WSCUCInterimReportINSTRUCTIONSInterimReportsarelimitedinscope,notcomprehensiveevaluationsoftheinstitution.ThereportinformstheInterimReportCommitteeabouttheprogressmadebytheinstitutioninaddressingissuesidentifiedbytheCommission.TheInterimReportconsistsoftwosections:

• InterimReportFormandAppendices• AdditionalRequiredData(asspecifiedontheAdditionalRequiredDataform)

Pleaserespondcompletelytoeachquestiononthefollowingpagesanddonotdeletethequestions.AppendicesandAdditionalRequiredDatawillbeuploadedasseparateattachments.WSCUCisnolongerusingLiveTextforreceivingInterimReports.InstitutionswilluseafreeBox.comaccounttouploadthereport.InstructionsforcreatingtheBox.comaccountanduploadingthereportwillbeprovidedbyemail.REPORTGUIDELINESANDWORDLIMITSBecausethenumberofissuesreportedonvariesamonginstitutions(theaverageisfourtosixissues),thelengthofareportwillvary.However,atypicalinterimreportrangesfrom20to60pages,notincludingappendices.Narrativeessaysrespondingtoeachissueshouldbenomorethanfivepageseach.Thetotalnumberofpagesofappendicessupportingthereportshouldbenomorethan200pagesunlessagreeduponinadvancewiththeinstitution’sstaffliaison.Besurethatallattachmentsfollowaconsistentnamingconventionandarereferencedthesamewayatappropriateplaceswithinthenarrative.Pleasenamethemsothatitisclearwhattheyareandwhatsectiontheyreferto,withcrossreferencinginthenarrative.Forexample,“Attachment2-1:MissionStatement”,wouldbeusedforCriterion2.AttachmentsarepreferredasPDFs.Institutionsthatprovideexcessiveinformationintheirreportwillbeaskedtoresubmit.Youmaywishtoconsultwithyourstaffliaisonasyouprepareyourreport.Sometipsforprovidingevidencetosupportyourfindings:

• Putyourselfintheplaceofareviewer:whatisthestorythatyouneedtotell?Whatevidencesupportsyourstory?Whatisextraneousandcanbeleftout?

• Providearepresentativesampleofevidenceonanissue,ratherthanALLoftheevidence.

• Considerincludinganexecutivesummaryorthemostrelevantpointsofsupportingevidence,

ratherthantheentiredocument.

• Ifyouarereferringtoaspecificpageorsetofpagesinadocument,includeonlythosepages,nottheentiredocument.

• Ifyouareprovidinganexcerptofadocument,includethetitleofthedocument,andatableof

contentsand/orabriefnarrativetoputtheexcerptincontext.

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• Ifyouprovideahyperlinktoawebpage,makesurethelinktakestheviewerdirectlytotherelevantinformationonthepage.Donotmakeyourreviewersearchforit.

REVIEWPROCESSApaneloftheWSCUCInterimReportCommittee(IRC)willreviewthereport,typicallywithin90daysofreceipt.Representativesofyourinstitutionwillbeinvitedtoparticipateintheconferencecallreviewtorespondtoquestionsfromthepanel.YourWSCUCstaffliaisonwillcontactyouafterthecallwiththeoutcomeofthereview,whichwillalsobedocumentedinaformalactionletter.OUTCOMESOFTHEREVIEWAfterthereview,thepanelwilltakeoneofthefollowingactions.

• ReceivetheInterimReportwithrecommendationsandcommendations—Nofollowuprequired.

• Deferactionpendingreceiptoffollow-upinformation—Thepanelhasidentifiedlimitedinformationthatmaybesubmittedinashortperiodoftime,suchasauditedfinancialstatementsortheoutcomeofanupcomingmeetingoftheboard.ThepanelmayauthorizetheWSCUCstaffliaisontoreviewthesematerialswithoutthefullpanelbeingbroughttogetheragain,dependingonthenatureofthesupplementalinformation.

• RequestanadditionalInterimReport—Issuesreportedonwerenotadequatelyresolvedorneedcontinuedmonitoring.

• RequestaProgressReport—AprogressreportislessformalthananInterimReportandisreviewedonlybytheWSCUCstaffliaison.Aprogressreportmayberequestedwheninstitutionalfollow-upononeortworelativelyminorareasisdesired.

• ReceivetheInterimReportwitharecommendationthattheCommissionsendsasitevisitevaluationteam—Serious,ongoingissuesinvolvingpotentialnon-compliancewithWSCUC’sStandardsandCriteriaforReviewmayrequirefollow-upintheformofaSpecialVisit.NotethattheIRCpanelmakesarecommendationforavisit,andtheExecutiveCommitteeoftheCommissionorthefullCommissiondecidesonwhetherornottorequirethevisit.

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InterimReportFormPleaserespondtoeachquestion.Donotdeletethequestions.Insertadditionalpagesasneeded.NameofInstitution:PardeeRANDGraduateSchoolPersonSubmittingtheReport:RachelM.Swanger,AssociateDeanReportSubmissionDate:March1,2016StatementonReportPreparationBrieflydescribeinnarrativeformtheprocessofreportpreparation,providingthenamesandtitlesofthoseinvolved.BecauseofthefocusednatureofanInterimReport,thewidespreadandcomprehensiveinvolvementofallinstitutionalconstituenciesisnotnormallyrequired.Faculty,administrativestaff,andothersshouldbeinvolvedasappropriatetothetopicsbeingaddressedinthepreparationofthereport.Campusconstituencies,suchasfacultyleadershipand,whereappropriate,thegoverningboard,shouldreviewthereportbeforeitissubmittedtoWSCUC,andsuchreviewsshouldbeindicatedinthisstatement.ThepreparationofthisreportwascoordinatedbyRachelSwanger,AssociateDeanandAccreditationLiaisonOfficer(ALO),atthePardeeRANDGraduateSchool.Shesolicitedinputfromavarietyoffacultyandstaffdirectlyorindirectlyengagedintheimplementationofthethreeaspectsoftheprogramaddressedinthisreport.Theyincluded:

• SusanL.Marquis,Dean• GeryRyan,AssistantDeanforAcademicAffairs• StefanieHoward,AssistantDeanforAdmissionsandStrategicProjects• KristinaWallace,ProgramCoordinator• MaryParker,Registrar

Atvariousstagesofthedraftingofthisreport,itwasreviewedbythefollowingindividualsandgroups:

• FacultyCommitteeonCurriculumandAppointments• MembersofRAND’sDiversityCommitteeincludingstudentsandstaff• DanielBorgstadt,RANDHumanResources• MichaelRich,PresidentandCEO,RANDCorporation

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ListofTopicsAddressedinthisReportPleaselistthetopicsidentifiedintheactionletter(s)andthatareaddressedinthisreport.RefiningandConductingProgramReview.Asnotedbytheteam,“PRGShasnotconductedaformalprogramevaluationforoveradecade”andhasnotintegratedexternalreviewersorresultsofassessmentofstudentlearningintoitsprogramreviewprocess.WhilethePRGSfacultyandacademicleadersengageregularlyinastrategicalignmentbetweencurrentRANDactivitiesandtheacademicoutcomesofthePhDprogram,theneedforawell-designedandregularlyscheduledprogramreviewprocessremainscritical.Thereviewshouldbesufficientlycomprehensivetoincludetheon-the-jobtrainingcomponentthatiscentraltothestudents’experience.BuildingonthefoundationalworkalreadyaccomplishedforrefiningtheOJTexperience,PRGSwillneedtobeinnovativeinmoreexplicitlyconsideringtheresultsofassessmentintheprogramreviewprocess.Comprehensiveprogramreviewshouldalsoencompassanexaminationoftheeffectivenessofrecentqualityinitiativesrelatedtothedissertation.Giventheimportanceofperiodicprogramreviewasamajorqualityassuranceprocess,theCommissionurgesPRGStorefineitsprogramreviewprocessimmediatelyandtocompletethisreviewbeforethenextiterationwithWASC(CFRs2.7,4.1,4.3,4.4)ImprovingDegreeCompletion.WhilePRGS’sfive-andten-yearoverallcompletionrates(40and75percentrespectively)arewellabovenationalaveragesforsimilardoctoralprograms,theseratesrevealasubstantialnumberofstudentsthatdonotearntheirdegreedespiteamajorinvestmentoftimeandresources.Thoughgraduationrateshaveimprovedinrecentyears,theCommissionurgestheinstitutiontoengageinastudytoidentifyfactorsthatmightinhibitdegreeachievement.Areviewofdisaggregateddatarevealsachievementgapsforwomenandstudentsfromunderrepresentedminoritygroups,whichshouldbestudiedandaddressed.Linkagestoadmissioncriteriaandprocesses,aswellasstudentsupportservices,shouldbecreatedinordertofacilitatedata-supportedreflectionandimprovement.(CFRs2.10,2.11,4.3,4.5)ServingtheUnderrepresented.AsnotedbytheEERteam,“thelackofunderrepresentedminorities(domestic)amongthestudentsandfacultyhasbeenalong-standingconcernofvisitingWASCteams.”TheCommissioncommendstheSchool’sNextGenerationInitiative,whichseekstocreateapipelineforstudentsfromdomesticunderrepresentedgroups.Itnotesthatthisinitiativeholdspromiseforaddressingtheteam’sstatedconcernandrecommendsthatthiscreativeoutreachshouldremainintheforefrontofPRGSplanningincomingyears,combinedwiththoughtfulmeanstoassessandimproveitseffectiveness.(CFRs1.5,4.5)

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InstitutionalContextVerybrieflydescribetheinstitution'sbackground;mission;history,includingthefoundingdateandyearfirstaccredited;geographiclocations;andotherpertinentinformationsothattheInterimReportCommitteepanelhasthecontexttounderstandtheissuesdiscussedinthereport.ThePardeeRANDGraduateSchoolisauniqueandexceptionalinstitution.Establishedasoneoftheoriginalschoolsofpublicpolicyin1970,PardeeRANDistheonlyoneoftheeighttobelocatedatapublicpolicyresearchorganization,theRANDCorporationheadquarteredinSantaMonica,California,andtheonlyonetofocussolelyonthePhD.Fromitsinception,PardeeRANDhasofferedadistinctiveprogramfeaturingacurriculumweightedheavilytowardsteachingthetoolsofpolicyanalysiscombinedwithhands-onapplicationofthosetoolsthroughsupervisedworkonRANDresearchprojects.Allstudentsmustcompleteaminimumof300daysofOn-the-Job-Training(OJT)inordertoearntheirdoctoraldegree.Weawardedourfirstdoctoratein1974andreceivedaccreditationfromtheWesternAssociationofSchoolsandCollegesin1975.AccreditationfromWASChasbeenreaffirmedin1985,1990,2000and2011.Todate,PardeeRANDhasgrantedover350doctoratesinpolicyanalysis.Weadmit21-25newPhDcandidateseachfallandhaveastudentbodyof100studentsmakingusthelargestpublicpolicyPhDprograminthenation.CharlesWolfJr.wasthefoundingdean,servingfor28yearsuntil1998.RobertKlitgaardsucceededhim,servingfrom1998-2005.DuringDeanKlitgaard’stenuretheschoolreceivedanaminggiftfromFrederickS.Pardee,aformerRANDresearcherandphilanthropist,whichsignificantlyincreasedtheschool’sendowmentand,alongwiththegrowthoftheRANDCorporation,enabledanexpansionofenrollment,anincreaseinprofessionalstaff,andarevampingoftheacademicprogram.In2004,PardeeRANDandtheRANDCorporationrelocatedtoastate-of-the-artLEEDGoldcertifiedbuildingjustsouthoftheoriginalbuilding.Thismoveexpandedthefootprintofthegraduateschoolandcreatedadedicatedspaceforbothstudentsandclassrooms.JohnGrahamservedasdeanfrom2006-2008.Duringthistime,heconsolidatedmostofthecorecurriculumintothefirstyearandshiftedthequalifyingexamsfromtheendofthesecondyeartotheendofthefirstyear.Earlyinhertenure,whichstartedJanuary1,2009,ourcurrentdean,SusanL.Marquis,setforthavisionfortheschooltobethepremierpolicyPhDprograminthenation.Recognizingthatachievementofthisvisionrequirednotjustasuperiorfacultyandcapablestudentbodybutalsoafirmfinancialfoundationonwhichtobuild,shelaunchedamajorfundraisingcampaignfortheSchoolwithagoalofraising$15millionbyMay2016.AsofFebruary2016,thecampaignraisednearly$30millioninnewfunding.ThesefundshaveenabledPardeeRANDtoofferfulltuitionscholarshipstoallfirstyearstudentsforthefirsttimeandpartialtuitionscholarshipstoallsecondyearstudents,tooffermorefinancialsupportfordissertations,providemorementoringforstudents,expandourengagementwithRANDresearchstaff;andextendandimproveourstudentsupportservicesincludingadvancedcomputing,libraryanddataaccess,andcareerservices.ThroughthePardeeInitiative,theCazierInitiative,andtheBrownFacultyFellows,thesefundshaveenhancedstudentlearningandprovidedopportunitiesformorefacultyengagement.

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ResponsetoIssuesIdentifiedbytheCommissionThismainsectionofthereportshouldaddresstheissuesidentifiedbytheCommissioninitsactionletter(s)astopicsfortheInterimReport.EachtopicidentifiedintheCommission’sactionlettershouldbeaddressed.Theteamreport(onwhichtheactionletterisbased)mayprovideadditionalcontextandbackgroundfortheinstitution’sunderstandingofissues.Provideafulldescriptionofeachissue,theactionstakenbytheinstitutionthataddressthisissue,andananalysisoftheeffectivenessoftheseactionstodate.Havetheactionstakenbeensuccessfulinresolvingtheproblem?Whatistheevidencesupportingprogress?Whatfurtherproblemsorissuesremain?Howwilltheseconcernsbeaddressed,bywhom,andunderwhattimetable?Howwilltheinstitutionknowwhentheissuehasbeenfullyaddressed?Pleaseincludeatimelinethatoutlinesplannedadditionalstepswithmilestonesandexpectedoutcomes.Responsesshouldbenolongerthanfivepagesperissue

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Issue1:RefiningandConductingProgramReviewIntheCommission’sletter,wewereaskedtodesignandconductaformalreviewofouracademicprogram.WewereadvisedthatthisprogramreviewshouldpayattentiontothenewmeasureswehadinstitutedtotrackstudentlearningthroughOn-the-Job-Training(OJT)andtoassessdissertationquality.Inthissection,wedescribetheprocessofourProgramReview,reportonthefindingsprovidedbyourtwooutsidereviewers,layoutwhatwehavedoneinresponseandwhatadditionalchangeswehaveplannedforthefuture.WewillalsoprovideanupdateonournewtrackingmechanismsforOJTlearninganddissertationqualityassurance.ThefirststepinourProgramReviewprocesswastoconductaSelf-Studyexaminingallaspectsofouracademicprogram.[SeeAppendixA].This33-pagedocument,completedinAugust2014,includedanalysisoftheresultsto-dateofourrecentlyinstitutedsystemformeasuringstudentlearningthroughOJTandprovidedanin-depthdescriptionofourexpandedprocessformonitoringstudentprogressthroughthedissertationphaseofourprogramandcommunicatingwithfacultyandstudentsourexpectationsfordissertationquality.

OJTLearningAssessmentSinceDecember2009,PardeeRANDstudentshavebeencompletinganonlineOJTlearningassessmenttoolannuallytomeasureattheindividualandtheprogramlevelthetypesoflearningstudentsareconsistentlyexposedto,thetypesoflearningthatareatlowerlevelsthandesired,howmuchlearningstudentsarereportingandhowwelllearningopportunitiesaredistributedacrossthestudentbody.Ourresultshavebeenconsistentattheprogramlevelwithstudentsreportingoverallhighlevelsoflearning.Theyreportthehighestlevelsofexposureandlearninginwritingandcollaborationandlowestlevelsofexposureandlearningonproposalsandclientrelationsacrossallyearsofthesurvey.TableIbelowreportsonactionswehavetakeninresponsetothisdataandtherecommendationsfromourProgramReviewers.Formoredetailsonourresultsandanalysisseepp.13-23ofourSelf-Study[AppendixA]andthe2015OJTLearningCharts[AppendixD].

DissertationQualityAssuranceInourSelf-Study,weidentifiedthreeprimaryleversforimprovingdissertationquality:1)providemoretimeforstudentsbygettingthemstartedearlyandkeepingthemontrack;2)providemorementoringforstudentsbycreatingstructuresforperiodiccheck-insandengagingtheircommitteemembersintheprocess;and3)providingmorefundingtoenablemorecreativedissertationsbeyondtheconstraintsofclient-fundedwork.TableIbelowreportsonactionswehavetakeninresponsetothisdataandtherecommendationsfromourProgramReviewers.Formoredetailsonourresultsandanalysisseepp.25-34ofourSelf-Study[AppendixA].

ProgramReviewGivenourgoaltotrainfuturepolicyleaders,wesoughtreviewerswhohadexemplaryacademiccredentialsandhadservedinprominentleadershippositionsinpublicpolicy.Thetworeviewersweselectedwere:AlanB.Krueger,BendheimProfessorofEconomicsandPublic

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AffairsatPrincetonUniversity,whoservedasthechairoftheCouncilofEconomicAdvisorsintheObamaadministration,andJamesB.Steinberg,Dean,MaxwellSchoolofCitizenshipandPublicAffairsatSyracuseUniversity,whosemostrecentpostwasasDeputySecretaryofStateintheObamaadministration.DeanSteinberghadearlierserviceonCapitolHillandintheClintonAdministration.TheyeachreadourSelf-StudyreportandvisitedPardeeRANDtomeetwithstudents,faculty,alumniandstaffinAugustandSeptember2014.Attheculminationoftheirvisits,theymetwithDeanMarquisand,inthecaseofDeanSteinberg,withRANDPresidentandCEOMichaelRich,aswell,todiscusstheirinitialimpressions.Subsequently,eachofthemsubmittedawrittenreport[AppendicesBandC]andparticipatedinajointconferencecallwithDeanMarquisandAssociateDeanSwanger.TheresultsoftheProgramReviewweresharedwidelywithourstudents,faculty,andboardofgovernors,andtheyareavailableonourwebsite.http://www.prgs.edu/degree-program/accreditation.htmlWhileeachreviewerprovidedanindependentreport,theysharedtheirfindingswitheachotherandconfirmedtheiragreementwitheachother’sobservationsandrecommendations.Giventhisconsensus,wewillpresenttheirfindingstogetherbelow.Theprogramreviewersdidnotcommentdirectlyonthemechanismsformeasurementandmonitoringwehadcreated,buttheydidfindthemausefulsourceofinformationabouttheprogramandthisisreflectedintheircomments.

CourseworkOverall,ourreviewersfoundthatourcourseworkdeliveredthetypeofacademiccontenttheyexpectedinahigh-qualitypublicpolicyPhDprogram.Theyalsomadethefollowingobservationsandrecommendationsforchanges.

• ComparedwithotherPublicPolicyprograms,theynotedourrelativelackofcoursesinMacroEconomicsandsuggestedweconsideraddingadditionalelectivecourses

• Theysuggestedaddingmoresurveyresearchskillsintothecurriculum• Theywereintriguedbyourattempttoconductafully,multi-disciplinarycourseinSocial

andBehavioralSciences,butfoundthatinitsinitialiterationitwasnotfullydeliveringonitspromise

• Theyrecommendedthattobuildmoreofasenseofcommunityweconsidercreating“softtracks”or“clusters”togroupstudentsaroundpolicyareas

• TheyencouragedustoexpandourprograminEconomicDevelopmenttoincludemorefieldworkandrealexperiments

On-the-JobTrainingTheynotedtheOJTportionoftheRANDprogramisanaspectofgraduatetrainingatRANDthatisnotavailableelsewhereandthatthe“uniquestrength”providesstudentswithawindowintohowresearchisconductedandusedbypolicymakers.Theyalsomadethefollowingobservations

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• LookingattheresultsofourOJTlearningsurveysandnotingthefivelowestrankedtasksforlearningincludedmanyrelatedtoleadership,theysuggestedweaugmentourOJTwithsimulationstoenableeverystudenttohavetheabilitytolead

• Relatedtothis,theyalsosawtheneedformore“protectedspace”forfacultyandstudentengagementbeyondthatprovidedbytheenvironmentofprojectworkforRANDclients

• TheypointedoutthatstudentsreportednotalwaysreceivingadequatefeedbackontheirperformanceonOJTandencouragedustofindwaystoincentivizemoredirectmentoring

• TheynotedalackofcoordinationbetweenOJTandcourseworkandsuggestedtheclassroomexperiencecouldbeenrichedifstudentsinfusedtheirstudieswithexamplesfromOJT

DissertationsTheynotedthatthegreatesttensionintheprogramisstudentstryingtoworkontheirdissertationswhilealsodoingworkonclient-basedprojects.

• Theyencouragedustocontinuetofindfundingtoenablestudentsandfacultytopursuetopicsoutsideofthosethatarethesubjectofexternally-commissionedRANDresearchprojects.

• Theyrecommendedwecreatemoreopportunitiesforstudentstopresenttheirworktopeersespeciallywhenondissertationstatus.

TableIbelowshowsourcurrentandplannedresponsestotherecommendationsofourreviewers.

TableI.ProgramReviewRecommendationsandResponses

IssueArea Recommendation Responseto-date FuturePlansCoursework MoreMacroeconomics • Revisedprocessforproposing

electivecoursestoincreasenewofferingsandrespondtostudentdemand

• Continuetoallowstudentstoproposetutorialstosupplementregularofferings

• Institutedapass/failoptionfor2coursestoencouragestudentstoexplorenewareas

Whilewedonotenvisionmovingtothe50-50balanceofmicroandmacrofoundinotherpolicyprograms,overthenext5years,wewillcontinuetomonitorourofferingstoensurestudentswhoaspiretoleadershippositionsingovernmenthaveexposuretomacroconceptsandtools

MoreSurveyResearch • Linedupanewcoursetobe Goingforward,SurveyResearchwillbe

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offeredin2016-17 offeredregularly ImproveIntegrated

Social&BehavioralScienceCourse(SBSI)

• Wehavereworkedthiscoursein2016aroundcasestudiesofrealworldproblemssuchasFerguson,obesity,terrorinParisanddroughtinCalifornia-de-emphasizingdisciplinaryownershipofthekeyconceptualandmethodologicalconceptsthatarebeingapplied.

• Strongeremphasishasbeenplacedonlearningtoapplytheconceptstoreal-worldpolicyissuesandlinkitmoredirectlytoSBSII–ResearchDesign

Wewillcontinuetorefinethiscourseasitwillserveasamodelforanewtypeofproblem-focusedlearningcoursewewillbedevelopingoverthenextfewyears.

Createpolicyclusters • Whileweagreewiththeneedtofostersmallerintellectualcommunities,webelievethesearebestformedattheRANDlevelratherthantheSchoollevel.StudentsasmembersofRAND’sresearchcommunitycanjointopicalinterestgroupssuchasthosesetupbyRANDHealth,attendBrownBagseminarsintheirpolicyfieldandengagewiththeMethodsCenters.

WewillcontinuetoencouragestudentstoengageasresearchprofessionalsinalltheopportunitiesRANDaffordsthem.ButwedonotwantthemtolimitthemselvestoonepolicyissueastherichnessatRANDcomesfrominter-disciplinaryandcross-policyissueinteractions.

BuildonRAND’sstrengthstoexpandofferingsinEconomicDevelopment

• ThePardeeInitiativeinGlobalHumanProgresshasprovidedopportunitiesformoreexperimentalprojectsandfieldworkforstudentsandfaculty,especiallyinAfrica.

Webelieveitisvitallyimportantforstudentswhowishtodeviseandimplementprojectsonthegroundtohavefieldworkexperiencesotheyunderstandthecontextofproblems.Findingwaystoincreasestudentopportunitiesisoneofourprioritiesinthenext5years.

OJT Simulations&ProtectedSpace

• WehaveacoursethatlinksteamsofstudentswithlocalNGOswithpolicyproblemsandprovidesthemthe“protectedspace”toleadapolicyanalysisfromstarttofinishinthespace

Whilethereisvalueinhavingstudentsworkingonrealratherthansimulatedpolicyproblems,werecognizethatsimulationsalso

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of10weeks. contributetolearning.Weexpecttoaddoneormorecoursesthatusesimulationsoverthenextfewyears.

Morefeedbackonperformance

• Inadditiontothefirstyearreview,wehaveaddedasecondyearreviewthatincludeswrittenfeedbackfromOJTsupervisors.

• Asseekingfeedbackispartofbeingaprofessional,wearealsoexploringwaystotrainbothstudentsandmentorsintheartofprovidingconstructivefeedback.

WewilladdaformalOJTperformanceassessmentforthethird/fourthyearreviewbeginninginacademicyear2017.

MorecoordinationbetweenOJTandclassroom

• Weweresurprisedbythisrecommendation,butitledtothediscoverythatsomestudentshadthemistakenideathattheycouldnotuseRANDresearchintheclassroom.

Wearemoreexplicitaboutencouragingthisforbothstudentsandfaculty.

Dissertations MorefundingforresearchtopicsoutsidethosefundedbyRANDclients

• Wehaveconsistentlyprovided$350,000indissertationfundingeachyearwithanemphasisonareaswhereRANDclientsdonotprovidefundingreliablyincludingonissuesrelatedtoEnergy&EnvironmentandInternationalDevelopment.

• RANDandRANDresearchunitsalsoprovidefundingfromtheirdiscretionaryresources.

Thishasbeenoneoftheprioritiesofourfundraisingcampaignandwillcontinuetobesofortheforeseeablefuture.Wenowhave5endoweddissertationawards(upfrom2in2010)providingover$150Kinfundingeachyear.

Moreopportunitiesforstudentstopresenttheirdissertationresearch

• In2015-16weincreasedtheamountoftravelfundingprovidedforstudentstopresentatconferencesto$20Kperyear.

• WearealsoencouragingstudentstopresenttoeachotherandatotherbrownbagssponsoredbyRANDresearchunits.

Weagreethatlearningtopresentisacriticalskillforresearchprofessionals.Wetrackthisandwillmonitortoseeifthenumbersofstudentstakingadvantageoftheseopportunitiesexpandsovertime.[AppendixE]

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Issue2:ImprovingDegreeCompletion.

WhenwesubmittedourEducationalEffectivenessReporttoWASCinDecember2010our10-yeargraduationratesindicatedthatcertainsub-populationswithinourstudentbodydidnotseemtodoaswellasothersub-populationsorastheaverage.Inparticular,10-yeargraduationratesforwomenwereabout68%,wellbelowthatformenat81%,andconsistentlybelowourhighoverallgraduationratesof76%.Thoughthiswasanimprovementoverthe10-yeargraduationratesfor1995-2005of30%forwomencomparedwith76%formenand60%overall,thegapwasstillnoticeableandrequiredaction.

Likewise,our10-yeargraduation“rates”forunderrepresentedminoritieswerenoticeablylowandshouldprobablynotbeexpressedasratesatall.In2010wegraduated2of4AfricanAmericanstudentsand1of3studentsclassifiedasHispanic,LatinoorPuertoRican.These“rates”werebasedonexceedinglysmallnumbersandsaidmoreaboutourlackofsuccessinrecruitingminoritiesthantheyreflectedourabilitytoprovideasupportiveenvironmentoncethesestudentsmatriculated.However,werecognizethattheproblemsarelinkedandthatimprovingretentionandgraduationratescouldcomplementandreinforceoureffortstorecruitmorestudentsfromtheseunderrepresentedpopulations.

Since2010wehaveidentifiedfivemaincategoriesofreasonsforwhystudents,ingeneral,donotpersistintheprogram.Wehavetakenseveralstepstoprovideallstudentswithmoresupporttoensurethatifastudentwishestograduate,wehavetheinfrastructureinplacetosupportandenablethemtodoso.Theissues,ourremedies,andpreliminaryresultsarecapturedinTable2below.

Table2.DepartureReasons,Remedies,andPreliminaryResultsforAcademicPersistence

DepartureReason StudentAction OurRemedy ResultsNottherightfit Transferordropout Doabetterjobduringthe

admissionsprocessdescribingtheprogramandselectingthosewhoseekaquantitative,tools-based,appliedmulti-disciplinaryprogramratherthanatraditionalacademicprogramineconomics,internationalrelationsorhealthpolicy.

Attritionbetweenthefirstandsecondyearhasdroppedfromahighof2-4eachyearbetween2004-2010tooneperyearbetween2011-2014.

PersonalIssues LeaveofAbsence(LOA)duetofamily,health,mentalhealth,issues

• Clarifythatallstudentsareeligibleformedicalleaveofuptoonequarterforphysicalormentalhealthissueswithoutlossofstudentstatus.

• Providemorecounselingandmentalhealthsupport

Westartedin2015andearlyindicationsarethatstudentswhomightotherwisehavetakenaformalleaveareremaininginthe

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programfornowFinancialIssues TakeLOAordropoutto

pursueemploymentIncreasefundingforscholarshipsanddissertationawardsandraisebasepayfrom$16,500toover$20,000.

Morestudentsaregraduatingbythebeginningoftheirfifthyearandtotalfinancialaidrequestshavedroppedfrom$229Kperyearin2009to$89Kin2015.

StymiedbyDissertationProcess

Stayenrolledforlongerthan5yearsand/ortakeLOAordropouttopursueemployment

• Standardizedprogramexpectationsandcreateda“stop-lightchart”timelinefordissertationprocess.

• Putinplaceregularquarterlymonitoringofallstudentsondissertationstatus.

• CreatedmorestructureinYear2withexpectationthatstudentswillselectachairandsubmitapreliminaryoutlineoftheirdissertationproposalbyyearend.

• Tiedinternalfundingtodissertationprogress.

• Deansaremoreregularlyengagedwithstudentsthroughformalreviewandinformalcheck-ins.

• StudentsmustpetitiontheDeanforaYear6andsubmitaplanforcompletion.

StudentsreportthattheyusethestoplightchartstokeepthemselvesontrackandmoststudentsarenowmeetingrequirementsbeginninginYear2.Tyingdissertationfundingtoprogressalsoseemstobemovingstudentsalong.

FindEmploymentBeforeCompletion

RemainenrolledortakeLOAwhilehopingtofinish

Wediscouragestudentsfromlookingforworktooearlyandremindthemthatthejobswillbetherewhenthey’redonegivenournearly100%employmentrecordIncreasedinvestmentinCareerServices,anactivealumninetworkandbetterpipelinestoemployershavealleasedanxietysomewhat.

Comparedwith5yearsago,thisproblemhasreceded.Wehaveonly1studentenrolledandworkingfulltime.ThreeothersareonleavebutplanningtofinishbyJune2016.

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Wecanseesomeindicationsthatthesepoliciesarehavingsomeofthedesiredeffects.Mostdramatically,from2005-201510-yeargraduationratesforwomenhaveincreasedto80%surpassingtheratesformen,74%,andthemean10-yeargraduationratesof77%.[AppendixF]However,wehavenotseensimilarprogresswithourunderrepresentedgroups.Between2000and2010,wegraduated2of4AfricanAmericanstudentsinourPhDprogram(50%)and1of3Hispanicstudents(33%).Lookingatourdatafrom2005-2015,wecanseewherepercentageshavegoneupbutthisisonlybecausethetotalnumbersarelower.ForAfricanAmericanstudentswesawnochangegraduating2of4studentswhoenrolled(50%)andforHispanicstudentswegraduated1of2(50%).Thisclearlydoesnotrepresentprogress.

Onfurtherinvestigation,wecanseetheproblemoriginatesattheadmissionsstage.Wearenotenticingsufficientnumbersofminoritycandidatestoapply.Ourapplicantpoolsfrom2011-15indicatethoughwehaveonly1-3AfricanAmericanapplicantsperyear,theyareofveryhighcaliberassince2013wehavebeenadmitting100%oftheseapplicants.(Ouroveralladmissionrateforallapplicantsrangesbetween25-30%).However,wehavebeensomewhatlesssuccessfulattranslatingoffersofadmissionintoenrollment.Table3belowshowsthatoverthe4-yearperiodbetween2012and2015wehaveexperiencedarangeofoutcomes.Twowereadmittedin2012andonewasadmittedin2013andbothyearswehave100%acceptance.Twowereadmittedin2014andbothdeclinedouroffer.Twowereadmittedin2015andoneacceptedandonedeclinedouroffer.Unfortunately,ourapplicantpoolfor2016includednostudentswhoidentifiedasAfricanAmerican.

Table3.Applied,Admitted,andAcceptedAfricanAmericanApplicants,2011-2016

AfricanAmerican

2011 2012 2013 2014 2015 2016

Applied 1 3 1 2 2 0Admitted 0 2 1 2 2 0Accepted 0 2 1 0 1 0AscanbeobservedinTable4below,wehavedonesomewhatbetteratattractingHispanicapplicantsalthoughthesehighernumbersinourapplicantpoolhavenotyettranslatedintosignificantlymorestudentsintheprogram.Ourapplicantpoolfor2016includednineprospectivestudentswhoidentifiedasHispanic,andweadmittedfive.

Table4.Applied,Admitted,andAcceptedHispanicApplicants,2011-2016

Hispanic 2011 2012 2013 2014 2015 2016Applied 7 6 7 5 2 9Admitted 2 2 4 3 0 5Accepted 2 0 2 2 0 ?Ourlackofsuccessisnotbecauseoflackofeffort.Aswillbedescribedinmoredetailinthenextsectionwhichaddressesdiversity,wetakeseriouslyourcommitmenttohelpingensurethatthenextgenerationofpolicymakersreflectsthepopulationstheywillserve.Andata

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minimum,wewouldatleastlikeourstudentbodytoreflecttheaveragefiguresforunderrepresentedminoritiesinthegraduatestudentpopulation.DatafromtheSurveyofEarnedDoctorates2014showthepopulationthatearneddoctoratesfrom2002-2012averaged6%AfricanAmericanand6%Hispanic.Usingthisasabenchmarkmeansforastudentbodyofapproximately100studentsPardeeRANDshouldaimtohave,ataminimum,6AfricanAmericanand6Hispanicstudentsenrolledatanygiventimeandtograduatebetween1-2peryear.Table5belowlaysouttheintentionalactionswehavetakenoverthepastfiveyearstomoveinthatdirection.

Table5.EffortstoIncreaseRecruitmentandRetentionofUnderrepresentedMinorityStudents

Area ActivityAdmissions DiversityScholarship:Twoyeartuitionscholarship.Createdto

highlightourcommitmenttodiversity,promotedonourwebsite,andstudentscanapplyaspartofourapplication.Studentsareadvisedwearelookingforacommitmenttoandexperiencewithdiversecommunities.

Website:Wehaveapageonourexternalsitedescribingourcommitmenttodiversity.(www.prgs.edu/admissions/diversity.html)TheRANDCorporationwebsitehasasimilarpage:(www.rand.org/diversity.html)Ourphotos,videosandotheractivitiesallaimtoreflectweareaninstitutionwhichvaluesdiversity.

Application:Startingwiththe2016application,weaskedstudents,“Howdidwhereorhowyougrewupinfluenceyourinterestinpublicpolicy?”Thiswastoenableustoidentifyapplicantswhoseformativeexperienceshavepreparedthemforserviceindiversecommunities.

RecruitingandOutreach

PublicPolicyandInternationalAffairs(PPIA):Fordecades,PPIAhasbeentheprimaryvehicleforpreparingunderrepresentedminoritystudentsinundergraduateprogramsforgraduateworkinpublicpolicyandforcareersinpublicservice.PardeeRANDtapsintotheextensivePPIAalumninetworkforrecruiting.WealsowaiveouradmissionsfeeforPPIAalumni.

McNairScholars:ThegoaloftheMcNairScholarsProgramistoincreasegraduatedegreeawardsforstudentsfromunderrepresentedsegmentsofsociety.WesendoutreachemailstofacultyleadsofMcNairScholarsprogramsaskingthemtoencouragepromisingscholarstoapply.

CaliforniaDiversityForuminGraduateEducation:Infall2015,PardeeRANDparticipatedinthisgradforumforhighly-regardedandmotivateddiverseundergraduatesinCalifornia.

GRESearchService:Wehavedoneemailoutreachtoagroupofpotentialapplicantsselectedfortheirqualificationsanddiversebackgroundwhohaveindicatedtheywouldbereceptivetocontact.

FacultyLeadershipProgram:Anefforttobuildalargerpipelineofdiversestudents.DescribedinmoredetailinourresponsetoIssue3.

Engagementwith PPIAMarketingandOutreachCommittee:OurAssistantDeanjoined

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ProfessionalGroups thiscommitteein2014asaninstitutionalrepresentative.Thisenablesustocollaboratewithandlearnfromotherinstitutions.

APPAMDiversityCommittee:OurAssociateDeanservedfortwoyears(2014-15)ontheDiversityCommitteefortheAssociationofPublicPolicyAnalysisandManagement.

InternalDiversity DiversityCommitteeatRAND:Ourstaff,professorsandstudentsparticipatewithRANDresearchersonthisRAND-widecommitteewhichmeetsmonthlytoplanandexecuteactivitieswhichcontributetothediversificationofstaff,shareresearchandgenerateconversationsonissuesofdiversity.

ClimateSurvey:RANDandPardeeRANDarediscussingpartneringonaclimatesurveytobeadministerednextfiscal/academicyeartoaddressissuesrelatedtotheworkenvironmentincludingthoserelatedtohowopenandwelcomingRANDistounder-representedminorities.

Werecognizetheneedtobeevenmorecreativeandintentionalinreachingouttounder-representedgroups.Threenewactionsweareplanningforournextrecruitmentcycleare:

n “PursuingYourPhD”WebinarforPPIAparticipantsandalumni:PPIAalumniareexposedtomaster’slevelgraduateprogramsthroughwebinarssponsoredbyPPIA.WeareplanningtoofferasimilarwebinartoPPIAalumnifocusedonPhDprograms.APardeeRANDandPPIAalumnawillparticipatealongsideotherPPIAalumniwithPhDsfromotherprograms.TheideaistodemystifythePhDanddescribetheexpandedcareertrajectoriesaPhDcanopenup.PardeeRANDwill“host”thisintheSeptember/October2016timeframe.ByexposingPPIAalumniearlyontothepossibilityofaPhDwehopetoraisethevisibilityofthePardeeRANDPhDaswell.

n OutreachthroughExistingDiversityNetworks:WecontinuetoinvestigateandresearchstrongnetworksforengagingfacultyandstudentsatdiverseinstitutionsorfromdiversegroupstohelpuspromotePardeeRAND.Amainavenueforthismaybethroughsocialmediaandexistingonline(orother)groups.ExamplesincludetheNationalConferenceforRaceandEthnicity(NCORE)whichhasdifferentcaucuses,e.g.,HispanicCaucusandaFacebookgroupofparticipatingfaculty.TherearealsoprofessionalassociationssuchastheHispanicAssociationofCollegesandUniversities(HACU)thatwewillreachouttoaspartofourrecruitingfortheclassof2017.

n IncreasingDiversityScholarshipAmount:WhenweintroducedfulltuitionscholarshipsforallstudentsthevalueoftheexistingDiversityScholarshipwasdiminishedbecauseitwasnolongerunique.WhiletheDiversityScholarshipdoesprovideabout$2000moreinthesecondyear,thisisnotwellpublicizedandtheadditionalamountmaynotbesufficientlyattractive.Therefore,forthenextrecruitingcycleweplantoincreasethevalueofthisscholarshipsoitonceagainisattractiveandunique.

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Issue3:ServingtheUnderrepresented:TheNextGenerationInitiativeWefirmlybelievethatthosewhounderstandthecontextinwhichproblemsarisearebestpositionedtofindsolutions.Fromthebeginningofhertenure,DeanMarquissetthegoalofincreasingthediversityofPardeeRAND’sstudentbodyasoneofherkeyobjectives.Inconversationswithdeansatotherpublicpolicyschools,DeanMarquisdiscoveredthattheseprogramsalsostruggledwiththesamelackofminorityrepresentation.AndinherconversationswithfacultyatinstitutionsacrossthesouthernUnitedStateswhereRANDhasestablishedasatelliteoffice,shediscoveredthatmanyfacultymembersatundergraduateinstitutionslackedacomprehensiveunderstandingofthefieldofpublicpolicyandthevalueofacademictraininginthisfield.OutofthesediscoveriesemergedanideathatwecalltheNextGenerationInitiative(NGI).

WhenweconceptualizedtheNGIin2010itwasdesignednotjusttobuildawarenessofthePardeeRANDPhDprograminpolicyanalysisanddiversifyourpipelineofapplicants,buttoexpandawarenessofthefieldofpublicpolicyingeneral,especiallyinregionsofthecountrywheregraduateprogramsinpublicpolicyarenotaswidespread.Weenvisionedthreeinterconnectedphases:

• PhaseI:OutreachtoHistoricallyBlackCollegesandUniversities(HBCUs),HispanicServingInstitutions(HSIs)andregionalcollegesanduniversitieswithdiversestudentbodieswithafocusonU.S.GulfStates,CaliforniaandtheSouthwest

• PhaseII:SummerWorkshopsforfacultyfromthetargetedinstitutionsemphasizingprofessionaldevelopmentincurrentanalytictoolsandmethodologiesusedinpolicyanalysis,encouragingongoingpolicyresearch,andrelationshipbuildingbetweenfacultyandRANDresearchers.

• PhaseIII:TheNextGenerationofPolicyLeadersNationalConferenceforfacultyandadministratorsfromthetargetedinstitutions,majorpublicpolicygraduateprograms,andfoundationscommittedtodiversityinhighereducation

Outreacheffortsbeganimmediately,butweneededfundingtoexecutePhasesIIandIII.Throughout2011and2012weapproachedanumberoffoundationsandobtainedexpressionsofinterestfromanumberoflocalandnationalfoundationsincludingKellogg,whoaskedusforaproposal.Ultimately,theyalldeclinedtosupportthiseffortsayingthatitwasoutsidetheircurrentfundingprioritiesincludingKelloggwhosestrategicprioritiesshiftedsuddenly.Notwillingtoabandontheideawhichwebelievedhadmerit,MichaelRich,presidentandCEO,RANDCorporation,providedRANDinvestmentfundstolaunchapiloteffortoftheSummerWorkshopforfacultyinJuly2013.Whenthisworkshopshowedpromise,wesoughtfundingtocontinuetheprogramfromadonorinterestedinhelpingunderservedpopulations.Thefundsweresufficienttoexecutethesummerprogram,nowknownastheFacultyLeadersProgram,twomoretimes.WeareinthemidstofplanningthefourthsessiontobeheldinJuly2016.

WenowareinapositiontoevaluatetheeffectsoftheFacultyWorkshopsandtomakesomedecisionsabouthowweintendtomoveforward.Wecanevaluateoureffortsto-dateonthreelevels:RecruitmentandAdmissions;ProgramContent;andPost-ProgramEffects.Andweplan

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toreachouttofoundationsagaininfall2016totrytore-engagethemgivenoursuccessesto-date.

RecruitmentandAdmissionsTable6belowprovidessomeinsightintohoweffectivewehavebeenatgettingthewordoutaboutourprogram.Italsoenablesustobegintoassesswhetherornotweareattractingthetypesofapplicantswearemostdesirousofengaging.

Table6.FacultyLeadershipProgramParticipants2013-15

Participants 2013 2014 2015 Totals**Number 12 12 12 36NumberofSchools 7 9 11* 19*

• HBCUs 3 4 1 6• HSIs 1 1 2 2

NumberofStates 5 8 7 10*IncludesUSDepartmentofAgricultureoutreachcoordinatortoHSIs**CountseachinstitutionandstateonlyonceOurinitialfocuswasonaselectnumberofschoolsinFlorida,theU.S.GulfStatesandLosAngeleschosenfortheirdiversestudentbodies,andcloseproximitytoaRANDoffice,or,asisthecasewithFloridaInternationalUniversity,closetiestoRAND.ThesecondyearoftheprogramweextendedouroutreachtotwoHBCUsintheWashingtonD.C.areawhereRANDalsohasanoffice.Recommendationsfrompreviousparticipantsbroughtustwoparticipantsfromoutsideourtargetarea—TexasandIllinois.In2015,weexpandedouroutreachintheLosAngelesregionresultinginparticipantsfromCaliforniaStateUniversitySanBernardino(HSI)andanotherLA-basedprograminpsychology.Additionally,recommendationsfrompreviousparticipantsbroughtusfacultyfromuniversitiesinUtahandChicago,Illinois.

AsisevidentinTable6above,wehavesucceededinexpandingthenumberofinstitutionswehavereached,andasof2015wehavehadparticipationfrom19differentinstitutionsin10states.Moreover,ascanbeseeninChart1below,wehavehadmultipleparticipantsfromfiveuniversitiesallofwhichwerepartofourinitialtargetgroup.Wehavenoticed,however,thatparticipationfromHoward,Morehouse,TuskegeeandotherHBCUshasnotbeenasrobustaswehadanticipated.Wewillbewatchingtoseeifthischangeswiththe2016cohort,andifnot,willinvestigatetobetterunderstandthereasonsforthedropoffinparticipation.

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Chart1.TopFiveInstitutionsRepresented

ContentoftheProgramWehavebeengatheringdatawhichenablesustoevaluatewhataspectsoftheprogramaremostusefultoparticipantsandwhetherornottheparticipantsarelearningtheskillstheyneedtodosomethingmeaningfulwhentheyreturntotheircommunitiesandinstitutions.

Attendeeswereaskedtoreportonthefollowingfoursessions:IntroductiontoPolicyAnalysis(Monday);ResearchDesign(Tuesday);QuantitativeMethodsinPolicyAnalysis(Wednesday);PhasesofPolicy(Thursday)bycompletinganevaluationformaskingthemtoratethematerialonafourpointscalewith4being“stronglyagree”.BelowisasampleresponseforMonday’ssession.AppendixHcontainsresponsesfortheothersessionswhichonthewholearepositive.

Chart2:IntroductiontoPolicyAnalysis

012345678

TotalParscipants

FloridaInternasonalUniversityUniversityofAlabamainHuntsvilleXavierUniversityofLouisiana

CharlesR.DrewUniversityofMedicineandScienceJacksonStateUniversity

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Wealsoaskedparticipantstoprovideuswiththeiroverallassessmentofthemajorcomponentsoftheprogram.Resultsfor2015areinChart3below.WecanseethatthereisstillademandformoretimewithRANDresearchersandperhapslesstimecoveringacademiccontent.

Chart3:OverallAssessment

Post-ProgramEfficacyFinally,weareinterestedinlearningwhetherparticipantsareabletoincorporatewhattheylearnedinthepost-programacademicactivities.TheChart4belowindicatesthatthemajorityofparticipantsareintendingtoengageintheactivitiestheprogramisdesignedtoencourage.

Beyondproposingclassesandbriefingtheirdepartments,anumberofpastparticipantshaveengagedinpolicyanalysisintheircommunities.Somerecentexamplesinclude:Dr.RichardPeters,oftheBusinessdepartmentatXavierUniversityofLouisiana,isusinghisknowledgeofthetoolsofpublicpolicyanalysistopartnerwiththeUrbanLeaguetoaddressdisparitiesinemploymentamongminoritiesinNewOrleans.Dr.PatriciaWaldron-Moore,alsoofXavierandaprofessorofpoliticalscience,recentlydidfieldworkrelatedtoherWorkshopprojectcomparingpost-disasterknowledgeeconomiesinthreedifferentregions-includinginpost-KatrinaNewOrleans.AndDr.TaunjahBell-NeasmanofJacksonStateUniversityofMississippiusedpolicyanalysistoolslearnedtoimproveproceduresformentalhealthcrisisinterventionsbyfirstresponders.ArecenthighlightofherworkwasherfruitfulefforttohavethisissuerecognizedatthestatelevelthroughaproclamationbyGovernorBryantofMississippidesignatingFebruary2015as“CrisisInterventionTeamAwarenessMonth”.

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Chart4:Post-ProgramActivities

*Twoparticipantsdidnotfilloutthisportionofthesurveyin2014

Byalmostallmeasures,theinitiativehasbeenasuccessthusfar.WehavereachedadiversearrayofprofessorsteachingatHBCUs,HSIsandotherinstitutionsservingdiversepopulationscreatinganetworkforusof36alumnithatRANDandPardeeRANDcantapinto.Wehaveintroducedtheseparticipantstothefieldofpublicpolicyandpreparedthemtointroducetheirstudentstothefield.Forsome,theprogramhasenabledthemtopublish,competeforgrants,andassistpolicymakersintheircommunities.

Wedonotyetknowinwhatwaysandtowhatextentthesesuccesseswillcascadeandhaveimpactonthepipelineofstudentsinpublicpolicyprograms.Wehavebeguntoseesomeevidenceinourpre-applicationprocessthatprofessorsareencouragingtheirstudentstolookatthePardeeRANDprogram.WebelievethenextstepwillbetosecureadditionalfundingsothatwecanmoveintoPhaseIII—anationalorevenaregionalconferencewherewecangatherpreviousparticipantstogetherwithdeansandfacultyfromotherprominentpublicpolicyprogramstoshareideasabouthowbesttodrawunderrepresentedminoritiesintothefieldofpublicpolicyaswellascontinuetoofferoursummerprogram.Thisisthechallengewhichremainsandwewillcontinuetostriveoverthenextfewyearstoobtaintheresourcestomakeanimpact.

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IdentificationofOtherChangesandIssuesCurrentlyFacingtheInstitutionInstructions:Thisbriefsectionshouldidentifyanyothersignificantchangesthathaveoccurredorissuesthathavearisenattheinstitution(e.g.,changesinkeypersonnel,additionofmajornewprograms,modificationsinthegovernancestructure,unanticipatedchallenges,orsignificantfinancialresults)thatarenototherwisedescribedintheprecedingsection.ThisinformationwillhelptheInterimReportCommitteepanelgainaclearersenseofthecurrentstatusoftheinstitutionandunderstandthecontextinwhichtheactionsoftheinstitutiondiscussedintheprevioussectionhavetakenplace.

AFirmerFinancialFoundationAsmentionedearlierinthisdocument,wearenearingcompletionofa5-yearfundraisingcampaign.Ourinitialgoalwas$15millionandfewthoughtitachievable.However,wehavealreadyraisedover$27millionwithafewmonthsremaininginthecampaign.Inaddition,wehave$3millioninplannedgifts.Thesefundshavesolidifiedourfoundationandenabledustoenhanceouracademicprogramandprovidemorestudentsupport.AsyoucanseeinChart5below,ourendowmenthasgrownsubstantially(drivenby$16.6millioninnewgifts)overthepastfiveyears.Chart5:PardeeRANDEndowment

Overthesametimeperiod,weraisedmorethan$10.6millionforcurrentusegiftsincluding$1milliontosupportdissertations,$1.9milliontoprovidetuitionscholarships,$3millioningeneralstudentsupportusedtocovercostsassociatedwiththedeliveryofouracademicprogram,and$150,000toprovidecareerservices.

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Additionally,wereceivedagiftof$2milliontosupportfieldwork,dissertationsandinnovativeresearchandexperimentationonissuesrelatedtothepoorestofthepoorinAsiaandAfrica.ThePardeeInitiativeforGlobalHumanProgresshascreatedopportunitiesforourstudentsandfacultytopursueprojectsonfoodsecurityinAfrica,low-incomehousinginIndia,andtocreateaglobalindexoftheendowmentsoffood,energyandwaterbycountry.IthasalsosupportedsevendissertationsontopicsfromagricultureinChinatomaternalhealthcareinNigeria.Acombinationofannualgiftsandanendowedfund,theCazierInitiativeinEnvironmentalandEnergySustainabilityhasalsocreatednewopportunitiesforstudentsandfacultytoengagewitheachotherandwithoutsideexpertsthroughworkshops,pilotprojectsandvisitingscholars.Finally,anendowedgifttosupportfaculty,theHaroldandColeneBrownFacultyFellowsfund,hasgeneratedsufficientfundingfrom2015-2016tosupportmini-SabbaticalsforsixRANDresearchers/PardeeRANDfaculty,enablingthemtospenduptoonemonthinresidenceatPardeeRANDfocusingonresearchtopicsoftheirchoice(notclient-drivenprojects)andprovidingmentoringtoourstudents.In2015,theBrownsincreasedtheircommitmentwhichwillenableustoincreasethenumberoffacultyparticipatingintheprogram.Wearenowpoisedtobegintothinkingaboutanewlong-termdirectionfortheschool.Thepolicymakingenvironmentischanging—thereismoreinterconnectedness,alongwithare-distributionofpowertoindividuals,NGOs,andtheprivatesector.Thedefinitionofa“decisionmaker”haschangedsignificantlysince1970,andtheworldneedspolicyanalystswhounderstandallofthesenewstakeholdersandhowtointeractwiththem.Moreovertheworld’sbiggestproblemsareincreasinglycomplicatedandevenmorecomplex,requiringanewclassofagileproblemsolverswhoarecomfortablemovingacrossdisciplinaryboundariestocreatenewmethodsandadaptoldonesinnewways.Theincreasingrateoftechnologicaldevelopmentisaffectingeverything.Technologyismotivatingnewpolicyquestions,whilealsoofferingpowerfulnewproblemsolvingmethods.Tomorrow’spolicyanalystsmustbepreparedtounderstandallthis.Atthesametime,theRANDCorporation,itself,ischanging,withstrongeremphasisonandmoreresearchertrainingintransformingthefindingsfrompolicyanalysisintoconcretechangesinpolicyandpracticeandincreasedinvestmentinmethodologicalandotherkindsofinnovation.PardeeRANDwasontheforefrontwhenthefieldofpolicyanalysiswasdeveloping.Weaimtobeontheforefrontaswemovetowardsanewparadigm.Wehavejustbeguntoimaginewhatthepublicpolicyschoolofthefutureshouldlooklikeandhowweneedtocontinueourevolutiontobecomethatinstitution.WelookforwardtosharingourdiscoverieswithWASCastheydevelop.

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ConcludingStatementInstructions:ReflectonhowtheinstitutionalresponsestotheissuesraisedbytheCommissionhavehadanimpactupontheinstitution,includingfuturestepstobetaken.Asisapparentthroughwhatwehavereportedinthisdocument,wehavebenefittedgreatlyasaninstitutionfromthechallengesposedtousbytheCommissionin2011.Overtheintervening5years,wehaveaccomplishedalot.

TheProgramReviewprocesshelpedustorefineandsolidifymanyofthestructuresweputinplaceaspartofourre-accreditationprocesstomeasureandmonitorlearning.ThestabilityinourcorestaffatalllevelsfromDeantoRegistrarhasmeantthatwehavebeguntodevelopthecapacitytocollectandanalyzedataovertimeandtobuildsystemsthatwillbeenduringyetadaptableaswelearnandrefinethem.ItalsoenabledourAssociateDeanandAssistantDeanforAcademicAffairstoaugmenttheirindividualizedcounselingofstudentswithdataspecifictoeachstudentandattheprogramlevelsothattheguidancetheDeansprovidestudentsontheirstrengthsandweaknessesismoretargetedandbetterabletohelpstudentsovercomethespecificobstaclestheyareconfronting.Thiscombinationhasproventobetrulypowerful.

Challengedtoimprovegraduationratesforwomenandunderrepresentedminorities,wetooksomeimportantstepstowardscreatingamoresupportiveenvironmentforallstudents.Wehaveevidenceattheindividuallevelthattheseactionshavebenefittedminoritystudents.OfthetwoAfricanAmericanstudentswhoenteredtheprogramin2012,onegraduatedinlessthan4yearsandtheotherisalsoontracktograduate.Butwerecognizethatourjobisnotdone.

Thedatawearegatheringthroughourapplicationprocessandbeyondenablesustomonitorfourkeystagesofthepipeline:(1)thenumberandtypeofpeoplewhoapply;(2)thenumberandtypeofpeopleweadmit;(3)thenumberandtypeofpeoplewhoenroll;and(4)thosewhograduate.Ourgoalistoincreasediversity.Werecognize,likeallPhDprograms,wehaveapipelinechallengeforunderrepresentedminorities.Wehavefocusedonthisforthelastseveralyearsandwewillcontinuetodoso.

Thisleadsustowhatisperhapsthemostimportantandvaluableresultofthisprocess.Whilewehavelonghadrichcommunicationwithourfacultyandamyriadofpathwaysfordiscussionsrelatedtotheacademicprogram,thishasnotbeenthecaseforissuesrelatedtodiversityatPardeeRANDandRAND.ThisprocesshasspawnedsomeveryimportantconversationsonthistopicandpromptedustoreachoutwithinRANDandbeyond.Inseekingtobetterunderstandhowwecandoabetterjobofrecruitingunderrepresentedminorities,wehaveengagedwithoutsidegroupssuchasPPIAandtheMcNairScholarsandhavebuiltconnectionswiththeconstituenciesatRANDwhoalsoshareourgoalofcreatingamorediverseworkenvironment.ThePardeeRANDandRANDCommunitiesvaluenotonlythisdiscussion,buttheprogresswearemakingtowardsachievingouraspirations.

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Appendices

ProgramReviewSectionA. ProgramReviewSelf-Study(33pages)B. ReviewbyAlanB.Krueger,BendheimProfessorofEconomicsandPublicAffairs,Princeton

University(3pages)C. ReviewbyJamesB.Steinberg,Dean,MaxwellSchoolofCitizenshipandPublicAffairs,Syracuse

University(3pages)D. 2015OJTLearningChartsE. 2012-16ConferenceFunding

ImprovingDegreeCompletionF. 10-yeargraduationrates2005-2015G. 5-yearcompletionrates2010-2015

ServingtheUnderrepresentedH. CourseEvaluationsfor2015FacultyLeadersProgram