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["Timestamp","In what year did you begin the MPA Program?","In what MPA concentration are you enrolled?","PNA:What are your preferences for when to take classes?? [Weekdays/daytime]","PNA:What are your preferences for when to take classes?? [Weekdays/evenings beginning at 5pm]","PNA:What are your preferences for when to take classes?? [Weekdays/evenings begining at 6pm]","PNA:What are your preferences for when to take classes?? [Intensive Weekends: Friday-Sunday]","PNA:What are your preferences for when to take classes?? [Intensive Weekends: Saturday-Sunday]","PNA:What are your preferences for when to take classes?? [Intensive Weekends: one day only]","PNA:What are your preferences for when to take classes?? [Intensive Week: Monday-Friday]","PNA:What are your preferences for when to take classes?? [Intensive Week: Wednesday-Sunday]","PNA:What do you think about a \"hybrid\" class schedule where approximately 51% of the time is face-to-face and 49% is online?","PNA:Please explain your \"hybrid\" class schedule answer.","PNA: What are your preferences for when Core is offered for your cohort? [One weeknight (4 hour class) and one Saturday]","PNA:What are your preferences for when Core is offered for your cohort? [One weeknight (4 hour class) and no Saturdays]","PNA:What are your preferences for when Core is offered for your cohort? [Two weeknights (2 hour classes) and one Saturday]","PNA:What are your preferences for when Core is offered for your cohort? [Two weeknights (2 hour classes) and no Saturdays]","PNA:What are your preferences for when Core is offered for your cohort? [Weekend Intensive (Fri-Sun)]","PNA:What are your preferences for when Core is offered for your cohort? [One weekend day, every other weekend/quarter]","PNA:What are your preferences for when Core is offered for your cohort? [Week-long \"residency\" (one week/quarter)]","PNA:What worked in First Year Core? How did it work? ","PNA:What didn't work in First Year Core? How didn't it work?  ","PNA:What worked in Second Year Core? How did it work? ","PNA:What didn't work in Second Year Core? How didn't it work? ","PNA:As you are aware, there are no required concentration courses for the Public and Nonprofit Administration Concentration. Should there be?   ","PP: What are your preferences for when to take classes?? [Weekdays/daytime]","PP:What are your preferences for when to take classes?? [Weekdays/evenings beginning at 5pm]","PP:What are your preferences for when to take classes?? [Weekdays/evenings begining at 6pm]","PP:What are your preferences for when to take classes?? [Intensive Weekends: Friday-Sunday]","PP:What are your preferences for when to take classes?? [Intensive Weekends: Saturday-Sunday]","PP:What are your preferences for when to take classes?? [Intensive Weekends: one day only]","PP:What are your preferences for when to take classes?? [Intensive Week: Monday-Friday]","PP:What are your preferences for when to take classes?? [Intensive Week: Wednesday-Sunday]","PP:What do you think about a \"hybrid\" class schedule where approximately 51% of the time is face-to-face and 49% is online?","PP:Please explain your \"hybrid\" class schedule answer.","PP: What are your preferences for when Core is offered for your cohort? [One weeknight (4 hour class) and one Saturday]","PP:What are your preferences for when Core is offered for your cohort? [One weeknight (4 hour class) and no Saturdays]","PP:What are your preferences for when Core is offered for your cohort? [Two weeknights (2 hour classes) and one Saturday]","PP:What are your preferences for when Core is offered for your cohort? [Two weeknights (2 hour classes) and no Saturdays]","PP:What are your preferences for when Core is offered for your cohort? [Weekend Intensive (Fri-Sun)]","PP:What are your preferences for when Core is offered for your cohort? [One weekend day, every other weekend/quarter]","PP:What are your preferences for when Core is offered for your cohort? [Week-long \"residency\" (one week/quarter)]","PP: What worked in First Year Core? How did it work? ","PP: What didn't work in First Year Core? How didn't it work?","PP: What worked in Second Year Core? How did it work?","PP: What didn't work in Second Year Core? How didn't it work? ","PP: What worked in Foundations of Public Policy? How did it work?","PP: What didn't work in Foundations of Public Policy? How didn't it work ","PP: What worked in Advanced Research Methods/ARM? How didn't it work?  ","PP: What didn't work in ADVANCED RESEARCH METHODS/ARM?","TG: What are your preferences for when to take classes?? [Weekdays/daytime]","TG: What are your preferences for when to take classes?? [Weekdays/evenings beginning at 5pm]","TG: What are your preferences for when to take classes?? [Weekdays/evenings beginning at 6pm]","TG: What are your preferences for when to take classes?? [Intensive Weekends: Friday-Sunday]","TG: What are your preferences for when to take classes?? [Intensive Weekends: Saturday-Sunday]","TG: What are your preferences for when to take classes?? [Intensive Weekends: one day only]","TG: What are your preferences for when to take classes?? [Intensive Week: Monday-Friday]","TG: What are your preferences for when to take classes?? [Intensive Week: Wednesday-Sunday]","TG: What do you think about a \"hybrid\" class schedule where approximately 51% of the time is face-to-face and 49% is online?","PTG: lease explain your \"hybrid\" class schedule answer.","TG: What are your preferences for when Core is offered for your cohort? [One weeknight (4 hour class) and one Saturday]","TG: What are your preferences for when Core is offered for your cohort? [One weeknight (4 hour class) and no Saturdays]","TG: What are your preferences for when Core is offered for your cohort? [Two weeknights (2 hour classes) and one Saturday]","TG: What are your preferences for when Core is offered for your cohort? [Two weeknights (2 hour classes) and no Saturdays]","TG: What are your preferences for when Core is offered for your cohort? [Weekend Intensive (Fri-Sun)]","TG: What are your preferences for when Core is offered for your cohort? [One weekend day, every other weekend/quarter]","TG: What are your preferences for when Core is offered for your cohort? [Week-long \"residency\" (one week/quarter)]","TG: What worked in First Year Core? How did it work? ","TG: What didn't work in First Year Core? How didn't it work? ","TG: What worked in Path to Sovereignty? How did it work? ","TG: What didn't work in Path to Sovereignty?  How didn't it work? ","TG: What worked in Intergovernmental Relations? How did it work? ","TG: What didn't work in Intergovernmental Relations? How didn't it work? ","All: Is there anything else you'd like us to know about the MPA Core and Concentration curriculum?","ALL: Finally, are there learnings from elective courses that are particularly important to your overall MPA? Please list/explain."]
["2019/05/14 2:11:16 PM MDT",2017,"Public and Nonprofit Administration","Prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","Prefer","Prefer","Do not prefer","Like it","There is too much time wasted in the class setup currently. The goal of meeting \"chair time\" translates into obnoxious and unnecessary waste of valuable time for students. The hybrid offers a chance for face time to be substantially more valuable and the online time to be spent accomplishing better quality work. ","Do not prefer","Do not prefer","Prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","The foundations were valuable and beneficial for those unfamiliar with public administration. The work on budgeting, bill and policy work will prove to be useful in the future, and the faculty that lasted the entire year were excellent. ","The cohort was splintered, bordered on psychotic, and the worst aspect of this program. The failures of the Director and the Dean in preventing the polarization that occurred around Amy's leaving lasted throughout the entire program. ","Nothing. This was a complete and utter failure on the part of faculty. ","If memo writing is so valuable, as was asserted every week during the first two quarters, then an entire class at the beginning of the Fall quarter needed to be devoted to teaching how the memo should be crafted. It was a ridiculous exercise to write memo after memo with differing and inconsistent feedback from faculty. It is embarrassing that two quarters is devoted to high school leveled research work. The way the research was set up did not allow for a robust and vibrant pathway toward Capstones that will be true representations of what is possible with the MPA degree. Higher ed institutions are known for their research and learning. Evergreen's MPA fails in both of these aspects. ","Ethics should be required. It has been shown that a core class on ethics does not work, so the faculty have to model ethical behavior, they need to highlight and address ethics in every section of the program, and it should be considered a vital aspect to public service work. \n\nThe electives that were taught about local governance were valuable and should be integrated into the core programs. There is a huge lack of integration in CORE of anything outside of the state level, and this assumes that only state employees are coming out of the program. \n\nThere is also no inclusion whatsoever for special jurisdictions in the CORE program. It is shameful that when asking peers at the end of the Winter quarter in second year that most had no idea what a special jurisdiction is. \n\nBecause of the extent of tribal governments in WA, the MPA CORE program is neglectful in their coverage of tribal governments. A better, more concise coverage of tribal governments and how they interact with local, state, and federal governments was lacking and needed to be included in the program offering. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"The most valuable and relevant information that I learned during the MPA program came from the electives. There were some that were deemed useless after the fact, however, more value was derived from them than from CORE classes. This is not to say that CORE is too broad, but rather that it is lacking in providing essential and relevant information in a reasonable, accessible manner. "]
["2019/05/14 5:57:56 PM MDT",2017,"Public and Nonprofit Administration","Do not prefer","Do not prefer","Prefer","Prefer","Prefer","No preference","Do not prefer","Do not prefer","Like it",null,"Neutral","Prefer","Do not prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","The best things about first core include: learning how to write a policy analysis; learning how to write a policy memorandum; presenting in front of the class; group projects; organizational analysis.  The schedule for class, every Thursday worked well for me.  ","First year was pretty disorganized.  Our faculty failed to provide us with the skills needed to conduct an appropriate budget analysis.  The reading by Schoup was one of the worst books I have ever read.  I felt like the faculty did not encourage us to consider our Capstone projects in first year, and this was a detriment to my learning.  ","Second year core was a lot better than first year.  I enjoyed being able to work closely with classmates I identified as good partners.  I enjoyed learning how to conduct qualitative and quantitative analysis.  ","Too much busy work in Capstone. ","Yes, there should be a requirement to take some type of budget/financial course. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"N/A","N/A"]
["2019/05/15 11:11:32 AM MDT",2017,"Public and Nonprofit Administration","Do not prefer","Do not prefer","Prefer","No preference","No preference","Prefer","Do not prefer","Do not prefer","Like it","I like hybrid classes because you can utilize in-class time for situations where being in class is very useful, but you can use technology to do the parts of the class where being there in-person is not necessarily a value-add. It also gives more flexibility in a program where it‚Äôs difficult for working adults to complete course requirements and maintain lives outside of school and work.","Neutral","Prefer","Neutral","Prefer","Do not prefer","Do not prefer","Do not prefer","First year core was very focused on theory, which was frustrating. I did learn a lot about the budgeting process, which has been useful in my career.","I wanted more hands-on experience in first year core, especially in workshops, and instead we did short presentations that did not add value to the class.","In second year core the assignments were very good at scaffolding the research project. .","There were a lot of books that we were expected to read where academic articles would have served just as well, which was frustrating in a very work-intensive class. There were also some classes where we were expected to seminar with no time for group work, and that was frustrating as well.","I believe that a communications based class, like negotiation, and a leadership class, like skills for agents of change, should be required for people with this concentration.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"The core curriculum is not challenging enough, while simultaneously being full of books that do not challenge thought patterns or provide information that is worth the time it takes to read them.","The electives were the best part of my MPA. I learned to negotiate, to lead change, to analyze policies, and to understand government structures. I also learned to structure an ask to get what you want."]
["2019/05/20 11:22:26 AM MDT",2017,"Public and Nonprofit Administration","Do not prefer","No preference","Prefer","Prefer","No preference","No preference","Do not prefer","No preference","Neutral","I can see the value in flexibility and accessibility of an online module, but my relationships with my classmates has been one of the most beneficial pieces of my time in the program. Lessened in person class time would make those connections more challenging.","Neutral","Do not prefer","Prefer","Prefer","Neutral","Neutral","Do not prefer","The first quarter of core was by far the most beneficial, almost entirely due to the support and feedback provided by my seminar faculty. In seminar we were always given time to ask questions and debrief the lectures that preceded, and explore the topics further. I understood why assignments were valuable, the general structure and formatting of important types of documents, and received copious feedback that improved my writing skills and understanding of key learning objectives for the quarter. The structure of the course, one evening per week and one Saturday, worked just fine for me (though I would have a preference for two days per week). Mixing assigned group activities with self-selected group assignments was beneficial, as it was a good balance of exploring new group dynamics while still being able to control for things like work schedules and distance from campus on larger assignments.","The skeleton was present for deep learning in first year core, but the execution did not deliver in my experience. The assignments were clearly designed to build skills an MPA graduate would need to know, but we were never instructed in when we would encounter those tasks in the workforce or if we actually successfully completed them. As an example, we were required to complete a fiscal note for a specific bill, but I received one single line of feedback that essentially just marked the assignment complete. I still have no idea when (or if) I would be asked to complete a fiscal note or when I should know to provide one in my professional life. There are certainly ways core could have been improved in general (I would have much preferred a two day per week structure) but the issues and shortfalls I experienced in first year would not have been better due to structure. Changing the number of days we met per week or creating an online component would not have worked if the issue is that I had a fundamental disconnect with the pedagogy of most of first year. I did not feel like I was given the constructive feedback to improve my skills to a graduate level and we were not given the scaffolding to understand the reasoning behind assignments, workshops, or subject matter.","Being able to explore topics I am deeply interested in with people that are also as passionate as I am, has been deeply rewarding. Having something tangible to show for the work we have put in, in both the research project and capstone, is extremely valuable to my future career. Second year has allowed me to connect my previous experience in STEM with skills needed in public administration, and learned valuable aspects of research paradigms and qualitative research skills that I never would have gained otherwise. The structure, as with first year, being one day per week and a Saturday also worked just fine, though I still would have a preference for two days per week.","While recognizing that I assume  our faculty had to shift and fit in learning that should have happened in first year, I would have preferred more information be front-loaded into first year such as interview, Excel/quantitative reasoning, and research skills. Being so involved in our group projects left us less time to connect as a whole cohort or even seminar groups, but I'm not sure how that could be remedied without simply adding more class time. ","More budgeting/economics and legislative process should be required as part of the coursework, either through core or in electives. I also recognize that my first year cohort was likely unique in not receiving these pieces.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I believe there should be an inclusion of a fiscal/budgeting type concentration available as well, though I understand that is likely not currently feasible.","Public Law and Science Policy to Action were two of the most valuable pieces of my MPA experience, which both outlined the legislative and policy process that makes much of the work of public administration possible."]
["2019/05/23 9:48:55 AM MDT",2018,"Public and Nonprofit Administration","Do not prefer","No preference","Prefer","No preference","Prefer","Prefer","Do not prefer","Do not prefer","Like it","This would make the program more accessible, at large, for students with complex work and life schedules. For those unable to come to campus, this would create accessibility to curriculum and program participation.","Do not prefer","Do not prefer","Prefer","Prefer","Prefer","Prefer","Do not prefer","I have felt most engaged in core during our work around systems and design thinking, capitals (human, social, etc.), equity, inclusion and implicit bias, and organizational metaphors. These subjects were most engaging for me as they were applicable to Nonprofit Administration, as much as they are to public administration at large, and as a Nonprofit Administration-focused student, these materials felt inclusive. I enjoyed the group project during Winter quarter, in which we were given the opportunity to create a plan to increase the entrepreneurial presence in Downtown Olympia through elevating social, human, financial, built, and other types of capital.","First year core encompassed little to no Nonprofit Administration focus. As a Nonprofit Administration-focused student, I have felt that the program is falsely advertised, as it has been exclusively 'Public Administration' and 'Public Policy'-driven. The only Nonprofit Admin. material we have been exposed to has been through Doreen Swetkis' lecture(s), 1-2 texts, and otherwise, electives outside of core. This has been rather frustrating and disengaging. I am left with the impression that Nonprofit Administration should be its own, separate cohort/track, or the faculty really need to make greater efforts to assign separate materials and cater lectures to this segment of students.","N/A (not yet started)","N/A (not yet started)","No",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"My experience thus far of PNAPP has been: The 'N' in PNAPP does not belong if the faculty cannot deliver on that piece. Nonprofit Administration has been entirely neglected. As a Nonprofit Administration-focused student, if it were not for the two-credit electives that cover subjects of relevance and interest to me, I would be completely disengaged from core, and likely to drop out. In fact, I've considered it. The electives are what has made this program worth while; core has felt like a waste of time. It has felt like a formal accompaniment to a bunch of academic reading that I could very well do on my own time; though I likely would not because the text isn't relevant to Nonprofit Administration. Faculty need to be consciously considering the people in the room who are not on a government agency career track, and put in the work to engage those students. I'm disappointed with the lack of attention to Nonprofit Administration, especially considering it's part of the program title.","As I've stated, without the supporting material of the electives pertaining to Nonprofit Administration and more broad leadership and management skills, core would be of zero relevance to me in many cases as a Nonprofit Administration-focused student. The electives I've taken thus far have all been so rich and engaging, while offering immediately applicable tools and skills to be gained. I have enjoyed Nonprofit Funding and Development, Developing Mediation Skills, and Skills for Agents of Change. "]
["2019/05/23 9:56:59 AM MDT",2018,"Public and Nonprofit Administration","Do not prefer","Prefer","Prefer","Prefer","Prefer","Prefer","No preference","No preference","Like it","49% online may be too much, but some measure of online access would likely be helpful for many students. Particularly if there was a live or recorded lecture, or if it was similar to a Zoom or WebEx conference call for live participation.","Prefer","Prefer","Prefer","Prefer","Prefer","Prefer","Neutral","Practice writing document forms that we would use in the \"real world\" such as white papers, decision memos, etc. Focus on history of PA and ethical considerations is a good foundation in first year. Incorporation of workshops within lectures. Idea of group work being completed with the same team throughout the quarter.","Most assignments could have used more class time to review before they were due - particularly the economic systems and finance communication plan. There was some misunderstanding and uneasiness about the purpose of the assignments, our goals in writing them, etc. that were not fully explained in the syllabus. Consistency in scheduling (ie. are we having seminar tonight?) and advance notice of in-class plans would also be helpful. ",null,null,"Part of the appeal of the Public/Nonprofit concentration is that you can choose your electives more freely to match the sector that your work focuses in  - corrections, healthcare, education, etc. while still being able to throw in some policy if you choose. That could also be a downside - PNA becomes the \"default\" track instead of a \"concentration\" and the basics are expected to be covered in Core. If there were mandatory electives, public admin and nonprofit could probably each use a separate class - these would functionally be different concentrations at that point though. "]
["2019/05/23 11:38:12 AM MDT",2018,"Public and Nonprofit Administration","Do not prefer","No preference","Prefer","Prefer","Prefer","Prefer","Prefer","Prefer","Don't like it","The best part of this program is working with others in the cohort","Prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Neutral","Do not prefer","-Faculties' willingness to be flexible when organic conversation started during lecture surrounding subject matter. \n-Most information could be applied immediately, provided you were already working in the public sector.\n-Courses were offered at convenient times and there were a variety of elective options to supplement specific interests.\n-Faculty were flexible and supportive when I needed extra time or assistance with assignments.","-The faculty were inconsistent in their expectations from students and quality of assignments, they also did not provide consistent feedback, which is necessary to develop as a student (I want to know more than whether I met the objective of the assignment). \n-Assignments often felt like busy work and we were not always provided the tools necessary to feel we could successfully complete assignments (we heard \"google it\" several times). \n-There was less focus on non-profit than expected.\n-As an adult learner, I felt there was a lack of understanding surrounding the psychology of education.\n-It felt as if the program was being made up as we went along and assignments were developed as an afterthought, often feeling unintentional to learning.\n",null,null,"There should be no concentrations for anything and just additional electives that focus on each topic (Public Policy, Nonprofit, etc.) Even those not following the Public Policy concentration can take those electives and our degrees are all the same in the end. Offering a wider variety of electives specific to each concentration would be more helpful.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I have been very disappointed with my experience this year and have heard statements that first year core is not prepared for second year.  I hope that the MPA program faculty can pinpoint how this happened and avoid it for future cohorts. It feels very disheartening to hear that from our faculty and feel that they are disappointed in our performance when the students are not involved in developing the curriculum that will get us to where we need to be for second year.","Finance & Budgeting"]
["2019/05/23 11:43:40 AM MDT",2017,"Public and Nonprofit Administration","Do not prefer","Do not prefer","Prefer","No preference","No preference","Do not prefer","Do not prefer","Do not prefer","Don't like it","Hybrid online course work does not work for my learning style. I find the face to face time with faculty and classmates to be an important part of knowledge retention.","Prefer","Prefer","Neutral","Neutral","Do not prefer","Do not prefer","Do not prefer","I enjoyed the cohort structure, but there was not a focus on building connections among students to make the structure valuable.  The most valuable tool I learned in first year was how to diplomatically deal with the equivalent of a supervisor (in this situation faculty members) who were making requests with little to no explanation and seemingly little knowledge of the subject matter. I do not think this is a goal of the program, but it was a very useful learning experience. \n","I will be honest- very little worked about first year core. My primary complaint focuses on the teaching style of do-then-learn, when there was never an opportunity to improve or grow. Assignments were given with no context, THEN we were sometimes taught about the purpose, but not given an opportunity to approach to work again and learn from the process. \n\nTeach-to-Learn as a classroom approach was also a complete failure, particularly around the subject matter of economics and budgets. I came to MPA program to learn from experts, and while I value the knowledge of input from classmates, I expect my faculty members to understand and be able to teach what I am there to learn. I was lucky enough to have Marty Thies as my seminar leader, and he provided additional lessons on budgeting during seminar, but I know not all students had that opportunity. \n\nFaculty presence is class was also an issue. I do not think Eric or Melissa were strong or valuable faculty, and Eric's continuous use of electronics and Melissa's constant absences due to the school board and other work issues were distractions from the classroom.They frequently put adjunct faculty in unprofessional and inappropriate situations, such as addressing long ignored conduct issues or attempts to 'fix the classroom climate'. \n\nAttempts on the faculty to control individual student interactions through assigned seating, group work, and controlled interactions during seminar limited the ability to grow as a cohort and reduced learning opportunities. \n\nClear learning objectives, tied to the actual work, were not present. If the credit equivalencies planned to be awarded were clear from the beginning of the class, students could have held faculty more accountable for actually teaching what we were supposed to learn. I do not think this should be the responsibility of the student, but it was clearly not a priority of the faculty during first year core. ","Having a clear syllabus, goals, organization- all of these things were so helpful. Really, anything would have seemed to work after first year core. ","There is not enough time to cover methodologies effectively. Core needs to be 8 credits, or we truly need the hours from the 2 credits represented by the Saturday meeting to be spread out to additional weeknight meetings or a weekend intensive. \n\nTensions could be sensed in the faculty team in terms of one faculty (Cali) being a bit controlling of the learning environment and planning. ","I don't know if required concentration courses are what need to be changed- I think it should be that CORE should cover many of the things we are currently relying on electives to cover. The content in Public Law is particularly something that should have been covered in CORE.  \n\nIf the description of this description specifically states Human Resources, which I didn't realize until I just reread it, that needs to be addressed through additions to core or by removing it. I am in no way shape or form prepared for that work. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I am happy you are reevaluating the situation. However, I don't think the primary problem is within the curriculum, I think it is with a certain number of faculty who have a negative impact on learning and aren't experts in the area this program addresses. If the curriculum was more standardized for Core from year to year I think it could help reduce the impact of ill-prepared faculty. ","Local Governance: I would love to see a local governance track in the MPA program. For people interested in city or county employment this is very valuable information. \n\nPublic Law: This was fundamental information that would have helped my retention of information during first year core. If you don't understand the information presented in this course you cannot fully comprehend the history of public administration and much of what is presented in first year core. "]
["2019/05/23 11:57:39 AM MDT",2018,"Public and Nonprofit Administration","Do not prefer","Prefer","Prefer","Prefer","Prefer","Prefer","No preference","No preference","Don't like it","Part of the program is building a network and I do not think that online classes foster that same conectivity.","Neutral","Prefer","Do not prefer","Prefer","Do not prefer","Neutral","Do not prefer","When classes were offered. My peers were wonderful collaborators. They were talented and knowledgeable. I learned a lot from working with them. The connections I made with my peers allowed me to broaden my network. The ability to practice writing (even if I did not get feedback from my faculty) was a great intellectual exercise. I do feel that simply practicing writing that is concise and informative was a benefit to me. Amy Leneker's lectures on leadership were great. Amy also brought in several panels of people from various public administration departments/organizations. I was deeply inspired by the panels she put together and they gave me a real world view of what public administration looks like.","It was ill advised to have a faculty team made up of/lead by new faculty. Eric Trevan and Melissa Beard did not have the experience to be leading a TESC teaching team. As someone who works in professional faculty development-- they do not appear to have an understanding of curriculum design/delivery, supportive rigor, or backwards design. Their motto was \"In work you will be asked to do something you don't know how to do, and will have to figure it out on your own...so that is what we are modeling in class.\" This is NOT an appropriate teaching model and seems counterintuitive to fostering education. The course content was unfocused and we were not taught the course objectives in a clear way. This negatively affected my ability to learn. I did not receive productive feedback on assignments. I mostly got a pat on the back for assignments- but was not given any feedback to learn from. I could have read the books and completed the assignments at home, and have achieved the same results. Students who brought concerns to faculty were brushed off and told they were the only ones who felt like that. However, by the end of quarter (after the MPA Dean and Provost were involved) it was clear that AT LEAST half the class felt this way). Unfortunately, I feel this negatively affected the reputation of the program-- which will affect my career prospects, if this continues). Lets give these new teachers the faculty development they deserve. It is not enough to hire practitioners-- you must ensure they have the ability to teach using best practices/high impact practices.  ","Thankfully I felt intellectually pushed in Second Year Core. I learned a great deal and received AMAZING and CIRITCAL feedback from Cali. I have thick skin and I want my faculty to push me. Of course, I don't want to be beat down, but I do want to be pushed to be better. Cali had high expectations that I do MORE than the bare minimum of assignments. This felt AMAZING. It was truly a learning environment. The curriculum made sense and I loved the multi quarter project. There was a cohesion to all of it that was great. ","Sometimes the course content and assignments seemed out of sync. For example, we would read assigned course readings a week or more after an assignment it related to was done. I would have liked to pilot our survey in quarter one-- right after drafting it/finalizing it. Having us wait until Winter quarter made me feel like we lost some valuable time. ","YES! I think everyone graduating from the program should know how to do policy/bill analysis. I also think a public health policy class would be beneficial-- public health touches EVERYTHING-- it is important to know.  ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I love the focus on research and critical thinking in 2nd year core and I hope that does not get lost in this revamp. Please strengthen the 1st year core into a more cohesive program. Invite more public administrator speakers into class. Take more advantage of being located in a capital town-- were can we forge relationships with the legislator and departments for more collaborative projects. For example, rather than having students do a policy analysis of their choosing in 1st year, why not partner with an agencies and get a list of analysis they would like done? There are so many opportunities for students to do work for legislature/government organizations/nonprofits that would add value to their organizations and would help students form relationships with people in the field. "]
["2019/05/23 2:27:28 PM MDT",2017,"Public and Nonprofit Administration","Do not prefer","No preference","No preference","Do not prefer","Do not prefer","No preference","Do not prefer","Do not prefer","Don't like it","I think learning from people in a dynamic environment will always be better than on line learning.","Neutral","Neutral","Do not prefer","Prefer","Do not prefer","Prefer","Do not prefer","The opportunity to network with my peers (many of whom have impressive experience). I really liked the Menifield budget book, it was easy to teach yourself about budgets from.  I also really thought the Policy Paradox was valuable.","So many of the assignments were given with no instruction.  We received no instruction on literature reviews (other than the librarian who talked to us about the mechanics of research), we received no feedback on our completed literature reviews.  The same happened with fiscal notes, memos (both policy and decision memos) and so on.  For me, in my first year cohort, I would have preferred to have had the 4 hours of class and the Saturday class to deepen my understanding of the material on my own.  The readings were either popular press non fiction, or unhelpful (like Shoup).  Since we received almost no direct instruction, better books could have been chosen so that we could more easily teach ourselves.","I really appreciated the supported freedom to explore in second year.  The two quarter project was an excellent practice in project management, research, team building etc.  Stephanie Evergreen's book on data visualization was amazing, and immediately integrated into my workflow.  Having Sara Goldrick-Rab speak to the class after reading her book was also phenomenal, and really helped me to understand the power of mixed methods research. Honestly, I've really enjoyed second year.","I really wish core could go deeper.  I want to know more about how different schools of though (feminist, post modern etc) impact research.  I want to have more practice making good research accessible to my colleagues.  All the challenges I experienced in second year are directly connected to the lack of instruction from first year.  ","Yes! How to be a leader. How to integrate financial information/research/employee feedback into strategic thinking and systems thinking.  How to use institutional memory to affect real change.  Effective writing for clear and effective communication. As an administrator, these skills can be hard to develop without support and are the key to becoming a leader at work.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"It would be amazing if we had clear paths.  For example, I would like to have a  course series in finance and budgeting adding up to 18 credits, another in managing people (leadership, communication, performance management and coaching), another in fund raising (grants, donors, fostering financial relationships with the private sector), another in local government (the structure of local government in Washington, special issues in local governance, dealing with the opioid crisis, dealing with homelessness, climate change for local government etc), another in State government, and so on.  In this scenario I can imagine people choosing to stay a little longer or return for certifications.\nAlso, I'd love to see more history of public administration and international perspectives.  I understand that some first year students get it in core, but that doesn't seem to be consistent.","I'm not sure what you are asking.  My experience has been that the electives are much more beneficial to my career and educational goals than core was. Each and every elective I took was important.  I likely feel this way, partially, because I was given a choice in what my electives were."]
["2019/05/23 3:28:22 PM MDT",2019,"Public and Nonprofit Administration",null,null,"Prefer","Prefer","Prefer","Prefer",null,null,"Like it","IM ok with either way","Prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Prefer","Prefer","Dont start until Fall 2019","Dont start until Fall 2019","Dont start until Fall 2019","Dont start until Fall 2019","N/A"]
["2019/05/23 6:39:38 PM MDT",2018,"Public and Nonprofit Administration","Do not prefer","No preference","Prefer","No preference","Prefer","No preference","No preference","No preference","Like it","Online classes would add schedule flexibility ","Neutral","Prefer","Do not prefer","Do not prefer","Neutral","Do not prefer","Do not prefer",null,null,null,null,"I liked the flexibility in having no concentration requirements. "]
["2019/05/28 4:02:28 PM MDT",2017,"Public and Nonprofit Administration","Prefer","No preference","Prefer","Do not prefer","Prefer","Prefer","Do not prefer","Do not prefer","Like it","As a student commuting from Seattle, this would help save gas money and reduce my carbon footprint.","Prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","The guest speakers featured in our First Year Core were excellent and allowed us to learn from experienced practitioners working in the field. ","Specifically during Spring Quarter 2018 we had to form groups and \"teach\" the cohort on that week's readings.  This only fostered resentment, created extra stress and work, did not allow for a well-rounded understanding of the content since we were all focused on our individual presentations, and left our cohort wondering why our teaching staff had left the burden of teaching to us.","The wide range of individual expertise and experiences provided great points of reference for research topics.  The book lists were more engaging.  Most importantly, the group work model of research has been the highlight of my MPA experience.","The individual assignments in the last quarter, barring the Bring Your Own Book talk, recording, and reflection, seem more like busy work that distracts from the quality of the group research for Capstone.","I believe making a management course should be a requirement, such as Dr. Gould's Project management or something similar.  Additionally, requiring one non-profit centered class, such as the one taught by The Megans this Spring Quarter would be beneficial to make those in the public sphere more well-rounded.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"The professors, guest speakers, and connections to the community are the program's strong suits.","Dr. Ellis' International Drug Policy and All the Bricks in the Wall classes strengthened my policy memo writing ability.  Dr. Anguelov's Public Finance class is helping me make up the budgeting knowledge deficit I have from being improperly taught Spring quarter of first year.  Dr. Alman's Marketing for Public Service class allowed me to collaborate on a real project used by a municipal government.  These were all incredibly beneficial to my experience."]
["2019/05/28 5:53:15 PM MDT",2017,"Public and Nonprofit Administration","Do not prefer","Do not prefer","Prefer","Prefer","Prefer","No preference","Do not prefer","Do not prefer","Like it","I commute, so that would make for less days I have to drive","Prefer","Prefer","Do not prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","Having us work in different groups trough projects, workshops, and seminar worked well because it served as a dress rehearsal for who we want to work with in second year for the research projects.","What did not work is that during the entire quarter on budgeting, they had students teaching from that week's reading. I and many others were in over our heads and needed to be taught. This was the biggest missed opportunity in the program. My regret is I'm seriously getting an MPA and don't know anything more about budgeting than I did when I started.","The format of the research project worked really well. In particular, it made sense to have the assignments be weekly benchmarks that would keep on on track throughout the first two quarters. Also, out of the box exercises like the negotiation workshop were great and taught us applicable skills.","We had too many policy memos. ","There should be a much stronger emphasis on how to work with state government. We should be at the legislature, watching hearings, learning about the budget. I would say the same for observing state agencies.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"The electives were the best part. They wee taught by professionals in the field and gave us applicable tools to take back to our career that core often lacked."]
["2019/05/30 10:24:06 PM MDT",2018,"Public and Nonprofit Administration","Do not prefer","Do not prefer","Prefer","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Don't like it","prefer in class","Prefer","Neutral","Do not prefer","Do not prefer","Prefer","Prefer","Prefer","Legislative trip was very insightful.  The papers were excellent for learning information and for learning to compile broad topics.  I feel that the topics discussed/studied were very pertinent.","Communications is cumbersome.  Often times, we received information on class just in time for class.  More information on program management would be beneficial.",null,null,"I don't believe so.  The PNAP concentration is so broad that any of the electives appear useful for learning.  I think a course that gives an overview of the structure and organization of states would be helpful.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I enjoy the learning experience at ESC.  I appreciate that lessons are applied versus memorized and recited, as in traditional education.  ","The organizational leadership course and mediation courses are very useful.  Additionally, the indigenous courses are very important, considering the tribal influence in our state."]
["2019/05/30 10:34:49 PM MDT",2018,"Public and Nonprofit Administration","No preference","No preference","Prefer","Prefer","Prefer","Do not prefer","Prefer","Prefer","Neutral","I prefer face to face class time, but realized others might prefer a hybrid class","Prefer","Do not prefer","Neutral","Do not prefer","Do not prefer","Neutral","Neutral","The assignments during first quarter were great.  2nd quarter was good but 3rd quarter was lacking for assignments.  During 3rd quarter more emphasis was placed on seminar which I think made the lectures rushed and there were no guest lecturers. Quality was very lopsided. ","Instructions for assignments was pretty spacey.  I know we are supposed to think critically, but some assignments were unclear.  Examples, Decision Memos, Cost Benefit Analysis....Some lectures by faculty were dry or again kind of spacey.  Too many readings.  I know you're trying to cram a lot of information in but.....seems like we didn't get to discuss/learn more in-depth, especially with economics and history.  Would have been nice to cover the federalist papers, which would give students a better understanding of early thinking of founding fathers of the U.S.","Not in second year core","Not there yet.....next year will be in 2nd year core","Should require the Foundations of Public Policy Class, that I hope to take next year as a non-policy major.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"It is a good class.  Needs some structure, clearer instructions for assignments, enjoyed the variety of assignments first quarter & 2nd quarter, but 3rd quarter was kind of boring.  I was assigned 2 people for group project who really didn't want to be here in class so that has affected my perspective (a real downer!) on the 3rd quarter group project. Also, these two group mates were in the same group 2nd quarter. Need to get more guest lecturers who are working in Public Administration.","I learned the value of hanging in there in Project Management, some great basic information in Mediation and realized I love writing policy, which was the assignment in the Public Health Policy class! That class rocked! Now I just need to figure out how to get a job in this area."]
["2019/05/30 10:48:36 PM MDT","Why do you need to know this?","Public and Nonprofit Administration","Do not prefer","Do not prefer","No preference","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Don't like it","Taking an online class should be optional. Important classes should be available face-to-face.","Do not prefer","Neutral;Do not prefer","Do not prefer","Do not prefer","Prefer","Prefer","Do not prefer","Lectures and interactive activities that were relatable worked well. Certain lectures were not well-organized and not relatable, mostly related to a particular new faculty person.","It would be nice to have as much advance notice as possible, preferably no later than the class immediately preceding the next class, regarding things like a specific upcoming agenda.",null,null,"The less requirements, the better!",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Process is an extremely important concept that could be elaborated to a much greater extent than we currently discuss.  Gaining more knowledge about process could be done through demonstration and practice.","Keep emphasizing cultural competency awareness."]
["2019/06/02 8:36:58 PM MDT",2017,"Public and Nonprofit Administration","Do not prefer","No preference","No preference","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Neutral","I often do better in face-to-face interactions, especially with fellow students.","Prefer","Neutral","Prefer","Neutral","Prefer","Prefer","Do not prefer","What worked for me is the cohort structure of one evening a week and one weekend a quarter. We built a very strong, cohesive cohort (with a few exceptions). ","What didn't work well is the lack of relationship between assignments and learning objectives. Often we were asked to complete an assignment before having any instruction on that topic. Workshops were often useless. The faculty kept trying to get our cohort to be more cohesive and the students were not the problem. ","What worked was learning research for two quarters and then applying it for capstone. I was one of the very lucky ones with my research and capstone team!","What didn't work was having assignments that didn't relate to the main core learning with no apparent reason related to our work. This made it so I didn't do my best work, or anything close to it, for the assignments not related in some clear way. ","I personally really enjoyed being able to choose electives that relate to my passions and interests, so I'm glad there weren't any required electives. The topics that are required for the concentration should be covered in Core. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I think the structure of Core could be changed to make more sense and make all of the learning build upon each other in a way that makes it clearer to the student why they are learning a topic in a particular order. For example, I didn't understand the value of a lit review until second quarter of second year. ","I have really enjoyed and appreciated electives related to my interests, especially the internships and contracts, but also weekend intensive electives. "]
["2019/06/02 11:15:02 PM MDT",2018,"Public and Nonprofit Administration",null,"Prefer","Prefer","Prefer",null,null,null,null,"Don't like it","I feel more accountable in a classroom setting where I must show up and be present even if I'm particularly excited about going to class. ",null,null,null,"Prefer",null,null,null,"I appreciated the time dedicated to systems thinking though I would have liked to have had more opportunities for a workshop and develop systems as one might in the workforce. Cheryl Simmrell-King's lecture was the strongest of the quarter in my opinion. It was exciting, engaging, and felt applicable to all the concentrations encompassed in the cohort. I appreciated learning to do a decision memo as I used the template I created for the assignment at work and it was received positively. Some (not all) of the readings felt engaging and are resources I will keep (Thinking in Systems, for example). I also appreciated the group projects. I built new relationships with students I would not otherwise and learned from their varied backgrounds (work, academic, and otherwise). This also helped me understand how I function in a group as a working adult. It's different and requires a new type of honesty with yourself and others that will be applicable in the workforce. ","I was greatly disappointed in the lack of academic teaching, discussion, and assignments in the nonprofit sector. I consider the entire year with exception to some lectures on organizational behavior to be about public policy. As a nonprofit and public administration concentration student, I found it nearly impossible to stay engaged with the content due to the lack of relevance to my field. That's not to say the information is not useful, rather it's misleading to advertise that the program offers a nonprofit management emphasis when it clearly does not. I found myself (and still do) looking to supplement what CORE is lacking with regard to nonprofit and general organizational leadership with electives. The class is called PNAPP but the \"N\" is an illusion and three lectures on nonprofit with fairly similar content is hardly a concentration in nonprofit management. Inquiring with a variety of faculty I've heard \"we just don't have the faculty for nonprofit.\" This hardly seems to be an appropriate response. There is specific course work outlined for the public policy and tribal governance concentrations but why not nonprofit and public administration students? I feel I am completing my first year of graduate school barely more knowledgeable about the field (based on the CORE curriculum) than before I began my time as a student. We talked about the nonprofit sector a total of three times in lecture format, and the word \"nonprofit\" was otherwise mentioned as what I can only describe as a formality. If CORE could look to the faculty teaching the electives for what they are doing, that may help. The number of readings seems arbitrary. It's not that graduate school is not about reading. At some points, it felt as though we were reading books to meet some type of quota unbeknownst to the students. At times it appeared as though faculty were teaching outside of the scope of their expertise which left me confused on some of the material presented. The various lecture styles made it hard to be engaged. Again, this may be my bias regarding a preferred learning style. Regardless, lectures around org theory and the history of public administration felt rushed and so broad that it was hard to drill down. I wanted more applicable workshops regarding leadership, change management, and nonprofit work. Meeting once a week and the inconsistency of time spent on lecture and seminar made it difficult at times to become comfortable with the material. There were a number of assignments in which the expectations were so ambiguous that the faculty often had to spend a portion of the following class explaining why the majority of the cohort did the assignment incorrectly. I don't need to be spoon fed but I would like more guidance initially so that I can ensure I an achieving the skills the program has outlined. Students were penalized for missing a class on a Saturday that the faculty scheduled in conjunction with other MPA electives. This was and still is INFURIATING!!!! I am having to write a paper for missing class BECAUSE I WAS IN CLASS FULFILLING MY DEGREE REQUIREMENT. The faculty informed us they had five Saturdays to choose from to align with the TG cohort and that's just how the cards fell. I consider this poor planning and an inequitable practice. Seminar often feels like a waste of time that would be better spent in lecture and doing more workshops. I would prefer to seminar for no more than an hour at the beginning of the class, lecture, and add a lab component where students focus on workshops and scenario exercises for the workforce. Some times, the seminar felt as though we were just killing time to me a time requirement. I'd rather lecture and workshop more as I get more out of it than seminar. I would like to see the nonprofit concentration (and the others) have weeks where they meet and have lecture separately. This would also inspire networking and resource sharing among like-minded students. It may also inspire group projects/research teams in preparation for second year. I believe the ability to talk across the aisles is important, but I'm in this program to be an expert in my field and grow my leadership ability. I can not achieve this if I learning mostly about public policy. I truly hope this improves for the next cohort and believe the MPA program has a lot of potential given some much needed revisions. ","N/A","N/A","Yes. How about a Nonprofit 101 course? What are the ABC of nonprofit and what are the laws associated. Since the IRS is what dictates a 501(c)(3) status it's critical to understand the nuances of this. Ethics and nonprofit would be a course I would be interested in taking. Nonprofit also looks different in a variety of institutions. For example, higher ed fundraising looking different than grassroots fundraising. Foundations and the links to smaller nonprofits and college/university foundations is important to know to inform career opportunities. Board engagement and volunteer leadership is to understand and there are laws and industry standards that must be met that those working in/entering the field should know. There should be a class offered on fundraising and how to do it. Grants, private philanthropy, and beyond support constituent engagement. Not one time in first year CORE have we talked about the donor continuum. To Run a Nonprofit was a great course. Dismantling Racism in the Public Sector since nonprofits are often delivering services populations who may be marginalized. Course work that also looks at the anatomy of nonprofits specifically is desired. They are complex ecosystems and a strong foundation would be useful in better understanding the field. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Please add more nonprofit and leadership training to the curriculum. Bring in other professionals, and panelist (especially alumni) to show the trajectory of what an Evergreen MPA degree can do. Enlist support from the professionals at Evergreen doing this work already. ","Dismantling Racism in the Public Sector by Dr. Karen Johnson is a class I think everyone should take. The foundations of this class are applicable to all fields and concentrations. The amount of applicable tools offered in this course has been outstanding. The same goes for to Run a Nonprofit, though this is a class focused on the role of the executive director and was taught through a grassroots lens. Skills for agents of change was a good course that focused on organizational leadership. "]
["2019/06/07 2:26:22 PM MDT",2019,"Public and Nonprofit Administration","Do not prefer","Prefer","Prefer","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Like it",null,"Prefer","Prefer",null,"Prefer",null,"Prefer","Prefer"]
["2019/06/10 7:30:57 PM MDT",2018,"Public and Nonprofit Administration",null,null,"Prefer","Prefer","Prefer","Prefer",null,null,"Don't like it","Much prefer learning in person. I think in person learning is more lively, comprehensive, and social, all good qualities for public servants.",null,"Prefer",null,null,null,null,null,"What worked? Real tools for the real world offered by workshops, lectures, and assignments, such as field observations and field journals; symposia and panels of people who are more experienced in this field than we are, that we can listen to, get inspiration from, and ask questions; allowing students to facilitate seminar groups; continuing to allow students time to meet with their presentation groups at the end of classes. What was most useful? The topics of leadership, equity, organizational design, what is democratic (and what is not), budgeting, group work, and doing surveys of our own work and conflict resolution styles. Best times for courses offered? Thursday evenings. Other evenings do not work for me. Weekends (including Friday) on an on-going basis are not preferred, except for electives, when short-term (temporary), as they already are -- so please keep schedule as is!! Cohort structure good, because people can get to know each other well, with one caveat: please make sure program is flexible about going through course at our own pace, as the course description implies  -- meaning we may be going in and out of different cohorts, and finishing in a different cohort than we started in. Key learnings - 1. I am better at these classes than I expected;  2. my experience in the past will serve me well in the future!  3. Once on the job, a lot of this will be useful, even if some of us grump a little about assignments now. 4. Budgeting is not a dry, boring topic. 5. Who we work with (compatible teams) and what we choose to work on (our passionate directions) matter, a LOT!  6. We will not be effective public servants unless/until we work on ourselves and our attitudes, awareness, assumptions, biases, and areas we can improve in. ","I will frame it in a positive context: I would like: 1. more modern reading materials; 2. more clear assignments (less important to me than to many of my classmates, as I like the openness and creative possibilities in many assignments, and I think it is important to let students at a Master's level find their own way and have some independence and trust); 3. more creation of safety in the cohort -- it is spoken of as a 'safe place,' yet rarely (I believe unintentional, but nevertheless unwelcoming) derogatory things are said by faculty and students about target groups, and this does not help with feelings of safety for many in the group, especially those from marginalized, targeted groups, such as people of color, older students and sometimes women as well;  4. more use of and sharing of the stories/experiences of the people in attendance (in seminars, or panels?) - for example, people who have been targeted can speak of their own experiences to inform us all and help us all to become better allies, so that we can WORK ON equity together, not just read about and maybe discuss it (if they wish -- this may have to be introduced carefully, so it is not like a demand, or a request for people to represent a whole group of people - with related stereotypes - or a traumatic experience when people feel too uncomfortable to share or too vulnerable;  5. Frequent, lively workshops or games in the 4-hour core classes, so that we can all enjoy class and stay awake, aware, and engaged;  6.  having a seminar in every class, unless there is a good reason not to (like a symposium or panel of guest speakers);  7. not using the self-awareness surveys about work and conflict-resolution styles (used at the beginning of group work, at the beginning of winter quarter this year) until people feel safe with each other - which happens later than the beginning of winter quarter -- and only sharing the positives, not our vulnerabilities, as this was very anxiety-producing for some students.    ","N/A -- not there yet","N/A -- not there yet","To question #1:  YES, probably (!) .  Not sure what topics, because I don't know enough about it yet (at the end of first year core) to KNOW what I DO NOT KNOW!!   #2 It seems like many of the electives (as about grant-writing, leadership, biases, etc. already support and answer this question). Maybe it would be helpful to learn more about how to engage and network with local leaders, and how to assess the needs of a community, to know, for example, what sorts of nonprofits may be needed in that community. Also, how to be a leader in a nonprofit, if one has not worked one's way into that job, but rather, is going into the job of managing a nonprofit directly from/after the MPA program.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I very much appreciate these actions on the part of faculty: trust of, and in students, and respect for students' experience; interesting, useful lectures, with context/real stories and tools we can use; continued assignments that teach us aspects and skills of real life in public service; consistent quality standards and expectations, balanced with a sense of humor and graciousness. (Not asking for much, am I?!!)    I am mostly extremely grateful for all of the faculty, and am happy to be asked for my opinions on this survey.   I have nothing to hide (including my identity -- this is Katrina Walton), and a few items I am willing to share, if wanted:  1.  A list I wrote about qualities of great writing that I aspire to (though I sometimes do a better job than at other times), and I think could be helpful to students (after reading some of their work and hearing some of their feedback for others, during winter quarter);  2. A check list of training items for child-care help for events (such as those attended by parents of a school district); and,  3. some other ideas (about creating safety in a group, for example), from my perspective as a licensed mental health counselor, that I'd be happy to share with you all in person sometime, if you'd like.","N/A -- have not taken any electives yet -- but am looking forward to it."]
["2019/05/14 1:49:23 PM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Like it",null,"Do not prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","I had a terrible teaching team. So it‚Äôs hard to reflect on ‚Äúwhat worked.‚Äù I think it could have been better taught!","The teaching team ",null,"Too many assignments in Capstone that took away from my project.",null,null,"The instructor was terrible!! He loves to hear himself talk and should not be allowed to teach that class. I learning nothing ","Everything "]
["2019/05/14 1:54:25 PM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","No preference","Prefer","Do not prefer","Do not prefer","No preference","Like it","Like my current elective class, the majority of work I am completing out of class time. We have work scheduled weekly even though we only meet two weekends throughout the quarter. I also think it is more doable especially this program is advertised as flexible for working people and families.","Do not prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Prefer","Do not prefer","introducing the foundation concepts of public administration","I feel like I did not learn any technical skills to prepare me for second year core.","everything ","Capstone should focus solely on community project. I feel like the in between assignments are not relevant to our work and also repetitive assignments. Majority reflection pieces that are similar to first year assignments. ","everything. It was a lot of work but I now have a clear understanding of policy and how it works. I wish I would have taken this course during my first year. I also think it should be a required course for all students whether or not they decide to complete the policy concentration.","n/a ( it was a lot of work but I understand why and was needed to fully grasp the concepts)","(FAME) Should be offered to all students whether or not they are pursuing policy track. Also, something I think should be incorporated into first year core. ","Schedule ( FAME). It should be a weekly course versus two intensive weekends. A lot of technical learning and I wish I had in class time to review concepts. In class discussions cater towards my learning style.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"more elective choices"," get first hand knowledge shared by practitioners who are actually doing the work. Able to see how all these public theories apply in real life situations. "]
["2019/05/14 3:13:30 PM MDT",2016,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Prefer","Prefer","No preference","No preference","Prefer","Do not prefer","Do not prefer","Like it",null,"Prefer;Neutral","Prefer;Neutral","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","everything was great in first year core.","there was nothing negative or that didn't work for me in first year core.","the research project was great. ","too much time watching movies.","it was great that the class was happening during legislative session. We were able to track bill progress and I thought it was an excellent way to do the class.","too much time watching legislative review. would have liked to have learned about fiscal notes ","currently in FAME-- so far so good",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I'm very disappointed that Amy Leneker is no longer part of the MPA program. I feel that nothing was done to solve an issue and as a result Amy, one of the best teachers I have ever had, is gone. It seems like Evergreen is letting people take advantage and not doing what's right and I don't agree with it. ","Policy anything!"]
["2019/05/15 4:39:03 PM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer",null,"Prefer","Do not prefer",null,null,"Do not prefer","Do not prefer",null,"What does the above look like -what would be offered in the different percentages (i.e. need more info)?",null,null,"Prefer",null,"Do not prefer",null,"Do not prefer","Amy Leneker","Less competent professors; wasted class time; 3rd quarter -eesh!",null,"Faculty sponsor meeting our research team at/after 10 p.m. and consistently meeting with our team last. As an alternative, they invited us to take Leave from work to meet. We cannot be absent from work for school. Please be more mindful of your capacity.","Amy Gould","n/a","Lucky was awesome! The experience was SO joyful! I'm sad to hear there's an alternative.","The students shouldn't be afraid to enter the course. The fear-mongering needs to stop",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Please be more selective with who you allow to be professors. Based on my first year experience alone, I would not recommend this program. The awesome cohort made it worthwhile.","All the electives are awesome!!!"]
["2019/05/15 7:15:44 PM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Prefer","Prefer","No preference","Do not prefer","Do not prefer","Like it","I have taken classes online and enjoyed them. The only classes I don't like online are math and sciences. When the class consists of reading and assignments, it can be done online without sacrificing the group work.","Do not prefer","Prefer","Do not prefer","Do not prefer","Neutral","Neutral","Do not prefer","I enjoyed being able to work with peers in my cohort. It helped build relationships and also got me used to working as a team to get assignments completed.\n\nI liked the organizational analysis assignment. It was interesting learning about an organization other than my own.\n\nI liked the assignment where we observed community meetings and then had to write a summary of it. This activity helped me see policy in real life and its impacts on the community.\n\nI liked the book Just Mercy.","More direction when initially getting into seminars. For those of us who had not participated in seminars before (or it had been a long time since) it was difficult to know how we should do it. My seminar group received little to no instruction/guidance.\n\nMore direction given on assignments. On the syllabus, assignments were vague. When we asked for more direction, we were basically just told to do what we thought was right. When we asked for examples, we were told to use google. If the information to be gained at a masters program could be had through google only, I don't know why I paid to be in a classroom.\n\nI didn't like the amount of presentations/teaching the students were progressively required to do. If this was a teaching program, it would make sense. But towards the end, up to three quarters of our class time was spent with students presenting or teaching material. That seems a bit excessive. If there are students who want more practice presenting, there are more effective ways of making that happen. Especially since, what it ended up being was a summary of the book and then a game. There was no critical thinking pushed during these presentations. In my opinion, that is what faculty should be there for.\n\nFind a way to have continuity between first and second year. Second year should be building on concepts/skills gained in the first year.\n\nActivities should be more meaningful. They weren't always connected to the material in class and sometimes there wasn't enough time to really get it completed quickly. We were told that at work many times you have to present on material with little notice, but in my experience, that only happens when you're a SME on the topic anyway.\n\nLectures should be purposeful and more than just an overview of the book. Lectures should help push me passed the material to think critically about what I read. This is a skill that can be developed more for students first year.\n\nNeeds to be a purpose to first year. I felt like we read books with a variety of themes and messages and they were not connected throughout the quarters. Nothing was built upon.\n\nMore critical and thoughtful feedback needs to be given on assignments. Especially first year when most of us are getting back into writing papers. I need to know how to make my writing stronger.\n\nMore guest speakers who are SMEs on the topics we're going over in class.","I enjoyed the lectures, they provided a summary of the reading and then went to real world application and examples of that.\n\nI appreciated the direction provided on assignments and the availability of faculty.\n\nI enjoyed the research project; going through from beginning to end increased my understanding of group work, critical thinking, data analysis, etc.\n\nThe assignments seemed to be more thoughtful/purposeful. I understood why I was being asked to complete certain work and how this might help me as a public administrator.\n\nI appreciated the investment and knowledge faculty brought to topics. They always provided an interesting perspective to questions that were asked.\n\nI enjoyed most of the readings and appreciated the supplemental articles that were provided.\n\nI appreciated that if the whole book wasn't necessary, faculty didn't make us buy the whole book. They gave us the portion that was relevant.\n\nLetting me choose the group I wanted to work with. I appreciate that in the real world, I won't be able to pick my group. Still, for the research project, we're spending a tremendous amount of time with people. In addition to work and our family responsibilities, I did not need the added stress of taking on extra work because my teammates weren't getting along or pulling their weight.","Maybe because it didn't get off to a good start for me first year, but I never enjoyed doing seminar.\n\nContinuity from first year. \n\n(this could apply to first year as well) Add in some topics like budgeting (I think everyone should take public policy), data analysis (more time should be spent on in CORE).\n\n(This also could apply to first year) People should not be given special treatment. If they don't complete assignments per the requirements, they should not be moved forward. It devalues the degree when people are allowed to just slide on by.\n\nI think class time/assignments during Capstone could be utilized better. Maybe this would be a good place to add in topics critical to public administration that the cohort hasn't been exposed to yet.","This class was amazing. I enjoyed the guest speakers, the material, the practice of reading a bill and writing fiscal notes. I enjoyed the group project too. This class is the reason I am interested in policy in my work now. Prior to this course, I steered clear of it.","I have no feedback for improvements. ","Loved this class! I appreciated the flexibility of the instructor and how he simplified difficult material. I liked the use of class time; we spent a lot of time going over exercises together. I appreciated the instructor using relevant portions of the book and not making us read stuff that wouldn't be beneficial to our learning. I was proud of myself for being able to complete the final on my own. I also appreciate how lighthearted the faculty was. It made the learning environment more comfortable.\n\nI liked being able to work through exercises together. Thank you for using the computer lab rooms.","I'm not sure what to add. The class was difficult but I think that is just because R is so challenging to understand until you just practice, practice, practice and then one day the light bulb goes off.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I appreciate you (whoever you is) for genuinely working to improve things that aren't working to make the program better. It might not have been as strong for me (I may not benefit from the changes) but I feel better knowing those who come after me will receive the complete instruction they deserve.","Policy, ARM, Project Management, Public Law, Developing Mediation Skills"]
["2019/05/16 11:14:20 AM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer","Prefer",null,null,null,null,"Like it","It‚Äôs 2019 and we have the technology we need to do this well. The workforce is using e-meeting formats and we could all use more training on how to do this well and effectively. What does the research say about how to conduct e-meetings vs in-person? Let‚Äôs understand that and apply it! ","Neutral","Prefer","Do not prefer","Do not prefer","Do not prefer","Neutral","Neutral","The first quarter context of public Administration was the only real valuable thing i got. ","Everything else, including all of the assignments The was validation that my work experience has trained me well. It was disappointing to go into debt to only get assignment feedback of ‚Äúgood job‚Äù\n\nAll new faculty was a disaster. We were told we should not expect consistency from what previous cohorts received. That was so insulting. \n\nAlso, the systems thinking winded lesson was offensive. What the hell was I supposed to learn from that? And then after we complained we received a gaslighting email telling us how the night went from the faculty perspective. \n\nStop telling me my experience wasn‚Äôt valid. How is that considered aligned with evergreen MPA values? ","Preparing over the summer with my group was really helpful. Coursework in quarters 1&2 were aligned with the project work we were doing. The process of research is immediately applicable in my current work. I know I have grown professionally from this project. ","Capstone quarter seems like an afterthought. I feel like much of this content should have been in first year core. It‚Äôs not supplemental to the capstone work I‚Äôm doing, and instead is just added work that is distracting. \n\nAdditionally, there is not consistent  expectations from faculty for students. This is so challenging because it was not communicated explicitly before the program started that we should not expect all core staff to have the Sam standard. This was the case for both years of core. I think normalizing expectations for faculty could be beneficial for students. \n\nIt‚Äôs also very concerning that we all will graduate with the same degree but we‚Äôre not held to the same standard. It does a disservice to our profession and to the evergreen MPA program. ","This course was well organized and the content was relevant. The opportunities for practical application of doing bill analyses and policy proposals was so helpful. Exposure to practitioners in the field doing different types of policy jobs was encouraging and gave me perspective for what types of jobs I want to apply for. ","I can‚Äôt think of anything that didn‚Äôt work other than This course could have been 6 credits and part of core. For people not in the policy track, they missed son very critical MPA content and I am disappointed for them. Core did not cover bill analysis or policy development well at all and not having that in an MPA course is unacceptable. ","Instructor flexibility and willingness to let us work in groups. ","Lack of structure. Assumptions were made by the instructor that we had exposure and understanding of R. So I was already behind the curve and had to do a lot of online searching to learn the platform. Adding statistical analysis on top of that made it so hard. The readings were about how to use R, I‚Äôm not sure how this really taught me advanced research methods? It taught me one method, poorly. So much of the course was about us finding YouTube videos to teach ourselves. I hate that I paid for someone to tell students to google for information when that should be what I‚Äôm learning from readings or the instructor. The TA was unresponsive and unhelpful. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"When communicating about program expectations, perhaps in the orientation, be much more clear about what is and is not going to happen. I had so many expectations that when I communicated them to faculty and leadership I was told they were unrealistic or that leadership had no ability to influence faculty. When hiring faculty It should not be assumed that someone with work experience or a PhD has the ability to translate that in to meaningful instruction. There were so many missed opportunities to really teach content in structured ways rather than through workshops and assignments to ‚Äúfigure it out‚Äù. That IS how it is done in the workplace, so the classroom and assignments  should give us the chance to be more thoughtful and  intentional for how we accomplish the work. \n\nAlso, please consider becoming trauma informed. I experienced so much anxiety because of what happened in first year core, that I had to increase medications. The lack of structure, communication, and recognition of different learning styles was overwhelming. As an introvert, getting thrown into workshops to keep us busy and kill time was not a chance to learn and instead was stressful and unproductive. We know that agendas and communication of expectations can help people feel comfortable and increase learning. Let‚Äôs do that! \n\nLastly, the gaslighting emails that were sent after class to try to get students to think they had a different experience than was had was so upsetting to me, as someone who has experienced extreme patriarchal trauma, I could not be comfortable in class and could not get past the anxiety I was feeling. It is not okay to tell me my experience wasn‚Äôt valid and to try to reprogram my thinking to what faculty wanted me to have experienced. Faculty need to honor feedback and make changes accordingly. ","The electives are what was valuable and where the best learning happened for me. If I had not had extremely valuable and applicable  electives I would have dropped out and transferred to an online program. \n\n I suggested first year that core faculty should audit elective courses to see the difference in what we experienced. The electives have it right, core needs to be reorganized and restructured to deliver the same value as the electives. My feeling about core was that it was about seat-time and busy work more than it was about quality instruction. \n\nThank you for asking for feedback. I hope it is really used to make meaningful and thoughtful change. I gave so much feedback last year through surveys and in-person meetings with faculty and leadership and nothing changed and I was placated to and my concerns were minimized and explained away through arbitrary operational excuses. Nothing in my experience gives me confidence that evergreen values student feedback. The irony of this for the MPA content and evergreen as an institution is not lost on me. "]
["2019/05/16 7:37:06 PM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Prefer","No preference","Do not prefer","No preference","No preference","Neutral","I've taken hybrid classes  in the past and have found that I prefer being in the classroom. They do have their place, but they're not my preference.","Prefer","Neutral","Neutral","Neutral","Do not prefer","Do not prefer","Do not prefer","The cohort structure, when classes are offered (Thursday nights), assignments where we worked on real-world application of our skills, panels with current practitioners, workshops where we were given a problem solve are what worked for me. I appreciated learning the context of public administration and have the opportunity to work with a variety of my classmates.  ","I didn't think that Public Policy, Budgeting, and Finance in Spring worked at all. I had taken Foundations of Public Policy the previous quarter and it seemed like a \"lite\" version of that - we even read two of the same books! There wasn't enough content on budgeting or public finance. The Shoup book on finance was terrible. It was dense, dry, and seemed like it was written for other experts in public finance rather than students. The budgeting book was fabulous, I wish we had more time with that. The entire quarter seemed like a missed opportunity, especially since we spent so much time on seminar, group work, and teach backs (where we played far too much Kahoot). I also felt like we were not given enough context to our assignments the whole year. For example, we never talked about why we would do an organizational analysis or when we would do it. It was very frustrating. ","Doing a practical research project and learning how to go through the IRB process was good. I liked being able to design and implement my own research project. I also enjoyed doing the critical book review and the Bring Your Own Book assignment (although not giving a recorded talk). ","Although I enjoyed the research project, I would have liked to have spent more time doing a deeper dive on topics the we covered the previous year, for example budgeting, strategic planning, and performance management. I also got very tired of having to do group work all the time, so more time for individual assignments would be good. It also seemed like all the policy memos were just busy work at times. ","Foundations of Public Policy with Amy Gould was amazing! I learned so much about reading bills, writing policy briefs and analyses, and the differences in types of \"big P\" policy and \"little P\" policy. I really loved having the different guest speakers. I applied and just interviewed (literally just got home) for a position with one of the organizations that came in to class and I never would ave known about careers I that area if it had not been for that class. ","I felt like having only one opportunity to take Foundations of Public Policy and ARM didn't work. I missed out on several electives that I would have really like to have taken to help my career (like strategic planning) because I could only take those courses during a specific quarter. ","I also liked taking ARM with Lucky. My office uses R, so it was really helpful to learn that in ARM and be able to apply it to my job immediately. It was helpful to have taken ARM before the second quarter of ATPS, I really felt like my group had a leg up because we had taken ARM and knew what we wanted to do with our data.  ","Like FPP, I felt like being limited to taking this course in a specific quarter meant that I missed out on taking other electives that I had really wanted to take. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I was really dissatisfied with the elective options this year. The only course I actually wanted to take was Public Health Policy. Otherwise there really wasn't much that interested me. I had really hoped to take classes that were offered in the past like education, housing, and transportation policy. Not having education policy was particularly disappointing since I originally wanted to get my MPA to get into education policy and I feel really let down that it wasn't offered in the last 2 years.  ","I loved all of my electives! I took Science Policy, Public Health Policy, Project Management, and Be a Leader Others Want to Follow. I thought that Public Health Policy was particularly helpful, especially since John and Paj covered authorizing environments and other fundamentals of policy. "]
["2019/05/23 9:02:16 AM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer","Prefer",null,"Prefer",null,null,"Like it",null,"Prefer"]
["2019/05/23 1:42:35 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Do not prefer","No preference","Prefer","Do not prefer","Do not prefer","Don't like it","I value face to face time with my professors and classmates above just about everything else.","Neutral","Prefer","Do not prefer","Do not prefer","Do not prefer","Prefer","Do not prefer","I have gotten a fantastic introduction to the big picture of public administration and the philosophy of public service. First year core has helped me to better understand the way things work at my job and has inspired me to work towards larger goals professionally.\n\nI have found the subject matter of the first quarter and the third quarter to be the most relevant, overall. The second quarter seemed a bit directionless.\n\nAssignments that I have thought were worthwhile have been the policy memos and the organizational analysis. I'm learning a lot from the current budget analysis assignment, but I'm not sure it needed to be such a large assignment...","So far: I feel as if our coverage of diversity, equity, and cultural competency was too brief. It was one 1.5 hr lecture and a seminar that never happened, because it was replaced by an MPA candidate interview. \n\nThough I understand a lot more about budgets, I still don't know HOW to budget and, as far as I can tell, there is no longer a budgeting elective.\n\nFor me personally, I have gotten a lot out of the assignments themselves and not nearly as much out of the readings. The readings take up a lot of my TIME. The assignments, though also time consuming, engage my brain and force me to go look up and read the things that really matter and apply them. It's hard to know what you don't know, and reading a body of work is a good way to remedy that, so I am not trying to devalue the readings.  I'm just trying to provide my perspective as someone who works full time (and spends almost all of their free time doing MPA homework!).",null,null,"It was ALL really useful. I learned a lot about Washington's legislative process. I'm a lot more comfortable reading and tracking bills. I learned some good hard skills in writing policy memos. I think this course was a success.","I did not learn to write a bill analysis. I would have REALLY liked to have come away with that skill.","Not much, unfortunately. There was nothing wrong with the teacher or the class curriculum, but the expectations of the class and the preparation of the student body were incongruous (please see my next answer).\n\nI, personally, did learn R programming and still use it. This was a good class for me, but I have to base my answer on what I saw in the class overall.","My class had two types of students in it. The first group was people who actually remembered statistics and were prepared to learn R programming. The second group was people who did not actually remember statistics, needed a large amount of remediation to make it through the class, and were not prepared to learn R.\n\nThe result of this dynamic is that a bunch of people who needed to know more about stats had to struggle through learning a program language that they had no use for, and the other people who wanted to learn more advanced statistics and how to use R had to move at a MUCH slower pace because of the other students. No one really got out of this what they wanted, as far as I could tell.\n\nI would recommend separating these two topics. The requirement for the stats pre-req is way too loose. You should require students to take an MPA statistics course as part of the program. This class should NOT teach R programming. There should then be a separate elective that teaches R, or Stata, or SAS, or Python,  etc.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I hear a lot of complaints in class from my classmates about assignments in core not being clear enough or not being useful. I just want to say that I vehemently disagree with these complaints. I think that assignments are abundantly clear as spelled out in the syllabus. I really don't understand what world they are coming from where they have been told exactly, TO THE LETTER, what they are supposed to produce. It is obvious to me that any areas of ambiguity in the assignments leave room for exercising judgement and creativity. I also have learned a lot of practical skills from working through most of the assignments. I just wanted to express some support in that regard.","As I stated in a previous answer, I was really hoping to take a budgeting elective (or \"Public Finance,\" is that what it was called?) this coming year, but I don't see one being offered anymore. Seems like kind of a big loss."]
["2019/05/23 2:38:38 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer","Prefer","Prefer","Prefer",null,null,"Like it","the best option for me!!","Neutral","Prefer","Do not prefer","Prefer",null,"Prefer","Do not prefer",null,"Scheduling our Saturday class after classes started and then requiring students to make up the work (3 weeks before the end of the quarter), by writing 7 pages, because the Saturday class overlapped with half the cohort's electives..... Too much make up work, faculty did not take responsibility for their error in scheduling, and no time to plan for the extra assignment. Very unprofessional.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Eric Trevan does not provide feedback on assignments, even after being asked. He says that showing how we meet the requirements of an assignment is the same as feedback. It's not."]
["2019/05/24 6:07:02 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"No preference","Do not prefer","Prefer","Do not prefer","Prefer","Prefer","Do not prefer","Do not prefer","Neutral","I do not have a preference either way.","Neutral","Prefer","Do not prefer","Prefer","Prefer","Prefer","Prefer","Having seminar first and lecture last. Decision Memo exercises, field journals. ","We spent entirely too much time on the origins of Public Administration. I would have much preferred less time on the history and more on the application. I think the first year core focused too much on nonprofit and not enough on public policy and analyzing bills. Did not enjoy the pre-selected groups. ",null,null,null,null,"F.A.M.E.- An alternative to ARM. A new concept of approaching research and data collection.","FAME should not have been a two-weekend class. In my opinion, it would have been far more beneficial as an every-other-Saturday class. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"When talking about policy, it would be great to get a legislator in who sponsored or opposed a bill. If Saturday classes are a requirement for core, that should be an opportunity to bring together first and second year cores. ","There are components of second year research papers that require data collection and information"]
["2019/05/26 12:31:26 PM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Don't like it","One of the best aspects of this program is the sense of community I feel with my classmates. In an online class, even when there is some in-person meetings, you do not get that same sense of community.","Prefer","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","My key takeaway from First Year Core was the importance of public service and how much I should value my role in it. We had several valuable conversations about meeting people where they are, why two-way communication with constituents is vital, the importance of government transparency, and more. I really enjoyed most of the readings from First Year Core and felt they were applicable and essential to my learning.","I truthfully feel as though my cohort had a lot of missed opportunity with First Year Core. I really enjoyed most of the content we studied, but having three brand new faculty members was pretty tough. As a student, it felt like the courses were consistently being pulled in three different directions and, despite the faculty's efforts, it felt like we were on three different ships instead of one single one. I lost faith and trust in the faculty when we consistently asked them to do better for us -- better feedback, more advanced notice of assignments and the criteria for assignments, different structure for presentations, etc. They would not adapt for us. When we lost the best faculty member in the middle of Winter quarter (Amy Leneker), we were devastated as a cohort. We wanted to talk about it and how we would move forward. The two remaining faculty handled the situation unprofessionally, saying Amy left because she \"didn't like them.\" I felt consistently disappointed by those two faculty who desperately needed training and professional development. In addition, we spent an entire quarter on finance and budgeting, but I felt it was missing a lot of important learning. I think it takes a delicate balance of theory and practical application for adult learners to truly grasp the concept, and that quarter had very little practical application. I was really hoping for more. The cohort structure was OK. I wish we could rotate seminars more frequently, or at least, not be placed in the same professor's seminar quarter after quarter. On one of our Saturday classes, we did a full-day \"leadership symposium\" that I really struggled with. I felt like I didn't learn much about leadership; maybe a different name for the day would have made more sense. ","Despite our struggles, I did enjoy the research project. It made my team and I really close, and I now will have them as good friends for life. However, I don't really understand how a two-quarter research project will help me in my career as a public service manager. ","Second Year Core has been tough for me. For the most part, the assignments and readings have felt disconnected from each other and like busy work. The majority of the individual assignments we have had to do have felt random and not useful. For the two-quarter research project, I really like how close it brought me to the two people in my research team, but the downside of this is it means we didn't really have an opportunity to get close to anyone else. And for the people whose groups didn't get along well, those two quarters were really painful and often left them feeling completely alone and outside of the cohort. Another key sticking point for me has been the inconsistency in expectations across the different members of the faculty. If expectations are set a certain way, then they should be clearly articulated before the completion of the assignment. Students whose behavior is outside professional expectations should not be allowed to come to class. The amount of time I have been completely distracted from my learning during class over the past two years due to two people in particular is absolutely frustrating. I know I need to take some of the ownership for this, but faculty need to feel empowered to speak with these students and work on an action plan to correct the behavior. This has been a major disappointment for me and I'm very disappointed that students who did not put effort into the work will be graduating alongside me in three weeks.","First of all, Amy Gould is the only person who should be teaching this course. She is amazing! I loved the policy analysis assignment and the structure of the course. I thought it was really wise of her to include an assignment where we had to create a website, and having us present our final assignments using GoToMeeting. I felt like the overview of Washington's government was really helpful for those who didn't understand the way the Legislature works. ","N/A","This class was confusing for me. I truthfully don't have many good things to say about it.","I don't even know how to explain it, but the class didn't work for me. The faculty's teaching felt all over the place, the content was too broad and difficult to teach in one quarter, and I don't really have anything I can take with me and apply in the workplace. So, I guess one key takeaway is the content is too much for one quarter.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"The type of feedback I receive on assignments varies greatly from faculty member to faculty member. Some grade on content, some on structure, and some on both. Faculty should be taught how to give effective, constructive feedback. Receiving a \"Great job\" on every assignment with the only note being to reduce the font size of my headings is not helpful to me. On the flip side, receiving paragraphs of text about everything I did wrong is also not very helpful. I think Second Year Core needs restructuring to ensure the assignments are useful, and no Core class should be taught by all brand new faculty. That was a major mistake and I hope it doesn't harm the program's credibility.","Foundations of Public Policy was essential to my overall MPA -- partly because I finally got to have a class taught by Amy Gould, and partly because the content was so engaging and helpful to my career. Other essential learnings have been about the importance and value of public service as well as leadership skills I can take away with me. "]
["2019/05/28 4:52:34 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Prefer","Prefer","Prefer","Prefer","No preference","Do not prefer","No preference","Neutral","If this was a scale, I would go less than neutral, but not all the way to don't like it. I learn well with in-class time. There is already so much that needs to be done independently.","Prefer","Neutral","Neutral","Neutral","Neutral","Do not prefer","Do not prefer","I like working with people. It aligns with real life. I think the policy work of spring quarter was really interesting because it relates to the area of PA that interests me. Seeing formal strategies for policy creation is something I will take with me. I like the 1 day a week schedule.","Thursday nights were tough in Winter - this is the day that the legislature has a plan for the following week, so my agency does their planning that evening. Next year during the long session will extend this well into Spring quarter.\n\n","blank","blank",null,null,null,"I wish it was offered more than once during the year. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Project Management. This is something that many public administrators will need to do, and is one thing I would like my staff to be able to do well."]
["2019/05/29 1:24:42 AM MDT",2017,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Don't like it","Part of the program is making connections. With limited class time, being in class only 5 times a quarter would hinder the development. I think the program/elective would have to be created with strong intent for this to be successful. ","Prefer","Prefer","Neutral","Neutral","Do not prefer","Do not prefer","Do not prefer","I think the readings worked first year, as well as an idea of what public administration was. My experience was very disappointing and I am sorry I don't have more to offer.  I especially liked the work of Kahneman in Thinking Fast and Slow. I wished the program had had a stronger concentration in decision making and analytical practices","It seemed like there was no strategy between lessons and that the exercises were poorly designed and implemented with no preparation. I didn't find the teachers enthusiastic about the lessons and I felt that they would be better off at a larger university where they were supported by a team of grad students who taught their lessons. For example, when we learned about systems theory, rather than applying it an organizational assessment, we instead had to link Windex to poverty. This was supported by a rudimentary powerpoint and no additional materials. Additionally, all of spring quarter was a wash. Every class session students were given an hour to teach the class fiscal policy (outweighing teach based content quite heavily). Each class essentially devolved into an hour kahoot jeopardy game, wasting the equivalent of 2.5 classes by the end of the year. It just seemed like the faculty didn't know enough about the Washington State Legislature, an idea of what is relevant to know as a practitioners, and how general ideas can be applied across the non-profit and public administration division.    ","Second year did a fantastic job of linking theory and practices. The work shops were thorough and presented at a graduate level of learning, supported by practical application and examples of application, and further supported by workshops. Each week built off of each other, showing how the application of techniques can build a larger research paper. The skills that I took the most have been data analysis and research methodology.  ","I didn't think there was enough technical skills presented around statistical analysis in second quarter. I would have liked more classes outside of ARM and Feminist Research Methodologies. There were the few rudimentary and not the best designed excel workshops to assist in the performing of data analysis. I would have liked there to been other tools incorporated for analysis, such as tableau.  Core classes in the third quarter could be improved as well. I think there should be a greater emphasis on reflection and journaling in the actives. The two assignments were ok, but didn't seem appropriate as a summative experience.  ","The teachers worked well. The program is successful when the teachers are enthusiastic about the material they are teaching. I took the program with Amy Gould. She did an excellent job incorporating theory, practice, templates, and professional discussion. After taking this program, I actually shared one of the bill analysis templates with a co-worker to help them facilitate a last minute approach to analysis. This class taught me the importance of ensuring that the problem was identified and that 70% of the analysis should be spent ensuring that understanding is established.  ","I think the frequency of class could have been more. Like ARM, for the required concentrations, I think a weekly class could support the learning of material. ","For ARM, I appreciated the repetitive approach to learning, grounded in an emphasis of common speak. The class did a good job of introducing the ideas of linear regression, and how to evaluate and create linear models. This class helped me to understand a regression output, and to be able to read a P and R-Value. It helped me move beyond the a little bit of knowledge is a dangerous thing, to being more in control of my statistical analysis.  ","The data sets use din the program could have been more professional. They included examples such as selling a car or making wine. It would have been more beneficial to work with datasets that were more applicable to state and non-profit agencies. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I believe there needs to be a greater emphasis on program administration. This includes creating and managing evaluative metrics, creating program dashboards, and using dashboards to prioritize decision making. The only lessons that comes to mind involving program administration was the creation of logic models to provide a foundation for metrics. I think much of 2nd year could be moved to first year, and packaged in a different way. I think a major assignment of first year core should address writing to persuade, such as through the completion of having to submit a decision package or grant request. Using targeted writing around this type of activity would help to develop skills in generating a research statement, an interview plan to gather organizational staff feedback, collecting data, data analysis through benchmarking, a cost benefit analysis, budgeting, and technical writing.\n\nI think Core should attempt to bring in as many recognized industry techniques as possible. So in future interviews, though I may not be a business analyst, project manager, change manger, risk manager, I can still speak to things I have done and can state, though I am not an expert, I am familiar with the BABOK, or PMBOK, or PROSCI, or ADKAR, or COSO, etc. and can provide technical examples of implementation. Performing a program Gap Analysis could help with these materials. \n\nI think that the program should also consider creating two to four credit standing  contracts that are geared towards improving the administration at Evergreen. For example, this past weekend I learned about the difficult of establishing greater visibility to budgetary documents. An easy contract would be to work on establishing a dashboard in Microsoft BI to make this information more visible. For students who are not yet established in the work force this would provide educational goals, real life experience, while also mitigating some of the lack of resources that are present at the college. \n\nAs someone who did my undergrad at Evergreen I appreciate the Evergreen way. However, I think there needs to be some common landmarks that are addressed each year. Key exercises that are always the same, such as how to create a budget, perform a policy analysis, present a thorough presentation. Faculty should have the freedom to design supporting exercises while ensuring that key exercises are taught each year in the same way. The exercise should be taught with the same intent and the works used should be the same. \n\nI think a weekend design intensive would be an excellent addition to the program. Over a weekend, the college should bring in non-profits, state agencies, representatives,  local businesses and other organizations to problem solve. Thinking coding challenge where from 8 to 8 first year and second year students are divided into teams, these teams are then assigned to a non-profit, etc. where a problem is explored, data is gathered, and a solution is presented. ","I really got a lot of ARM and Feminist Research Methodologies. There should be a greater opportunity to take classes geared towards analysis and analytic methods. "]
["2019/05/30 8:30:44 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer",null,"Prefer",null,null,null,"Like it","reduce class time by half, increase assignment load out of class","Prefer","Prefer","Do not prefer",null,"Do not prefer",null,"Do not prefer",null,"saturdays, too much group work",null,null,null,null,"subject matter was good, profesor was great, in class work was good","challenging, but worthwhile",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"less group work","could do more individual writing and research"]
["2019/05/30 10:17:48 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Don't like it","Quality learning comes from group dynamics","Neutral","Prefer","Do not prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","The practical application of material was helpful. Opportunities for self-guided study and following interests was good. Learning how to write a memo was also helpful, but could've been continued into the second and third quarter. ","We spent way too much time answering questions that were either on the syllabus or already answered. Faculty need to be comfortable saying \"figure it out\" to students who are uncomfortable with uncertainty. Uncertainty forces you to think for yourself. We spent a ton of time going over things for certain students who weren't comfortable just doing something and making it work as part of the learning process. The material sometimes didn't feel sequentially ordered and the Guy and Eli textbook was not very helpful. Class time did not feel like it was used wisely on many occasions, with extended repetition and unclear objectives. ",null,null,"This class was great. The hands-on application of theory to the policy process in Washington was excellent. The course had a great balance of discussion, application, and lecture. ","More time could've been utilized out of class to watch videos instead of using up class time for it. ","I love data analysis so I am probably biased here. Learning R has already improved my career and was an excellent use of time. Basic data literacy is key. I thought the material was well presented. The textbooks were a great reference. ","Sometimes the logical progression of topics was disrupted by jumping around. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"ILC's have been a great supplement to the core curriculum. "]
["2019/05/30 10:22:17 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Prefer","Do not prefer","Prefer","Prefer","Do not prefer","Do not prefer","Like it","Shorter class time 6-9pm / 1 hour online","Prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Do not prefer","assignments/seminar","anything after 9:30; when readings didn't align with the lecture",null,null,"Variety of topics covered and outside speakers, videos, readings, some lectures powerful. PowerPoints were all nicely done.","Seemed disorganized at times, lectures were not always compelling,  the flow of the evening seemed disjointed and difficult to follow, may have been my newness and over analyzing trying to figure it all out. The syllabus was poorly laid out. I like 2nd year's. Use that as a template. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"dig a little deeper on non prof/ native american/DEI, just touched on these topics","I want to gain a visionary big picture attitude so I can have conversations with Executive Leadership and join the ranks of those running organizations."]
["2019/05/30 10:24:39 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Do not prefer","Prefer","Prefer","Do not prefer","Do not prefer","Like it",null,"Neutral","Prefer","Do not prefer","Do not prefer","Prefer","Prefer","Neutral","I enjoyed the panel that we had in winter quarter with women who are Directors and the Supreme Court Justice. This added real life view points and expertise into our course.\nI also enjoyed going to the Capitol Campus and talking with Senator McCoy. I was able to ask questions about what being a public administration and some of the challenges that it entails. \nSome of the helpful assignments were decision memos, policy briefings, and presenting in front of the class.","What didn't work was the lack of clarity on assignments like education communication plan. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I would like to have more viewpoints from people that are public administrators. The women in public service panel in winter quarter was really eye opening. The panel answered questions about their jobs, and family that we may have to experience one day. In addition, we need to focus more on diversity in public administration. Having one class dedicated to diversity was not enough. I wish there was more of an effort to help the cohort understand that we as public administrators can help improve diversity through varies way in public administration.  "]
["2019/05/30 10:28:04 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer",null,"Prefer","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Don't like it","Face to face learning builds community, critical thinking and is less about busy work","Prefer","Neutral","Do not prefer","Do not prefer","Do not prefer","Prefer","Do not prefer","Fall quarter was strong. There was a demanding but balanced level of coursework, the feedback was thorough, the readings engaging and interesting. I noticed a shift away from the foundation/theory of public administration in the winter, and assignments felt less clear. Too little work was assigned for Spring - the assignments were sporadic and I felt like I didn't get to practice some of the practical elements of administration and research. For example, policy memos require developing a theme, thesis, testing your thesis with research, making a recommendation and summarizing the info in an interesting way. I would encourage more assignments like this for first year core - maybe balancing them in different ways for different tracks. Nonprofit folk could focus on gaps in knowledge. ","I wish we had more collaborative projects throughout the quarter. Workshops are great opportunities to work together, but smaller group assignments assigned at a faster pace would be so helpful in building community. I also felt like it would be helpful to have lecture topics that carry over from week to week and build on a larger body of knowledge. Again, I felt like we only got the rough highlights of the foundation of theory, but it was by far the most powerful tool in understanding the basis for policy decision and org structure. ",null,null,"I've not taken this course yet - am troubled that it's required yet only offered once a year. ",null,"I took FAME this quarter and it was AWESOME. I would love to take ARM as well. Calli pushed us, assigned a lot of reading and at home work, and pushed us during class time and it totally paid off. I learned many key pieces of knowledge about gathering and processing qualitative data, but also about how to manage a classroom. Her pedagogy was inspiring and impressive - relaxed and yet somehow rigorous. ","This class should have been weekly for sure. The assigned quizzes helped keep the momentum going throughout the quarter, but having it weekly would have been so helpful in tackling the material and retaining knowledge. ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"I am not in the nonprofit concentration, but the folks in that focus were definitely under-represented in our assignments, lectures and readings. I feel like it would be possible to assign readings for both groups with guided questions to help them suck the marrow out of the material. Same for assignments - Calli assigned different tasks in FAME based on our experience level and it was easy and fluid to address both audiences. I'd love to see this level of consideration in core. I felt the frustration of my fellow students. \nI was also frustrated by the negative talk in our program. As an adult graduate student with a full time career and all of the obligations that come with one's life, studying at this level is both a privilege and a sacrifice. I often felt like our faculty had negative things to say about the school, about our cohort. There was a lot of condescending speech about complaining, whining, etc. It devalued the program for me. I want to be proud of where I'm going to school and of the choices I've made.  ","My electives have been incredible. The community building aspect is a big take-away - where I met the other students in the program! I really enjoyed FAME, but Grace O'Connor's public law class was such an enjoyable and valuable experience that I would suggest making it a requirement. "]
["2019/06/03 2:31:23 PM MDT",2018,"Public Policy",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","No preference","Do not prefer","Like it","It would be much more time flexible","Neutral","Prefer","Neutral","Prefer","Do not prefer","Neutral;Do not prefer","Do not prefer","workshops, presentations by people working in public service","Long info dump lectures that move at breakneck speed ","Have not taken yet","Have not taken yet","Have not taken","Have not taken","Have not taken","Have not taken",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Instead of having ARM as a separate elective and limited access as spots fill up, having it be a part of core to be applied when doing papers."]
["2019/05/23 10:39:10 AM MDT",2018,"Tribal Governance",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Prefer","Prefer","Prefer","Prefer","Prefer","Do not prefer","Do not prefer","Like it","NA","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Prefer","Prefer","Do not prefer","I liked seminar.","NA","Cannot recall","Cannot recall","NA","NA","More elective options.  I would have liked more technical courses such as project management, facilitation, etc.","NA"]
["2019/05/26 10:26:19 PM MDT",2018,"Tribal Governance",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer",null,null,"Prefer",null,null,null,null,"Like it","I felt the face to online time was well balanced for what needs to happen.",null,null,null,null,"Prefer",null,"Prefer","I have struggled.  I am severely hard of hearing and the pace is a bit incongruous with the needs of deaf/hoh persons processing.  once words are read from CART server, it takes a bit of time to process the meaning of it all and the pace does not allow that.  scrolling thru 65 pgs to find a single reference is not a good use of time and is often the only choice in recovering vital information.","I found that having no foundation of the career, I was 'lost' most of the time.  sometimes it took days to process and understand other times it took months to grasp a concept. (SWOT was one that took months)","see previous answers.","see previous answers","see previous answers","see previous answers","over all, it has been well worth the stress...I think...and hope the summer break doesn't set me back too far.","understanding how tribal government works, how the US government established various programs and understanding what the wording actually means is a huge plus for me!\nI have learned what I am not suited for as well which is a good thing!"]
["2019/06/07 9:26:03 AM MDT",2019,"Tribal Governance",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer",null,null,null,null,null,null,null,"Don't like it","Native Americans gain more from in person interaction.",null,null,"Prefer",null,null,null,null,"Amy Gould's quality class guidance and mentoring greatly helped. ","Hinting on the expectations for the coursework to the cohort.","Can't think of much that worked from my observation.","Non-Native perspective and writing used for the class, also non-native guest speakers. ","Can't think of much. ","Lack of specific education information and instruction, also inclusion to diverse tribal ideas and ways of carrying intergovernmental relations out. ","Instruction from Amy Gould was great, through providing materials that expand the opportunity to learn more. Especially in her last spring quarter class with us.","Public Health would of been great to take, I can not take this in the Tribal Governance program."]
["2019/06/07 12:09:26 PM MDT",2018,"Tribal Governance",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer",null,null,"Like it","While I like Olympia, I do not like missing work 15 times a year, so at a minimum, a no-FRI would be ideal for me.  Plus, I have a 6 hour commute each way, and put on 8,000 miles a year just for class.",null,null,null,null,null,"Prefer",null,"Overall, I thought the curriculum was outstanding.  Miriam Jorgensen is about as big an academic heavyweight as one can recruit, so the cohort was very fortunate.  The guest speakers were substantive as well, Gary Davis being a big deal.  So, just keep up the good work I guess!  ","The schedule was tough, eliminating FRI meetings would benefit everyone who has a job.  15 meetings over a course of an academic year is 120 leave hours for most, and not everyone has flexible leave policies at their work place.  Some of the student are big belly achers, but that is just human nature; always people like that anywhere one goes.  ","Miriam was heavily involved in the Harvard Economic Development project, if she did return to teach, emphasis on this would be helpful.  ","The discussion on race opened a big can of worms and put everyone in a bad mood and I thought brought the worst out of everyone.  I was questioning my presence in this program after this discussion; it felt like a big drama bomb, and my peer who was visiting was somewhat scared away from applying in 2020.","Good content and guest speakers.  ","Overall, was good, no real gripes.","Not particularly.  ","Honing presentation skills, and speaking skills, are essential to success in Public Administration.  This is an underlying element of each course, but something intensive that really emphasizes this topic would be great.  The existing course schedule for public speaking is not convenient for those with jobs or are not living near Olympia I don't think.  "]
["2019/06/07 5:12:00 PM MDT",2018,"Tribal Governance",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Prefer",null,null,"No preference",null,"Like it","I do better with people in the moment.",null,null,null,null,"Prefer",null,null,"coming in fully ignorant in subject matter, I found it so fast paced and challenging to keep up.  I found most of my cohort was already working in some form of PA and much more able to grasp the concepts more rapidly.  many of the cohort were a great help to me understanding in the moment.","long distance, short term projects were the least functional.  a good experience but distance is a disrupt-er and other peoples schedules make/made it hard to achieve well.  That being said, the practice of adapting to these issues was beneficial.  the use of the internet and the wide range of softwares was good.","did not take this course",null,"same as above","same as above",null,"I would like to know Grant writting, fundraising, and HR management."]
["2019/06/12 2:11:29 PM MDT",2018,"Tribal Governance",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Do not prefer","Do not prefer","Do not prefer","Prefer","Prefer","Do not prefer","Do not prefer","Do not prefer","Neutral","never had a hybrid class yet","Do not prefer","Do not prefer","Do not prefer","Do not prefer","Prefer","Do not prefer","Do not prefer","classes were scheduled and detailed with objectives and ska's. ","make-up work. maybe a set guideline or suggestions. ","The subject matter was great. The speaker form Tohon o'odam was awesome. ","one of the students posted a picture that was racial and did not seem to fit the assignment of Tribal Sovereignty but that of Slavery and the US Government. ","Intergovernmental relations connected a lot of dots between tribes and other entities. ","there was multiple papers dues and don't think that was fair because of the due dates and that some of the readings were not available before class. ","there are different teaching styles but scheduling should be a priority. ","Tribal law & justice, Indian Law is only offered during the week. Could that be offered online or the weekend intensive?"]