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  • Alex Greer
    Alex Greer
    M.S. and B.A. '15 - Experience in quick response fieldwork, teaching emergency management.
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    Andrew Haines
    MPA '03 – An accomplished local governmental leader and elected official.
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    Chunjing Liu
    M.S. '14 – On the front lines of marine disaster mitigation through effective policy planning in China.
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    Cimone Philpotts
    MPA '13 - Assistantship and Legislative Fellows experiences enrich doctoral student's blossoming career
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    Gwen Angalet
    Ph.D. '00 - Ensuring programmatic and research opportunities for the promotion of children's health.
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    Hira Rashid
    M.A. '15 – Fulbright scholar now in the Ph.D. program studying global health economics and urbanization.
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  • Hsien-Ho (Ray) Chang
    Hsien-Ho (Ray) Chang
    Ph.D. '15 - Utilizing his knowledge of disaster science to educate students on fire and emergency management.
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    James B. Goetschius
    Ph.D. '14 - Serves in the U.S. Army improving health care facilities in the eastern United States.
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    Jenna Ahner
    B.A. and MPA '14 - Provides support for legislative and external affairs.
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    John Carney
    MPA '86 – Newly elected Governor of the State of Delaware
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    Kelsey Edmond
    M.S. '14 - OCL program prepared her for success in the MPA program in pursuit of an interdisciplinary career.
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    Lindsey Interlante
    MPA '07 - Advocates for enriched, hands-on learning experiences at higher education institutions.
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    Mark Rucci
    B.A. and MPA '15 – Continuing his public policy education internationally.
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    Meredith Rubin
    B.A. '11 - Practicing leadership and collaboration in the financial services sector.
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    Paige Gugerty
    B.A. '15 - Coordinating electronic connections bewteen healthcare providers and resources.
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    Paul Ruiz
    B.A. and M.A. '13 - Advocating for alternative fuels and reducing America's depencdence on oil.
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    Stephanie Ottino
    B.S. '11 - Executing leadership skills in higher education.
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  • Tom DeWire
    Tom DeWire
    MPA '04 - Developing strategies for education systems to improve student achievement.
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  • Yuliya Brel
    Yuliya Brel
    M.A. '15 - Continuing her public policy education and assisting with research at the University of Delaware.
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    Megan Wakelee
    B.S. '11 - Executing leadership in a corporate setting.
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    Zack Adinoff
    M.S. '13 - Experience in coordinating public safety, logistics, planning, and general disaster continuity.
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  • Jissell Martinez
    Jissell Martinez
    MPA '10 - Manages fiscal affairs and serves as a liaison for the Dept of Languages, Literatures and Cultures
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  • Scott Beale
    Scott Beale
    MPA '07 - Successful nonprofit entrepreneur with experience in diplomacy and national politics.
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  • Matthew Garlipp
    Matthew Garlipp
    B.A. '13 - Enabling federal transparency and accountability via open, accessible, and standardized budget data
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  • Merritt Burke IV
    Merritt Burke IV
    MPA '98 - Various experiences in town management and community involvement.
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  • Ryan Burke
    Ryan Burke
    Ph.D. '15 - Vast experience with military strategy and conducting military research.
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  • Allison Becker
    Allison Becker
    B.A. '13 and M.A. '15 - Experienced and published media policy researcher.
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    Serita Porter
    M.A. '15 - Continuing her behavioral health education at the University of Delaware.
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  • Kirsten Jones
    Kirsten Jones
    M.A. '16 - Contributing to policies that strengthen transportation and trade in New York and New Jersey.
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    Elizabeth Burland
    M.A. '15 - Studying for a doctoral degree in Sociology and Public Policy at the University of Michigan.
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  • Elizabeth Lockman
    Elizabeth Lockman
    M.A. '15 - Delaware state senator with roots in advocacy.
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  • Thomas Martin
    Thomas Martin
    Ph.D. '14 - Directing the M.S. in Health Informatics program in the College of Public Health at Temple Univ.
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  • Savannah Edwards
    Savannah Edwards
    MPA '17 - Planning for sustainable and complete communities in Delaware and Maryland.
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  • Scott Murphy Eisenhart
    Scott Murphy Eisenhart
    MPA '17 - Legislative aide credits SPPA experience for helping him excel in the world of politics and policy.
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  • Taylor Hawk
    Taylor Hawk
    MPA '17 - Graduate's policy analysis and research aims to improve education funding.
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  • Evan Miller
    Evan Miller
    MPA '17 - Local Government Management Fellowship kickstarts graduate's professional career
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  • Natasha R. Nau
    Natasha R. Nau
    MPA '12 - Advocating for efficient resource allocation and streamlined service delivery in local government.
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  • Jeremy Rothwell
    Jeremy Rothwell
    M.A. '14, HP Cert '15 - Technical review of all city site-plans, subdivision and building permit applications.
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  • Mark D. Stevens
    Mark D. Stevens
    MPA '09 – Integral in the leadership and financial management of federal agencies.
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  • Angela Gladwell
    Angela Gladwell
    M.A. ’98 – Instrumental in environmental planning and federal emergency management decision making.
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  • Courtney Mogavero
    Courtney Mogavero
    B.S. '12 – Translating leadership education into a successful early career path in major tech corporations.
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  • Janet Sheridan
    Janet Sheridan
    M.A. '07 - Providing heritage preservation services, and cultural landscape research in southern New Jersey.
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  • Melanie Ross Levin
    Melanie Ross Levin
    B.A. and MPA '05 – Developing education and advocacy campaigns on public policy relating to women's issues.
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  • Dená Brummer
    Dená Brummer
    MPA '05 – Successful private sector business partner drawing upon public sector experiences.
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  • Eric Johnson
    Eric Johnson
    Ph.D. '03 – Revitalizing a community through the application of theory and practical experience.
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  • David Rudder
    David Rudder
    Ph.D. '03 – Practicing effective leadership to academic programs that promote service to the community.
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  • Erin Kennedy
    Erin Kennedy
    MPA '06 – Drives health care organizations towards improving quality of patient care and clinical outcomes.
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  • Tom Friedman
    Tom Friedman
    MPA '07 – Manages government relations, strategic & financial plan, and policy analysis for State Health Plan.
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  • Mike Morton
    Mike Morton
    MPA '86 – Oversees budgetary analysis and legislative information systems for the Delaware General Assembly.
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  • Jonathan Kirch
    Jonathan Kirch
    MPA '07 – Advocating for public policy that promotes better health for all Americans.
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  • Albert Shields
    Albert Shields
    MPA '07 – Developing strategies to best communicate Governor Carney's positions on diverse policy issues.
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  • Kim Gomes
    Kim Gomes
    MPA '04 – Strategically lobbying for client interests on a number of policy issues.
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  • Erika Farris
    Erika Farris
    M.A. '09 – Developing policies to better manage water drainage and promote environmental sustainability.
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  • Mike Fortner
    Mike Fortner
    MPA '02 – Overseeing city planning for housing, land use, economic development, and transportation.
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  • Emily Gonce
    Emily Gonce
    MPA '02 – Leading lobbying efforts to show members of Congress the value of life insurance to constituents.
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  • Bill Clark
    Bill Clark
    MPA '03 – Supervising a team of consultants to support projects for the U.S. Department of Homeland Security.
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  • Anastasia Kuzmina
    Anastasia Kuzmina
    MPA '02 – Supporting two general managers with product and employee management in 14 countries.
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  • Barrett Edwards
    Barrett Edwards
    MPA '06 – Assisting municipalities with legal issues including planning, human resources, and finance.
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News Article

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<img alt="" src="/bideninstitute/blog/PublishingImages/NaccarelliHeadshot.jpg" style="BORDER:0px solid;" />Faculty Member of the Month<p> </p><p>The Biden Institute works hand in hand with members of the University of Delaware’s faculty who are working in policy areas that align with our fundamental issues. Whether it’s our policy advisors serving as guest lecturers, professors, students and department heads engaging with our special guests at the Biden Policy Dinners, or members of the faculty traveling with Vice President Biden to historic events, it is our goal to recognize members of the University of Delaware family who are doing extraordinary work.</p><p>It is in this spirit that we present our inaugural faculty member of the month. </p><p><strong><em>Jennifer Naccarelli</em></strong><em> received her BA from Dickinson College, her Master’s in Theological Studies from Claremont School of Theology, and her Ph.D. in Religion from Claremont Graduate University. She is currently the associate chair and an assistant professor in the Department of Women & Gender Studies at the University of Delaware. </em></p><p><em>Since 2011, she has served as the Director of UD’s Domestic Violence Prevention and Services Program. In this capacity she teaches, researches, designs curriculums and field experiences in the field of gender-based violence. Additionally, her work explores intersection of feminist theory and practice through the integration of experiential learning within undergraduate coursework. </em> </p><p>Throughout his career, Vice President Biden has focused on addressing domestic violence, sexual violence, teen dating violence and stalking. He was the author of the original Violence Against Women Act and he announced the appointment of the first ever White House Advisor on Violence Against Women. </p><p> </p><p>The Biden Institute will continue to take up this issue by engaging relevant stakeholders, championing policies that strengthen protections, and work to create cultural change. The work of Dr. Naccarelli is crucial to efforts here on campus, across the nation and around the world to prevent domestic violence.</p><p> </p><p><strong><br></strong></p><p><strong>Q: How do you think organizations on campus are doing combating the issue of domestic violence, specifically towards women? What steps can we take to improve those organizations?</strong></p><p>A: Combatting gender-based violence, including dating violence and sexual assault, on college campuses requires the coordination of many elements of campus life.  These include a clearly defined and trauma-informed university-wide sexual misconduct policy, a Title IX office that goes beyond the minimum requirements of the law to ensure the safety of all students on this campus, a fully staffed community of advocates who support victimized students, and a compassionate and engaged faculty, staff, and student body that understands the pervasiveness of trauma and how its consequences manifest in the daily lives of our community members.  We must all continually communicate and collaborate to make sure our practices align to create a safer community for our students.</p><p> </p><p>Our victim advocates within Student Wellness and Health Promotion go far beyond helping students who are victims of violence. Both the professional advocates and the student advocates within the Sexual Offense Support program lead the way in our campus based education and prevention efforts. They coordinate efforts among multiple units monitoring the student experience, the process of investigations, and ultimately working toward ending rape culture on our campus. One of the most important steps we can take to combat dating and sexual violence on our campus is to ensure that our advocates are well staffed, well funded, and recognized for their work in pushing us towards a safer and more inclusive University of Delaware community.</p><p><strong><br></strong></p><p><strong>Q: What are the main takeaways students gain from the Domestic Violence Prevention and Service program here on campus?</strong></p><p>A: Graduates of the DVPS program learn fast that they are well prepared to work as advocates for survivors of interpersonal and domestic violence.  They acquire confidence in their intellectual understanding of gender-based violence and its connections to the real experiences of individuals encountering daily violence in their lives. This professional confidence and the knowledge of the connections between scholarship and experience is developed through the combination of course work and its application in the field through their 300-hour summer practicum and academic year internship experiences.  During the practicum, students extend their professional relationships beyond those with their faculty, and learn from executive directors and seasoned advocates in the field. </p><p>Students preparing for graduation often are in the midst of what I label as a pre-life crisis, and our intensive field experience prior to their senior year minimizes feelings of anxiety and uncertainty.  Leading up to the practicum, students experience some degree of self-doubt.  They doubt that they will be of service to the clients who turn to them in their time of crisis.  They voice concerns about being able to successfully connect survivors to the resources that they need. They are sometimes insecure and believe that their voice as a young professional will be dismissed. They experience angst about the high risks associated with the violence facing their clients such as death, injury, homelessness, custody, financial loss, and a host of other long term and damaging outcomes of domestic violence.  They worry that they will not be able to sustain their work in an industry based on continual exposure to trauma.  However, the practicum experience, and being placed in the field as an advocate who provides direct services, teaches students through experience that they in fact do have the skills to manage these concerns.  They find themselves engaging in techniques of self-care learned in the classroom and observed in the field.  They know and utilize the resources to support their exposure to trauma and see that support is a necessity among their co-workers in the field.  Our students make meaningful contributions to their host organizations, enhancing client services and increasing operational efficiencies. They report that their comprehensive knowledge, acquired in course work, of the dynamics of violence and trauma helps them to serve survivors to the best of their ability.  Working with established advocates across the state, our students witness there are no perfect cases or clients or even outcomes, but nonetheless they have the capacity to help improve the conditions of survivors lives and connect them to the critical resources that they need.    All of these elements combine and lead to students to experience the satisfaction of a career based on social transformation.  This builds the confidence necessary to actualize their further professional and personal goals.  I am grateful to witness their journey. </p><p><strong>​<br></strong></p><p><strong>Q: What are the biggest advantages of teaching domestic violence prevention in an academic environment? Disadvantages? </strong></p><p>A: Our DVPS program works hard to minimize the supposed academic/advocate divide.  It would be impossible to train future professionals in the field based solely an academic research or solely on advocacy practices.   Within this academic environment, we focus extensively on collaboration among academics and community partners. We all learn from one another about the ways to revise our scholarship, our curriculum, and our advocacy.</p><p>Another advantage of teaching and structuring this program in an academic context is that it enables me to develop close working relationships with my students that would not necessarily evolve in a traditional classroom setting.  This is primarily because of the prevalence of trauma in class content, in field experiences, and in daily life.  The program provides me with the opportunity to work closely with students over a long period of time.  With one another, we process experiences in the field and we discuss ways that we can transition these experiences and the energizing elements of course work into a customized career path.  Teaching and mentoring in a program about domestic violence lends itself to compassionate listening and customized supports. The students graduate with a personalized journey through a large state university, which results in deep and long term relationships with our students.  </p><p> </p><p><strong><br></strong></p><p><strong>Q: How can students support peers who are victims of domestic violence?</strong></p><p> </p><p>A: The reality is that students may not know that their peer has experienced sexual or domestic violence, or that they are in the midst of an abusive relationship.  This is why it is critically important to cultivate a trauma-informed culture at the University of Delaware.  The jokes we make, the judgments we pronounce, the media that we consume, the themes of parties that we host, the costumes that we wear, can lead to feelings of self blame, inadequacy, and paralysis within a victim.  Seemingly meaningless social banter contributes to a survivor’s ability to share their experience.  Feeling safe enough to share stories of abuse is a crucial step to connect students to the resources that they need and to managing the outcomes of trauma in their lives.</p><p>However, students are well positioned to identify habits of unhealthy relationships and intervene.  The OneLove foundation is an example of a partner organization that does a great job of teaching young adults about healthy and unhealthy relationship practices.  They offer self-assessment quizzes that are useful for thinking about if displays of intensity, jealousy, manipulation, isolation, sabotage, belittling, guilt, volatility, deflecting of responsibility, and betrayal are evident in relationships.  </p><p>When students experience or observe unhealthy patterns within a relationship it is important to stop dismissing them as a private matter and/or from minimizing their role in a larger pattern of abuse.  Students should take some time to prepare for a conversation with a friend who is experiencing relationship violence by: identifying the campus-based resources; thinking about familial, faculty, or faith based connections that might provide additional forms of support; framing the encounter as a conversation, not a confrontation; listening actively and without interruption; delicately highlighting patterns or behaviors that are of concern.  Ending an abusive relationship is often dangerous and it is important to keep the lines of communication open and encourage the utilization of professional advocacy services. To contact an SOS Victim Advocate, call the UD Helpline 24/7/365 at 302-831-1001 and press 1. The clinician will check to make sure that the student is safe, then take a first name & phone number and have an Advocate contact the student within 10 minutes.</p><p><strong> </strong></p>Jennifer Naccarelli, Ph.D.<img alt="Jennifer Naccarelli, Ph.D." src="/bideninstitute/blog/PublishingImages/NaccarelliHeadshot.jpg?RenditionID=10" style="BORDER:0px solid;" />https://publish.sppa.udel.edu:8443/bideninstitute/research-policy/biden-institute-blog/faculty-member-of-the-month-jennifernaccarelli

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