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Grant Blume Publishes Article on Racialized Administrative Power

Evans School faculty member Grant Blume published a new article titled, “‘As Expected’: Theoretical Implications for Racialized Administrative Power as the Status Quo on racialized administrative power” in the Journal of Public Administration Research Theory. In the article, he argues that racialized administrative power results from institutional racism, and offers contributions to the development of public administration theory.

Visiting Scholar: Q&A with Daniel Sloot

The Evans School welcomes Dr. Daniel Sloot from the Institute for Industrial Production at the Karlsruhe Institute of Technology in Germany, as a Visiting Scholar for Winter Quarter 2023. The Evans School caught up with Daniel as he was settling into Parrington Hall.

Evans School: A lot of your work focuses on energy consumption and conservation. What led you to this area of work? 

Daniel Sloot

Daniel: Initially, I wanted to become an organizational psychologist. During my college years, I discovered the field of environmental psychology that essentially studies how and when people make pro-environmental choices, such as conserving energy in some way. I was – and still am – fascinated by this question, in part because I personally care a lot about climate change and environmental protection. Most of my work indeed focuses on energy consumption and conservation, because I see the transition to a sustainable energy system as one of the key pillars of addressing climate change.

Evans School: Tell us a little about your current ongoing projects. 

Daniel: Much of my recent work has focused on demand response, which is a temporary change in energy consumption by consumers in order to better match the available supply. For example, households with an EV could charge their car at times when there is abundant wind power. My research has investigated to what extent private household as well as the commercial sector would be willing to participate in demand response programs, and what motivations, drivers, and barriers can explain this. Related to this, I have looked at the role of financial incentives, such as rebates or pricing, in stimulating demand response.  

Over the last year, I have started to think about a new issue in the realm of climate and energy policy, namely technologies to remove carbon dioxide from the atmosphere. These negative emissions technologies are increasingly seen as essential for combating climate change, but so far we know very little about whether these technologies will be accepted on a large scale and what role they can (and should) have next to more conventional climate change mitigation approaches. This topic is what brought me here and what I will mostly focus on over the next few months.  

Evans School: We noted that Evans Faculty Ann Bostrom is your sponsor during your time here. How will time working with Ann and others at UW support your research program? 

Daniel: Ann is a renowned expert on climate change communication and risk perception, concepts that are central for developing research on the framing and acceptance of negative emissions technologies. Collaborating with her and others at Evans will really enable new perspectives on this research. I am also curious to learn more about the public policy research at Evans in general, as this is a less developed field in the German university landscape, particularly when it comes to climate policy. 

Evans School: Much of your work focuses on Germany, but your training and work connects to a host of settings – do the policy challenges around energy conservation vary much across the European continent and North America? 

Daniel: Most of my research is empirical and indeed investigates particular settings and populations. I would say that a lot of it is generalizable to certain other populations at least to some extent, but there are also aspects that are distinct. For example, energy systems in European and North American countries differ in many respects, such as the energy supply mix, grid infrastructure, and regulations. There are different approaches to climate change mitigation and, linked to that, differing public attitudes towards climate and energy policy. As one example, capturing carbon and storing it underground is de facto forbidden in Germany due to certain risk perceptions, whereas Norway is actively encouraging underground storage facilities. I’d be happy to talk more about differences between European countries and North America.  

Evans School: Last question – what do you hope to do in Seattle outside of work while you are here this quarter?  

Daniel: I’m very excited to explore the city and surrounds over the coming months! I love being outdoors for hikes or runs, so I will try to get to the numerous parks in the city and do some other weekend trips like visiting the Olympic Peninsula.  

Evans School: Sounds like you have some great plans. Welcome to our community! 

Researcher Highlight: Q&A with Elizabeth Meza

Elizabeth Meza joined the Evans School as a Senior Research Scientist with expertise in workforce development, career and technical education, and community colleges. She earned her Ph.D. in Higher Education from the University of Washington in 2015 and is founder of Apple Meza Education Consulting. Prior to joining Evans, Elizabeth held several research positions focused on higher education both on the UW campus and at several local community colleges. 

Meza Headshot

Currently, Elizabeth is working on several grant funded projects including one that researches student outcomes in Community College Bachelor’s degrees with New America and an NSF funded project with Evans faculty Grant Blume looking at data use by community college faculty. Elizabeth also has a new NSF-funded research Hub entitled, Community College S-STEM Network (CCSN).   

The Evans School took a few minutes to chat about her growing research program and connections to our community. 

Evans School:  Welcome!  Before moving to talk about specific projects – tell us how you developed a passion for higher education policy research.  

Elizabeth: Thank you for giving me the opportunity to share! I became interested in education as a Peace Corps volunteer in Bolivia. I got very close with my neighbor who was about 10-years-old at the time. He was one of six siblings and to help the family he would come cook dinner with me almost every night and we would send the dish back to his house. He taught me a lot and we started an extended conversation about how he could get out of the extreme poverty he was facing. Together, we came to the conclusion that getting a good education was his best path forward. When I returned to the U.S. this idea stuck with me and I started working at community colleges. I absolutely love community college students and their stories and worked for many years directly with students as an administrator and faculty member teaching Sociology. My research now focuses as much as possible on practical projects that can directly impact students.  

Evans School: What do you see as the most significant opportunities and challenges facing community colleges in the Puget Sound region today? 

Elizabeth: That’s a great question! With the pandemic the most immediate challenge has been around enrollment although there does seem to be an enrollment pick up now and we’ll have to watch how minoritized and other non-traditional students are returning. One big opportunity I see is with community college bachelor’s degree programs (CCB’s). Our region faces an Opportunity Mirage where we should be seeing lots of opportunities to get bachelor’s degrees in high demand areas like healthcare and IT but in reality, those programs at our university and regional public universities are capacity constrained or students may not be able to access them for a number of other reasons. This leaves community college students and returning students in a bind. They often can’t find the programs they want or they turn to for-profit entities. The opportunity to offer bachelor’s degrees has the potential to be a game changer for institutions and students.  

Evans School: Your work exemplifies how scholars can use a range of research methods to explore pressing policy questions of the day. What has drawn you to mixed methods research? 

Elizabeth: Many of the questions I am looking at are under researched so there is both a “what is happening?” and a “why is this happening?” component. I like to use quantitative and qualitative methods to answer as much as possible.  

Evans School:  Reflecting on our work to date, share with us two or three key insights into higher education that have emerged from your research program? 

Elizabeth: I am now a nationally recognized expert on community college bachelor’s degree outcomes and when I started researching this topic no one really knew much about who takes up CCB degrees, why they do so, or what their outcomes are. My research (along with my excellent colleague and mentor Dr. Debra Bragg and others) has led to us discovering that CCB students look like other students at the community college in terms of demographics but are older, more likely to have dependents, and more likely to be veterans than community college transfer students. So, this is really a different population of students that are entering CCB programs and thus, these programs are extending educational opportunities. We’ve also found that CCB students have similar employment outcomes to students who attend a regional public university in a similar degree program.  

Evans School: Tell us about your new NSF-funded project.  

Elizabeth: That is going to be a great project and I’m excited to share it with you. I’m a Co-PI working with PI Michelle Van Noy from Rutgers, and others from the University of Southern Florida, the Foundation for California Community Colleges as well as colleagues from community colleges including Everett Community College. Essentially, the National Science Foundation has a large grant program called S-STEM where they provide funding to STEM students directly for scholarships, and also funding for colleges to enhance STEM completion through efforts like mentoring, tutoring, or specialized advising among many others. We have won a “Research Hub” to bring together what is known about community college student decision making processes in STEM. I’ll be leading an effort to do a systematic review about what is known about S-STEM in community colleges. The Hub as a whole has lots of components including building a nation-wide learning community so it will be a great opportunity for Evans scholars to become more involved with the community college world.  

Evans School:  We are excited to have your voice and work contributing to our community – thanks for meeting up to talk! 

Elizabeth: Thanks so much! I’d love to share more and learn more about how my work might overlap with others at Evans! I joined just as the pandemic was getting started and work mostly remotely from my home on the Eastside so I don’t know as many people at Evans as I would like, please reach out if you’d like to talk!  

Student Consulting Lab Report on Recycling Highlighted

The Evans Student Consulting Lab (SCL) provides MPA students with the opportunity to co-create solutions to policy and organizational problems.

In an article on this year’s legislative environmental priorities, The Seattle Times highlighted a 2019 SCL report prepared by Sophia Ahn ’19, Emily Coleman ’19, Katy Ricchiuto ’19, and Katherine Walton ’19 for the Ecology Department. In the report, the team offered several suggestions for how the state can work to reduce waste and increase recycling.

New Faculty: Q&A with Mariko Lockhart

Mariko Lockhart recently joined the Evans School as a Professor of Practice and will teach public service leadership and management courses. Prior to joining Evans, Mariko has been serving as the Deputy Director for the City of Seattle Department of Education & Early Learning and served as the Director of the City of Seattle, Office for Civil Rights for four years.  

The Evans School spoke with Mariko as she settled into this new role within our community. 

Evans School: What drew you to this opportunity at the Evans School? 

Mariko: I was excited to have this opportunity to draw on my experience and lessons learned as a public and nonprofit sector leader and share with Evans students. It feels like the perfect next step in my public service career. The commitment of the Evans School to advance on its journey to becoming an anti-racist organization is very compelling to me and I welcomed the opportunity to support the school in these efforts. My role as Director of the Seattle Office for Civil Rights during the height of the COVID pandemic and throughout the racial justice protests following the murder of George Floyd by Minneapolis police required adaptation, learning, and growing as a leader. This was also true for us as a city government overall. I am looking forward to engaging with students on the kind of hard questions about how to operationalize anti-racism in government that have been front and center for us at the City of Seattle these past few years. 

Evans School: Of the many different professional experiences you’ve had over your career, which have been most impactful on the leader you’ve become? 

 Mariko: While I have learned and grown from each of my professional experiences, the most impactful and transformative for me was my tenure as Director of the Seattle Office for Civil Rights during the incredibly tumultuous period I’ve referenced. It was truly a time with no roadmap or precedent that demanded adaptive leadership, a willingness to learn and grow, and deep humility. For me, the learning and self-reflection journey toward an anti-racist practice is both humbling and transformational. I was fortunate to work alongside an incredible leadership team and staff. I am a strong believer in collaborative leadership, an approach that is deeply aligned with anti-racist values. We couldn’t have made it through that period without having built trusting relationships with each other and the ability to lean into each other for support. 

Evans School: Which skills and capacities are most needed for those going into public service employment today?   

Mariko: Certainly, excellent communication, organizational, and management skills are the foundational for public service employment, but a strong set of personal and professional values are what will continue to guide you throughout a career in public service. The values that guide my actions are integrity, humility, courage, and compassion. 

Evans School: How will you bring your voice, experiences, and insights into the classroom? 

Mariko: I look forward to engaging with students in the classroom and bringing case studies and scenarios from my own experiences and that of other public sector leaders into my courses for students. Real life scenarios are such an engaging tool to explore ways to confront highly complex and nuanced situations in government and the non-profit sector. I am also looking forward to recruiting guest lecturers from my network of amazing public and nonprofit sector leaders.

Evans School: Which classes will you be teaching this academic year? 

Mariko: I will teach Capstone in the Winter and Spring quarters and Executive Leadership in the Spring. 

Evans School: We are excited to have you join the Evans faculty and community – thanks for chatting! 

Mariko: I appreciate the warm welcome and support I have already received from colleagues and students! 

Alumni Highlight: Matt Fowle, Ph.D., ’22

Matt Fowle (pronouns: he/his/him) finished his Ph.D. at the Evans School in August 2022, where his work focused on homelessness and housing precarity. The Evans School caught up with Matt this fall to talk about his research program. 

Fowle_Matthew-35

Evans School: Your dissertation project centers on the racialization of homelessness in America. Explain why this is such an important lens through which to view housing precarity today. 

Matt: About 1 in 5 Black households will be unhoused in their lifetime, yet we treat homelessness as if it were a rare experience for most Americans and seldom study the causes of racial disparities in homelessness. In a recently published article from my dissertation, I document the extensive history of homelessness among Black, Latinx, and Native American communities. I find that mass displacement has been publicly sanctioned in the US for centuries to segregate, exclude, and impoverish people of color. The persistence of racialized homelessness requires greater attention to the racist institutions and policies that reproduce homelessness rather than the individual conditions faced by people experiencing homelessness. For example, our primary approach to homelessness focuses on individual-level treatments that assume the causes of homelessness are a set of pathologies (e.g., drug addiction or mental illness). Instead, we must focus on structural interventions that situate homelessness in a broader system of racialized socioeconomic inequality, account for historic harms, and address longstanding systems that perpetuate racial stratification. 

Evans School: Eviction moratoria were put in place during the COVID-19 pandemic to protect vulnerable households from losing their homes. You explored the impact of Washington’s eviction moratoria – what did you find? 

Matt: Our study of the experiences of low-income renters in Washington state found that landlords who were unable to use the housing courts to formally evict a tenant due to the moratorium turned to informal, and often illegal, evictions to remove tenants. These informal evictions sometimes involved landlords shutting off utilities, changing locks to front doors, and removing tenant possessions without permission. During our interviews with low-income tenants, one family’s apartment had a leaking roof that led to black mold spreading throughout her children’s bedroom. Their landlord refused to fix the roof because they owed rent. Using survey and administrative data, we estimated that the prevalence of forced mobility among low-income tenants nearly doubled from 6.5% in the year before the pandemic to 11.0% in the first year of the pandemic. Despite lower chances of formal eviction during the pandemic, low-income tenants faced a 179% increase in the odds of experiencing an informal eviction tactic compared to the year prior to the start of the pandemic. 

Evans School: One of the major contributions of your dissertation project is to draw attention to rising homeless deaths. In fact, you created a website homelessdeathscount.org  that reports local homeless mortality figures from places around the country. How did this incredibly important part of your project emerge? 

Matt: During my first year at UW, I witnessed an unhoused person die on a sidewalk. I felt compelled to help in some way. I found that we have no idea how many people experiencing homelessness die each year across the country. There is no nationwide database that helps us quantify the extent of this problem. In fact, even when these databases exist in major cities, the information is rarely made public. My dissertation and public scholarship shine a light on this hidden problem. I founded Homeless Deaths Count, an organization to collect and publicize data on deaths among unhoused people. As a public policy student, I have learned that it is often through public pressure that things change. 

I incorporated the project as part of my dissertation because I wanted to better document trends in homeless mortality over time and understand why homeless deaths were increasing, even when the homeless population was shrinking in some parts of the country. In my research, I find that homeless people overwhelmingly die of preventable causes like heat stroke, hypothermia, alcohol poisoning, overdose, and heart disease at between on average 49 and 53 years of age. I attribute these deaths to what I call “systemic neglect.” These people have been collectively abandoned by systems that provide housing, healthcare, and social support. I shared some of the preliminary results from this work with the Guardian and Jacobin. In future work, I plan to examine excess homeless deaths during the pandemic and identify successful policy responses that reduce homeless mortality. 

Evans School: It is moving to hear how you translated this personal experience into an important tool to improve awareness about homeless deaths. Much of your dissertation work has direct relevance for policy and practice – how do you manage your research program so that it is meaningful to scholars and to policy communities? 

Matt: I believe in a future where housing is not a privilege but a right that we all deserve. Through my research and collaborations, I am determined to not only end the human devastation resulting from homelessness but to contribute to efforts that seek to end homelessness itself. In addition to publishing in academic journals, I feel a responsibility to engage the public on topics on which I have expertise and to share research findings with policymakers and practitioners who might be able to affect change. I also believe that academics can facilitate change by using their research skills to support communities making a difference. Generally, I think that if the topic you are studying has relevance to people’s health and well-being, it is (or can be made) meaningful to scholars and policy communities. 

Evans School:  You are just starting an exciting postdoctoral research position – tell us about it. 

Matt: I joined the University of Pennsylvania’s School of Design as a Postdoctoral Fellow at the Housing Initiative at Penn. Much of my work focuses on the Housing Choice Voucher program, formerly known as Section 8. There is an incredible amount of administration required to implement these programs across the country, and considerable burdens are placed on low-income renters to successfully use a housing voucher. One area of research involves examining who drops out of the voucher application process from when a household first applies to when they successfully rent a home with their voucher. We’re also trying to identify why low-income households might not want to apply for a housing voucher. Another area of research that I am excited about is an evaluation of a “Universal Basic Rent” program in Philadelphia. The Philadelphia Housing Development Corporation is distributing rental assistance as cash with no strings attached to households rather than through the traditional housing voucher system. The goal of the program is to understand the impact of cash infusions on household stability and economic well-being. 

Evans Scholars Evaluate King County Emergency Shelter Program

The COVID-19 pandemic presented numerous challenges to housing and homeless service providers. Congregate emergency shelters–one of the most common homeless interventions–became high-risk locations for transmission of COVID-19. At the start of the pandemic, King County, Washington shifted more than 700 people from congregate shelters into hotels to reduce the risk of transmission.  

The College of Built Environments and Evans School adjunct faculty Gregg Colburn, Evans faculty Rachel Fyall, and a team of collaborators evaluated the impact of this King County pilot program in real-time. Results from this mixed methods evaluation were published in the highly regarded journal Housing Policy Debate.  Hotels as Noncongregate Emergency Shelters: An Analysis of Investments in Hotels as Emergency Shelter in King County, Washington During the COVID-19 Pandemic, drew on housing service data, state COVID disease reporting, and emergency dispatch calls, as well as interviews with program clients and staff.  

The study found that those who moved to hotels had much lower exposure to positive COVID cases compared to those who remained in congregate settings. Moreover, program clients reported that group hotels offered a more stability and opportunities to engage staff. Consistent with expectations of the housing literature, the presence of designated personal spaces, greater personal security, and predictable delivery of meals were found to enhance the well-being of residents. Group hotels provided safe and stable environments, but did not offer permanent or long-term housing solutions. Lessons from this novel intervention, however, demonstrate the types of changes and improvements that can be made to emergency homelessness responses in order to better serve those experiencing housing precarity. 

Ph.D. Graduate Fowle Awarded Graduate School Medal

Evans Ph.D. graduate and Postdoctoral Fellow Matthew Fowle, received the 2022 University of Washington Graduate School Medal, which “recognizes a doctoral candidate whose academic expertise and social awareness are integrated in a way that demonstrates an exemplary commitment to the University and its larger community.” Matt’s work at the intersection of homelessness, race, and human service provision exemplifies the possibilities of community-engaged research. Learn more about Matt’s research around homeless deaths in the U.S.

Evans School to offer new degree options for Ph.D. students

Effective Winter quarter 2023, the Evans School and the UW’s eScience Institute will offer two degree options for doctoral students in Public Policy and Management (PPM) at the Evans School interested in credentialed data science training. This means that once a student is enrolled in our Ph.D. program, they can opt into a credentialed Data Science or Advanced Data Science degree option by taking classes associated with the eScience Institute.