Peter Stephens is a Public Policy professional with over 25 years experience. Prior to IDE Group, he was Executive Vice President for non-profit NCCEP. His innovative methods have placed young professionals in change-driving positions.
Peter Stephens is a Public Policy professional with over 25 years experience. Prior to IDE Group, he was Executive Vice President for non-profit NCCEP. His innovative methods have placed young professionals in change-driving positions.
Peter Stephens is a Public Policy professional with over 25 years experience. Prior to IDE Group, he was Executive Vice President for non-profit NCCEP. His innovative methods have placed young professionals in change-driving positions.
Governors Seminar: A Practitioners Guide to Public Policy in Washington, DC 4969 Spring 2014
Peter J. Stephens MAT, MA
Syllabus
INSTRUCTOR: Prof. Peter J. Stephens
INSTRUCTOR CONTACT INFORMATION: 202. 412. 5304 or by email at pstephens@ide-network.com office hours are available by appointment.
INSTRUCTOR BIOGRAPHY: Peter Stephens is a public policy professional with over 25 years of experience and is currently Vice President North America, IDE Group, Washington, DC. IDE Group is an international public policy consulting company specializing in market-based solutions to public-private partnership challenges. IDE Group represents both the government and private sector. We design sustainable solutions to meet the demands of shrinking resources and increasing need for informed public policy. IDE Group also provides effective advocacy and representation for its US and international clients. Before IDE Group, Peter was Executive Vice President for NCCEP. An education non-profit NCCEP believes that the strength of democracy rests on the education of its citizens and that public-private partnerships serve as models for a more diverse, democratic and prosperous society. NCCEP identifies locally effective practices, programs, strategies, and models that can be adapted to community-based contexts that build on students educational success. It works with over 1,200 grassroots educational partners dedicated to the principle that education must relate to workforce needs in ways that support individuals and their local communities. Prior to NCCEP, Peter was the Managing Director for Internships at The Washington Center. Peter introduced market-based management reforms designed to improve operations and client satisfaction. A key aspect of this is the introduction of an Ombudsman position for interns. Interns who have concerns and challenges that are preventing them from meeting their professional goals are given an opportunity to meet with TWC staff.
Peter cultivated an increasingly large international constituency of senior policy practitioners, universities and governments, which have joined The Washington Center's flagship North American Advanced Leadership Training NAFTA/Americas program. Tasked with training the next generation of world leaders, Peter's innovative methods have placed young professionals in change-driving positions in key posts across the public policy field. According to Peter, the most important aspect of what The Washington Center does is to provide access to senior policy-makers here in DC for outside the beltway people like myself - to help build students careers, form professional networks, and sharpen their skills and abilities. TWC offers young professionals the opportunity to change their lives and the training TWC provides is truly transformational.
Before joining The Washington Center, Peter was Director of Governmental Affairs for the Council of the Americas. There he served as the U.S. private sector representative to the Free Trade Area for the Americas, Sustainable Development Accord and also worked on Trade Promotion Authority, energy/environment, climate change, drug trafficking & certification and the North American Free Trade Agreement report card. He enjoyed his job at the Council and the travel to Latin America, working the Hill and advancing trade liberalization. He truly believes that market-based management, responsible government, and free trade create wealth and lifts people from poverty.
From 1991-1996, he was a public affairs officer at the Canadian Embassy in Washington, D.C. He worked on bi-lateral relations, trade, development, and the environment at the Canadian Embassy, where he first heard of The Washington Center and the concept of internships.
Peters areas of expertise are trade, international organizations, and North American political economy. He worked on a PhD at the University of Maine (Canadian Studies) and he earned his M.A. in international relations from the University of Manitoba; an M.A.T. in social studies from the University of New Jersey/Escuela Americana, Spain; and a B.A. in political science from Rutgers University.
CLASS HOURS: Evenings: 18:00 21:00hrs
COURSE DESCRIPTION:
The first half of the semester examines the most current research on development- based, public policy: theory, history, organizations and issues. The second half will be spent addressing topics germane to the research projects for each of you. A case study or module approach will look at national strategies and government responses to the pull and push of globalization - how it drives, and informs policy debates will be examined in the context of specific countries. The United States, Mexico and other American nations will be studied. We will also look at larger policy issues in the Americas, specifically relations with global state, corporate, and civil society actors.
To ensure this, we will divide-up into working groups. Each working group will choose a captain. The captain is responsible for coordinating the working groups weekly review and discussion of the readings. Towards the middle of the semester each working group will report on the weeks readings to the class:
1. Each group is to present the main ideas found in the articles assigned to them, and facilitate discussion of the main themes, which they select. The presentations are to capture the main themes of the articles, and facilitate a discussion of those themes
2. No individual presentation may exceed five minutes. No single member of the group may speak for more than five minutes. Time will be monitored, and the rules gently enforced.
3. The presentations are not to be summaries of the articles we will all have done the reading, and we will all know what the articles say. Tell us what you think, your informed opinion: the good, the bad and the ugly.
4. The working groups are free to criticize the readings, applaud the readings, present ideas from outside readings, and, most important of all, measure the readings by the standard of common sense.
5. Substantiate what you say: the class will be encouraged to interrupt the presentations with questions, and your ability to answer those questions will figure in your grade.
6. To this effect, each group must include a question period of at least five minutes after its presentation.
The midterm will be a written and oral exam. The written exam requires students to prepare, in their assigned Working Groups a written summary and analysis of the exam topics. For the oral exam component, the students will pick a topic at random and give a five-minute information briefing. The terms are provided two-weeks prior to the midterm and each student is responsible for having a working knowledge of each topic. The topics are taken from the readings, lectures and class discussion.
Oral Exam format: individually, each team member selects a term, at random, reads it to the judges, and then has two minutes to prepare (no notes). You then have five minutes to define, provide examples, put into context and spin your way to success. The grades are Pass, Fail and Exceptional (AKA excellent). Any contestant who receives a grade below Pass is required to redeem him or herself by writing a one-page response to their missed question.
The final exam is a brief, no more than two-page, informational memo. The goal is to write a short and tight brief that provides analysis of an article, white paper, speech or editorial. Two pages maximum of tight, clear and cogent argument per question, bearing in mind the overall discussion in class of the benefits of strong institutions, rules and discipline, transparency and public good. Use work-related examples, TWCs Monday programming, course discussions and readings to guide and inform your response. The exam questions are provided one-week prior and the exam is due the following week please, no drama.
COURSE OBJECTIVES:
This course will introduce you to the Washington, DC, public policy community who work in the public policy process. What is the political/business culture here in DC and how does it operate? You will learn about the actors, organizations, issues, and the politics involved in the public policy process in DC. The DC public policy community represents actors and interests from across the US and internationally. We will examine the on-going factors/actors that impact the creation of public policy in Washington, and we will examine its impact both in the US and internationally.
Current thought defines public policy as an attempt by the government to address a public issue. The government, whether it is city, state, or federal, develops public policy in terms of laws, regulations, decisions, and actions. There are three parts to public policy-making: problems, actors and the policy. The problem is the issue that needs to be addressed. The actor is the individual or group that is influential in forming a plan to address the problem in question. Policy is the finalized course of action decided upon by the government. In most cases, policies are widely open to interpretation and influence by non-governmental actors, including those in the private sector. Mass media, cultural icons, and the growing international community, also influence public policy, especially in the US.
The rational model for the public policy-making process can be divided into three parts: agenda setting, option-formulation, and implementation. Within the agenda- setting stage, the agencies and government officials meet to discuss the problem at hand. In the second stage, option-formulation, alternative solutions are considered and final decisions are made regarding the best policy. Consequently, the new policy is implemented in the final stage. Implied, although not necessarily delivered, within this model is the fact that the needs of the society are a priority for the actors involved in the policy-making process. Also, it is believed, again optimistically, that the government will follow through on all decisions made by the final policy. In order to address your research project we will look at specific issues in the context of the public policy process: international relations: regionally and globally, trade and trade agreements (NAFTA/TPP/TTIP), energy production, environmental policy, competition policy, development, immigration, labour, infrastructure: physical and social, public education, health care, rule of law/civil liberties, security and smart borders, drugs, crime and corruption, and terrorism.
The guiding principal and working concept that will inform our discussion is that market-based, open democratic societies with liberalized trade and economic policies (entrepreneurial culture); strong and responsive institutions are essential to the successful future of the people of the Americas. We will examine the policy initiatives of President Obamas administration, and study their impact on the Americas and internationally. Specifically, what is the potential impact on Mexicos public policy goals? We will also look at current economic/financial conditions, their origins and possible outcomes in terms of the Americas and globally. Washington, DC has a rich variety of public policy outlets: embassies, think tanks, associations, US government agencies, international financial institutions, world-class universities, the media, and the Hill. Our discussions will be informed by the outreach, advocacy and representation these groups provide on the scope and substance of the policy process. Again, this course is designed to reinforce, provide depth and background to the overall TWC professional training experience. The demand for public-private partnerships (P3s) to meet the needs of citizens through sound public policy continues to grow. Prepared and informed professionals are required - this course, in conjunction with the TWC professional training experience, seeks to round-out your understanding of how public policy is practiced in Washington, DC. Additionally, this course is designed to enhance your abilities to be an effective public policy practitioner in your community.
LEARNING OBJECTIVES:
You will sharpen your ability to speak articulately, write compellingly, and argue intelligently about the issues surrounding the public policy process. In addition to thinking about the issues pertinent to public policy from a purely academic perspective we will examine how practitioners, stakeholders, advocates and opinion-makers work the issues the decision making process. A key aspect of mastering policy discussions is to learn the terms of discussion, the schools of thought, leading institutions, and the actors. For example, we will look at public policy theory, governmental organizations, and structures that comprise both social and physical infrastructure. To ensure retention, understanding and to make analytically based informed decisions the course will focus on the following learning outcomes.
LEARNING OUTCOMES:
Name Recognition identify the actors, their roles, and what organizations they represent Leading Organizations know their names, mission, and what issues they advance Agreements understand the agreements that define the rules of US-style public policy Ideas explain the leading concepts that inform policy process and decision making Trends predict where we are going and what could happen.
Taken together we will examine broad policy discussions, and then look into specific opportunities and challenges in public policy.
EVALUATION:
There are three evaluations during the course. The mid-term, and working group presentations are oral presentations. The final is a written analytical informational memo that provides opinion and recommendations. Here is the evaluation rubric that provides an overview:
For the mid-term, working group presentations and the final exam students will be evaluated and scored based on the following learning objectives:
Able to clearly define the term, and explain its significance Define term, explain, and provide examples Define term, explain with examples, put into context with practical applications or historical antecedents Define term, explain with examples, put into context with practical applications or historical antecedents, and include internship related work experience
Working Group Presentation
Within time constraint provide a prcis of concept or argument Expand prcis to include one or more illustrative examples Build-out explanation to include two or more practical applications or alternatives Demonstrate co-operability with other concepts, applications/ alternatives, and on the job training
Final Exam Demonstrate understanding of the materials through clearly written analysis* Make predictions based on understanding as to the impact(s) of proposed ideas or actions recommended In addition, recommend alternative courses of action based on materials Successfully integrate analysis with other materials and incorporate internship- related knowledge
* Your evaluation will be based in part on competency in basic written business English.
Grade Measurement:
Numerical Grade Letter Grade 1 C 2 B 3 A 4 A+
The Washington Center grading matrix uses the following symbols as valid grades:
A+, A, A- B+, B, B- C+, C, C- D+, D, D- F I (Incomplete).
Advisory note:
I will provide coaching and tips on how to organize the materials for the best understanding and retention. I will also help with the oral presentations in terms of how to be most effective. If I believe that you may benefit from help from an English language and writing tutorial, I will suggest materials. Your evaluation will be based in part on competency in basic business English. I understand that we all come from outside the Beltway, and I am sensitive and supportive of the insights that we all bring to the lecture hall; however proper working English is an asset we can all benefit from.
REQUIRED TEXTS:
Required Texts: A compilation of all the readings for each week is provided via email to your personal account. You can down load and print the readings either individually, or as a working group. Regardless, it is strongly advised that you give yourself sufficient time to read, reflect upon what you read, and prepare for class.
COURSE REQUIREMENTS
Working Group 30%
Midterm exam 30%
Final Exam 20%
Class attendance 20%
100%
CLASS SCHEDULE
Weeks 1 and 2 Introduction --- The DC Network: Business Culture, Access, and Influence. For the first two-weeks we will examine the political/business culture of Washington, DC. We will look at and explore what makes Washington, DC work. who is here, where do they come from, and how do they interact? We will look at etiquette, customs, social mores, expected social behavior, and how professionals work effectively in DCs policy community. We will also look at the rich mixture of cultures represented in DC, both from within the US, and internationally. By whom and how are they represented? Additionally, we will explore how young professionals from out side the beltway can build effective networks and develop new professional contacts. Our discussions will be informed by the economic-political activity of President Obamas Administration, the US election cycle, and the impact it has on Washington, DCs public policy professionals.
The Business of Etiquette (2012): http://www.inc.com/eliza-browning/business-etiquette-rules-that-matter-now.html http://www.businessmanagementdaily.com/glp/28411/business-etiquette.html Healy, John. A President, Not a Savior. Available at http://www.cato.org/ pub_display.php? pub_id=9615. The Daily Beast. Obama;s Second Term: http://www.thedailybeast.com/articles/2013/01/27/obama-s-second-term- crisis.html Andrew Selee. US-Mexico Relations. 2013. Woodrow Wilson Institute: http://www.wilsoncenter.org/program/mexico-institute Congressional Research Service. Mexicos Pena Nieto Administration. (2013). http://fpc.state.gov/documents/organization/213989.pdf
Weeks 3 and 4 Making Federal Policy; the Nuts and Bolts is it Exceptional? Bowman, Karlyn. Understanding American Exceptionalism. Journal of American Enterprise Institute. (April 2008). Crain, Caleb. Tea and Antipathy. The New Yorker. (Dec. 2010). Kennedy, Paul. Back to Normalcy. The New Republic. (Dec. 2010). America.gov. How Federal Policy is Made. (2007) CSIS. Economics as Strategy. (2014): https://csis.org/publication/global-economics-monthly-economics-strategy Ogden, Daniel M. How National Policy is Made. Colorado State Univ. (1977)
Week 5 How the Hill Works: Wading through Step by Step. The Center on the Study of Congress: http://www.c-spanvideo.org/program/Unders VoteTocracy: https://www.votetocracy.com/blog/30/understanding-congress-part- 1-of-7:-congress-overview CSPAN Videos. A background on the Hill: http://www.c- spanvideo.org/program/Unders Cockrel, Jerri. Public Policy Making in America. University of Kentucky. (1997). Bardach, Eugne. A Practical Guide for Policy Analysis. Appendix B, Things Governments Do. CQ Press. (2005). Harvard Kennedy School. Working On the Hill: http://www.hks.harvard.edu/var/ezp_site/storage/fckeditor/file/pdfs/degree- programs/oca/Professional%20Areas%20of%20Interest/PAISheet_CapitolHill.pdf NAFTA Congressional Testimony: http://www.wilsoncenter.org/publication/civil- society-the-government-and-the-development-citizen-security CSIS: Trade Promotion Authority. (2014) & What is TPA? https://csis.org/publication/achieving-trade-promotion-authority-will-require- heavy-lift-president https://csis.org/publication/congress-introduces-bipartisan-congressional- trade-priorities-act-2014
Week 6 Lobbying: Advocacy, Representation, Influence, Stakeholders and Constituents. Porter, Michael. The Five Forces that Shape Strategy. HBR. (1979) Tomato Wars. A case study on behalf of the Mexican Tomato Growers Association. Tomato Wars: The Return of the Losers. US Commerce Department, International Trade Administration: http://ia.ita.doc.gov/tomato/index.html National Public Radio: http://www.npr.org/blogs/thetwo- way/2012/09/28/161982901/tomato-wars-ahead-u-s-dubous-on-extending-mexico- trade-deal Fox News Latino: http://latino.foxnews.com/latino/lifestyle/2012/09/28/tomato- wars-us-may-side-florida-farmers-in-tomato-fight/ News Four Tucson: http://www.kvoa.com/news/tomato-wars-what-will-happen- with-mexican-tomatoes-/ KALW: http://www.kalw.org/post/food-fight-florida-over-tomato-wars
Week 7 Think Tanks: As American as Apple Pie. What Should Think Tanks Do? Andrew Selee. Wilson Center: http://www.thinktankwatch.com/2013/09/new-book-what-should-think-tanks- do.html Think Tank Watch: http://www.thinktankwatch.com/ Forbes. Thinking about Think Tanks. (2013): http://www.forbes.com/sites/alejandrochafuen/2013/01/23/thinking-about-think- tanks-which-ones-are-the-best/ Boston Globe: http://www.bostonglobe.com/news/nation/2013/08/10/brain-trust- for-sale-the-growing-footprint-washington-think-tank-industrial- complex/7ZifHfrLPlbz0bSeVOZHdI/story.html
Week 8 Innovation Update: Big Data. Kaplan, Robert D. The Revenge of Geography. Atlantic Monthly. (2009). Harvard Business Review. How to Make Smart Decisions. (2013). Harvard Business Review. New Rules of Globalization. (2014). Luma Institute. The Taxomy of Innovation. (2014). CSIS: New Models for Commercial Innovation: https://csis.org/publication/international-business-quarterly-new-models- commercial-innovation NAFTA 20+ https://csis.org/publication/20-years-nafta-whats-next-north-america Harvard Business Review. New Patterns of Innovation. (2014).
Week 9 Mid-term Exam (Week of 24 March). In class oral exam/submit written analysis
Week 10 Engaging Citizens in Policy Making (WGI). OECD. Policy Brief. Engaging Citizens in Policy Making. PUMA Policy Brief, No.10. July, (2001). Governing. Making Citizens Part of Government. (2012); http://www.governing.com/columns/mgmt-insights/col-cities-making-citizens-part-of- government.html & The How To Manual: http://www.governing.com/gov-institute/funkhouser/col-carolyn- lukensmeyer-citizen-voices-public-trust-government.html Harvard Business Review. Emotional Agility. (2013). Wilson Institute: Political Reform in Mexico. (2013): http://www.wilsoncenter.org/article/look-mexico%E2%80%99s-political-reform-the- expert-take
Week 11 National Priorities: Where is Mexico Heading? (WGII) Anthony Wayne, Mexico, the Rising Economic Power in Americas Back Yard: http://www.worldfolio.co.uk/region/north-america-caribbean/mexico/anthony- wayne-us-ambassador-to-mexico-n1252 Stratfor. Mexicos Strategy: http://www.stratfor.com/weekly/mexicos-strategy Mexico Rising. Economist: www.economist.com/blogs/freeexchange/2012/11/trade The Rise of Mexico. Economist: http://www.economist.com/news/leaders/21567081-america-needs-look-again-its- increasingly-important-neighbour-rise-mexico CSIS. The Costs of Corruption. 2014: https://csis.org/publication/costs-corruption
Week 12 Civil Society in the Americas (WGIII). Casteneda, Jorge and Patricio Navia, New Priorities for Latin America. Current History, May (2008). Wilson Center; Civil Society and Government. (2013): http://wilsoncenter.org/article/mexican-political-reforms-something-new- something-old-the-expert-take & http://www.wilsoncenter.org/publication/civil- society-the-government-and-the-development-citizen-security New Democratic Institute. Engaging Mexicans. (2013): http://www.ndi.org/Mexico-public- hearings?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A +Ndi-Mexico+%28NDI+-+Mexico%29&utm_content=FeedBurner & Monitoring the Political Process: http://www.ndi.org/Mexico-public- hearings?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A +Ndi-Mexico+%28NDI+-+Mexico%29&utm_content=FeedBurner
Week 13 China the Celestial Kingdom: Opportunity or Threat?(WGIV). Congressional Research Service; Chinas Rise/Trade Issues. (2013): http://fpc.state.gov/documents/organization/219638.pdf http://fpc.state.gov/documents/organization/219130.pdf http://fpc.state.gov/documents/organization/214411.pdf CCTV. China and Mexico: http://english.cntv.cn/program/newsupdate/20130905/100907.shtml Inc. Is Mexico the New China? (2013): http://www.inc.com/magazine/201306/jennifer-alsever/manufacturing-in- mexico.html Financial Times. A New Dawn for China-Mexico Relations: http://blogs.ft.com/beyond-brics/2013/09/19/a-new-dawn-for-china-mexico- relations/#axzz2rLu1JpLL
Week 14 Energy: Role for Government? (WGV). Energy's Future in Latin America: Study by Bracewell & Giuliani and Business News Americas Forecasts Region's Prospects and Challenges, Congressional Research Service. Mexicos Energy Sector. (2103): http://fpc.state.gov/documents/organization/218980.pdf Bloomberg: Energy Reform in Mexico: http://www.bloomberg.com/news/2013- 12-12/mexico-lower-house-passes-oil-overhaul-to-break-state-monopoly.html Brookings: http://www.brookings.edu/research/opinions/2013/12/23-mexican- energy-reform-opportunities-historic-change-negroponte PEMEX Blues: http://www.huffingtonpost.com/daniel-pena/pemex-blues-the- downside-to-mexican-energy-reform_b_4522216.html Forbes: http://www.forbes.com/sites/nathanielparishflannery/2013/10/28/investor- insight-why-the-time-may-be-right-for-energy-reform-in-mexico/
Week 15 Course Review/ Final Exam Prep. (TBA).
Think Thanks/International Organizations Links:
It is critically important that you get plugged-in to the on-going public policy discussions in DC, across the US and internationally. The easiest and least painful way is to load your favorite site on your computers home page. Additionally, you can sign-up, for free, for updates available from the leading DC-based think tanks. Here are a few recommendations:
Additionally, here is the link to a comprehensive list/description of the top 25 think-tanks. This a great resource, and one that I would suggest you utilize:
Here are some additional websites for leading Latin American public policy data:
Organization for Economic Co-operation and Development, Trade Directorate: http://www.oecd.org/department/0,2688,en_2649_33705_1_1_1_1_1,00.html
Organization for Economic Co-operation and Development, Statistics: http://www.oecd.org/statisticsdata/0,2643,en_2649_33705_1_119656_1_1_1,00.h tml World Bank, Latin American Trade: http://lnweb18.worldbank.org/LAC/LAC.nsf/ECADocByUnid/E8FBA5A860C10 DD385256DD600744496?Opendocument
World Trade Organization: http://www.wto.org/
Disclaimer Readings, assignments, and due dates may change due to unforeseen circumstances. Your professor will advise you of any changes and present them to you in writing.
TWC COURSE POLICIES (FOR A DETAILED LIST OF ALL TWC POLICIES, PLEASE REFER TO YOUR STUDENT HANDBOOK)
PROFESSIONALISM We strongly encourage students to be professional at all times.
EQUAL OPPORTUNITY/AFFIRMATIVE ACTION The Washington Center actively subscribes to a policy of equal opportunity in education.
CLASS CANCELLATION Students are expected to attend every class period as scheduled unless there is an unavoidable circumstance or illness. Classes do not meet on federal holidays; however, your professor may elect to reschedule the class for another evening to make-up time and work. If you miss two classes, your instructor will notify your program advisor.
VERBAL, SEXUAL, ETHNIC/RACIAL HARASSMENT The Washington Center does not tolerate harassment of any nature. Verbal, sexual, ethnic and or racial harassment in any way of its students, staff, and faculty are prohibited. The Washington Center advises students to notify their Program Advisor if they believe they may have been exposed to sexual or verbal harassment.
DISABILITY SERVICES Students with Special Needs: If you are a student who is defined under the American with Disabilities Act and requires assistance or support services, please inform The Washington Center's disability coordinator, by emailing disabilityservices@twc.edu. The coordinator will organize such services as note takers, readers, sign language interpreters, etc. If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please make an appointment to speak with disability services upon arrival. Disability services information is available on online at ww.twc.edu/disability_services.shtml.
ACADEMIC MISCONDUCT Plagiarism the use of ideas or writings of another as ones own. Students are expected to submit original evaluations, essays and papers, and to cite all appropriate sources. If requested, students should be prepared to provide original notes, previous drafts, and other materials to indicate original research or intellectual ownership of an assignment.
Cheating the use of notes or books when prohibited, and the assistance of another student while completing a quiz or an exam, or the providing of information to another individual for this purpose, unless such collaboration is approved by the course instructor.
Falsification the improper alteration of any record, document or evaluation.
Obstruction behaving in a disruptive manner or participating in activities that interfere with the educational mission of The Washington Center at lectures, courses, meetings or other sponsored events.
Absenteeism the chronic failure to attend program components (including internship, internship courses, or other scheduled activities) without a valid reason or prior notification.
STUDENT GRIEVANCES If students have a problem with their instructor, the course material, class format, or other aspects of the course, they should speak to the instructor first. If that is not possible or they choose otherwise, students should speak with the course coordinator who will arrange a conference in consultation with the managing director for academic affairs. If students wish to make a formal complaint, they must submit it in writing to the course coordinator, who will then advise the vice president for academic affairs.