on the writ-
ing portion of the SAT exam.
3. A score of 4 or better on the AP
English literature subject test.
4. A score of 4 or better on the AP
English language subject test.
Second Writing Requirement All students, except Echols Scholars,
must complete a second writing require-
ment (typically a 3-credit course that is
writing intensive) with a grade of C- or
better by the end of their sixth semester.
•TheBattenBAcurriculumsatisfiesthe
second writing requirement for Batten
BA candidates.
Foreign Language Requirement Students can meet the Foreign Lan-
guage Requirement by successfully
completing one of the following courses
of action:
•Earnexemptionbyplacingbeyondthe
2020 level by examination
•Take14credits,orfoursemestersofa
language in the proper sequence
•Afterplacement,completetheremain-
ing courses in the sequence up to the
fourth semester (usually 2020)
Placement in a language sequence is
by SAT II Subject Test score and depart-
mental recommendation. Students who
achieve the following SAT II Subject Test
scores are exempt from this requirement:
660 or above in French; 650 or above in
German, Italian, Latin, or Spanish; 640 or
i F a ProbLeM ar ises…
students are expected to take the following proactive steps if a problem arises affecting their academic performance:
1) if the problem involves difficulty with course material, speak directly with the course instructor. this is very important. the student may also wish to meet with the teaching assistant during office hours, consult with the batten school assistant dean for academic Programs and registrar, 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 and registrar, Wendy Perry, who will provide support and make referrals as needed.
3) if the problem involves a grievance with a member of the faculty, the student must discuss the problem with the faculty member before seeking any other recourse. if no resolution is reached, or if discussion is impossible, consult with the senior associate dean for academic affairs.
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above in Chinese or Japanese; or 560 or
above in Hebrew. Students must follow
the department’s recommendations in
the completion of the foreign language
requirement. Once placement occurs,
the foreign language requirement is ful-
filled by the completion of each course
in sequence (no skipping). Credit for
introductory language courses is disal-
lowed if it duplicates foreign language
credits offered for admission to the Col-
lege of Arts and Sciences.
Students may be exempted from
foreign languages not taught in the Col-
lege of Arts and Sciences upon certifi-
cation by a faculty member or outside
examiner designated by the dean of
the College. Students may also meet
the foreign language requirement by
completing, or gaining exemption from,
the fourth semester of American Sign
Language.
area Requirements All undergraduate students except
Echols Scholars are required to fulfill
Area Requirements by earning the
proper number of credits from courses
taken in each of five different academic
subject areas. The courses must be
taken on the graded basis.
Humanities(6 credits) Student must pass at least one
course worth 3 credits or more from two
of the following groups of departments
and programs:
Literature:
•Classics(CLAS)
•ComparativeLiterature(CPLT)
•EastAsianLanguageandCultures
(EALC)
•EastAsianStudies(EAST)
•English(exceptENWR1505/1506,
1510, 2510, 2520, 2700, 2820, 3700,
3710, 3720, 3800, and ENSP 1600 and
1700) and Foreign Literature [East
Asian Languages, Literatures and
Cultures(exceptCHIN1010/1020,
2060, JAPN 1010-2020, KOR 1010-
2020, and TBTN 1010-2020), French,
German, Middle Eastern and South
Asian Languages and Cultures
(exceptARAB2250,2260,3230/5230,
and3240/5240),SlavicLanguagesand
Literatures, and Spanish, Italian, and
Portuguese courses in translation, and
all foreign language courses above the
2020 level (except PORT 2120, which
satisfies the foreign language require-
ment)].
•MiddleEasternStudies(MESA)
•MediaStudies(MDST)3000
•SouthAsianStudies(SAST–EXCEPT
SAST 2700)
•SouthAsianLiteratureinTranslation
(SATR)
Fine Arts:
•Anthropology(ANTH)2370
•ArtHistory(ARTH)
•StudioArt(ARTS;notARTS2070)
•Drama(DRAM)
•Music(MUSIONLY)
o (MUBN, MUEN AND MUPF courses
do NOT fill this requirement)
•MediaStudies(MDST)2000,3050,
3100
•ArchitecturalHistory(ARH)1000,
1010, 1020, 1700, 2400, 3102, 3701,
3201 and 3203
•Architecture(ARCH)1010(only3-6
credit courses are accepted)
Moral, Philosophical, and Religious
Perspectives:
•TheBattenBAcorecourseEthical
Dimensions of Civic Life satisfies the
moral, philosophical, and religious
perspective area requirement for Bat-
ten BA candidates.
Social Sciences(6 credits) Students must pass at least
one course worth 3 credits or more from
two social science fields.
•TheBattenBAcurriculumsatisfiesthe
social sciences area requirement for
Batten BA candidates.
Natural Science and Mathematics: (12 credits) Students must pass 12 hours
ofnaturalscienceand/ormathematics
courses from at least two departments.
Courses that count toward this require-
ment may be chosen from:
•TheDepartmentsofAstronomy,
Biology, Chemistry, Environmental
Sciences Mathematics, Physics and
Statistics
•Economics(ECON)3710,3720and
4720
•Psychology(PSYC)22203210and
4200 (as of fall 2008)
Students are strongly encouraged
to include courses in mathematics, the
physical sciences and the biological
sciences. For this requirement, statis-
tics, mathematics and the above three
economics courses are considered to
come from one department. This means
a student cannot satisfy this requirement
with just these courses.
Exceptions include:
•Astronomy(ASTR)1000T
•Biology(BIOL)1000T
•Chemistry(CHEM)1000T
•EnvironmentalScience(EVSC)1000T
and 2030
•Mathematics(MATH)1000Tand1030
•Physics(PHYS)1000T
Courses designated as 1000T are
equivalencies as determined by the Col-
lege of Arts & Sciences. These courses
are considered elective credit and do not
satisfy this requirement.
Historical Studies(3 credits) Students must pass at least
one course worth 3 credits or more in
historical studies.
•TheBattenBAcorecourseCom-
parative Policy History satisfies the
Historical Studies area requirement for
Batten BA candidates.
Non-Western Perspectives (3 Credits) Students must pass at least
one course worth 3 or more credits
which the faculty recognizes as deal-
ing substantially with a culture other
than Western culture. Classes that meet
this requirement change each semes-
ter. Classes that meet this requirement
change each semester. Qualifying
courses can be found in the SIS Course
Catalog.
Courses taken to fulfill the Non-West-
ern Perspectives Area Requirement may
count also toward fulfilling one other
Area Requirement.
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Major/Minor in the College of arts & SciencesBatten BA candidates may earn one
majorand/oroneminorintheCollege
of Arts and Sciences. The student must
obtain prior admission from the chair
or director of undergraduate programs
of the College program or department
in which the student seeks the major
or minor. Courses may not be double-
countedtowardthefulfillmentofmajor/
minor requirements.
In pursuing the above, the student
will not receive two degrees from the
University. The student receives a BA in
Public Policy and Leadership from the
BattenSchool.TheCollegemajorand/
or minor designation appears as degree
information on the official transcript.
This information does not appear on the
diploma.
Students are responsible for complet-
ing the major or minor form (available
in the College departments) and for
obtaining the signature of the chair or
director of the undergraduate programs.
Students must submit completed forms
to the Batten School Assistant Dean for
Academic Programs and Registrar, who
verifies the satisfactory completion of
requirements after the student applies to
graduate.
Battenundergraduatesmajoringand/
or minoring in the College are required
only to satisfy the area requirements of
the Batten School.
Dean’s List Full-time candidates for the Bachelor of
Arts in Public Policy and Leadership who
demonstrate academic excellence while
taking a minimum of 15 credits of graded
coursework are eligible for the Dean’s
List of Distinguished Students at the end
of each semester. Courses taken on a
CR/NCbasisarenotcountedtowardthe
15-credit minimum. A current minimum
grade point average of 3.700 is necessary
to be eligible for the dean’s list. Any stu-
dent receiving an F, NC, or NG during
the semester is not eligible for the dean’s
list. The notation “Dean’s List” is posted
normally within several weeks after the
conclusion of the semester.
Commencement Honors Undergraduate students who have
demonstrated high academic achieve-
ment in pursuit of the BA are eligible for
commencement honors.
Diplomas inscribed “with distinction”
are awarded to graduates who have
earned a cumulative grade point aver-
age of 3.400 to 3.599.
Diplomas inscribed “with high dis-
tinction” are awarded to graduates who
have earned a cumulative grade point
average of 3.600 to 3.799.
Diplomas inscribed “with highest dis-
tinction” are awarded to graduates who
have earned a cumulative grade point
average of at least 3.800.
Phi beta Kappa Candidates for the Bachelor of Arts in
Public Policy and Leadership are eligi-
ble for consideration for membership in
the Phi Beta Kappa Society, the nation’s
oldest and most prestigious under-
graduate academic honors organization.
Students are elected to Phi Beta Kappa
for their stellar academic performance in
the liberal arts. Undergraduate mem-
bers of Phi Beta Kappa are chosen from
the top 12 percent of the fourth-year
class and the top 4 percent of the third-
year class. Students must have earned
at least 60 hours at the University of Vir-
ginia to be eligible. Students chosen for
Phi Beta Kappa not only have earned a
high grade point average but have also
consistently demonstrated scholarship in
the liberal arts.
As a rule, students elected will
have: (1) carried a full load of 15 credit
hours per semester, (2) demonstrated
proficiency in challenging advanced-
level courses, and (3) chosen courses
that reflect a scholarly commitment to
the liberal arts in general (including a
balanceofcoursesinsciencesand/or
mathematicsandthehumanitiesand/
or social sciences). In sum, the students
who are elected choose programs that
have breadth, depth, and rigor. Extra-
curricular activities are not taken into
account. The Batten School Assistant
Dean for Academic Programs and Regis-
trar coordinates selection annually with
the Phi Beta Kappa local chapter.
A note for Echols Scholars: The Bat-
ten School honors the College of Arts
and Sciences policy of waiving com-
petency/arearequirementsforEchols
Scholars. Please be aware, however, that
Phi Beta Kappa requires them. Inter-
ested students are advised to consult
the website of the local Phi Beta Kappa
chapterforinformation,http://college.
artsandsciences.virginia.edu/phi_beta_
kappa, and to contact the Batten School
Assistant Dean for Academic Programs
and Registrar with questions.
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academic rules and regulations
General Considerations
Application of Batten School PoliciesPolicies and procedures apply to all
students enrolled in the Batten School,
as stipulated below, and are subject to
change.
Petitions for exception should be
addressed to the 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 PoliciesAll students enrolled in the Batten
School’s undergraduate program are
responsible for complying with the
policies of the University of Virginia,
presented in the Undergraduate
Record and available online at records.
ureg.virginia.edu/.
All students enrolled in the Bat-
ten 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 www.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-degree programs, the Honor
System, tuition, fees, and financial aid.
academic Policies and Requirements
Course EnrollmentStudents are required to register for
a minimum of 12 credit hours per
semester for full-time student status.
The maximum course load of 17 credit
hours may only be exceeded upon
approval of the Assistant Dean for
Academic Programs and Registrar.
Course RegistrationStudents should register during pre-
registration to avoid problems with
tuition bills and financial aid. Registra-
tion is not complete until all fees have
been paid or satisfactory arrangements
have been made with Student Finan-
cial Services.
Academic AdvisingThe Assistant Dean for Academic
Programs and Registrar is responsible
for the academic advising of Batten
School students. The Assistant Dean
meets with students regularly to moni-
tor curricular progress, and administers
school policies with regard to student
retention, progression, suspension, and
graduation status.
Attendance Given the intensive nature of Batten
curricula, 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 neces-
sary, 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 Assis-
tant Dean of Student Services.
In the event that the student falls
behind in course work for any reason,
it is the responsibility of the student to
make up the work in a manner that is
approved by the instructor.
Original WorkStudents are required to submit their
own work in all courses, properly
citing the words and ideas belong-
ing 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 ExaminationsFinal examinations are to be given
only at the time announced by the
University Registrar. Under no circum-
stances should class time be used for
the administration of final examina-
tions. An instructor may, however, give
the examination on a “take home”
basis during the examination period.
A student who wishes to request
the postponement of an examination
under rare, extenuating circumstances
beyond his or her control must contact
the instructor no later than one week
before classes end. Absence from
a final examination for any course
offered in the Batten School may be
excused only by the Assistant Dean for
Academic Programs and Registrar, and
then only when accompanied by evi-
dence of arrangement with the instruc-
tor for a deferred examination, to be
taken within ten days after the regular
examination. An emergency that justi-
fies extension of this period will be
considered only when supported by
satisfactory documentation submitted
immediately after the period of emer-
gency. After the ten-day period, or its
extension if granted by the Assistant
Dean for Academic Programs, the tem-
porary 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
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cause acceptable to the Assistant Dean
for Academic Programs. An excused
absence may be absolved by taking a
special examination at a time mutually
acceptable to the instructor and the
student. Special examinations are not
granted for reasons other than those
stated above.
Unexcused absence from an exami-
nation incurs an automatic failure in
the course with a grade of F.
Grades The academic performance of a stu-
dent in each course taken for a grade
is recorded as one of the following
grades: A+, A, A-; B+, B, B-; C+, C,
C-; D+, D, D-; F. All courses intended
to fulfill degree requirements must be
taken for a grade.
Incomplete and Missing GradesThe symbol IN (incomplete) is used
when additional course work or
examination is required to fulfill the
obligations of a given course. A stu-
dent 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 30 days after the grad-
ing deadline (200 days for graduate
students), unless the student requests
an extension from the course instruc-
tor prior to the end of the course, and
secures approval. The time allowed
to complete course requirements is
determined between the student and
the instructor, but may not exceed one
semester beyond the term in which the
student took the course. Students must
enter into a written agreement with
the instructor, specifying the remain-
ing requirements and timeline. If the
student fails to fulfill the agreement,
the grade automatically becomes an
F unless changed by the instructor.
Grade changes from IN to a final grade
cannot be made more than one semes-
ter following the end of the course.
Grade ChangesError in calculation or transcription is
the only acceptable reason for a grade
change. Grades cannot be changed
after a degree is conferred, or more
than one semester following the end
of the course, whichever comes first.
Instructors may change grades elec-
tronically for winter term and spring
semester through December 31 of that
year, and for summer sessions and fall
semester through May 31 of the fol-
lowing year. After this point, instruc-
tors must submit a grade change form
to the Assistant Dean for Academic
Programs and Registrar, who will seek
approval from the Dean.
Grade AppealsA student who wishes to appeal a
grade must first attempt to resolve
the issue with the instructor of the
course. The appeal must be submitted
to the instructor in writing within 30
days of grade posting. If no resolution
is reached, the student may submit a
written appeal to the Senior Associate
Dean for Academic Affairs.
Academic Standing At the end of each semester the Assis-
tant Dean for Academic Programs and
Registrar checks the overall records
of all Batten students to see if they are
in Good Standing and making satis-
factory progress toward their degree.
This review ensures that students are
informed of academic problems in a
timely way. The Assistant Dean for
Academic Programs and Registrar then
counsel the student and applies any
academic sanctions imposed at the
discretion of the Dean.
Bachelor of Arts in Public Policy and
Leadership
•BattenBAcandidatesareconsidered
to be in Good Standing at the end of
a semester if, in that semester, they
have:
• Completed at least 12 credits of
course work;
• Earned a minimum GPA of 2.000;
• Have no more than one grade
below C minus.
•Toenrollforaseventhsemester,
students must have earned at least 84
semester hours (includes approved
summer, transfer, AP, IB and dual
enrollment credits).
•AcademicWarning
• Students who fail to earn Good
Standing will be placed on Aca-
demic Warning. Students on Aca-
demic Warning will be required to
meet regularly with the Assistant
Dean for Academic Programs and
Registrar beginning no later than
the add period of the ensuing
semester. They are also strongly
urged to devote more time to their
academic work and are referred to
academic support services.
• Students on Academic Warning
who withdraw or take a leave of
absence are eligible to apply for
readmission. They return on Aca-
demic Warning and must attain
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Good Standing by the end of the
next semester or face Suspen-
sion by virtue of two consecutive
semesters on Academic Warning.
•Suspension
• Students are subject to Suspension
after two consecutive semesters on
Academic Warning, or if they fail
to earn at least nine grade points
in a semester.
• If this is a first Suspension, then
one full fall term and one full
spring term must elapse before a
student may return to the Batten
School. The Dean will consider a
student’s application for readmis-
sionwhens/hecandocument
overcoming the difficulties that led
to the Suspension. Students under
Suspension forfeit commitments of
financial aid. Suspended students
may not apply hours from other
institutions toward their U.Va.
degree.
• A second Suspension is regarded
as permanent, and the student
may not return to the University of
Virginia.
• When warranted, the Dean is
authorized to hold a Suspension in
abeyance and permit the student
who would otherwise be sus-
pended to continue under specific
conditions. After the semester has
concluded, the student’s academic
standing will be evaluated and the
appropriate academic discipline, if
required, will be imposed.
Degree CompletionBachelor of Arts in Public Policy and
Leadership
All work for the Bachelor of Arts in
Public Policy and Leadership must
be completed within eight semesters
of matriculation and with a minimum
cumulative GPA of 2.000. In serious
medical or extenuating personal circum-
stances and upon approval of a peti-
tion to the Dean of the Batten School, a
student may be permitted to enroll as a
full-time student in a ninth semester.
The student must be registered in
the Batten School during the semester
in which he or she is an applicant for a
degree.
grades
Gall courses intended to fulfill batten degree requirements must be taken for a grade (not a symbol).
Ggrades and symbols used to record academic progress are listed in the following official grading system table for the university.
Ggrade point averages are calculated by totaling the number of grade points earned, then dividing that total by the number of credits carried toward the g.P.a.
Geach school determines its own grading system. students are graded according to the grading system of the school in which the class is taught.
Grade Grade Points Incl. in GPa Credits earneda+ (7) 4.000 Y Ya 4.000 Y Ya- 3.700 Y Yb+ 3.300 Y Yb 3.000 Y Yb- 2.700 Y YC+ 2.300 Y YC 2.000 Y YC- 1.700 Y Yd+ 1.300 Y Yd 1.000 Y Yd- 0.700 Y YF 0.000 Y n
Symbol DefinitionCr (2) Credit n YnC (2) no credit n nW Withdrawal n nWP (3)(4)(5) Withdraw passing n nWF (3)(4)(5) Withdraw failing n nWd administrative withdrawal n ns (3) satisfactory n Yu (3) unsatisfactory n nau audit n nin incomplete n niV invalid grade n nng (6) no grade n nnr non-resident n nYr (1)(3)(5) Year-long course n n
(1) Not valid in the School of Nursing. (2) Commerce School courses (COMM) may not be taken on CR/NC basis. (3) Not valid in the School of Commerce. (4) Not valid in the College of Arts and Sciences. (5) Not valid in the School of Architecture. (6) Included in the G.P.A. for undergraduate schools (7) In the School of Law, an A+ carries 4.300 grade points.
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Degree ApplicationTo receive a degree, students must
comply with the procedures admin-
istered by the Batten School Regis-
trar. The application process for May
graduation begins in October, with the
final deadline to file a May BA degree
application falling in December, before
the winter break (in early February for
MPP degree candidates). The applica-
tion deadline for August graduation
falls in June, and for January gradu-
ation the deadline falls in September.
Students who miss a deadline may
apply for the subsequent graduation
and must register for the semester in
which it occurs.
Withdrawal, Leave, and Readmission
Voluntary Withdrawal A student enrolled in any Batten
degree program may withdraw from
the University before the conclusion of
a semester for personal reasons (e.g.
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 inten-
tion 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 Assis-
tant 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 with-
draws without having obtained
permission is recorded as having
been suspended with a grade of F
recorded for each course.
4. Students who withdraw from the
University voluntarily will have
the notation “Withdrawal Date:
MM/DD/YYYY”recordedon
their permanent academic record.
Students who withdraw will
receive grade of W (withdrawal)
in their courses.
Involuntary Medical Withdrawal Students who are withdrawn from the
University by the Department of Stu-
dent Health for reasons of health will
receive a grade of W (withdrawal) for
each course in which the student was
registered.
Leave of AbsenceRequests for a leave of absence must
be submitted in writing to the Assis-
tant Dean for Academic Programs and
Registrar, and the time requested may
not exceed one calendar year. Due to
the sequencing and progression of the
Batten School curricula, permission to
take a leave of absence is subject to
dean’s review and is granted only in
rare circumstances.
ReadmissionStudents who do not enroll at the
Batten School for a semester or longer
must be formally readmitted, regard-
less of whether they withdrew from the
School or were granted an approved
leave of absence.
Applications for readmission must
be submitted to the Assistant Dean
of Student Services by August 1 for
the fall semester and by November 1
for the spring semester, and will be
subject to dean’s review. Applications
must consist of a letter addressing
the student’s readiness to return to
full-time study, particularly if he or she
faced serious difficulties (e.g. financial,
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.
other Important Considerations
Disability AccommodationStudents with disabilities may contact
the Learning Needs and Evaluation
Center (LNEC) to arrange accom-
modations. 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 avail-
able as needed to students who pay
Student Health fees. Students with
disabilities must submit appropriate
documentation to the LNEC in support
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of a request for accommodations. All
accommodation requests must be sub-
mitted 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 com-
munication within the University of
Virginia. The University has the right
to expect that such communications
will be received and read by students
in a timely fashion. Official email com-
munications 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: computin-
[email protected]. 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.
Financial AidBA candidates should address ques-
tions regarding financial aid to the
U.Va. Office of Student Financial
Services.
academic advising and Course registration
academic advisingThe Batten School Assistant Dean for
Academic Programs and Registrar,
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. The Assis-
tant Dean for Academic Programs and
Registrar processes all College of Arts
and Sciences second major and minor
declarations and verifies completion
of these requirements for the degree
(see also Academics—Curriculum and
Academic Rules and Regulations).
Course Registration The Assistant Dean for Academic
Programs and Registrar manages
all course registration for the Batten
School.
Students may contact the Assistant
Dean for Academic Programs and
Registrar 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 sched-
ule an appointment or simply stop by
the office at any time, for any reason.
the batten ba transCriPt
official transcriptbatten ba students can request an official transcript from the university registrar in three different ways: online, by mail, or in person. Visit www.virginia.edu/registrar/transcript.html for details. there is no fee for official transcripts.
unofficial transcriptstudents can generate an unofficial transcript on their own. Log into the student information system (sis) student services Center and select
“unofficial transcript” in the drop down menu box on the left.
Please note that second majors/minors appear on the academic transcript but not on the diploma.
obtain access to the student’s
records if the student is regarded
as a dependent for federal income
tax purposes, once the Office
of the University Registrar has
contacted the student and he or
she is aware of the request. The
parent must present evidence that
the student has been claimed as
a dependent on their most recent
federal tax returns.
Note: A student may exercise all rights
granted under the Act and Rules with-
outregardtopossiblestatusashis/her
parents’ dependent.
For more information
www.virginia.edu/registrar/privacyact.
html
The Batten School Assistant Dean for
Academic Programs, Wendy Perry,
maintains all Batten student records.
FeRPa and Privacy of academic RecordsPursuant to the Family Educational
Rights and Privacy Act (FERPA) of
1974 as amended, 20.U.S.C. 1232g
(hereinafter the “Act”) and the Rules
of the U.S. Department of Educa-
tion, 34 C.F.R. Part 99 (hereinafter the
“Rules”), the University of Virginia has
formulated and adopted policy and
procedures to protect the privacy rights
of past and present students. Copies of
this document shall be made available
to students and parents of students
upon request.
Student RightsStudents are considered to be “in
attendance” once they have enrolled
for courses for their initial term of
enrollment. Students attending, or
who have attended, the University
(hereinafter “students”) are given
certain rights under the Act and Rules.
Student rights under the Act and Rules
may be summarized as follows:
• To inspect and review the con-
tent of the education records.
The University shall comply with
a request for access to records
within a reasonable period of time,
not to exceed 45 days after it has
received the request;
• To obtain copies of education
records upon payment of 15 cents
per page, where the failure to
provide copies would effectively
prevent the student from exercis-
ing the right to inspect and review
the education records;
• To receive a response from the
University to reasonable requests
for explanations of those records;
• To obtain an opportunity for a
hearing to challenge the content
of those records;
• To receive confidential treatment
by the University of their educa-
tion records. Except for directory
information, neither such records,
nor personally identifiable infor-
mation contained therein shall be
released without student permis-
sion to anyone other than those
parties specifically authorized by
the Act;
• To refuse to permit the release of
their directory information;
• To file complaints with the Family
Policy Compliance Office (FPCO)
of the Department of Education
concerning alleged failures by
the University to comply with the
requirements of the Act and Rules:
Family Policy Compliance Office,
United States Department of
Education, 400 Maryland Avenue
S.W., Washington, DC 20202-4605;
• To exercise all rights on the stu-
dent’s own behalf, regardless of
the student’s status as a depen-
dent upon parents. Parents of
dependent students may, however,
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aCadeMiC reCord aCCess
the university of Virginia only releases educational records in compliance with the Family education rights and Privacy act of 1974 (FerPa). the intent of this act is to protect the rights of students and to ensure the privacy and accuracy of the educational records.
the quickest and easiest way to obtain grades at the university of Virginia is for the student to do so by accessing sis (the student information system). students have 24-hour access to their academic information through sis. the student also may order an official transcript at www.virginia.edu/registrar/transcript.html. the university urges parents and students to communicate about academic record matters.
in the Commonwealth of Virginia the educational records of a tax-dependent student are available to her or his parents in compliance with section 23-9.2:3 of the Virginia Code, as allowed within the guidelines of FerPa. dependency information is collected at the beginning of each academic year.
as a last resort, the university has created a process for parents to obtain the most recent semester grades for their student. Please contact ureg (office of the university registrar) for more information about this option. You may send inquiries to [email protected].
student records
student&CareerserViCes
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With You from Start to FinishFrom start to finish, the Office of
Student Services is here to create a
welcoming and safe environment
for students by providing support
for students’ personal, professional,
and service-related issues. We help
develop a foundation for co-curricular
life at Batten by providing support
services, connecting students with
resources across Grounds, and facili-
tating relationships between students,
faculty, staff and alumni.
The Office of Student Services is the
place to go when you need answers,
help, suggestions, and support. Need
advice about your post-graduate
life? Want to propose a new student
organization? Curious about ways
in which you can get involved in the
Charlottesville community? Just need
to talk? We’re always here to listen
and are happy to point you in the right
direction. The many services the office
provides include:
•Welcomingnewstudentsand
facilitating their transition to the
Batten School
•Arrangingorientationandcom-
mencement activities
•Withstudentmembersofthe
Honor Council, educating stu-
dents about the Honor Code and
other related school policies
•Promotingstudents’healthand
wellness during their Batten edu-
cation and beyond
•HostingtheannualMPPleader-
ship retreat
•Providingadviceandsupportfor
the Batten Councils and VPR,
and other students seeking to
start new organizations; provid-
ing logistical support for student
events with respect to fundraising,
promotions, and event planning
•HostingCommunityTownHall
meetings for students to share
their thoughts with Batten senior
leadership
•Referringstudentstoappropri-
ate On-Grounds resources, such
as Counseling and Psychological
Services
The Office of Student Services
is excited to work with our under-
graduate population in exploring and
developing ideas for similar program-
ming and events for our newest BA
cohort. If you are interested in serving
on a leadership-related undergraduate
steering committee, please contact the
Office of Student Affairs!
Putting Policy into Practice Our graduates’ Batten School experi-
ences have led them to challenging
positions that literally span the globe.
Whether pursuing a fellowship in
Cambodia or for-profit consultan-
cies in our nation’s largest cities, our
graduates are ever-mindful of the
School’s founding purpose--to educate
ethical and enlightened leaders who
are prepared to serve as thoughtful
change-agents in whatever position
they pursue.
To help students and graduates
achieve this goal, the Office of Career
Services and Professional Develop-
ment staff connects students, alumni,
and employers through a variety of
educational and networking events,
office of student services
office of Career services
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bus iness Cards For batten students
students often ask if they “need” business cards. it is entirely up to each student to decide. on the one hand, no one will get—or lose—a job simply because she or he did or did not hand out a business card. the cards one collects—and the follow-up emails and calls one makes—are much more important. on the other hand, it is commonplace to trade cards, particularly in Washington, dC, whether on the hill or at a cocktail party. to the extent that a student’s own cards facilitate this exchange, they are a worthwhile purchase—a relatively easy, cost-effective way of networking.
students interested in purchasing their own “Frank batten school” business cards may do so online through the university bookstore website at http://uvabookstores.com/site_info_businesscards.asp.
both on-Grounds in Charlottesville and
Washington, DC.
Situated only two hours from Wash-
ington, DC, the Batten School’s prox-
imity to our nation’s capital provides
students with ample opportunities to
cultivate relationships with policymak-
ers at the highest level. Students are
encouraged to take advantage of the
Batten School’s off-site networking
“bus trips,” with recent trips featuring
meetings with representatives from
the US Department of State, the Gates
Foundation, Chemonics International,
and the US Department of Housing
and Urban Development.
at Your ServiceFrom on-Grounds interviews to resume
and cover letter workshops, the Office
of Career Services and Professional
Development is here to help you
throughout your entire career path—
from landing your internship and first
full-time positions to making career
changes long after you have graduated.
In addition to weekly programming,
Career and Professional Development
staff maintain a true “open door policy,”
advising students one-on-one about
their short- and long-term career goals.
Through videotaped mock interviews
and personality assessments, students
receive valuable insight into their
strengths and areas for growth.
Even in a time of economic down-
turn, our students have enjoyed an
incredible record of employment,
with one of the highest “employed-at-
graduation” rates among the University
Schools. Their full-time positions are
as varied as our graduates themselves,
including positions as Presidential Man-
agement Fellows, Fulbright Scholars,
federal practice consultants, analysts at
federal agencies, managers at non-
profits, and international teaching and
service fellows.
Beyond the immediate career ser-
vices of the Batten School, our students
have full access to the University Career
Services’ offerings. In addition to a
rigorous OGI (“On-Grounds Interview-
ing”) program, the UCS maintains an
international directory of UVa alumni
who stand willing and ready to serve
as mentors to students seeking policy-
based internships and full-time posi-
tions. The Batten School collaborates
with UCS in hosting multiple large-
scale career fairs, including a diversity-
based fair in Charlottesville in the fall,
a public sector fair held each spring in
Washington, DC, and the Charlottes-
ville-based “Building Public Servants”
conference in March.
Job Search nuts-and-boltsWhile there is no “right” or “wrong”
way to find an internship or job, the
essential elements of your search will
typically include self-assessment,
initial networking, a resume or CV,
cover letters or online applications,
interview(s), and finally, reference
checks. To help start you on the right
foot, students are encouraged to utilize
the “Strong Interest Inventory,” an
online assessment that generates
researched-backed, individualized
reports about applying your strengths
and interest areas in future careers.
Assistant Dean Rockwell is certified to
use and analyze the Strong, and she
looks forward to working with you on
these helpful self-assessments.
seLF-a ssessMents
the batten school provides career planning and personality self-assessment services at no charge for interested students. the following two assessments are offered:GMeyers-briggs type indicator (Mbti) Form Q (more complex than the
basic Form M) www.myersbriggs.org/Gstrong interest inventory (sii) www.hollandcodes.com/strong-interest-inventory.htmlassessments are taken online at any computer and last from 45 minutes to an hour each. after completing an assessment, the student will schedule an appointment to receive the results. if interested, please contact Wendy Perry, assistant dean for academic Programs and school registrar.
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PubLiC PoLiCY Career tiMeLine: Chart Your exCiting Path
THIRD yEAR UNDERGRADUATE
september 14 explore private sector opportunities for public service at Mcintire’s Commerce Career day
september 27-28 Cia interviewing at batten for internships
october 15 deadline for Cia’s summer 2013 internship programs
october 24 Practice networking and explore internships at diversity Career Fair
november (tba) deadline for us state department’s summer 2013 internship programs
early February usC spring Job and internship Fair (watch for confirmation)
February (tba) dC-based government and nonprofit Career expo (jointly sponsored with georgetown)
February-april apply for “hill” internships (based on earlier established connections)
March Meet with public policy leaders during building Public servants
april 25-26 network at the uVa/batten-sponsored Women in Leadership Conference
May –august Possible internships / study abroad
Beyond your personal exploration,
throughout the fall and spring, the
Career Services Office will conduct
various workshops and programs to
guide you through the other myriad
steps of your internship and job
searches. You are likewise invited and
encouraged to participate in related
programming sponsored by the Uni-
versity Career Services office, which
is located on the main floor of Scott
Stadium. (This is also where many
of your On-Grounds interviews will
take place.) In the meantime, in this
handbook we have provided you with
various career-related handouts that
will hopefully assist you in this impor-
tant process.
Interviewing 101Of the many pieces of the internship
and job-search puzzle, the interview is
perhaps the most challenging—in large
part, because it is the most personal,
offering students the greatest chance
to develop and share their personal
and professional “story.” Whether you
are interested in a videotaped mock
interview, an informational interview
with a Batten alum, or you’d like to
practice a “case interview,” the Career
Services Office is your one-stop show.
Below are several of the different types
of interviews you might encounter dur-
ing your tenure at the Batten School;
related programming throughout the
year will allow you to prepare for—and
succeed in—all of them!
Mock InterviewsIf you’re feeling unsure or uncomfort-
able about your interviewing skills,
a videotaped mock interview might
be right for you. Career Services staff
will be happy to conduct a “mock
interview” with you, during which you
will dress and prepare as if you were
involved in a “real” interview. Inter-
views usually last for 15-20 minutes,
after which you can watch your record-
ing and debrief with your advisor
about what did, or didn’t work well.
Informational InterviewsThe objective of this interview is to
ask for “AIR” – advice, information,
and referrals that will help you learn
moreaboutaparticularemployerand/
or field of employment. While students
often report feeling hesitant about ini-
tiating an informational interview, they
uniformly praise the ultimate experi-
ence these interviews provide. Not
only are students more comfortable in
practicing their interview skills before
they meet with a “real” employer, but
the interviewer is often more willing
to provide candid information in this
type of setting. If you are interested in
an informational interview, the Career
Services Office will be happy to work
with you to identify potential inter-
viewers.
Screening or Initial Phone InterviewsScreening interviews, which take
place on the phone or over the inter-
net, are an increasingly useful tool
for employers, given that they are
extremely cost effective. They typi-
cally 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 main-
tain an especially positive, upbeat tone
throughout the process. End the inter-
view 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 them-
selves at the start of an unforeseen
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interview!)
Behavioral InterviewsBehavioral interviews have gained
popularity in recent years and are
the most typical style Batten students
will encounter. Behavioral interviews
usually begin with the phrase, “tell me
about a time when. . . ” Your answers,
based on past behavior, will ideally
shed predictive light on your future
behavior, giving employers important
insight into your skills, experience,
work ethic, etc. The Office of Career
Services maintains lists of sample
behavioral questions that will help you
prepare for this type of interview.
Case-based InterviewsTraditionally associated with private
consulting firms, the “case-based
interviews” focus less on your personal
attributes and more on your confi-
dence, communication, organization,
and analytical abilities. During these
problem-solving interviews, you will
Your resuMé: a 30 -seCond snaPshot
all batten students share one common element: they are achievers and have a demonstrable history of academic distinction. in addition to your record of employment, most of you have excelled in other areas as well—languages, leadership, music, athletics, and public service to name a few. the resume you create gives you an opportunity to paint a self-portrait containing these and other accomplishments. the result hopefully will be impressive enough to motivate a complete stranger to want to meet you - and hire you!
in creating a resume describing a life full of success, you will need to show some restraint and avoid the tendency to develop an overly autobiographical portrait. remember: Your resume should be easy enough to skim so that the reader will be able to do a “30-second” glance at your resume and get a quick “picture” of you based on your qualifications. thus, anything in your past that is not particularly relevant to this goal, even though you are proud of it (e.g., MVP in third-grade soccer), can be left for the interview.
since your resume is your first opportunity to make a favorable impression on a prospective employer, great care must be taken in its preparation. not only will an employer scrutinize your resume for particular accomplishments, but also for qualities common to successful policymakers, such
as analytical abilities, writing skills, and attention to detail.Your resume should also be visually attractive and very
user-friendly. if one assumes the reader will spend no more than 30 seconds on the initial scan of your resume, the relevant highlights of your life must be easily discernible. again, with the 30-second rule in mind, absent considerable work experience, a resume should not, if at all possible, exceed one page.
When stripped to its singular purpose, your resume is a simple sales tool. before you begin its drafting, you will therefore need to consider how to best sell your credentials. Perhaps you have worked four jobs concurrently to pay for your education. or maybe your work experience is not as impressive as the fact that you have gained invaluable experience studying abroad. or maybe your academic accomplishments should be elaborated upon to demonstrate your strength in quantitative skills and writing. Whatever the case, your resume will ultimately set the tone for your future interviews—so make it a good one!
to help get you started, be sure to stop by the office of Career services. batten staff will help you develop and craft “your story,” and they will provide you with helpful resume templates that are tailored to each of the batten school’s academic programs.
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be given some sort of fact-pattern or
exercise to demonstrate your creative
and analytical abilities. These ques-
tions could relate to the employer’s
line of work, or they could involve
a completely unrelated “estima-
tion exercise.” Given their unique
nature, you typically will be informed
ahead of time if your interview will
be a case interview. While you should
prepare for all types of interviews,
case interviews require both prepara-
tion and practice; there are several
good resources in the Career Services
Library that can assist you in this
process.
Group InterviewsA “group interview” can mean dif-
ferent things—it can either involve
groups of interviewers, groups of
interviewees, or both! In the first, most
straightforward, instance, you might
find yourself in a room with three or
more people asking you questions.
Direct your answer to the person who
asked the question, but try to maintain
eye contact with all group members.
When you find yourself as one of sev-
eral interviewees, things become more
challenging. In these settings, which
often take place as a means of screen-
ing a large number of candidates (as
part of the Presidential Management
Fellowship process, for example),
interviewees are often given a problem
to solve collectively and will be asked
to present the group’s decision to the
interviewer(s). Throughout the pro-
cess, interviewers will carefully track
the group dynamic, watching for skills
like leadership, communication, and
teamwork. Given their unique nature,
you typically will be warned ahead
of time if you are going to participate
with a group of other interviewees.
Stress InterviewsExceedingly rare, as the name sug-
gests, in a “stress interview” an
employer’s questions are designed
less to glean information than to see
how you will respond. Whether the
question is off-topic or odd, or the
interviewer continually interrupts or
antagonizes you, the objective of a
resuMé aCtion Words – use theM!
acceleratedaccomplishedachievedacted administeredadvancedadvocatedaidedanalyzed assessedaugmentedauthoredbalancedbroadenedcommunicatedcompiledconductedcoordinatedcounseledcreatedcritiqueddealtdemonstrateddeveloped
deviseddirecteddraftedearnededitedenhancedenabledestablished exceededexercisedfacilitatedformulatedfulfilledgeneratedguidedhelpedhonedimplementedinitiatedinnovatedinspiredinstigatedinvestigatedjudged
launchedlecturedledlobbiedmanagedmonitorednegotiatedoverhauledoversawpioneeredpreparedpresentedpublished questionedreachedrealizedrecommendedreconciledrepresentedresearchedrespondedresolvedrestoredrestructured
scheduledservedsolvedspokestrategizedstrengthenedsupervisedsynthesizedtalkedtaughttestedtouchedtrackedtrainedtransactedtransformedutilizedverified vitalizedwon wrote
stress interview is to test your confi-
dence and professionalism and to see
how you hold up to pressure. (Fortu-
nately, thus far, no Batten student has
ever reported encountering this type of
interview!)
office of Professional development
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office of Professional DevelopmentWe encourage you to take advantage
of the opportunities offered through
our Professional Development office:
1-credit short-courses, workshops, and
site visits. Short courses are designed
to allow students to go deeper into
material than a simple workshop
would allow. These courses meet for
14contacthours(1/3ofthenormal
semester), and typically involve an
experiential learning environment.
Courses are available at the graduate
and undergraduate level.
Workshops are geared toward
developing your career planning skills
(resumes, cover letters, interview-
ing, salary negotiations), workplace
skills (public speaking, how to make
better presentations, how to make
better slides for presentations), and
technical skills (improving your use of
Excel, Stata, and improving your visual
display of data).
The school offers site visits with
potential employers, usually on Fri-
days. Look to the calendar for visits to
employers in DC and Richmond.
The office also works with faculty
to embed professional development
opportunities into the classroom and
offers policy skills workshops on topics
that don’t always fit in a traditional
classroom setting.
Paul Martin, the Director of Profes-
sional Development, also serves as the
instructor for the summer internship
program.
Engaged in the CommunityThe Offices of Student Services and
Professional Development coordinate
a wide array of public service oppor-
tunities for undergrad and graduate
students.
Batten Builds
The Batten School was founded with
a charge to train leaders prepared
for “public life in their communi-
ties.” We ask students to embrace
the Charlottesville community today
and build their skills for their future
communities. Each year the school
holds a large-scale Batten Builds day
of service, along with other volunteer
opportunities throughout the year.
We’ve helped finish low-income hous-
ing projects for Habitat for Human-
ity and for the Albemarle Housing
Improvement Program, helped main-
tain and clean up trails and parks for
the City of Charlottesville, installed
vegetable gardens in local elementary
schools, played “Marathon BINGO”
with residents at a nursing facility, pre-
pared meals at the Ronald McDonald
House, aided with site refurbishment
and beautification at the local SPCA,
helped repair a horse farm (after the
Grand Derecho of 2012) at a center
that does equine-assisted psycho-
therapy for children with cognitive and
emotional difficulties, and we’ve even
helped restore historical replica river
boats for the Lewis & Clark Explor-
atory Center.
Grant-writing
Students in Professor Christine
Mahoney’s Political Institutions &
Process course partnered with Char-
lottesville-area nonprofits and the City
of Charlottesville to apply for grants
on behalf of their partner organiza-
tions. Students applying for a grant on
behalf of Offender Aid and Restoration
of Charlottesville-Albemarle won a
$20,000 grant from the Seay Founda-
tion to support OAR’s Coming Home to
Work program that helps ex-offenders
build critical job skills and job history.
Special Relationship with Madison
House
The Batten School proudly boasts
having three (of the current seven) stu-
dents currently serving on the Board
of Directors of Madison House. Paul
Martin also serves as a board member,
helping to coordinate Madison House’s
programs subcommittee.
Philanthropy: Private Initiatives for
the Public Good
Through a special gift from the Once
Upon A Time Foundation, the Bat-
ten School offers a unique classroom
experience that allows students to
work together as a grant-giving body.
Taught by Paul Martin, the class gave
gifts that totaled $100,000 to nonprofits
in the Charlottesville community.
getting to know uVa
studentLiFe
U.Va. is a vigorous, modern institution,
animated by the forward-looking spirit
of its founder, Thomas Jefferson. Jef-
ferson’s powerful conviction—the idea
that the university exists to train young
people for public affairs and the belief
that the liberal arts constitute the foun-
dation for any education—continues
to inspire its students and faculty and
guide the development of its programs.
Jefferson was a man of many
talents, and he expressed them fully
in founding the University in 1819;
he outlined the institution’s purpose,
designed its buildings, supervised con-
struction, and planned its curriculum.
He also directed the recruitment of its
initial faculty.
When classes began in 1825, with
68 students and a faculty of eight, the
U.Va. embodied dramatic new ideas in
American higher education. In an era
when colleges trained scholars for the
clergy and academia, Jefferson dedi-
cated his University to the education of
citizens in practical affairs and public
service. The innovative curriculum
permitted the student a broader range
of study than was available at other
colleges and universities of the day,
and Jefferson implemented novel ideas
concerning student self-government
and religious freedom.
To read more about the University’s
history, please see: www.virginia.edu/
uvatours/shorthistory.
u.Va. by the numbersStudentsEnrollment, Fall 2011 (on Grounds)
Undergraduate: 14,591
Graduate and Professional: 6,515
Total on Grounds: 21,106
AccessUVa: This financial aid pro-
gram was created by the University to
limit undergraduate student debt and
keep higher education affordable for
all admitted students, regardless of
economic circumstance.
•First-yearstudentsenteringinfall
2011 who qualified for loan-free sup-
port under AccessUVa: 230
•Transferstudentsenteringinfall
2011 and spring 2012 who qualified
for loan-free support under
AccessUVa: 107
Undergraduate Student Profile•Studentscomefrom49statesand
119 foreign countries.
•Virginiaresidentsmakeup69per-
cent of the undergraduate student
body.
•55percentofundergraduatesare
women.
•Student-to-facultyratiois15.9to1.
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Graduation Rates•Thesix-yeargraduationrateforstu-
dents who entered in fall 2005 is 93.8
percent.
•Thesix-yeargraduationratefor
African-American students who
entered in fall 2005 is 84.9 percent.
•For15consecutiveyears,U.Va.’s
graduation rate for African-Ameri-
cans has been the highest among all
public higher education institutions
in the country.
University Library, 2010Collections
Books: 5.1 million
Manuscripts and archives: 19 million
Journal and newspaper subscriptions:
over 120,000
Films and videos: 90,000
Services
Questions about library resources:
162,640
Land and Facilities•3,398acresoflandinCharlottesville
and elsewhere
•540buildingsormajorfacilitieswith
a replacement value of more than
$3.19 billion in 2008-09
University Budget, 2011-2012University (all divisions): $2.5 billion
Academic Division: $1.3 billion
Medical Center: $1.1 billion
U.Va.’s College at Wise: $34.3 million
Bond RatingsThe University is one of only two
public universities (the other is the
University of Texas system) with top
bond ratings from all three national
debt-rating agencies:
•StandardandPoor’s(AAA)
•FitchRatings(AAA)
•Moody’sInvestorsService(Aaa)
student self-governance
Student life is as individual as each
of the students at the University of
Virginia. With academics as its central
hub, student life encompasses spaces
where students spend their time
after class, and activities where they
develop new interests, make friends,
and learn new skills. From the resi-
dence hall to the playing field, from
music to community service—stu-
dents can find hundreds of ways to
get involved, enjoy themselves, stay
healthy, serve others, confront issues,
strengthen values, and achieve per-
sonal goals. Throughout the experi-
ence of living and learning at U.Va.,
students discover many avenues for
carrying classroom learning into the
practical, experiential realm. Choices
are everywhere, and sometimes learn-
ing how to balance all the choices is
part of the growth process.The philosophy of student self-
governance lies at the heart of U.Va.
student life. Students have freedom
to govern themselves. The primary
student governing bodies—the Honor
Committee, University Judiciary Com-
mittee, and Student Council—are run
by the students. Faculty and adminis-
trators provide support and guidance,
but decisions remain the responsibility
of student leaders.
Jefferson envisioned education as
the foundation for developing citizen-
leaders. That vision remains true today
as students experience living and
learning in this unique community, ulti-
mately going on to become leaders in
their communities and society at large.
a Defining ValueBy Patricia M. LampkinVice President and Chief Student Affairs OfficerStudent life at the University of Vir-
ginia is built on six core values:
•Academicrigor
•Honorandintegrity
•Studentself-governance
•Publicservice
•Diversity
•Healthandwellness
These values guide our work with
students. Together they create an envi-
ronment that is focused on academics
but balanced with opportunities for
leadership, service, self-discovery, and
fulfillment of individual talents. From
leadership positions in student orga-
nizations to service experiences in the
local and global communities, students
find opportunities that complement
their classroom experiences.
Self-governance means that
students have significant freedom to
develop their talents and make deci-
sions that matter to University life.
With that freedom comes high expec-
tations of responsibility. Students are
expected to hold themselves and their
peers to high standards inside and
outside the classroom, and to engage
ethically in their local, national and
international communities. Preparing
students for global citizenship relies
on the high expectations and levels of
responsibility that come from student
self-governance, a combination that
makes the U.Va. undergraduate expe-
rience unique. Within the framework
of student self-governance, students
have the latitude to be creative,
assume ownership, develop leader-
ship, take risks, and learn from their
mistakes. At the same time, the Uni-
versity provides support and guidance.
At the broad, systemic level, student
self-governance means that students
own the Honor System and the Uni-
versity Judiciary Committee. Students
derive authority to run these systems
directly from the University’s Board
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Patricia LampkinVice President and Cheif Student Affairs Officer
of Visitors. Students elect their own
leaders, and those student leaders are
responsible for operating these gov-
erning bodies on a day-to-day basis,
for initiating policy revisions and other
changes, and for making all decisions
about disciplinary actions.
Unlike other institutions that employ
administrative oversight, U.Va. truly
grants ownership of these systems to
the students. A huge responsibility to
delegate to students, yes — but also a
tremendous educational opportunity
that has proven over time to be effec-
tive and of great value.
Students also assume responsibil-
ity for running the numerous student
organizations on Grounds — CIOs
(contracted independent organiza-
tions) as they are popularly known.
Again, students learn much — every-
thing from planning and organizing
programs, to negotiating conflict and
managing funds — as they take on
duties of leading and participating in
an organization.
At the individual level, student
self-governance reflects the philosophy
that students are responsible for their
own actions. They have great free-
dom and latitude in making decisions
about how to conduct themselves on a
day-to-day basis. Most students come
here already functioning at a high
level, and they thrive on this freedom.
A few may flounder, but over time
learn from their mistakes and also
grow within this community. Students
also learn from and are influenced in
positive ways by their fellow students,
either through informal interactions or
through formal peer support programs.
Within the framework of student
self-governance, students still receive
considerable support and guidance.
Members of the University com-
munity, especially those of us whose
daily responsibilities revolve around
students, provide mentoring, seek out
students who may need additional
support, and continually work to
ensure the overall safety and well-
being of the community. We rely on
students, too, to help in all of these
areas and to demonstrate leadership
within the community at large.
Jefferson believed that the pres-
ervation of freedom and democracy
depended on the active participation of
an educated citizenry. Today, students
learn to become educated citizens by
experiencing student self-governance
while they are part of this community.
We believe they leave the Grounds
well-prepared to assume positions of
responsibility and leadership within
larger society.
Many alumni say that the oppor-
tunities afforded by student self-
governance were some of the most
rewarding and significant aspects of
their education. As new generations
of students come and go, we believe
that student self-governance continues
to add unparalleled value to the U.Va.
experience.
the Honor SystemInitiated in 1842, the Honor System at
the University of Virginia originated
as an effort to ease tensions between
the faculty and the student body.
Today, however, the central purpose of
the Honor System is to preserve and
protect a Community of Trust in which
students can enjoy the freedom to
develop their intellectual and personal
potential.
The 27-member Honor Commit-
tee is ultimately responsible for the
maintenance and administration of
the Honor System. The committee
comprises five elected representatives
from the College of Arts and Sciences
and two elected representatives from
each of the other 10 University schools.
Committee members administer Honor
investigations and trials, disseminate
information to new students, and
establish special programs and poli-
cies for the Honor System from year to
year.
To carry out these tasks, the Com-
mittee relies on more than 100 sup-
port officers, drawn from the student
body, each year. Honor educators are
trained to promote understanding of
the system among members of the
University community when questions
or concerns arise regarding the Honor
System. Honor advisers are trained to
provide confidential emotional support
and impartial information about the
process to students under investiga-
tion. Honor counsel are trained to
investigate alleged honor offenses and
to assist with the presentation of facts
and arguments at trial.
Under the University’s Honor
System, an Honor offense is defined
as a significant act of lying, cheating,
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or stealing, where the student knew
(or a reasonable University of Virginia
student should have known) that such
an act was or could have been consid-
ered an Honor offense. Three criteria
determine whether an Honor offense
has occurred.
• Act: Was an act of lying, cheating,
or stealing committed?
• Knowledge: Did the student know,
or should a reasonable University
of Virginia student have known,
that the act in question was or
could have been considered lying,
cheating, or stealing? (Ignorance
of the scope of the Honor System
is not considered a defense.)
• Significance: Would open tol-
eration of the act in question be
inconsistent with the Community
of Trust?
If a student’s peers find him or her
guilty of committing an Honor offense,
the consequence is permanent dis-
missal from the University. A student
who is convicted of an Honor offense
following graduation will generally
have her or his degree revoked by the
General Faculty. Dismissed students
may receive assistance from the vice
president and chief student affairs offi-
cer as they apply to transfer to another
institution.
A student who has committed a
dishonorable act and wishes to make
amends may file a “conscientious
retraction,” which, if both valid and
complete, operates to exonerate the
student as to the act in question. A
valid conscientious retraction must,
among other things, be made before
the student has reason to believe the
act in question has come under suspi-
cion by anyone, and must otherwise
conform to the bylaws of the Honor
Committee.
Assistant Dean Jill Rockwell serves
as the Batten School’s representative
to Honor’s Faculty Advisory Commit-
tee, and Nate Daugherty and Melina
Schoppa are the Honor Committee’s
student representatives.
For details and further informa-
tion about the Honor System, see the
Honor Committee’s website or call
434.924.7602.
For more information
www.virginia.edu/honor
Standards of ConductThe University’s Standards of Conduct
cover all student behavior other than
lying, cheating, and stealing. The
student-run University Judiciary
Committee administers the Standards
of Conduct. Generally, prohibited
conduct for which a student is subject to
discipline is defined as:1. Physical or sexual assault of any
person on University-owned or
leased property, at any University-
sanctioned function, at the perma-
nent or temporary local residence of
a University student, faculty mem-
ber, employee, or visitor, or in the
city of Charlottesville or Albemarle
County.
2. Conduct that intentionally or reck-
lessly threatens the health or safety
of any person on University-owned
or leased property, at a University-
sanctioned function, at the perma-
nent or temporary local residence of
a University student, faculty mem-
ber, employee, or visitor, or in the
city of Charlottesville or Albemarle
County.
3. Unauthorized entry into or occupa-
tion of University facilities that are
locked, closed to student activities
or otherwise restricted as to use.
4. Intentional disruption or obstruction
of teaching, research, administra-
tion, disciplinary procedures, other
University activities, or activities
authorized to take place on Univer-
sity property.
5. Unlawfully blocking or impeding
normal pedestrian or vehicular
traffic on or adjacent to University
property.
6. Violation of University policies
or regulations referenced in The
Record, including policies concern-
ing residence halls and the use of
University facilities.
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7. Alteration, fabrication, or misuse of,
or obtaining unauthorized access
to University identification cards,
other documents, or computer files
or systems.
8. Disorderly conduct on University-
owned or leased property or at a
University-sanctioned function.
Disorderly conduct is defined to
include, but is not limited to, acts
that breach the peace, are lewd,
indecent, or obscene, and that
are not constitutionally protected
speech.
9. Substantial damage to University-
owned or leased property or to
any property in the city of Charlot-
tesville or Albemarle County or to
property of a University student,
employee, faculty member, or visi-
tor, occurring on University-owned
or leased property or at the perma-
nent or temporary local residence
of any student, faculty member,
employee, or visitor.
10. Any violation of federal, state, or
local law, if such directly affects the
University’s pursuit of its proper
educational purposes and only
to the extent such violations are
not covered by other Standards of
Conduct and only where a specific
provision of a statute or ordinance is
charged in the complaint.
11. Intentional, reckless, or negligent
conduct that obstructs the opera-
tions of the Honor or Judiciary
Committee, or conduct that violates
their rules of confidentiality.
12. Failure to comply with directions
of University officials acting under
provisions 1-11 set above. This shall
include failure to give identity in
situations concerning alleged viola-
tions of sections 1-11.
Should a trial panel determine that
an accused student is guilty of the
offense(s) alleged, the Judiciary Com-
mittee may impose any sanction(s),
ranging from admonition up to expul-
sion from the University.
Any violation of the University
Standards of Conduct motivated by the
age, color, disability, national or ethnic
origin, political affiliation, race, reli-
gion, sex (including pregnancy), sexual
FroM the honor CoMMittee
the honor system has been a part of the university of Virginia’s identity for 170 years. each u.Va. student signs a pledge to uphold a “community of trust.” the system tries to foster an atmosphere in which professors can rely on students to take tests without proctors, and vendors can trust that a student who is short on cash will pay them back. the system allows us to leave our computers in the library and our homework unattended. honor as an ideal, however, is much more than the tangible benefits that accompany the honor system. it means holding each of our fellow students to the highest standard of integrity. it means treating our peers with reverence and respect. Finally, it means having the utmost regard for the intellectual and physical property of those we encounter.
in exchange for membership in the “community of trust,” students promise not to lie, cheat, or steal. the honor system’s founders also asked that students not tolerate dishonorable acts by their peers. today, the honor Committee’s investigators, counselors, and elected members depend on students and faculty to report suspected academic dishonesty. the honor Committee’s responsibility is to dismiss from the university any student who is caught violating this trust.
the values of honor extend beyond the university community as well. u.Va. students enter the world with an ethical outlook that continues to serve them well beyond their graduation date. this is particularly significant for students in the batten school. trust and honorable behavior are fundamental when we interact with policymakers, stakeholders, or constituents.
the tradition of honor at u.Va. officially began in 1842, but our rules have adjusted to changing times and norms. to further our goal to be contemporary and relevant, last year the committee conducted a survey of student opinions and practices. With that data, and information we’ll learn from similar efforts in the future, we’ll strive to make sure the honor system is not simply seen as a sanction for wrongdoing, but also a useful way to add value to your time at u.Va., and to your degree when you leave the university.
as honor continues to evolve, we would like to invite new batten students to participate in this dialogue. this year, the honor Committee is making a concerted push to increase engagement of the whole u.Va. community. notable among our efforts is the honor beyond grounds initiative. throughout the year, the committee will bring notable Virginia alumni to discuss how the honor system is relevant to their personal and professional lives. We hope you’ll be able to see the challenges and advantages that come from a history steeped in honor.
sincerely,nate Daugherty • [email protected] Schoppa • [email protected] Representatives, Honor Committee
nate Daugherty
Melina Schoppa
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orientation, or veteran status of the
victim will be deemed an aggravating
circumstance, and will result in a more
serious sanction up to, and including,
expulsion from the University.
Except for cases appealed directly
to the Judicial Review Board, Univer-
sity Judiciary Committee decisions are
automatically subject to review by the
vice president and chief student affairs
officer. The vice president may affirm
the Judiciary Committee’s decision or,
ifs/hebelievesthedecisionisnotin
thebestinterestoftheUniversity,s/
he may: (a) remand the decision to the
Judiciary Committee for review, recon-
sideration or retrial with an explana-
tion of why the vice president believes
the case warrants further action by
the committee; or (b) refer the deci-
sion directly to the University Judicial
Review Board, or its successor body.
Interim SuspensionAn official of the University may tem-
porarily suspend a student reasonably
believed to pose a threat to himself
or herself, to the health or safety of
other members of the University, to
University property, or to the educa-
tional process, pending a hearing on an
underlying offense charged under the
Standards of Conduct.
Interim Suspension is also autho-
rized where a student has engaged in
violation(s) of the Standards of Conduct
and/orfederal,state,localorinterna-
tional law, such that the official could
reasonably conclude that the student
is not fit to be a part of the community
of responsibility and trust that is the
University.
Any student so suspended who
thereafter enters upon those areas of
the Grounds denied the student by the
terms of the suspension, other than
with the permission of or at the request
of University officials or of a duly
authorized hearing body for purposes
of a hearing, is subject to further disci-
pline by the University as well as pos-
sible arrest and criminal prosecution.
Cases Involving Psychiatric IssuesThe University has established two
separate procedures to deal with
allegations of misconduct for certain
student cases involving psychiatric
and psychological issues: Procedure
for Psychological Hearings on Honor
Offenses, and Procedure for Student
Disciplinary Cases Involving Psycho-
logical Issues.
The Procedure for Student Disci-
plinary Cases Involving Psychological
Issues is available to address appropri-
ate cases before the University Judi-
ciary Committee and relevant issues
arising in the context of Interim Sus-
pension. The dean of students may also
invoke the Procedures for Student Dis-
ciplinary Cases Involving Psychological
Issues whether or not judicial charges
are filed or pending when there is good
cause to believe that, based upon a stu-
dent’s conduct or behavior, a student’s
presence at the University poses a
significant risk.
In any such instance, the dean of
barkot tesema • [email protected] School Representative, Student Council
Colleeen Farrell • [email protected] School Representative, University Judiciary Committee
Melissa Rickman • [email protected] School Representative, University Judiciary Committee
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students may request that the Office of
the Vice President and Chief Student
Affairs Officer require that the student
undergo a mental health assessment as
one of the conditions for the student’s
return or continued enrollment at the
University. Contact the Office of the
Dean of Students (924.7429 or odos@
virginia.edu) for full information on
these procedures.
For more information:
http://scs.student.virginia.edu/~judic/
soc.php
the Judiciary CommitteeThe University Judiciary Commit-
tee was established to “promote the
principles of civility and self-discipline
that are appropriate to the conduct
of an academic community.” The
UJC is responsible for investigating
and reviewing complaints of student
misconduct, as defined by the 12
Standards of Conduct adopted by the
University’s Board of Visitors. All stu-
dents are expected to abide by these
standards. Any individual or group
may file complaints with the UJC
according to the committee’s statute of
limitations. All complaints are heard
by a panel of judges elected from the
student body. Should the accused
student be found guilty, the panel may
choose to administer a variety of sanc-
tions, ranging from oral admonition to
expulsion.
The First-Year Judiciary Committee,
a subcommittee of the UJC composed
of first-year students, has jurisdiction
over violations committed by first-
years in first-year living areas.
Students interested in becoming
involved with the University Judiciary
Committee will find opportunities
to participate as a first-year judge,
support officer, or elected representa-
tive and judge. Assistant Dean Jill
Rockwell serves on the UJC’s Judicial
Review Board.
For more information
www.virginia.edu/ujc
Student CouncilStudent Council is the governing
organization for the student body at
the University of Virginia. The pur-
pose of Student Council is to provide a
medium for students to participate in
discussing issues and drafting poli-
cies that affect the student body, while
offering several services to the Univer-
sity community to address these issues.
The president and the executive
board oversee the Council. The repre-
sentative body, a council representing
every University school, handles leg-
islative matters. All of these positions
are elected by the student body on a
yearly basis.
Student Council committees are
a rewarding way to serve the U.Va.
community. The variety of the commit-
tees means that students can choose
to work on any issue they are passion-
ate about. Students also can develop
leadership skills by serving as commit-
tee chairs.
Student Council also allocates
more than $600,000 to student groups
through its appropriations process. The
appropriations committee reviews all
funding requests, and the represen-
tative body hears any appeals after
funds have been allocated.
When classes are in session, Student
Council meets every Tuesday at 6 p.m.
in the South Meeting Room of New-
comb Hall. Council meetings, which
are open to the public, are covered by
the student newspaper, The Cavalier
Daily (www.cavalierdaily.com).
For more information
www.uvastudentcouncil.com
Policies of note
Parental Notification Policy: Alcohol and Other DrugsThe University strives to educate all
students regarding the dangers associ-
ated with substance abuse and the
improper or illegal use of alcohol or
other drugs. In addition, the University
intervenes to engage students who
may commit alcohol or drug-related
infractions or who demonstrate a pat-
tern of substance abuse. In furtherance
of its effort to engage students and
their families regarding these issues,
the University has adopted this Paren-
tal Notification Policy pertaining to the
illegal or improper use of alcohol or
other drugs.
Whenever the Office of the Dean
of Students becomes aware that a
University of Virginia student has
been arrested for an alcohol- or drug-
related violation, and the student is a
dependent (for federal tax purposes),
the Office of the Dean of Students
will notify that student’s parent(s) or
guardian(s). Violations that trigger
notifications under this paragraph
include, but are not limited to, driving
under the influence, public drunken-
ness, underage possession of alcohol,
and unauthorized possession of con-
trolled substances (illegal drugs).
Furthermore, whenever the Office
of the Dean of Students becomes
aware that a University of Virginia
student has engaged in a pattern of
behavior or a severe incident involving
theuseofalcoholand/ordrugs,and
the student is a dependent (for federal
tax purposes), the Office of the Dean
of Students will notify that student’s
parent(s) or guardian(s). Violations
that trigger notifications under this
paragraph include, but are not limited
to, frequent or severe episodes of
druguse,drunkenness,and/orbinge
drinking.
The University will make notifica-
tions under this policy unless the Uni-
versity, family or other circumstances
make such notifications incompatible
with the student’s best interests. The
University relies on the professional
judgment of its faculty and adminis-
trators when assessing each student’s
situation. Students whose family or
other circumstances make notification
under this policy inappropriate will be
referred immediately to the Universi-
ty’s professional counseling resources.
When making a notification under
this policy, time and circumstances
permitting, a professional staff member
in the Office of the Dean of Students
ordinarily will encourage the student
to make the initial call to his or her
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parent(s) or guardian(s). The staff
member then will follow-up with a call
directly to the student’s parent(s) or
guardian(s).
A notification under this policy will
be in addition to the intervention and
education programs already offered
to students when such infractions are
brought to the University’s attention.
Intervention may include one or more
of the following: substance abuse
assessment by a trained clinician;
psychological assessment by a trained
clinician; substance abuse counseling;
enrollment in educational programs;
and/orsanctionsimposedforviola-
tions of the University’s Standards of
Conduct.
A notification under this policy is
authorized by the Family Educational
Rights and Privacy Act of 1974, 20
U.S.C. 1232g (“FERPA”), which per-
mits the disclosure of information from
education records to parents of depen-
dent students. The University reserves
the right in its sole discretion to notify
parents of alcohol- or drug-related
incidents falling outside this policy
to the extent permitted by FERPA or
other applicable law.
For more information
www.virginia.edu/case/policy/
parental.html
Parental Notification Policy: Mental HealthIn accordance with Virginia state law,
Va. Code §23-9.2:3.C, the Univer-
sity of Virginia will notify a parent of
any dependent student who receives
mental health treatment at the Univer-
sity’sDepartmentofStudentHealth/
Counseling and Psychological Services
(CAPS) when there exists a substantial
likelihood that, as a result of mental
illness, the student will, in the near
future, (a) cause serious physical harm
to himself or others as evidenced by
recent behavior or any other relevant
information or (b) suffer serious harm
due to his lack of capacity to protect
himself from harm or to provide for his
basic human needs.
CAPS will inform the Dean of
Students whenever notification is
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V irg inia LaWs ConCerning aLCohoL
age of the alcohol ConsumerPersons who are 21 years of age may buy, drink, and possess beer, wine, and distilled spirits (hard liquor). the penalty if caught with possession of alcohol under the age of 21 is a fine of at least $500 and/or performance of a minimum of 50 hours of community service and suspension of an individual’s driver’s license for at least six months. breaking this law constitutes a Class 1 Misdemeanor.*
Drinking in Publicit is illegal for any individual to drink or offer a drink of alcohol to another individual in a public place (excluding areas licensed for on-premise alcohol consumption). under Virginia state Law, a person can be fined up to $250 if caught drinking alcoholic beverages in public. Constitutes a Class 4 Misdemeanor.
False IDs to Purchase alcoholPersons who are under the age of 21 years who use or attempt to use any altered, fictitious, facsimile, or simulated license or identification card of another person to establish false identification or false age to consume, purchase, or attempt to consume or purchase an alcoholic beverage shall be guilty of a Class 1 Misdemeanor. the penalty is a mandatory minimum fine of $500 or mandatory minimum of 50 hours of community service and license suspension for at least six months. Creating or selling false ids can result in fines up to $2,500 and up to a one-year jail sentence. Possession of a fake id (even without use) is a Class 2 Misdemeanor and can result in a $1,000 fine and up to six months in jail. knowingly providing an underage person with the use of your own id also constitutes a Class 1 Misdemeanor.
Publicly IntoxicatedPublic intoxication is appearing in public under the influence of
alcohol. Violators may be arrested and confined to jail until sober or transported to a detoxification center. individuals can also receive a fine of not more than $250. Constitutes a Class 4 Misdemeanor.
the Sale of alcoholalcohol may be sold by individuals or groups only if they hold an alcoholic beverage Control license. the sale of alcohol includes receiving money for drinks, sign-up collections, admission charges, collections of donations, or the sale of items such as cups or t-shirts that entitle the buyer to free drinks.
Serving alcohol to anyone under 21the penalty for providing, giving, or assisting in providing alcohol to persons under age 21 is mandatory suspension of an individual’s driver’s license for one year. Penalties may also include a fine of up to $2,500 and up to one year in jail.
a person in his or her own home may provide alcoholic beverages to his or her family members under 21, but guests provided alcohol must be of legal age unless they are accompanied by their parent, guardian, or spouse 21 or older. Constitutes a Class 1 Misdemeanor.
underage Drinking and Drivingthis “zero tolerance” law provides that underage drinking and driving (0.02% or higher baC) is punishable as a Class 1 Misdemeanor. the penalty for those found guilty includes forfeiture of the license to operate a motor vehicle for a period of one year from the date of conviction and either a mandatory minimum fine of $500 or 50 hours of community service.
* A Class 1 Misdemeanor is the most serious misdemeanor that can be committed before becoming a felony.
students should be aware of the following Virginia alcoholic beverage Control laws:
required in these instances. The Dean
ofStudentsorhis/herdesigneewill
then notify the parent. The notification
will typically include, at minimum, (a)
a description of the student’s behaviors
that merit the notification, and (b) the
specific actions the University is tak-
ing to address the risks posed by the
student’s behaviors.
Parental notification may be with-
held in these instances if the student’s
treating physician or treating clinical
psychologist determines, in the exer-
ciseofhis/herprofessionaljudgment,
that notification would be reasonably
likely to cause substantial harm to the
student or another person.
Sexual MisconductThe University of Virginia is a commu-
nity of trust, in which students, faculty,
and staff must be able to engage in
their work free from fear of sexual
violence, harassment, exploitation,
and other forms of sexual misconduct.
Sexual misconduct violates University
policy and federal civil rights law and
may also be subject to criminal pros-
ecution. Creating a safe environment is
the responsibility of all members of the
University community. The University
is committed to fostering a community
that promotes prompt reporting of all
types of sexual misconduct and timely
and fair resolution of sexual miscon-
duct complaints, in compliance with
Title IX, due process, the First Amend-
ment to the federal Constitution, and
other applicable law.
The following information is broadly
available to students as part of the
University’s efforts to ensure that they
are aware of the resources available
to them in the event of sexual miscon-
duct:
Your health, safety, and well-being
are the University’s primary concern. If
you or someone you know may be the
victim of any form of sexual miscon-
duct, you are strongly urged to seek
immediate assistance. Assistance can
be obtained 24 hours a day, seven days
a week, from:
•Police(U.Va.,Charlottesville,
AlbemarleCounty)•911
•SexualAssaultResourceAgency
(SARA)•·434.977.7273
•ShelterforHelpinEmergency
(SHE)•434.293.8509
•U.Va.MedicalCenterEmergency
Department•434.924.2231
During business hours (8 a.m. to 5
p.m., Monday through Friday), you
are also strongly urged to contact the
Dean of Students, who is the desig-
nated Title IX coordinator for purposes
of the University’s sexual misconduct
policy (by telephone, at 434.924.7429
or 434.924.7133, by e-mail at Deanof-
[email protected], or in person
at the Office of the Dean of Students,
Peabody Hall, Second Floor), as soon
as reasonably possible to report any
sexual misconduct you believe may
have occurred. In addition, Sexual and
Domestic Violence Services in the Uni-
versity’s Women’s Center offers guid-
ance and support in collaboration with
the Dean of Students (by telephone,
at 434.982.2774, or by e-mail at sdvs@
virginia.edu).
For a link to the University’s
current policy governing sexual
misconduct by a student, and for
extensive information about the many
forms of sexual misconduct, what to
do immediately following a sexual
assault, and the numerous resources
available at the University and in the
local community, please consult the
University’s Sexual Violence Education
& Resources website.
For more information
www.virginia.edu/sexualviolence
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organizations and activities
batten Councilaaron Chafetz, PresidentKaty Lai, TreasurerMaddie bergner, Secretary
The Batten Student Council repre-
sents the needs and interests of Batten
School students. It helps to enrich
their academic experience by encour-
aging student leadership and profes-
sional development activities. Elected
officers and representatives from each
class work together to manage funds,
plan special events and promote com-
munity outreach. Some officers serve
as liaisons to Student Council, the
Honor Committee, and the University
Judiciary Committee. The representa-
tives keep Batten students informed
of University-wide policies while
voicing the collective opinions of the
Batten student body, as determined by
discussion among the elected Council
members. The Council also provides
opportunities for interaction among
students, faculty, and alumni to foster
a strong culture and close-knit Batten
community.
In its first five years, the Batten
School had an exclusively graduate
student body. Moving forward, Bat-
ten Council is excited to mentor the
inaugural BA Class of Public Policy
and Leadership to create a parallel
representative branch of Council for
Batten undergraduate students.
Batten Club Seed FundBatten is a new and growing school.
As students interested in complex
policy and problem-solving, the Coun-
cil encourages students to engage and
implement clubs that are in the spirit
of Batten’s motto: “Policy is Every-
where. Lead from Anywhere.” The
Council has set aside a budget to allow
students to put their ideas into motion
by starting up new clubs and organi-
zations. To submit a proposal, please
include the mission statement of your
club, a detailed timeline of events,
budget, and how you hope to engage
Batten students and faculty. For more
information, please contact Katy Lai,
Batten Council Treasurer.
Special Eventsamanda o’Malley, Special Events Chair
The Special Events Chair is in charge
of student event planning for the
Batten School. Planning ranges from
traditional events, competitions
between the classes, 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.
Spring Speaker
Each year the Special Events Chair
puts together a committee to invite a
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to the CLa ss oF 2014
on behalf of the batten school student body, it is my great pleasure to welcome you, the inaugural ba of Public Policy and Leadership 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 US News and World Report list of top public affairs graduate schools in the nation.
this ranking is attributed firstly to our great faculty and staff, who bend over backwards for students’ needs, both in and out of the classroom. the second reason for our school’s ranking is the student body. When you enter the batten school this fall, you will be joining the MPP graduate student body. our MPP 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 challenges and achievements of your work in the new undergraduate 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. You should embrace all of the opportunities available to you, and, at the same time, take initiative as the inaugural ba class to create an undergraduate community of excellence worthy of the stellar reputation of our school.
i look forward to working with you this year and wish you the best of luck as you begin your experience at the batten school.
sincerely,aaron Chafetz • [email protected], Batten Council
aaron Chafetz
distinguished guest to speak in the
spring. These talks are open to the
entire University community and are
an exciting opportunity for the Batten
School to share its mission. Past speak-
ers include the late Ted Sorensen,
speechwriter and Special Counsel to
President John F. Kennedy; Gretchen
Wallace, author and founder of the
NGO Global Grassroots; and former
Supreme Court Justice Sandra Day
O’Connor, who shared lessons she
learned as a leader in all levels of
society, from the private and nonprofit
sectors to state and federal govern-
ment. In April 2012, the Batten School
hosted House Majority Leader Eric
Cantor who talked about the work he
has done in Congress and the impor-
tance of compromising to fight gridlock
in Congress.
Community Engagement and OutreachKaitlin brennan, Community Engagement Chair
Community engagement at Batten
takes a variety of forms, from sponsor-
ing events with other departments and
organizations on Grounds to arrang-
ing volunteer and community service
activities. Council hopes to form
service partnerships with community
organizations, uniting Batten students’
knowledge of public policy issues with
real volunteer experience in those
fields. These partnerships will enhance
students’ learning experiences, foster
civic responsibility, and strengthen ties
to the community.
One of the biggest priorities for this
committee is strengthening alumni
relations. To keep the alumni network
alive and active, the Batten Coun-
cil writes and publishes two Alumni
Newsletters each year. Included in the
newsletters is information on recent
Batten events, spotlights on new fac-
ulty, and updates from alumni.
As a relatively new school to
the University of Virginia, the Bat-
ten School offers students an easily
accessible alumni network. Events
are planned throughout the year for
students to network with alumni. Last year, orientation included a
panel of Batten alumni who talked
about their experiences at Batten and
offered advice for incoming students
about what to expect from the next
two years. The Office of Professional
Development hosted trips for students
to Washington, DC and Richmond to
meet University alumni working at
organizations such as Morehard &
Associates and the Joint Legislative
Audit and Review Commission, the
Virginia General Assembly’s oversight
agency. Alumni are also eager to come
back to Charlottesville and visit Batten
students, faculty, and staff at special
events, such as Homecomings and the
“Back 2 Batten” series (see also About
Batten—Professional Development).
The creation of the new Batten Stu-
dentLifeblog(http://battenstudentlife.
wordpress.com/)bytheClassof2012
is the newest effort to link current
students and alumni. The blog features
Batten news, student events and
activities, research and opinion pieces,
and alumni updates. Council hopes to
see the blog grow this year with the
inclusion of weekly columns on various
topics and faculty participation.
other batten School Student organizations and activities
Virginia Policy Review addie bryant, Editor-in-Chief
The Virginia Policy Review (VPR) is
the public policy journal at the Univer-
sity of Virginia Frank Batten School of
Leadership and Public Policy. VPR is
published mid-November and mid-
April. The graduate student review
staff considers submissions on interna-
tional, domestic, and regional public
policy issues throughout the academic
year. Founded by the first MPP class of
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amanda o’Malley • [email protected] Lai • [email protected] Maddie bergner • [email protected]
Kaitlin brennan • [email protected] Kelly Connors • [email protected] bryant • [email protected]
iMPortant note on sChooL-reLated F inanCes
the batten Council manages funding for batten student event programs.
•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.
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 School, its primary pur-
pose is to connect different disciplines
across the University community
through public policy. VPR accepts
submissions from faculty and students. There are many ways to get
involved with this organization. The
graduate student staff is selected every
spring. Executive Board positions
include: Executive Editor, Managing
Editor, Copy Editor, Senior Domestic
Editor, and Senior International Editor.
The staff also has associate editors who
assist the Board.
This past spring VPR held its first
public policy forum on energy policy.
Five experts were invited to speak
about a variety of related topics includ-
ing the energy policy landscape, the
conflict of uranium mining, nuclear
energy, unconventional oil and innova-
tion in the energy sector. These experts
spoke about the effects of public policy
on these different subtopics of energy
and engaged students about their
thoughts on the subject. Remarks from
the event were printed in the spring
issue of VPR.
VPR hopes to play a greater role in
facilitating conversations about policy
on Grounds with more events such as
the public policy forum. Students and
faculty with ideas or interest in submit-
ting articles to VPR are encouraged to
contact the Editor-in-Chief or visit our
website at www.virginiapolicyreview.
com.
UN young Professionals AssociationKelly Connors, Chair
The United Nations Young Profession-
als Association is a new student orga-
nization at Batten that is open to other
students at the University and young
professionals in the community. The
group is involved with the national UN
Young Professionals Association and
holds networking events, fundraises
for the UN Foundation, and hosts
speakers in international diplomacy.
The group is associated with the local
chapter of the UN and the Interna-
tional Relations Organization (IRO) at
U.Va. The student organization is a
forum for students to discuss matters
of international diplomacy and interact
with peers both in Charlottesville and
in Washington, DC who have similar
interests. For more information and to
sign up to become a member, please
visit:http://pages.shanti.virginia.edu/
UN-YP/.
Questions? Please contact Katy Lai, Batten Council Treasurer, or Jill Rockwell, Assistant Dean of Student Services
2 0 12 B a t t e n U n d e r g r a d u a t e S t u d e n t H a n d b o o k
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online
uniVersitYresourCes
DEAN OF STUDENTS
virginia.edu/deanofstudents
DINING
virginia.edu/dining
EMERGENCY PREPAREDNESS
virginia.edu/emergency
virginia.edu/uvaalerts
HEALTH AND WELLNESS
virginia.edu/studenthealth
HOUSING
virginia.edu/housing/grad.php
uvastudentcouncil.com/offgrounds
INFORMATION TECHNOLOGY
itc.virginia.edu
INTRAMURAL RECREATIONAL
SPORTS
virginia.edu/ims
LIBRARIES
library.virginia.edu
PARKING AND TRANSPORTATION
virginia.edu/parking
SAFETY
virginia.edu/uvapolice
STUDENT FINANCIAL SERVICES
virginia.edu/financialaid
STUDENT ORGANIZATIONS
virginia.edu/newcomb/involvement/
organizations.html
UNIVERSITY BOOKSTORES
uvabookstores.com
UNIVERSITY CAREER SERVICES
career.virginia.edu
UNIVERSITY REGISTRAR
virginia.edu/registrar
For needs unmet by the resources below, students may consult Batten
administrators for referral to other resources across Grounds.
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We fondly hope that the instruction which may flow from this institution, kindly cherished, by advancing the minds of our youth
with the growing science of the times, and elevating the views of our citizens generally to the practice of the social duties and
the functions of self-government, may ensure to our country the reputation, the safety and prosperity, and all the other blessings
which experience proves to result from the cultivation and improvement of the general mind.
– Thomas Jefferson –UniversiTy of virginia Board of visiTors minUTes, 1821
Garrett Hall
235 McCormick Road
P.O. Box 400893
Charlottesville, VA 22904-4893
434.924.0812
www.batten.virginia.edu
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