Virtual Visit Day showcases La Follette School community

The La Follette School welcomed more than 50 prospective graduate students March 22 for its second all-virtual Visit Day. More than three dozen faculty, staff, and students assisted with the event, which was organized by Marie Koko and David Wright-Racette.

The three-hour event kicked off with staff members Steve Kulig (MPA ’14), Mo O’Connor, and Koko providing an overview of the master’s degree programs and curriculum. First-year students Cartecia Lawrence and Kelsey Gordon also shared their insights and answered questions. Director and Professor Susan Webb Yackee welcomed the students and shared the School’s mission, vision, and values.

Faculty participating in breakout sessions were: J. Michael Collins, Mark Copelovitch, Morgan Edwards, Denia Garcia, Sarah Halpern-Meekin, Tana Johnson, Philipp Koellinger, Ross Milton, Greg Nemet, Jon Pevehouse, Tim Smeeding, Manny Teodoro, Geoffrey Wallace, Yang Wang, and Dave Weimer.

Edwards, Jacobs, and Nemet also shared class lectures and student presentations.

Students assisting with breakout sessions were: Tamanna Akram, Anna Barry, Lew Blank, Victor Escalona, Amy Fottrell, Indu Kilaru, Krinjal Mathur, Mitch McFarlane, Madeline McIlhon, Dana Nielsen, Jacob Pankratz, Toni Sopukeeva, Nova Tebbe, Hannah Tuttle, and Mingxin Zhang.

McFarlane, president of the La Follette School Student Association (LSSA), shared a letter congratulating students on their admission and provided information about LSSA, the School, and Madison.

“We showed so much about the wonderful community that is the La Follette School,” said O’Connor, the School’s student services coordinator. “We are especially grateful for the leadership shown by Cartecia and Kelsey and for the numerous other students who shared their stories and experiences during Visit Day and throughout the semester.”

O’Connor also noted the many students and alumni who have connected with admitted students and have demonstrated the wonderful community that is the La Follette School.

In addition to the formal presentations and breakout sessions, a Canvas course allowed admitted students to do some independent asynchronous learning before and after Visit Day. Content on the special Canvas page included previously recorded La Follette School lectures, student project presentations, professional development workshops, a virtual campus tour, as well as diversity, equity, and inclusion resources, and much more.