PUBPOL-590
ADV TOP IN PUBLIC POLICY
Offered Fall 2026
Term
Instructor
Overview
Feedback is mostly positive. The strongest signal is that discussion is a clear strength. Difficulty runs on the high side even without a single dominant complaint theme. Best for students who will actually talk in class instead of sitting silent.
DepartmentPPS
Terms offeredSpring
Typical enrollment13–20
Semesters of data2
5.5
Hrs / week
20
Responses
33
Enrollment
61%
Response Rate
Evaluation Scores
Overall quality
Teaching, content, and experience combined.
4.4
Intellectually stimulating
Challenges students to think deeply.
4.7
Instructor effectiveness
Explains concepts and facilitates learning.
4.5
Difficulty
Higher means harder.
3.8
Feedback Analysis
Feedback Analysismedium
Analysis based on student evaluations
Based on 51 comments across 2 sections
Feedback is mostly positive. The strongest signal is that discussion is a clear strength. Difficulty runs on the high side even without a single dominant complaint theme. Best for students who will actually talk in class instead of sitting silent.
Student Reports
How hard is the A?
A is doable but not automatic
The signal here is more do-the-work-and-you-should-be-fine than easy-A chatter. Students do not describe the A as automatic, but the evidence also does not paint grading as punishing.
Homework Load
Heavy homework load
Homework load is one of the clearest friction points. Students repeatedly describe assignments, readings, or problem sets as time-consuming.
Lecture Load
Lighter lecture burden
Student comments describe this as more discussion-, seminar-, or workshop-driven than lecture-dependent. The lecture burden itself does not sound like the main source of friction.
Strengths
• Discussion is a clear strength; students repeatedly describe the class conversation as engaging and useful.
• Readings, films, or outside materials come up repeatedly as a real strength rather than filler.
• Students repeatedly say the course teaches something concrete, whether that is content mastery, research skill, or a strong foundation.
Tradeoffs
• Difficulty runs high even when comments do not settle on one dominant complaint.
Best fit for
Best for students who will actually talk in class instead of sitting silent.
Student Responses
Understanding of Labor Market Models and Inequality I developed a solid grasp of the neoclassical model of labor supply and demand, especially how market forces determine wages and employment under different assumptions. For example, I learned how competitive equilibrium is shaped by both employer and worker decisions and why policy interventions like minimum wages or mandated benefits can sometimes make workers worse off—even when well-intentioned  I was introduced to the idea of the modern workplace as a form of “private government,” as outlined by Elizabeth Anderson. This challenged me to rethink assumptions about freedom and power, especially how employees are subject to unaccountable authority during and even beyond work hours. This insight helped me view labor policy not just in economic terms, but also in ethical and political terms
Spring 2025 · Johnson, Matthew
DiD design
Spring 2025 · Johnson, Matthew
I definitely further developed some skills with econometrics and reading/interpreting economic analysis. Moreover, I feel like I have a really good overview of labor markets and where the scholarly literature is on that, as well as where it has come from (knowing now about various institutions and how their effects fit in with different theories of how markets should work).
Spring 2025 · Johnson, Matthew
I learned about methods of estimating the causal effects of policy, such as difference-in-differences, regression discontinuity, and instrumental variables designs. I also learned more about monopsony power and how it changes the impacts of policy from a competitive labor market.
Spring 2025 · Johnson, Matthew
Neoclassical model, Private Government model, and various inequality issues in the labor markets
Spring 2025 · Johnson, Matthew
Rating History
Rating history
Error bars show \u00B11 std dev
| Term | Instructor | Overall | Difficulty | Hrs/wk | Enrolled |
|---|---|---|---|---|---|
| Spring 2025 | Johnson, Matthew 3.0Rate My ProfessorsQuality3.0Difficulty3.5Would retake40%Based on 10 ratingsClick to view on RMP → | 4.5 | 3.4 | 5.5 | 20 |
| Spring 2024 | Zagbayou, Alexandra 3.3Rate My ProfessorsQuality3.3Difficulty3.8Would retake45%Based on 11 ratingsClick to view on RMP → | 4.3 | 4.2 | — | 13 |
Instructor
Also teaches
PUBPOL-303D MICROECONOMIC POLICY TOOLS3.8PUBPOL-810 MICRO ECO/PUB POL MAKING2.6