Through the years, the Public Affairs Program has developed a comprehensive approach to assess how much its services help students:
Measuring excellence for these three goals is a very tricky business for a variety of reasons. First, reliable and accurate data for specific learning outcomes that measure the kind of complex thought and action processes implicit in these goals do not exist. Second, even if they were available, no comparative database exists that permit even tentative findings on whether students who participate in public affairs programs learn at the highest levels. Third, assessment seeks to determine value added, which runs smack into the obvious problem of "talent in-talent out." The caliber of students who come to Syracuse University and the caliber of students who choose to learn from the Public Affairs Program play a considerable role in the ultimate achievement of the students.
These inherent complexities require thoughtful assessment procedures. By far the most critical feature of our assessment is contained in the idea that the student must be treated as a client. By staying close to our students, we have created a rigorous feedback system that serves the purposes of assessment on a just-in-time basis. We stay close in three ways:
Multiple opportunities also exist for our student-clients to provide us with feedback, which is the best practice for assuring continuous improvement and is the paramount purpose of assessment.
To supplement the client-based assessment process, we collect and report information on student achievements on a systematic basis. The information can be grouped into three categories:
This information was highlighted in Section 3 and Section 9 earlier in this report. In this section, the documentation supporting those highlights is presented so the readers can judge for themselves. The individual comments and achievements listed illustrate (at least for that example) that some form of excellence is represented. The third component appears in Section 11.
However, the number of testimonials, awards, and outstanding placements is significant for an average size major in the College of Arts and Sciences, graduating about 40 seniors each year over the past decade. Given the noise introduced by the self-selection factor, we can never be certain, but the sheer numbers of award-winning students and the consensus of the students themselves, faculty, administrators and community people suggests that the program brings significant added value.
This kind of evidence is based on anecdotal and noncomparative information and can be seriously challenged on grounds of selective reporting and the uncertain validity of each measure. For that reason, readers may find the exit survey for graduating seniors in 1999, which appears in this section, helpful since it records both positive and negative comments. One comparative study, an alumni survey of all graduates of Maxwell departments five years out, is available and may also prove helpful; its results are provided in this section.
The following information allows the reader to review the information we have collected in our effort to assess the program. It is presented in this order:
| Question 2: What is your topical specialization? | |
| Health, Education and Human Services | 8 |
| Society and the Legal System | 9 |
| Business and Government | 12 |
| Environment | 1 |
| Question 3b: Indicate the degree to which your expectations were or were not met. | |
| Met | 21 |
| Mixed | 7 |
| Not met | 2 |
| No comment | 0 |
| Question 4: Comment on the strengths and weaknesses of the advising services you received from the office and faculty. | |
| Good | 24 |
| Poor | 2 |
| Mixed | 3 |
| No comment | 2 |
Comments on advising:
Good
Bad
| Question 5: How would you improve the major? (1 wrote "no improvement") | |
| More in depth | 7 |
| Add more core and topical specialization courses | 3 |
| Advising—more faculty involvement | 2 |
| More career exploration | 1 |
| More community service and internships | 5 |
| Incorporate more computer classes | 3 |
| Change the name of the major | 2 |
| More writing classes | 1 |
| No comment | 2 |
Titled The Educational Experience at the Maxwell School, Syracuse University: A Survey of 1990-1993 Graduates by political science’s Professor Jeffrey Stonecash in 1996, this study indicates general satisfaction with all eight Maxwell undergraduate programs. The policy studies major is first among a set of strong undergraduate programs in many categories.
Policy Studies alumni reported the highest or next to highest levels of satisfaction with respect to (1) feeling part of the department, (2) commitment to teaching by the faculty, independent study or research with faculty, (3) satisfaction with education, (4) worth the cost, (5) analytical skills, (6) quantitative/computer skills, and preparation for (7) activities after college, (8) the work world, as well as (9) graduate and law school. The major was also rated best on a composite variable (10) "engagement with the program" and (11) having the SU/Maxwell reputation help since graduating, and second best on (12) choosing the same major over again.
Some negative results were found. The study showed that alumni rated the major as lowest or next to lowest in (1) understanding of the world, (2) intellectually stimulating classes, (3) life-long learners, and (4) being worse off at a school where faculty do a lot of research. The major was in the middle of the pack on the remaining other 9 variables, including writing skills.
Overall, ranking best or second best on just under half of all the variables indicates that the major served the needs of the respondents in a highly effective way on a meaningful comparative basis. Like any study of this kind, the results must be interpreted with caution. With a sample size of 291 and the number of respondents in each department ranging from 16 to 45, the reliability and validity of the findings are of concern.
Air Transport Association, Anderson Consulting Leadership Seminar, Buffalo Bank, Crouse Hospital, Everett intern with Co-op America, L.A. Film Internship, General Electric, Governing Magazine, Griffith Lab, Independent Sector, Literacy Corps, Manlius Police, NYPIRG, New York State Assembly, PriceWaterhouseCooper, Routledge Publisher, Sponsors for Educational Opportunity, Union Internship, and United Way
UBE is an organization that usually has several policy studies majors in leadership roles. It serves as a vital link between student and faculty at SU in a variety of ways. Academic concerns and policy proposals are presented to the Chancellor each fall in the Chancellor-Student Forum. UBE solicits participation by students and helps shape presentations so the Chancellor and his staff can comment thoughtfully.
Ronald Cavanagh, Vice President of Undergraduate Studies
Center for Public and Community Service
Pamela Heintz, Director, Center for Public and Community Service
Community Benchmarks Program helps local government agencies improve their performance through a process of benchmarking through undergraduate research. The article "SU Study Encountered Resistance" was published by the Post-Standard on February 25, 1999, and explained how the study Benchmarking Local Government Services in Onondaga County revealed that most local officials do little to assure their constituents are satisfied.
Social Security Award: In Fall 1989, students in PAF 416 sent one letter to various school districts to increase awareness of Supplemental Security Income, which provides financial assistance to people with little or no resources who are aged, blind, or have disabilities. The letter resulted in 128 families collecting benefits totaling over $240,500 annually. They received an award from the Social Security Administration and the accomplishment was published in the national media, including The New York Times. It also resulted in policies to seek out more potential beneficiaries in the non-English speaking community.
The National Consumer Credit Counsel: Ten years ago policy studies students created a customer service evaluation questionnaire for the local branch of the National Consumer Credit Counsel. The company adopted the questionnaire for use by all of its branches after it was shown to the national office.
Undergraduates for a Better Education National Conferences: UBE held its first National Conference and established a national organization in April 1989 to spark a nationwide movement to give students a voice in improving undergraduate education. Attendees included students from University of Alabama at Birmingham, Case Western Reserve University, University of Illinois at Urbana-Champaign, and SUNY Binghamton.
The Sloan Project: The results of the research projects completed by the Community Benchmarks Program are disseminated through newspapers, television and websites and help raise discussion and action by nonprofit and government organizations at the local and national levels.
Stand for Children: Stand for Children advocates the right to quality and affordable health coverage, childcare, out-of-school activities, education, and violence-free communities for all children. The group is establishing centers on college campuses and a pilot chapter was started at SU with the help of many policy studies students.
The High School For Leadership and Public Service (HSLAPS): HSLAPS allows students of all races to work as staff members for a semester in a New York City high school with a less than 5 percent white student population. Students assist in developing and maintaining several programs at HSLAPS, including peer mediation, the school library, student government, Participation in Government classes, the debate team, and tutoring.
Newspaper articles: On Friday, December 30, 1994, the Wall Street Journal explained that one PAF 315 student helped the Boys and Girls Club advertise events to inner-city kids, resulting in a 5 percent membership increase. On January 27, 1991, The New York Times featured an article explaining a PAF 416 program called Teens Teaching Spanish. Policy studies students taught police officers, social workers, parole officers, and prison workers Spanish to break down communication barriers.
A group of high school students compete for one of five Syracuse University scholarships and are part of a stimulating educational experience. They complete a paper that presents a public policy proposal to address a societal problem related to a different designated topic, each year, such as education, poverty, or transportation. The policy can be targeted at the local, state, federal or international level and can require local, state or federal action. The students then defend their proposal in a peer group exercise. They are judged on how closely they follow specified guidelines, on systematic analysis, the level of factual understanding of the policy issue and on writing and organizational skills.
"Particularly as I become more involved in litigation, I appreciate my undergraduate training more and more. Preparation, organization, and presentation are the keys to winning." Renee S. Captor ‘79
"Policy studies skills have been useful to me throughout my career, especially analytical skills that can be applied to anything." Celia Seigerman ‘80
"Policy studies lets you apply the theory you learn in other classes. I was surrounded by professionals who expected a professional attitude from me. The nature of [policy studies] throws you into these situations." Sharon Deep ‘81
"I think the policy studies major taught me to sell my ideas to others, and that is a necessary skill for anyone." Jean Ginn Marvin ‘82
"I can’t think of a better preparation for [the Yale School of Management] than a background in policy studies. Background in research designs was extremely beneficial." Joan Cleary ‘83
"Research skills and statistical skills are a prime commodity in today’s job market. Public and private employers love them." Jane Naylon ‘84
"Now that I am in an M.P.A. program, it’s amazing to see how much I’ve retained from my undergraduate policy studies courses. I’m taking a statistical research methods course this semester and I’m actually grateful for having been in PSC 201 [now MAX 201]." Michelle Detwiler ‘86
"The Prince System had a powerful influence on my life—it got me a job in Washington, D.C. with the National Committee to Preserve Social Security and Medicare." Jennifer Dolan ‘88
"I use my SU learning frequently...it’s amazing how many things come back to ‘formulate, implement, evaluate.’" Carole Wilbeck ‘88
"As I interviewed, companies were interested in my policy studies major. As I explained the skills taught by policy studies classes, heads would turn and people were quite amazed. Skills like survey interpretation and writing executive summaries, and advanced reports like those in PAF 315 have helped me tremendously. People are impressed that a student would know these styles of writing." Gary Funk ’94 Graduate
"The interviewing process for my new sales job was intense. Everyone commented on how many different areas I had worked—all through public affairs courses—and how comfortable I was talking to upper management." Jodi Scholl ’94
"I was taught good research skills." 1990-1993 Alumnus
"You get hands-on experience in policy studies." 1990-1993 Alumnus
"The analytical classes were good." 1990-1993 Alumnus
"Critical thinking and analysis were positive aspects taught by the program." 1990-1993 Alumnus
"I learned a lot about computers and writing." 1990-1993 Alumnus
"The research skills taught are usable." 1990-1993 Alumnus
"I am a staff assistant at the Chemical Manufacturer’s Association and am working with international trade and regulatory issues, similar to what I did as an intern at the Greater Syracuse Chamber of Commerce, but with more international focus. I am balancing everything well and enjoy my job, thanks to all the great skills I learned as a policy studies major." Kristin Cormier ’94
"Policy studies took me in directions I never believed it would. Having completed the major, I feel as though I have a solid liberal arts background and the necessary skills to obtain a job." 1998 Graduate
"The skills learned will help me in many areas of my life. My analyzing skills have been sharpened as well as my problem solving ability." 1999 Graduate
"I feel I’m going away with some practical job skills—research, surveys, Excel, Power Point, statistical analysis, and policy writing." 1999 Graduate
I am using almost all the skills I learned in PAF 315 for my internship with the quality manager at Clough, Harbour and Associates in Albany. I am doing a lot with Excel, data analysis, and surveys and have been dealing with numerous client evaluations and other types of surveys. That class definitely prepared me for what I’ve been doing." Tiffany Blair, 2000
"Policy studies has helped me to develop sharp analytical writing and research skills which have been invaluable to me in my work." Thomas Benedetto ‘87
"As a staff member for a Congressman, I use the ideas behind the Prince System all the time in advancing his agenda." Jeff Moore ‘88
Policy studies skills are "the greatest asset that I have brought into the real world." John Szczygiel ‘84
"The number of internships available was a benefit of the program." 1990-1993 Alumnus
John Megyesi ‘82, found his New York State Albany internship experience was "something you don’t get in a textbook" and "a good place to make contacts."
"In policy studies, the emphasis is on practical experience. The Assembly internship is a great extension of the program because it is so practical." Linda Doud ‘83
"My internships helped to show me the realism of the world—something you don’t always find in the classroom." Bill Berglund ‘96
"Internships gave me a base to find where my interests were and were not." 1998 Graduate
"Policy studies has prepared me to go into teaching without certification because of the New York City [HSLAPS] program, I am finding that many schools consider me just as good an applicant as those who have undergraduate degrees in education." 1998 Graduate
"I did three internships through PAF classes." 1998 Graduate
"I had solid experiences with internships and projects and this was very useful when it came time for job interviews." 1999 Graduate
"The small department allowed for good interaction with professors." 1990-1993 Alumnus
"Policy studies allows for a lot of individualized attention from great professors." 1990-1993 Alumnus
"Policy studies faculty were very active and the subjects they taught were interesting." 1990-1993 Alumnus
"Policy studies allows you to build close relationships with professors." 1990-1993 Alumnus
"The classes were small and I received a lot of attention." 1990-1993 Alumnus
"Small classes are a definite benefit of the policy studies program." 1990-1993 Alumnus
"I enjoyed the classes and the people." 1990-1993 Alumnus
"I felt like I had a personal stake in learning the material." 1998 Graduate
"Policy studies has helped me to become a well-rounded person capable of doing just about anything." 1998 Graduate
"[The Public Affairs Program] office has got to have one of the best advising services on campus." 1998 Graduate
"[Policy studies] has helped me find out what I want to do. When I came to SU I had no idea what I wanted to do, but the major has helped me find my niche." 1999 Graduate
"Advising from the office and the faculty has been exceptional. Flexible times are always available." 1999 Graduate
"There was a strong sense of community among the people involved with the policy studies program." 1990-1993 Alumnus
"You learn about the real world." 1990-1993 Alumnus
"I was given the chance to contribute to the community." 1990-1993 Alumnus
"The focus is on the real world." 1990-1993 Alumnus
"Policy studies relates learning to current events." 1990-1993 Alumnus
"Policy studies increases public service." 1990-1993 Alumnus
"Students get involved and are given many opportunities." 1990-1993 Alumnus
"The community of students is crucial—there seems to be a camaraderie among policy studies majors that is different from other arts and sciences majors." 1998 Graduate
"I wanted a more interactive major than political science, and policy studies gave me the opportunity actually to accomplish things." Julie Pfister ‘99
"I feel that the most important dimensions in policy studies is that it teaches students how to be good citizens and how to work in the community." 1999 Graduate
"I was looking for a major with a wide variety of backgrounds and one where I was involved, not one where I just memorized books and took tests on them. This major focuses us to get involved and understand how the community here in Syracuse works." 1999 Graduate
"I feel that policy studies has provided me with a way to influence events in my community and country by standing between citizens and the government and providing a way for each entity to understand the other." 1999 Graduate
"I expected to get involved with the community as well as learn some practical skills and that is exactly what policy studies has done for me." 1999 Graduate
"To my surprise, I have recently come in contact with many top notch professional individuals in the real estate development industry who have come from urban studies backgrounds. It was just a matter of time before I could realize the full benefits of the program at SU." Bob Schwartz ‘79
"Policy studies was ahead of its time when I graduated. As I became more involved in public administration and the emergency services it has been extremely helpful to refer back to my policy studies materials. Policy studies can give you an edge in the public sector." Robert Shumeyko ‘79
"If students in this program take the coursework seriously and applies what they learn, they will have a head start on many others that are already employed." Robert G. Harrington ‘80
"Policy studies was this student’s first "glimpse of what reality outside of the sheltered school environment could be like…the education derived from the Prince Chart and the Community Link Program has given me a perspective and a way of thinking that I use every day." David Butz ‘82
"At my former position at a stock brokerage house and currently in my new job, I have found that I really do use my policy studies skills...I’m happy to say the degree has been very valuable." Isabelle M. Gijanto ‘85
"The policy studies major has many applications in the private sector as well as the public. Students should not underestimate the ability of the policy studies major to prepare them for the business world." Joseph Boyle ‘88
"Policy studies gives you access to career opportunities." 1990-1993 Alumnus
"I just authored a plan for $5.7 million in Juvenile Accountability Grant money. I must tell you that policy studies helped me immensely in writing this proposal. I thought of PAF 315 when I was writing this since it was a big part of the effort. Some students may never see the benefits of the well rounded education that the major affords, but I must say that it helped me in what I am doing now and will help me in what I plan to do in the future." Melvin Norris ‘95
"Policy studies has helped me to understand how the government and non-profit sector runs—from applying for grants to budgetary needs. This is very important because it helps the individual understand his or her working environment." 1998 Graduate
"I have noticed that my participation in my policy studies classes, such as PAF 315 and 405, prepared me for the real world." Jay Krasnoff
"I've been teaching MAX 201: Quantitative Methods for the Social Sciences since 1996. Numerous policy studies majors have taken the course. As a group, the policy studies majors are very quick to catch on to the utility of learning about data analysis and presentation; they may not like the computer exercises any more than the other students do, but they recognize that the knowledge will help them in other courses and in internships and jobs. For that reason among others, I've enjoyed their participation in this course." Kristi Andersen, Professor and Chair, Political Science
"Because I teach American politics courses, which emphasize ‘hands-on’ activity, especially legislative simulations, the connection between my classes and the Public Affairs Program is a natural one. Invariably the most energetic, engaged, and civic-minded of my students, as judged by their simulation participation and general work in class, have been policy studies majors. Similarly, many of my students who have gone on after graduation to work in Washington or state public policy positions major in policy studies. I suspect there is much more than coincidence at work here!" Rogan Kersh, Assistant Professor, Political Science
"In my time at Syracuse I have had the opportunity to work with a number of Public Affairs Program students. I have also served as a lower-division advisor for several students who have majored in public affairs, or completed lower-division PAF courses. Finally, I have worked closely with PAF majors on research-related, archaeological projects. I have been very impressed by these students as a group. They are distinguished by their abilities (graphing, computer skills), commitment, and overall academic work. But perhaps what stands out in my mind most is their engagement in things—active involvement, whether it is University activities, an independent study, or a research project. I think this speaks very highly for a program that is known to have challenging courses that require a great deal of work." Christopher DeCorse, Associate Professor, Anthropology
"I have had a series of policy majors in my classes over the years. Many of them take my environmental class. I enjoy their presence. They are invariably hard working, committed and critical. What more can you ask for?" John Short, Professor, Geography
"The policy students who have taken the urban sociology course have been some of the more interested and committed students I've had in that course. They are often focused on direct involvement and see ways of utilizing what I'm trying to get across in relatively immediate ways, which their peers often aren't in a position to ‘get’ it yet." Arthur Paris, Associate Professor, Sociology
"Policy studies students are more interested in the big picture implications of legal issues than the nuts and bolts elements of causes of action; they consider problems thoughtfully and are often acknowledged leaders in class discussions. Send me more!" Elletta Callahan, Associate Professor, Management, Law and Public Policy
"I have gotten to know quite a few policy studies majors in my 10 years at Maxwell. I find them to be committed, active, and inquisitive and generally good to have in class. They seem to have the spirit of public service and civic engagement that Maxwell hopes to foster in all its students! Now if they would just learn a bit more economics." Timothy Smeeding, Professor, Economics and Director, Center for Policy Research
"My experiences working with policy studies majors during the last three years have been positive. As a group, I find them energetic, motivated, articulate, and bright. Most of them are confident about their transferable skills, such as analysis, research, presentation, documentation, and critical thinking. Many of them also have a keen awareness of the flexibility of their major; i.e., that it can be applied throughout a myriad of settings or fields. The brightest ones recognize that policy studies is an analytical paradigm that can be a very powerful approach to understanding the dynamics of an organization, event, or culture. Another quality I appreciate about PS majors is drive. They typically "want’ something and believe they can uncover the means to get it, whether the goal is knowledge, change, or power." Kelly Bishop, Director of Career Services
"As it happens, the public policy students I've either advised or simply come to know in passing in the Honors Program are among the best students and, perhaps more importantly, the most exemplary individuals I've dealt with since my arrival at Syracuse. As a group they're altruistic, committed, rational, tireless, and determined to make a difference in the world now and later. Usually there is a particular societal, cultural, political, or economic issue that drives them, and usually they are unwilling to accept the standard disclaimer that life is, prima facie, unfair. What's most inspiring to me about these students is that they realize that to change the system, they've got to infiltrate the system, through channels, and play heads up ball. Meaning, not to forget why they got involved in the first place.
"I've spent some time developing several Honors-specific community service projects (uphill, against the in-house administrative grain) because it matters to so many of the kids, and it matters to me. Several public policy students have been central to the success of these projects, and certainly none of it could have happened without the enthusiastic and capable support of policy studies graduate Pam Heintz. When so many majors turn out students who graduate without a clear sense of where to go next, the policy studies people are way ahead of the game. And what they want to do is all in the best interests of the planet." David Coryell, Student Services Coordinator, Honors Program
"The policy studies majors I have come into contact with are very good students, as are all of the students in the Maxwell School." Judy Hamilton, Associate Director, Honors Program
"I am impressed with the way the policy studies major affects students when they first hear about it. There is an almost intuitive understanding of the importance of bringing the intellectual skills of the classroom to life in a major confronting them with timely and real problems from their world. The policy studies majors I have met share a confidence that must be born of their experiences in thinking and doing. Many students are uncertain about themselves when they approach college; their reaction to the prospect of majoring in policy studies is very real, as the nature of their concerns for the world around them is very real." Thomas Anthony, Associate Dean for Recruitment and Administration, College of Arts and Sciences
"Policy studies majors have a can-do esprit and a whole-hearted commitment to community services. It’s a major that gets results for everybody." Robert D. McClure, Senior Associate Dean, Maxwell School
"In my former position as associate director, public administration programs, I saw many policy studies students as applicants and as students in Maxwell’s MPA Program. All did well and have gone on to very successful careers in a wide variety of arenas. On average, there have probably been 3 to 4 former policy studies majors in the MPA Program in a given year over the past 15 or more years. As co-faculty representative with William Coplin for the Harry S. Truman Scholarship competition, it is evident from the 5 recent Truman Scholars and several Truman Finalists—all of whom have been policy studies majors—that these students compete well with the best and the brightest across the country. Not only are these students strong academically, they are also committed to service and community as evidenced in their activities long after Syracuse University graduation." Ann Phelps, Director of Career and Alumni Services, Maxwell School
"Whenever I've been asked to provide lectures or Q & A sessions with policy studies majors, I've enjoyed the challenge immensely. The PAF 101 class is always well-prepared to discuss current issues relative to responsibilities in my areas, such as the SU Bookstore, Food Services, etc. They listen—and equally important—we listen to each other’s position on the issue(s) and there always seems to be follow through (unlike some other student/administration dialogues). This follow-through is thought provoking and fulfilling for me and I believe for the students as well." Peter Weber, Director of Auxiliary Services
"I have worked, in various capacities, with policy studies students, and now will work only with policy studies students in the office. I find that their level of commitment and performance far exceeds that of students from other programs. They are on time, they do the tasks assigned, and overall, they are not afraid to ask questions, even though I can be difficult to work with. I have had policy studies students help me in trial, and have been extremely pleased with the perspective they have added. Many of their suggestions have been used in presentation. Overall, I think policy studies students are well above the average in all respects. I am pleased to have them and to have their input.
"Except for having had too many of my students become lawyers, I think we have all benefited from the experience." Renee Captor, Attorney
"I think it is great that we are able to sponsor two students from Syracuse this summer and that they will receive recognition on campus for their accomplishment as well. The competition for these spots is very stiff and selecting two students from the same school and from the same program is unusual. We are delighted that Krissy (Rico) and Lori (Bistis) will attend and send kudos to you and the team at the Maxwell School’s Public Affairs Program for your good work in helping to ‘grow’ these students." Mary Lee Stets, Andersen Consulting Recruiting Specialist
"The policy studies students I have worked with were great. They took their work seriously and were professional. They conducted themselves very well. They were nice kids and I love working with them. Our policy studies intern has ideas he thinks might help our program that he wants to discuss with me; I think that’s great." Judy Wolfe, Director, Onondaga County Youth Court
"My experience with interns from the Public Affairs Program has been very positive. They have been reliable, enthusiastic, hard working, and quick to grasp new tasks and concepts." Alfred Fusco, Executive Director, Mental Health Association of Onondaga County