The Public Sphere

The Work of Democracy: Reflections from the ICMA Annual Conference

Written by Julia Soares

What does it take to keep a society running? It’s a question most of us rarely stop to consider until something goes wrong. We expect grocery stores to have blueberries in stock, our trash to be picked up on time, and our streets to be maintained. It is only when something breaks down that we begin to appreciate how many people, decisions, and systems have to come together to make everyday life possible.

This idea stayed with me after attending the International City/County Management Association (ICMA) Annual Conference in Long Beach, where city managers and local government leaders gathered for several days of seminars, conversations, and opportunities to learn from one another. As a Master of Public Policy and Administration (MPPA) student, I was interested in hearing how leaders approach the challenges facing their communities. But a common theme emerged across the conference, particularly in the keynote addresses from Simon Sinek and Jon Meacham: the importance of curiosity, humility, and a willingness to keep learning.

These qualities are not just useful for individual leaders. They are essential to building effective institutions, navigating disagreement, and sustaining democracy itself.

Culture by Design, Not by Default

Simon Sinek is a popular author and inspirational speaker on business leadership, known for his books Start with Why and Leaders Eat Last. In his Fireside Chat on stage at ICMA, he emphasized that we have a choice between creating a culture by design or allowing one to develop by default. If we do not actively shape the cultures we work and live in, they will shape themselves, and not necessarily in ways that serve us well.

For local government leaders, organizational culture influences how employees communicate, approach problems, and respond to change. A culture that discourages questions can make it difficult to adapt, while one that encourages curiosity creates room for people to identify problems and work toward solutions.

Sinek highlighted curiosity and humility as two of the most important human skills in leadership. These are qualities we often discuss in the context of personal relationships and effective communication, yet they are just as important in professional settings and public service.

Curiosity requires us to ask questions before making assumptions (judgment does the opposite). When we decide we already understand someone or their perspective, we begin labeling rather than listening. Humility reminds us that none of us has all the answers, regardless of our position or experience. Good leaders recognize what they do not know, seek out different perspectives, and remain open to changing their minds.

For public servants, these skills are especially valuable. Local governments serve communities with different experiences, needs, and priorities. There is rarely a single solution that works for everyone. Curiosity allows leaders to understand those differences rather than make assumptions about what their communities need.

Disagreement Is Not the Same as Division

Meacham, Pulitzer Prize-winning biographer, historian, and bestselling author known for his work on American history and political leadership, connected these ideas to the broader challenge of sustaining democracy. He noted that the United States has long been closely divided politically, with almost every presidential election since our inception coming down to something resembling a 49/51 split. Disagreement is not new to American democracy, nor is it inherently a problem. A democratic society depends on people being able to hold different views, debate ideas, and challenge those in power.

The danger comes when we stop seeing those with whom we disagree as fellow citizens and begin treating them as enemies. An adversary is someone whose position we oppose. An enemy is someone we believe must be destroyed. Those are fundamentally different ways of approaching disagreement. Democracy requires us to coexist with people whose views may differ significantly from our own. When every disagreement becomes a battle between people who believe the other side has no legitimate place in society, there is little room left for compromise or collective problem-solving.

This is where curiosity becomes more than a leadership tool. It becomes a civic responsibility. We do not have to agree with someone to try to understand their perspective. Listening does not mean surrendering our principles, just as seeking common ground does not mean abandoning our values. Meacham reflected on the difficulty of loving one’s neighbor. It is a familiar lesson, but one that remains remarkably difficult to put into practice. If treating others with compassion came naturally, perhaps we would not need to be reminded to do it so often.

For local government leaders, this challenge plays out every day as they work with residents, colleagues, and elected officials who may have very different ideas about what their communities need. The ability to listen, remain open to new information, and work through disagreement is essential to serving the public effectively.

A More Perfect Union

One of my favorite takeaways from the conference came from a conversation with my friend and classmate Jharie, who is originally from the Philippines. Having experienced government in a different national context, she brought a perspective that reminded me not to take the everyday functioning of our public institutions for granted. As we left the conference together, she shared how encouraged she was to see so many people genuinely committed to improving their communities and finding ways to serve the public better. It struck me that, despite the challenges facing our democracy, there is something meaningful about having people who continue to show up, ask questions, and work toward something better.

Her perspective gave me a reason to step back and appreciate something that can be easy to overlook. At a time when political discourse can feel overwhelmingly divisive, local government professionals had gathered in Long Beach to learn from one another, discuss difficult challenges, and explore ways to serve their communities more effectively.

Of course, our institutions do not always work as they should, and there is no shortage of problems to solve. But the willingness to acknowledge those shortcomings and work toward solutions is important in itself. The United States was founded on the aspiration to form a “more perfect Union.” This aspiration acknowledges that in some ways, our institutions will fall short, our communities will face new challenges, and we will inevitably disagree about how to move forward. But we can learn, ask better questions, listen more carefully, and recognize that our own perspective is never the only one worth considering.

Just like the theory behind “pothole politics,” which emphasizes the importance of focusing on the everyday services people rely on and delivering them well, sometimes the solutions are right in front of us. New York City Mayor Mamdani recently took this idea literally with his “Pothole Blitz”, by mobilizing the Department of Transportation crews to complete a week worth of repairs in just one day. While filling potholes might seem simple, it was a way he could signal to his constituents that he was listening and wanted to make a tangible difference in their lives by prioritizing the basics. In a political climate often dominated by partisan divisions and big promises, consistently delivering the everyday services people depend on is one way local governments can demonstrate their value and rebuild public trust.

As an MPPA student, I left the conference thinking about how these lessons apply not only to the people who manage our cities and counties, but to anyone who wants to contribute to public life. Curiosity helps us understand the systems we depend on, humility reminds us that there is always more to learn, and a willingness to engage with people who think differently keeps the door open to progress.

Democracy is not a finished product. Neither is leadership, nor the work of building a community where people can thrive. Success is not about reaching a point where nothing needs to change. It is about continuing to show up, learn from one another, and make things a little better than they were yesterday.

Student Highlight: Noelle Martinez –

Profile written by Julia Soares

Before Noelle Martinez enrolled in Cal Lutheran’s Master of Public Policy and Administration (MPPA) program, she spent years on the advocacy side of public life, working in civil liberties, labor organizing, and attended law school. Those experiences taught her a great deal, but they also led her to a question that changed her career path: what would it look like to work toward solutions that serve different communities equitably, rather than advocating for one side?

From Organizing to Administration

Noelle worked as a labor organizer for SEIU Local 99, which represents classified education workers in school districts across Southern California. For about a year, she helped organize and mobilize Los Angeles Unified School District workers as contract negotiations stalled and a strike became a real possibility.

The experience put her in an uncomfortable spot. Organizers were telling workers that the District could afford raises, while the District insisted it could not. “I started asking myself, ‘What if they actually don’t have the money?'” she recalls. An open-ended strike could mean weeks without a paycheck for people already struggling financially, and she wanted to understand what was happening on the other side of the table.

“Workers were fighting for their livelihoods and wages they could actually live on, but the District also had a responsibility to maintain its financial health and manage all of the other demands on its budget,” she says. That tension, and how public institutions make hard decisions when no option makes everyone happy, pushed her toward public policy and administration. She wanted to learn how those decisions are made from the inside and how to make them equitably, especially for low-income communities and communities of color.

Finding Community at CLU

Noelle began the MPPA program in May 2026 and is finishing her second term. What has surprised her most is how supportive the program has been. “I’ve felt really supported by the MPPA program not just as a student, but also as a professional and as a person,” she says, adding that she already feels she has grown a great deal.

She has also taken full advantage of the opportunities to get involved. Noelle serves as the MPPA representative for the Graduate and Professional Student Council (GPSC) and recently became Vice President of the ICMA Student Chapter. She sees these roles as ways to build relationships with peers, professors, and the wider CLU community, and to learn about leadership and bringing people together. She is especially excited to help students who are just starting the program find their footing.

Her advice for fellow students is simple: “Sometimes all it takes is being willing to put yourself out there.”

Public Service From the Inside

Noelle is putting her classroom learning into practice as an AmeriCorps fellow with the City of Moorpark. Based in the City Manager’s Office, she has been exposed to many parts of local government, including economic development, community engagement, risk management, and communications. She also helps coordinate the City’s Teen Council.

The fellowship appealed to her because it offered hands-on experience while she works toward her degree. She values seeing how decisions are made and carried out at the local level, and how closely local government is tied to the people it serves. “I get to see how public administration and the things I’m learning in the classroom actually play out in real life,” she says.

One of her main interests is community connection. Noelle observes that division today runs not only through politics but through neighborhoods, with many people feeling little attachment to the places where they live. She wants to learn how local governments can use their tools and resources to build that sense of belonging. “It is the level of government that is closest to people’s everyday lives,” she notes, which puts it in a unique position to bring people together.

A Grassroots Approach to What’s Next

Noelle describes herself as “a very grassroots-oriented person,” and her organizing background shapes everything she does. Organizing taught her to begin by listening to what people actually want and need instead of assuming she knows what is best. She wants communities at the center of the decisions governments make, and she is committed to making sure every voice is heard, not just the loudest ones or the majority.

Over the next couple of years, she plans to build practical skills in policy analysis, budgeting, community engagement, and project management, and to keep learning from the people around her. Public service, she has found, cannot be fully understood from a textbook, and pairing coursework with real-world experience has been especially valuable.

Her larger goal is to help make the government more equitable and representative. She believes that people from historically excluded communities should be present in policy conversations and among those making and implementing decisions. “I hope to continue developing the skills to advocate for that representation, bring different voices into the decision making process, and help build public institutions that work for everyone,” she says. Based on her first two terms, Noelle is well on her way.

The Ecosystem of Surveillance: Lessons for Public Administrators from Los Angeles – By Julia Soares

When Los Angeles let its partnership with Flock Safety lapse this past July, the decision was widely framed as a debate over privacy, data security, and government oversight. LAPD suspended its use of Flock’s automated license plate readers after concerns emerged about who controlled the data and how it could be shared with other agencies, including immigration authorities. Those are important questions. But a recent local convening I attended, hosted by Stop LAPD Spying and MediaJustice, raised a broader one: What if Flock is not the problem, but a symptom of a much larger system?

Throughout the convening, organizers repeatedly described the fight against “Big Tech” as “not a moment in time, but a continuation of history.” It is tempting to think of surveillance technology as a uniquely modern problem. Yet the underlying impulse to monitor, categorize, predict, and control people is nothing new, especially in America.

That idea also connected with concepts that arose in Edward Snowden’s Permanent Record, a book I became interested in after discussing his case in my MPPA Ethics class. Snowden describes the “Frankenstein effect” as the tendency for technological innovation to move faster than our ability to understand, regulate, or control its consequences. Although he was describing technology developed nearly two decades ago, the idea feels remarkably relevant to the technologies we are grappling with today. AI, facial recognition, automated license plate readers, and other forms of data-driven surveillance are developing faster than many of our laws and institutions can respond. If Flock is removed and replaced with another surveillance system, we may have addressed a particular technology without addressing the reasons the government continues to seek these technologies in the first place.

That distinction matters for public administration because government decisions about technology are often presented as technical questions: Does it work? Is it cost-effective? Is it legally feasible? But those questions do not necessarily ask who benefits from a system, who bears its costs, or what assumptions are built into it.

Consider what surveillance means in Los Angeles amid intensified immigration enforcement. For immigrant communities, the possibility that information about where people travel or live could become accessible to government agencies is not an abstract privacy concern. ICE raids and arrests have occurred in workplaces and other everyday community spaces across the region, creating an environment in which people may think twice about where they go, where they work, and whether it is safe to interact with public institutions.

For women, surveillance can create another set of risks. A recent Washington Post investigation identified at least 50 law-enforcement officers accused or charged with misusing license-plate reader systems, including cases in which officers used the technology to monitor wives, girlfriends, and ex-partners. Reproductive healthcare is also regulated differently across states, raising concerns about how location and travel data could be used in investigations of people who cross state lines to receive care.

I found myself connecting these ideas to Michel Foucault’s writing on surveillance and power. Foucault’s concept of the Panopticon describes a system in which people never know for certain whether they are being watched, creating the possibility that they begin regulating their own behavior because they know they could be observed. Surveillance, in this sense, is not only about catching people doing something wrong. It is also about shaping behavior – establishing what is considered normal, identifying what is considered suspicious, and encouraging people to monitor themselves.

Flock is not a literal Panopticon, but the comparison helps explain what makes modern surveillance different from simply having more cameras on the street. An ALPR system can quietly collect information about where people go without anyone first being suspected of a crime. That information can then be stored, analyzed, and interpreted later, potentially by people or institutions far removed from the original collection. The power comes not only from watching people, but from creating an infrastructure that makes it easier to categorize them and act on those categories.

These examples may seem distinct from Flock, but that is precisely the point, because surveillance systems do not operate in isolation. Information collected for one purpose can exist within a broader ecosystem of policing, data sharing, private technology, and government enforcement. A license plate reader does not know why someone is driving somewhere, just as a database does not know the circumstances behind the information it contains. Yet that information can become meaningful when combined with other systems and used to make decisions about who should be investigated, monitored, or considered a threat.

The consequences extend beyond privacy. When people begin changing where they work, travel, seek healthcare, access public services, or participate in public life because they fear being watched, surveillance has already changed the community it is supposedly intended to protect. It can shape who feels safe being visible, who feels comfortable seeking help, and who feels free to move through their own community. In that sense, surveillance is not simply a question of what information the government possesses; it is a question of who gets to participate fully in public life without fear of being watched.

This ecosystem extends beyond police departments and technology companies. Universities can also play a role in developing the ideas and technologies that eventually become embedded in policing. UCLA researchers, for example, developed predictive-policing models using historical crime data to predict where future crimes were likely to occur. The researchers worked with LAPD to test the model, and the department eventually adopted it across multiple divisions. The research was supported by federal funding from agencies including the Air Force Office of Scientific Research, the Office of Naval Research, and the Army Research Office.

The point is not that the researchers intentionally created a surveillance state. Rather, their work illustrates how seemingly neutral research can become part of a larger system of institutional power. If historical policing data reflects where police have traditionally concentrated their attention, using that data to determine where police should go next can reproduce those same patterns. The technology may be new, but the assumptions embedded in the data are not.

Fifty years ago philosopher, Michel Foucault, was writing extensively about the relationship between surveillance and power. Foucault’s concept of the Panopticon describes a system in which people can never be certain whether they are being watched, creating the possibility that they begin to regulate their own behavior simply because they know they could be observed. Surveillance, in this sense, is not only about catching people doing something wrong. It is a mechanism for shaping behavior – deciding what is considered normal, what is considered suspicious, and ultimately who is worthy of scrutiny.

Flock is not a literal Panopticon, but the framework is useful for understanding what makes this technology different from simply having more cameras on the street. An ALPR system can quietly collect information about where people go without requiring anyone to first be suspected of a crime. That information can then be stored, searched, shared, and interpreted later. The power comes not only from watching people, but from creating an infrastructure that makes it increasingly easy to watch, categorize, and act on information about them.

The distinction that the convening presenters made between reform and abolition is really where my eyes began to open. Reform asks how an existing system can be made safer, more transparent, and less harmful. In the case of surveillance, that might mean stronger privacy protections, limits on data sharing, public oversight, or restrictions on how technologies such as Flock can be used. These are all the classic considerations we are taught to think about in public policy work. Abolition, on the other hand, asks a more fundamental question – forcing us to think about why we need these systems to begin with, and if we could start from scratch, what would we build instead?

This does not mean reform is meaningless. Policies that reduce immediate harm matter, particularly for communities already experiencing the consequences of surveillance and policing. But reform can become limiting if it prevents us from questioning the larger purpose of the system. LAPD has historically used ALPR systems from multiple vendors, including Vigilant Solutions, a Motorola subsidiary, and Axon, illustrating how simply canceling a Flock contract does not necessarily mean changing the underlying system.

For public administrators, this distinction offers an important lesson. Our responsibility is not only to make government systems more efficient. It is also to examine the values those systems advance and to listen to the communities experiencing their consequences. This is also where the convening presenters connected with something we discuss repeatedly in the MPPA program: the importance of listening to communities rather than assuming that institutions know what communities need. Stop LAPD Spying organizers emphasized why the convening was held in Skid Row at LACAN intentionally in order to be rooted in a community that has historically been treated as a laboratory for new forms of policing and surveillance. They described their work as an effort to make Skid Row a laboratory for developing new ways to resist those systems. That kind of community-rooted expertise can be difficult to capture in a classroom.

Being in a room with people organizing to address policy failures reinforced for me how important – and often underrated – this kind of firsthand engagement is for public servants trying to understand how best to serve their constituents. In this case, the experience encouraged me to approach policy dilemmas not simply by asking how we can regulate a technology, but whether we should incorporate it into public systems in the first place. It also left me with questions that I think are worth carrying into public policy work: Who does a policy make safer? Who does it make more vulnerable? What assumptions are embedded in the data? And, ultimately, what kind of relationship between government and community are we building? Flock may be one technology, but those questions will remain long after the cameras are gone.

A Liberal Arts Foundation for Public Service? What my Maxwell School education taught me about “liberal arts” and a “technical education” – Dr.Sabith Khan

During our inaugural Fall retreat for the faculty this year, the opening theme was focused around the theme of “Future ready graduate: Skills, values and community impact.” The discussion had a strong focus on the relevance of a liberal arts education in the US and how it is relevant to the world we live in.

This issue of relevance of education and return on investment has been at the heart of a technical education vs. humanities debate, which is part of the larger debate about the value of Higher ed in today’s world. My own journey to academia and social sciences (aligned with liberal arts and interdisciplinary work) has been circuitous and begins with a very technical field.

I graduated with a bachelors in Engineering, though had a knack for writing and communications. Soon after graduating, I jumped head on, starting my own communications consulting firm and subsequently working for Ogilvy & Mather in their PR unit for a while. This led to other opportunities in other firms and eventually, I made it to the Maxwell School of Syracuse University for an MPA and MA in International Relations.

I applied for just three programs, while I was working in the Middle East, ranked #1, #2 and #3, respectively – they were Maxwell School at Syracuse Uni, Harvard Kennedy School at Columbia and the school at Columbia Uni. I got accepted to Maxwell, with a scholarship! The decision was made for me. Why did I choose to come here?

It was largely becasue at the heart of Syracuse University’s Maxwell School of Citizenship and Public Affairs lies a distinctive educational philosophy: the belief that professional training in public policy and administration is most powerful when rooted in the liberal arts. This approach, which integrates professional MPA and other technical programs with interdisciplinary social science, produces graduates who are not merely skilled technicians but engaged citizens equipped to tackle complex societal challenges. I was enrolled in a dual MPA-MA(IR) focus so needed strong foundational courses in social sciences, that Maxwel school provided.

The Maxwell School, established in 1924, was founded on the principle of teaching citizenship to all Syracuse undergraduates. This commitment to civic engagement remains central to its identity, distinguishing it from traditional professional schools. I had the most intellectually stimulating time of my adult life at Maxwell School, where I was a Graduate Assistant at the Moynihan Institute and worked with one of the foremost experts on Iran, Dr. Mehrzad Boroujerdi.

As the only graduate school whose professional programs in public administration and international affairs are fully integrated with social science departments, Maxwell offers a truly distinctive educational model. Its faculty of 170 scholars across six social science disciplines: anthropology, economics, geography, history, political science, and sociology; provide students with multiple lenses through which to understand policy problems. I attended classes in many of these disciplines as the elective structures let me take classes in many disciplines, with few restrictions.

The school’s flagship Master of Public Administration program, created over 90 years ago as the nation’s first such professional program, embodies this interdisciplinary philosophy.

As I learned during my time there, the MPA program emphasizes three areas of mastery: formulating, implementing, and evaluating policy; leading organizations with diverse stakeholders; and applying rigorous evidence-based analysis. These skills, however, are not taught in isolation. Maxwell’s faculty engage in applied interdisciplinary research, bridging theoretical frameworks with practical application. This blending ensures that policy decisions are understood within their cultural, historical, and social contexts.

Practical experience in interdisciplinary learning can be seen in the Maxwell classroom. In one course, MPA students worked alongside engineering students on complex policy projects, from lead service line replacement to automated vehicle regulation. My own capstone project involved an NGO (Near East Foundation) that worked with refugees in the Middle East and focused on workforce development and job creation for them.

As an Engineer, I learned to write policy briefs, while all MPA students grappled with technical infrastructure challenges: demonstrating how policy and technical expertise must inform one another. The instructor noted that MPA students excel at articulating policy arguments and applying current events to their analysis, skills honed through exposure to multiple disciplines.

This commitment to broad-based education extends to Maxwell’s undergraduate programs, offered in partnership with the College of Arts and Sciences. As I followed the schools work post graduation, the liberal arts core is being reimagined to address contemporary challenges like climate change, social justice, and human well-being, moving from traditional disciplinary perspectives toward thematic approaches that reflect an interconnected world. As one Maxwell associate dean observed, students with narrow professional ambitions are “just like the bear who sees the other side of the mountain”; true education requires crossing disciplinary lines to bridge ideas, cultures, and languages. The University’s longstanding principle has been that “just providing liberal education or just providing professional training is not where society needs education to be”.

Some of my professors were leaders of global organizations, including Prof. Catherine Bertini, former Head of World Food Program, Prof. Walter Broadnax (one of my favorite professors),

It is a testament to this unique model of blending liberal arts education with a very technical education that made my Maxwell experience unique. This model has earned Maxwell recognition as the #1 ranked graduate school of public affairs in the nation. Its success reflects a larger truth: today’s public challenges: from environmental sustainability to national security, all demand leaders who can synthesize perspectives and adapt to evolving conditions. As I look at Maxwell School’s enduring contribution, I realize it lies in understanding that effective public service requires not just technical competence but the critical thinking, ethical reasoning, and broad understanding that only a liberal arts education can provide.

Disciplinarity is a norm in today’s academia and though specialization is needed in many respects; getting bogged down in one’s discipline while ignoring the “big picture” can produce people and graduates who are inept at understanding the world, as it is.

I try to bring this to the classroom and in the program management at Cal Lutheran and hope that you see the value of this approach.

Getting to Know You! An Interview with Professor Sean Veal

Getting to Know Professor Sean Veal

Meet Professor Sean Veal! Professor Veal is a changemaker in our community transforming the lives of MPPA students here at California Lutheran University. Professor Veal inspires students to think critically, act ethically, and lead with empathy. His dynamic teaching style, coupled with real-world insights, empowers students to tackle today’s most pressing public challenges with confidence and creativity.

1. What is your name and what do you teach?

My name is Sean Veal. I teach capstones and the urban policy and planning courses.

2. How long have you been teaching?

I have been teaching at Cal Lutheran for four years.

3. Getting to know you outside of the classroom, what are some of your favorite things to do?

Outside of the classroom I enjoy staying active by playing basketball and weight lifting. As a former college athlete, I value being healthy and it’s become part of my DNA. I also enjoy photography and traveling when time permits.

4. What initially sparked your interest in the public policy and public administration sector, and how did it impact your career path moving forward?

The catalyst of my interest in public policy and administration is an understanding of the impact that policy has on our day-to-day lives. Moreover, public policy is imperative to addressing societal issues yet too often it’s reactive. I’m intellectually attracted to the study of public policy in contemplating more proactive approaches.

5. What do you love most about teaching in the MPPA Program?

What I enjoy most about teaching is observing students thinking thoughtfully and creatively about our most pressing policy issues in our communities. Witnessing students collaboratively working through ideas that may eventually become realities is rewarding.

6. What do you hope students will take away from your course, both in knowledge and real-world skills?

The main take aways that I hope students gain from my courses are: 1) being well informed is what separates experts from generalists, in that when people are well versed in a subject it can help impact prudent, implementable public policy; and 2) being assertive and asking the right questions is a strength as students navigate their careers.

7. How would you describe your teaching philosophy and how do you think it challenges MPPA students?

When I was an undergraduate and graduate student at Cal Lutheran, the common theme that professors would stress is that CLU is an institution that teaches you how to think, not what to think. I’ve adopted that same mantra in my teaching philosophy with the goal of encouraging students to think critically through an analytical lens. My objective is to help train students how to dissect policy topics to foster a path to a student reaching their own conclusion.

8. In your opinion, how can students best prepare for a career in public service while they are still in the MPPA Program?

While in the MPPA program students can best prepare for a career in public service by focusing on individual skills and attributes, and then utilizing course work in the program to both accentuate and improve those skills. For example, if a student desires to be in a leadership role, they can hone in on courses directly addressing leadership or management, while also being intentional about leading group discussion boards, participating in class with well thought-out remarks, taking initiative in group projects, and being involved in extracurricular activities such as International County / City Management Association (ICMA).

9. Additionally, from your experience, what are some skills you believe are necessary to succeed in the public service/public policy sector?

A skill requisite to succeed in public service is understanding one’s role in the process. In other words, be realistic about the capacity of one’s role, authority, influence, advantages, and limitations. It requires a mindset of understanding when to rely on resources, rather than attempting Sisyphean tasks. Employing this will help reduce burnout and allow one to operate more effectively within a public policy or public administration role. In that same vein, or more simply put, avoid being myopic. Welcome and listen to other ideas from all stakeholders one may encounter when in public service professions.

10. If you could spend one day with a public figure/leader, past or present, who would it be and why?

If I could spend one day with a public figure, I would spend it with Pete Carroll who is a professional and collegiate football coach. I admire his impact on athletes in the way he mobilizes them. It’s a very simple concept he relays to his teams; always compete. No matter the circumstances always compete is what Pete Carroll preaches. In our careers, and even in our personal lives, it’s important to always exert one’s best effort since we cannot control exogenous factors, but we can dictate our efforts. Always compete.

11. What is one piece of advice you would give to current and prospective MPPA students?

One piece of advice I would give to current and prospective students is to be a knowledge sponge not only while in school, but beyond the classroom in professional careers. I’ve found that one can absorb more by merely listening as opposed to always trying to have the right answer.

We want to sincerely thank Professor Veal for giving his advice and insight into the public sector. We are proud to have Professor Veal as an educator in the MPPA program. He continues to inspire as he prepares the next generation of public leaders to make a meaningful difference in the world.

Getting to Know You! An Interview with Dr. Maria Mondala-Duncan

Getting to Know Dr. Maria Mondala-Duncan

Meet Dr. Maria Mondala-Duncan! Dr. Mondala-Duncan is a leader within the classroom and the community. She is passionate about educating future leaders. Through her guidance, she equips them with the practical skills and knowledge necessary to succeed and make a meaningful impact in the workforce.

1. What is your name and what do you teach?

My name is Maria R. Mondala-Duncan and I teach PA 562-01, Human Resource Management!

2. How long have you been teaching?

As an adjunct professor, 2 years; professionally, I have been training in my organization for 5 years.

3. Getting to know you outside of the classroom, what are some of your favorite things to do?

Travel, eating, binge-watching TV shows, spending time with my family and cats.

4. What initially sparked your interest in the public policy and public administration sector, and how did it impact your career path moving forward?

I began my career in the entertainment industry, working for a major studio company. As much as I enjoyed the thrill and meeting countless celebrities, public service is in every fiber of my being. This being at my core, I decided to apply for a position at a public agency in transportation since I am a big proponent of public transportation. From there, I decided to transition to a municipality where I have been for eight years. The conviction and passion of providing exceptional public service, and the desire and hope of creating a positive impact to the community, are essentially what sparked my interest and preempts any other.

5. What do you love most about teaching in the MPPA Program?

Without a doubt, the students and their eagerness to learn are what I love most about teaching in the MPPA Program.

6. What do you hope students will take away from your course, both in knowledge and real-world skills?

Human Resource Management is not just a function, but is also the foundation of being a good leader. My hope is that my students retain the information they are taught, but also as a future leader, they exercise kindness and using sound judgment in their future profession, whatever that may be.

7. How would you describe your teaching philosophy and how do you think it challenges MPPA students?

I have a real passion for teaching but have always believed in formal education as being theoretical. Circumstances in the real world vary and can throw a monkey wrench at you at any given moment, especially if it is something you have not encountered. For this reason, I bring in the practical side of the theories taught by inviting guest speakers to share their experiences and knowledge on certain subject matters. This allows the students to see the functions of a theory in the real world, the barriers the speakers faced, and how they overcame those challenges.

8. In your opinion, how can students best prepare for a career in public service while they are still in the MPPA Program?

If one intends to go into public service, understanding its inherent meaning is unequivocally important and should be taken seriously. What distinguishes public servants from the private sector is their role; it is not revenue driven, but it is service to the residents and the community in order to make it a better place to live, work, and play. This is the first step of the preparation. The second step is joining an organization, such as CalLu’s ICMA Student Chapter, as this will allow a prospective public servant to network with existing public servants from various communities throughout the state or the nation.

9. Additionally, from your experience, what are some skills you believe are necessary to succeed in the public service/public policy sector?

With regards to soft skills, being interpersonal, patient, adaptable, emotionally intelligent, flexible, ability to listen, and being quick, but strategic, on your feet to solve internal and community problems. In terms of professional skills, being technical, staying abreast of any trends and opportunities, and continuously updating your knowledge (specific to your profession) whether through certifications or obtaining another degree. Another important skill that is not emphasized enough is writing. This is important, especially if one desires to be in management or executive level roles.

10. If you could spend one day with a public figure/leader, past or present, who would it be and why?

Definitely, Maria Ressa, a Filipino and American journalist, CEO and co-founder of Rappler, a Nobel Peace Prize winner in 2021 for defending freedom of expression and democracy, and has written a book titled, “How to Stand Up to a Dictator: The Fight for Our Future”. She is an agent of social change and made waves through her investigative journalism. Ms. Ressa has experienced a whole-host of challenges legally and socially, even threatened with life in prison at one point. Nevertheless, her fearlessness, outspokenness, brilliance, and her courage of speaking truth to power are reasons why I admire her and want to spend a day absorbing her knowledge and strategizing for the future.

11. What is one piece of advice you would give to current and prospective MPPA students?

I have two: 1) The road ahead is not easy, but always be your authentic self because someone will take notice of you and what you can bring to the table; and 2) always treat others kindly, no matter who they are; it is truly a small world and people will remember how you treated them.

We would like to extend our heartfelt gratitude to Dr. Mondala-Duncan for generously sharing her passion for teaching and for the invaluable wisdom she instills in her MPPA students. Her dedication to shaping the next generation of leaders is truly inspiring, and we are deeply appreciative of her continued commitment to excellence in education.

Getting to Know You! An Interview with Alumni Joel Hayes

Getting to Know Alumni Joel Hayes

Meet Alumni Joel Hayes! Joel currently works as an Associate Planner for the City of Calabasas. Throughout this post, we will get to know Joel a bit better and hear about his reflections of the MPPA Program, and the skills he obtained from the program, which he now uses in the workforce.

1. Could you please introduce yourself and tell us a little bit about your current role?

My name is Joel Hayes and I’m an associate planner at the city of Calabasas. In my current role, I work on development review for active projects such as a KIA dealership, Caruso Commons apartments, subdivisions, and other permit types at the City. I also work on long range projects such as the Craftsman’s corner annexation (annexing from LA county) and I’m in the final stages of implementing a business registration program. Lastly, I play an active role with the historic preservation commission and a few weeks ago received approval at the City Council for the city’s 8th landmark, the first in over a decade, the El Camino Bell in Old Town Calabasas.

2. What does a day typically look like for you in your current role?

A typical day for me might be reviewing architectural plans for a project, coordinating with our public works team, Building and Safety department or Code Enforcement on unique projects or cases. I might be working on a staff report and stepping away occasionally to assist a member of the public with a question about development or permitting. If I have time, maybe going out to visit a site to take photos and understand the topography and characteristics of the land that can be useful in my report or presentation.

3. What did you love most about the MPPA program?

What I loved most about the MPPA program is the people I met along the way. I actually became a planner because a former MPPA professor would consistently have guest speakers and one guest speaker happened to be a city planner and he described his career. Up to that point, I had never even heard of planning as a job and at that moment I knew I had found what I wanted to do for my career. The MPPA program provided me with incredible mentors and friends that I still keep in touch with today.

4. Looking back, is there a particular research project, paper, or assignment that you worked in the MPPA program that you are especially proud of?

I am particularly proud of a research paper I wrote and submitted to the International Conference on Business, Economics and Information technology. The annual conference is attended by 60 to 120 participants who represent 30+ universities from 10+ countries and territories, including Japan, Korea, Australia and many more.

My paper was accepted to the conference and I was able travel to Singapore and present my research paper, “Assessing the reliance of Tourism on Croatia’s Long term Economic Sustainability”.

5. Similarly, what was your favorite course within the MPPA program?

There’s no way I could pick one favorite, however I’d say a few favorites were law and public policy and principles of city management.

6. What skills did you develop in the MPPA program that help you the most in your current role?

The MPPA program has helped me tremendously with my professional writing and presentation skills that I use on a daily basis. Many of my work projects include presenting in front of a planning commission or City Council and the MPPA program allowed me to gain confidence and strengthen my public speaking. Most importantly, the report writing and research papers that I worked on in the MPPA program can sometimes be very similar in nature to the writing that I do professionally.

7. How did your time in the MPPA program affect your goals and aspirations, both personally and professionally?

My time in the MPPA program greatly affected my aspirations and goals as I gained a lot of confidence in myself and discovered my career path along the way.

8. How did you balance academic work with other commitments?

I was lucky to go into the MPPA program directly after graduation with my bachelors degree in political science at Cal Lutheran. I worked full time and completed the program in one year, however I do not recommend this path for everyone. It was time consuming and for those that have a lot going on with commitments, completing the program at your pace can be beneficial.

9. Did you participate in any other clubs or organizations during your time in the MPPA program?

At the time I was in the MPPA program there was not an ICMA group active, however that would have been an organization I would have enjoyed joining.

10. What advice would you give to current MPPA students?

I would say to try and get the most out of the program as you can. Former students I sat next to in class are now city managers, directors of government departments, public information officers and other high level positions across different sectors such as government, non-profit and education. I’ve learned gaining mentors will add value to you professionally and personally and if there are people with lots of experience in a career sector you’d like to go into, ask questions and learn how that person has succeeded.

We want to extend a thank you to Joel Hayes for providing us with a deeper understanding of his work as a dedicated public servant.

Getting to Know You! An Interview with Professor Juan Ponce

Getting to Know Professor Juan Ponce

1) What is your name and what do you teach?

My name is Juan Ponce. In the past I have taught Criminal Justice classes at the Bachelor Level for Union Institute and University but since I have been at California Lutheran University I have taught Master Level classes for the MPPA Program including “Intergovernmental Relations, Emergency and Crisis Management and a Leadership Course.”

2) How long have you been teaching?

I have taught for several years at our Ventura County Criminal Justice Training Center, at Union Institute and University for 7 years and have now been teaching at California Lutheran for 6 years.

3) Getting to know you, outside of the classroom, what are some of your favorite things to do?

Some of my favorite things I love to do are vacationing in Mexico, reading, hiking on the Ranch I grew up in Moorpark, and spending time with my family.

4) What initially sparked your interest in the public policy and public administration sector, and how did it impact your career path moving forward?

I was always very interested in public service and I wanted to be in a position in my profession where I could make a difference and have a seat at the decision-making table. I think a degree in Public Administration makes the Administration in any organization take notice that you are a person who is prepared to make solid decisions and can hit the ground running when placed in a position of leadership.

5) What do you love most about teaching in the MPPA program?

I love that I am able to bring real life application examples from my life / career experience to the classroom and apply them against the theories that are stated in the textbook. With my prior knowledge and hands on experience, I am able to effectively bridge two worlds, one based in theory and the other in true application.

6) What do you hope students will take away from your course, both in knowledge and real-world skills?

I am hopeful, and have seen firsthand, that my students are able to apply the lessons learned in the classroom as soon as they step outside the door of the classroom and apply it in their career environment. I have received feedback from many students who return both excited and invigorated and have reported to me that they have applied lessons learned, in the classroom, effectively in their career environment.

7) How would you describe your teaching philosophy and how do you think it challenges MPPA students?

My teaching philosophy is to incorporate all of the senses when we are learning inside and outside (field trip) the classroom. I am aware of different adult learning modalities and how some students may only learn visually, others need audible instruction, and yet others learn by actually putting into practice the theories (role-play). It is my responsibility and philosophy to not only find the correct learning modality but also to motivate and inspire students to find a love for what they will be doing as a career.

8) In your opinion, how can students best prepare for a career in public service while they are still in the MPPA program?

I encourage all students to seek out an internship whether paid or not. Gaining experience and the opportunity to practice theory outside the classroom is an invaluable experience. There are many organizations and companies who are willing to take on interns to assist them in their mission.

9) Additionally, from your experience what are some skills you believe are necessary to succeed in the public service/public policy sector?

Public Service is unequivocally a calling and not just a job that ends at 5 p.m. As a student and practitioner in the public policy sector, you should always put service above self, which is generally counterintuitive in human nature. With that being said the skills necessary to succeed in public service are patience, perseverance, humility, strong work ethic, passion for serving others and the ability to place others needs above our needs.

10) If you could spend one day with a public figure/leader, past or present, who would it be and why?

If I could spend a day with a public figure / leader it would be the Mexican Revolutionary Emiliano Zapata. Emiliano Zapata fought, literally, for the common and indigenous people of Mexico against overwhelming odds. The government attempted to “buy him out” by gifting him land and money, to put down the rebellion, but Emiliano Zapata refused to be bought. Emiliano put the people of Mexico above self no matter what the consequences. I would love to hear how he became a defender and a voice to those who have been and continue to be silenced only due to the color of their skin or their socioeconomic status.

11) What is one piece of advice you would give to current and prospective MPPA students?

I think if a practitioner of Public Service asks what can your Organization do for me or what will I gain from my attainment of a Master’s Degree in Public Administration, then that student is asking the wrong question. A true student of Public Service should be asking what he / she can do to improve and / or serve the Organization / public. Most students are looking to get paid a prince’s ransom for the job that they do. The true reward and / or paycheck is knowing that at the end of the day, you made a difference in the state, in a county, in a city, in a community, in a neighborhood, on street, or even in one person’s life. With that mindset and outlook of this profession you will be not only successful but you will be…unstoppable.

A huge thank you to Professor Ponce for providing us with a deeper understanding of his work as a public servant and his role as an MPPA professor. His dedication to public service and student growth is truly inspiring. If you’re interested in connecting further with Professor Ponce, you can email him at jmponce@callutheran.edu.

Interview with Dr. K.T. Connor on ethics and public life

Dr. K.T. Connor was a Senior Adjunct Professor with the MPPA program until recently, for over a decade and brings a wealth of experience in ethics, business as well as public leadership. She served as the Managing Director of Applied Axiometrics. She is the head of a virtual collaboration of consultants using decision-theory-based assessments in selection, development, coaching, team building, and succession planning. In this short interview, she shares some insights into public leadership, ethics and her work and association with former (late) President Jimmy Carter.

Tell us about your association with Jimmy Carter and the Carter Center

When I lived in Georgia, I was often driving from my island off the coast, to the Carter Center in Atlantic, for both conferences and then meetings. And I was so delighted to learn more and more about what the Carter Center was doing, and why. That’s when I became so impressed with the humanity and value-based approach of Jimmy Carter.

I continued to learn more about Carter when I would often attend his gatherings in Lake Tahoe, San Diego, and of course, Atlanta at the Center. It was so easy to relax at his events, and he was open to all of us.

I was so glad to get to see how down to earth Carter was. When I went to various places with him and others, he was so open to all there. And he still invited us down to his hometown, and it was so clear he was so much a part of the community.

One trip I flew from Atlanta to the west coast with all attending the special event at Lake Tahoe. He was so good going all over the plane and talking to all of us. He was relaxed and open and walked up and down the aisle to have a chat with all of us.

Carter is often spoken about as an ethical leader, do you agree? Can you elaborate on why you agree or disagree?

I certainly agree that he was an ethical leader. I followed his role as President of the United States, and saw that he valued service above self-interest. Yes, that often resulted in looking less effective now and then, but from what I saw, it was consistent with his desire to serve. He was open even to those who ran against him, as Gerald Ford’s son notes at Jimmy’s funeral. (He shared that Gerald and Jimmy became good friends, even though Carter had gotten more votes on the election than Ford.) Even when President, he showed he had principled leadership, and valued decency and justice as well as caring for others. Because of the complexity of US Presidency, his caring became even more obvious when he developed the Carter Center.

When he was no longer President, he decided to maintain his desire to serve, and value all, and created an impressive goal for the Carter Center. He developed an organization to work to help even powerless people, to have them have skills, knowledge, and resources to improve their own lives. This improvement included disease prevention, democracy increase, and human rights safeguard.

He also was known to commit to truth, not lying, and to the importance of improving oneself, as well as helping others do so.

What aspects of public life today are different from say, the 1960 or 70s when Carter was active, politically?

When he was active politically, he was still learning how to serve others. He also absorbed values through his church to care for others and oneself, and to promote peace. He did now and then make a decision that did not turn out as he expected, and he was seen as not one to reelect. As our country grew, much energy went to divisiveness and race division. But gradually we as a country tried to bring all together. Carter’s decision did contribute some of that.

Carter’s involvement with his work at the Center, on the other hand, showed what he had learned, in order to be more effective with his goals. His dealing with helping people in various countries, including our own, created wide efforts to help others.

Does public service motivation impact ethical values?

I feel it does if it focuses not only on oneself, and one’s ability to lead and serve, but also on others, especially those in need.

One of the things we learn from good servants is something we can learn from Jimmy. Power is often maintained to be desired by many. But Carter slowly showed this was not why he served.

He seemed to know that some power was appropriate. But also it seems he also felt that respect for others, and even care for others, was essential. In no time that I saw him, did he show he was worth bowing to. Rather, he could be seen as so humble, so many times.

This should be a model for all in public service. It is a real service. Yes, they should make sure no one violates the ability to provide the service required. But they should also care not only for themselves, but definitely, also for others.

What are specific ways in which Carter’s life can serve as an example for young public servants today?

One major thing I feel is to be sensitive to bringing people together, not apart. This can be a challenge now and then, but they should also be sure to build the skills needed to meet the goals of their position. But public service is service to others, to those who depend on the service. Public ethics lets the public servant value being socially constructive, idealistic, altruistic, and creative. This will enrich our world and hopefully bring us all closer together.

Any other thoughts on ethics and public service?

I feel someone in public service deserves to be comfortable with themselves, and value themselves. I also feel, however, that real public service is not to just focus on power. It is not being seen as needing to have others feel less about themselves, so that the servant can be seen as more perfect. Real service is reaching out to all, especially those for whom they are assigned, to help them grow and perform. And it is good that they did this also for others. Jimmy Carter definitely showed that this was good to do.

A Journey of Compassion and Insight: Reflecting on a Trip to Tijuana

Embarking on a trip to Tijuana, Mexico, with Dr. Sabith Khan as an MPPA student was a culmination of anticipation and eagerness, fueled by a yearning to delve into real-world issues and experiences. Having missed out on a previous opportunity due to lacking a passport, I was determined to seize this chance to explore and learn. Little did I know, the journey would profoundly expand my perspectives on the importance of public policies and fuel a desire for meaningful change in an area I knew little about.

Our first stop was at Xquenda Lab at El Colegio de la Frontera Norte, an open space for citizen science focused on the indigenous and migrant populations. Directed by Maximino Matus Ruiz and his team, the lab’s dedication to preserving indigenous languages through digitization was inspiring. Witnessing student research projects and indulging in sopes while overlooking the Mexican Pacific Coast fostered a sense of appreciation for educational initiatives driving social change.

Venturing further, our next stop was at Casa del Migrante, a sanctuary for migrants fleeing violence and seeking refuge. Run by dedicated social workers and volunteers, the facility offered essential services and support to individuals navigating the complexities of migration. Learning about the arduous journey migrants face, coupled with the bureaucratic hurdles of asylum-seeking, underscored the urgent need for policy reform and humanitarian intervention at all levels of the government. The facility can hold up to 200 people for up to 60 days. This conflicts with the 6 to 7 month current wait time for a hearing, so in the interim they help people build lives in Tijuana by securing employment, help to find housing, offer certification programs, and enroll children in school and provide childcare. The facility is funded by the Catholic Church, donations, and fundraising activities, and ran by staff and volunteers.

As a student of public policy and administration, the visit to Casa del Migrante was eye-opening. It shed light on the multifaceted nature of social issues and the imperative for compassionate, multi-dimensional solutions. The passion and dedication of the staff resonated deeply, reaffirming the power of empathy and advocacy in addressing systemic injustices.

Leaving Casa del Migrante, I was filled with a sense of urgency and purpose. The experience really prioritized the need to effect change and advocate for marginalized communities. It reinforced the importance of amplifying voices that are often silenced and the need for centering lived experiences and real stories in policy discourse.

Our journey concluded with a bittersweet visit to Friendship Park / El Parque de la Amistad in Playa de Tijuana, a binational park at the US -Mexico border. The park was inaugurated on Aug 18, 1971 by First Lady Pat Nixon. There were no border barriers of any kind at Friendship Park for generations. I couldn’t find the exact year that changed, but even after walls were built in 2011 San Diego Border Patrol officials still opened the park for limited hours each weekend through the slats of the wall. Over more recent years, this public access for US residents was restricted and in February of 2020, the park completely closed on the US side. Walking amidst murals and remnants of shared histories, I couldn’t help but feel the weight of missed opportunities for unity and solidarity. We did learn that there is a concentrated effort to reopen the park, and I sincerely hope there are ways for us as students to support it.

In closing, I extend heartfelt gratitude to Dr. Khan for his unwavering dedication to exposing students to diverse perspectives and social issues. His commitment to fostering experiential learning and nurturing compassionate leaders is truly commendable. Here’s to the next adventure, may it also be fueled by empathy, advocacy, and a responsibility and commitment to meaningful change.