Quantcast
Channel: UVA Today - School of Education and Human Development
Viewing all 428 articles
Browse latest View live

In Learning a Foreign Language, Being There Makes All the Difference

$
0
0
In Learning a Foreign Language, Being There Makes All the Difference
Matt Kelly
Matt Kelly

Five University of Virginia scholars will spend the summer immersed in foreign cultures and languages, thanks to the Critical Language Scholarships from the U.S. Department of State.

They are among approximately 550 U.S. undergraduate and graduate students who received scholarships from the program. They will spend seven to 10 weeks this summer in intensive language institutes in one of 13 countries, studying languages the U.S. government has deemed “critical”: Arabic, Azerbaijani, Bangla, Chinese, Hindi, Korean, Indonesian, Japanese, Persian, Punjabi, Russian, Swahili, Turkish or Urdu.

UVA’s participants are:

  • Brooks Anderson of Centreville, a second-year global development studies and English major who will study Swahili in Arusha, Tanzania;
  • Natalie Browning of Round Hill, a third-year student double-majoring in history and South Asian studies and working toward a Master of Teaching in secondary history education at the Curry School of Education, who will study Urdu in Lucknow, India;
  • Trevor Shealy of Charlotte, North Carolina, a third-year global development studies and Middle Eastern studies major, who will study Persian in Dushanbe, Tajikistan;
  • Margaret Turner of Stafford, a third-year Middle Eastern studies major, who will study Arabic in Ibri, Oman; and
  • Joshua Zabin of Ashburn, a first-year Chinese and Middle Eastern studies major, who will study Indonesian in Malang, East Java.

The Critical Language Scholars program provides group-based, intensive language instruction and structured cultural enrichment experiences. Participants, who are expected to continue their language study beyond the scholarship and apply their critical language skills in their future professional careers, hail from 49 states, Puerto Rico and the District of Columbia and represent more than 200 institutions of higher education from across the United States.

“I think it is great that these five students will be furthering their understanding of Arabic, Indonesian, Persian, Swahili and Urdu,” said Andrus G. Ashoo, associate director of the Center for Undergraduate Excellence. “With as many students studying critical languages as we have, I think many more at the University of Virginia should pursue this fully funded opportunity to further their language learning. There are not many opportunities to develop such linguistic competency in such a short amount of time.”

Anderson developed an interest in Swahilli because his uncle spent time living in East Africa and working for USAID.

“I have been interested in the ways in which nations and organizations have tried to provide aid for developing nations for awhile and decided to choose a language that would give me some specialization in a specific region,” Anderson said. “I wanted to find a language that is taught in a smaller class setting so that I would have an experience more focused on my interests.

“I was also fascinated by the booming tourist industry and conservation efforts in East Africa and how this became tied with the identity of many East African countries.”

Anderson will study foreign investment, business strategies and economic development in East Africa, and wants to attain linguistic proficiency adequate for a professional/business setting. After the Critical Language Scholars program, Anderson plans to travel to Kenya in the fall to participate in the University of Minnesota’s International Development in Kenya program.

“I hope to gain contacts within the region that work to stimulate the economy of lesser-developed communities,” Anderson said. “The CLS program will hopefully improve my knowledge of Swahili enough so that I will be able to work with [a non-governmental organization] aimed at providing resources for smaller communities that will help them receive jobs and improve the cash flow in the region. I will be an intern at an NGO during the second half of the fall program and will hopefully be placed with an organization that aligns with my career goals.”

Anderson, a dean’s list student, was the vice president of advertising for Carpenter’s Kids @ UVA, which provides private aid for non-governmental organizations in Tanzania; activities director for College Mentors for Kids; a copy editor at the Cavalier Daily; and a member of the UVA Climbing Team. A graduate of Centreville High School, Anderson plans to attend graduate school for international development and work in the non-profit field.

Browning wants to eventually teach.

“I hope to teach so that I can help my students place everything within a context, and connect the complicated state of international politics with the political and social history of a united humanity,” Browning said. “I am deeply inspired and motivated by my study of history and South Asian language and culture. I hope to use my voice to combat the antagonistic environment that modern politics has fostered, and particularly, to counter the ‘othering’ of peoples throughout the Middle East and South Asia by Western governments and institutions.”

For Browning, the scholarship gives her an opportunity to more deeply experience the language.

“I have spent the last three years studying Hindi and Urdu within a classroom setting,” she said. “I have not seen the sights, smelled the smells or engaged with the culture on an intimate level. My knowledge of Urdu is limited to others’ perceptions. I have been blessed with the opportunity to take my education off of the page and engage firsthand with the culture that gives meaning and life to the Urdu script.”

She is a member of the Student Action Board at the UVA Center for Global Health, and has appeared on the dean’s list multiple times. She has worked as a media intern at Education Strategy Consulting in Charlottesville. She also works at The Pioneer, a digital publication under the larger HackCville umbrella organization, and she is active in Meditation for Students, a club that promotes mindfulness practice for students.

Shealy is studying Persian as a way of expanding his Middle Eastern language base.

“This scholarship will further my knowledge of the Persian language as well as one of its dialects,” Shealy said. “I chose to study Persian because of my interest in the Middle East. I wanted to learn another language that would complement my previous study of Arabic and would help me gain a deeper understanding of the region. I was attracted to Persian specifically because of its historical significance and its importance in international affairs. Additionally, the ability to communicate in Persian is crucial in working with many refugee and migrant populations.”

Shealy plans to pursue a graduate degree in migration studies or humanitarian affairs and try to improve the lives and situations of migrants and refugees at the international, regional and local levels.

An Echols Scholar, Shealy is a former president of the Arabic Conversation Club; former vice chair of community relations for Community Honor Fund; co-president of Campus Kitchens; a volunteer with Latino and Migrant Aid through Madison House; and a Project Serve site leader. He has been a casework intern with the International Rescue Committee and is currently an intern at the International Organization for Migration headquarters in Geneva, Switzerland.

Turner, who said she has a passion for Arabic, its speakers and the region, will be hosted by the Noor Majan Training Institute.

“The institute offers a high-quality learning experience in an encouraging and interactive environment,” Turner said. “Throughout the summer, I will experience a challenging academic program while gaining valuable insight into Oman’s unique culture.”

A member of the Arabic Conversation Club, Turner applied for the program because she believes participating in an immersion program will have an unparalleled impact on her language skills. A graduate of Grace Preparatory School, she plans to further her education by studying Islam and the Middle East and then pursuing global opportunities that develop her language fluency and understanding of the area and its people with the goal of working in intelligence, government, business or NGOs building bridges between Middle Eastern and Western people.

Zabin wants to return to what was once familiar.

“I went to high school in Indonesia, so I cannot wait to re-immerse myself in the language and culture of this diverse nation,” Zabin said. The Critical Language Scholarship “will equip me with the language skills and cultural understanding necessary to research into issues of the prevalence of slash-and-burn palm oil developments, which are catastrophic for the environment.  It also complements my Chinese and Persian language skills, which I hope to utilize as a diplomat someday.”

Zabin, who will stay with a host family and receive four hours of daily language instruction, is a member of the International Relations Organization, UVA’s chapter of the Model United Nations and the Persian Conversation Club. He is also a photographer for the Cavalier Daily. A graduate of the Jakarta Intercultural School, Zabin said he hopes to become part of the diplomatic corps.

Right
Full Width: 
No
Drop cap: 
Yes

Here’s What You Need to Know About The 188th Final Exercises

$
0
0
The University will award nearly 7,000 degrees during its 188th Final Exercises.
Jane Kelly
Jane Kelly

Tens of thousands of people will be at the University of Virginia for its 188thFinal Exercises weekend, May 19, 20 and 21, presided over by President Teresa A. Sullivan.

At Friday’s 3 p.m. Valedictory Exercises on the Lawn, students will pay tribute to their fellow classmates, presenting the Class Gift and University/Class Awards. The ceremony also features a speech from the keynote speaker selected by the Class of 2017 Trustees, Colombian President Juan Manuel Santos, who won the 2016 Nobel Peace Prize for his efforts to end his country’s protracted war with Marxist guerrillas. His son, Esteban, is receiving his Bachelor of Arts degree in public policy and leadership from the Frank Batten School of Leadership and Public Policy.

The first graduation ceremony on Saturday, beginning at 10 a.m., will award degrees to students in UVA’s largest school, the College and Graduate School of Arts & Sciences. Deborah McDowell, director of UVA’s Carter G. Woodson Institute for African-American and African Studies and Alice Griffin Professor of Literary Studies, will give the keynote speech.

Sunday’s ceremony, also beginning at 10 a.m., will feature students from UVA’s other schools:

  • School of Architecture
  • Frank Batten School of Leadership and Public Policy
  • School of Continuing and Professional Studies
  • Curry School of Education
  • Darden School of Graduate Business Administration
  • School of Engineering and Applied Science
  • School of Law
  • McIntire School of Commerce
  • School of Medicine
  • School of Nursing

Students in the Data Science Institute will also participate. Sunday’s keynote speaker is Robert Pianta, Novartis U.S. Foundation Professor of Education and dean of the Curry School of Education.

In total, between 30,000 and 35,000 people are expected to attend Finals weekend.

Both days, students will participate in  school- or department-specific ceremonies at sites around Grounds following Final Exercises.

Graduation is a ticketed event. Each graduate receives six tickets for admission to the Lawn, which can be picked up at the UVA Bookstore before Finals Weekend. The days and times that tickets are available for pickup can be found here.

In all, 6,698 degrees will be conferred. Included in that figure are 4,084 baccalaureate degrees, 133 of which were earned in three years and seven in two. UVA will confer 465 professional degrees and 2,165 graduate degrees, including 326 Ph.D.s, 15 Doctor of Education degrees and 19 Doctor of Nursing Practice degrees.

There are 3,815 graduates from Virginia and 1,082 from 108 international countries.

Social Media, Live Streaming, Text Messages and Remote Viewing

UVA encourages everyone to participate in Final Exercises on its social media channels.

Throughout the weekend, students and guests alike can share their excitement by taking snaps with the “UVA Grad” geofilters on Snapchat. Creative mortarboards and other joyful moments will be featured on UVA’s Instagram account.

Final Exercises will be livestreamed at virginia.edu/live and UVA’s Facebook page, where photos also will be posted all weekend long.

UVA’s Twitter account will share memorable moments of Final Exercises; tweet us @UVA. And students, use #UVAGrad and your social posts could be featured on the big screen during the ceremonies.

To receive important Finals Weekend text alerts, type “uvagrad” to 79516. Users will be automatically unsubscribed after Finals Weekend.

Guests may watch live broadcasts of both Final Exercises ceremonies in these climate-controlled, remote viewing locations: the Alumni Hall ballroom, Chemistry Building Auditorium, Culbreth Theatre, Gilmer Hall auditoriums (rooms 130 and 190), the Harrison Institute and Small Special Collections Library Auditorium, Newcomb Hall Ballroom and Theatre, the Student Activities Building and Zehmer Hall Auditorium. Additionally, there is a dedicated remote viewing site for persons with limited mobility on the third floor of Newcomb Hall.

Inclement Weather

If inclement or severe weather plans need to be implemented for Final Exercises, the University will make an announcement in local media; on the UVA hotline (434-924-7669); the University’s home page, www.virginia.edu; the Finals Weekend website; and on the University’s Twitter, Instagram and Facebook channels.

In the case of inclement or severe weather on Friday, Valedictory Exercises will move from the Lawn to the John Paul Jones Arena. An announcement will be made no later than noon. Seating will be on a first-come, first-served basis.

In the case of rain without the presence of thunder, lightning, high winds or other unsafe conditions on Saturday or Sunday, the University will hold Final Exercises on the Lawn, while all school and department graduation ceremonies will be held indoors. The designated locations for the school/department ceremonies will be available on the “School/Department Graduation Ceremony Locations” page.

If the weather is severe on Saturday or Sunday, Final Exercises will be moved to the John Paul Jones Arena and all school and department graduation ceremonies will be held indoors. Graduating students should arrive at the arena by 9:15 a.m. and proceed directly to the seating area on the main floor of the arena. Faculty will assemble in the Courtside Club, which is located on the bottom level of the arena, by no later than 9:45 a.m. Only guests with bar-coded tickets will be allowed entry. Due to the space limitations inside the arena, students will be limited to only three guests.

Inclement or severe weather plans for Saturday and Sunday will be announced no later than 8 a.m. each day.

Food stands will be located throughout Grounds, serving beverages and snacks on Finals Weekend. Light breakfast items (doughnuts, pastries, muffins, fruit juice, soda, bottled water and coffee) will be offered for sale Saturday and Sunday mornings. Food stands will be open from 8 a.m. to 2 p.m. Lunch items will be available beginning mid-morning.

Information booths will be available around Grounds for guests who have questions or need assistance. These booths will also have Finals Programs available for distribution.

Security Checkpoints

Everyone attending Valedictory and Final Exercises ceremonies, including graduates, faculty and guests, will be subject to security screening before entering. All bags will be subject to search, which may delay entry into the venue. A “bag check lane” will be available for guests who choose to bring a bag with them.

Everyone wearing an outer garment such as an academic robe or coat will be asked to open it for a visual inspection. To expedite entry into the assembly areas, graduates and faculty are encouraged to don their robes after passing through the security checkpoint.

On Friday, security checkpoints for Valedictory Exercises will open at 1:30 p.m. and remain open until end of the ceremony. On Saturday and Sunday, checkpoints will open at 7:30 a.m. and remain open until the end of the ceremonies.

A list of prohibited items is available here

Parking and Transportation

For Friday’s Valedictory Exercises, guests may park free of charge at John Paul Jones Arena and ride a shuttle bus to Central Grounds.

On Saturday and Sunday, free parking will be available at John Paul Jones Arena, University Hall and Scott Stadium, with shuttle service leaving from the John Paul Jones Arena and Scott Stadium to Central Grounds.

First-come, first-served, paid parking will be available at the Emmet/Ivy Parking Garage and the Central Grounds Parking Garage for all three days, with no shuttle service provided. More information about parking, including shuttle bus routes and pick-up and drop-off locations, is available here.

Public parking will not be available on Central Grounds. McCormick Road will be closed from University Avenue to the McCormick Road Bridge from 1 to 6 p.m. on Friday and 7 a.m. to 4 p.m. on Saturday and Sunday.

Allow extra transit time for all events due to increased pedestrian and vehicular traffic.

Right
Full Width: 
No
Drop cap: 
Yes

Class of 2017: World Cup Champion Morgan Brian to Graduate

$
0
0
“Matt Riley is so talented and we did many photo shoots during my time,” Morgan Brian said. “A lot of them were extremely adventurous and this picture captures the essence of my time spent with Matt Riley doing photo shoots for four years.”
Jane Kelly
Jane Kelly

Soccer superstar Morgan Brian is walking the Lawn on Sunday, collecting a degree from the University of Virginia earned after winning the 2015 World Cup and traveling with the national women’s team to Brazil to compete in the Olympics in 2016.

Brian came to the University in 2011, when she was 18, from Saint Simon’s Island, a small Georgia community where soccer is king. “I started playing when I was 4 and I’ve played ever since then,” she said.

Brian will leave a lasting impact on UVA women’s soccer, head coach Steve Swanson said. “If you look at Morgan’s legacy, there will be quality soccer we are all proud of, but it was as much establishing the right culture for the program,” he said. “As good as the team looked on the field, it was happening off the field as well, and we are all proud of that.”

She earned a spot on the United States Women’s National Team in her third year at UVA, beginning the tough balancing act of playing professional soccer and earning a degree in kinesiology from the Curry School of Education.

Speaking from Texas, where she now plays professionally for the Houston Dash of the National Women’s Soccer League, Brian told UVA Today about her time in Charlottesville and what it means to graduate six years after becoming a Wahoo.

Q.Why did you choose UVA?

A. I’ve always wanted a great mixture of academics. The Grounds are beautiful. The soccer is great and the people made the place even more special.

The coaching staff is the best in the country. I’ve had a lot of coaches in my career. Coach Steve Swanson and his entire staff took my game to the next level. It really helped me to become a better player and better person. I think they have the best balance of being great human beings, but also they are in the top of their field in coaching soccer.

Q.How was the transition from playing with the youth national team to Division 1 soccer in college?

A. It was definitely different in the sense of playing at a high level every single day and trying to balance school at the same time. With the youth national team, we would go into a camp for a week and then we would go back home and be at school and playing on our club teams. In college, you are competing every single day, but you are also expected to compete at a high level in academics. It’s a step up in every sense.

Q.What were your early days at UVA like?

A. My first year was really tough, especially my first semester. I was really homesick. My parents actually came every weekend. When we had a home game, they would come. When we played in the ACC, against Duke and North Carolina, it was closer to home, so they could come to those games. My freshman year, the girls that I came in with, we all became best friends, which was a bright spot.

Q.What was it like joining the team?

A. I think our first year was a rebuilding year of team chemistry and trying to gel with the older players. It was one of those instances where we had a tough time integrating ourselves with the current team.

Throughout our four years, we decided that we were going to change the environment in regard to the team chemistry and the way things were running. We developed this motto of ‘All in,’ where everyone is important, everyone got along, and the team was an extremely cohesive bunch. We accomplished the goal of changing the team culture on and off the field by the end of our time at UVA.

Q.How did you help change the team’s chemistry?

A. The first thing we decided to do as second-years was when the first-years came in, we wanted to make sure they were welcomed, felt comfortable and knew they were going to be extremely important to our team.

We tried to eliminate the idea of cliques or classes only hanging out amongst themselves. It’s hard being a first-year. Some people are very far from home, young and have to dive into an extremely overwhelming, new environment. We have preseason even before school starts. We really tried to incorporate them into our team quickly to show them that we care about them and were there to help them in any way possible.

As we became third-years, the second-years that we took under our wings paid it forward to the new first-years. It was a domino effect. My last two years at UVA were some of the best chemistry-wise teams I have ever been on. Our chemistry had a direct correlation to our success on the field.

Q.What does good chemistry look like?

A. When you watch teams celebrate, you can gather a lot of information. If each person on the team demonstrates good body language, shows raw emotion and everyone on the bench is just as excited as the 11 people playing on the field, there is a strong chance for great team chemistry.

I remember beating Florida State in overtime my third year, how quickly we all came together and dogpiled. [The score was 1-0.] Coach Swanson would always use this as an example during my last two  years at UVA: The celebration was exciting, each player was equally happy for the team and it didn't matter who scored as long as the team was winning. I think he uses that in some presentations about teams. Celebrations are a great picture of a cohesive group.

Q.What was it like to do well in both the classroom and the field?

A. To be honest, I found it to be really difficult. It’s been six years and I’m just now graduating. I played in the under-20 World Cup when I was in college. I’ve played in the FIFA World Cup. I’ve played in the Olympics and I’ve been in school throughout the whole process. For me, it’s been super-difficult and hard to balance. It’s hard to give 100 percent to everything, especially when you have a full-time job and are also trying to graduate from college. Also, not being present on campus surrounded by classmates trying to achieve the same goal is tough. I have been in an environment surrounded by professional athletes who have not been in school for many years. On the road, our coaches don’t take into account allotting time to study. I had to be extremely disciplined over the years in order to make this happen.

Q. When did you turn pro?

A. We lost the [NCAA] national championship game in December [2014]. And then that night Coach Swanson and I flew to Brazil for the national team. We played in a tournament there. Losing in the national championship college game, traveling to Brazil and having to take all of my finals in a different country while on a national team camp was a very hard time.

I got drafted to the Houston Dash in January of 2015. We were in camp for the national team most of 2015 due to preparing for the FIFA World Cup and then participating in the Victory Tour following us winning the World Cup. I took the spring [2015] semester off and resumed classes after the World Cup in Canada. Then we started training for the Olympics. I took classes here and there, trying to knock away the credits I still had to earn.

Q.Do you have any special memories playing for the Cavaliers?

A. The game that we played against Notre Dame in 2013 and we won in double overtime. We broke the attendance record that night. There were nearly 3,000 people in the stands. It was pouring rain the whole game. It was one of the most fun games I’ve ever played in. That was the year we had the best team chemistry and one of the best teams in college soccer ever, in my opinion. It was one of my favorite years in my soccer career so far and one that I will hold onto for the rest of my life.

Q. How do you like playing with the pros?

A. I love playing professionally. It’s definitely different when it becomes a job. A different element comes to the table when you’re getting paid to do something. There’s a lot more at stake, more pressure, and your body becomes even more important for your career.

Playing for the women’s national team … it’s a very popular team and there is a lot of pressure to play at the highest level in front of so many people, which is a blast.

Playing professionally allows me to be a role model for so many young fans and that is one of the best things about my job. I enjoy connecting with the fans and I love all of the opportunities I have gotten due to playing soccer as my job. 

Q.The national women’s soccer team recently signed a new labor agreement with the U.S. Soccer Federation. It provides a significant increase in compensation, per diem rates that are equal to those of the men’s national team and greater support for players who are pregnant or adopting a child, Can you talk about your role in that process?

A. Three  of my teammates and I were involved in a “60 Minutes” piece that revolved around our labor agreement and U.S. Soccer. Our entire team was relentless when it came to fighting for what we felt we deserved. It was an extremely long process that required a lot of attention and a lot of hard work behind the scenes. It was stressful at times, because we not only wanted to fight for ourselves as women, but also for all women across the workforce.

It was very rewarding to see how many people we inspired by us fighting for fair treatment as women. There were multiple meetings where we were trying to figure out where we want the landscape of women’s soccer to be in 10 years and what we felt we deserved.

Q. How does it feel to be graduating?

A. It is a huge relief.  I am happy to finally say I have graduated from the University of Virginia. It is a happy time for my family and myself. All of my hard work has finally paid off and now I can fully concentrate on soccer.

I would not have been able to do this without my adviser [kinesiology professor and department chair] Art Weltman and the entire kinesiology faculty. They were extremely flexible and worked together to help me graduate while fulfilling my dream. So thank you to them and everyone who made my time at UVA wonderful!

I had some of the best years of my life because of the coaching staff, my teammates and my friends. The Grounds, the school, all rolled into one really made for a one-of-a-kind experience. It has been the best four years of my life and I will always cherish it.

(Editor’s note: This is one of a series of profiles of members of the University of Virginia’s Class of 2017.)

Left
Full Width: 
No
Drop cap: 
Yes

Class of 2017: Sisterhood Sees These First-Generation Students to Graduation

$
0
0
Shontell and Tonyette Smith, 22 and 26 respectively, will walk the Lawn Sunday as part of the Class of 2017.
Jane Kelly
Jane Kelly

Four years – and little else – separate these two sisters.

This Sunday, Tonyette White will pass the baton to her younger sister, Shontell, when they both walk the Lawn as graduates of the University of Virginia. The elder sister is earning a Master of Education degree in counselor education from the Curry School of Education. Shontell will enter that program in August; for now, she is earning a B.A. in sociology from the College of Arts & Sciences and a B.S. in education, youth and social innovation from the Curry School.

Both first-generation college students from Danville, the White sisters could never have predicted how closely their paths would mirror one another; both are striving to become school counselors. They trace their inspiration to the caring nature of their parents, Tony and Belinda, who both work in health care in Danville and have dedicated themselves to helping those who cannot help themselves.

Shontell described that dedication in her application essay to UVA. She described an elderly man with cerebral palsy whom her mother and father had been caring for since Shontell was in the eighth grade. “I wrote about how I am so inspired to reach my dreams when I see him cross-stitching or painting. He is so articulate.

“When you are able-bodied and you see someone disabled every single day doing things, how can you not be inspired?”

Almost on cue, Tonyette quickly added, “What’s your excuse?”

On a recent overcast day at the Rotunda, the sisters talked animatedly about their lives, often finishing one another’s sentences.

Tonyette’s master’s degree from the Curry School will be her second degree from UVA. She earned her undergraduate degree in 2013, double-majoring in psychology and sociology.

Shontell followed her sister to UVA in 2014, even though she swore she was headed to James Madison University. “We had UVA everything in the house. We had UVA lawn chairs, hats, shirts – that was all I had around me, so I was just not into it,” she said. “I was all about paving my own way and doing my own thing.”

But her high school performance and that touching essay led to an offer from UVA, something she hadn’t anticipated.

“I started talking with Tonyette – she was definitely encouraging me to consider it as an option,” she said. “My parents were all about it.” So Shontell accepted UVA’s offer.

Both sisters excelled in their undergraduate programs. After earning her undergraduate degree, Tonyette spent two years working at UVA’s Virginia College Advising Corps, a “near-peer” program that pairs recent college graduates with backgrounds similar to the high school students they help steer toward college. Tonyette had taken advantage of the corps herself when she was in high school and liked the work immensely. But she felt she didn’t have all the tools she needed to help her students.

“I noticed that many really had a lot of needs that I couldn’t meet because I didn’t really have the background or the training,” she said, as Shontell listened across a mahogany table. “So I decided to come back to UVA to pursue counselor education.

“I really wasn’t trying to come back to UVA after four years,” she added, laughing, “But I really loved the program and Curry is amazing and the professors are amazing – so they kind of sucked me back in.”

How exactly? Both sisters say the allure is in the school’s approach to interviewing applicants for the counselor education program.

“It was like something I had never seen before,” Shontell said. The other graduate programs she applied to featured one-on-one or small-group interviews. “At the Curry interview day, they invited all the applicants. They pretty much put you in the same room with all those people. It’s super cool, because if you have a desire to be a counselor, most times you are a supportive person and want to be there.”

Shontell, grinning broadly, said Curry “sucked” her back in, too. She is excited at what the future holds in graduate school.

For her part, Tonyette is applying for jobs and busy planning her wedding.

So both White sisters, who set out to chart their own paths, seem destined to end up in the same place: at schools helping young students perhaps realize what they themselves have achieved, being able to say, “I have worn the honors of honor. I graduated from Virginia.”

(Editor’s note: This is one of a series of profiles of members of the University of Virginia’s Class of 2017.)

Right
Full Width: 
No
Drop cap: 
Yes

12 UVA Scholars Earn Fulbright Grants to Teach and Study Abroad

$
0
0
12 UVA Scholars Earn Fulbright Grants to Teach and Study Abroad
Matt Kelly
Matt Kelly

Twelve University of Virginia scholars will pursue their work on foreign shores with the help of Fulbright Scholarships this year.

The U.S. Department of State and the J. William Fulbright Foreign Scholarship Board offered the grants to the UVA alumni and graduate students, who will be among 1,900 U.S. citizens – selected on the basis of academic and professional achievement, as well as demonstrated leadership potential – who will travel abroad for the 2017-18 academic year through the Fulbright U.S. Student Program.

The scholarships cover round-trip transportation to the host country; funding for room, board and incidental costs; and health care benefits. In some countries, the scholarship also covers book and research allowances, mid-term enrichment activities, full or partial tuition, language study programs and orientations.

The UVA scholars will teach English in foreign countries such as Brazil, Laos and Colombia or pursue research in international academic centers.

The Fulbright program is the flagship international educational exchange program sponsored by the U.S. government and is designed to increase mutual understanding between the people of the United States and the people of other countries. Its primary source of funding is an annual Congressional appropriation to the State Department’s Bureau of Educational and Cultural Affairs; participating governments and host institutions, corporations and foundations in foreign countries and in the U.S. also provide support. The program operates in more than 160 countries and is administered by the Institute of International Education.

“We’re moving in the right direction,” said Andrus G. Ashoo, associate director of the Center for Undergraduate Excellence. “Our applicant pool is more and more representative of the student body at the University of Virginia and the types of awards available under the Fulbright U.S. Student Program. So it is exciting to see among those who have received the award two students who will pursue a postgraduate degree, at University College London and Yonsei University in South Korea; three alums who will be teaching English, in Bulgaria, Laos and Brazil; and two Ph.D. students who will pursue research in India and Sweden. In addition to students from the College of Arts & Sciences, there are two from the School of Architecture, two from the Frank S. Batten School of Leadership and Public Policy, and two from the Curry School of Education.”

Since its establishment in 1946 under legislation introduced by the late U.S. Sen. J. William Fulbright of Arkansas, the Fulbright program has given approximately 360,000 students, scholars, teachers, artists and scientists the opportunity to study, teach and conduct research, exchange ideas and contribute to finding solutions to shared international concerns.

This year’s recipients are:

• Hayley Anderson of Centreville, graduating with a master’s degree in public policy from the Frank S. Batten School of Leadership and Public Policy’s accelerated master’s program, who will be an English teaching assistant at a federal university in Brazil.

 “At the Batten School, my research focused on public administration and foreign policy,” she said. “For my final capstone project, I worked with the World Bank to find ways to scale up Brazil’s flagship social welfare program, called ‘Bolsa Família.’ I enjoyed this work because I often got to use my knowledge of Brazilian politics and Portuguese language skills to accomplish the real goal of bringing Brazilians out of poverty.”

While at UVA, Anderson was a Range resident; a member of Volunteers with International Students, Staff, and Scholars; president of the University Dance Club; and a student docent at The Fralin Museum of Art. Anderson will be a federal management consultant for Deloitte in Washington, D.C. when she returns from Brazil. Her eventual goal is to be a management officer in the U.S. foreign service.

“The Fulbright name carries a lot of weight in the government and private sectors, and I hope that my completion of the award will signal my ability to work and connect with people around the globe,” Anderson said. “On a personal level, this is an opportunity to give my passion for language and cross-culture communication a practical focus.”

• Mirenda Gwin of Vinton, a 2015 graduate with a double major in the distinguished history majors program and media studies, who will be an English teaching assistant in Burgas, Bulgaria.

“One of the purposes of the Fulbright program is for young people to grow in cultural fluency and learn to be more understanding of other ways of life,” Gwin said. “I’m absolutely thrilled about the opportunity for learning about the history, culture and educational systems of another country.”

While a student at UVA, Gwin was a member of the University Judiciary Committee; Movable Type, an undergraduate media studies journal; Catholic Student Ministries; and the Raven Society. She designed and taught her own course, “All Things Fitzgerald,” to other undergraduates in the Cavalier Education Program. She was an Echols Scholar and received the Kelly O’Hara Scholarship, the Academic Achievement Award for Media Studies and the 2015 Bernard Peyton Chamberlain Memorial Prize for the Best Distinguished Majors Thesis in the Corcoran Department of History.

Gwin worked at a summer camp in North Carolina after graduating, then spent the last academic year  teaching at Veritas Christian Academy in Chesapeake.

“It is a classical school with a large international student body, and I have been privileged to teach middle and high school students,” she said. “I really love working with and advocating for kids, and I’m interested in bringing my knowledge about international education back to the United States when my work as a Fulbright is done.”

• Nicholas Budd Fenton of Skillman, New Jersey, graduating with a double major in political and social thought and Russian and Eastern European studies, who will teach English in a university in Omsk, Russia.

While a student at UVA, Fenton’s research has focused on a contemporary strand of Russian nationalism called Neo-Eurasianism.

“I looked at the ideology’s historical roots, its current adherents and its broader political implications,” he said. “I found it to be a fascinating intersection of my interests in intellectual history and Russian area studies.”

An Echols Scholar and a Jefferson Scholar, Fenton is a member of Phi Delta Theta fraternity, the IMP and Raven societies and Engage@UVA. He is a recipient of the Hammond Prize for Excellence in Russian Area Studies. A graduate of The Lawrenceville School, he plans to continue his studies of Russia.

“This award is a dream come true,” Fenton said. “The opportunity to live and work in Russia for a year, where I will be able to explore Russian culture, forge relationships with Russian counterparts and additionally improve my knowledge of the Russian language means the world to me. I am confident that my experiences abroad in Russia will serve me immensely as I continue my studies and begin my career.”

• Corey Haynes of Falls Church, a 2016 graduate with a master’s in education from the Curry School of Education, who will be an English teaching assistant in Laos.

“I was an English teacher in Albemarle County Schools while at UVA, taught English for two years with the Peace Corps in Nicaragua and currently teach in Fairfax County,” she said. “I hope to further my teaching career, learning more about Lao/Asian culture and how to incorporate it into a multicultural and culturally responsive classroom.”

• Christopher Hiebert of Vancouver, British Columbia, a religious studies doctoral candidate, who will conduct research under a Fulbright/Nehru student research grant at Namdroling Monastery in the Tibetan refugee community of Bylakuppe, Karnataka State, India.

“My dissertation looks at the development of Tibetan monastic education in the 19th and early 20th centuries and its relationship to the wider world of Tibetan Buddhist religious practice and patterns of economic and political patronage in Eastern Tibet,” Hiebert said.

A graduate of the University of Toronto with a degree in Buddhist studies, Hiebert is a Buckner W. Clay Foundation for the Humanities Fellow. He plans a career in academia.

“The Fulbright-Nehru grant will enable me to conduct six months of intensive research in Tibetan communities in India and will forge numerous professional and cultural connections and contacts, which will greatly facilitate my academic work in the future,” he said.

• Tiffany Hwang of Richmond, on track to graduate in August with a master’s degree in education from the Curry School of Education, who will teach English in Taiwan.

“Much of my time at UVA has been spent honing my research skills and studying the science of learning from a distance,” she said. “I felt the time was ripe to gain more perspective by stepping into the classroom. Teaching in Taiwan topped my bucket list because I am close to driven, global-minded family and friends who were educated there, and I became curious about the systems that contributed to their success. I look forward to visiting them in Taiwan, learning from my students and using the year to improve my Chinese language skills.”

Hwang received a bachelor’s degree in cognitive science and psychology at UVA in 2016 and completed the Teaching English to Speakers of Other Languages certificate program. She has been working with Sara Rimm-Kaufman in the Social Development Lab at UVA’s Center for Advanced Study of Teaching and Learning to develop a science curriculum that integrates service-learning and social-emotional learning.

She also served as a project coordinator and former lab manager at the Child Language and Learning Lab directed by associate psychology professor Vikram Jaswal, where she initiated a partnership with the Science Museum of Virginia to connect with the public and share studies of how children learn. Her research projects have also included collaborating with Embracing Hope Ethiopia, Computers4Kids, the Coordinated Approach to Child Health Program in Virginia and the Living Laboratory at the Virginia Discovery Museum.

She has been an intern and consultant for the Volunteers with International Students, Staff and Scholars program at UVA’s Center for American English Language & Culture; a coordinator of the UVA Medical Center’s English as a Second Language Program for immigrant and refugee workers; and a Madison House youth mentoring program director for the Music Resource Center. She was a College Council department representative, an editor for the Cavalier Daily and a teaching assistant in the psychology department as well as in ESL classrooms for international graduate students.

“I hope this next adventure through Fulbright will help fuel my commitment to building bridges between education research, practice and policy,” she said. “Gaining experience in all three arenas is important to me. After teaching, I would like to explore education policy and continue with research.”

• Libby Lyon of Arlington, a 2014 graduate of the School of Architecture with a degree in urban and environmental planning and a minor in global sustainability, who will study at the Institute of Education at University College London.

“I will partner with primary schools in London and research the dynamics between cooking and gardening education programs in schools and family food practices at home,” she said. “My Fulbright tenure will further prepare me for a career in promoting the health of families and children through food-growing programs in schools. I am thrilled to have the opportunity to study at the Institute of Education, University College London, alongside researchers at the Thomas Coram Research Unit who are experts in the health and food practices of children and families.”

At UVA, Lyon received a 2013-14 Jefferson Public Citizen Grant to research and implement school-garden education programming at Burnley-Moran Elementary School in Charlottesville, as well as a 2012-13 Community Based Undergraduate Research Grant to research garden-based curricula for elementary school-aged students and developed lesson plans based in various academic subjects to be taught in Charlottesville City Schools.

A founder and student leader of the Burnley-Moran Elementary Garden Club, she was on the UVA Community Garden leadership team and an apprentice at the University’s Morven Kitchen Garden. She was a student leader of the City Schoolyard Garden in Charlottesville, a service member of FoodCorps and a farmers’ market manager for GrowNYC.

She also was a student representative to the UVA Strategic Planning Career Services Working Group; a site leader for Project SERVE, a day of service for incoming students; and a trustee of the Class of 2014.

After the Fulbright, she wants to continue to work with schools to connect kids and families to healthy food.

• Samantha Merritt of Fort Meade, Maryland, graduating with a double major in public policy and leadership from the Frank S. Batten School of Leadership and Public Policy and in foreign affairs from the College of Arts & Sciences (with a minor in East Asian studies), who will pursue a master’s degree in Korean studies at Yonsei University in Seoul, South Korea.

“This two-year endeavor will give me the opportunity to study South and North Korean politics, economics, history, society, culture and the Korean language, while allowing me to focus on South Korea’s role as a critical partner for peace and stability in the Asia-Pacific region,” Merritt said. “I am especially interested in understanding the national reactions to, and international security implications of, South Korea’s foreign policies toward North Korea, such as [former South Korean] President Kim Dae-jung’s more peaceful Sunshine Policy and President Lee Myung-bak’s more hardline approach.”

While at UVA, Merritt has been a facilitator for the Women’s Asian American Leadership Initiative; a small-group leader and secretary for the Women’s Leadership Development Program; a language consultant for the Volunteers with International Students, Staff, and Scholars; and a member of the Batten Undergraduate Council External Committee and the Rotaract Club at UVA. She has lived at Shea House, a total immersion language dormitory, for the past three years. She received a Critical Language Scholarship for Korean and spent two months last year in Gwangju, South Korea.

A graduate of the Seoul American High School, Merritt plans to work for the U.S. government after graduation, using her Korean language skills, cultural literacy and background in Korean studies while working in the diplomatic or intelligence field in order to assist with advancing U.S. foreign policy and military relations.

“I knew that to better facilitate mutual understanding between the U.S. and South Korea and to help strengthen critical U.S.-Korean bilateral relations, I would need more than a summer or two abroad to focus on Korean studies,” Merritt said. “Fulbright offers this incredible award and it made sense to pursue a total immersion program in the country itself.”

• Sara Pancerella of Manassas, who is graduating with a double major in foreign affairs and Spanish and a minor in Latin American studies, who will be an English teaching assistant at the Universidad Nacional in Manizales, Caldas, Colombia.

“While I’m there, I will also be developing a social project, which will be determined once I arrive, to work on for the duration of the grant,” Pancerella said. “One of the most important aspects of my grant is that I will be a cultural ambassador for the United States.”

A member of the Sigma Delta Pi Spanish Honor Society, she has been a Spanish tutor for the past two years, a Madison House volunteer as an English as a second language classroom assistant, and a language consultant for Volunteers with International Students, Staff, and Scholars this semester. A graduate of Stonewall Jackson High School, Pancerella wants to continue her studies on Latin America.

“I definitely plan to pursue a master’s degree following the Fulbright with a regional focus on Latin America, possibly Latin American studies itself,” she said. “Before I jump into that, I would like to take a year or two off to work, gain more experience and save up money for my degree.”

• Melissa Roggero of Venice, Florida, a 2014 graduate with a degree in foreign affairs and a minor in French, who will be teaching English-language and American culture classes at a federal university in Brazil.

Roggero, who has been working as a Peace Corps English Education Volunteer in Ozurgeti, Georgia, eventually plans to return to graduate school.

“After the Fulbright, I hope to return to school to get my master’s degree and eventually work in international development and education policy,” she said. “I want to eventually work in international educational policy, so working within a different educational framework will be very important.”

• Elizabeth Doe Stone of Concord, Massachusetts, a Ph.D. candidate in art and architectural history in the McIntire Department of Art, who will conduct archival research in Stockholm and Mora, Sweden, at the National Museum, the Zorn Museum and Stockholm University.

“My dissertation, ‘Cosmopolitan Facture: John Singer Sargent and Anders Zorn, 1871-1915,’ situates these two painters in relation to one another and locates their artistic experimentation within a broader community of international artists, sitters and philosophers at the turn of the century,” she said. “I knew that my dissertation research necessitated prolonged engagement with archival material, so the Fulbright research grant was a perfect fit.

“On a personal level, I was drawn to the Fulbright’s diplomatic mission and I look forward to the cultural immersion it facilitates.”

Stone, who earned a bachelor’s degree in art history from Dartmouth College in 2012, has had her research at UVA supported by the Institute for the Humanities and Global Cultures, the Center for Global Inquiry and Innovation, the Dumas Malone Fellowship, the Rare Book School, the Double Hoo Research Grant and the Arts, Humanities and Social Sciences Summer Research Fellowship. She plans to teach as a college professor.

• Mitchell Wellman of Marietta, Georgia, graduating with a dual major in political and social thought and Spanish (linguistics and philology track), with a minor in economics, who will teach English to high school students in Madrid and conduct linguistic research.

“This scholarship will provide me a great opportunity to apply classroom experience in the real world,” he said. “Learning a language is more than just remembering words and grammar; it’s about experiencing the culture and the people who utilize that language. I believe the Fulbright program offers all of these things.”

Wellman was a Lawn resident and a member of the University Judiciary Committee and the Raven Society. He was an assistant managing editor of the Cavalier Daily; founder and executive editor of Q* Anthology of Queer Culture; and a student lecturer in the “Everyone’s a Journalist” course offered by the Cavalier Education Program. An Echols Scholar, Wellman also received a 2017 Reider Otis Endowed Prize, presented by the UVA Serpentine Society, for advancing rights of the LGBTQ community. He earned a 2016 Wyatt Family Fellowship for Spanish Distinguished Major Program thesis research in Barcelona, Spain, awarded by the UVA Spanish Department. He was a digital producer for the USA TODAY College section this spring. A graduate of Carl Harrison High School, he plans to attend law school and focus on education policy.

Right
Full Width: 
No
Drop cap: 
Yes

From Their First Day to Their Last: Graduates Share UVA Photos and Memories

$
0
0
From Their First Day to Their Last: Graduates Share UVA Photos and Memories
Katie McNally
Kelly Kauffman
Katie McNally

A lot has changed in the four years since the Class of 2017 arrived at the University of Virginia. Jefferson’s Rotunda has been restored and readied to face another century, University researchers have forever changed the field of medicine with new discoveries about the brain, and legions of UVA graduates have taken on mantles of leadership.

Just as UVA is always growing as a community, students walk their own path of growth from the moment they set foot on Grounds. Often, the hesitant first-year they once saw in the mirror is unrecognizable to the confident scholar who will walk the Lawn this weekend.

To celebrate their transformative years on Grounds, UVA Today asked graduating fourth-years to share “then and now” photos from their earliest days at UVA and their final days before graduation.

Photos came in from across the University and many grads-to-be used their submissions to highlight the lasting friendships they’ve forged here.

In her submission, Curry School of Education student Aubree Surrency explained that she and her three best friends – Alysse Dowdy, Shontell White and Alexis Jones – met through a combination of dorm assignments and shared classes first year.

“After that we all started hanging out and we solidified our friendship our first year with an Easter weekend trip to Shontell’s house,” she said. “We just ended our fourth year with a trip to Myrtle Beach together. It’s safe to say we are forever friends!”

Growing friendship was the same theme for Chanel Dupree, a McIntire School of Commerce student graduating with a B.S. in accounting and finance. She and fellow friends Deanna Madagan, Abby Systma, Kaitlyn Colliton and Jennifer Cifuentes all met in the first-year dorms.

“We took one picture at the end of first year, before the Rotunda went under construction and I started laughing and fell off. We decided to recreate it this year for graduation,” Dupree said.

Other students decided to show a more personal transformation with their photos.

History major Malcolm Dunlop joined UVA’s Naval ROTC as a first-year and will be commissioned as a second lieutenant in the U.S. Marine Corps on the steps of the Rotunda on Friday morning. He’ll take four years of leadership experience at UVA with him when he heads to Quantico for further training this year.

"NROTC has been massively influential during my time at UVA," he said. "I am emerging a far more confident individual, and this confidence extends to other realms at UVa including my academic and social endeavors."

Architecture student Renee Ritchie was shaped not only by her days on Grounds, but by the additional global perspective she gained through a study-abroad program in her final year at UVA.

“From looking out over ‘Mount Kellogg’ during my first year in dorms, my view changed to looking out over the Dolomites in Bressanone, Italy during my fourth-year architecture study-abroad experience,” she said. “I gained courage, knowledge and a passion for architecture over these past four years, thanks to UVA and the Architecture School.”

Some students, like Carrie Bohmer, chose to trace their time at UVA by looking back on their favorite annual activities and events. The psychology and women, gender and sexuality double-major sent in photos of visits to UVA’s “Teeny Tiny Zoo,” during her first and fourth years. The regular event is designed to offer a fun stress-reliever during spring midterms every year.

Along with her cheerful photos, Bohmer included some reflection on just how much she’s changed as a person during her time at UVA.

“Over the past four years I have grown from a girl to a woman and learned who I am as a person,” Bohmer said. “UVA has given me the best gift possible – myself.” 

Below, readers can scroll through the fourth-year submissions sent in the last days before graduation.

 

Right
Full Width: 
No
Drop cap: 
Yes

UVA Final Exercises 2017: Memories and Moments

$
0
0
UVA Final Exercises 2017: Memories and Moments
Vinny Varsalona
McGregor McCance
https://www.youtube.com/watch?v=XPHhF9A1QTs

Final Exercises 2017 was built of moments that graduates and their parents will carry with them forever. The University of Virginia conferred 6,698 degrees over two joyous days.

Watch the video above for a look back at the weekend and see a comprehensive index of photos, videos and stories on the Final Exercises 2017 aggregation page. 

Right
Large Video Image: 
Yes
Full Width: 
No
Drop cap: 
Yes

UVA’s Class of 2017 Excelled in Scholarship and Research

$
0
0
UVA’s Class of 2017 Excelled in Scholarship and Research
Matt Kelly
Matt Kelly

The University of Virginia’s Class of 2017 has distinguished itself in many ways, earning dozens of prestigious national and University-wide honors and scholarships. This year’s graduating class includes two Rhodes Scholars, five Fulbright Scholars, two Marshall Scholars, two Rotary Scholars, two Beckman Scholars, a Truman Scholar, one Davis Prize for Peace recipient, one Ertegun Scholar, one Critical Language Scholar and a Whitaker Scholar.

There are also 14 Community-Based Undergraduate Research Grants recipients, 46 recipients of Harrison Undergraduate Research Awards, 61 recipients of Jefferson Public Citizen awards, 23 Undergraduate Student Opportunities in Academic Research (USOAR) awardees, 48 Rodman Scholars, 223 Echols Scholars and 24 Jefferson Scholars, as well as seven “Double Hoo” Research Award winners and three recipients of University Awards for Projects in the Arts.

Two Win Rhodes Scholarships

Aryn Frazier and Lauren Jackson are among the 32 American students named as 2017 Rhodes Scholars – the University’s 52nd and 53rd awardees. The scholarships provide all expenses for two or three years of study at the University of Oxford in England and may provide funding in some instances for four years.

Frazier, of Laurel, Maryland, a politics honors and African-American studies major, will pursue a Master of Philosophy degree in comparative politics. Jackson, of Little Rock, Arkansas, a social and political thought major, will pursue a Master of Philosophy degree in international relations.

At UVA, Frazier concentrated on issues of race and justice. 

“My thesis revolves broadly around how conceptions of justice and legality differ along racial lines,” Frazier said. “My broader interests revolve around how people come to form, and then act on, their political ideologies. I hope that in coming to understand these things, I will be better able to bridge the communication gap in politics and organizing.”

Jackson’s research focused on the intersection of the news media and humanitarianism and how to raise awareness of suffering in conflict zones through media engagement.

“I have worked in both journalism and humanitarianism and I have identified significant gaps in efforts to accurately report on and raise awareness for human suffering in conflict zones,” Jackson said. “In a resource-scarce media environment, I want to understand how humanitarians working in conflict zones can facilitate better foreign correspondence to more accurately shape public opinion and international policy in the United States and the United Kingdom.”

Frazier, a Lawn resident, is a Thomas J. and Hillary D. Baltimore Jefferson Scholar and an Echols Scholar. She was the president and political action chair of the Black Student Alliance; senior resident and resident adviser for Housing and Residence Life; and a moderator for Sustained Dialogue. She is a member of the Raven Society and a former member of the Black Voices Gospel Choir. She was a speaker at TEDx Charlottesville 2016.

Jackson said she hopes her Oxford experience will connect her to an intellectual community and to a country she otherwise would not have experienced.

“My degrees will expose me to practitioners working on issues I care about – the role of journalism in international relations, accurate representation of groups lacking access to basic human rights, reformation of international governance and challenges to state sovereignty in the 21st century,” she said. “In these years, I hope to slow my pace of living, at least slightly, and try to really immerse myself in the places I will be studying.”

Jackson has not had a slow pace at UVA, performing extensive research outside of her classwork. Jackson received several research grants, including a Harrison Undergraduate Research Award to study humanitarian data technologies at the United Nations; a Jefferson Public Citizen grant to study post-traumatic stress disorder in post-genocide Rwanda; and a Center for Global Health Scholarship to study beekeeping in Rwanda. She also interned at the United Nations Office for the Coordination of Humanitarian Affairs at the New York Secretariat; CNN; the International Rescue Committee, Charlottesville Resettlement Office; and National Geographic.

While a student at UVA, Jackson was president of the Latter-Day Saint Student Association; conference co-curator for TEDxUVA; an opinion and lifestyle columnist for the Cavalier Daily; creative director for V Magazine; marketing team designer for HackCville; an advertising and promotions marketing strategist for rADical, a HackCville-based, student-run entrepreneurship group; an anchor on student-run radio station WUVA; a Jefferson Public Service fellow; a participant in Books Behind Bars; and a member of Pi Beta Phi and the Raven Society. She is the R.E. Lee Wilson Jefferson Scholar, an Echols Scholar, and received Elks National Foundation and United States Institute for Peace Essay scholarships.

Five Earn Fulbright Scholarships

Five of the 2017 spring graduates will pursue their work on foreign shores with the help of Fulbright Scholarships this year.

The U.S. Department of State and the J. William Fulbright Foreign Scholarship Board offered the grants to the UVA alumni and graduate students, who will be among 1,900 U.S. citizens – selected on the basis of academic and professional achievement, as well as demonstrated leadership potential – who will travel abroad for the 2017-18 academic year through the Fulbright U.S. Student Program.

The scholarships cover round-trip transportation to the host country; funding for room, board and incidental costs; and health care benefits. In some countries the scholarship also has book and research allowances, mid-term enrichment activities, full or partial tuition, language-study programs and orientations.

Hayley Anderson of Centreville, graduating with a master’s degree in public policy from the Frank S. Batten School of Leadership and Public Policy, will be an English teaching assistant at a federal university in Brazil.

“At the Batten School, my research focused on public administration and foreign policy,” Anderson said. “For my final capstone project, I worked with the World Bank to find ways to scale up Brazil’s flagship social welfare program, called Bolsa Família. I enjoyed this work because I often got to use my knowledge of Brazilian politics and Portuguese language skills to accomplish the real goal of bringing Brazilians out of poverty.”

While at UVA, Anderson was a Range resident; a Volunteer with International Students, Scholars and Staff; president of the University Dance Club; and a student docent at The Fralin Museum of Art. A graduate of Westfield High School, Anderson will be a federal management consultant for Deloitte in Washington, D.C., when she returns from Brazil. Her eventual goal is to be a management officer in the U.S. foreign service.

“The Fulbright name carries a lot of weight in the government and private sectors, and I hope that my completion of the award will signal my ability to work and connect with people around the globe.” Anderson said. “On a personal level, this is an opportunity to give my passion for language and cross-culture communication a practical focus.”

Nicholas Budd Fenton of Skillman, New Jersey, graduating with a double major in political and social thought, and Russian and Eastern European studies, will teach English in a university in Omsk, Russia.

An Echols Scholar and a Jefferson Scholar, Fenton is a member of Phi Delta Theta fraternity, the IMP Society, the Raven Society and Engage@UVA. He is a recipient of the Hammond Prize for Excellence in Russian Area Studies. A graduate of The Lawrenceville School, he plans to continue his studies of Russia.

“This award is a dream come true,” Fenton said. “The opportunity to live and work in Russia for a year, where I will be able to explore Russian culture, forge relationships with Russian counterparts and additionally improve my knowledge of the Russian language, means the world to me. I am so grateful to the Fulbright Program for providing me the funding for this adventure. I am confident that my experiences abroad in Russia will serve me immensely as I continue my studies and begin my career.”

Samantha Merritt of Fort Meade, Maryland, graduating with a double major in public policy and leadership and foreign affairs, and a minor in East Asian studies with a concentration in Korean from the Frank S. Batten School of Leadership and Public Policy, will pursue a master’s degree in Korean studies at Yonsei University in Seoul, South Korea.

“This two-year endeavor will give me the opportunity to study South and North Korean politics, economics, history, society, culture and the Korean language, while allowing me to focus on South Korea’s role as a critical partner for peace and stability in the Asia-Pacific region,” Merritt said.

While at UVA, Merritt has been a facilitator for the Women’s Asian American Leadership Initiative; a small group leader and secretary for the Women’s Leadership Development Program; a language consultant for the Volunteers with International Students, Staff and Scholars; and a member of both the Batten Undergraduate Council External Committee and the Rotaract Club at UVA. She lived at Shea House, a total immersion language dormitory, for the past three years. She received a Critical Language Scholarship for Korean and spent two months last year in Gwangju, South Korea.

A graduate of the Seoul American High School, Merritt wants to work for the U.S. government after graduation, using her Korean language skills, cultural literacy and background in Korean studies while working in the diplomatic or intelligence field in order to assist with advancing U.S. foreign policy and military relations.

Sara Pancerella of Manassas, who is graduating with a double major in foreign affairs and Spanish and a minor in Latin American studies, will be an English teaching assistant at the Universidad Nacional in Manizales, Caldas, Colombia.

“One of the most important aspects of my grant is that I will be a cultural ambassador for the United States,” Pancerella said.

A member of the Sigma Delta Pi Spanish Honor Society, she has been a Spanish tutor for the past two years, a Madison House volunteer as an English as a second language classroom assistant, and a language consultant for Volunteers with International Students, Staff and Scholars this semester. A graduate of Stonewall Jackson High School, Pancerella plans to continue her studies on Latin America.

“I definitely plan to pursue a master’s degree following the Fulbright with a regional focus on Latin America, possibly Latin American studies itself,” she said.

Mitchell Wellman of Marietta, Georgia, graduating with a dual major in political and social thought and Spanish (linguistics and philology track), with a minor in economics, will teach English to high school students in Madrid and conduct linguistic research.

“This scholarship will provide me a great opportunity to apply classroom experience in the real world,” he said. “Learning a language is more than just remembering words and grammar; it’s about experiencing the culture and the people who utilize that language. I believe the Fulbright program offers all of these things.”

Wellman was a Lawn resident and a member of the University Judiciary Committee and the Raven Society. He was an assistant managing editor of the Cavalier Daily; founder and executive editor of Q* Anthology of Queer Culture; and a student lecturer of the “Everyone’s a Journalist” course offered through the Cavalier Education Program. An Echols Scholar, Wellman also received a 2017 Reider Otis Endowed Prize, presented by the UVA Serpentine Society for advancing rights of the LGBTQ community, and a 2016 Wyatt Family Fellowship for Spanish Distinguished Major Program thesis research in Barcelona, Spain, awarded by the UVA Spanish Department. He was a digital producer for USA Today College this spring. A graduate of Carl Harrison High School, he plans to attend law school and focus on education policy.

Jill Ferguson Wins Truman Scholarship

Jill Ferguson, a materials science and engineering and nanotechnology major, is graduating with a Bachelor of Science in Engineering degree with high honors. A $30,000 Harry S. Truman scholarship will assist in her graduate research on solar photovoltaic cells.

After graduation, she will work in energy policy in Washington, D.C. for a year through the Truman Scholarship Institute, and then plans to pursue a master’s degree in technology policy at the Massachusetts Institute of Technology.

Ferguson researches solar energy conversion – specifically, using high-efficiency materials and low-cost manufacturing to produce an effective and inexpensive solar panel.

“Energy is my generation’s most critical challenge, because it is a fundamental resource required for life, and yet our current sources are detrimental to the very environment that sustains us,” she said. “One-10,000th of the total solar radiation to the Earth contains enough energy to supply the world’s energy usage. I’m driven to help utilize the sun’s infinite resource, lest we deny our future generations a quality of life we now take for granted.”

Her work on solar photovoltaics also earned Ferguson a 2016 Belinda and Chip Blankenship Scholarship, a $5,000 prize given by 1992 materials science Ph.D. graduate Chip Blankenship to an outstanding engineering student.

As a high school student, she participated in the Intel International Science and Engineering Fair in Los Angeles, where she received a Goethe Award for Young Researchers that funded a weeklong study experience at St. Michael Gymnasium in Bad Munstereifel, Germany – an experience that helped define her research, she said.

Ferguson, a first-generation college student, was invited to speak at the White House Forum on Small Business Challenges to Commercializing Nanotechnology last year. She worked in the Office of the Associate Dean for Undergraduate Education and was an executive member of the Nano and Emerging Technologies Club at UVA, a teaching assistant for “Intro to Nanoscience,” a soloist with the NoTones a cappella group, and co-founder of Quad, an application connecting high school students with University mentors to mitigate college preparation disparity. Ferguson was co-founder of Student Voice @ UVA, academic chair of the First- and Second-Year Councils, legislative committee member of the Student Council and student representative to the State Council of Higher Education for Virginia.

She received the School of Engineering and Applied Science’s Outstanding Student Award for 2017, honoring the engineering student who has exhibited service before self, integrity and excellence. She has been a visiting scholar at the Massachusetts Institute of Technology, researching at MIT’s Photovoltaic Lab in the Department of Mechanical Engineering. 

Outside the University, Ferguson is a student leader reporting to the National Nanotechnology Coordination Office on behalf of the National Network of Nano and Emerging Technologies Clubs. She helped plan the 2016 Conference for Student Leaders in Nano and Emerging Tech, held at the TechConnect Conference and Expo in Washington, D.C.

She was an intern at the U.S. Department of Energy’s SunShot Initiative through the Engineering School’s Technology Policy Internship Program. A Rodman Scholar, she has also received the University Achievement Award and the Alcoa Engineering Excellence Scholarship.

She is a graduate of the Roanoke Valley Governor’s School and Staunton River High School.

“I want to have the technical rigor in photovoltaics and economic chops to have an impactful career in energy policy,” Ferguson said. “I will make it my life’s work to help establish and implement the policies that promote solar energy grid integration.”

Two Marshall Scholars

Abraham Axler and Sarah Koch will study in the United Kingdom with Marshall Scholarships.

Axler, of New York City, is an honors major in the Woodrow Wilson Department of Politics. Koch, of Kansas City, Missouri, is a Middle Eastern language and literature major.

Marshall Scholarships finance American students studying in the United Kingdom, covering university fees, cost-of-living expenses, annual book grants, thesis grants, research and daily travel grants, as well as airfare to and from the United States. Regional committees, comprised of British consular personnel and former Marshall Scholars, select up to 40 scholars each year to study at graduate level at a United Kingdom institution in any field of study.

Axler wrote his thesis on voters’ perceptions of transgender candidates, with a focus on developing optimal media strategies for them. He said he has pursued an eclectic education at UVA and now he wants to focus more.

“I have had a highly theoretical education in politics honors, and I have taken classes in everything from native American art to fundraising,” he said. “Now I want to focus on social and housing policy and learn how to articulate policy options and be persuasive.”

Axler hopes to return to New York City to help shape policy for the city.

“I intend to go back and serve New York City after receiving a Master of Science degree in social policy and an M.S.C. in political communication from the London School of Economics,” he said. “This allows me to develop a knowledge of social policy and the communication skills necessary to impact it.”

A Lawn resident, Axler was president of Student Council; Class of 2017 president; a moderator for Sustained Dialogue; a member of the Virginia Alcohol Beverage Control Law Enforcement Review Panel; a member of the Jefferson Literary and Debating Society appropriations committee; and a member of the Raven Society. He is an Echols Scholar and William H.P. Young Jefferson Scholar, a Meriwether Lewis Fellow and a recipient of a Harrison Undergraduate Research Award and a Jefferson Trust grant.

Koch, who has focused her education on Arabic and Persian, is planning a career in the U.S. Army.

She wrote her thesis on “the relationship between soldiers and their translators, and the State Department’s failure to support and protect them through the Special Immigrant Visa Program for Iraqi and Afghan translators,” she said.

Koch, who is a leader in the Army ROTC program, will be commissioned as a second lieutenant in the Army’s Military Intelligence Corps.

“Before entering active duty, I hope to complete master’s degrees in Oriental studies and refugee and forced migration studies at Oxford,” she said.

This will contribute to her career path, which includes serving as a military intelligence officer and then moving into the Army’s civil affairs department. Koch said this would give her an opportunity to use her “interpersonal skills to engage tribal leaders, village elders and other community members face-to-face. By building rapport with a foreign community, I can help accomplish the mission while providing aid to and protecting the area’s civilians.”

At UVA, Koch has been an executive officer in the Army ROTC program; president of the UVA Cadet Association; vice chair of the Undergraduate Research Network; co-chair of the Women’s Leadership Development Program; founder and organizer of the R.J. Hess Memorial 5K race; an English as a second language tutor for Volunteers with International Students, Staff and Scholars; and a member of the Raven Society.

A Lawn resident, Koch is the Frank and Ann Hereford Jefferson Scholar and an Echols Scholar. She ranked seventh of 5,508 cadets in the U.S. Army ROTC National Order of Merit, as well as being ranked among the top 15 percent of ROTC Advanced Camp, the highest possible rating for Army ROTC cadets during their summer leadership course. She received a Harrison Undergraduate Research Award, a Minerva Award for Research, two Superior Cadet awards and a Professor of Military Science Award.

Substantially funded by the British government, the Marshall Scholarships honor the ideals of U.S. Army Chief of Staff Gen. George Marshall, who in 1947 proposed the idea of American economic assistance to help rebuild post-war Europe.

Emily Cox is UVA’s First Ertegun Scholar

Emily Cox, graduating after three years at UVA, will continue her studies at the University of Oxford in England as UVA’s first participant in the Mica and Ahmet Ertegun Graduate Scholarship Programme in the Humanities.

Cox, of Fairfax, a distinguished major in art history, is specializing in fin-de-siècle political art – particularly the work of Camille Pissarro, and his use of light and liminal spaces in “Turpitudes sociales” (1889), a collection of pen-and-ink drawings showing what Pissarro thought were the horrors of the capitalist society, and the nighttime scene, “The Boulevard Montmartre at Night” (1897) as keys to understanding Pissarro’s politics.

“My proposed dissertation at Oxford will expand on a key gap in the scholarship of later French art: namely, the implications of transnational political movements that brought together London, Paris and St. Petersburg in the late 1880s and 1890s,” Cox said. She will bring together studies of artists, writers and philosophers of several European nationalities, including men such as Leo Tolstoy, Emile Zola, Pyotr Kropotkin, William Morris and Pissarro, “to stake out how these profound, but largely unexplored, international connections between art, literature and politics drove early modernism.”

The Ertegun Scholarship, founded by Mica Ertegun, connects top graduate students in the humanities with Oxford’s community of scholars to foster dialogue across academic disciplines, cultures and generations in an effort to create leaders in their disciplines and within the global community. The scholars also have access to Ertegun House, a building on the Oxford grounds for them to study and conduct research.

Cox is looking forward to thinking collaboratively with other members of the Ertegun community. After earning her master’s degree in the history of art and visual culture at Oxford, she intends to pursue a Ph.D. in art history, work as a curator and eventually become a museum director.

An Echols Scholar, Cox received a Lindner Center Fellowship for Art History, an Ingrassia Family Echols Scholars Research Grant, a Summer Ethics Internship Award and a Double Hoo Research Grant. The Musée Pissarro published her article, “A Woman Empowered: Julie Pissarro and the Purchase of the Éragny House.” She has been managing editor of the Undergraduate Law Review, a Madison House volunteer, a member of the Raven Society and co-founder of Thursdays Magazine.

She is a Lawn resident, a Robert M. Burgess Memorial Scholarship recipient and has been on the dean’s list every semester. She was the youngest of 42 interns at the Metropolitan Museum of Art’s Department of European Paintings. She has also had internships at the District of Columbia Superior Court and the U.S. Senate, and she participated in the U.S.-U.K. Fulbright Commission’s Summer Institute at King’s College London.

“I hope that my reception of the Ertegun Scholarship can inspire other students involved in the arts and the humanities to think that their ideas matter; that they, too, with passion and work, can make their ideas known,” Cox said, “that they, too, can diversify human knowledge, and that they, too, should have the audacity to assert the importance of literature, art, language, theology – the stuff that gives our life meaning.” 

Two Claim Rotary Global Grant Scholarships

The University has two Rotary Global Grant Scholars: Ashley Ferguson of Ashburn, a distinguished major in biology, who will study at the Medical Research Council Cancer Unit of the University of Cambridge; and Sasheenie Moodley, of Johannesburg and Atlanta, who is completing a master’s in public health program and will pursue a Ph.D. in African studies, combined with social intervention, at the University of Oxford.

The candidates were nominated by the Rotary Club of Charlottesville and selected by a district committee. The scholarships, worth at least $30,000, are intended for students who do not already have an immediate or family connection to Rotary. Global grant scholars must be pursuing a career in one of six areas Rotary supports: peace and conflict prevention/resolution; disease prevention and treatment; water and sanitation; maternal and child health; basic education and literacy; or economic and community development.

Ferguson is researching how cancer cells survive nutritional deprivation and how that is linked to the cell’s mitochondria.

“The thing that unites all cancers is that the cells composing them are dividing too fast,” she said. “Sometimes, a tumor can grow so fast that it outgrows its nutrient source. Yet cancer cells are still able to survive without adequate nutrients. It turns out that a cancer cell’s mitochondria may be at the heart of this survival.”

Mitochondria, often portrayed in textbooks as static, bean-shaped organelles, exist in cells as dynamic networks, constantly undergoing division and fusion. Ferguson thinks the dynamic behavior of the mitochondria likely contributes to the ability of a cancer cell to survive nutrient deprivation.

A graduate of Loudoun Academy of Science and Stone Bridge High School, Ferguson is an Echols Scholar and a College Science Scholar. She plans to continue her research while attaining a Ph.D.

“A year from now, I will apply to the National Institutes of Health Oxford/Cambridge joint Ph.D. program,” she said. “Through this program, I will propose a collaborative project where I will spend time in both an NIH and a Cambridge lab.”

Moodley’s research focuses on using peer support to combat HIV/AIDS in urban townships in South Africa, promoting HIV testing and prevention. She said shared knowledge is powerful and can combat health challenges in developing and developed communities.

Moodley developed her mission at an early age.

“As a South African-born Indian studying in America, I spent almost my entire life outside the United States,” Moodley said. “My family relocated from South Africa to America in 2011, the middle of my junior year of high school. Growing up in South Africa, I became painfully aware of the stigma and discrimination attached to people living with HIV/AIDS as I volunteered in HIV/AIDS orphanages such as the Princess Alice Adoption Home and Hugh’s Haven. I felt a need to stand in solidarity with vulnerable individuals and fight HIV/AIDS stigma. Now, my need fuels my determination to contribute to the end of HIV/AIDS.”

Moodley earned a bachelor’s degree in global development studies in three years at UVA, and has taken a fourth year at the University to earn a master’s degree in public health. She sees earning a Ph.D. in the United Kingdom with the Rotary Global Grant as an extension of her commitment to service. Moodley plans to devote her career to studying and eradicating HIV/AIDS.

Moodley is the E. Paul Rogers Jr. Jefferson Scholar, an Echols Scholar and a Center for Global Health Scholar. She has published research in the Virginia Journal of Bioethics and in Oculus Journal, a publication of the Undergraduate Research Network; and participated in the Clinton Global Initiative University at the University of California-Berkeley and the University of Notre Dame’s Human Development Conference.

One of 54 graduate students living in the Academical Village, she received a Pamela B. and Peter C. Kelly Research Grant, a College of Arts & Sciences Research Travel Grant, the Glenn and Susan Brace Research Scholar Award and a Center for Global Health Research Grant. She was a resident adviser, an organic chemistry teaching assistant and a member of the Echols Honor Council.

She was a staff writer at the Virginia Journal of Bioethics, the founder and editor-in-chief of the Conflux Journal, and founder of CommTalk, an online forum in partnership with Conflux that showcases perspectives on pertinent news events and personal reflections from global citizens in the United States, South Africa, Botswana, Switzerland and other countries. Moodley worked with Madison House’s English Speakers of Other Languages program as a volunteer, and was a member of the Hoos In Treble a capella group and Kappa Delta sorority.

Lilly Crown Wins Middle East and North Africa Regional Fellowship

Lilly Crown, of Deltaville, a distinguished major in Middle Eastern languages and literatures, will assist refugees in Jordan, thanks to the Middle East and North Africa Regional Fellowship Program.

“The MENAR Program matches fellows with partner organizations in the region,” Crown said. “The organization that selected me is called the Collateral Repair Project, a grassroots organization providing food assistance and emergency relief to recently resettled Syrian and Iraqi refugees in Amman, Jordan, and I will be serving as the programs and administrative manager.”

During the past four years at UVA, Crown has studied the Middle East across 10 academic disciplines – anthropology, politics, education, literature, gender studies, sociology, history, religious studies, language and law.

“I have supplemented this knowledge with classes about policy, education, non-governmental organization management, human rights activism and conflict resolution,” Crown said. “My life’s aspirations are a product of this academic background.”

To these academic accomplishments, she has added the experience of working at the Hopes-Sitti Women’s Center in the Gaza Refugee Camp in Jerash, Jordan, a country she has grown to love.

“My biggest accomplishment during that time was designing and launching Banaat Connect, an online language-exchange program between women in the camp learning English and American university women learning Arabic,” Crown said. “I learned there that I work at my best when seeking to mend the part of the world that is within my reach, working on the ground to form relationships and getting engaged at the project and organizational level.”

At UVA, Crown has been president of the Arabic Conversation Club, vice chair of the Cultural Programming Board and founder of the Charlottesville Alliance for Refugees. She has also been a knitting instructor at Knit for Hope, a group that knits clothing items for refugees living in camps in Northern Europe.

She received the Dee Family Global Scholarship, a Global Internship Grant, the Gilbert J. Sullivan Z-Society Scholarship, an International Residential College Summer Travel and Learn Scholarship and a SALAM Scholarship through the Royal Sultanate of Oman, where she studied for seven weeks.

She has been a volunteer tutor for immigrants and refugees and a teaching assistant in graduate-level English as a second language classrooms. She also worked as a research assistant for a Curry School Program in Social Foundations project that looks at the learning that occurs in dialogue, and for a Woodrow Wilson Department of Politics project that looked at violence escalation in the Syrian civil war.

She has interned for “Kerning Cultures” podcasts, helping produce episodes that tell stories about culture, history, science and entrepreneurship in the Middle East.

Daniel Naveed Tavakol Wins Whitaker Fellowship

Daniel Naveed Tavakol will pursue his passion for tissue engineering in Switzerland after graduation.

A biomedical engineering major from Vienna, Virginia, Tavakol received a fellowship from the Whitaker International Program, which sends U.S. biomedical engineering students overseas to undertake a self-designed project. The program covers between $30,000 and $40,000, which includes travel expenses, a living stipend, an enrichment seminar and tuition costs up to $10,000.

“The Whitaker Fellowship will provide me with an incredible experience to go abroad, conduct research and learn an incredible amount about my interests in biomedical engineering and myself as a scientist and engineer,” Tavakol said. “As I will be going to Switzerland for a full year to conduct research on understanding hematopoietic stem cell recruitment in the bone marrow, I will be equipped for the rigor of graduate-level work for when I prepare to enter a Ph.D. program in 2018.”

Tavakol, a researcher in the laboratory of biomedical engineering professor Shayn Peirce-Cottler, has focused his interest on biomaterials and vascular engineering over the past four years.

He said he found his direction partly through a course he co-taught.

“Throughout my time at UVA, I have been able to co-teach a course on regenerative medicine for two years now, and that has given me a love for engineering education and this subfield of biomedical engineering,” he said. “Through this course and my research, I have found a passion for tissue engineering, so I hope that is a part of my academic future.”

A Rodman Scholar, Tavakol is a Lawn resident; was president of the Engineering Student Council; a Class of 2017 trustee; the fourth-year representative to the Rodman Scholars Council; and an Engineering School guide. He is a recipient of the UVA Engineering Outstanding Student Award. He is a member of the UVA and national chapters of the Biomedical Engineering Society, the American Society of Engineering Education, the American Physiological Society and the Virginia Science Olympiad state organization.

A graduate of James Madison High School, Tavakol plans to pursue a Ph.D. program in biomedical engineering, which he hopes will lead to a career in academia and research.

Class Includes Two Beckman Scholars

Two graduates have received Arnold and Mabel Beckman Foundation Scholarships, one of the highest awards in the nation for undergraduate scientific research.

UVA is one of only 10 universities in the country to host the Beckman program. The scholars are selected locally and the grants provide $21,000 in stipend and travel for two summers and one academic year. Each winner’s mentor is provided with an additional $5,000 to be used in direct support of their scholar.

Caroline Kerr, of Ashburn, is a chemistry/biochemistry major, with a Spanish minor.

Kerr, who is entering the Medical Scientist Training Program (M.D./Ph.D.) program at the University of Wisconsin-Madison in August, worked on inorganic synthetic chemistry, with research focusing on the synthesis of boron-based nanoparticles used for oxygen sensing and optical imaging in cells.

Kerr is also a 2015 Harrison Undergraduate Research Award recipient, a dean’s list student and co-president of the Gymnastics Club. She was a member of the American Medical Student Association at UVA, United2Heal and a Madison House volunteer. She was a research assistant in chemistry professor Cassandra Fraser’s laboratory and a chemistry tutor. She is also working on several manuscripts for publication and preparing for an American Chemical Society conference at the end of the summer.

She is considering a career as a physician-scientist, conducting laboratory research and treating patients in a clinical setting.

Yi-Ting Liu, of Winter Springs, Florida, is a distinguished major in neuroscience who researched how an internal clock affects dopamine localization in fruit flies, which would help standardize how dopamine is analyzed in labs around the world.

She was a semifinalist in the health track of UVA’s Entrepreneurship Cup and was a teaching assistant for Bio Lab 2030, the treasurer for Operation Smile, a Madison House volunteer and a member of Alpha Chi Sigma.

She plans to pursue a Ph.D. in neuroscience and become a professor.

Amanda Halacy Wins Davis Prize for Peace

As a first-year student, Amanda Halacy teamed with Emily Nemec and Lauren Baetsen, then third-year biomedical engineering majors, to develop a program for teachers in Zambia, a country that has no formal special education infrastructure, with the help of a $10,000 Davis Projects for Peace award.

Halacy, a global development studies major, was passionate about the issue because she believes many of the problems that plague the developing world, such as lack of health care, education and opportunities for upward mobility, can be alleviated.

“The stigma against disabilities in the developing world is significantly more severe than in the United States,” Halacy said. “Special Hope Network, our community partner, is so dedicated to providing the children and their families with more opportunities and better lives that it’s very inspiring. Our program will hopefully allow the administrators at SHN to focus on their goals more effectively.”

Halacy, of Great Falls, plans to work in the developing world, eventually founding her own nongovernmental organization focused on education or aiding victims of human trafficking. She was a member of Enactus, which applies business skills to social, economic and environmental problems. She worked on developing a Kenyan Women’s Jewelry initiative. She is also an Alternative Spring Break participant.

Philanthropist Kathryn W. Davis, who passed away in 2013, launched Projects for Peace on her 100th birthday in 2007, and that commitment has been renewed every year since. UVA has had Projects for Peace recipients in each of the program’s years of operation.

Three Claim Arts Awards

Three graduates have received grants from the University Award for Projects in the Arts program, allowing them to follow their artistic muses. Modeled on the University’s successful Harrison Undergraduate Research Awards, the arts awards give selected students up to $3,000 for projects that expand their creative expression and showcase artistic accomplishments.

Michael Giovinco of Mays Landing, New Jersey, a drama and cognitive science major, devised and produced a circus show exploring the relationship of old and new circuses.

“I am interested in all forms of movement, whether it be clown, cirque, dance, stage combat, puppetry or one of its many schools of thought,” Giovinco said. “One day, I would like to return to academia as a professor in movement direction.”

Giovinco is a Miller Arts Scholar, and a member of Virginia Circus, Virginia Players, First Year Players and the Drama Arts Board. He is also a member of Moonlight Circus. A graduate of Oakcrest High School, he plans to pursue an M.F.A. in movement and/or devised performance.

Peter Hazel of Arlington, a dual interdisciplinary major in philosophy and film theory and practice, made a short film to examine color and black-and-white film and their effect on emotion and an understanding of beauty.

Hazel is an Echols Scholar and was equipment manager and Virginia Videographers chair of the Filmmakers Society. A Washington-Lee High School graduate, Hazel’s long-term goal is to be an assistant director or producer in the film industry.

“This award allowed me to make my directorial debut, a step that is essential to my filmmaking career,” he said. “With this funding, I can concentrate my energy on the creative aspects of the film.”

Oluwakemi “Kemi” Layeni, of Hampton, an English and studio art double major with an African-American and African studies minor, explored recent encounters between police and young black men and women, taking photographs of protests in Ferguson, Missouri.

An Echols Scholar, Layeni is a student arts docent at The Fralin Museum of Art, a member of UVA’s Visual Arts Board and a peer adviser and Raising the Bar co-coordinator in the Office of African-American Affairs. She plans to pursue a Master of Fine Arts degree in filmmaking.

“As the daughter of Nigerian immigrants, I’m very passionate about telling the stories and experiences of people of the African diaspora and the ties that connect them with others,” she said. “I hope to do this through directing, writing and acting.”

Right
Full Width: 
No
Drop cap: 
Yes

UVA Launches New Institutes: One on Environment, One on Global Infections

$
0
0
UVA Launches New Institutes: One on Environment, One on Global Infections
Fariss Samarrai
Fariss Samarrai

The huge societal challenges of global infectious diseases and a rapidly changing climate are now key transdisciplinary focus areas at the University of Virginia under two newly established, pan-University institutes.

The UVA Environmental Resilience Institute and the Global Infectious Diseases Institute will each bring together top researchers from a range of disciplines at UVA to tackle some of the biggest problems facing society.

Three years ago, the University began an initiative under its strategic Cornerstone Plan to tackle major 21st-century issues by establishing up to five institutes drawing on the University’s broad and specific intellectual capital. The UVA Data Science Institute – the first, and established in 2014 – facilitates data-intensive research, analytics, management and education across the University. The UVA Brain Institute, established last year, focuses on better understanding the human body’s most complex organ.

And now, major UVA resources are being dedicated to problems involving the environment and infectious diseases, globally related issues with myriad challenges. Each institute is initially funded with a three-year, $2 million grant from the University, and spearheaded by the offices of the Executive Vice President and Provost and of the Vice President for Research. The institutes use this seed money to organize and then produce multi-faceted grant proposals to earn additional long-term funding from federal and state agencies, foundations and private donors.

“We know that the solutions to many of our most challenging global problems lie at the intersections of disciplines,” UVA President Teresa A. Sullivan said. “By assembling talented, multi-disciplinary faculty teams to address environmental change and to study infectious diseases, we are confronting two of the 21st century’s most vexing problems head-on.”

Environmental sciences professor Karen McGlathery will lead the Environmental Resilience Institute. Alison Criss, an associate professor of microbiology, immunology, and cancer biology, will head the Global Infectious Diseases Institute.

“Both of these proposals really captured the essence of the pan-University challenge, expertly bringing together multiple disciplines in a novel way to address complex societal issues,” Thomas C. Katsouleas, executive vice president and provost, said. “These institutes have great teams with extraordinary leaders at the helm, and I am excited about the advances they will make over the next few years.”

The Environmental Resilience Institute will seek to accelerate solutions to urgent social-environmental challenges such as coastal flooding and storm impacts in coastal regions, as well as water security. This requires collaborative research where human, natural and infrastructure systems converge and that integrates new models, sensing tools, big data, narratives, designs and behavioral research.

UVA already has a strong multidisciplinary research department in environmental sciences, and the new institute will bring together faculty and resources there with problem-solvers in disciplines across the University to deal with big-picture, long-term environmental problems affected by societal decisions of the present.

“The pace and dimensions of environmental change are now greater than at any other time in human history,” McGlathery said. “This affects economics, security and the human condition throughout the world.”

She noted that well over half the world’s population lives along coasts and the rivers that feed them, including 11 of Earth’s 15 largest cities, which are increasingly affected by flooding, frequent storms and declining water quality.

“These are wicked problems that cannot be solved by a single discipline,” McGlathery said. “They require the kind of transdisciplinary collaboration and training that the Environmental Resilience Institute will catalyze between environmental scientists, engineers, designers, social scientists, humanists, educators, lawyers and business innovators. UVA has never been in a better position to achieve preeminence in this space – we are building on a strong faculty community in all 11 schools, new cluster hires in Arts & Sciences, Engineering and Architecture, and partnerships in the U.S. and abroad.”  

The Global Infectious Diseases Institute will catalyze transdisciplinary research to combat the most notorious and urgent infectious threats afflicting humankind, including epidemics like Ebola, untreatable “superbugs” and the diarrheal infections that kill hundreds of thousands of children around the world each year. This institute will solidify UVA’s global footprint through international partnerships and collaborations while seeking new funding for high-impact, transformative research. By promoting scholarly activity revolving around infectious diseases, the institute will educate and train the next generation of lab, social science and clinical researchers, engineers, educators, policymakers and entrepreneurs.

“Infectious diseases continue to wreak global havoc – the current outbreaks of Ebola in Congo and cholera in Yemen as two examples,” Criss said. “With an infectious agent a flight away from anywhere in the world, infectious diseases are inextricably linked to issues of human health as well as national security, human rights, international law, cultural practices and public health infrastructure.

“Concerted responses to global infectious threats require research and communication across traditional disciplinary lines, spanning science, engineering, medicine, social sciences, nursing, law, education and public policy. With a thriving culture of cross-Grounds collaborations and longstanding international partnerships, the UVA Global Infectious Diseases Institute is poised to have a major impact in local, national and international communities.”

Katsouleas; Phillip A. Parrish, interim vice president for research; and a committee involving vice provosts and a representative of the UVA Faculty Senate selected the two new institutes from among several proposals by faculty leaders across Grounds during an invited competitive selection process over the past several months. A team of expert reviewers from within and outside the University evaluated the ideas, and ultimately the University selected both environmental change and infectious diseases as the subjects on which to build the University’s newest institutes.

“It is our intention that these institutes will elevate UVA from prominence to preeminence in these two areas,” Katsouleas said.

The pan-University initiative is designed to distinguish the University in a handful of key areas and establish its research and educational tone for the next decade and beyond. Hundreds of current faculty members from more than a dozen departments across Grounds and from the Data Science Institute will participate in these new efforts.

“UVA’s strategy to distinguish itself through transdisciplinary research and scholarship addressing areas of critical global societal need is being further realized through the formation of these two new pan-University institutes, and positions UVA to be highly competitive in pursuit of major grant and philanthropic opportunities,” Parrish said.

The University will recognize the two new institute teams and finalists during a celebration event in the fall. At that time, a seed grants competition will open to enable faculty teams to work together toward creating the next pan-University institute.

Right
Full Width: 
No
Drop cap: 
Yes

UVA Announces New Strategic Investments in Brain Research, Other Projects

$
0
0
UVA Announces New Strategic Investments in Brain Research, Other Projects
McGregor McCance
Anthony P. de Bruyn

The University of Virginia on Friday detailed plans to significantly expand its research of the human brain by investing in existing areas of strength in neuroscience. 

UVA’s Board of Visitors approved $15.7 million over three years from the Strategic Investment Fund for the increased effort, a cross-disciplinary initiative called BRAIN, short for Bold Research Advancement in Neuroscience. 

University officials said BRAIN complements efforts of the previously established Brain Institute, a pan-University institute launched in 2016 to coordinate research and efforts to better understand the brain, seek new ways to prevent, treat and cure brain diseases and injury, and to teach about what is learned.

Documentation supporting the BRAIN grant proposal highlighted UVA’s recent successes in focused ultrasound, a technology used to treat a condition called essential tremor as well as other conditions; in epilepsy research and treatment; and in researching traumatic brain injury.

“We now have the opportunity to capitalize on these recent scientific breakthroughs at UVA, new technologies that we have helped develop and are currently developing, and the proximity of our schools to enable teams of basic, computational and clinical researchers to tackle important neuroscience problems together and to rapidly bring these breakthroughs to the clinic,” Executive Vice President for Health Affairs Dr. Richard P. Shannon said.

In all, the board announced grant funding for five proposals on Friday, with a total projected investment of $36.4 million. In addition to the BRAIN initiative, proposals approved include:

  • College of Arts & Sciences, $10 million over three years with matching philanthropic component, for the establishment of the “Democracy Initiative,” a research, teaching and public engagement effort focused on the urgent issues related to democracy worldwide;
  • Schools of Engineering and Applied Science, Nursing, Medicine, and Arts & Sciences, $5 million over five years for the creation and operation of a seed fund to generate, develop and translate innovative ideas at the intersection of medicine and engineering to improve health outcomes;
  • UVA’s College at Wise, $3.5 million over five years to continue efforts to contribute to the economic vibrancy of Southwest Virginia by increasing entrepreneurship opportunities and supporting enrollment and retention in software engineering, computer science and other areas that bolster development of a “knowledge-based economy”; and
  • School of Nursing, $2.2 million over three years for the enhancement of teaching and research in nursing graduate programs, with emphasis on addressing crucial health care needs for critically ill children in Virginia.

The Board of Visitors has approved 27 projects with a total investment of more than $216 million since establishing the $2 billion Strategic Investment Fund in February 2016. The fund provides transformational investments in the quality of a UVA education without relying on tuition or tax dollars. Investments could reach as much as $100 million annually. 

The board previously provided grant funding for multiple, coordinated efforts to treat and cure type 1 diabetes; for a grant program that expands UVA’s financial aid program for qualifying, full-time undergraduate Virginia students from middle-income families; and more.

The new investments in brain research will support research and development efforts to ultimately make transformative changes in the way experts diagnose and treat diseases such as tremor caused by Parkinson’s and Alzheimer’s disease, epilepsy and brain injury.

“It will build on these areas, in which UVA already has an advantage, allowing us to be an undisputed world leader in non-invasive approaches to treatment, and in the development and implementation of curative therapies for these diseases,” said Dr. Jaideep Kapur, director of the UVA Brain Institute and Eugene Meyer III Professor of Neuroscience and Neurology.

The BRAIN initiative includes the coordinated efforts of multiple departments within the School of Medicine; the departments of Biology and Psychology in the College; the Curry School of Education; the School of Engineering and Applied Science’s departments of Biomedical Engineering, Systems Engineering and Computer Sciences; and the School of Nursing.
 

Right
Full Width: 
No
Drop cap: 
Yes

Book Documents the Struggles and Triumphs of UVA’s Pioneering Black Students

$
0
0
UVA Press published “The Key to the Door: Experiences of Early African American Students at the University of Virginia,” this spring.
Anne E. Bromley
Anne E. Bromley

As the U.S. Supreme Court was deliberating the landmark Brown v. Board of Education case in 1954, John F. Merchant, a senior at Virginia Union University, was applying to the University of Virginia School of Law, knowing that being African-American would likely weigh against his admission. However, he was accepted.

Unlike most high-schoolers, he did not want to come here. Raised in Connecticut and only familiar with the historically black college he attended in Richmond, he was afraid of what it would be like at the all-white, all-male Southern university.

Nevertheless, administrators at Virginia Union University and his parents convinced Merchant to enroll, and he became the first black graduate of the Law School.

He tells the story of his struggles and successes in the book, “The Key to the Door: Experiences of Early African American Students at the University of Virginia,” published by UVA Press this spring.

Dr. Maurice Apprey, dean of UVA’s Office of African-American Affairs since 2006, procured a grant from the Jefferson Trust and worked with alumna Shelli M. Poe, now an assistant professor of religious studies at Millsaps College, to edit the volume as part of a larger project on the achievements of black students at UVA.

The book’s core includes first-person narratives from seven graduates who attended the schools of Law, Medicine, Engineering and Education, plus an interview with two local black women whose families provided a home away from home for many of these early students. Framing the personal stories are a preface by Apprey; a foreword from UVA President Teresa A. Sullivan; an introduction by English professor Deborah McDowell, who directs the Carter G. Woodson Institute of African-American and African Studies; and a historical overview of African-Americans at the University since its founding by library research archivist Ervin L. Jordan Jr.

The earliest black students who pushed open the door to the University came for a variety of reasons. Some individuals wanted to be trailblazers. Some, like Merchant, were reluctant. All sought a good education that would prepare them for a life, in most cases, better than their parents’. In the 1950s and ’60s, they were not exactly welcomed on Grounds, to put it mildly, but faced isolation, intimidation and mistrust. Nevertheless, they endured, secured their degrees and for many years, did not look back.

In recent decades, the University has invited them to return, to acknowledge their experiences, recognize their successes and welcome them as part of the UVA community – a more diverse, inclusive community compared to its past.

“I decided to pay homage to this early group of black alumni … to recognize their contributions,” Apprey said. “For today’s students, it will give them a longer perspective.”

The personal accounts will give readers an opportunity to understand what it was like for these first black students, he said.

Although these alumni express a reluctance to dwell on the negative experiences, those incidents are hard to forget, they say, even as they describe how small gestures and certain people helped make the time bearable. They reflect on how their feelings have changed over time, especially as they have seen how much the University has improved.

“Fear is a strange thing,” Merchant begins his essay. From 1955 to 1958, he was the only black student in the Law School. (Gregory Swanson had sued for admission to the Law School, but left after one year, 1950-51, “following death threats and racial shunning,” Jordan writes.) Merchant was not allowed to attend social events because the venues barred African-Americans. By his third year, some concerned students offered to find a more welcoming place. Near the end of his first year, Merchant came down with mononucleosis and spent a few weeks in the segregated ward of the University Hospital. He was released in time to take all but one of his finals, and passed.

One thing that forever changed Merchant’s UVA experience came much later, when his daughter decided to go to the Law School, becoming the first black legacy student in the school. Without her knowing, he was invited to give the school’s graduation speech in 1994.

“It validated my three years there, erased many negatives from my mind, and set a stage for more to come regarding diversity at UVA,” he writes.

Several other alumni had experiences that brought them full-circle back to a different UVA.

Dr. Vivian Pinn, a 1967 alumna and the second African-American woman to go through the School of Medicine, recounts several positive and negative incidents: a pair of white students who included her by asking her to be their anatomy lab partner; a landlord who had rented an apartment to her over the phone that she planned to share with the first black female medical student, Barbara Sparks (now Barbara Favazza), then said it wasn’t available after meeting them; and the dean who wouldn’t acknowledge or speak to her during her student years, but then wrote her a handwritten letter congratulating her when she was appointed the first full-time director of the NIH Office of Research on Women’s Health in 1991. A year later, UVA’s Maxine Platzer Lynn Women’s Center gave her its Distinguished Alumna Award.

Pinn says she realized that if she wanted to see things change at UVA, it behooved her to get involved in supporting changes that were helping create a more diverse, inclusive environment on Grounds. She didn’t expect the changes to affect her so much. She became the first African-American woman asked to give the keynote speech at graduation, in 2005. Recently, the University decided to rename the School of Medicine’s main building in her honor.

Willis B. McLeod, who proudly calls himself a trailblazer for his involvement in the Civil Rights Movement, said he never dreamed of attending UVA. His parents were sharecroppers and he was “literally born at the end of a cotton row” in North Carolina. An only child, he graduated in 1964 from Fayetteville State University in North Carolina and was working as a math teacher in Richmond when he was invited to a Curry School of Education leadership program alongside 14 black graduate students. He ended up earning his master’s degree from Curry in 1968 and Ph.D. in administration and supervision in 1977.

McLeod calls his UVA education “an essential experience,” saying it opened the door to a more successful professional life than he would’ve planned otherwise. Among other leadership roles, he served as chancellor of Fayetteville State from 1995 to 2003.

The book’s authors make a point of crediting the local African-American community with providing students like McLeod, Pinn and others a refuge from the prevailing hostile environment around them. Apprey interviewed Teresa Walker Price and Evelyn Yancey Jones, whose families opened their doors to feed the students and offer them stress-free break.

Aubrey Jones, who graduated from the School of Engineering and Applied Science in 1963, mentions that the engineering dean’s administrative assistant, Jean Holiday, was especially helpful to the few black students there at the time, as was an unnamed housekeeper who would encourage the small group and make sure they had an empty classroom for studying after hours.

The book’s final essay, “Opening the Door: Reflection and a Call to Action for an Inclusive Academic Community,” is partly devoted to the roles of African-American women who were not students, but influential as mothers and mother-figures, helpers or supporters of students. Authors Patrice Preston-Grimes, a Curry School professor and associate dean of African-American affairs; Dr. Marcus L. Martin, UVA vice president and chief officer for diversity and equity; Meghan S. Faulkner, an assistant in the Office for Diversity and Equity; and Poe also refer to Jordan’s historical essay and examples of those who took care of white male students’ and faculty families’ needs in earlier times, enslaved and free, as cooks, laundresses and seamstresses.

In reviewing the book, alumna Barbara D. Savage, who graduated from the College of Arts & Sciences in its second year of full coeducation in 1974 and now chairs the Department of Africana Studies at the University of Pennsylvania, said, “Rarely has an institutional history been so well complemented by such compelling personal narratives. The pursuit of education is an enduring theme in black history, and this book brings that struggle and its successes to life.”

Right
Full Width: 
No
Drop cap: 
Yes

UVA Psychologist Calls Reading ‘Miraculous.’ His New Book Explains Why

$
0
0
"Reading Mind" graphic
Jane Kelly
Jane Kelly

Reading is more than recognizing letters and stringing them into words, sentences and paragraphs. In a new book, which considers reams of research on what happens to the mind when people read, University of Virginia psychology professor Daniel Willingham shows just what reading looks like.

Willingham, a Harvard University-trained cognitive psychologist, sat down with UVA Today to discuss his new book, “The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads,” and his work in general.

Q. What is the premise of “The Reading Mind”?

A. The premise of the book is to summarize what is known about what happens in the mind when people read. So it’s not about learning to read – it’s what happens in the mind of an experienced reader when they are reading.

Oddly enough, I don’t think there was another book out there that did that. I thought it would be useful to people who teach reading.

Q. What is the distinction between the mind and the brain?

A. The easiest way to appreciate that is by analogy – the difference between hardware and software on a computer. You can have an algorithm that executes some sort of a formula. I think I even give an example in the book – to figure out when the next lunar eclipse will be visible in Charlottesville. Then that calculation can be done on different hardware systems. It can be done by a computer; if you’ve memorized the algorithm, it can be done by a brain. So you’ve got the algorithm, and then you’ve got the software  implementing the algorithm.

So the difference between neuroscience and psychology or the type of psychology that I do is that neuroscience is concerned with the hardware and I’m concerned with the software.

Q. In the introduction to the book you quote the following lines from E.L. Doctorow’s “Billy Bathgate”:

“Before he got through it I was hearing the distant sound of police sirens, and it was so arduous for him to speak it that he died of the effort: “Right,” he said. “Three, three, Left twice. Two seven. Right Twice. Three three.”

What is the purpose here?

A. In this passage, gangster Abbadabba Berman has been shot and as he lays dying, he says this to the protagonist of the novel. We are left to assume that he's telling the combination to a safe. 

I describe reading this passage, and I say the rest of the book is about explaining what happens in the few moments it takes to read and comprehend and react to this sentence. It’s sort of a testimony to the complexity of reading.

The epigraph of the book is the same thing – it’s a passage from Nabokov’s “Pale Fire,” in which one character is exhorting another character and saying the reading has become so familiar to us that we don’t really think twice about it. The fact that you’ve got these marks on paper and from them you create a mental world with people talking and people loving one another and people betraying one another and all that – we get so caught up in the world that we lose sight of the miracle that the mind can do this.

Q. What are the processes used when one is reading?

A. They are fairly intuitive in one way. If someone who knew absolutely nothing about the cognitive perspective in reading said, “Oh, what does the mind do? It can’t be that complicated,” the list you would come up with naively is not that bad.

But things get complicated really quickly. You somehow have to perceive letters. The difference between ‘abscess’ and ‘absent’ is pretty subtle, so you need, somehow, to differentiate the letters that are going into words. That’s a visual process.

Then you need to tie the letters together into sentences. For example, the difference between “Dan hit Sarah,” and “Sarah hit Dan,” is obviously very important. So it’s not just the word. You need to get the order of the words right and somehow figure out the sentences, and then – people would actually be unlikely to notice this, but if you thought about it long enough you would probably notice that the same sentences take on different meanings depending on the surrounding sentences. The example I use when I teach is there is a big difference between the sentence, “He smiled,” and “He slowly pulled the gun out of his waistband. He smiled.” Just the sentence “He smiled” becomes totally different in meaning, depending on the context.

Q. Are there other processes that are less obvious?

A. The one that would be a little less obvious and the one I start the book with is [that] it’s not just the visual process, figuring out what the letters are; it’s also an auditory process, because letters are really a code for sound. You could, in principle, memorize what ‘cat’ looks like and not really get involved with sound at all, even though you look at alphabetic code and the code is a code of sound.

Q. What do you think teachers might be most surprised by in this book?

A. I think what teachers might find more surprising is the role of background knowledge in reading. This is something that a lot of people don’t appreciate. Once you are a fluent decoder, what you already know about the topic of a text is enormously important for whether or not you are able to understand the text. If you lack the background knowledge the author assumes you have, you just won’t understand the text and you are very likely to stop reading.

There’s something called “the fourth-grade slump.” The fourth-grade slump means that you have poor children who are reading more or less at grade level – their reading seems fine. And they hit fourth grade, and suddenly it’s like they fall off the table. Where does the fourth-grade slump come from? The reading tests change. The text becomes more challenging and suddenly they’ve got real content and they are focusing on comprehension and the poor kids know less stuff, unless they are sort of making sure they are keeping up with art and history and science, drama and everything else. The middle class and wealthy kids are learning that at home and in other places.

Q. Was the mind designed to read?

A. Everything that is happening in the mind to support reading evolved for another purpose. Because reading is, evolutionarily, extremely recent – it’s only 6,000 years old. So there really hasn’t been time for specialized brain modules to evolve that can help us read.

Instead, you are using parts of the mind that evolved for other purposes and sort of “MacGyver-ing” them into something that can support reading. That helps you appreciate why reading is actually kind of miraculous and kind of fragile, and how if any of those parts that weren’t really designed to do this were not working optimally, you’d end up with a child who’s got some difficulty reading.

Q. Does a word have a single meaning?

A. The idea of words not really having a set meaning, per se, but instead being very sensitive to context, is surprising to people who care about words and meaning. Consider the word “spill.”

“Tricia spilled her coffee. Dan jumped up to get a rag.”

What you think about when you see the word “spill” in that case is different than what you would think about if I said, “Tricia spilled her coffee. Dan jumped up to get her more.”

In each case, a different sense of the word “spill” is coming to the fore. In the first case, “Tricia spilled her coffee. Dan jumped up to get a rag,” you are thinking about the fact that spills mean a mess. But if you spill something, it also means you have less of what you just had. So what this shows is that the meaning of words is very sensitive to context. The same word means something different, depending on what the context is.

I think any reading researcher would not be surprised by anything that’s in here, which to me is a great compliment, because what I want to present to the broader public is, “Here’s the general consensus of scientists.” This isn’t Willingham’s story; this is the story of reading researchers.

Right
Display Title: 
UVA Psychologist Calls Reading ‘Miraculous.’ His New Book Explains Why
Full Width: 
No
Drop cap: 
Yes

5 Myths That Inhibit School Turnaround

$
0
0
Classroom stock shot
Laura Hoxworth
Laura Hoxworth

A new book from a University of Virginia education professor critiques the past 15 years of school turnaround efforts, examining where they have fallen short – and potentially illustrating a way forward.

“Enduring Myths That Inhibit School Turnaround” is the product of Coby Meyers, a research associate professor in the Curry School of Education, and co-editor Marlene Darwin of the American Institutes for Research.

What exactly is school turnaround? Meyers defines it as “taking the lowest-performing schools, identifying their most critical needs and providing support in a structured way that instigates drastic change in a short amount of time.” In other words, it’s improving failing schools – fast – because traditional improvement models don’t work quickly enough to give currently enrolled students a chance to succeed.

The phrase “school turnaround” entered the lexicon in the mid-2000s in the wake of the controversial No Child Left Behind Act. Fifteen years later, the phrase has become synonymous with that law’s turnaround models, which were largely tied to standardized test scores, and the pressure those policies placed on struggling schools and their principals, teachers and students.

Meyers has been researching school systems issues for years, since becoming fascinated with the topic while working as a teacher in Chicago. But amid recent changes in policy, funding, political climate and general perceptions about public education in America, Meyers said now is the time to reexamine the concept of turnaround.

Here, he shares five of the most common myths inhibiting effective successful school turnaround.

MYTH No. 1: There’s one simple solution.

Addressed in the book as “the myth of single-lever turnaround,” one large problem is that some practitioners and policymakers have a tendency to blame school failure – and focus school turnaround – on one single factor. Whether that’s a charismatic leader, more funding or better teacher training is irrelevant. The truth is that school turnaround is complex.

“A couple of the common answers are, ‘Just give them more money,’ or ‘Simply replace school leadership,’” Meyers said. “In actuality, turnaround requires lots of changes. If you get seduced by this ‘one change’ idea, you’re not going to make any improvement whatsoever.”

At the same time, Meyers cautions against going too far in the opposite direction – the “everything but the kitchen sink” approach. Instead he says, “You have to focus on the biggest issues, and be laser-focused on those before you move on to the next set.”

Real, systematic change – the kind of change required to transform a drastically under-performing school – requires a complex plan. A successful turnaround plan considers all of the challenges facing a certain school, then tackles them in an aggressive but structured way.

MYTH No. 2: Fundamental, lasting change can happen fast.

Studies have shown significant gains in student achievement can happen quickly – even within a single school year. But when it comes to lasting change, that’s where Meyers says people often run into trouble.

“We see a lot of schools that have really significant achievement gains. But over time, those gains either plateau or they regress to the mean and fall back down,” he said.

Often, you can trace these fleeting results to one impactful but non-sustainable change, such as replacing a disengaged leader with a charismatic one. Then, “When that super leader is taken to a different school or moved into district administration, the systems aren’t in place to maintain the gains,” Meyers said.

In general, the intense nature of turnaround isn’t sustainable in the long term – and the transition from the initial turnaround phase into a traditional improvement model is often where the process breaks down. Successful turnaround requires both short- and long-term planning, including a purposeful transition period.

Meyers is also the chief of research for UVA’s Darden/Curry Partnership for Leaders in Education. An intensive program that draws on innovative thinking in both business and education, it addresses the challenges of education leaders in eliciting system- and school-level improvement.

Meyers said the partnership has recently expanded its program to offer a sustainability year, which addresses the difficult transition period for struggling schools. “PLE’s one-year sustainability program transitions district and school leaders from focusing on change initiatives, including foundational conditions and change leadership, to scaling solutions, which can include models of continuous improvement,” he said. This deliberate focus on transition helps schools sustain positive gains long into the future.

MYTH No. 3: There’s nothing to learn from failing schools.

One of the biggest barriers to effective school turnaround boils down to a simple fact of human nature: addressing failure head-on is uncomfortable. When a school is struggling, Meyers said, “People feel very judged. They don’t want to show you what’s going poorly.”

In part, the federal model of school turnaround has magnified the feeling of failure more than the understanding of and response to failure. This hesitation to examine the root causes of school failure leads to turnaround plans that don’t address those causes.

In his book, Meyers and his colleagues use examples from fields outside of education – such as engineering and medicine – to argue that in order to address failure, we first have to understand it.

Meyers uses the example of engineers building a bridge: “They understand that after so much usage and so much time, that bridge is going to fail. So they are continuously studying decline and failure in order to keep that from happening.

“In education, we don’t do a good job of identifying school decline and trying to get in before that happens. The presumption of failure can be really useful,” he said.

MYTH No. 4: Turnaround is the problem of individual schools, not districts and states.

Of all the myths addressed in the book, Meyers said perhaps the most important is a historic lack of accountability at the district and state levels. In the past, turnaround has been framed as a school initiative, with little-to-no emphasis on the district’s role in the process. Meyers said that in order to move forward, we have to re-frame turnaround as a systems issue – not a school issue.

“Schools alone cannot do this work,” he said. “We have to be much more thoughtful about what we need from the systems at both the district and state levels, because they are the ones creating the policies and providing the resources.”

The new book highlights several examples of recent policy and practitioner-oriented work that underscores the importance of examining school improvement frameworks from the district and state levels.

“If schools could turn themselves around, they would,” Meyers said. “But taking responsibility for such schools is still a relatively new idea for districts and states.”

MYTH No. 5: Turnaround is impossible.

You hear it from scholars, researchers, practitioners and all other types of people engaged with the difficult work of turning around failing schools: turnaround just doesn’t work.

Some scholars call it “the failure fallacy.” Despite the difficult nature of school turnaround, the fact is that turnaround is more than possible – it’s proven.

“It’s a fallacy because there are examples where it has worked, so clearly turnaround is possible,” Meyers said.

More importantly, turnaround is necessary. Too often, he said, the failure fallacy is used as an excuse to promote a different approach entirely, such as charter schools. A critic will simply dismiss turnaround in order to advocate for a different piece of the education puzzle that doesn’t address what to do with underperforming schools at all.

“It’s a bait and switch,” Meyers said.

The educator knows success is possible, because he sees it firsthand. “The [Partnership for Leaders in Education] works with low-performing schools daily,” he said. “We see elements of the systems changing for the better. We even have examples of change occurring at the district level, where multiple schools are improving organizationally and student achievement is increasing. The work is very difficult. But success is attainable.”

What’s next for school turnaround?

Meyers said the bottom line is simple: As long as children are falling behind in under-performing schools, we can’t afford to abandon turnaround efforts.

“The concept or the notion of school turnaround is not going away, regardless of whether or not the language changes,” he said. “It’s very clear that the idea of improving student achievement in low-performing schools at a rapid pace is here for the long haul.”

For now, the language of “turnaround” is still widely used, and it gives a common shorthand to the idea of rapid school improvement. To adequately address these myths, Meyers anticipates a need to distance the process from the word “turnaround.”

“For a lot of practitioners, the word has become associated with failure and punishment,” he said. “A lot of the myths are driven by the language and its connection to the crushing nature of the federally funded School Improvement Grant.”

In other words, “turnaround” has a branding problem. In order to move forward and make the necessary changes, we have to divorce the terminology (and its baggage) from the practice – those research-supported, systems-based methods of rapid school improvement.

Under new Every School Succeeds Act regulations, states will now have more flexibility to define and enforce school accountability on their own terms. Most states, including Virginia, will submit their plans to the federal government for feedback this September – and at least five states are adopting a new turnaround framework largely developed from the research outlined in the book.

Meyers said he hopes by addressing these myths head-on, policymakers and school leaders will be able to seize the opportunity to give school turnaround a turnaround of its own.

Right
Display Title: 
5 Myths That Inhibit School Turnaround
Full Width: 
No
Drop cap: 
Yes

Curry Grad Student to Appear on ‘Jeopardy!’

$
0
0
Curry School doctoral candidate Terry Hanlon poses with Alex Trebek on the set of “Jeopardy!”
Katie McNally
Katie McNally

This doctoral candidate in the University of Virginia’s Curry School of Education will enter the ultimate battle of wits on Thursday night.

Who is Terry Hanlon?

In the months he spent studying for his “Jeopardy!” debut, Hanlon confesses that remembering to answer everything in the form of a question was one of the hardest parts. Luckily, he had some seasoned pros to help him prepare.

“My whole family watched “Jeopardy!” together growing up and I’m actually the third one in my family to be on the show. My oldest sister and my brother have also been on it,” he said.

His sister, Aileen, won two games and brother Ed took second place in his match-up.

Hanlon, who studies the marketing and management of higher education at the Curry School, used a combination of his siblings’ techniques to prepare for his appearance alongside Alex Trebek. His brother relied heavily on trivia books and flashcards, while his sister turned to Jeopardy’s digital archive, j-archive.com, to practice.

“I did a little bit of both and I made lists of presidents, capitals and currencies to memorize. Of course, I also made sure that I got home every night for Jeopardy and that I was keeping score for myself to see if I was improving,” Hanlon said.

He explained that those who regularly watch “Jeopardy!” and play along learn that there are certain “trigger phrases” that you need to learn in order to answer quickly and stay competitive.

“For example, ‘Chinese American Architect’ almost always refers to I.M. Pei. So you need to know clues like that. Really it’s a recall game more than anything,” he said.

In the midst of all his studying, Hanlon had to pass through two rounds of tryouts to make it as a contestant on the show. First he had to take a lengthy online test and when he received a high score on that, he was invited to a group audition in Washington, D.C., to show off his knowledge in person.

While the tryout process was a bit nerve-wracking, Hanlon was surprised at how relaxed the atmosphere was once he actually made it to the real “Jeopardy!” set.

“The people there are so wonderful,” he recalled. “All the staff there goes out of their way to make you feel comfortable and relaxed and make sure that you have a great experience.”

Although viewers will have to wait until Thursday evening to find out if Hanlon will become a returning contestant on the show, he says that trivia will remain a favorite hobby of his, no matter what. He’s long enjoyed competing in trivia nights with friends, and he even has a favorite piece of trivia about UVA that first brought the school to his attention.

“I love that UVA is a UNESCO World Heritage site. I had a teacher in high school who was sort of the Indiana Jones of our school and used to be a photographer for UNESCO,” he said. “He instilled in me a great love of world history and the impact that institutions like UVA can have not just through the weight of history they bear, but also through the way they were built to continually influence the world of today.”

Walking through history everyday is a thrill for a trivia buff like Hanlon, but it’s the chance to be a part of UVA’s ongoing teaching mission that excites him most of all.

“Living down the street from a UNESCO site is pretty great, but if you study higher education, there’s no place more interesting and unique than UVA. It’s a really rigorous academic institution and at the same time, it upholds this great public mission,” he said. “Choosing to come here was kind of a no-brainer.”

 

 

Right
Full Width: 
No
Drop cap: 
Yes

Dialogue or Activism? Which Works Best in a Divided Society?

$
0
0
Rachel Wahl of UVA’s Curry School of Education examines how ideas and ideals spread through education and advocacy, particularly in regard to state and civil society efforts to influence one another.
K.T. Sancken
Audrey Breen

We live in a world of divisions – between black and white, police and citizens, Republicans and Democrats. As the heated rhetoric between opposing sides grows louder, often the response from those seeking peace is, “If only we could just sit down and talk.”

It’s a beautiful idea, that the world’s problems could be solved over coffee. But has it ever really worked?

Rachel Wahl, an assistant professor at the University of Virginia’s Curry School of Education, is trying to find out. She is studying the conditions under which people are willing to learn through dialogue and how the use of dialogue impacts political tools like activism.

In the last three years, her interest has brought her to the heart of the nation’s most heated debates, including conversations between police and people of color and conversations between Trump and Clinton voters.

Activism campaigns like “Resist” and “Black Lives Matter,” which aim to effect political or social change from one side of these controversial issues, have gone viral on social media and made headlines. But dialogue, defined as conversation between opposing groups of people who hope to resolve problems, hasn’t spent much time in the public eye.

Is the perceived rise of political activism limiting the use and impact of dialogue?

Public figures as diverse as Fox News’ Sean Hannity and NPR commentator Cokie Roberts say there is a breakdown in civility and an erosion of freedom of speech, making dialogue almost impossible in this political climate. Wahl disagrees.

“I think that many people would like to talk with people on the other side,” she said, “but there are very few opportunities to engage in a deep and thoughtful way with people who see the world differently.”

In her research, Wahl observes dialogues between opposing groups, then interviews participants to understand the tensions and opportunities such dialogues represent. The conversations aren’t academic or philosophical; they’re rooted in first-person experiences, told across roundtables where participants are deliberately grouped with people who hold different beliefs.

She aims to answer this question: What factors support and obstruct learning through deliberative dialogue, and what are the ethical and political implications of such learning?

“While voting aggregates preferences and protests and lawsuits exert pressure, in the educational approach of dialogue, people are meant to learn from each other,” Wahl said.

She noticed many similar patterns in dialogues about both police relations with communities of color and about the 2016 presidential election.

“Attempting to pressure somebody politically may in some cases be necessary and may be the only option. But it comes at great cost,” Wahl said. “People who are targets of activism campaigns often experience them as dehumanizing. As a result, they may reject the messages even more strongly than they would have otherwise.”

Wahl is not an impassioned debater by nature and assumes a position of gentle neutrality, listening carefully to both sides with a curious, academic ear. Her research results emphasize the importance of what she describes as “inner work” to produce productive dialogue.

“The most effective conversations happen when people can do the inner work to be less reactive in the face of discomfort,” Wahl said. She gave an example of a Trump-voting student from Cairn University, a Christian school near Philadelphia, who sat down at a table with five students who had voted for Clinton or a third-party candidate.

At first the student felt defensive, and wanted to prove he “did the right thing,” Wahl said. But he was able to “soften and realize that ‘I don’t need to be so certain … I don’t have anything to lose here.’” Wahl suggested, “It was then that he was able to listen and to learn from his tablemates, both in terms of what I call dialogic learning, which involves learning who someone is and that they have value, and deliberative learning, which in this case entailed considering, in new ways, the positions his tablemates expressed.”

“When people can sit through the discomfort of their own reactivity and fear, that’s when the best conversations happen,” Wahl said.

She has also found dialogues are more effective when both sides can find a reason to respect each other, whether that is based on perceptions of the other’s good intentions, intelligence, or even shared humanity. It is then that she witnessed shifts in participants’ understanding of the people they were talking with and of the issues under discussion.

Some of her findings will be published in the Philosophy of Education, Polity and Human Rights Quarterly. The findings cite deep questions about the philosophical premises of polarized debate.

In one paper, she asks the reader how she would feel if asked to engage in dialogue with a university president about her department losing all funding. When personal livelihood is at risk, dialogue always becomes personal and political.

“And if one’s life is literally on the line, dialogue is even more of a risk,” Wahl said.

In the case of police relations, a study funded by the Spencer Foundation, the dialogues are especially at risk for conflict because they take place in a small Southern town with a long history of racism.

“In settings of inequality and conflict, asking people to learn from one another carries significant risks and trade-offs,” Wahl writes in a second forthcoming article, “Learning From Our Enemies: Human Nature, Democratic Conflict and the Risks of Dialogue,” set for 2018 publication in the Journal of Philosophy of Education. “Asking someone to learn is political, in that it asks people to set aside political means of garnering influence.”

Which raises Wahl’s latest questions: Do we lose political tools, like activism, when we engage in dialogue? Are there risks that come with “talking it out” with your enemy? While dialogue may encourage you to look at a perceived enemy as human and flawed instead of evil and vicious, does it also slow progress toward a democratic ideal? What are the costs of asking people to learn rather than resist?

“Activism is a crucial tool of democracy,” Wahl said. “Democracies can’t run on good will and relationships alone. Claiming rights is a crucial tool, especially of less powerful groups. So, it’s not that activism is bad and shouldn’t happen. It’s not that naming and shaming campaigns and political pressure are bad. It’s that they are complicated, with complicated results.”

Wahl’s research finds that in our current world, the question of whether to engage in dialogue or in activism may come to reflect yet another division. But one isn’t better than the other. They’re different, and complicated.

Left
Full Width: 
No
Drop cap: 
Yes

Engineer, Physics Teacher, Quadruple ’Hoo Has Some Radical Ideas on Teaching

$
0
0
Matt Shields, trained as an engineer, found his true calling in education. Now he’s shaking up how Charlottesville schools teach STEM.
Laura Hoxworth
Laura Hoxworth

Matt Shields’ path to becoming a teacher was not quite traditional.

A Virginia native, Shields attended the University of Virginia to earn both bachelor’s and master’s degrees in mechanical and aerospace engineering, in 1998 and 2001, respectively. But after working as an engineer, then a web developer, he realized his true calling: education.

So Shields returned to UVA to earn his second master’s degree in 2006 and a Ph.D. from the Curry School of Education in 2011 before landing at Charlottesville High School. There, for the last nine years, he has been teaching physics – and transforming science, technology, engineering and mathematics, or STEM, education.

It all started with the Best All-Around Club of Nerds – playfully abbreviated as “BACON”  – which grew, almost by accident, from a science fair project into a club comprising more than 100 students who travel around the world competing in international STEM competitions, often beating out prestigious technology schools and engineering academies.

Now Shields has turned that momentum into a full, five-year engineering curriculum, including a class for advanced eighth-graders at Buford Middle School. In 2018, the first cohort of 12 students will graduate, having taken four full years of high school engineering.

At a time when students have the bulk of human knowledge at their fingertips and many teachers are struggling to define their new role in the classroom, Shields is thriving. The Curry School’s Laura Hoxworth recently talked with him about why teacher education matters, the future of STEM classes and why teachers need to forget about being experts.

Q. How did you decide to go from being an engineer to being a teacher?

A. It was a pretty circuitous route. At the tail end of grad school, I started thinking that engineering wasn’t going to be my long-term career path, so I started poking around at other ideas.

At first I taught myself web development and I tried doing that for a while. At one point, I was thinking about starting a company to teach web development skills to adults and I think that’s when I realized I might want to pursue teaching.

Looking back, the roots were always there. Even that first year working right out of college, I was volunteering at a local high school coaching cross country.

So one day on my lunch break, I walked into Monticello High School and said, ‘Hey, do you guys need any teachers?’ I just kind of jumped into it.

Q. Between your four degrees in two different subjects and also teaching yourself web development in the middle there, it seems like you’re naturally a pretty curious person. Do you think your own curiosity and love of learning is a part of what drew you to teaching?

A. Definitely. I love learning and I love it when other people love learning, so the idea of passing on that love of learning to someone else has always been a motivator. When you teach a subject, a lot of times that’s the first time you really get it. I taught calculus in my first year, so I had to go back and brush up on calculus – and, maybe for the first time, really understand it. Since I became a teacher, I’ve moved around enough in my content that I’m always learning.

I don’t think there’s much about the world that isn’t fun to investigate. One of the things I tell my students a lot is that understanding the world enriches your experience in it. Knowing what’s happening in a rainbow just makes it even cooler.

A. Once you went to Curry to get your teaching degree, you had already been in the classroom for a few years. How did your time at Curry help you become a better teacher?

Q. I spent most of those three years at Curry taking notes about what I was going to do when I got back in the classroom. I was pretty excited to try out the new ideas that I developed during that time.

I really enjoyed how it made me reflect on my own teaching. Three years is long enough to definitely develop habits – including some bad habits. I spent three years teaching and three years reflecting on that, then I was able to hit the reset button.

I also enjoyed debating with my classmates about big questions like, “Is there a canon? Should everyone read Shakespeare? Is homework valuable?” I think a teacher should have a big picture idea of their own philosophy of education.

But the practicum side is also hugely important, and that’s something I think Curry gets. Teachers are practitioners. You don’t send a surgeon into surgery saying, “Well, you’ve taken a bunch of tests and you got A’s …” It’s important to practice and to practice alongside a mentor – somebody who’s helping you hone your craft. A lot of it is the mechanics of learning how to speak clearly and grade clearly, but it’s also about developing your own technique and presence. Every teacher has to go through that.

Q. Let’s talk about your wildly successful after-school club, Best All-Around Club of Nerds. What do you think has made BACON such a success?

A. There’s a certain freedom that’s built into the DNA of the club. Early on, in its second or third year, a girl walked in one day and said, “I heard this was the club where you can do whatever you want.” She wanted to bake. I said, “Sure, you can do that here.” So she would come in after class and bake and she loved it. Eventually she started getting into some other stuff that BACON was doing, too.

BACON has a president every year and usually about a dozen sub-groups that each have a leader. There’s a Science Bowl lead, a Science Olympiad lead, a project lead … and each of these sub-groups runs itself. There’s also a whole logistics team and a media team, too.

I think it’s successful because kids have interests and energy that need a creative outlet. Sitting and memorizing chemistry equations or going through algebra worksheets – that’s not a creative outlet. Whether they’re interested in robotics or baking, it gives them the time and resources to pursue their interests.

They also end up developing skills that they wouldn’t develop elsewhere. When they’re applying to colleges, lots of kids can say they got straight A’s in high school. But I have a student who can say she took the reins and handled a $60,000 budget and one who can say, “Here’s a robot I made.” I even have a student right now who’s making his own rocket fuel! It’s just a place where kids can develop skills – teamwork, problem-solving, long-term planning – that they’re probably not getting anywhere else.

Q. So how did BACON turn into the full five-year engineering curriculum that you’ve developed at Charlottesville High?

A. About four years ago, the success of BACON led the School Board and the principal and the superintendent to approach me and ask, “What are the chances that could be a curriculum?” So, at the end of the school year, I asked each one of my physics classes, “If you could invent a class, what would you want to learn?” I wrote down all of their answers on a white board, then I sat down with a couple of the BACON kids and we started from that list. Ultimately, it was just me working with four or five students and building what would eventually become the engineering curriculum at CHS.

For the last three years, it’s been completely kid-driven. They drew a floor plan of what they wanted the space to look like, they met with some architects, and we built a new lab. Now I have a five-year engineering curriculum that’s pretty much built around what kids want to learn.

The program has grown and I will have over 200 students in the program altogether. This spring, I will have my first cohort of 12 students who will graduate, having taken engineering for all four years of high school.

Q. What do you hope your engineering students gain from the program?

A. In a broad sense, my goals for the engineering program are at least threefold. First, I want their engineering experience to be the most powerful opportunity they get to synthesize their high school learning, including math, science and writing. Second, I want the program to enforce soft skills – including problem-solving, planning, teamwork, documentation and presentation – at a level not often encountered in high school. And finally, I want to give students, whether headed to MIT or into the workforce, useful skills such as computer programming, electronics and computer-aided design.

Q. What do you think is the future of STEM education?

A. In education right now, STEM is definitely a buzzword. But these concepts have been around for ages. Newton was doing science in the 1600s. Galileo was a technologist. Roman aqueduct builders were engineers.

In my mind, what’s happening now is that education is finally realizing the potential for modern technology – and by “modern,” I mean technology that is now 20 years old – to transform how we do education. I think we can be taking advantage of ubiquitous, low-cost, high-powered, internet-connected, portable computing to transform just about anything we do in education. So, the future of STEM education is just using these technological developments to update old methods and make sure that our students are literate in the latest tools and ideas.

Q. Why is the student-driven approach such an important part of your teaching style?

A. My philosophy of “how” I teach is built around the fact that I give kids freedom to poke around. I’ve been on this constant progression of teaching myself to let the kids’ interests drive the conversation. I think that’s hard for the teacher, because you want to be the expert in the room. But every kid has a phone in their pocket. If they’re interested in something, they’ve probably already watched a YouTube video about it. Our job is to help them as they investigate things that they’re interested in. It’s about stepping back and taking the approach of, “Let’s see how I can facilitate.”

Teachers used to be the source of information. Now, the floodgates are open and our job is to filter and make sense of all that information, rather than give it. That’s a hard transition to make. But either teachers are out of a job or they have to learn how to transition.

Being a good gardener isn’t about providing nutrients – it’s about pulling out weeds and occasionally watering.

Right
Full Width: 
No
Drop cap: 
Yes

UVA’s Class of 2017 Excelled in Scholarship and Research

$
0
0
UVA’s Class of 2017 Excelled in Scholarship and Research
Matt Kelly
Matt Kelly

The University of Virginia’s Class of 2017 has distinguished itself in many ways, earning dozens of prestigious national and University-wide honors and scholarships. This year’s graduating class includes two Rhodes Scholars, five Fulbright Scholars, two Marshall Scholars, two Rotary Scholars, two Beckman Scholars, a Truman Scholar, one Davis Prize for Peace recipient, one Ertegun Scholar, one Critical Language Scholar and a Whitaker Scholar.

There are also 14 Community-Based Undergraduate Research Grants recipients, 46 recipients of Harrison Undergraduate Research Awards, 61 recipients of Jefferson Public Citizen awards, 23 Undergraduate Student Opportunities in Academic Research (USOAR) awardees, 48 Rodman Scholars, 223 Echols Scholars and 24 Jefferson Scholars, as well as seven “Double Hoo” Research Award winners and three recipients of University Awards for Projects in the Arts.

Two Win Rhodes Scholarships

Aryn Frazier and Lauren Jackson are among the 32 American students named as 2017 Rhodes Scholars – the University’s 52nd and 53rd awardees. The scholarships provide all expenses for two or three years of study at the University of Oxford in England and may provide funding in some instances for four years.

Frazier, of Laurel, Maryland, a politics honors and African-American studies major, will pursue a Master of Philosophy degree in comparative politics. Jackson, of Little Rock, Arkansas, a social and political thought major, will pursue a Master of Philosophy degree in international relations.

At UVA, Frazier concentrated on issues of race and justice. 

“My thesis revolves broadly around how conceptions of justice and legality differ along racial lines,” Frazier said. “My broader interests revolve around how people come to form, and then act on, their political ideologies. I hope that in coming to understand these things, I will be better able to bridge the communication gap in politics and organizing.”

Jackson’s research focused on the intersection of the news media and humanitarianism and how to raise awareness of suffering in conflict zones through media engagement.

“I have worked in both journalism and humanitarianism and I have identified significant gaps in efforts to accurately report on and raise awareness for human suffering in conflict zones,” Jackson said. “In a resource-scarce media environment, I want to understand how humanitarians working in conflict zones can facilitate better foreign correspondence to more accurately shape public opinion and international policy in the United States and the United Kingdom.”

Frazier, a Lawn resident, is a Thomas J. and Hillary D. Baltimore Jefferson Scholar and an Echols Scholar. She was the president and political action chair of the Black Student Alliance; senior resident and resident adviser for Housing and Residence Life; and a moderator for Sustained Dialogue. She is a member of the Raven Society and a former member of the Black Voices Gospel Choir. She was a speaker at TEDx Charlottesville 2016.

Jackson said she hopes her Oxford experience will connect her to an intellectual community and to a country she otherwise would not have experienced.

“My degrees will expose me to practitioners working on issues I care about – the role of journalism in international relations, accurate representation of groups lacking access to basic human rights, reformation of international governance and challenges to state sovereignty in the 21st century,” she said. “In these years, I hope to slow my pace of living, at least slightly, and try to really immerse myself in the places I will be studying.”

Jackson has not had a slow pace at UVA, performing extensive research outside of her classwork. Jackson received several research grants, including a Harrison Undergraduate Research Award to study humanitarian data technologies at the United Nations; a Jefferson Public Citizen grant to study post-traumatic stress disorder in post-genocide Rwanda; and a Center for Global Health Scholarship to study beekeeping in Rwanda. She also interned at the United Nations Office for the Coordination of Humanitarian Affairs at the New York Secretariat; CNN; the International Rescue Committee, Charlottesville Resettlement Office; and National Geographic.

While a student at UVA, Jackson was president of the Latter-Day Saint Student Association; conference co-curator for TEDxUVA; an opinion and lifestyle columnist for the Cavalier Daily; creative director for V Magazine; marketing team designer for HackCville; an advertising and promotions marketing strategist for rADical, a HackCville-based, student-run entrepreneurship group; an anchor on student-run radio station WUVA; a Jefferson Public Service fellow; a participant in Books Behind Bars; and a member of Pi Beta Phi and the Raven Society. She is the R.E. Lee Wilson Jefferson Scholar, an Echols Scholar, and received Elks National Foundation and United States Institute for Peace Essay scholarships.

Five Earn Fulbright Scholarships

Five of the 2017 spring graduates will pursue their work on foreign shores with the help of Fulbright Scholarships this year.

The U.S. Department of State and the J. William Fulbright Foreign Scholarship Board offered the grants to the UVA alumni and graduate students, who will be among 1,900 U.S. citizens – selected on the basis of academic and professional achievement, as well as demonstrated leadership potential – who will travel abroad for the 2017-18 academic year through the Fulbright U.S. Student Program.

The scholarships cover round-trip transportation to the host country; funding for room, board and incidental costs; and health care benefits. In some countries the scholarship also has book and research allowances, mid-term enrichment activities, full or partial tuition, language-study programs and orientations.

Hayley Anderson of Centreville, graduating with a master’s degree in public policy from the Frank S. Batten School of Leadership and Public Policy, will be an English teaching assistant at a federal university in Brazil.

“At the Batten School, my research focused on public administration and foreign policy,” Anderson said. “For my final capstone project, I worked with the World Bank to find ways to scale up Brazil’s flagship social welfare program, called Bolsa Família. I enjoyed this work because I often got to use my knowledge of Brazilian politics and Portuguese language skills to accomplish the real goal of bringing Brazilians out of poverty.”

While at UVA, Anderson was a Range resident; a Volunteer with International Students, Scholars and Staff; president of the University Dance Club; and a student docent at The Fralin Museum of Art. A graduate of Westfield High School, Anderson will be a federal management consultant for Deloitte in Washington, D.C., when she returns from Brazil. Her eventual goal is to be a management officer in the U.S. foreign service.

“The Fulbright name carries a lot of weight in the government and private sectors, and I hope that my completion of the award will signal my ability to work and connect with people around the globe.” Anderson said. “On a personal level, this is an opportunity to give my passion for language and cross-culture communication a practical focus.”

Nicholas Budd Fenton of Skillman, New Jersey, graduating with a double major in political and social thought, and Russian and Eastern European studies, will teach English in a university in Omsk, Russia.

An Echols Scholar and a Jefferson Scholar, Fenton is a member of Phi Delta Theta fraternity, the IMP Society, the Raven Society and Engage@UVA. He is a recipient of the Hammond Prize for Excellence in Russian Area Studies. A graduate of The Lawrenceville School, he plans to continue his studies of Russia.

“This award is a dream come true,” Fenton said. “The opportunity to live and work in Russia for a year, where I will be able to explore Russian culture, forge relationships with Russian counterparts and additionally improve my knowledge of the Russian language, means the world to me. I am so grateful to the Fulbright Program for providing me the funding for this adventure. I am confident that my experiences abroad in Russia will serve me immensely as I continue my studies and begin my career.”

Samantha Merritt of Fort Meade, Maryland, graduating with a double major in public policy and leadership and foreign affairs, and a minor in East Asian studies with a concentration in Korean from the Frank S. Batten School of Leadership and Public Policy, will pursue a master’s degree in Korean studies at Yonsei University in Seoul, South Korea.

“This two-year endeavor will give me the opportunity to study South and North Korean politics, economics, history, society, culture and the Korean language, while allowing me to focus on South Korea’s role as a critical partner for peace and stability in the Asia-Pacific region,” Merritt said.

While at UVA, Merritt has been a facilitator for the Women’s Asian American Leadership Initiative; a small group leader and secretary for the Women’s Leadership Development Program; a language consultant for the Volunteers with International Students, Staff and Scholars; and a member of both the Batten Undergraduate Council External Committee and the Rotaract Club at UVA. She lived at Shea House, a total immersion language dormitory, for the past three years. She received a Critical Language Scholarship for Korean and spent two months last year in Gwangju, South Korea.

A graduate of the Seoul American High School, Merritt wants to work for the U.S. government after graduation, using her Korean language skills, cultural literacy and background in Korean studies while working in the diplomatic or intelligence field in order to assist with advancing U.S. foreign policy and military relations.

Sara Pancerella of Manassas, who is graduating with a double major in foreign affairs and Spanish and a minor in Latin American studies, will be an English teaching assistant at the Universidad Nacional in Manizales, Caldas, Colombia.

“One of the most important aspects of my grant is that I will be a cultural ambassador for the United States,” Pancerella said.

A member of the Sigma Delta Pi Spanish Honor Society, she has been a Spanish tutor for the past two years, a Madison House volunteer as an English as a second language classroom assistant, and a language consultant for Volunteers with International Students, Staff and Scholars this semester. A graduate of Stonewall Jackson High School, Pancerella plans to continue her studies on Latin America.

“I definitely plan to pursue a master’s degree following the Fulbright with a regional focus on Latin America, possibly Latin American studies itself,” she said.

Mitchell Wellman of Marietta, Georgia, graduating with a dual major in political and social thought and Spanish (linguistics and philology track), with a minor in economics, will teach English to high school students in Madrid and conduct linguistic research.

“This scholarship will provide me a great opportunity to apply classroom experience in the real world,” he said. “Learning a language is more than just remembering words and grammar; it’s about experiencing the culture and the people who utilize that language. I believe the Fulbright program offers all of these things.”

Wellman was a Lawn resident and a member of the University Judiciary Committee and the Raven Society. He was an assistant managing editor of the Cavalier Daily; founder and executive editor of Q* Anthology of Queer Culture; and a student lecturer of the “Everyone’s a Journalist” course offered through the Cavalier Education Program. An Echols Scholar, Wellman also received a 2017 Reider Otis Endowed Prize, presented by the UVA Serpentine Society for advancing rights of the LGBTQ community, and a 2016 Wyatt Family Fellowship for Spanish Distinguished Major Program thesis research in Barcelona, Spain, awarded by the UVA Spanish Department. He was a digital producer for USA Today College this spring. A graduate of Carl Harrison High School, he plans to attend law school and focus on education policy.

Jill Ferguson Wins Truman Scholarship

Jill Ferguson, a materials science and engineering and nanotechnology major, is graduating with a Bachelor of Science in Engineering degree with high honors. A $30,000 Harry S. Truman scholarship will assist in her graduate research on solar photovoltaic cells.

After graduation, she will work in energy policy in Washington, D.C. for a year through the Truman Scholarship Institute, and then plans to pursue a master’s degree in technology policy at the Massachusetts Institute of Technology.

Ferguson researches solar energy conversion – specifically, using high-efficiency materials and low-cost manufacturing to produce an effective and inexpensive solar panel.

“Energy is my generation’s most critical challenge, because it is a fundamental resource required for life, and yet our current sources are detrimental to the very environment that sustains us,” she said. “One-10,000th of the total solar radiation to the Earth contains enough energy to supply the world’s energy usage. I’m driven to help utilize the sun’s infinite resource, lest we deny our future generations a quality of life we now take for granted.”

Her work on solar photovoltaics also earned Ferguson a 2016 Belinda and Chip Blankenship Scholarship, a $5,000 prize given by 1992 materials science Ph.D. graduate Chip Blankenship to an outstanding engineering student.

As a high school student, she participated in the Intel International Science and Engineering Fair in Los Angeles, where she received a Goethe Award for Young Researchers that funded a weeklong study experience at St. Michael Gymnasium in Bad Munstereifel, Germany – an experience that helped define her research, she said.

Ferguson, a first-generation college student, was invited to speak at the White House Forum on Small Business Challenges to Commercializing Nanotechnology last year. She worked in the Office of the Associate Dean for Undergraduate Education and was an executive member of the Nano and Emerging Technologies Club at UVA, a teaching assistant for “Intro to Nanoscience,” a soloist with the NoTones a cappella group, and co-founder of Quad, an application connecting high school students with University mentors to mitigate college preparation disparity. Ferguson was co-founder of Student Voice @ UVA, academic chair of the First- and Second-Year Councils, legislative committee member of the Student Council and student representative to the State Council of Higher Education for Virginia.

She received the School of Engineering and Applied Science’s Outstanding Student Award for 2017, honoring the engineering student who has exhibited service before self, integrity and excellence. She has been a visiting scholar at the Massachusetts Institute of Technology, researching at MIT’s Photovoltaic Lab in the Department of Mechanical Engineering. 

Outside the University, Ferguson is a student leader reporting to the National Nanotechnology Coordination Office on behalf of the National Network of Nano and Emerging Technologies Clubs. She helped plan the 2016 Conference for Student Leaders in Nano and Emerging Tech, held at the TechConnect Conference and Expo in Washington, D.C.

She was an intern at the U.S. Department of Energy’s SunShot Initiative through the Engineering School’s Technology Policy Internship Program. A Rodman Scholar, she has also received the University Achievement Award and the Alcoa Engineering Excellence Scholarship.

She is a graduate of the Roanoke Valley Governor’s School and Staunton River High School.

“I want to have the technical rigor in photovoltaics and economic chops to have an impactful career in energy policy,” Ferguson said. “I will make it my life’s work to help establish and implement the policies that promote solar energy grid integration.”

Two Marshall Scholars

Abraham Axler and Sarah Koch will study in the United Kingdom with Marshall Scholarships.

Axler, of New York City, is an honors major in the Woodrow Wilson Department of Politics. Koch, of Kansas City, Missouri, is a Middle Eastern language and literature major.

Marshall Scholarships finance American students studying in the United Kingdom, covering university fees, cost-of-living expenses, annual book grants, thesis grants, research and daily travel grants, as well as airfare to and from the United States. Regional committees, comprised of British consular personnel and former Marshall Scholars, select up to 40 scholars each year to study at graduate level at a United Kingdom institution in any field of study.

Axler wrote his thesis on voters’ perceptions of transgender candidates, with a focus on developing optimal media strategies for them. He said he has pursued an eclectic education at UVA and now he wants to focus more.

“I have had a highly theoretical education in politics honors, and I have taken classes in everything from native American art to fundraising,” he said. “Now I want to focus on social and housing policy and learn how to articulate policy options and be persuasive.”

Axler hopes to return to New York City to help shape policy for the city.

“I intend to go back and serve New York City after receiving a Master of Science degree in social policy and an M.S.C. in political communication from the London School of Economics,” he said. “This allows me to develop a knowledge of social policy and the communication skills necessary to impact it.”

A Lawn resident, Axler was president of Student Council; Class of 2017 president; a moderator for Sustained Dialogue; a member of the Virginia Alcohol Beverage Control Law Enforcement Review Panel; a member of the Jefferson Literary and Debating Society appropriations committee; and a member of the Raven Society. He is an Echols Scholar and William H.P. Young Jefferson Scholar, a Meriwether Lewis Fellow and a recipient of a Harrison Undergraduate Research Award and a Jefferson Trust grant.

Koch, who has focused her education on Arabic and Persian, is planning a career in the U.S. Army.

She wrote her thesis on “the relationship between soldiers and their translators, and the State Department’s failure to support and protect them through the Special Immigrant Visa Program for Iraqi and Afghan translators,” she said.

Koch, who is a leader in the Army ROTC program, will be commissioned as a second lieutenant in the Army’s Military Intelligence Corps.

“Before entering active duty, I hope to complete master’s degrees in Oriental studies and refugee and forced migration studies at Oxford,” she said.

This will contribute to her career path, which includes serving as a military intelligence officer and then moving into the Army’s civil affairs department. Koch said this would give her an opportunity to use her “interpersonal skills to engage tribal leaders, village elders and other community members face-to-face. By building rapport with a foreign community, I can help accomplish the mission while providing aid to and protecting the area’s civilians.”

At UVA, Koch has been an executive officer in the Army ROTC program; president of the UVA Cadet Association; vice chair of the Undergraduate Research Network; co-chair of the Women’s Leadership Development Program; founder and organizer of the R.J. Hess Memorial 5K race; an English as a second language tutor for Volunteers with International Students, Staff and Scholars; and a member of the Raven Society.

A Lawn resident, Koch is the Frank and Ann Hereford Jefferson Scholar and an Echols Scholar. She ranked seventh of 5,508 cadets in the U.S. Army ROTC National Order of Merit, as well as being ranked among the top 15 percent of ROTC Advanced Camp, the highest possible rating for Army ROTC cadets during their summer leadership course. She received a Harrison Undergraduate Research Award, a Minerva Award for Research, two Superior Cadet awards and a Professor of Military Science Award.

Substantially funded by the British government, the Marshall Scholarships honor the ideals of U.S. Army Chief of Staff Gen. George Marshall, who in 1947 proposed the idea of American economic assistance to help rebuild post-war Europe.

Emily Cox is UVA’s First Ertegun Scholar

Emily Cox, graduating after three years at UVA, will continue her studies at the University of Oxford in England as UVA’s first participant in the Mica and Ahmet Ertegun Graduate Scholarship Programme in the Humanities.

Cox, of Fairfax, a distinguished major in art history, is specializing in fin-de-siècle political art – particularly the work of Camille Pissarro, and his use of light and liminal spaces in “Turpitudes sociales” (1889), a collection of pen-and-ink drawings showing what Pissarro thought were the horrors of the capitalist society, and the nighttime scene, “The Boulevard Montmartre at Night” (1897) as keys to understanding Pissarro’s politics.

“My proposed dissertation at Oxford will expand on a key gap in the scholarship of later French art: namely, the implications of transnational political movements that brought together London, Paris and St. Petersburg in the late 1880s and 1890s,” Cox said. She will bring together studies of artists, writers and philosophers of several European nationalities, including men such as Leo Tolstoy, Emile Zola, Pyotr Kropotkin, William Morris and Pissarro, “to stake out how these profound, but largely unexplored, international connections between art, literature and politics drove early modernism.”

The Ertegun Scholarship, founded by Mica Ertegun, connects top graduate students in the humanities with Oxford’s community of scholars to foster dialogue across academic disciplines, cultures and generations in an effort to create leaders in their disciplines and within the global community. The scholars also have access to Ertegun House, a building on the Oxford grounds for them to study and conduct research.

Cox is looking forward to thinking collaboratively with other members of the Ertegun community. After earning her master’s degree in the history of art and visual culture at Oxford, she intends to pursue a Ph.D. in art history, work as a curator and eventually become a museum director.

An Echols Scholar, Cox received a Lindner Center Fellowship for Art History, an Ingrassia Family Echols Scholars Research Grant, a Summer Ethics Internship Award and a Double Hoo Research Grant. The Musée Pissarro published her article, “A Woman Empowered: Julie Pissarro and the Purchase of the Éragny House.” She has been managing editor of the Undergraduate Law Review, a Madison House volunteer, a member of the Raven Society and co-founder of Thursdays Magazine.

She is a Lawn resident, a Robert M. Burgess Memorial Scholarship recipient and has been on the dean’s list every semester. She was the youngest of 42 interns at the Metropolitan Museum of Art’s Department of European Paintings. She has also had internships at the District of Columbia Superior Court and the U.S. Senate, and she participated in the U.S.-U.K. Fulbright Commission’s Summer Institute at King’s College London.

“I hope that my reception of the Ertegun Scholarship can inspire other students involved in the arts and the humanities to think that their ideas matter; that they, too, with passion and work, can make their ideas known,” Cox said, “that they, too, can diversify human knowledge, and that they, too, should have the audacity to assert the importance of literature, art, language, theology – the stuff that gives our life meaning.” 

Two Claim Rotary Global Grant Scholarships

The University has two Rotary Global Grant Scholars: Ashley Ferguson of Ashburn, a distinguished major in biology, who will study at the Medical Research Council Cancer Unit of the University of Cambridge; and Sasheenie Moodley, of Johannesburg and Atlanta, who is completing a master’s in public health program and will pursue a Ph.D. in African studies, combined with social intervention, at the University of Oxford.

The candidates were nominated by the Rotary Club of Charlottesville and selected by a district committee. The scholarships, worth at least $30,000, are intended for students who do not already have an immediate or family connection to Rotary. Global grant scholars must be pursuing a career in one of six areas Rotary supports: peace and conflict prevention/resolution; disease prevention and treatment; water and sanitation; maternal and child health; basic education and literacy; or economic and community development.

Ferguson is researching how cancer cells survive nutritional deprivation and how that is linked to the cell’s mitochondria.

“The thing that unites all cancers is that the cells composing them are dividing too fast,” she said. “Sometimes, a tumor can grow so fast that it outgrows its nutrient source. Yet cancer cells are still able to survive without adequate nutrients. It turns out that a cancer cell’s mitochondria may be at the heart of this survival.”

Mitochondria, often portrayed in textbooks as static, bean-shaped organelles, exist in cells as dynamic networks, constantly undergoing division and fusion. Ferguson thinks the dynamic behavior of the mitochondria likely contributes to the ability of a cancer cell to survive nutrient deprivation.

A graduate of Loudoun Academy of Science and Stone Bridge High School, Ferguson is an Echols Scholar and a College Science Scholar. She plans to continue her research while attaining a Ph.D.

“A year from now, I will apply to the National Institutes of Health Oxford/Cambridge joint Ph.D. program,” she said. “Through this program, I will propose a collaborative project where I will spend time in both an NIH and a Cambridge lab.”

Moodley’s research focuses on using peer support to combat HIV/AIDS in urban townships in South Africa, promoting HIV testing and prevention. She said shared knowledge is powerful and can combat health challenges in developing and developed communities.

Moodley developed her mission at an early age.

“As a South African-born Indian studying in America, I spent almost my entire life outside the United States,” Moodley said. “My family relocated from South Africa to America in 2011, the middle of my junior year of high school. Growing up in South Africa, I became painfully aware of the stigma and discrimination attached to people living with HIV/AIDS as I volunteered in HIV/AIDS orphanages such as the Princess Alice Adoption Home and Hugh’s Haven. I felt a need to stand in solidarity with vulnerable individuals and fight HIV/AIDS stigma. Now, my need fuels my determination to contribute to the end of HIV/AIDS.”

Moodley earned a bachelor’s degree in global development studies in three years at UVA, and has taken a fourth year at the University to earn a master’s degree in public health. She sees earning a Ph.D. in the United Kingdom with the Rotary Global Grant as an extension of her commitment to service. Moodley plans to devote her career to studying and eradicating HIV/AIDS.

Moodley is the E. Paul Rogers Jr. Jefferson Scholar, an Echols Scholar and a Center for Global Health Scholar. She has published research in the Virginia Journal of Bioethics and in Oculus Journal, a publication of the Undergraduate Research Network; and participated in the Clinton Global Initiative University at the University of California-Berkeley and the University of Notre Dame’s Human Development Conference.

One of 54 graduate students living in the Academical Village, she received a Pamela B. and Peter C. Kelly Research Grant, a College of Arts & Sciences Research Travel Grant, the Glenn and Susan Brace Research Scholar Award and a Center for Global Health Research Grant. She was a resident adviser, an organic chemistry teaching assistant and a member of the Echols Honor Council.

She was a staff writer at the Virginia Journal of Bioethics, the founder and editor-in-chief of the Conflux Journal, and founder of CommTalk, an online forum in partnership with Conflux that showcases perspectives on pertinent news events and personal reflections from global citizens in the United States, South Africa, Botswana, Switzerland and other countries. Moodley worked with Madison House’s English Speakers of Other Languages program as a volunteer, and was a member of the Hoos In Treble a capella group and Kappa Delta sorority.

Lilly Crown Wins Middle East and North Africa Regional Fellowship

Lilly Crown, of Deltaville, a distinguished major in Middle Eastern languages and literatures, will assist refugees in Jordan, thanks to the Middle East and North Africa Regional Fellowship Program.

“The MENAR Program matches fellows with partner organizations in the region,” Crown said. “The organization that selected me is called the Collateral Repair Project, a grassroots organization providing food assistance and emergency relief to recently resettled Syrian and Iraqi refugees in Amman, Jordan, and I will be serving as the programs and administrative manager.”

During the past four years at UVA, Crown has studied the Middle East across 10 academic disciplines – anthropology, politics, education, literature, gender studies, sociology, history, religious studies, language and law.

“I have supplemented this knowledge with classes about policy, education, non-governmental organization management, human rights activism and conflict resolution,” Crown said. “My life’s aspirations are a product of this academic background.”

To these academic accomplishments, she has added the experience of working at the Hopes-Sitti Women’s Center in the Gaza Refugee Camp in Jerash, Jordan, a country she has grown to love.

“My biggest accomplishment during that time was designing and launching Banaat Connect, an online language-exchange program between women in the camp learning English and American university women learning Arabic,” Crown said. “I learned there that I work at my best when seeking to mend the part of the world that is within my reach, working on the ground to form relationships and getting engaged at the project and organizational level.”

At UVA, Crown has been president of the Arabic Conversation Club, vice chair of the Cultural Programming Board and founder of the Charlottesville Alliance for Refugees. She has also been a knitting instructor at Knit for Hope, a group that knits clothing items for refugees living in camps in Northern Europe.

She received the Dee Family Global Scholarship, a Global Internship Grant, the Gilbert J. Sullivan Z-Society Scholarship, an International Residential College Summer Travel and Learn Scholarship and a SALAM Scholarship through the Royal Sultanate of Oman, where she studied for seven weeks.

She has been a volunteer tutor for immigrants and refugees and a teaching assistant in graduate-level English as a second language classrooms. She also worked as a research assistant for a Curry School Program in Social Foundations project that looks at the learning that occurs in dialogue, and for a Woodrow Wilson Department of Politics project that looked at violence escalation in the Syrian civil war.

She has interned for “Kerning Cultures” podcasts, helping produce episodes that tell stories about culture, history, science and entrepreneurship in the Middle East.

Daniel Naveed Tavakol Wins Whitaker Fellowship

Daniel Naveed Tavakol will pursue his passion for tissue engineering in Switzerland after graduation.

A biomedical engineering major from Vienna, Virginia, Tavakol received a fellowship from the Whitaker International Program, which sends U.S. biomedical engineering students overseas to undertake a self-designed project. The program covers between $30,000 and $40,000, which includes travel expenses, a living stipend, an enrichment seminar and tuition costs up to $10,000.

“The Whitaker Fellowship will provide me with an incredible experience to go abroad, conduct research and learn an incredible amount about my interests in biomedical engineering and myself as a scientist and engineer,” Tavakol said. “As I will be going to Switzerland for a full year to conduct research on understanding hematopoietic stem cell recruitment in the bone marrow, I will be equipped for the rigor of graduate-level work for when I prepare to enter a Ph.D. program in 2018.”

Tavakol, a researcher in the laboratory of biomedical engineering professor Shayn Peirce-Cottler, has focused his interest on biomaterials and vascular engineering over the past four years.

He said he found his direction partly through a course he co-taught.

“Throughout my time at UVA, I have been able to co-teach a course on regenerative medicine for two years now, and that has given me a love for engineering education and this subfield of biomedical engineering,” he said. “Through this course and my research, I have found a passion for tissue engineering, so I hope that is a part of my academic future.”

A Rodman Scholar, Tavakol is a Lawn resident; was president of the Engineering Student Council; a Class of 2017 trustee; the fourth-year representative to the Rodman Scholars Council; and an Engineering School guide. He is a recipient of the UVA Engineering Outstanding Student Award. He is a member of the UVA and national chapters of the Biomedical Engineering Society, the American Society of Engineering Education, the American Physiological Society and the Virginia Science Olympiad state organization.

A graduate of James Madison High School, Tavakol plans to pursue a Ph.D. program in biomedical engineering, which he hopes will lead to a career in academia and research.

Class Includes Two Beckman Scholars

Two graduates have received Arnold and Mabel Beckman Foundation Scholarships, one of the highest awards in the nation for undergraduate scientific research.

UVA is one of only 10 universities in the country to host the Beckman program. The scholars are selected locally and the grants provide $21,000 in stipend and travel for two summers and one academic year. Each winner’s mentor is provided with an additional $5,000 to be used in direct support of their scholar.

Caroline Kerr, of Ashburn, is a chemistry/biochemistry major, with a Spanish minor.

Kerr, who is entering the Medical Scientist Training Program (M.D./Ph.D.) program at the University of Wisconsin-Madison in August, worked on inorganic synthetic chemistry, with research focusing on the synthesis of boron-based nanoparticles used for oxygen sensing and optical imaging in cells.

Kerr is also a 2015 Harrison Undergraduate Research Award recipient, a dean’s list student and co-president of the Gymnastics Club. She was a member of the American Medical Student Association at UVA, United2Heal and a Madison House volunteer. She was a research assistant in chemistry professor Cassandra Fraser’s laboratory and a chemistry tutor. She is also working on several manuscripts for publication and preparing for an American Chemical Society conference at the end of the summer.

She is considering a career as a physician-scientist, conducting laboratory research and treating patients in a clinical setting.

Yi-Ting Liu, of Winter Springs, Florida, is a distinguished major in neuroscience who researched how an internal clock affects dopamine localization in fruit flies, which would help standardize how dopamine is analyzed in labs around the world.

She was a semifinalist in the health track of UVA’s Entrepreneurship Cup and was a teaching assistant for Bio Lab 2030, the treasurer for Operation Smile, a Madison House volunteer and a member of Alpha Chi Sigma.

She plans to pursue a Ph.D. in neuroscience and become a professor.

Amanda Halacy Wins Davis Prize for Peace

As a first-year student, Amanda Halacy teamed with Emily Nemec and Lauren Baetsen, then third-year biomedical engineering majors, to develop a program for teachers in Zambia, a country that has no formal special education infrastructure, with the help of a $10,000 Davis Projects for Peace award.

Halacy, a global development studies major with a minor in social entrepreneurship, was passionate about the issue because she believes many of the problems that plague the developing world, such as lack of health care, education and opportunities for upward mobility, can be alleviated.

“The stigma against disabilities in the developing world is significantly more severe than in the United States,” Halacy said at the time. “Special Hope Network, our community partner, is so dedicated to providing the children and their families with more opportunities and better lives that it’s very inspiring. Our program successfully allowed the administrators at SHN to focus on their goals more effectively.”

The Great Falls resident was a founding team member of HackCville, a student entrepreneurial collective; contributed to the establishment of the entrepreneurship minor; and taught an independent study course on the refugee crisis that inspired her thesis, a quantitative economic analysis of refugees’ impact on Charlottesville and qualitative docu-series on Charlottesville refugee entrepreneurs.

She received a Center for Global Health Award; a Jefferson Public Citizens Award; was a Madison House volunteer working with Bridging the Gap, a mentorship program with refugee children; an Alternative Spring Break site leader in Atlanta and San Francisco; and a volunteer at The Haven homeless shelter.

Halacy has worked for the One Acre Fund, which supports small farmers; and Ashoka, a social entrepreneurship support group. After graduation, she plans to work as a Venture for America Fellow, working for Aces Health in Atlanta, a small, but rapidly growing health care startup that has designed a platform and app for clinical trial physicians to receive real-time feedback on their subjects’ health, parameters and reactions to drugs by integrating with 200-plus medical wearable devices.

Philanthropist Kathryn W. Davis, who died in 2013, launched Projects for Peace on her 100th birthday in 2007, and that commitment has been renewed every year since. UVA has had Projects for Peace recipients in each of the program’s years of operation.

Three Claim Arts Awards

Three graduates have received grants from the University Award for Projects in the Arts program, allowing them to follow their artistic muses. Modeled on the University’s successful Harrison Undergraduate Research Awards, the arts awards give selected students up to $3,000 for projects that expand their creative expression and showcase artistic accomplishments.

Michael Giovinco of Mays Landing, New Jersey, a drama and cognitive science major, devised and produced a circus show exploring the relationship of old and new circuses.

“I am interested in all forms of movement, whether it be clown, cirque, dance, stage combat, puppetry or one of its many schools of thought,” Giovinco said. “One day, I would like to return to academia as a professor in movement direction.”

Giovinco is a Miller Arts Scholar, and a member of Virginia Circus, Virginia Players, First Year Players and the Drama Arts Board. He is also a member of Moonlight Circus. A graduate of Oakcrest High School, he plans to pursue an M.F.A. in movement and/or devised performance.

Peter Hazel of Arlington, a dual interdisciplinary major in philosophy and film theory and practice, made a short film to examine color and black-and-white film and their effect on emotion and an understanding of beauty.

Hazel is an Echols Scholar and was equipment manager and Virginia Videographers chair of the Filmmakers Society. A Washington-Lee High School graduate, Hazel’s long-term goal is to be an assistant director or producer in the film industry.

“This award allowed me to make my directorial debut, a step that is essential to my filmmaking career,” he said. “With this funding, I can concentrate my energy on the creative aspects of the film.”

Oluwakemi “Kemi” Layeni, of Hampton, an English and studio art double major with an African-American and African studies minor, explored recent encounters between police and young black men and women, taking photographs of protests in Ferguson, Missouri.

An Echols Scholar, Layeni is a student arts docent at The Fralin Museum of Art, a member of UVA’s Visual Arts Board and a peer adviser and Raising the Bar co-coordinator in the Office of African-American Affairs. She plans to pursue a Master of Fine Arts degree in filmmaking.

“As the daughter of Nigerian immigrants, I’m very passionate about telling the stories and experiences of people of the African diaspora and the ties that connect them with others,” she said. “I hope to do this through directing, writing and acting.”

Right
Full Width: 
No
Drop cap: 
Yes

UVA Launches New Institutes: One on Environment, One on Global Infections

$
0
0
UVA Launches New Institutes: One on Environment, One on Global Infections
Fariss Samarrai
Fariss Samarrai

The huge societal challenges of global infectious diseases and a rapidly changing climate are now key transdisciplinary focus areas at the University of Virginia under two newly established, pan-University institutes.

The UVA Environmental Resilience Institute and the Global Infectious Diseases Institute will each bring together top researchers from a range of disciplines at UVA to tackle some of the biggest problems facing society.

Three years ago, the University began an initiative under its strategic Cornerstone Plan to tackle major 21st-century issues by establishing up to five institutes drawing on the University’s broad and specific intellectual capital. The UVA Data Science Institute – the first, and established in 2014 – facilitates data-intensive research, analytics, management and education across the University. The UVA Brain Institute, established last year, focuses on better understanding the human body’s most complex organ.

And now, major UVA resources are being dedicated to problems involving the environment and infectious diseases, globally related issues with myriad challenges. Each institute is initially funded with a three-year, $2 million grant from the University, and spearheaded by the offices of the Executive Vice President and Provost and of the Vice President for Research. The institutes use this seed money to organize and then produce multi-faceted grant proposals to earn additional long-term funding from federal and state agencies, foundations and private donors.

“We know that the solutions to many of our most challenging global problems lie at the intersections of disciplines,” UVA President Teresa A. Sullivan said. “By assembling talented, multi-disciplinary faculty teams to address environmental change and to study infectious diseases, we are confronting two of the 21st century’s most vexing problems head-on.”

Environmental sciences professor Karen McGlathery will lead the Environmental Resilience Institute. Alison Criss, an associate professor of microbiology, immunology, and cancer biology, will head the Global Infectious Diseases Institute.

“Both of these proposals really captured the essence of the pan-University challenge, expertly bringing together multiple disciplines in a novel way to address complex societal issues,” Thomas C. Katsouleas, executive vice president and provost, said. “These institutes have great teams with extraordinary leaders at the helm, and I am excited about the advances they will make over the next few years.”

The Environmental Resilience Institute will seek to accelerate solutions to urgent social-environmental challenges such as coastal flooding and storm impacts in coastal regions, as well as water security. This requires collaborative research where human, natural and infrastructure systems converge and that integrates new models, sensing tools, big data, narratives, designs and behavioral research.

UVA already has a strong multidisciplinary research department in environmental sciences, and the new institute will bring together faculty and resources there with problem-solvers in disciplines across the University to deal with big-picture, long-term environmental problems affected by societal decisions of the present.

“The pace and dimensions of environmental change are now greater than at any other time in human history,” McGlathery said. “This affects economics, security and the human condition throughout the world.”

She noted that well over half the world’s population lives along coasts and the rivers that feed them, including 11 of Earth’s 15 largest cities, which are increasingly affected by flooding, frequent storms and declining water quality.

“These are wicked problems that cannot be solved by a single discipline,” McGlathery said. “They require the kind of transdisciplinary collaboration and training that the Environmental Resilience Institute will catalyze between environmental scientists, engineers, designers, social scientists, humanists, educators, lawyers and business innovators. UVA has never been in a better position to achieve preeminence in this space – we are building on a strong faculty community in all 11 schools, new cluster hires in Arts & Sciences, Engineering and Architecture, and partnerships in the U.S. and abroad.”  

The Global Infectious Diseases Institute will catalyze transdisciplinary research to combat the most notorious and urgent infectious threats afflicting humankind, including epidemics like Ebola, untreatable “superbugs” and the diarrheal infections that kill hundreds of thousands of children around the world each year. This institute will solidify UVA’s global footprint through international partnerships and collaborations while seeking new funding for high-impact, transformative research. By promoting scholarly activity revolving around infectious diseases, the institute will educate and train the next generation of lab, social science and clinical researchers, engineers, educators, policymakers and entrepreneurs.

“Infectious diseases continue to wreak global havoc – the current outbreaks of Ebola in Congo and cholera in Yemen as two examples,” Criss said. “With an infectious agent a flight away from anywhere in the world, infectious diseases are inextricably linked to issues of human health as well as national security, human rights, international law, cultural practices and public health infrastructure.

“Concerted responses to global infectious threats require research and communication across traditional disciplinary lines, spanning science, engineering, medicine, social sciences, nursing, law, education and public policy. With a thriving culture of cross-Grounds collaborations and longstanding international partnerships, the UVA Global Infectious Diseases Institute is poised to have a major impact in local, national and international communities.”

Katsouleas; Phillip A. Parrish, interim vice president for research; and a committee involving vice provosts and a representative of the UVA Faculty Senate selected the two new institutes from among several proposals by faculty leaders across Grounds during an invited competitive selection process over the past several months. A team of expert reviewers from within and outside the University evaluated the ideas, and ultimately the University selected both environmental change and infectious diseases as the subjects on which to build the University’s newest institutes.

“It is our intention that these institutes will elevate UVA from prominence to preeminence in these two areas,” Katsouleas said.

The pan-University initiative is designed to distinguish the University in a handful of key areas and establish its research and educational tone for the next decade and beyond. Hundreds of current faculty members from more than a dozen departments across Grounds and from the Data Science Institute will participate in these new efforts.

“UVA’s strategy to distinguish itself through transdisciplinary research and scholarship addressing areas of critical global societal need is being further realized through the formation of these two new pan-University institutes, and positions UVA to be highly competitive in pursuit of major grant and philanthropic opportunities,” Parrish said.

The University will recognize the two new institute teams and finalists during a celebration event in the fall. At that time, a seed grants competition will open to enable faculty teams to work together toward creating the next pan-University institute.

Right
Full Width: 
No
Drop cap: 
Yes

UVA Announces New Strategic Investments in Brain Research, Other Projects

$
0
0
UVA Announces New Strategic Investments in Brain Research, Other Projects
McGregor McCance
Anthony P. de Bruyn

The University of Virginia on Friday detailed plans to significantly expand its research of the human brain by investing in existing areas of strength in neuroscience. 

UVA’s Board of Visitors approved $15.7 million over three years from the Strategic Investment Fund for the increased effort, a cross-disciplinary initiative called BRAIN, short for Bold Research Advancement in Neuroscience. 

University officials said BRAIN complements efforts of the previously established Brain Institute, a pan-University institute launched in 2016 to coordinate research and efforts to better understand the brain, seek new ways to prevent, treat and cure brain diseases and injury, and to teach about what is learned.

Documentation supporting the BRAIN grant proposal highlighted UVA’s recent successes in focused ultrasound, a technology used to treat a condition called essential tremor as well as other conditions; in epilepsy research and treatment; and in researching traumatic brain injury.

“We now have the opportunity to capitalize on these recent scientific breakthroughs at UVA, new technologies that we have helped develop and are currently developing, and the proximity of our schools to enable teams of basic, computational and clinical researchers to tackle important neuroscience problems together and to rapidly bring these breakthroughs to the clinic,” Executive Vice President for Health Affairs Dr. Richard P. Shannon said.

In all, the board announced grant funding for five proposals on Friday, with a total projected investment of $36.4 million. In addition to the BRAIN initiative, proposals approved include:

  • College of Arts & Sciences, $10 million over three years with matching philanthropic component, for the establishment of the “Democracy Initiative,” a research, teaching and public engagement effort focused on the urgent issues related to democracy worldwide;
  • Schools of Engineering and Applied Science, Nursing, Medicine, and Arts & Sciences, $5 million over five years for the creation and operation of a seed fund to generate, develop and translate innovative ideas at the intersection of medicine and engineering to improve health outcomes;
  • UVA’s College at Wise, $3.5 million over five years to continue efforts to contribute to the economic vibrancy of Southwest Virginia by increasing entrepreneurship opportunities and supporting enrollment and retention in software engineering, computer science and other areas that bolster development of a “knowledge-based economy”; and
  • School of Nursing, $2.2 million over three years for the enhancement of teaching and research in nursing graduate programs, with emphasis on addressing crucial health care needs for critically ill children in Virginia.

The Board of Visitors has approved 27 projects with a total investment of more than $216 million since establishing the $2 billion Strategic Investment Fund in February 2016. The fund provides transformational investments in the quality of a UVA education without relying on tuition or tax dollars. Investments could reach as much as $100 million annually. 

The board previously provided grant funding for multiple, coordinated efforts to treat and cure type 1 diabetes; for a grant program that expands UVA’s financial aid program for qualifying, full-time undergraduate Virginia students from middle-income families; and more.

The new investments in brain research will support research and development efforts to ultimately make transformative changes in the way experts diagnose and treat diseases such as tremor caused by Parkinson’s and Alzheimer’s disease, epilepsy and brain injury.

“It will build on these areas, in which UVA already has an advantage, allowing us to be an undisputed world leader in non-invasive approaches to treatment, and in the development and implementation of curative therapies for these diseases,” said Dr. Jaideep Kapur, director of the UVA Brain Institute and Eugene Meyer III Professor of Neuroscience and Neurology.

The BRAIN initiative includes the coordinated efforts of multiple departments within the School of Medicine; the departments of Biology and Psychology in the College; the Curry School of Education; the School of Engineering and Applied Science’s departments of Biomedical Engineering, Systems Engineering and Computer Sciences; and the School of Nursing.
 

Right
Full Width: 
No
Drop cap: 
Yes

Book Documents the Struggles and Triumphs of UVA’s Pioneering Black Students

$
0
0
UVA Press published “The Key to the Door: Experiences of Early African American Students at the University of Virginia,” this spring.
Anne E. Bromley
Anne E. Bromley

As the U.S. Supreme Court was deliberating the landmark Brown v. Board of Education case in 1954, John F. Merchant, a senior at Virginia Union University, was applying to the University of Virginia School of Law, knowing that being African-American would likely weigh against his admission. However, he was accepted.

Unlike most high-schoolers, he did not want to come here. Raised in Connecticut and only familiar with the historically black college he attended in Richmond, he was afraid of what it would be like at the all-white, all-male Southern university.

Nevertheless, administrators at Virginia Union University and his parents convinced Merchant to enroll, and he became the first black graduate of the Law School.

He tells the story of his struggles and successes in the book, “The Key to the Door: Experiences of Early African American Students at the University of Virginia,” published by UVA Press this spring.

Dr. Maurice Apprey, dean of UVA’s Office of African-American Affairs since 2006, procured a grant from the Jefferson Trust and worked with alumna Shelli M. Poe, now an assistant professor of religious studies at Millsaps College, to edit the volume as part of a larger project on the achievements of black students at UVA.

The book’s core includes first-person narratives from seven graduates who attended the schools of Law, Medicine, Engineering and Education, plus an interview with two local black women whose families provided a home away from home for many of these early students. Framing the personal stories are a preface by Apprey; a foreword from UVA President Teresa A. Sullivan; an introduction by English professor Deborah McDowell, who directs the Carter G. Woodson Institute of African-American and African Studies; and a historical overview of African-Americans at the University since its founding by library research archivist Ervin L. Jordan Jr.

The earliest black students who pushed open the door to the University came for a variety of reasons. Some individuals wanted to be trailblazers. Some, like Merchant, were reluctant. All sought a good education that would prepare them for a life, in most cases, better than their parents’. In the 1950s and ’60s, they were not exactly welcomed on Grounds, to put it mildly, but faced isolation, intimidation and mistrust. Nevertheless, they endured, secured their degrees and for many years, did not look back.

In recent decades, the University has invited them to return, to acknowledge their experiences, recognize their successes and welcome them as part of the UVA community – a more diverse, inclusive community compared to its past.

“I decided to pay homage to this early group of black alumni … to recognize their contributions,” Apprey said. “For today’s students, it will give them a longer perspective.”

The personal accounts will give readers an opportunity to understand what it was like for these first black students, he said.

Although these alumni express a reluctance to dwell on the negative experiences, those incidents are hard to forget, they say, even as they describe how small gestures and certain people helped make the time bearable. They reflect on how their feelings have changed over time, especially as they have seen how much the University has improved.

“Fear is a strange thing,” Merchant begins his essay. From 1955 to 1958, he was the only black student in the Law School. (Gregory Swanson had sued for admission to the Law School, but left after one year, 1950-51, “following death threats and racial shunning,” Jordan writes.) Merchant was not allowed to attend social events because the venues barred African-Americans. By his third year, some concerned students offered to find a more welcoming place. Near the end of his first year, Merchant came down with mononucleosis and spent a few weeks in the segregated ward of the University Hospital. He was released in time to take all but one of his finals, and passed.

One thing that forever changed Merchant’s UVA experience came much later, when his daughter decided to go to the Law School, becoming the first black legacy student in the school. Without her knowing, he was invited to give the school’s graduation speech in 1994.

“It validated my three years there, erased many negatives from my mind, and set a stage for more to come regarding diversity at UVA,” he writes.

Several other alumni had experiences that brought them full-circle back to a different UVA.

Dr. Vivian Pinn, a 1967 alumna and the second African-American woman to go through the School of Medicine, recounts several positive and negative incidents: a pair of white students who included her by asking her to be their anatomy lab partner; a landlord who had rented an apartment to her over the phone that she planned to share with the first black female medical student, Barbara Sparks (now Barbara Favazza), then said it wasn’t available after meeting them; and the dean who wouldn’t acknowledge or speak to her during her student years, but then wrote her a handwritten letter congratulating her when she was appointed the first full-time director of the NIH Office of Research on Women’s Health in 1991. A year later, UVA’s Maxine Platzer Lynn Women’s Center gave her its Distinguished Alumna Award.

Pinn says she realized that if she wanted to see things change at UVA, it behooved her to get involved in supporting changes that were helping create a more diverse, inclusive environment on Grounds. She didn’t expect the changes to affect her so much. She became the first African-American woman asked to give the keynote speech at graduation, in 2005. Recently, the University decided to rename the School of Medicine’s main building in her honor.

Willis B. McLeod, who proudly calls himself a trailblazer for his involvement in the Civil Rights Movement, said he never dreamed of attending UVA. His parents were sharecroppers and he was “literally born at the end of a cotton row” in North Carolina. An only child, he graduated in 1964 from Fayetteville State University in North Carolina and was working as a math teacher in Richmond when he was invited to a Curry School of Education leadership program alongside 14 black graduate students. He ended up earning his master’s degree from Curry in 1968 and Ed.D. in administration and supervision in 1977.

McLeod calls his UVA education “an essential experience,” saying it opened the door to a more successful professional life than he would’ve planned otherwise. Among other leadership roles, he served as chancellor of Fayetteville State from 1995 to 2003.

The book’s authors make a point of crediting the local African-American community with providing students like McLeod, Pinn and others a refuge from the prevailing hostile environment around them. Apprey interviewed Teresa Walker Price and Evelyn Yancey Jones, whose families opened their doors to feed the students and offer them stress-free break.

Aubrey Jones, who graduated from the School of Engineering and Applied Science in 1963, mentions that the engineering dean’s administrative assistant, Jean Holiday, was especially helpful to the few black students there at the time, as was an unnamed housekeeper who would encourage the small group and make sure they had an empty classroom for studying after hours.

The book’s final essay, “Opening the Door: Reflection and a Call to Action for an Inclusive Academic Community,” is partly devoted to the roles of African-American women who were not students, but influential as mothers and mother-figures, helpers or supporters of students. Authors Patrice Preston-Grimes, a Curry School professor and associate dean of African-American affairs; Dr. Marcus L. Martin, UVA vice president and chief officer for diversity and equity; Meghan S. Faulkner, an assistant in the Office for Diversity and Equity; and Poe also refer to Jordan’s historical essay and examples of those who took care of white male students’ and faculty families’ needs in earlier times, enslaved and free, as cooks, laundresses and seamstresses.

In reviewing the book, alumna Barbara D. Savage, who graduated from the College of Arts & Sciences in its second year of full coeducation in 1974 and now chairs the Department of Africana Studies at the University of Pennsylvania, said, “Rarely has an institutional history been so well complemented by such compelling personal narratives. The pursuit of education is an enduring theme in black history, and this book brings that struggle and its successes to life.”

Right
Full Width: 
No
Drop cap: 
Yes
Viewing all 428 articles
Browse latest View live