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, wperry@virginia.edu

Graphic Designer anne hilton, anne hilton design

batten School Contributors scott adams, William ashby, Maddie bergner, richard bonnie, brenda boyd, alex boucher, Lynn boyter, Jeanine braithwaite, david breneman, kaitlin brennan, addie bryant, aaron Chafetz, James Childress, eileen Chou, kelly Connors, benjamin Converse, nate daugherty, Jennifer doleac, Colleen Farrell, Leora Friedberg, Chloe gibbs, harry harding, Meg harmon, Frederick hitz, howard hoege, Charles holt, Lara Jacobsen, katy Lai, david Leblang, Molly Lipscomb, Christine Mahoney, Paul Martin, guian Mckee, katharine Meyer, Cynthia Moore, edgar olsen, amanda o’Malley, James Paradis, eric Patashnik, Wendy Perry, Melissa rickman, Margaret Foster riley, Jill rockwell, Christopher ruhm, raymond scheppach, Melina schoppa, herman schwartz, William shobe, kerra thurston, barkot tesema, sophie trawalter, Craig Volden, gerald Warburg, andrew Wicks, James Wyckoff

additional Contributor Patricia Lampkin

Photographers dan addison, don hamerman, Jamie kay, Jack Looney, Wendy Perry Photograph of Frank batten, sr. courtesy of denis Finley, The Virginian-Pilot

Cover Photograph don hamerman

Printed by dazzle Printing

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

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 1

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:

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 k2

battenaboutWeLCoMe

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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 3

Media magnate and entrepreneur

Frank Batten, Sr. (1927-2009) made the

largest single gift in the history of the

University of Virginia in 2007, dedicat-

ing $100 million to the creation of the

Frank Batten School of Leadership and

Public Policy. From its beginning, the

newest school to be established at the

University in more than 50 years has

set out to to groom visionary leaders

who will drive the policy process, build

coalitions, and translate innovative

ideas into action.

Frank Batten, Sr., chair and CEO

of Landmark Communications, Inc.

in Norfolk, Virginia, was a long-time

University of Virginia supporter and

a graduate of the College of Arts and

Sciences. In 1999, he gave $60 million

to the University’s Darden School of

Business to create the Batten Institute,

which promotes entrepreneurial lead-

ership in business. A forward-thinking

philanthropist committed to supporting

educational initiatives and serving the

public good, Batten wanted his most

recent gift to extend beyond business

to all facets of civic life.

Batten saw an urgent need for a

new generation of leaders who could

Frank batten, sr.affect transformational

change. He empha-

sized leadership as

one of the key skills

required for suc-

cess in the field of

public policy. “Tal-

ented public leaders

are needed from a

range of professional

backgrounds. It is

critical to get younger

people excited about

the responsibilities

and opportunities of

public service in all its

manifestations,” Bat-

ten said. “The earlier

in their careers that

exceptional students begin to think

of themselves as future public leaders

who can promote a better society, the

greater the likelihood they will become

such leaders.”

Batten was born in Norfolk to one

of the city’s leading families on his

mother’s side. When he was one year

old, his father died, and the fam-

ily moved in with his uncle, Samuel

Slover, publisher of Norfolk’s two

newspapers, the Virginian-Pilot and

the Ledger-Dispatch. Batten was sent

to school at Culver Military Academy

in Indiana and served in the Merchant

Marines just after World War II. Grad-

uating from the University of Virginia

in 1950, he went on to earn an M.B.A.

from Harvard. During the summers of

his student years, Batten interned as a

reporter for the Ledger-Dispatch. He

became publisher of the Virginian-Pilot

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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 k4

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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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 5

administration

office of the DeanHarry HardingDean and Professor of Public Policy and Politicshh7b@virginia.edu, 924-0812Kerra thurstonAssistant to the Dean and Academic Programs Coordinatorkaykay@virginia.edu, 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 Policybreneman@virginia.edu, 924-0965Wendy PerryAssistant Dean for Academic Programs and Registrarwperry@virginia.edu, 924-0049Kerra thurston Executive Assistant to the Dean and Academic Programs Coordinatorkaykay@virginia.edu, 924-0812Lynn boyterResearch Administratorlad@virginia.edu, 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 Servicesjill.rockwell@virginia.edu, 924-7950Paul MartinDirector of Professional Development psm4d@virginia.edu, 924-2933James ParadisStudent Services Coordinatorjames.paradis@virginia.edu, 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 Initiativeshhh@virginia.edu, 243-4383Meg HarmonAdmissions Coordinatormeh9t@virginia.edu, 982-2583Katharine MeyerExternal Affairs Coordinatorkem3e@virginia.edu, 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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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 k8

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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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 9

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 Policygfw2f@virginia.edu, 243-1173Katharine MeyerExternal Affairs Coordinatorkem3e@virginia.edu, 982-6761

The Office of External Affairs works

with the Batten team to help build the

new School’s outreach. This takes the

form of, coordinating public speakers

and events, developing and updating

website content, and leading devel-

opment efforts to build the School’s

fellowships and research centers.

External Affairs is a resource for

students on issues related to 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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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 k10

office of business Servicesbill ashbyAssociate Dean for Management and Financebashby@virginia.edu, 243-3155brenda boydDirector of Budget and Financebbb9q@virginia.edu, 982-6561Lara JacobsenDirector of Administrative Affairslo3k@virginia.edu, 243-3728Scott adamsIT and Audio-Visual Services Managersadams@virginia.edu, 243-3732Cindy MooreBusiness Services Coordinatorchm3b@virginia.edu, 982-2033

The Business Services team provides

administrative, fiscal, operational, and

technological support to Batten School

students, faculty, and staff.

The Associate Dean of Management

and Finance serves as the chief 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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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 11

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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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 k12

d ireCtorY oF adMinistration

OFFICE OF THE DEAN

HARRY HARDING Dean, Professor of Public Policy and Politics Garrett 200A 924.0812 hh7b@virginia.edu

KERRA THURSTON Executive Assistant to the Dean and Academic Garrett 200 924.0812 kaykay@virginia.edu Programs Coordinator

OFFICE OF ACADEMIC AFFAIRS

DAVID BRENEMAN Senior Associate Dean for Academic Affairs, University Garrett 200B 924-0965 breneman@virginia.edu Professor, Professor of Education and public Policy

WENDY PERRY Assistant Dean for Academic Programs and Registrar Garrett L052 924.0049 wperry@virginia.edu

KERRA THURSTON Executive Assistant to the Dean and Academic Garrett 200 924-0812 kaykay@virginia.edu Programs Coordinator

LYNN BOYTER Research Administrator 1230 Cedars Ct., Suite B 924.9848 lad@virginia.edu

OFFICE OF STUDENT AND CAREER SERVICES

JILL ROCKWELL Assistant Dean of Student Services Garrett L004A 924.7950 jill.rockwell@virginia.edu

PAUL MARTIN Director of Professional Development Garrett L004B 924.2933 psm4d@virginia.edu

JAMES PARADIS Student Services Coordinator Garrett L004 982.2536 james.paradis@virginia.edu

OFFICE OF ADMISSIONS AND STRATEGIC INITIATIVES

HOWARD HOEGE Assistant Dean for Admissions and Strategic Initiatives Garrett L020C 243.4383 hhh@virginia.edu

MEG HARMON Admissions Coordinator Garrett L020A 982.2583 meh9t@virginia.edu

KATHARINE MEYER External Affairs Coordinator Garrett L020D 982.6761 kem3e@virginia.edu

OFFICE OF EXTERNAL AFFAIRS

GERRY WARBURG Assistant Dean for External Affairs, Professor of Public Policy Garrett 107 243.1173 gfw2f@virginia.edu

KATHARINE MEYER External Affairs Coordinator Garrett L020D 982.6761 kem3e@virginia.edu

OFFICE OF BUSINESS SERVICES

BILL ASHBY Associate Dean for Management and Finance Garrett L031 243.3155 bashby@virginia.edu

BRENDA BOYD Director of Budget and Finance Garrett L033 982-6561 bbb9q@virginia.edu

LARA JACOBSEN Director of Administrative Affairs Garrett L032 243.3728 lo3k@virginia.edu

SCOTT ADAMS IT & AV Manager Garrett L030 243-3732 sadams@virginia.edu

CINDY MOORE Business Services Coordinator Garrett L028 982-2033 chm3b@virginia.edu

All phone numbers are area code 434

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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 13

• 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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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 k14

• 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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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 15

d ireCtorY oF FaCuLtY

HARRY HARDING Dean, Professor of Public Policy and Politics Garrett 200A 924.0812 hh7b@virginia.edu

DAVID BRENEMAN Senior Associate Dean for Academic Affairs, University Garrett 200B 924.0965 breneman@virginia.edu Professor, Professor of Education and Public Policy

GERALD WARBURG Assistant Dean for External Affairs, Professor of Public Policy Garrett 107 243.1173 gfw2f@virginia.edu

RICHARD BONNIE Professor of Law, Medicine, and Public Policy; 580 Massie Road, 924.3209 rbonnie@virginia.edu Director of the Institute of Law, Psychiatry, and Public Policy Room WB 179D

AJ BOSTIAN Lecturer Monroe 219 924.7680 ajbostian@virginia.edu Garrett L050 243.9976

JEANINE BRAITHWAITE Professor of Public Policy Garrett 106 243.1127 jdb6bc@virginia.edu

JAMES CHILDRESS University Professor, Gibson 438 924.6724 childress@virginia.edu Professor of Religious Studies and Public Policy

EILEEN CHOU Assistant Professor of Public Policy Garrett 111 982.4821 eyc4m@virginia.edu

BENJAMIN CONVERSE Assistant Professor of Public Policy and Psychology Garrett 105 243.3730 converse@virginia.edu Lab: Gilmer B055 and Garrett L002

JENNIFER DOLEAC Assistant Professor of Public Policy and Economics Garrett 110 982.0195 jld4mr@virginia.edu

LEORA FRIEDBERG Associate Professor of Economics and Public Policy Monroe 257 924.3225 lfriedberg@virginia.edu

CHLOE GIBBS Assistant Professor of Public Policy and Education Garrett 102 243.1128 crg3n@virginia.edu

FREDERICK HITz Adjunct Professor of Public Policy Garrett L046 924.3192 fph7w@virginia.edu

CHARLES HOLT Professor of Economics and Public Policy Monroe 234 924.7894 holt@virginia.edu

MARK KLEIMAN Visiting Professor of Public Policy (fall 2012) Garrett L038 243.9962 mk5ds@virginia.edu

DAVID LEBLANG Professor of Politics and Public Policy Gibson S281 924.3192 leblang@virginia.edu

MOLLY LIPSCOMB Assistant Professor of Public Policy and Economics Garrett L038 982.1561 molly.lipscomb@virginia.edu

CHRISTINE MAHONEY Assistant Professor of Public Policy and Politics Garrett 109 243.3727 c.mahoney@virginia.edu

GUIAN MCKEE Associate Professor of History and Public Policy Garrett L044 243.8856 gam2n@virginia.edu & 2201 Old Ivy Road

EDGAR OLSEN Professor of Economics and Public Policy Monroe 250 924.3443 eoo@virginia.edu

ERIC PATASHNIK Professor of Public Policy and Politics Garrett 101 924.0903 ericpat@virginia.edu

MARGARET FOSTER RILEY Professor of Law and Public Policy 580 Massie Road, 924.4671 mf9c@virginia.edu Room WB347

CHRISTOPHER RUHM Professor of Public Policy and Economics Garrett 204 243.3729 ruhm@virginia.edu

RAYMOND SCHEPPACH Professor of the Practice of Public Policy Garrett 103 243.1126 ray.scheppach@virginia.edu

HERMAN SCHWARTz Professor of Politics and Public Policy Gibson S185 924.7818 schwartz@virginia.edu

WILLIAM SHOBE Professor of Public Policy; Adjunct Professor of Economics; 2400 Old Ivy Road 982.5376 shobe@virginia.edu 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 strawalter@virginia.edu Lab: Gilmer 218

CRAIG VOLDEN Professor of Public Policy and Politics Garrett 203 243.3725 volden@virginia.edu

ANDREW WICKS Professor of Business Administration and Public Policy Darden School, FOB 286 243.8793 wicksa@virginia.edu

JAMES WYCKOFF Professor of Education and Public Policy, Ruffner 258 924.0842 wyckoff@virginia.edu Director of the Center on Education Policy and Workforce Development

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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 k16

• 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

fbs.helpdesk@gmail.com 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-

gID@virginia.edu. This account must

be activated by the student before

the University can correspond via the

official email account. When students

use non Virginia.edu email accounts,

it is their responsibility to make sure

their U.Va. mail is forwarded to that

account.

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 ureg@virginia.edu.

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 • npd8x@virginia.eduMelina Schoppa • mns4v@virginia.eduBatten 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 • bjt4m@virginia.eduBatten School Representative, Student Council

Colleeen Farrell • caf5gb@virginia.eduBatten School Representative, University Judiciary Committee

Melissa Rickman • mar7vd@virginia.eduBatten 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-

Students@virginia.edu, or in person

at the Office of the Dean of Students,

Peabody Hall, Second Floor), as soon

as reasonably possible to report any

sexual misconduct you believe may

have occurred. In addition, Sexual and

Domestic Violence Services in the 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 • ahc4d@virginia.eduPresident, 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 • ago2a@virginia.eduKaty Lai • pl4p@virginia.edu Maddie bergner • mjb7cm@virginia.edu

Kaitlin brennan • khb9m@virginia.edu Kelly Connors • kec3r@virginia.eduaddie bryant • amb4yd@virginia.edu

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

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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