MASTER OF PUBLIC ADMINISTRATION PROGRAM

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO NATIONAL ASSOCIATION OF SCHOOLS OF PUBLIC AFFAIRS AND ADMINISTRATION MASTER OF PUBLIC ADMINISTRATION PROGRAM SELF-STUDY REPORT VOLUME I DEPARTMENT OF PUBLIC ADMINISTRATION COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION 5500 UNIVERSITY PARKWAY, JACK BROWN HALL SAN BERNARDINO, CA. 92407 AUGUST 15, 2009

TABLE OF CONTENTS PROGRAM SUMMARY STANDARD 1.0 ELIGIBILITY FOR PEER REVIEW AND ACCREDITATION... 1 1.1 Eligibility... 1 1.2 Institutional Accreditation... 1 1.3 Professional Education... 1 1.4 Program Length... 1 STANDARD 2.0 PROGRAM MISSION... 2 2.1 MISSION STATEMENT A. Background... 2 B. Mission Statement... 7 C. Mission Process... 25 D. Variation from Standards... 30 2.2 Assessment... 30 2.3 Guiding Performance... 39 A. Guiding Performance... 39 B. Program Changes... 43 STANDARD 3.0 PROGRAM JURISDICTION... 45 Governance and Mission... 45 3.1 Administrative Organization... 46 3.2 Recognized Program... 47 3.3 Program Administration... 47 3.4 Scope of Influence... 48 A. General Program Policy and Planning... 48 B. Degree Requirements... 48 C. New Courses and Curriculum Changes... 48 D. Admissions... 49 E. Certification of Degree Candidates... 50 F. Course Scheduling and Teaching Assignments... 50 G. Use of Financial and Other Resources... 50 H. Appointment, Promotion and Tenuring of Program Faculty... 51 STANDARD 4.0 CURRICULUM... 53 4.1 Purpose of Curriculum... 53 4.2 Curriculum Components... 53 A. Background Information... 53 1. Credit System... 53 2. Length of Term... 54 3. Number of Terms... 54 4. Full-Time Status... 54 5. Time Limitation... 54

6. Class Contact Hours... 54 7. Numbering System... 54 B. Course Distribution... 54 C. Capable Professionals... 56 D. Assessment and Guiding Performance... 56 E. Graduate Courses... 57 F. Required Prerequisites... 57 4.21 Common Curriculum Components... 59 A. Required Graduate Courses... 59 B. Ethical Action... 60 C. Curriculum Coverage... 60 4.22 Additional Curriculum Components... 61 A. Elective Design... 61 B. Elective Courses for Broad Advanced Training... 62 C. Elective Courses for Specializations... 63 4.23 General Competencies... 63 4.3 Minimum Degree Requirements... 64 A. Degree Credit Hours... 64 B. Degree Length... 65 C. Concluding Requirements... 65 D. Course Formats... 65 E. Student Transcript Analysis... 66 4.4 Internships... 68 A. Internship Design... 68 B. Internship Status... 69 C. Internship Supervision... 71 D. Internship Placement... 73 STANDARD 5.0 THE FACULTY... 75 5.1 Faculty Nucleus... 77 A. Critical Mass... 78 B. Core Faculty Summary Listing... 82 C. Teaching Assignments... 83 D. Normal Faculty Course Load... 84 E. Other Full-time Faculty... 85 5.2 Professional Qualifications... 85 5.3 Practitioner Involvement... 86 A. Instruction by Practitioners... 86 B. Practitioner Involvement... 86 5.4 Faculty Quality... 87 A. Faculty Data Sheets... 88 B. Promotion and Tenure... 88 5.41 Instruction... 93 A. Quality of Instruction... 93 B. Workload Policy... 95

C. Class Sizes... 96 D. Actual Credit Hours Taught... 96 5.42 Research... 97 5.43 Experience and Service... 99 5.5 Faculty Diversity... 102 A. Diversity Plans... 102 B. Diversity Data... 102 C. Faculty Searches... 103 STANDARD 6.0 ADMISSION OF STUDENTS... 109 6.1 Admission Goals and Standards... 109 A. Mission, Assessment and Guiding Performance... 109 B. Admission Process... 109 C. Representation... 111 6.2 Baccalaureate Requirement... 112 6.3 Admission Factors... 112 A. Admission Factors... 112 B. Admissions Record... 114 C. Probationary Student Assessments... 117 D. Enrollment/Size of Program... 118 STANDARD 7.0 STUDENT SERVICES... 119 Student Services and Mission... 119 7.1 Advisement and Appraisal... 119 A. Advising System... 119 B. Financial Assistance`... 121 C. Student Attrition... 122 7.2 Placement Service... 123 A. Placement Assistance... 123 B. Follow-up of Graduates... 124 STANDARD 8.0 SUPPORT SERVICES AND FACILITIES... 125 8.1 Budget... 125 A. Budget Process... 125 B. Budget Sufficiency... 125 C. Salary Information... 126 8.2 Library Services... 127 A. Library Support... 127 B. Library Program Role... 128 8.3 Support Personnel... 129 8.4 Instructional Equipment... 129 A. Computer Support... 129 B. Audio-Visual Support... 131 8.5 Faculty Offices... 131 8.6 Classrooms... 132 8.7 Meeting Areas... 132 STANDARD 9.0 OFF-CAMPUS AND DISTANCE EDUCATION... 133

9.1 Definition and Scope... 133 9.2 Program Mission, Assessment and Guidance... 133 9.3 Program Jurisdiction... 133 9.4 Curriculum... 133 9.5 Faculty... 134 9.6 Admission of Students... 134 9.7 Student Services... 134 9.8 Support Services and Facilities... 135

PROGRAM SUMMARY Item Data 1. Title of Degree (1.3). Master of Public Administration 2. Off-campus locations (9.1). Palm Desert Campus 3. Number of credits normally 48 required for degree (4.3-A). 4. Total credits in required courses 36 (4.21-B). 5. Total credits in elective courses 12 (4.22-A). 6. Specializations advertised as None available (4.22C) 7. Number of credits which can be None reduced for prior undergraduate education ((4.3-B). 8. Number of credits which can be None reduced for significant professional experience (4.3-B). 9. Number of faculty nucleus (5.1-6 B). 10. Number of students in degree Full-time 129 (2 or more courses in fall program (6.3-D). term) Part-time 29 (1 course in fall term) Total - 158 11. Is a thesis or major professional Thesis or comprehensive exam is report required? (4.3-C). required 12. Is a comprehensive examination Comprehensive exam or thesis is required? (4.3-C). 13. Is an internship available? Is it required? (4.4-B). required. Yes, but required only for pre-service students. 1

STANDARD 1.0 ELIGIBILITY FOR PEER REVIEW AND ACCREDITATION 1.1 Eligibility The Master of Public Administration program meets the criteria in Standard 1.0 and is eligible for peer review and accreditation. 1.2 Institutional Accreditation Institutional accreditation: The Western Association of Schools and Colleges (WASC). Most recent accreditation was March 2004. The University received a 10-year accreditation. There are no separate accreditation procedures for the Palm Desert Campus. 1.3 Professional Education A. Leadership and Management Objective The Master of Public Administration (MPA) is a broad program designed to prepare students for a career in administration in the public sector. The major objective is to provide the student with a generalist perspective of public administration, including tools of decision-making, understanding of the total public administrative system, and a capacity for working within the public environment. The degree is intended for graduate students and career employees seeking to develop and strengthen academic and professional skills for admission and advancement in the professional practice of public administration. B. Degree Specification The Master of Public Administration degree, Department of Public Administration, California State University, San Bernardino. 1.4 Program Length The MPA program has been in operation since 1975. The Department has received accreditation twice before; this is the Department s third accreditation cycle. The date of the program s first admission is Fall 1975. 2

STANDARD 2.0 PROGRAM MISSION 2.1 Mission Statement A. Background California State University San Bernardino (CSUSB) Institutional Setting California State University, San Bernardino is located in the City of San Bernardino and has a satellite campus in the City of Palm Desert in the Coachella Valley, about 72 miles from the main campus. It is one of 23 campuses of the California State University (CSU) system. The system extends from Humboldt State in Arcata in the north to San Diego State in the south. In 2008-09 the system served more than 450,000 students. CSU is the largest system of higher education in the country. The system offers about half of the bachelor s degrees, a third of the master s degrees, and 82% of the degrees in public administration granted in California. CSUSB was founded in 1965 and enrolled more than 17,500 students in 2008-09 and employs more than 2,100 faculty and staff. The San Bernardino campus is the most diverse in California, with a student enrollment so unique that there is no majority ethnic group. CSUSB is designated a Hispanic Serving Institution with at least 35% of the student body self-identified as Hispanic. California State University, San Bernardino serves a cachement area comprised of San Bernardino and Riverside Counties, a geographic area extending more than 27,000 square miles. This area is referred to as the Inland Empire, and includes highly urbanized areas as well as large undeveloped tracts of desert, extending east from the cities of San Bernardino and Riverside to the Arizona and Nevada borders. To the west are the urban counties of Los Angeles and Orange. Bordering on its southern flank are the urban County of San Diego and agricultural Imperial County. Demographic Characteristics The U.S. Census Bureau 2007 current population estimate for Riverside County is 2,073,571. The population for San Bernardino County is listed at 2,007,800. The 2007 estimate for California as a whole is 36,553,215. 3

Table 1 shows population demographic characteristics for Riverside and San Bernardino counties. Table 1 2007 Population Estimate Race/Ethnicity for Inland Empire Counties Race/Ethnicity Riverside San Bernardino White alone 1,739,693 1,616,417 Black or African American alone 137,217 188,635 Asian alone 114,337 118,807 American Indian & Alaskan Native alone 27,902 28,348 Native Hawaiian & Pacific Islander alone 7,548 7,615 Hispanic or Latino origin 896,116 938,798 (Source: U.S. Census Bureau, Statistical Abstract of the United States: 2009 (128 th Edition) Washington, DC, 2008.) Historical Development: CSUSB Master of Public Administration Program The Master of Public Administration (MPA) program is housed in the Department of Public Administration (DPA), one of five departments in the College of Business and Public Administration (CBPA) at California State University, San Bernardino. The other constituent departments of the College are the departments of Marketing, Information and Decision Sciences, Management, and Accounting and Finance. In addition to offering the MPA program, the Department of Public Administration offers a Bachelor of Arts degree in Administration, with a Concentration in Public Administration. The College also offers the Master of Business Administration (MBA) degree, which along with the undergraduate concentrations is accredited by AACSB. 4

The MPA program was first established in 1975, eight years after the founding of the University. The National Association of Schools of Public Affairs and Administration (NASPAA) first accredited the MPA program in 1987. The current reaccreditation process is NASPAA s third extensive program review. The 2002 re-accreditation was for the full seven-year cycle. Enrollment Growth and Ethnicity Average enrollment in the MPA program is 137 students with a low of 110 in 2006 and a high of 158 students in 2008. Of the 2008 fall term enrollment, 25% were full-time and 50% were female. Table 2 Fall Term Student Enrollment 2002 to 2008 2002 2003 2004 2005 2006 2007 2008 143 133 142 133 110 140 158 (Source: CSUSB, Office of Institutional Research, Statistical Factbook, 2009) Like the overall University student population, there is no majority racial/ethnic student group enrolled in the MPA program. The largest group in Fall 2008 is White, with 39% of the total, followed by Latino with 27%. Table 3 Master of Public Administration Program Ethnicity Fall Term 2008 & 2007 Ethnicity Fall 2008 Fall 2007 Native American 1 3 Black 13 14 Latino 27 31 Asian/Pacific Islander 4 5 5

White 39 30 Unknown 13 16 No Report 3 1 Total 100 100 (Source: CSUSB, Office of Institutional Research, Statistical Factbooks 2009 & 2008) Faculty Size The current faculty nucleus is comprised of David Baker, Michael Clarke, Guenther Kress, Anna Ni, Montgomery Van Wart and Clifford Young. In Fall 2009, Dr. Kimberly Collins will join the faculty. Dr Van Wart was hired to be the DPA Chair. He has served in this capacity since 2005. Since the last NASPAA review several changes occurred in the composition of the faculty nucleus. In AY 2002/03, the faculty nucleus included Drs. David Bellis, Charles Christie, Michael Clarke, Guenther Kress, Audrey Mathews, Brian Watts and Clifford Young. Five of seven of these senior-level faculty members now are retired and one is deceased From AY 2003/04 to AY 2005/06, Bellis, Christie, Clarke, Kress, Mathews and Watts retired from full-time employment. All with the exception of Watts and Bellis continued their instruction with Faculty Early Retirement Program (FERP) status. In Fall 2004, Dr. Joely Proudfit (formerly de la Torre) joined the faculty and resigned in Summer 2008. She transferred from another CSU campus to join the CSU- San Bernardino Department of Public Administration. Among other conditions of her appointment to the department, de la Torre was tasked to develop and teach a specialization on Native American government. Faculty Transition, Special Assignments, and Adjunct Faculty In addition to full retirements, CSU faculty may continue part-time participation in the Faculty Early Retirement Program. The CSU FERP program provides up to fiveyears of partial salary compensation for faculty who desire to continue their participation 6

as a faculty member. They may elect to teach as well as assume other responsibilities during this period. At the start of AY 2005/06, Bellis retired and withdrew from teaching. He continued informal participation in department activities until his death a year later. Christie began FERP status at the start of AY 2004/05 and assumed significant MPA program responsibilities that included chairing the annual review process of parttime faculty. He fully retired after a four-year commitment at the end of AY2007/08. Kress began FERP status in AY 2005/06 and Clarke began his FERP obligation in AY2006/07. Both assume significant responsibility for MPA program administration beyond their teaching responsibilities. Kress will be required to end FERP status at the end of AY 2009/2010. Clarke must end his FERP status in June 2011. In Fall Quarter 2007, Mathews assumed FERP status. In 2008, Mathews changed to faculty emeritus status and continues to teach as an adjunct faculty. She has remained active as a faculty guest at numerous faculty meetings and as a participant in graduation ceremonies. Dr. Clifford Young has had a variety of special assignments over the years. Recently (starting in 2006), he has managed a large Army-funded research project. He continues his obligations to the department and the MPA program through faculty meetings, committee assignments, and participation in the Comprehensive Exam grading process. Complementing the faculty nucleus are public sector practitioners. MPA Curriculum Changes Since the last NASPAA review, major changes that have occurred include the addition of online class options for all core classes and some elective classes, as well as the elimination of two specialties: Water Resource Management and Tribal Management and Governance. These details changes are discussed at the end of this standard. B. Mission Statement What follows is a statement of the Department s mission, vision, and values, along with its objectives and strategies. These core principles and values convey our intent to deliver a high quality graduate education and effective program operation. The 7

Mission Statement, Objectives and Strategies take into consideration current external institutional and internal University dynamics that affect the MPA program. Formal Statements of Mission, Vision and Values The mission of the Master of Public Administration program at California State University, San Bernardino is to provide exemplary and affordable face-to-face and online learning opportunities to students with diverse backgrounds primarily from the Inland Empire region of Southern California. We are committed to helping our students enhance their employment opportunities, career advancement, leadership roles, ethical practices, commitment to democratic values, and service to their communities. To sustain and constantly enrich our educational offerings, we encourage and support faculty to remain current in their fields through active professional development and to conduct applied and basic research on critical issues in public administration. Our faculty is committed to serving the University, governmental and nonprofit organizations in our service area and elsewhere, and professional associations. Vision Statement: As an exemplary educational institution, the Public Administration Department strives to promote an engaged democratic public administration that values accountability, equity, efficiency, effectivenes, and transparency in the management of public and nonprofit organizations. Statement of Shared Values: The Department of Public Administration s Mission and Vision are supported by these shared values that form the foundation of all our activities as educators and researchers in a democratic society. We Value Our Students. All of our actions are judged on the effects they have on the education and career achievement of the students. We value the inputs and points of view presented by the diversity of our student body. We strive to provide excellence in classroom teaching and in the advising of our MPA and undergraduate students. We Value Our Local Government Community. We are committed to serve local, state and federal governments as well as nonprofit entities. We strive to be a regional resource center for expertise in public and nonprofit management. We Value Our Faculty and Staff. The Department provides a collegial atmosphere for the interchange of ideas and diverse points of view. We provide professional development opportunities for both faculty and staff and strive to be a 8

productive unit within the greater University. We recognize the value of the faculty s efforts in teaching, in professional development, and in University and community service. We Value Our Alumni. We strive to keep our alumni involved in the Department by encouraging their service on the Program Advisory Board and by recognizing their long-term accomplishments. We Value our College of Business and Public Administration and the University. We are committed to furthering the mission and goals of the College and the University. Care is taken to align the Department's strategic plan with those of the College and the University and to serve as "good citizens" of both. Mission, Objectives and Strategies The MPA program s objectives and strategies are organized to mirror the elements of the mission statement. This statement and the associated objectives and strategies are the result of our strategic planning process. Among these objectives are those that were the result of a special SWOT analysis conducted in the fall of 2008. Rapidly changing conditions in the MPA program environment created a need to identify critical issues and priorities for action in the self-study and upcoming years. Already, a clear understanding of the significant challenges we face is guiding our decisions. Simultaneously, our bottom line remains the same. It is to provide students with the ability to creatively solve problems through the application of knowledge and skills they have mastered through their participation in the program. The MPA program objectives and strategies fall into three areas of emphasis: (1) teaching, (2) active professional development, and (3) service to the University, governments, professional associations, and nonprofit organizations. 9

Mission Part 1: Provide exemplary and affordable face-to-face and online learning opportunities to students with diverse backgrounds primarily from the Inland Empire region of Southern California. We are committed to helping our students enhance their employment opportunities, career advancement, leadership roles, ethical practices, commitment to democratic values and service to their communities. Mission Part 1: Objectives 1. Enhance CBPA and University support for achievement of the Department s Mission. Advocate for resources to implement the Department s succession plan to increase the number of faculty members to continue the delivery of a high quality graduate education and a balanced faculty workload. 2. Ensure that the MPA program delivers a quality graduate education, curriculum review, and an adequate knowledge and skills-based focus. 3. Ensure the development of a diverse MPA student population and Department faculty. 4. Enhance student recruitment by creating a brand for the MPA program as the Provider of Choice with the best value. 5. Enhance the opportunities for Department faculty and MPA students to assume advisory and leadership roles and general participation in regional public sector associations, programs, and voluntary service projects, as well as faculty sponsored service and projects. 6. Reinforce democratic values and ethical practices in the curriculum, teaching, and Department operations. Mission Part 1: Strategies Objective 1 Enhance CBPA and University support for achievement of the Department s Mission. Advocate for resources to implement the Department s succession plan to increase the number of faculty members to continue to deliver a high quality graduate education and a balanced faculty workload. 1.1 Continue to communicate the need for faculty lines to maintain both program quality and accreditation. 10

The Chair will continue to discuss faculty nucleus changes with the Dean to secure her support for an orderly succession. Also, the faculty will explore opportunities within the University to increase full-time faculty participation in the delivery of the MPA program. 1.2 Engage Department Advisory Board members and faculty to establish linkages between the public sector and the University to highlight the positive contributions the MPA program makes to the public sector and service area communities. Continue work with Advisory Board members to advocate on behalf of the positive contribution the MPA program makes to the public sector and service area communities. Leverage the faculty s extensive public service activities to advocate on behalf of the MPA program. 1.3 As soon as tenure track faculty become tenured, nominate them to serve on strategic College and University committees. Objective 2 Ensure the MPA program s delivery of a quality graduate education, curriculum review, and an adequate knowledge and skills-based focus. 2.1 Maintain current MPA program value-added practices (high efficiency levels) and identify others. 2.2 Review MPA program administrative procedures to strengthen quality control of the curriculum and courses. This is an element of a two-year curriculum and course content review to start in AY2009/10. 2.3 Structure a two-year procedure to review the MPA curriculum and course content for opportunities to strengthen coverage of knowledge and skills related to contemporary management and communication advancements. Objective 3 Ensure the development of a diverse MPA student population and Department faculty. 3.1 Use the Department s web site and recruitment print material to include information on University support services and facilities for persons with diverse backgrounds, including physical disabilities. Use the information in recruitment for faculty and students. Increase user-friendly access to the web site. 11

3.2 Aim to recruit a diversity of students and faculty. Objective 4 Enhance student recruitment by creating a brand for the MPA program as the Provider of Choice with the best value. 4.1 Develop appropriate marketing identity and material. Create an identity as Provider of Choice and the best value. 4.2 Increase user-friendly access and MPA program information on the Department s web site. Objective 5 Support opportunities for Department faculty and MPA students to assume advisory and leadership roles as well as general participation in regional public sector associations, programs, voluntary service projects as well as faculty sponsored service and projects. 5.1 Continue to engage the Department s Advisory Board membership in the identification of public sector and non-profit managers to participate in formal and informal activities designed to highlight opportunities for research, practice and public service. 5.2 Develop and maintain a central database of useful contacts in the public and nonprofit management community in the University s service area. Objective 6 Reinforce democratic values and ethical practices in the curriculum, teaching, and Department operations. 6.1 Develop a Department policy on transparency and openness with regard to MPA program performance and Department operations. Identify relevant information and/or links to post on the Department s web site. 6.2 Ensure the democratic values and ethical practices in teaching through the use of such practices as informal anonymous feedback, timely and concrete feedback on assessments and adherence to University policies. Ensure that the curriculum addresses and enforces democratic values. 12

Mission Part 2: To sustain and constantly enrich our educational offerings, we encourage and support faculty to remain current in their fields through active professional development activities and to conduct applied and basic research on critical issues in public administration. Mission Part 2: Objectives 1. Establish professional development goals that link faculty intellectual and teaching growth with curricular growth. Create the potential for faculty to identify and plan their professional development activities. 2. Generate sources for independent external funds to support research activities. Take full advantage of CBPA and University-wide resources to support professional development activities. 3. Enhance faculty cohesion. Mission Part 2: Strategies Objective 1 Establish professional development goals that link faculty intellectual and teaching growth with curricular growth. Create the potential for faculty to identify and plan their professional development activities. 1.1 Develop and maintain research, teaching, and service agendas. 1.2 Provide support for research, curriculum development, and service via reassign time where possible. 1.3 Provide support for research, curriculum development, and service via funded travel where possible. 1.4 Provide support for research, curriculum development, and service via other types of support such as graduate assistants. Objective 2 Generate independent external funds to support research activities. Take full advantage of CBPA and University-wide resources to support professional development activities. 2.1 The faculty will exert initiative to secure funds from the College s program for professional development funds and reassign time for the publication of peerreviewed journal articles as well as other University programs, such as those from 13

the Teaching Resource Center and the Provost s Office for Sponsored Projects seed money initiatives. 2.2 Explore possibilities for funds external to the University, such as federal monies related to military and veteran initiatives. Objective 3 Enhance faculty cohesion. 3.1 Hold annual faculty retreats to establish common goals and develop mutually enforcing strategies. 3.2 Explore joint research and service opportunities. 3.3 Hold quarterly faculty brown bag lunches to discuss research and teaching agendas. Mission Part 3: Our faculty is committed to serving the University, governmental, nonprofit organizations, and professional associations in our service area and elsewhere. Mission Part 3: Objectives 1. Reinforce the Department s effectiveness in shared governance within the University and CBPA community. 2. Maintain close relationships with governmental entities and nonprofit management community in the University s service area. 3. Enhance the Department s presence in the local public sector by engaging in public service activities as well as strengthening the alumni connection. Mission Part 3: Strategies Objective 1 Reinforce the Department s effectiveness in shared governance within the University and CBPA community. 1.1 Nominate qualified faculty to University and CBPA governing committees. Objective 2 Maintain close relationships with governmental entities and nonprofit management community in the University s service area. 2.1 Develop and maintain a central database of useful contacts in the public and nonprofit management community in the University s service 14

area. Engage the Department s Advisory Board membership in the identification of public sector and non-profit managers to participate in formal and informal activities designed to highlight opportunities for research, practice and public service. 2.2 Engage members of the DPA program s constituencies in formal and informal activities to enhance the relationship between them and the Department. Objective 3 Enhance the Department s presence in the local public sector by strengthening the alumni connection. 3.1 Develop an outreach plan to strengthen the alumni connection. The faculty will invite and work with an Advisory Board member to participate in this task. MPA Program Environment This section discusses both the strengths and opportunities of the CSUSB MPA program/department on one hand, and the weaknesses and concerns on the other. Strengths and Opportunities For several years (academic years 2006-07, and 2007-08) the faculty and chair engaged in a strategic issues discussion resulting in an evolving list of issues designed to focus the Department s attention on areas for improvement. Although the initial list each year was Chair originated, it generated healthy and robust debate, and was significantly altered by the faculty before being endorsed. Then, as a part of the faculty governance and strategic planning functions in 2008-09, the faculty conducted a comprehensive, multi-day SWOT analysis. This work by the faculty as a whole not only provided the process product of much enhanced faculty communication and strategic awareness, but also resulted in the end product of both a concrete set of strengths and opportunities, as well as list of critical issues (weaknesses and threats). In its self-assessment by the Department, the following strengths and opportunities were identified (which are discussed subsequently): The breadth of faculty experience and the coherence of their joint mission. The overall quality of the teaching throughout the Department. The special quality and consistency of online teaching in the Department. 15

The increasing level of student quality through higher admissions standards and programmatic rigor. The connectedness of the faculty and Department to the community. The enhancement of administrative capacity in the Department to ensure the support of programmatic goals. The faculty is a major strength of the Department because of their shared perceptions of the mission focus and their diverse, but highly complementary experience. While MPA programs can do well when housed in departments of political science, business management, or multi-disciplinary settings, it is often a constant challenge because of the dissimilarity of professional purpose and disciplinary interests. Existing in a free-standing Department of Public Administration, the CSUSB MPA program gets the necessary critical, central attention of the Department and is not relegated an inferior status. As a management-oriented public administration department, the placement of the Department in a business college is appropriate. To the degree that there is competition for resources within the Department between the MPA and the undergraduate program, there is the relatively easy give-and-take of like-minded colleagues who balance the fundamental needs of each. The faculty members have a complementary perspective in that they share a common teaching focus, while maintaining research interests. The faculty has experience and interests in a wide variety of management and policy areas, which is appropriate given the diversity of subjects that must be routinely covered in an MPA curriculum. The diversity of the faculty is also a plus, with the only significant gap being a core Hispanic faculty member. Fortunately, the addition of Collins in 2009, with her Border Studies focus and fluency in Spanish, will mitigate this modest weakness. Finally, the faculty share both a noteworthy entrepreneurialism and healthy pragmatism. While they have taken advantage of strategic opportunities to expand or improve the curriculum, they have also kept the curriculum manageable by eliminating specialties when resources are no longer available. A second, tremendous strength of the faculty is the overall quality of the teaching noted in the Department. While all departments can attest to a student evaluation process and inclusion of teaching as an area of concern for junior faculty, the focus on teaching in the Department of Public Administration is particularly evident in two areas. First, the 16

part-time faculty is rigorously reviewed each year, not only with class evaluations, but class visitations by core faculty as well. In addition, a core faculty review of the parttime faculty occurs each spring, in which student issues, complaints, and commendations are shared, before any part-time faculty members are renewed. Part-time faculty get a jointly-issued report each year, so they know that it is not just the Chair who is monitoring performance. Second, good professional education takes an enormous discipline in terms of providing students with numerous opportunities to practice various competencies and get individualized feedback. A recent syllabus review of the courses in the Department confirmed the uniform policy of providing at least five graded activities, and in the case of online classes, sometimes in excess of ten separately evaluated elements. The quality of teaching is also carefully monitored as a part of the exit survey, providing a global measure of performance. This is an area and in which the Department rates highly. A third, related area that deserves special comment is the quality of online teaching. Online teaching can be robust, convenient, and highly individualized, but it can also fail to engage students, be diluted with redundant methods (e.g., excessive print based methods), and feel mass produced and anonymous. Here, the Department of Public Administration does an outstanding job. It has worked diligently to understand the unique dynamics of online education, to master the appropriate technologies (including video and audio methods), and to be disciplined in the practices necessary for successful classes. The faculty was much aided in this quest by federal funding which subsidized the delivery of state-of-the-art classes that were, in fact, ahead of their time. With substantial amounts of technical assistance, the department developed an exceptional level of expertise and was afforded the opportunity to offer showcase classes as well as conduct pilot classes. This commitment to the support of online education is also demonstrated by the in-house technical support that has consistently been provided by the Department. A firm consensus of what it takes to teach online classes evolved through several years of extensive discussions in faculty meetings. The importance of the online teaching experience is further demonstrated by the development of a special online teaching evaluation tool that helps distinguish and bring to light good teaching practices. 17

A fourth area of strength in the Department is the increasing level of student quality. Noticing that student rigor was languishing after the last accreditation, a major faculty transition was beginning to take place, and Departmental leadership was distracted by illness, the Department set a new, multi-year course of higher standards. First, there was an effort to curb excessive grade inflation. This was done merely by reporting departmental averages back to faculty, along with their own grade distribution by class (the individual grade distribution of other faculty are not public). In the case of part-time faculty, significant advising now occurs to ensure that they give a reasonable distribution rather than simply assigning all A s as a few might normally do. This means that a significant number of students are put on probation after each quarter, and normally one or two students are dismissed as well. This has also reduced the number of classes that students take, allowing students to more clearly focus on their course of study. Starting in the fall of 2009, students wanting to take three or more classes must have the Graduate Advisor s permission, which is primarily based on GPA as a proxy for their ability to handle the work. Also starting in fall 2009, the Department has raised the GPA requirement from 2.5 to 2.75. The timing is fortuitous since it matches the national increase in MPA applications. Notwithstanding, the Department has still seen an increase in applications. Finally, the comprehensive examinations have been rationalized to provide a more consistent and coherent experience for all students. In the past, students were provided copies of old exams but did not know what would be asked in the actual four-hour exam. Questions would vary considerably among faculty members with different foci and textbooks, and the hand-written exams were often challenging to read. The latter was addressed by moving the exam to a computer lab setup. Today, students do not have internet access and must use a Departmental disk to save their answers. The former was addressed by providing a 32-question annual study guide. Today, students know exactly what they must prepare (16 questions selected from half the areas), that the quality of writing must be near term-paper quality, and that the Department sees them writing at a professional level in a proctored setting. While some students with solid GPAs in their program of studies have failed the comprehensive exam in the past, we are now realizing a far greater consistency of performance between course work and examination results. This is also a testament to increased grading rigor. 18

A fifth strength is the connectedness of the faculty and Department to the community. Three of the recent core faculty members have had major appointed positions in the Inland Empire: Audrey Mathews on the San Bernardino County Planning Commission, Cliff Young as a San Bernardino County Supervisor, and David Baker as the Court Executive Officer for the County of San Bernardino. In addition, many part-time faculty members have appointed positions as city managers, directors, or serve in other senior administrative capacities. The core and part-time faculty are also active in local public sector organizations. The local chapter of ASPA is a particularly important example because of its extremely strong ties to CSUSB. Core faculty members have served as Inland Empire ASPA Chapter President, with Department Chair Montgomery Van Wart the most recent example, serving in 2007-08. CSUSB students are the recipients of the greater portion of awards and scholarships provided by ASPA, and the organization itself relies heavily on the University for support and ideas. Baker and Van Wart have close ties to the surrounding network of community colleges. Connections between the cities and counties and the Department are very strong, whether they be through the Advisory Board, or through teaching, guest lectures, or frequent site visits. For example, the County Administrator for San Bernardino is a part-time instructor and the County Administrator for Riverside is an alumnus of the MPA program. Particularly close ties exist with the City of San Bernardino, which provides internships to those students who are unable to find them elsewhere. The Department also has especially strong ties with Economic Development Agencies in the area, with many of the senior level managers being MPA alumni from CSUSB. Additionally, faculty members use the region as a research laboratory, which further establishes and deepens complementary relationships. Dr. Anna Ni has prepared local case studies on contract cities, privatized library services, and public-private freeway toll lanes. Dr. Montgomery Van Wart has used local human resource examples for his textbook and has just completed a study on municipal Wi-Fi with the City of Riverside as a primary example. A sixth area of strength is the administrative capacity of the Department to ensure programmatic goals. Procedures and practices have been substantially improved with additional staffing and reassign time for undergraduate advising. Increased staffing has allowed for good practices to become institutionalized, such as thorough recordkeeping, 19

proactive student progress monitoring, and student services. Students are assisted with program plans on a proactive basis, and participation at the student orientation is required. Students receive an update of the program rules and news every quarter, and comprehensive exam reviews are provided on a regular basis. Additionally, the Graduate Advisor visits some classes every quarter to get a sense of the students issues. Although staffing levels must be slightly reduced in light of the financial exigency in which the University finds itself, it is hoped that the quality of student services and recordkeeping will not noticeably deteriorate. Weaknesses and Threats Weaknesses and threats are constantly evolving. In 2008-9, the faculty took a snapshot of the long-term critical issues and priorities of the Department during a series of retreats in an attempt to comprehensively examine the areas needing sustained attention. Since that time, the only factor that has significantly altered this list is the ferocity of the economic downturn. Understandably, this crisis has heightened a number of the concerns. The issues and priorities are: The need to maintain CBPA and University support for the achievement of the Department s Mission, especially in the face of the deteriorating fiscal environment. The need to increase the number of faculty members, reduce faculty workload, and effectively manage faculty nucleus changes. The need to maintain the Department s presence in the local public sector, increase local market exposure, and strengthen the alumni connection. The need for enhanced DPA faculty cohesion. The need to continue integration of the MPA on-line and regular curriculum and ensure that the curriculum is relevant to contemporary public sector management challenges. The need to generate independent external funding. All departments and programs need attention and champions to be highly successful, and MPA programs are certainly no exception. Because of its unusual ties to 20

the community, its tendency toward entrepreneurialism, and its service obligations within the College, the DPA needs to stay in sync with the College and University. For example, the Department funnels enormous resources into its undergraduate service course, Government-Business Relations (PA 315), which must have a very high percentage of academically qualified faculty, but not at the expense of the MPA program. As another example, University priorities for areas such as water resource management and tribal governance can be Departmental priorities as well, but not when the resources for these specialized initiatives are removed. Because of the Department s unusually high visibility (not atypical of MPA programs), College and University support is critical to carrying out its mission. Fortunately, the College and University support has been strong to date, from the provision of resources to the participation of the President and Provost at Advisory Board meetings. The Department also needs to ensure that the need for an adequate number of faculty members and a reasonable load (given its diverse service and graduate students demands) is addressed. Recent retirements and an unexpected resignation have caused the Department to rely excessively on part-time faculty. In the last accreditation, there were seven faculty members. The departmental core faculty will resume being seven again in the fall of 2009 with the addition of Dr. Collins. Three of the faculty have reduced teaching loads (Clarke, Kress and Young), so that the net effect is a smaller core faculty. While the expectation of additional faculty would normally be pro forma, the financial crisis has put hiring on hold. The Department was fortunate in being able to hire one of only seven new faculty across the entire university this last year, and hopes to soon address its long-term needs, given the regular undergraduate program, the undergraduate service course (PA 315), and the size of the MPA program. The PA 315 (about 14 sections a year) requires staffing primarily by academically qualified core faculty members. In the short-term, reduced reassign times and increased teaching loads can be employed to deal with the fiscal crisis. Eventually, the Department must have additional resources to ensure quality and avoid burnout. As the faculty nucleus evolves, as do their internal responsibilities, attention needs to be paid to managing this evolution carefully and pragmatically to ensure that a relatively small faculty can cover a wide array of duties and assignments. 21

The Department must maintain its presence in the local public sector, maintain its local market exposure, and strengthen the alumni connection. While currently a strength, maintaining a presence in the community is an ongoing function that requires the diligence and attention of all faculty members. Such a presence provides a market exposure to ensure that the program gets the most desirable candidates for its program. The fiscal exigency and temporary stop-gap measures may cause some diminution of activity. While the Department has excellent relations with many alumni, consistent outreach and annual functions with all alumni would add considerably to its presence in the community, as well as to desirable development opportunities. Another area of priority is enhancing faculty cohesion. Given the Department s limited resources and high demands, it is critical that the Department take advantage of the faculty s unified vision to ensure that it has a high level of esprit de corps. The Department has risen admirably to various challenges, such as the development of a highquality online curriculum, new hiring, and maintenance of an active Advisory Board. The extraordinary amount of time spent in faculty meetings and annual retreats has assured that the faculty is highly involved in most details. Improving quality control, balancing priorities with limited resources, and maintaining a tight focus is tough work for a faculty. Although the level of professionalism and collegiality in the Department remains extremely high, enhancing collegiality is something towards which we can always strive. Another concern is to maintain the Department s contemporary general curriculum and strong quality of online classes. The curriculum innovations have generally been with electives and time-to-time specialties. The Department is undertaking a two-year curriculum review to examine, discuss, and decide if significant shifts in some fundamental core subjects would be useful. The accreditation process is an integral and timely part of this consideration. The rapid evolution of technology has increasingly shifted course design responsibilities for online classes from design experts to faculty. Manually updating material in online classes, as well ensuring that feedback is frequent, rich, and timely, is ever-present. Finally, there is the need to ensure external funding to assist with requisites and goals of the Department and faculty. As the University does not generally provide an 22

annual professional development stipend except to probationary faculty, faculty generate funds for travel and research through successful scholarly activity, auxiliary projects, grants, and out-of-load teaching programs. Special federal projects and cohorts with supplemental fees have done a commendable job in this regard. Indeed, cohorts continue to raise extra money necessary to generate professional development funds and support additional staffing. The Policy Analysis Project with the Army continues to provide auxiliary funds for faculty. Currently, the Department is in serious negotiations for an undergraduate cohort at March Airbase and will implement an online supplemental fee initiative, providing core faculty with funds and the Department with online staff support. MPA Student Population The MPA program s Mission, Objectives, and Strategies meet the requirements and needs of three distinct target groups: (1) in-service government personnel; (2) nonprofit agency managers; and (3) pre-service students. Alumni with an MPA degree work in the public sector in local and state government. The 2008 survey of alumni graduating about five-years ago reported that 100% of those surveyed held positions in the public sector and the 2009 survey indicated that all but two were in public sector organizations. Most are employed in local government municipalities, counties, and special purpose districts. Others are employed by federal and state agencies. In terms of job positions, most students occupy supervisory and mid-management levels, with a smaller percentage at the senior management level, including department heads and elected officials. Many pre-service students come from various undergraduate majors such as Public Administration, Management, Human Services, Sociology, Economics, or Political Science. Most pre-service students have previously worked in the private sector and are transitioning to public agency employment. According to the 2009 Statistical Factbook, 25% of MPA students pursue the degree in full-time status, normally taking two graduate courses per quarter (8 units). These are four-hour block classes, meeting one evening per week from 6:00 PM to 9:50 PM. If students take two of these classes, they come to the University two nights per week. There are some Summer School offerings that allow MPA students to finish the 23

program in 18 months (six quarters) if they take two courses per regular quarter, excluding prerequisites and the comprehensive examination. The MPA offered at the City of Corona utilizes a cohort approach, whereby all students move through the program together. This affords the students an opportunity to take classes together for mutual benefit and learning. They really come to know one another and bond, resulting in very positive learning outcomes for such exercises as inclass presentations, team research projects, and group study in general. As documented elsewhere in this report, the MPA program maintains a strong commitment to diversity among its students. Latinos comprise 27%; African Americans, 13%; Asian/Pacific Islanders, 4%; White, 39%; Unknown 13%, and No Report 3%. Women comprise 50% of all MPA students. Other Public Service Programs There are two Western Association of Schools and Colleges (WASC) accredited public higher education institutions in the cachement area: University of California, Riverside and California State University, San Bernardino. WASC accredited private institutions include California Baptist University, La Sierra University, Loma Linda University and the University of Redlands. State-approved institutions include American Heritage University, California Southern Law School, and CapStone University. The University of La Verne, with the main campus located outside of the cachement area, grants bachelor and master degrees through satellite programs offered in Rancho Cucamonga, a campus located in the cachement area. Chapman University, providing similar services, maintains three campuses in the cachement area: Moreno Valley, Ontario and Coachella Valley. On-line WASC accredited higher education institutions include the University of Phoenix and National University. Both maintain satellite education centers in the cachement area. The University of Phoenix has three centers: Murrieta Learning Center, Ontario Learning Center and San Bernardino Learning Center. National University has two campuses: Ontario and San Bernardino. 24

C. Mission Process This current reaccreditation constitutes NASPAA's third intensive external program review under NASPAA s mission-driven standards. The Mission statement, as well as the objectives and strategies developed pursuant to the statement, are the result of a broad-based, bottom-up strategic planning process that involved all major MPA program stakeholders. The process began in AY2005/06 with a more focused strategic issues approach and intensified in the years up to AY2007/08. In that year, a thorough, formal, and systematic process was instituted to revise the overarching plan. The strategic planning process was completed in AY2008/09. The formal strategic planning process included information from several sources and included a special SWOT analysis as well as the input of an external consultant. Under the leadership of the MPA faculty, an orderly process was used to revise the mission statement, objectives, and strategies to reflect the findings of the external and internal program analyses. The strategic planning process represents both the informal and ongoing efforts to improve the program from an evolving plan, as well as a formal effort to simultaneously review all major elements of the Department in order to get an overall, balanced, big picture. Regular and special faculty meetings as well as annual retreats have been used to ensure effective, ongoing improvement (e.g., from 2005 to 2007 with an annual strategic issues document, as well as in the self-study year when the Department recreated its overall strategic plan (detailed below)). This process was culminated by a visit from Dr. Meredith Newman in the self-study year. All assessment elements are useful in strategic planning to some degree. The most powerful ones either provide a broad scope on performance or ensure that the program is consistent with its environment. Some of the most important elements providing a foundation for the strategic planning process were: Student exit surveys of their academic experience (one by University and one by Department) MPA curriculum and course content review Feedback from the Public Administration Program Advisory Board via meetings and a Board survey Structured surveys of alumni and employers 25

External consultation provided by Dr. Meredith Newman on NASPAA accreditation standards What follows describes some of the more important elements of the strategic planning process. Regular meetings, special faculty meetings, and retreats The Department Mission statement, goals, and strategies evolved in large measure through extensive faculty discussions during regular and special faculty meetings and retreats, with the entire faculty operating as a "committee-of-the-whole". Also present at a number of the meetings were Department clerical staff and adjunct professors. In this manner, mission, objectives, and strategies went through numerous iterations and drafts. Typically, these draft missions, objectives, and strategies are marked-up and edited by all faculty. Special meetings were scheduled to pursue issues highlighted by the process mentioned above, and, that hold significance for the achievement of MPA program goals and objectives. Two meetings were held to engage in a SWOT analysis and identify critical issues, objectives and strategies. The ensuing discussions focused on key constituencies (employers, students, and government agencies), departmental resources in terms of MPA curriculum, budget, faculty, and staff, CBPA support, and then back to the Mission, goals, and strategies themselves. It was thus a systematic process of laying out where the program has been, where it is now, where we want it to go in the future, and how we will determine/assess whether or not we have achieved our goals. Faculty meetings are scheduled monthly for regular business and are generally scheduled for two hours although they are sometimes scheduled for three hours or run over. Special meetings for recruitment and special topics are not infrequent. At the start of the academic year, the Department holds an all-day faculty retreat. All-day retreats between one and two days in length are a traditional and yearly event. Where appropriate, some retreats were attended by office staff and adjunct professors. The sessions were in a relaxed atmosphere at faculty members' homes or an appropriate offcampus facility where the butcher paper was unrolled. This allowed an even more intensive discussion, review, and critique of strategic planning results from the regular 26

faculty meetings. It should also be noted that the College has all-cbpa faculty meetings about three or four times a year as well. These meetings include all the Departments and staff in the College on issues of broad importance. In sum, the faculty of the Department of Public Administration spend a substantial amount of time meeting, discussing, and deciding, and thus the faculty governance process is extremely robust. Current Student Survey (University) The University s Office of Institutional Research usually administers a spring survey to students who graduate in the current year of the survey s administration. The Survey was not done for AY2008/09. However, past surveys exist and have data relevant to the current self-study. This survey addresses the overall quality of students experience while enrolled in the MPA program. It is comprehensive and addresses multiple factors relevant to the quality of the education as well as several other factors. Among them are questions related to advisement, community or professional service, program administration, or student relationships. The final question solicits responses regarding overall satisfaction with the program s performance. However, the survey s overall utility is somewhat diminished by a small number of respondents and by mixing the undergraduate and graduate students in the same N. Therefore, the Departmental exit survey (below) is the more powerful tool. Graduating student exit surveys (Department) Since the 1980s, every MPA program graduate has been surveyed using an exit questionnaire. This survey is used to assess the adequacy of support facilities, job related knowledge and skills requirements, the quality of the faculty, the quality of the internship, program administration, minority and women s issues, and the students overall satisfaction with the MPA program. These data are reported and analyzed more completely elsewhere in this report. Suffice to say here that this information, obtained from students who have just finished their comprehensive examination or graduate research project, has been useful in developing curricular aspects of the mission, objectives, and strategies as well as in academic advisement and the culture of the program. The information has also provided faculty and students with general feedback 27

on student perceptions of the MPA program s value to their careers. Do they believe, generally, that the program has been of value to them in terms of enhanced skills, competencies, and abilities, and where career advancement is concerned? While the overall answer to this question has been strongly affirmative, the survey provides a powerful profile allowing faculty to decide on what priorities need additional attention on an annual basis. The specific value of this information in the strategic planning process was to inform faculty that the program is generally on the right track, and major deviations from the present course are not demanded at this time from the students perceptions. MPA curriculum and course review An element of the self-study year strategic planning process included an overarching review of the MPA curriculum and course content with limited resources, as no major expansion of the curriculum is envisioned. However, the preliminary assessment indicated that a more in-depth and comprehensive review would be useful and is scheduled to occur next year. An in-depth syllabus review was conducted this year to kick off that process. Program Advisory Board Meetings The PAB meets twice a year to discuss MPA program curricular and administrative issues, special events, and other subjects the Board wishes to address. This information is formally documented in Board minutes. The Board Chair, Department Chair and faculty PAB liaison hold joint responsibility to initiate action on Board decisions. Membership on the Board includes practitioners who are former MPA students in the program and members who are government administrators without having been CSUSB students. As senior managers, their feedback on the philosophy and exact content of the MPA program has been invaluable in assisting faculty with developing a clear mission articulated through achievable goals and action. Feedback from the Public Administration Program Advisory Board 28

An Advisory Board survey was conducted to solicit formalized feedback for the strategic planning process. It was an e-mail survey and proved to be quite effective in soliciting valuable information. The survey was conducted in Fall 2008. This survey generated important information about effectiveness of the PAB in program governance, Board diversity, opinions of on-line course offerings, educational partnerships, and identification of contemporary knowledge and skills for the public sector. The survey also asked for their general opinion (favorable, unfavorable) of the MPA program. Following these e-mail surveys, Department faculty conducted a structured focus group exercise with the leadership cadre of the PAB (n = 10), to review the results of the e-mail surveys and to provide additional perspectives on MPA program operations. Employer Survey This survey of employers of our MPA graduates is also conducted every seven years as an integral part of the reaccreditation self-study process. The Department administered it. The Survey was conducted in Spring 2009. The Survey ascertains information on the strengths and weakness of the MPA program, satisfaction with the job preparedness of graduates, performance qualities of MPA graduates, and a rating of knowledge and skills exhibited by MPA graduates. Alumni Survey The Office of Institutional Research conducts this survey every year. The respondents are those who graduated five years from the date of the current annual distribution. This survey measures students satisfaction with their educational experience in the MPA program, effectiveness in achieving specific learning outcomes, effectiveness of their graduate education in enhancing the achievement of professional goals, and employment-related outcomes. The most recent survey includes the AY2003/04 graduating class. Dr. Meredith Newman, special consultation Upon start of the self-study year, the faculty invited Dr. Meredith Newman, Professor and Chair, Department of Public Administration, Florida International 29

University, to the campus to review the MPA program and consult on NASPAA standards. Of particular interest to the Department was gaining a sound understanding of the standards and their application. Dr. Newman is a recognized expert on strategic planning and mission driven concepts and processes. Her observations were very useful to the development of the mission, objectives, and strategies. To close the planning/action feedback loop, information from all the above research has been fed back into the program strategic planning process. Exit survey data have continually demonstrated that students believe that as they advance to more senior positions, those skills, competencies, and abilities developed during their MPA studies will become more important. This indicates that the Department's curriculum is appropriate for our constituency, and students find that it will be useful as they move up the career ladder. Obviously, faculty meetings and extended off-site retreats have provided the forum for refinement of the Department's Mission, objectives, and strategies for goal achievement. Overall, this orderly, inclusive strategic planning process has focused heavily on developing a clear educational philosophy and Mission and generating appropriate, achievable strategies and objectives consistent with that Mission, resources, and constituencies. The process has given faculty a much better sense of the program's elements and their relation to the whole, and has enabled the Department to better assess program operations and standards. The Mission, objectives and strategies are the result of hours of discussion, deliberation, and refinement of critical issues related to the old planning questions: (1) Where we come from? (2) Where we are? (3) Where we want to go? (4) How we know once we ve arrived? D. Variation from Standards None 2.2 Assessment The first part of this section covers how data are collected (Assessment Procedures) and the second section (Assessment Plan) describes how those procedures 30

are used in conjunction with the strategic plan generally and to provide continuous improvement more specifically. Assessment Procedures The Department uses a rigorous and comprehensive framework to assess the accomplishment of its Mission and objectives. At the core of the assessment process is the faculty s evaluation of progress, identification of areas for improvement and methods to enhance performance. Throughout an academic year, there are monthly faculty meetings, usually two to three hours, where items for action or discussion are considered. Added to the monthly meeting are special ones set to address issues of heightened importance. Information for this process is gathered from quarterly, annual and periodic surveys administered by both the University and Department. Survey respondents include MPA program stakeholders: students, alumni, employers, and Advisory Board members. Important additional information is gathered from student teaching evaluations of all instructors; and, peer teaching evaluations of both adjunct and full-time faculty. We also obtain significant information through informal faculty and staff contacts with students and other relevant stakeholders, University and College colleagues, and officials. A number of assessment procedures have already been discussed in the previous section and will only be listed here including: student exit surveys of their academic experience (one by University and one by Department); MPA curriculum and course content review; feedback from the Public Administration Program Advisory Board via meetings and a Board survey; structured surveys of alumni and employers; and external consultation provided by Dr. Meredith Newman on NASPAA accreditation standards. Additional assessment instruments and procedures are as follows: Student Opinions of Teaching Effectiveness (SOTEs) Course evaluations are conducted under the oversight of the Associate Provost for Academic personnel at the end of each quarter. The Student Opinions of Teaching Effectiveness (SOTE) process is designed as one of several sources of information to be used in performance review and periodic evaluation of faculty teaching. In addition, faculty should 31

find SOTE information helpful in pursuing the normal professional goal of maintaining and improving instructional effectiveness. All full-time faculty members must have at least two courses evaluated per year. All courses taught by part-time instructors are also evaluated. Each evaluation assesses the overall quality of instruction, instructor performance, and various aspects of classroom experience. SOTEs play a major role in the Retention, Promotion and Tenure and compensation awards processes. Student teaching evaluations Students enrolled in a course evaluate the instructor and faculty is evaluated twice a year. The questions ask for ratings on faculty teaching, knowledge of the subject, quality of interaction and student feedback. The rating scale is a six-point Likert-type scale. Evaluation results are discussed in another section of this report. Peer teaching evaluations A member of the regular faculty evaluated every part-time and assistant professor teaching in the MPA program. Part-time evaluations are discussed annually as a committee-of-the-whole. The information is useful in identifying needs for teaching improvements. Evaluation results are discussed in another section of this report. Comprehensive Examination This exam, which most of our graduate students take, provides the faculty with important feedback on program performance in terms of students ability to conceptualize, write well (informatively, persuasively, etc.), and master content domains at a professional level. Students have a new question bank each year composed of four broad questions in eight areas (i.e., 32 in all) aligned with the eight core classes. In the exam, they may select four areas but do not know which question will be asked in each area. Because students have a clear idea of what to expect, writing is expected to be near that of term-paper quality. The exam is generally taken in the last quarter of a student s program of study, but can take it a quarter early with permission. The Comprehensive Exam (PA 999) is zero units so, although required for graduation, it does not constitute a part of the student s 48 unit requirement. The exam may only be taken twice. 32

Students do have the option of a Graduate Research Project, which is a master s thesis-type alternative. In order to exercise this option, students must approach the Graduate Advisor in the first half of their program of study with a formal proposal and work outline. No more than one or two students per year select this option. Ad Hoc Assessment Instruments and Procedures It should be noted that the MPA program has used additional assessment procedures and instruments in conjunction with the strategic planning process discussed above. These assessment efforts (Advisory Board focus group and student focus group exercises) were aimed at determining the external opportunities and constraints, as well as the internal strengths and weakness, of the program (SWOT analysis). MPA program faculty members also use course syllabi, faculty data sheets, and department and program files to monitor program performance. In addition, the Department did an audit of all MPA courses to identify the type and number of in-class and out-of-class student assignments; and, initiated a curriculum review. Faculty members use these information sources to assist in the assessment of the program s performance and Mission. The assessment efforts are used to make appropriate changes in program operations, as will be detailed below. Our experience in assessment is in-depth and very useful. The Student Exit Survey is a core instrument, and survey results guide our decisions regarding program changes. The Department for decades has used the Student Exit Survey. Over the last three years, exit results show an upward, positive trend. This reflects the faculty s decisions to improve performance based on the exit surveys. Likewise, use of the Advisory Board survey results reinforces our approach to achieve a balance of face-toface and on-line instruction as the MPA program endeavors to respond to the program delivery needs of our constituencies. In-depth analysis of our assessment experience is presented in other sections of this report. In sum, the MPA program has in place useful and timely procedures and instruments to assess its performance. Multiple and overlapping assessment procedures are used to enhance the reliability and usefulness of findings. As a result, assessment has 33

become an integral part of the MPA program s management. Assessment procedures and instruments detailed above are integrated into the following program assessment plan. Assessment Plan The Department of Public Administration has designed a detailed and comprehensive assessment plan in order to systematically track and measure the performance of the MPA program. Department faculty members use this assessment information in an ongoing process of program improvement. Our outcomes assessment plan goes beyond the identification and measurement of simple program outputs, such as the number of graduates or the type and level of knowledge attained by our students. Instead, the plan focuses on desirable outcomes the program is expected to achieve in accordance with the stated mission and program goals. The Department's assessment plan addresses three pertinent questions regarding program operations: (1) What are we doing? (2) Why are we doing it? (3) How well are we doing? Specific plan features are detailed below. For each part of the Mission Statement, and for each objective, the plan specifies the following: measurable performance indicators (both for outputs and outcomes) and information sources. Where appropriate and possible, the assessment plan calls for multiple measures to provide information about a specific performance indicator. Use of multiple measures, whether quantitative or qualitative, enhance the accuracy and reliability of performance measurement. Mission Part 1: Provide exemplary and affordable face-to-face and online learning opportunities to students with diverse backgrounds primarily from the Inland Empire region of Southern California. We are committed to helping our students enhance their employment opportunities, career advancement, leadership roles, ethical practices, commitment to democratic values and service to their communities. 34

Table 6 Mission Part 1 Assessment Plan Mission Part 1: Objectives Indicators Information Source 1. Enhance CBPA & University support for achievement of the Department s Mission 1.1. Number and success of issue-based discussions taking place between CBPA and DPA Chair ad hoc reports Faculty meeting minutes Faculty/Dean meeting minutes 2. Ensure the MPA program s delivery of a quality graduate education, curriculum review, and an adequate knowledge and skills-based focus 1.2. Number of Advisory Board members promoting benefits of MPA program in appropriate CBPA, University and community venues 1.3. Number of DPA faculty represented on strategic CBPA and University committees 2.1a. Ongoing student satisfaction with curriculum and faculty quality 2.1b. Professional evaluation of teaching effectiveness 2.1c. Ongoing monitoring of acceptable grade distribution 2.2a. Advisory Board satisfaction with MPA 2.2b. Employer satisfaction with MPA education 2.2c. Assessment of learning outcomes 2.3a. Completion of course syllabi review Advisory Board minutes Faculty meeting minutes Faculty meeting minutes (committee reports) Faculty Data Sheets (CVs) Student Exit Survey SETE evaluations Peer teaching evaluations (class visitations and review of faculty files Quarterly grade distribution review by class and the Department Annual open discussion forums with the Board Advisory Board survey (with accreditation cycle) Employer survey (with accreditation cycle) Comprehensive exams (review of pass rate, etc.) Course syllabi review report 35

3. Ensure the development of a diverse MPA student population and Department faculty 4. Enhance student recruitment by creating a brand for the MPA program as the Provider of Choice with the best value 2.3b. Strength of match between course activities, knowledge and skills gained 2.3c. Curriculum review structured & initiated 3.1. Update website and materials to reflect an interest in diversity 3.2a. Students admitted from students of diverse backgrounds: race/ethnicity/ gender/physical disabilities/ sexual orientation 3.2b. Composition of faculty by race/ethnicity/ gender/physical disabilities/ sexual orientation c) Employment of adjunct faculty of diverse backgrounds: race/ethnicity/gender/physical disabilities/sexual orientation 4.1 Agreement upon positioning strengths and brand image 4.2 Use of positioning strengths and brand image in communications Employer survey Advisory Board survey Student exit survey Curriculum review All-day faculty retreat minutes Faculty meeting minutes Curriculum review meeting minutes Website Recruitment materials Admissions records Recruitment material Department employment records Adjunct faculty employment records Recruitment material Faculty meeting minutes Web site review Advertising documents 36

5. Enhance the opportunities for Department faculty and MPA students to assume advisory and leadership roles as well as general participation in regional public sector associations, programs, voluntary service projects and faculty sponsored service and projects 6. Reinforce democratic values and ethical practices in the curriculum, teaching, and Department operations 5.1a. Number of faculty engaged in public service activities 5.1b. Number of active students engaged in public service activities 5.2 Use of the Advisory Board to provide connections for students and research 5.3 Development of a central database of organizations and individuals with whom to stay in contact and utilize for development 6.1a. Courses including topics on democratic values and ethical practices 6.1b. Learning outcomes including knowledge and skills relevant to democratic values and ethical practices 6.1c. Students satisfied that essential democratic practices are used in classes and office operations 6.2 Web site includes information that provides transparency and openness regarding standards, expectations, etc. Department files Faculty Data Sheets (CVs) Faculty meeting minutes Graduate student orientation Faculty ad hoc reports Department bulletins and notices Advisory Board minutes Central database Curriculum review reports Syllabi Comprehensive Exams Student Exit Survey SETE results Website Quarterly graduate advisor letter Quarterly undergraduate information letter Mission Part 2: To sustain and constantly enrich our educational offerings, we encourage and support faculty to remain current in their fields through active professional development activities and to conduct applied and basic research on critical issues in public administration. 37

Table 7 Mission Part 2 Assessment Plan Mission Part 2: Objectives Indicators Information Source 1. Establish professional development goals that link faculty intellectual and teaching growth with curricular growth. Create the potential for faculty to identify and plan their professional development activities 1.1. Quality of professional development plans and research agenda 1.2a. Number of reassign times for research and curricular development activities, special projects Faculty activity reports Faculty CVs Department course schedules Faculty activity reports 1.2b. Number and amount of University and externally funded travel for research, instructional improvements and presentations Faculty Data Sheets (CVs) Curriculum review reports Faculty meeting minutes 2. Generate sources of funds to support research activities, curricular and service activities. Take full advantage of CBPA, University-wide, and external resources to support professional development activities 1.2c. Number and amount of other types of support for teaching, research, and service activities (e.g., reassign time for service, funding for graduate students, etc.) 2.1a. Number of applications and approvals for CBPA Peer Review Journal (PRJ) program 2.1b. Number of applications and acceptances for University mini-grants 2.2. Faculty submissions for support from external sources Faculty Data Sheets (CVs) Faculty activity reports Faculty Data Sheets (CVs) CBPA Peer Review Journal notification Teaching schedule Faculty Data Sheets (CVs) Teaching schedule Faculty Data Sheets (CVs) Office of Research & Sponsored Programs records 3. Enhance faculty cohesion 3.1. Number of faculty retreats Faculty meeting minutes 38

3.2. Number of joint projects conducted by faculty 3.3. Number and success of brown bag lunches Faculty CVs Faculty minutes (reports) Mission Part 3: Our faculty is committed to serving the University, governmental and nonprofit organizations in our service area and elsewhere, as well as professional associations. Table 8 Mission Part 3 Assessment Plan Mission Part 3: Objectives Indicators Information Source 1. Reinforce the Department s effectiveness in shared governance within the University and CBPA community 2. Maintain close relationships with governmental entities and nonprofit management community in the University s service area 3. Enhance the Department s presence in the local public sector by strengthening the alumni connection 1.1. Number of qualified faculty serving on strategic University and CBPA committees 2.1. Database of contacts established. 2.2. Increase representation of governmental entities & nonprofit sector in DPA meetings and/or functions 3.1. Alumni participation in DPA events grows Faculty meeting minutes CBPA notifications University Senate notifications Department records Advisory Board meeting minutes Faculty ad hoc reports Department files Faculty meeting minutes Department records Advisory Board Survey Advisory Board meeting minutes Alumni surveys Employer Survey 2.3 Guiding Performance A. Guiding Performance As reported in the Assessment section of this report, the Department uses evaluative information to guide program performance. The information that is used more routinely than other sources is the Student Exit Survey, Student Opinions of Teaching Effectiveness (SOTE) Survey, faculty evaluations of adjunct teaching effectiveness, peer 39

evaluations of full-time faculty and comprehensive examinations. On a more informal basis, faculty members bring their own observations into performance discussions. Use of Information in Guiding Performance Our experience in using assessment information to guide program performance has been a core activity of the Department for decades. The Student Exit Survey is a core instrument and our use of survey results is quite effective. Over the last three years, exit results generally show an upward, positive trend. This reflects the faculty s decision to focus attention on specific program elements to improve performance. Likewise, our use of the Advisory Board survey results have reinforced our approach to achieve a balance of face-to-face and on-line instruction as the MPA program endeavors to respond to the program delivery needs of our constituencies. These are examples of the results the Department has enjoyed due to the systematic collection and use of program data. Indepth analysis of our assessment experience is presented in other sections of this report. Use of Information, Identifying Issues and Results There is consensus across all sources of information that the MPA program is more than adequately preparing our students for management positions in the public sector. For example, exit interviews with MPA graduates and our employer survey underscore the usefulness of the curriculum for the preparation of public managers. Additionally, almost all of the employers surveyed expressed high satisfaction with the performance qualities of the Department's graduates. Overall, our current students and graduates appear to be extremely satisfied with their experiences in the MPA program. Almost all would recommend the MPA program at CSUSB to a friend or colleague. The number of pre-service students requiring an internship is relatively low because most MPA students have had previous administrative experience and, therefore, have the internship requirement waived. Of those who have been enrolled in an internship, most felt that it provided them with an invaluable experience. One hundred percent of the alumni surveyed in 2008 are employed in the public service. They agree that their MPA degree has led to significant career advancement. 40

The upward mobility of our graduates appears to be strongly related to the many qualities they bring to their jobs as a result of their graduate education. Specific qualities observed by employers include having very good theoretical underpinnings, knowing the operations of local government, being versatile, and displaying solid analytical skills. When asked to rate the performance qualities of a person with an MPA degree, the large majority of employers rated those qualities as very effective. Our graduates seem to excel across multiple job-related skills and job-related knowledge. The only skill that was not uniformly rated as average or above average was writing. All other measures of performance were either rated average or above average with the latter receiving a majority of responses. These are highlights taken from the surveys conducted during the self-study year. Of particular interest are the results of the Employer Survey. The questionnaire asked for ratings of a number of job-related skills and specific knowledge. Another source of evaluative information comes from the faculty itself. In the self-study year, the faculty directed its attention to the adequacy of the curriculum. They looked at it in terms of NASPAA s Standard 4.21 Curriculum Coverage and also in terms of the recent addition of faculty with special expertise in the use of technology in management. The results of the Employer Survey also will be useful in the two-year curriculum review. The review will consider course content as well as course linkages. Our graduates rate the effectiveness of the MPA program very highly. On the five-point scale of the Student Exit Survey, 2008 graduates overall impression of the MPA program was rated at 4.4. The high rating is the result of the use of the Student Exit Survey to increase satisfaction levels with the MPA program. Similar responses were obtained from alumni who have been in the field for a longer period of time. Eighty-seven percent of the students from the 2009 five year alumni survey and one hundred percent of public administration respondents in the 2008 survey responded that they were Very Satisfied or Satisfied with the overall quality of their graduate experience. Graduates also indicated a high level of satisfaction with the scheduling of classes, a factor that certainly contributes to their overall rating of program effectiveness. 41

Students currently enrolled in the program also rate the effectiveness of our teaching program very high. A review of student opinions of teaching effectiveness (SOTE) reveals very strong ratings for the overall quality of the courses offered. Both the Student Exit Survey and the Current Student Survey ask for opinions on the treatment of minority students by gender and ethnicity. Female and minority students feel adequately treated in the program. Women generally agreed that the program was responsive to their needs, that they were treated fairly, and that the program is free of sexual harassment. Their responses also indicate a desire for more contact with women faculty and women public sector practitioners. Minority student responses affirm the program's responsiveness to the special needs of minority students. They feel treated fairly and without prejudice. Again, several indicated a desire for more contact with minority faculty and practitioners. The faculty is cognizant of this issue. In response, the Department intends to direct more attention to identification of minority and/or female adjunct faculty to contract as instructors or bring into the classroom as guest speakers. In addition to the diversity of the full-time faculty, there are many male Hispanics as well as female and male African-American adjunct instructors. Overall, the MPA full-time faculty is strong and well-rounded, with doctorates from highly regarded universities, and an appropriate mix of practical experiences and competencies. Exit interviews with recent graduates rated faculty quality at 4.7. Respondents felt that faculty exposed them to a variety of points of view, that faculty members were well prepared and knowledgeable, and accessible to students outside of the classroom. Some respondents indicated a desire for more faculty assistance in gaining appropriate employment, which has become more critical with the collapsing job market (3.5 rating). Additional suggestions include the use of more practitioners as guest lecturers and the strengthening of academic and career advising (3.8 rating). In sum, the design and operation of the MPA program at California State University, San Bernardino reflect a strong commitment to high professional standards, creativity in program management, including off-site course offerings and sequencing of classes, and sensitivity to the needs of its students and service area constituents. The program rests on a solid foundation of core courses and electives. Numerous employers indicated that the program is serving the Inland Empire region well. In their opinion, the 42

program has had a significant impact on the professionalization of the public service in the Inland Empire. This is a record of achievement reached through the use of evaluative information to enhance the program. The findings of our current program assessment also point to some weaknesses in program operations: a) There was some need expressed for more intensive career advising for promotional purposes as well as for getting started in public service careers. b) Some pre-service students have expressed a desire for more faculty assistance in gaining employment or in making career changes. These issues were included in our strategic planning process and mission, objectives and strategy revisions. B. Program Changes The most significant change has been the development of an on-line MPA curriculum. Faculty members have been fully trained in on-line technology and teaching pedagogy, computer software and attendant skills. These changes are discussed in detail elsewhere in this report (see Standard 4.22C). Other significant changes since the last accreditation have been the elimination of the Water Resources and Native American Tribal Management specializations. The decision to eliminate these specializations was part of the Department s overall strategic planning process. The analysis took into consideration possible options to continue the specializations. Various models were discussed. The result was to keep one Water Resources course, PA 620, Regulatory Structure, Policies and Process in Water Law because there is solid student demand for PA620 (some of which comes from another masters program). However, the plan is to allow all the Native American Tribal Management courses to be discontinued with the loss of Dr. Proudfit, who had been a special hire instigated by President Karnig. Data on the Native American specialization did not support its viability, as there was little demand for it and the expertise to staff the program would need to be entirely external to the Department. The demands for efficient resource allocations must ultimately be paramount in such a highly constrained environment. The expertise of faculty has been captured in the addition of several classes to the curriculum: PA 501, Administrative Leadership by Van Wart, and PA 550, Public 43

Management Information Systems by Ni. Because of the Navy-sponsored project, two new courses were added to the curriculum: PA661, Government Systems Acquisitioning and Contracting, and PA671, Defense Acquisition Program Management. With the completion of that project, only PA 661 remains active. Short and Long-Term Changes This upcoming year (2009-10) the Department will begin a curriculum discussion that may or may not result in a significant change to the core curriculum. The time will be ripe with another new faculty member coming on board. While the Department cannot currently consider a specialization due to the need for faculty to focus on the relatively wide range of current course offerings, the curriculum review process can provide an opportunity to plan for the future, when faculty staffing is once again increased and a specialization may well be plausible. Additional changes will occur from the shock waves of the fiscal crisis. The Department will need to adapt to the more constrained staffing environment with the elimination of one temporary full-time equivalent position. Further, the Department will need to try to maintain its long-term research and service functions in light of temporary reassigned-time reductions. Depending on the severity and length of the fiscal crisis, other temporary adjustments may absorb much of the Department s energy. Yet despite the temporary resource constraints, the Department needs to be active in its outreach to the community. Of particular interest to the Department and Advisory Board are some workshops that would involve the public sector community on topics of wide interest. 44

STANDARD 3.0 PROGRAM JURISDICTION Governance and Mission The MPA program was established in 1975, eight years after the founding of California State University, San Bernardino. In 1987, the program received its first accreditation, and the second in 2002. Throughout the duration of the MPA program, the Department of Public Administration, a department of the College of Business and Public Administration, has held primary responsibility for the program s administration. The original administrative structure remains the same. Administrative stability has made it possible to deliver a quality graduate education that remains relevant to the educational needs of the program s major stakeholders. Our mission is to provide a graduate education to a diverse student population primarily from the Inland Empire, to enhance their opportunities for employment, career success and leadership in their chosen fields and service to the community. While assessment procedures have been in place since the program s start, it was with the first accreditation that a systematic assessment plan was envisioned and put into place and further refined over the years. The plan has proved its usefulness. Over time, the MPA degree has undergone changes related to assessment information. Most recently, the curriculum was put online in order to satisfy a growing student demand. In general, there is a clear link between the Department s program jurisdiction, administration, type of graduate program it administers, and our mission. The particular mission of the MPA program relates to its: graduate standing, professional management orientation, development of analytical skills, focus on the issues of practical governance, student body, comprised primarily of public administrators, and, efforts to build a diverse student body. The program has its own MPA director, who makes decisions regarding individual student program plans, and generally provides program leadership. 45

Public administration faculty come together, both formally and informally, to make decisions regarding policy, schedules, and other matters that concern the MPA program. Faculty recruitment is based on the advice of the public administration faculty. Recruitment, promotion and tenure decisions are made according to the Faculty Senate procedures of the University, College and Department. Special emphasis is given to the wishes of the public administration faculty in recruitment. Search committees are always composed of core faculty members with the input of the entire faculty. This situation is compatible with the mission of the MPA program, since the public administration faculty is an identifiable unit with substantial responsibility and authority for designing and implementing the program. 3.1 Administrative Organization Dr. Albert Karnig is the President and Chief Executive Officer on our campus. The Vice president and Provost for Academic Affairs reports directly to the president, is responsible for the delivery of academic programs, and is to whom the Dean of the College of Business and Public Administrations reports. The organization of the College of Business and Public Administration uses a traditional department structure, with a number of support programs that serve all departments in a matrix format. There are five departments in the College: Accounting and Finance, Information and Decision Sciences, Management, Marketing, and Public Administration. The Department Chair is a faculty member selected from a list of instructional factulty recommended by the department and appointed by the Provost and reports directly to the Dean. The Dean of the College of Business and Public Administration is appointed by the University President following positive recommendation from a Dean's Advisory Selection Committee, comprised of faculty representatives from each of the departments within the College, as well as staff and student representatives, and normally chaired by another academic dean. The Committee prepares the advertisement, screens applicants, selects and interviews the top candidates, and forwards a recommendation to the campus Provost who in turn gives his or her recommendation to the President. 46

DEPARTMENT CHAIR M. VAN WART ADMIN. SUPPORT; IRENE GONZALES AND DEBORAH GRIJALVA MPA PROGRAM GRADUATE ADVISOR M. VAN WART M. VAN WART PROFESSOR C. YOUNG, PROFESSOR M. CLARKE, PROFESSOR G. KRESS, PROFESSOR A. NI, ASSISTANT PROFESSOR D. BAKER, ASSISTANT PROFESSOR The department has the following formal and informal agreements with other departments on campus that are reflected in their curriculum: Health Services Administration: Sixteen units of Public Administration coursework are listed as acceptable for elective credit. Master of Environmental Science: PA 621 (Water Law) is a required class. National Security Studies: Strongly recommends taking PA 671, Defense Management and Budgeting, as an elective. Informally, should students from the Public Administration Department want to take courses in, for example, Criminal Justice or Health Services Administration, they will be advised of appropriate electives depending on their career interests. 3.2 Recognized Program The structure of the Department is traditional. Below are the current positions within the Department. 3.3 Program Administration 47

Primary administrative responsibility for the program lies with the MPA Advisor. At present, the MPA Graduate Advisor also serves as the Department Chair. The Graduate Advisor manages all facets of MPA program administration. His responsibilities include recruitment, selection, orientation, information dissemination (electronic and published), advisement, student guidance through the program, and maintenance of program records with support from the Administrative Support Coordinator and Administrative Support Assistant. The Graduate Advisor and the faculty, working as a committee-of-the-whole, decide upon all program admission requirements, degree requirements, and curriculum changes. A committee-of-the-whole is responsible for adjunct faculty reviews and decisions on qualifications to teach in the MPA program. Working as a committee-of-the-whole, the faculty selects questions for the comprehensive examination from a list constructed by a sub-committee. Examinations are read and evaluated by the entire faculty in a double-blind review process. 3.4 Scope of Influence The Department Chair and the public administration faculty exercise initiative and substantial determining influence in decisions regarding: A. General program policy and planning Subject to the approval processes of the Department, College, and University, public administration faculty take the initiative in modifying the MPA program, and formulate any proposals to be considered by the appropriate review bodies. B. Degree requirements From the Department, proposals go to the College Curriculum Committee and the University Curriculum Council, the final body giving approval. At the Department level, the Chair certifies degree candidates by reviewing and signing off on program plans, comprehensive examination results, and research projects. C. New courses and curriculum changes 48

The faculty carries out the primary responsibility for developing academic programs, maintaining quality, and promoting an institutional character. Academic programs are developed by curriculum committees composed of elected faculty at the College and University levels. The Department initiates curriculum changes as a committee-of-the-whole and meets regularly to act on faculty proposals and review the curriculum. If approved, an item(s) is forwarded to the College Graduate Committee before going to the College Curriculum Committee. The College Curriculum Committee is composed of elected faculty members -- one from each department. The College Committee reviews and approves/disapproves all course and program proposals from the departments and periodically reviews the curriculum and programs. Approved items are forwarded to the College Dean for approval/disapproval. Any item disapproved at any level is referred back to the person/group submitting the proposal. If approved by the Dean, the item is forwarded to the University Graduate Committee before going to the University Curriculum Committee. The final step in the process is approval/disapproval by the Faculty Senate. For the establishment of new courses, the Department committee must approve a new course, then submit it to the College and University Curriculum Committees, where members serve as representatives on all decision making levels. Degree requirements that are not a part of the graduate school s requirements are the responsibility of the Department committee. D. Admissions After the University has admitted a student, the MPA Graduate Advisor makes admittance decisions on behalf of the department faculty, using authorized standards. Students who meet all entrance requirements, except course prerequisites, may be admitted to the MPA program in a "conditionally classified" status until those prerequisite deficiencies are removed, at which time they are advanced to "classified graduate standing" and advanced to candidacy in the MPA program. The requirements for part-time students are the same as those for full-time students seeking admission to classified graduate status in the MPA program. There are 49

no special admission policies for non-traditional backgrounds, minorities, transfers, etc. Further, all admission policies, standards, and practices for part-time and full-time graduate students at the Palm Desert Center off-campus program are identical to those for admission to the San Bernardino program. E. Certification of degree candidates Students who have achieved classified status may be advanced to candidacy for graduation by filing a Graduate Program Plan with the MPA Graduate Office. Students are eligible to apply for candidacy after taking 20 graduate level units in the MPA Program and fulfilling all prerequisites. When a student is advanced to candidacy, they must file a Graduation Requirement Check with the office of Admissions and Records. F. Course scheduling and teaching assignments Course schedules and faculty teaching assignments are determined by the dean after consultation with the department chair and/or the individual faculty member as as required by the Collective Bargaining Agreement (CBA); in practice, scheduling of assignments is generally handled by the Department Chairperson in consultation with individual faculty members. Others may determine non-teaching assignments. For example, the Dean determines reassigned time awards for publications and may award such time for research purposes to be scheduled as appropriate by the chair. All awarded reassigned time, including from grants and contracts, must be coordinated with the Department Chair and is dependant on the needs of the program (See Appendix x). G. Use of financial and other resources The Dean prepares the College budget for consultation with the administrative team that includes the Chair of Public Administration. The Department Chair formulates the Department s own budget requests which are presented to the Dean. While most funds are allocated on a formula basis, the Department Chair has some flexibility in spending. The Department Secretary functions as bookkeeper and accounts payable clerk under the direction of the Chair. 50

H. Appointment, promotion, and tenuring of program faculty Appointments. The Graduate Advisor of the MPA Program is officially appointed by the Chairperson of the Department in consultation with the Dean of the College and all tenured faculty members in the Department. In recent years, the positions of Chair and Graduate Advisor have been assigned in tandem. The faculty appointment criteria are administered by the Provost and implemented by Departmental Recruiting Committees, Department Chairs, and College Deans. The process of selecting and hiring new faculty is structured by both the Agreement between the California Faculty Association (CFA) and the CSU system, and by Faculty Senate procedures. Section 12.11 of the CBA Agreement requires each department to elect a recruitment committee of tenured faculty members for selection purposes, including the department chair. Recommendations for hiring must originate at the department level. Recruitment. It is the policy of the University to recruit a faculty that is balanced and diverse in terms of gender and ethnicity. Therefore, at the beginning of the recruiting process, the Department of Public Administration, in consultation with the Dean of the College of Business and Public Administration, determines what kinds of individuals to search for in order to maintain or bring about balance and diversity among the faculty. The Department Chair is expected to monitor the recruiting process, provide clerical support and participate in all aspects of reviewing applicant files. Department Recruiting Committee members (all Department faculty) participate in all meetings and in all interviews when possible. Selection and Hiring. In selecting faculty, the Department Appointment, Retention, Tenure and Promotion document states that each Search Committee is elected from among the faculty, as required by the CBA. In hiring new full time faculty, the Public Administration faculty is charged with communicating their needs through the MPA Director to the full Department. Promotion and Tenure. Decisions and nucleus faculty participation regarding promotion and tenure are made in accordance with the University's "Procedures and Criteria for Performance Review and Periodic Evaluation" Revisions II, April 2001. The Department faculty elects a departmental evaluation committee to review non-tenured faculty and those eligible for promotion. The Department Evaluation Committee is 51

composed of three tenured, elected faculty, two of whom must be at the rank of Professor The third must be a Professor or an Associate Professor not presently being considered for promotion. The committee then elects a chair who must hold the rank of Professor. As part of the evaluation process, a faculty member will be visited in class by two tenured departmental colleagues of a rank equal to, or higher than, that of the faculty member to be visited. If necessary, visitors may come from related academic disciplines. After the visit, each visiting colleague completes the Classroom Visitation Report form and presents it to the faculty member visited. At this time, a post-visit discussion takes place concerning the contents of the report and suggestions for improvement. The faculty member and visiting colleague both sign the Classroom Visitation Report. The report of the Evaluation Committee then goes to the College, and enters the faculty member s file. Retention. Junior, non-tenured faculty members are reviewed each year for retention. The College review originates in a Department committee and subsequently goes to a College committee, and then on to the College Dean, Provost and Vice President for Academic Affairs, and, finally, the President. 52

STANDARD 4.0 CURRICULUM 4.1 Purpose of Curriculum The MPA curriculum is designed to correlate with the program s mission to provide exemplary and affordable face-to-face and online learning opportunities to students with diverse backgrounds In addition, the curriculum draws upon our commitment to help our students enhance their employment opportunities, career advancement, leadership roles, ethical practices, commitment to democratic values, and service to their communities. To these ends, the program consists of core common curriculum components, electives, and a comprehensive examination. The eight-course core covers basic areas of public administration, including administrative processes (budgeting, finance, personnel, and administrative regulation), disciplinary perspectives (public administration in theory and practice), and reasoning and analytical skills (public policy analysis, and research methods in administration). In addition, since the program is strongly oriented toward practicing public administrators, a core course on management of public organizations is included. This course enables students to integrate management knowledge and skills in the context of a specific organizational environment. Electives have also been designed to follow the same direction, but students are free to choose electives without the restriction of a concentration. The program allows students to choose between completion of a research project, equivalent to four course units, or course work and a comprehensive examination, equivalent to four units of graduate credit. The Department s experience has been that the majority of students take the course work option, and the preparation (for the comprehensive examination) is valuable as a capstone experience in-and-of-itself. However, certain students are in the position, and have the desire, to complete a substantial research project, and the program allows them the flexibility to do so. There are no deviations from Standard 4.0 based on the program s mission. 4.2 Curriculum Components A. Background Information The information for this section is taken from the 2008-2009 University Bulletin of Courses. 1. Credit System The University and the Masters in Public Administration program use the quarter system. 53

2. Length of Term The length of term from the first class meeting to final examination is eleven (11) weeks. 3. Number of Terms There are three (3) terms in the academic year, fall, winter and spring. A small roster of courses is offered during the summer quarter; thus, students have the opportunity to attend classes year round. 4. Full-Time Status All MPA classes are four units. The minimum to be considered full-time for financial aid is 8 units; however, most full time students take three or four classes. To enroll in more than 16 units in any one quarter, a student must have approval of the graduate advisor of his/her graduate program. In addition, the graduate advisor can, and does, limit registration for students whose academic performance indicates that more than eight units may be too much. 5. Time Limitation The program must be completed within a seven-year period. No more than seven years may elapse between registration for the earliest course listed on the program and completion of all requirements for the degree. While students do occasionally get permission for an additional quarter, several students each year request extensions after eight or more years and are denied. 6. Class Contact Hours The contact hours per week for each four (4) unit class for the MPA is four hours, with a twenty minute break, with the exception of PA 548 Management of Computers in the Public Sector. PA 546 is divided into 3 class hours and 2 laboratory hours. Final examinations during the eleventh week are generally 2 hours long. This equates to 42 hours per quarter. 7. Numbering System The course number system for lower division are 100-299, upper division 300-499, upper division and graduate 400-599, and exclusively graduate courses 600-699. B. Course Distribution The MPA program offers two options toward completion of degree requirements; the comprehensive examination track and the graduate research project track. The following table reflects the distribution of course credits in fulfillment of MPA degree requirements. The source 54

of the information provided for this section (B. Course Distribution) is from the 2008-2009 University Bulletin of Courses. Distribution of Course Credits Course Level Lower Division 100 or 200- level Upper Division 300 or 400- level Upper Division & Graduate 500 or 600-level Exclusively Graduate 600- level Common Curriculum Components Required Required Prerequisites Courses Additional Curriculum Components 4 4* 4 4* 0 12 12 0 32 4 36 Total 4 32 16 48 *A prerequisite course is not counted towards completion of the degree. Total 1 Students who wish to take up to two 300- or 400-level courses must petition the College s director of graduate studies for approval in advance. For each course approved, they will be required to enroll simultaneously in a two-unit independent study course directly related to the course selected. These independent study units cannot be applied to any graduate degree unit requirements. (In practice, this option has not been used in many years.) 2 All students may take 500-level courses without getting permission. Only conditionally classified and classified students (or those who have the consent of the MPA Director) may enroll in 600 -level courses. All students taking the comprehensive examination need at least one 600-level elective. Students may not include more than 12 quarter units in transfer credit from other colleges. California State University, San Bernardino will not consider for transfer credit course work from any institution that will not accept that work in its own advanced degree program. Students pursuing the research track may take no more than twelve units at the Department of Public Administration 500 or upper division course level, of the sixteen unit elective requirement, because students earn 4 units of elective credit when they are enrolled in PA 695 Graduate Research Project. 3 The comprehensive examination requirement is taken on a CR/NR basis. 55

The research project track requires that 4 units of credit must be granted to the research project and students may choose 12 units of electives from any Department of Public Administration 500 or 600 level courses. The common curriculum component does not differ depending upon the track chosen; however, all required Public Administration core courses are exclusively graduate level courses. The Public Administration electives may be upper division/graduate or exclusively graduate level courses. C. Capable Professionals The Master of Public Administration is a broad program designed to prepare students for a career in administration in the public sector. The major objective is to provide the students with a generalist perspective of public administration. The courses are designed to provide tools for decision-making in an administrative position (budget, finance, personnel, and local government management). The courses provide an understanding of the total public administrative system (research methods, theory and practice, and administrative regulations). Capacity for working and understanding within the public environment is gained through management of public organizations and public policy analysis. The specific design of the curriculum components provides the capable professional with tools for creative analysis and communication, and the opportunities to practice and hone their decision-making and management skills. Finally, involving students in course projects, faculty research, and public service activities within the parameters of the course provides additional depth and breath to the curriculum. D. Assessment and Guiding Performance The common and additional curriculum components are assessed as to their quality and consistency with the stated mission of the program. This occurs through the development and implementation of a comprehensive evaluation design for total program assessment using feedback from rigorous student evaluations of the program and instructor, advisory board and employer surveys (See Appendices for copies of these documents). The tools employed include MPA student exit surveys, regular program review by the Public Administration Department Program Advisory Board, employer surveys, student evaluations of teacher effectiveness (SOTE s), and periodic review of non-tenured, tenured faculty, the chair and adjunct faculty. Core (except full professors) and adjunct faculty classroom visits occur on a periodic basis. 56

The assessments, suggestions, and recommendations are incorporated into the strategic planning, strengths, weaknesses, threats and opportunities (SWOT) analysis processes. Evaluation information also is used to select adjunct faculty. Examples of how these results were incorporated into the program and curriculum include the development of increasing state-of-theart competencies in budgeting, E-government, policy formation, policy analysis, program evaluation, strategic management, leadership, values analysis, and negotiating skills. Student and Advisory Board evaluations also have contributed to the Department s development of enhanced use of online teaching elements. The program has developed specific cohorts at sites convenient to the students working/living locations, yet in close proximity to the main campus. E. Graduate Courses The information provided for sections E and F is taken from the 2008-2009 University Bulletin of Courses. The required 32 units of graduate level core courses fulfill the common curriculum components. Six hundred level elective courses are offered only to graduate students in order to fulfill the additional curriculum elective requirements. In addition to 600-level courses, students may take three 500-level courses to fulfill 12 of the 16 unit elective requirement. The minimum number of credits that can be earned in a core or elective course is 4 units. F. Required Prerequisites Following is a list all prerequisite subjects and the undergraduate credits for each, which are required of each student, but for which no graduate credit is given. Required Prerequisite Courses Management 306: Writing related to business and public administration including Expository documented research reports, summaries and analytical papers. Writing for Revision and rewriting will be required. Course fulfills the CSU Administration graduation requirement in writing proficiency. Prerequisites: English 101 and a minimum of 90-quarter (60 semester) units of college credit. Students may elect to take an examination instead of the course. Also, students who have graduated from another California State University campus may have taken an upper division writing course or a writing examination prior to graduation. This may 57

And Administration 575: Internship in Administration And Management Science 210: Applied Business Statistics Or Math 305Statistics: Hypothesis Testing and Estimation count toward satisfying the writing requirement. Supervised work and study in private or public organizations. May be repeated once for credit, and used toward satisfying program elective requirements. Graded credit/no credit. (May be waived dependent upon related work experience). Prerequisites: consent of instructor and College. An introduction to statistical reasoning and application of primary statistical techniques used in solving managerial problems. Covers both descriptive and inferential statistics. Credit may not be received for more than one of the following courses: Management Science 210, Psychology 210, or Social Sciences 215. After a brief introduction to descriptive statistics, course emphasizes hypothesis testing and estimation, using packaged computer programs. May not be taken for credit by students who have received credit for Management Science 210, Mathematics 262 or 350, Psychology 210, or Social Science 215. Prerequisite: one term of college mathematics. There is a three course prerequisite for the program: MGMT 306 Expository Writing for Administration; MGMT SCI 210 Applied Business Statistics; and PA 575 Internship in Public Administration (waived for in-service students). The MGMT 306 prerequisite is a University requirement. It hones the writing skills of graduate students through intensive instruction in syntax, grammar, punctuation, organization, and writing style. Since most graduate seminars require written projects, the MGMT 306 course provides skills that lead to higher quality course papers. Substitutions from other universities and waivers based on a challenge (the submission of an original research paper) or special conditions (another masters degree) are only authorized by the Graduate Dean. A little less than half of the students are required to take the writing course as a part of their program of study. The statistics prerequisite courses, Math 305 or MGMT SCI 210 are useful in improving student interpretation of the empirical literature in public administration and related fields, especially works presenting evaluation results, studies in public finance and budgeting, and research methodologies. Statistical methods taught in these prerequisite courses are also applicable to specific courses in the MPA curriculum. These classes are PA 603 Research Methods in Public Administration; PA 630 Program Evaluation; PA 615 Public Financial 58

Management; and PA 663 Public Budgeting and Finance. Student performance in these classes improves through taking the statistics classes. In reality, no waivers are allowed for this prerequisite. Only those who have documented statistics coursework on their transcript are waived from the requirement, but this is in reality a substitution when that coursework is from another institution. The final prerequisite, PA 575 Internship in Public Administration is discussed fully in Standard 4.4. For pre-service students, this experience exposes them to the real world of public agency management and services delivery. This knowledge and experience provide a solid foundation for better understanding of course material, and allow pre-service students to compete on a more level basis with their in-service classmates. Because the majority of our students are already working in the public sector, waivers in this category are frequent. Also, students may document an appropriate internship at the undergraduate level to meet this requirement. 4.21 Common Curriculum Components A. Required Graduate Courses PA 603 Research Methods in Administration 4 units PA 611 Public Administration Theory and Practice 4 units PA 615 Public Financial Management 4 units PA 662 Human Resource Administration 4 units in the Public Sector PA 663 Public Budgeting and Finance 4 units PA 664 Management of Public Organizations 4 units PA 672 Administrative Regulation 4 units PA 680 Public Policy Analysis 4 units Core course substitutions are very rare. The one exception was for students who participated in the Water Resource Management Program. In those cases, students were required to substitute PA 620 (Regulatory Structure, Policies, and Process in Water Law) for PA 672 (Administrative Regulation) and PA 621 (Water Resources Agency Management) for PA 664 (Management of Public Organizations). 59

B. Ethical Action The curriculum enhances student values, knowledge, and skills to act ethically and effectively through courses that are designed to improve and support management decision-making skills, analytic capabilities, sensitivity to political relations, understanding of the dynamics of diversity in an organization, appreciation of the role of the public sector in a democracy, and ethical behavior. The core ethical competencies that are addressed relate to the subject areas of management of public service organizations, techniques of analysis, and responsibilities of leadership, public policy formation and organizational environment. Students examine issues involving the exercise of discretionary authority to promote public interest. The issues include discrimination and harassment, public's right to know the public's business, the importance of involving citizens in policy decision-making and making decisions that may not be popular regarding budget, finance, personnel, and management concepts. Simulations, case studies or role playing is used to assist students to gain respect for the Constitution and the law, learn to demonstrate personal integrity by taking responsibility for their own errors and conduct official acts without partisanship. The courses are also designed to teach how to promote ethical organizations through open communication, creativity, accountability, dedication and professional development. C. Curriculum Coverage The design strategy used to implement the MPA program curriculum is geared to build upon skills already developed and provide state of the art knowledge and competencies to a diverse student population. This approach provides the student body with the tools necessary to advance their employment opportunities, careers, leadership roles, and service to the community while engaging in ethical behavior. In order to understand the level of effectiveness of this strategy, the Department uses an evaluation system to gather external feedback from the region s employment sector, Department Advisory Board, and student evaluations. Recommendations from this community are incorporated into the curriculum strategic planning processes and into the program objectives and strategies. As a result, the generalist approach of the curriculum is based on disciplinary objectives and the feedback of the MPA program s major constituencies. 60

The knowledge and competencies related to management of public service organizations is presented in classes that are geared specifically to focus on the commonly recognized components of this area: i.e., PA662 Human Resources Management in the Public Sector, PA615 Public Financial Management, PA663 Public Budgeting and Finance, and PA550 Public Management Information Systems. Previously, PA548 Management of Computers in the Public Sector was the course focused on computerized management systems and overall literacy. In the past two years, the Department has updated the subject matter of this course and established it as PA550 Public Sector Management of Information Systems. Contemporary technologies are presented via modules on E-government (web-mediated communication and information dissemination), and the use of various software in project planning, graphics, network diagramming, and lifecycle planning. These topics are presented in PA615 Public Financial Management, PA516, Public and Nonprofit Project Management, PA617 Management of Local Economic Development, and PA663 Public Budgeting and Finance. Similarly, the application of quantitative and qualitative analytic techniques is presented in courses that specifically focus on these topics: PA603 Research Methods in Administration, PA680 Public Policy analysis, and PA630 Program Evaluation. Other courses such as PA663 Public Budget and Finance and PA 615 Public Financial Management also include quantitative analytical techniques. Additionally, these courses present a variety of decision-making and problem solving models. Subject matter relevant to public sector political, legal, economic and social institutions and organizational and management concepts are presented in PA611 Public Administration Theory and Practice, PA619 Diversity and Public Organizations, PA628 Intergovernmental Administration, PA664 Management of Public Organizations, and PA672 Administrative Regulation. Course descriptions provide for common, or additional, curriculum components, and prerequisites reflect the inclusion of core competencies on a course-by-course basis. 4.22 Additional Curriculum Components A. Elective Design 61

The MPA program offers two options toward completion of degree requirements; the comprehensive examination track and the graduate research project track. The elective design of the curriculum, with respect to additional curriculum components, provides the student with 22 potential selections. Students on the comprehensive examination track option are required to select 16 units, with no more than twelve of these units at the 500 or upper division course level. The research project track requires that 4 units of credit must be granted to the research project. Students may choose 12 units of elective credit from any of the 500 or 600 level courses. The common curriculum component does not differ depending upon the track chosen. B. Elective Courses for Broad Advanced Training Course objectives provide students an opportunity to enhance the breadth and depth their knowledge and competencies in specific areas of public management beyond that gained through the common curriculum. This reinforces our mission to help our students enhance their employment opportunities, career advancement, leadership roles, ethical practices, commitment to democratic values, and service to their communities. The number of allowable undergraduate credits a graduate student may take is twelve (12). Elective Courses List PA 501 Administrative Leadership PA 514 Management of Private Non-Profit Organizations PA 516 Public and Non-Profit Project Management PA 521 Principles of Planning PA 550 Public Management Information Systems PA 557 Public Sector Labor Relations PA 564 Local Public Administration PA 568 Accounting for Government and Not-for-Profit Organizations PA 575 Internship in Public Administration PA 590 Seminar in Public Administration PA 595 Independent Study PA 612 Productivity Measurement in the Public Sector PA 616 Comparative Public Administration PA 617 Management of Local Economic Development 62

PA 618 Local Development Finance PA 619 Diversity and Public Organizations PA 628 Intergovernmental Administration PA 630 Program Evaluation PA 670 Emergency Management PA 671 Defense Budgeting and Management PA 690 Advanced Topics in Public Administration PA 695 Graduate Research Project C. Elective Courses for Specializations The MPA program does not offer specializations. Students customize their electives with the guidance of the Graduate Advisor. 4.23 General Competencies Curriculum components are designed to develop a student s general competencies in line with the MPA program s mission. The curriculum is designed and implemented to provide state of the art knowledge, skills and abilities to a diverse student population primarily from the Inland Empire. Students receive a graduate education outfitted with the necessary tools to advance their employment opportunities, careers, and leadership roles, and a committed enrichment to democratic values, ethical practices and service to their communities. In preparing syllabi and other course materials, the focus is on providing a graduate education that is skills-based, with appropriate presentation of theory, concepts, analytic techniques, and state-of-the-art technology. Competencies for each course are specified in course syllabi and vary according to subject. In general, these may be identified as follows: Understanding of state-of-the art theory, concepts and techniques, as well as their historical context Ability to apply concepts in a systematic fashion in practical, structured research projects, case studies, simulations and discussion Enhanced proficiency in working with task-based small groups, consensus building, negotiation, conflict resolution, group discussion and group or individual presentations 63

Ability to draw logical inferences based upon analysis of local contemporary administrative/management structures, processes and environments and other jurisdictions in the United States and internationally Ability to identify and evaluate problems and construct innovative, as well as practical, alternatives for their resolution Ability to integrate multiple factors into a logically consistent model Develop and sharpen quantitative and qualitative analytic skills with emphasis on those common to public management Sharpen oral and written public management communication skills Become knowledgeable of state-of-the-art technology for the public sector Become proficient in use of contemporary technology for public management Gain insight into public administration issues in the broader context of economic, political, legal and social institutions and processes. Deepen understanding of political and societal democratic values and goals Ability to identify and resolve ethical dilemmas common to the public sector The final curriculum element is either a comprehensive examination or a research project. In either case, the student is expected to competently bring together what they have learned in the various courses and apply it to specific set of questions. In this exercise, the student must demonstrate competency and confidence in analyzing major questions in contemporary public administration and relate elements of the arguments and evidence regarding these questions. The expectation is that student will express ideas and explain concepts by writing in a clear, grammatical, and effective manner, and, where applicable, express the possibilities of flexible adaptation and creativity in the application of what they have learned by exercising their imagination and breadth in thinking. 4.3 Minimum Degree Requirements A. Degree Credit Hours The minimum number of degree credit units is 48-quarter units of acceptable graduate level work (with a grade-point average of 3.0), with at least 36 units completed at this university. The program must be completed within a seven-year period. No more than seven years may elapse 64

between the time of registration for the earliest course listed on the graduate program and the completion of all requirements for the degree. There is no reduction of credit, based upon undergraduate preparation, significant professional experience or internship. B. Degree Length It is possible for a well qualified, full-time student to complete the program in 18 months. Most full-time students take two years. Part-time students typically take 2 and one half to three years to complete their degrees. C. Concluding Requirements The graduate research project is defined as an advanced field study in public administration, including both literary and empirical research. This requirement is met by a student who enrolls in PA 695 during the last quarter of work in the program, and upon completion of the project to the satisfaction of the student s advisor. Students will earn 4 units of credit upon completion of the graduate research project. The Comprehensive Examination is a set of questions based on materials covered in the common curriculum courses. Students with a GPA below 3.0 ( B ) are not permitted to take the examination. A no credit (NC) designation is entered on the students transcript if he/she fails the examination. Students who successfully complete the comprehensive exam receive a CR on their transcript. Students are expected to write their answers in essay form, demonstrating an appropriate descriptive, persuasive, analytic, or argumentative style. The examination is designed to demonstrate high-quality writing and conceptual skills in a proctored environment. All core faculty members grade the examination; two, independent graders read the examinations, blind of student identification or the other s grading. When not unanimous, a third reviewer is solicited. The examination committee decides a consensus grade and one of the following grades is assigned to the student: High Pass (HP), a superior performance on the examination; Pass (P), an acceptable performance on the examination; No Pass (NP), a failing performance on the examination. About 10 to 15% fail their first comprehensive examination. D. Course Formats 65

There are three formats for the MPA common courses: face-to-face, partially online, and fully online. All MPA required courses are presently 4 units. The face-to-face course is scheduled to meet for 4 academic hours, one evening per week. Online classes have weekly assignments in lieu of class time; in some cases they may have a virtual class night, used for synchronous discussions or concurrent timed examinations. E. Student Transcript Analysis Following is a list of program graduates for the twelve months preceding this report. Since the total number of graduates for this period does not exceed 40, all students graduating during the 2008-2009 academic year totaling 23 are used for the student transcript analysis. List Of Program Graduates For Student Transcript Analysis 8582 Kassick, Erick J 5041 Christensen, Diane 9474 Kimble, Sheilah 8823 Conley, Cynthia 5990 McBride, Gary Dean 0882 Escobedo, Christopher 5288 Uhley, Jason Edward 9718 Ezinwa, Chinonyerem 9792 Vedrode, Shelley 2119 Green, Sophia 6175 Yakutis, Eva 8743 Hawel, Laurie 1733 Amaya, Sylvia 4826 Ibarra, Kristen 4784 Buncheck, Stacy 3200 Martinez, Tome 0858 Gomez, Michael 2508 Monroe, Clay 2331 Adams, Summer 0819 Vallangca, Jivi 4157 Carreon, Luis 6367 Wilken, Janet 4541 Carroll, Susan 66

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Additional Curriculum Components: 500-Level Upper Division Elective Courses STUDENT PA 514 PA 516 PA 521 PA 540 PA 548C PA 557 PA 564 PA 568 PA 590 PA 590 PA 595D PA 542 8582 B B+ 9474 B 5990 A A 5288 A* 9792 A A 6175 A A A 1733 A- B A A 4784 A A 0858 A A 2331 A A 4157 A 4541 A* A* A-* 5041 A A A 8823 B A 0882 B+ 9718 B B B+ B 2119 A- A- B 8743 A B+ 4826 A- 3200 A- A A 2508 A 0819 A- A- 6367 B+ A B B- Course Substitutions (* Indicates a course substitution in the common curriculum components tables) Student 5288: Student 4541: GEO 510 substituted for PA 500 level elective EADM 511 substituted for PA 500 level elective EADM 512 substituted for PA 500 level elective EADM 513 substituted for PA 500 level elective 4.4 Internships A. Internship Design The internship is an opportunity to gain valuable public sector work experience which provides an experiential base, enhancing the pre-service student s success in the MPA 68

program. The majority of graduate students in the MPA program work in government and are not required to enroll in PA575 Internship in Public Administration. The internship is a vehicle useful to bridge the gap between academic studies and practical applications in the "real world" of public sector work. It also is a means to generate mutual benefits for students, employers, the Department, and the University. Students accepted into the Internship in Public Administration are requested to locate their own internship. Assistance may be given to the student by the Internship Coordinator to locate an appropriate opportunity. Data regarding eligibility or finding an internship, supervision and academic requirements, and other relevant information is published on the Department website. There are no prerequisites for student participation in an internship. The minimum length of internship is 10 weeks or 2 1/2 months. The main requirement is that the intern put in 150 to 200 hours of service on-site. For the minority of graduate students who accept an internship, the experience is integrated with other parts of the curriculum in the following ways: It provides an improved foundation for understanding the theories and practices of public administration covered in class. With practical experience in public agency management, pre-service students are better equipped to make linkages between actual government structures and practices, and course lectures, discussions, readings, presentations, and examinations. Since most pre-service students' class colleagues are more experienced government employees, the internship experience enhances pre-service students' capacity to "hit the floor running" in classes. They can relate personal cases drawn from their internship to illustrate theories and practices discussed in class or presented in written and oral assignments. Additional writing and problem analysis skills are developed. All internship students write a 10-page paper that critically analyzes their on-the-job experience and relates it to course material. These papers are explained in more detail below. This exercise is a building block to develop students' writing and analytic skills. The internship serves as an aid in selection of electives and in student career advising. Pre-service MPA students exposed to internships can use the experience to tailor the four electives chosen in the MPA curriculum. For example, if a student interns in a city 69

manager s office and develops an interest in that field, PA 564 Local Public Administration might be an appropriate elective. Thus, the internship is helpful in shaping choice of electives, both in the Department's own curriculum, and graduate-level electives in other departments. Careers of in-service students are more settled than those of pre-service students. When it comes to career advising, it is harder to advise pre-service students, as they lack a public sector work experience. After an internship, these students show an improved understanding of the structures and functions of government agencies and can envision career goals more realistically. The educational process is enhanced for this group of students by the experience they gain through interning, which in turn makes for clearer career-advising by the faculty. B. Internship Status Most of the Department's MPA students are in-service. PA 575 (Internship in Public Administration), an MPA prerequisite, is waived for them. There are no letter grades for PA 575, only "Credit\No Credit." The four credit hours earned in PA 575 may not be applied to the 48 units required for the MPA degree. Some pre-service MPA students may have completed an internship as undergraduates. In those cases, the Internship Coordinator may either waive PA 575 or require it, depending on the nature of the internship and the particular desires/needs of the student. In most cases, PA 575 is waived. Course registration in PA 575 is by suppressed code so that no student may register in the class without advising and formal approval from the Internship Coordinator. There are no required prerequisites for the internship. Students already employed may not use their regular job as credit for PA 575 unless special arrangements are made with the Internship Coordinator. After completing 150 to 200 hours, interns write a 10-page paper integrating their experience with subject matter presented in their courses. The paper is submitted to the Internship Coordinator to evaluate. The reports are confidential since they often contain personal or privileged information. The Coordinator advises interns to submit thoughtful analytic pieces on how their agency observations are related to important theories of public administration, politics, and public policy. In this fashion, interns are encouraged 70

to bridge the gap between academic classroom material and real-world behavioral observations or between the realms of theory and practice. Many of these papers are eye-opening ventures into bureaucratic and political problems, within and between government organizations and the community. Occasionally, because of their instructive content, the Coordinator has encouraged interns to submit their papers to their agency supervisors. Reports must focus on the following factors: General nature of the job, including duties and responsibilities. How the intern applied classroom theories and techniques to practical problems in the work place. Problem(s) encountered and how they were resolved. Relationship with supervisor and co-workers. How the internship job experience related to critical issues in public administration and politics. Overall good and bad points about the internship. Students must also file an internship Self-Evaluation Form upon completion of their work experience. This is used to rate the quality of individual internships and is submitted to the Department Internship Coordinator. Supervising officials at sponsoring organizations must complete an empirical evaluation report on intern work performance. Such evaluations will be discussed with students upon completion of their ten-week internship and will constitute a major rating instrument for intern performance. C. Internship Supervision The Internship Coordinator assists in the placement and supervision of internships. In many cases, the Coordinator knows the site at which the student is interning. Prospective interns first meet with the Internship Coordinator and set the process of induction into PA 575 in motion. Before this advising session, they are directed to the College website, which contains all internship descriptions, policies, procedures, and required forms. At the interview with the Coordinator, they present their resume and highlight those functional government service areas in which they are interested. If the students have not taken any public administration courses, the Coordinator advises them to take at least two 71

courses before pursuing the internship-- preferably PA 611 (Theory and Practice) and PA 664 (Management of Public Organizations). This ensures that, before placement, preservice students have taken the two broad foundations classes in the MPA curriculum. Permission is given to enroll in PA575 after the student has filed an employer information form, a student information form, and a statement on internship goals and learning objectives. If accepted, it is up to the interns and their on-site supervisors to arrange mutually agreeable work schedules. After students have started their internship, they are required to contact the Internship Coordinator in the fifth or sixth week to discuss their progress and concerns. Over the course of the 150 to 200 hours of internship, the Coordinator acts as a "consultant," guiding the intern to appropriate information sources, helping design projects, or reviewing draft written reports prepared by the interns. After completion of the internship, supervising administrators at sponsoring organizations complete an Intern Evaluation Form on intern performance. Such evaluations are discussed with students upon completion of their internships and, along with the paper, constitute a major rating instrument for intern performance. In addition, students complete an Internship Evaluation Form. It is used to rate the quality of individual internships and is submitted to the Internship Coordinator. Most internships are voluntary, although there are a few paid internships. The Coordinator sells this volunteerism to pre-service students by emphasizing four important points. First, the need for government experience for many first-time job applicants is resolved through internship. With an internship listed on their resume, they can approach initial government job interviews with prior public sector employment experience. Second, the Coordinator notes that the majority of the area's upper level government workers, such as city managers, started out as interns. Third, students are told that internships are extremely valuable for "networking" purposes, in that they will meet and interact with government professionals in and across agency boundaries. These sources become excellent contacts for later job searches. Fourth, students are informed that, although voluntary, many interns later become permanent hires, since supervisors observe them in action and often prefer to employ a known vs. unknown commodity. 72

This is usually sufficient to impress that the internship experience will be extremely valuable to their careers in the public service. For those few internships that are paid, it is often because an agency has a special internship project that requires unique skills for which they are willing to pay. Some agencies that sponsor internships simply have a tradition of paid internships. This includes California State and federal internships, like the California State Senate Fellows program, and some better-known municipal or county internships like Long Beach, Phoenix, and Clarke County, Nevada. Similar positions, though less well known, exist in the Inland Empire, such as with Caltrans, Omnitrans (the local public mass transit agency), and some local cities, such as Colton. Where internships are paid, payments are made directly to students by the internship agency. D. Internship Placement It is the student s responsibility to locate an internship. If the student has difficulty in doing this, the Internship Coordinator assists the placement into positions consistent with a student s qualifications and interests and with the needs and specifications of sponsoring internship organizations. Interns are of two basic types: (1) pre-service with no government experience, or (2) students with government experience, but who are transitioning between career fields. The three main criteria used for matching interns to positions are: (1) government or nonprofit service area interest, (2) personal experience, and (3) location of residence. The matching process may be started in the induction interview or the student also may have an internship location identified. Regular Internship Placement Locations Below are the Department s internship placements for the self-study year. As previously indicated, the vast majority of our students, graduate and undergraduate, have work experience. The internships are typical in that they range from public agencies to nonprofits to quasi-private organizations. Because of the current economic situation, the requests for internships have increased. Five students have already secured fall internships for fall 2009, and more are expected. New internship placements that are 73

expected to continue include several at the Department of Behavioral Health (County of San Bernardino) and several at the Vice President of Administration at California State University, San Bernardino. Self-Study Year Internship Placements* - 2008-09 Student Agency Intern Length of Placement Hours Per Week Cooper, Lanisha Assembly Member Wilmer 10 weeks 20 4 Amina Carter: District Office Campos, Belinda CA Center for Public Health 20 10 4 Advocacy: Irwindale Onuigbo, John, Barstow Marine Corps 10 20 4 Jr. Logistics Base Yermo Annex Nadeau, Nicole City of San Bernardino 10 20 4 Vang, Soua Department of Economic Development, County of San Bernardino 10 20 4 Nelson, Vanessa Kinser, Jennifer Sundt Mutual Water Company American Red Cross (San Bernardino 10 20 4 20 10 4 Credit Earned 74

STANDARD 5.0 THE FACULTY Faculty and Mission: Overview The MPA program offers an education designed to prepare students to enter the public service for government management, with a primary focus on local and state government. Graduate students receive a sound foundation in general public administration and opportunities for students to customize their individual programs of study are offered through their ability to select four elective classes. Our teaching philosophy emphasizes the presentation of contemporary knowledge, combined with a skills-based focus, in order for us to deliver efficient and effective public service education. This approach is meant to provide an education which is best suited to enhance their management careers in this region as well as in other organizational settings. Our recent Employer Survey results support the effectiveness of our teaching philosophy. (The Employer Survey and other assessment procedures are discussed in other report sections.) A term often used to describe our overall faculty is pracademics. This term connotes the dual role of many members of our faculty who have worked in the applied world of management and policy, but have a firm foot in the academic world as well, through applied research and the teaching of professionals. That is to say, our faculty has an expertise in the both practical and academic worlds of government. Students are exposed to a variety of viewpoints, giving them both the theoretical, conceptual perspectives necessary in a high quality and long-lasting education, and also the concrete skills needed on a day-to-day basis for effective public management. In the classroom, we employ professionally qualified instructors who are city managers, county managers, and nonprofit executives. We use fire chiefs, police chiefs, and budget officers, running the full gamut of public service professionals. Among our distinguished core faculty, several of our members have either decades of executive-level public service or senior level administrative experience. Most of our faculty members have been active in nationally-funded research projects as well as discipline-specific research and publication. 75

In addition, our part-time faculty members add value to our MPA program outside of the classroom. They serve on the Advisory Board, mentor students and open doors to employment, internships and professional associations. From quarter to quarter, part-time faculty size varies from between 12 to 18 members, a size that is sufficient to both deliver our generalist program and to provide students with the appropriate advisement, mentoring and administrative support which they may need. Continuous evaluation is at the heart of our performance improvement. The Department uses a systematic assessment plan and procedure to assist in guiding our program decisions. (See 2.2 Assessment, Standard 2.0) The Department conducts regular monthly faculty meetings and periodic all-day retreats. When needed, calls for additional discourse in order to address assessment issues are made and special meetings are scheduled and held. At these meetings, discussion is based on assessment results generated through a variety of procedures, among them being the student evaluations of instructors, Student Exit Surveys, and faculty peer classroom visits. In addition, input from the Advisory Board and Employer Surveys may also be utilized. As described in Standard 2.0, our Mission Process includes these assessment results to guide and complement our decisions regarding teaching qualifications, curriculum revisions, course content, workload, staffing needs and other program elements. Throughout the academic year, the faculty actively engages in systematic assessment procedures to ensure a greater program excellence. In its efforts to cultivate merit and support excellence, the faculty engages in a variety of professional development activities to improve their teaching skills, whether they entail the more traditional lecture or the latest in on-line instruction. In addition to the University, the College also offers professional development support. A unique advantage of the Department is that there has been a strong granstmanship capacity. Counted among our most successful improvements would be the development of a stateof-the-art, on-line curriculum. This was largely initiated through a federally-funded online teaching initiative which provided faculty with an extensive training and support network to assist in the development of the first generation of high-quality classes. As older classes run their full course and need to be revised, the next generation of online classes is now currently being developed and initiated. In-house resources have been 76

consistently been provided to support the online teaching function. These resources are further augmented by two extensive university-level support units: the Office of Distance Learning and the Division of Academic and Computing. Research activity is a mainstay of faculty professional development and contributions to practical and academic fields in public management are substantial. Faculty research activities are supported by the University Office of Sponsored Programs and College-funded release time. Added to these sources is the faculty s continuing action to secure support through grantsmanship, to which Professors Ni, Baker, and Young have recently availed themselves. Our strong commitment to service provides mutual benefits (as supported by our assessment procedures). Service conducted by our dedicated core faculty members assists and benefits the community through a variety of projects and advice, the greater portion being largely pro bono. The community, in turn, promotes the program, provides insights and projects for the teaching environment, and aids students via training and employment opportunities. Our faculty represents widely diverse backgrounds, as would be expected of an institution that is host to a large minority student population and designated as an Hispanic serving institution. Our Mission Statement specifically addresses our responsibility and commitment to provide a graduate education to students of diverse backgrounds. Since the onset of our MPA program, the Department has steadfastly dedicated itself to recruiting and hiring a faculty that represent this earnest commission. 5.1 Faculty Nucleus For purposes of this report, the term faculty nucleus is used interchangeably with the Department s core faculty. The core faculty accepts primary responsibility for the professional graduate program and is significantly involved with the program to support the set of teaching, research and service responsibilities appropriate to the size and structure of the MPA program. In the self-study year, this faculty is comprised of senior tenured and tenure track members. The core faculty is four full-time and two FERP members (see immediately below) for a total of six highly qualified individuals committed to deliver a quality graduate education. In academic year 2009/10, the core 77

faculty will be comprised of seven (7) members. At that time, there will be five full-time members and two FERP members. As previously mentioned, the California State University system offers eligible faculty an early retirement program, allowing those interested to continue participation in education programs at a reduced salary. The FERP program offers the University an opportunity to maximize faculty experience and teaching continuity. FERP faculty teaching load is generally four courses per academic year in addition to service obligations or an approved.5 equivalent activity if they elect to have half-time status (the equivalent of 4.5 courses), as all Public Administration faculty have elected to do. They maintain offices and continue to participate fully in faculty governance and obligations, as in the review of comprehensive exams and service on College and University committees. They remain eligible for professional development and have full access to other sources as well, which support their research and service activities. It should also be noted that CSUSB President, Dr. Albert Karnig, holds retreat rights to the Department of Public Administration. Even though he is assigned full-time administrative duties, his relationship with the core faculty is a special one and contributes to the overall success of the MPA program. A. Critical Mass Breadth and depth of professional interest of the faculty All core faculty members have earned their doctorates in either public administration or political science. The six faculty members with primary teaching responsibility are highly qualified to teach the core courses of the MPA program, where they tend to function as informal lead instructors (e.g., in the composition of comprehensive exam questions). Our part-time faculty brings a wide variety to academia, a wealth of professional experience that is regularly applied in the classroom and in research. Roughly half the part-time faculty are senior executives, with the rest consisting of managers, successful consultants, and long-time academics whose teaching services have been employed by the Department. Research interests span a spectrum of topics reflected in the course offerings, from administrative web design, contract cities, and international trade regimes, to state 78

support of trade, effective military communication in war zones, and administrative leadership and human resource management. Thus, the link between the faculty s research interests and their teaching is clearly a very strong. Not only do faculty members introduce contemporary issues in their courses but also devote considerable effort to transfer knowledge into practical instructional material. Examples of the breadth and depth of the core faculty s professional interests are provided below. Clifford Young is highly involved with the application of Web Based Technology. His current research project is a joint collaboration with the Army Research Laboratory (ARL) to provide analyses of organizational directive policy barriers and to enhance web-based technology for use by commanders to communicate to soldiers in a timely manner. The knowledge developed through this project is vital to contemporary public policy formation related to contemporary obstacles of communication flow due to classification, procedure, and technology barriers. Dr. Young teaches research methods and policy classes. Young is the Special Assistant to the University President for federal relations. He has worked to obtain over $130 million of federal funds to support university educational initiatives. It was in this capacity that Young successfully led an initiative for a $6.8 million contract with the U.S. Navy to develop and implement two on-line master degree programs, the Master in Public Administration and a Master in Criminal Justice. Dr. Anna Ni joined CSUSB in 2007. She earned a Master in Information Security and a Master in Public Administration from Iowa State University. Her terminal degree was awarded from the Maxwell School of Syracuse University. Her current research projects are related to public management information systems, e-government contract policy and practical e-government implementation issues for local government. She received the CBPA 2009 Outstanding Professional Development (Research) award for her recent publications in Public Administration Review and the American Review of Public Administration. She teaches courses on public information management systems, and research methods. She has worked hard to become a master instructor and the improvement in her teaching evaluations and the positive feedback from students attests to the success of her efforts. 79

Dr. David Baker, a former professional California county administrator, has research interests in fiscal and budget management issues, staff and planning management, and e-government benchmarks among other related topics. Baker has committed considerable effort to use his research and practical experience for the benefit of the classroom and academic community. He has developed practical applications for scholars and students; i.e., publications on budget and staff management as well as publications for budgeting in the juvenile probation system. He has produced budgeting workbooks for classroom use, an article on guiding staff work and practical information on the use and quality of local government web sites. E-government and its use in public management is one of his current research interests. In recognition of his excellent work, he received the CBPA 2007 Outstanding Teaching Award and the 2008 Outstanding Service Award. He and Dr. Guenther Kress teach the courses in public finance and budgeting as well as general public management. He also teaches a course in project management. Dr. Kress is one of the core faculty FERP members. His most recent published research work is on the relationship between policy strategies and the development of governmental roles in specific policy areas; i.e., state promoted international trade. In addition, he continues his work on the importance of program theory for the design and evaluation of public programs. As well as the finance, budget and public management courses, he teaches the program evaluation course. The second FERP member is Dr. Michael Clarke. Like Kress, his research, consulting and teaching activities span decades. Clarke is one of the most highly evaluated instructors by students. He is noted for his ability to communicate complex concepts clearly and succinctly, both with ease and humor. He has done research and continues to study international issues related to government; i.e., the European Union, its history, governance and actions vis-à-vis globalization. Clarke is especially adroit in introducing the international perspective in his courses. Clarke is also experienced in union-public management issues, as one of his former responsibilities was acting as a faculty union representative and arbitrator. Among his most recent consultant activities focuses on the use of the initiative in California and its use in emerging nations. Clarke 80

teaches the public administration introductory class, labor relations, and human resources courses. The Department chair, Dr. Montgomery Van Wart, is a nationally renowned scholar in the field of public administration. His research interests are in administrative leadership, public service competencies, human resource management, public sector values, and government-business relations. He has a number of award winning books that are widely used in the classroom (e.g., Dynamics of Leadership, Leadership in Public Organizations, Leadership in the Public Service, and Human Resource Management in Public Service: Paradoxes, Processes, and Problems). Notwithstanding the considerable time demanded of the chair s position, he continues to actively engage in teaching, research and service. He developed a new graduate course on administrative leadership as well as an online course on administrative regulation. He was given a university-level award for online teaching excellence in 2006 (Outstanding Originator in Distance Learning). Among his current research activities are (1) analysis and technical assistance with the Secretariat of the Association of Southeast Asian Nations (ASEAN) which is funded by the German government, (2) updating three of his books on a rotating basis, as well as chapters in edited anthologies, (3) work on a co-authored book on leadership in business, (4) analyzing municipal WiFi successes and failures, (5) examining the concrete competencies related to crisis management, and (6) exploring the historical links between policy experience and competence in disaster management of U.S. presidents. Beyond his involvement in ASPA, NASPAA, and other professional organizations at the national level, he has been extremely active with the local ASPA chapter, serving as President in the 2007-08 cycle, and receiving the 2009 Inland Empire ASPA Chapter Educator of the Year Award. Dr. Kimberly Collins joins the faculty as a tenure-track faculty member in the fall of 2009. She has experience in the California State University system (San Diego State, Imperial Valley campus) which will ease her transition, and a desirable focus on border studies and issues related to Hispanics. 81

Professional interaction It should be noted that core faculty members engage one another in both formal and informal exchanges. Building and maintaining strong communication lines is understood to be an essential norm to the delivery of a high quality graduate program. To this end, faculty members form partnerships, collaborate with one another, or develop initiatives to enhance their knowledge and professional development as well as that of the graduate students. For example, Clarke and Baker engaged in formative discussions of an international seminar with respect to the U.S. economy. Van Wart proposed that the core faculty collaborate on a textbook for an undergraduate course on business-government relations. Kress, Van Wart, Baker, and Ni attend the local ASPA chapter. Many of our graduates are also members of the local association. These collaborations include adjunct faculty, too. Dr. Audrey Mathews, formerly a FERP faculty member, continues to teach in the MPA program. She developed some of the core courses for on-line delivery. During this period, she and Baker shared their online material with each other for the PA615 course. In addition to the responsibilities of a funded research project, Young facilitated faculty retreats to consider the Department s strategic direction, as well as serving as a mentor to junior faculty. Consistently, Student Exit Survey results favorably rank exposure to widely diverse viewpoints and regularly laud the multifarious frame of reference noted in the core faculty. B. Core Faculty Summary Listing CORE FACULTY Name Rank & Title Tenure Status Administrative Unit Degree & Field Baker, David Assist. Professor* Tenure track Public Administration Ph.D., Public Administration Clarke, Michael Professor (FERP) Tenured Public Administration Ph.D. Political Science Kress, Guenther Professor (FERP) Tenured Public Administration Ph.D. Public Administration Ni, Anna Assist. Professor Tenure track Public Administration Ph.D., Public Administration Van Wart, Professor & Chair Tenured Public Ph.D., Public 82

Montgomery Administration Administration Young, Clifford Professor Tenured Public Administration Ph.D., Public Administration * Will be an Associate Professor starting in the fall of 2009. C. Teaching Assignments The following table lists MPA program core faculty teaching assignments during the self-study year and the preceding year. Because the table includes AY2007/08, Drs. Christie, De La Torre and Mathews are listed. In AY2007/08, they were core faculty members. Their status was mentioned in Standard 2.0. Graduate-level Courses Taught by Core Faculty Name Academic Year Course # Course Credits Baker 2007/08 516 Fall 4 664 Winter 4 2008/09 663 Fall 663 Winter 615 Spring 664 Spring Christie 2007/08 564 Winter 662 Spring Clarke 2007/08 662 Fall 611 Winter 4 4 4 4 4 4 4 4 Title Public & Non-Profit Mgmt. Mgmt. Of Public Orgs. Public Budget & Finance Public Budget & Finance Public Financial Mgmt. Mgmt. of Public Orgs. Local Public Administration Human Resources Mgmt. Human Resources Mgmt. PA Theory & Practice De La Torre 2008/09 557 Fall 662 Fall 611 Winter 662 Winter 2007/08 540 Fall 542 Winter 641 Winter 642 Spring 4 4 4 4 4 4 4 4 Public Sector Labor Rels. Human Resources Mgmt. PA Theory & Practice Human Resources Mgmt. Tribal Mgmt. Tribal Govt. Gaming Federal Indian Law Policy/American Indians Kress 2007/08 611 Fall 663 Fall 4 4 PA Theory & Practice Public Budget & Finance 83

Name Academic Year Course # Course Credits 664 Spring 4 664 Spring 4 2008/09 630 Fall 630 Spring 4 664 Spring 4 4 Mathews 2007/08 590/619 Winter 615 Spring 617 Spring 4 4 4 Title Mgmt. of Public Orgs. Mgmt. of Public Orgs. Program Evaluation Program Evaluation Mgmt. of Public Orgs. Diversity & Public Orgs. Public Financial Mgmt. Mgmt. of Local Econ. Dev. Ni 2007/08 590 Fall 603 Winter 603 Spring 4 4 4 Seminar in PA Research Methods in PA Research Methods in PA 2008/09 590 Fall 603 Spring 4 4 Seminar in PA Research Methods in PA Van Wart 2007/08 2008/09 575, 3 sections 590 Spring 672 Summer 672 Spring 4 4 4 4 Internship Admin. Leadership Admin. Regulation Admin. Regulation Young 2007/08 2008/09 (Resumes teaching 2 courses per year in fall 2009) NA NA D. Normal Faculty Course load The normal course load per academic year for tenured/tenure-track faculty members is 12 units per quarter, 36 quarter hours per academic year or 3 courses per quarter, 9 courses per academic year. Discretion is given to College deans and the Vice President for Academic Affairs in assigning non-teaching workloads within the 84

framework of the California Faculty Association MOU. The University routinely assigns faculty to perform University-wide functions in lieu of one or more classroom assignments. The College's "Assigned-time Program" allows faculty to complete professional and instructionally related projects in lieu of one or more classroom assignments. The following table shows the full-time faculty service and research assigned times during the self-study year. Course Load and Assigned Time Faculty Member Regular Reassigned Time Teaching Load Baker, David 9 courses 2 courses for undergraduate advisor 1: Research reassign 1: Academically qualified status (special one-time) Clarke, Michael 4 courses None Kress, Guenther 3courses None Ni, Anna 9 courses 2 courses per contract as new faculty 1: research reassign time 1: academically qualified (special one-time) 9 courses Chair reassign: 5 courses Graduate advisor: 1 reassign Van Wart, Montgomery Young, Clifford 9 courses University reassignment of 100% to IPA project (resumes teaching two courses in 2009-10) E. Other Full-time Faculty None 5.2 Professional Qualifications All core faculty members (100 percent) hold earned doctorates in public administration or political science. 85

5.3 Practitioner Involvement A. Instruction by Practitioners The Department values the contributions made to the program by a widely diverse group of professionals. These contributions include teaching on a part-time basis, serving on our Program Advisory Board, and assisting the program with special events, projects and functions. Our location provides us with a great network of exceptionally qualified part-time faculty members to teach our graduate classes. Included among these professionals are a city manager and county executive officer, numerous county and city department heads, consultants, lawyers, and a senior lecturer for the U.S. Navy. There are experienced officials in the areas of public works, government finance and accounting, human resources management, emergency management, and economic development. The summary listing of practitioner profiles is at the end of the Standard 5.0 section. Finally, we are well acquainted with practitioners from throughout Southern California who can be counted on to assist us whenever we organize special programs and events or are involved in a variety of other functions. Many of these practitioners are alumni, and many others we have gotten to know through being active or proactive in this area. Examples of assistance we have received include recruiting students for the MPA program, participating with faculty on research projects, and presenting guest speakers. Table of Practitioners Utilized Academic Year Total No. MPA Courses Taught Required Courses % Elective Courses % Total No. Courses Taught by Practitioners Courses Taught by Practitioners % 2007-2008 37.312.57 17.46 2008-2009 41.54.82 27.66 Summary Listing of Practitioner and Part-Time Faculty Teaching Percentages An unexpected resignation in the summer of 2008 (in addition to a retirement) challenged the Department s ability to cope in the short term. Fortunately, the Department simultaneously received authorization to search in the 2008-09 year and 86

completed a successful search for a full-time, tenure track assistant professor. Dr. Collins will officially start in fall 2009. With a new faculty member and with Dr. Young returning to the classroom, the Department will again be well within the 50% core faculty standard in 2009-10 (i.e., the current schedule projects a part-time rate of about 30%). B. Practitioner Involvement Practitioners involved in the MPA program serve as guest lecturers in our various courses, on our MPA program advisory board, and as informal mentors to our students. 5.4 Faculty Quality The Department, College, and University are all committed to the belief that promoting faculty quality is an ongoing responsibility that takes both the dedication of the faculty itself, as well as the provision of resources, such as development funds for travel to conferences or research locations, and reassign time. Some concrete examples of the support of faculty resources at the Department level (via special projects) include the former NAVSEA project, which provided large development grants for every online class developed (most core faculty took advantage of the opportunity), and the ongoing Corona Cohort, which provided core faculty with $2000 stipends for professional development purposes. At the College level, faculty members are eligible for both professional development funds ($2000) as well as reassigned time, following the acceptance and publication of approved peer-reviewed articles. Non-competitive summer research support is also provided by the College for newly-recruited faculty. Finally, the University provides funding for reassigned time, staffing, expenses, or summer salary through an extensive number of mini-grants generated from various offices. All of these professional development opportunities have been extensively utilized by the core faculty. The commitment by faculty members to continually develop and offer up-to-date courses has been particularly notable in the creation of hybrid and online classes which are considered state-of-the-art. The professional development demonstrated by the faculty has been reflected in the extent of their travels. In the past four years, members of the core faculty have travelled to Austria, Germany, Spain, Switzerland, Bulgaria, Indonesia, various African nations, 87

and Tunisia to conduct research, make special presentations or attend professional conferences. As is shown below, our faculty continues to be extensively involved with professional, non-profit, and government agencies, as well as within the many facets of our own University. A. Faculty Data Sheets Faculty data sheets for all core faculty members are provided in Volume II, Section 1 of the self-study report. B. Promotion and Tenure Institutional Criteria for Promotion and Tenure of Faculty The procedures for promotion, tenure and maintaining quality teaching standards are contained in the Procedures and Criteria for Performance Review and Periodic Evaluation. The tenure and promotion procedures are typical of those used at major universities across the country; there are no anomalous practices. Eligibility for Promotion and Tenure 1. Tenure. The President or designee may award tenure to a faculty member after a six-year probationary period. Upon application by a candidate and consideration of positive recommendations from evaluation committees, Department Chairs, and/or College Dean, the President or designee may award tenure before the end of the six-year probationary period. Tenure shall be effective at the beginning of the academic year succeeding the year in which tenure is awarded. 2. Promotion. Promotion of a tenured faculty member shall normally be considered during his/her fifth year of service in the same rank. Upon application, and following consideration of positive recommendations from evaluation committees, Department Chairs, and/or College Dean, a tenured faculty member may be promoted to the rank of associate professor or professor prior to the fifth year of service in the same rank. The President or designee shall notify the faculty member in writing of the final decision on promotion no later than June 15. 88

Periodic Evaluation Periodic evaluation is the process whereby faculty members who are not subject to performance review are evaluated. Those subject to periodic evaluation include temporary part-time and temporary full-time faculty, and first, third and fifth year probationary faculty. Third and fifth year faculty applying for early tenure and/or early promotion will be subject to performance review and therefore periodic evaluation will not be necessary. Periodic evaluation will also not be necessary for third and fifth year faculty members subject to performance review as a result of notification by the President or designee. Post-tenure review is on a 5-year cycle as well. The purpose of evaluation is to develop and maintain high quality faculty who are intellectually and professionally active and who communicate effectively with students. Peer evaluation occurs at the Department, College and the University level. In addition, evaluation includes administrative review. Peer judgment is vital to any evaluation process designed to maintain high academic standards. Student evaluation is necessary for assessment of teaching effectiveness. Accordingly, the following sources of information are used in the process of evaluation: Faculty Activities Report (FAR) Student Evaluation of Teaching Effectiveness (SOTE) and/or Senate-approved alternative student evaluation instruments Classroom Visitation Reports Other documents placed in the file The evaluation process is designed to provide constructive guidance to the faculty member in achieving intellectual growth and professional development to ensure the protection of faculty, student, and institutional interests. Decisions and core faculty participation regarding promotion and tenure are made in accordance with the University's "Procedures and Criteria for Performance Review and Periodic Evaluation" Revisions II, April 2001 (Volume III, Section xx). The Department faculty elects a departmental evaluation committee to review non-tenured faculty and those eligible for 89

promotion. The Department Evaluation Committee is be composed of three tenured elected faculty, two of whom must be at the rank of Professor and the third is a Professor or an Associate Professor who is not presently being considered for promotion. The committee elects a chair that holds the rank of Professor. As part of the evaluation process, a faculty member will be visited in class by two tenured departmental colleagues, of a rank equal to or higher than that of the faculty member to be visited. If necessary, visitors may come from related academic disciplines. After the visit, each visiting colleague shall complete the Classroom Visitation Report form and present it to the faculty member visited. At this time, a post-visit discussion shall take place concerning the contents of the report and suggestions for improvement. The faculty member visited and the visiting colleague shall sign the Classroom Visitation Report. The report of the Evaluation Committee then goes to the College, the College Dean, the Provost and the Vice President for Academic Affairs, and the President. Performance Review One of the goals of the performance review is to ensure excellence and the sound academic balance of the University s instructional faculty. The criteria for excellence consist of a blend of excellent teaching, active and substantive professional growth, and professional service to the University and/or community. These criteria shall be applied to all persons seeking retention, tenure and/or promotion as members of the tenure track faculty and to all faculty subject to periodic evaluation. Areas of Evaluation 1. Teaching Effectiveness. The primary function of California State University is the provision of instruction. Direct objective evidence of teaching effectiveness is crucial to the overall evaluation process. Effectiveness shall be evaluated by the quality of performance of the faculty member in varied aspects of instruction. These may include, but are not limited to, classroom instruction; studio instruction; laboratory instruction; supervision of individual projects; and supervision of fieldwork. Primary sources for evidence concerning the quality of instruction shall be: (a) Faculty Activities Reports (FAR) 90

(b) Classroom Visitation Reports (c) SOTEs and/or alternative teaching evaluation instruments (d) Syllabi (e) Major Assessment Instruments (for new or revised courses) Quality of instruction shall be evaluated in the following areas: (a) Command of Subject Matter (b) Organization of Instructional Materials (c) Effectiveness in Instruction (d) Academic Assessment of Students 2. Professional Growth. A certain level of professional activity and growth supports not only the primary mission of the University, but of the College and this Department as well. Continued professional growth provides a means whereby excellent, up-to-date and enriched teaching benefits the University as a whole. The Department Evaluation Committee and the Department Chair must evaluate each item submitted in the area of professional growth. They must also address the significance of the contribution and the quality of the form in which it is presented; i.e., a publication, a paper or presentation, a work in progress, etc. In addition, if the contribution consists of professional activity such as a consulting, participation in a professional organization, or grant and award, the committee and chair must assess its significance and clarify the relevance of the format. The following is a list of professional activities that should be regarded as exemplary in nature, but is not to be limiting, definitive or prescriptive in its order: Receipt of a fellowship, grant, contract, award, prize, or other indication of professional recognition. Active participation in seminars, conferences, meetings or other activity leading to professional growth. Continuing education, retraining, and the development of new skills relevant to one s current or potential assignment. 91

Presentation at professional meetings dealing with research, or investigative activity. Publications, such as books or texts, journal, periodical or other type of academically specialized form. Active leadership and/or service in recognized professional societies. Consulting, whether paid or unpaid, of a professional nature. Editing, reviewing, indexing, abstracting or performing other editorial work for professional or scholarly publications. 3. University and/or Community Service University Service In addition to demonstrated teaching effectiveness and continued professional growth activity, faculty members must also participate in professionally related service to the University and/or community. Service to the University and/or to the community shall be demonstrated by appropriate documentation. The following list provides examples of items that may be used: Active participation in service to and/or governance of programs, departments, Colleges, the campus and/or the University System. Attendance and active participation at program, department, and college meetings. Active participation on committees at all levels of the University and the University System. Participation in educational equity programs and activities. Authorship of documents, reports or other materials pertinent to the University s mission or operation. Advisor or sponsor to student groups on campus. Assisting with grants, documents, contracts, proposals, reports or other materials pertinent to the University s mission or operation. Active participation in program, Department, College, Campus and/or Universitywide Advisory Groups. Completion of classroom visitation reports. Academic and/or career advisement of students. 92

Community Service Service at local, state, federal or international government levels. Consultant to community service groups. Media presentations such as interviews, articles, speeches, or other presentations in newspapers, magazines, radio, television, or film. Lectures, speeches, talks, presentations, and/or displays given to schools, community groups, or the University community. Active participation and/or office holding in civic, educational, service, or humanitarian groups. Participation in community partnership activities that enhance social, economic and cultural conditions. Recent Departmental Experience Dr. David Baker became eligible for tenure and promotion to Associate Professor during the self-study year. He was awarded tenure and promotion to Associate Professor, effective September 1, 2009. 5.41 Instruction A. Quality of Instruction We can point to three objective measures of instructional quality and one informal method of monitoring instruction. The first, Student Evaluations of Teaching Effectiveness (SOTEs) are conducted in every class for part-time faculty, in approximately four classes per year for untenured faculty and in at least two classes per year for tenured faculty. These evaluations provide the standard assessments on teaching effectiveness, as well as highly useful open-ended comments. Student evaluations are an integral element of all faculty evaluations. In the case of part-time faculty, evaluations are carefully monitored by the Chair on a quarterly basis, and reviewed annually by the entire core faculty in a special faculty meeting. In the case of untenured faculty, the mastery of teaching competence is pivotal to the successful award of promotion and tenure. In the case of tenured faculty, the promotion to full professor is again still highly 93

dependent on excellent teaching. The 5-year periodic reviews of tenured faculty also rely heavily on the quality of teaching performance. Problems on SOTEs or generally negative evaluations result in immediate consultations with the chair regardless of faculty status, and sometimes result in nonrenewal of part-time faculty. Because of the attention given to teaching quality and the SOTE evaluations, the ratings reflected on them is consistently from good to excellent The Student Exit Survey is the second instructional quality instrument used by the Department. It is administered to all graduating MPA students. On a five-point scale (Outstanding, Good, Average, Below average, Inadequate) AY2008/09 graduating students rated all elements directly related to teaching quality from 4.7 to 3.8. Below is a table of ratings for the six teaching quality elements for the self-study year and three preceding years. Evaluation of all MPA instructors (Core and Part-time) Student Exit Survey AY2008/09 and three preceding years Teaching Quality on a 5-Point Scale 2008/09 n = 37 2007/08 n = 28 2006/07 n = 43 2005/06 n = 41 Exposed to a variety of points of view 4.5 4.5 4.24 3.96 Preparation of your professors for class 4.3 4.3 4.1 3.97 The faculty s knowledge of their respective subjects 4.7 4.7 4.42 4.5 Ability to communicate clearly 4.4 4.2 4.2 4.3 Effective use of practitioners in the classroom 3.8 3.8 3.74 3.93 The fairness of grading systems used 4.4 4.1 4.21 4.2 Copies of the Student Exit Survey results are maintained in the Department s office for the visitation team s inspection. Another objective measure that is used in conjunction with all part-time instructors and untenured faculty is the class visitation schedule. All part-time faculty are reviewed on a rotating basis, generally with all new faculty or new courses being visited 94

for an hour or more. There must be a pre-visit conference to orient the visitor and provide them with the syllabus, examples of class materials, and a brief orientation about the context of the teaching situation to be experienced during the visit. Post-visit conferences are opportunities to jointly review the report. The visitation report follows a required comprehensive format that examines all major aspects of the class. The report becomes a part of the official file for all but first quarter tenure-track faculty. The Department of Public Administration is especially rigorous in conducting the class visitation process which, in addition to ensuring basic instructional quality, provides innumerable side benefits to both the visitor and visitee related to instructional ideas, curriculum comparison, and even collegial cohesion. A final informal measure of teaching success is ad hoc student feedback. While positive feedback is gratifying and useful, it is the negative feedback which provides opportunities for improvement and collegial intervention. While faculty have extensive faculty rights, student complaints provide the opportunity to problem-solve individual cases or identify trends that the Department needs to address. Student complaints do not always identify teaching problems but sometimes identify problems that students themselves are having across classes or that may have programmatic concerns. For example, concerns by better students several years ago, after experiencing frustration with other students in small group settings (in conjunction with faculty concerns), led to the increase in admissions standards this upcoming year. B. Workload Policy Current faculty workload policy is defined as nine (9) courses per academic year, usually broken down into three (3) courses per quarter at campuses using the quarter system. An academic year is defined as a ten-month academic year running from September to June. Summer quarter is not a part of the normal course load. In addition, the University uses weighted teaching units as a basis to determine time base for appointments and benefits eligibility. Individual faculty member workload is governed by the CSU collective bargaining agreement with the California Faculty Association. Each faculty member has the right to negotiate a workload that recognizes the department s needs and member s professional responsibilities. The procedure used in the Department 95

of Public Administration to allocate courses is collegial and consensus-based. Class assignments are made at department meetings scheduled for this purpose, but may be changed depending on enrollment, assigned times, grant funding and special conditions facing academic divisions. Part-time or adjunct faculty may teach one or more courses in accordance with letter of appointment. They also are required to hold office hours for student consultations. Generally, they do not participate in committee assignments or advising, nor do they have other major academic responsibilities. C. Class Sizes CLASS SIZES* Number of Course Sections Class Size AY2008/09 AY2007/08 AY2006/07 AY2005/06 1 9 13 13 21 13 10 19 13 19 21 15 20 29 25 17 10 10 30 39 4 2 3 4 40 49 0 0 1 0 Over 50 0 0 0 0 *Includes internship, independent study, comprehensive examination and graduate research projects. (Source: Office of Institutional Research, CSUSB, 317 File) D. Actual Credit-Hours Taught Core Faculty Name Credit Hours Taught* AY2008/09 AY2007/08 Grad **Undergrad Total Grad Undergrad Total Baker, D. 16 4 20 4 20 24 Christie, C. 4 12 16 Clarke, M. 12 4 16 12 4 16 Kress, G. 12 0 12 16 0 16 Mathews, A. 12 4 16 Ni, A. 4 16 20 8 16 24 Proudfit, J. 8 12 20 96

Van Wart, M. (+ supervision courses, e.g., comps., internships, etc.) 4 (10) 8 (36) 12 (46) 8 (8) 8 (32) 16 (40) *Department core faculty does not teach continuing education courses. **Undergrad 300 to 500-level courses include internships and independent study. (Source: Academic Scheduling, Faculty Assignment by Department Report, AY2008/09 and AY2007/08) 5.42 Research California State University has a comprehensive institutional context that emphasizes teaching, with less emphasis on research and other scholarly pursuits. Even given this environment, wherein the heavy teaching workload is often a constraining factor, the Department of Public Administration faculty is extensively engaged in individual and collaborative research projects, scholarly review, writing, and publication activities. The faculty is noted for its ability to pursue aggressive research agendas that are effectively integrated into the classroom, truly providing a diverse and comprehensive educational experience for all MPA students. Adding to the extensive record of publication, research, and conference presentations, during the self-study year the core faculty have published three articles in peer review journals, developed faculty member collaboration on a major research project funded by the U.S. Army, and continued individual research on topics ranging from outsourcing decisions to local government trainee programs. The MPA faculty also has engaged in international conference presentations. The following discussion of individual faculty member activities is meant to highlight the research efforts and publications as well as service listed on the faculty data sheets in Volume II. David Baker is engaged in teaching, research and service activities as an associate professor (effective Sept. 1, 2009). He is an outstanding example of what it means to be a pracademic. Baker s research is on topics of basic importance to public sector finance, training or IT professionals as well as teachers. One of his current research projects is on e-government benchmarking theory. Another is on a theory of user charges and fees. The publications listed on the Faculty Data Sheet also reflect an amalgam of experience with 97

a theory-based perspective. He lists publications on e-government, fiscal issues, staff work development, budgeting, and risk management among others. There are peer review articles, books and teaching workbooks as well as instructors guides. His most recent published article, Advancing e-government performance in the United States through enhanced usability benchmarks, was published in the journal, Government Information Quarterly, in 2009. Michael Clarke is one of the two FERP core faculty members. His research, writing and publications span decades of work and add a global, political and historical perspective to public administration. His most recent writing is on topics related to emerging global forces, international governance practices and political-administrative institutions. The article, Globalization and State Sovereignty in the US, documents the threats to US state sovereignty as a result of NAFTA decisions effecting international law (Review of Public Administration, Sofia, Bulgaria, 2004). It is at this level of discussion that Clarke approaches his research and writing. He brings this discussion into the classroom where students may better understand the global-local nexus. Also listed on his Faculty Data Sheet are conference papers written for international academics. Guenther Kress is the second FERP core faculty member. He has continued his research and writing on program evaluation, organizational and organizational management issues. The most recent work is related to the policy-implementation theoretical relationship and program evaluation theory. On-going research projects include an investigation of California State government s role in promoting international trade. In 2005, in collaboration with another CSUSB faculty member (Randi Miller), he published an article on the same subject. Other collaborative research projects and writings include a conference paper, Determinants of Success and Failure in Social Services Program Outcomes: The Pivotal Role of Clients Attitudes and Predispositions towards Behavior Change, presented at the XVI ISA World Congress of Sociology, 2006. Other work includes research on policy barriers to the generation and dissemination of actionable intelligence and organizing workshops on the same subject. Anna Ni is the latest member to join the public administration faculty. She is eagerly starting her academic career and is intensely engaged in research, writing and publishing. Quite amazingly, she already has two articles in Public Administration 98

Review and one in the American Review of Public Administration. Her most recent publication is an article, Fiscal Conditions, Political Interests, and Service Outsourcing Decisions: The Case of Georgia Counties. It was published in Municipal Finance Journal, 2009. Past article publications were collaborative projects covering subjects related to e-government and contracting out, performance reporting, and contract cities among others. Among the book chapters is an entry on the Digital Kiosk for Encyclopedia of Digital Government, also a collaborative project. One of Ni s current research projects is on public-private partnerships in transportation. This project is sponsored by the Leonard Transportation Center based at CSUSB. Montgomery Van Wart has published extensively in the period under review despite his administrative and teaching responsibilities. Listed on his Faculty Data Sheet are publications in the journals Administration and Society, Public Administration Review, Journal of Public Affairs Education, and Public Integrity. Research published or in queue since 2006 includes 2 newly authored books, plus the second and upcoming third edition of another, 6 peer-reviewed articles, and 6 non-refereed articles or book reviews; that is a total of 16 individual research products. Clifford Young is distinguished for his research work in innovation and public policy analysis. His expertise in this field provides the MPA program a significant knowledge base that provides opportunities for the faculty to advance in their own work on state-of-the-art use of modern technology. At present, Young is principal investigator of a multi-million dollar research project, in joint collaboration with the U.S. Army Research Laboratory. Among his publications are reports on conceptual issues related to the theory, research design and implementation of projects at the forefront of web-based information systems. He also published a book, Research Methods for Public Managers, in 2001. 5.43 Experience and Service All faculty members are heavily engaged in professional activities. As mentioned previously, David Baker is a former California county administrator who started his public service career as an intern for the City of San Diego Public Works Department, in 1973. He retired from public service as the appointed County Administrator, County of 99

Tuolumne in 1991. In this 18-year career, he moved up the ranks of several administrative organizations with responsibilities in law, justice, human services, and affirmative action, and culminated his career with the top position of county administrator. He continues contact with public administrative organizations through consulting on a pro bono basis. On his Faculty Data Sheet are listed numerous consulting or advisory activities with local Inland Empire city and county agencies. His public service activities related to the academic world include serving on The Public Manager editorial board and many conference presentations. In addition, he remains active in discussions regarding the career preparation and development of faculty members at CSUSB and Arizona State University. Baker serves on University, College and Department committees. Among them are the University s Teaching Academy, College Scholarship Committee, and Department Undergraduate Coordinator. Michael Clark s most recent professional experience and consulting are associated with work done in 2005 in Bulgaria and Afghanistan. He continues as advisor to organizations of Bulgarian civil society, working in political and administrative institutional development. In Afghanistan, he was a member of a team of Indian and Japanese academic colleagues that did a baseline study at Kabul University in preparation for a possible graduate program in public administration. On the local scene, Clarke maintains his long-held position as a board member of an advisory group to the Arrowhead Credit Union. He has held this position since 1998. His public service activities include membership on several Department committees. Among those assignments are those of Chair, Ad Hoc Adjunct Review Committee and Coordinator, Chair Evaluation Committee. Guenther Kress is involved in Inland Empire local government activities as an advisor (pro bono) to various city and county management personnel. He remains in close contact with former MPA students, follows their careers and generously provides insight and time to advise them as they work through their own professional challenges. His professional background includes practitioner experience as a project manager of consulting activities done in the late 1990s to early 2000. Regarding his academic service, Kress is a reviewer for two academic publications, Birkdale Publishers and Sage Publications. At CSUSB, he serves as a faculty advisor, Office of Technology Transfer 100

and Commercialization. At the Department level, Kress serves on several committees and is the Department s Advisory Board Coordinator. Anna Ni has experience in middle management in China. There, she served in the capacity of both personnel manager and human resources manager. She gained more practical experience in the United States as she pursued two master degrees at Iowa State University. She served as an intern for a state agency and city government, working on computer network analysis and a citizen budget survey. Her academic and professional associations include memberships in the Western Social Science Association, Association of Public Policy and Management, and American Society for Public Administration. Since joining the Public Administration faculty in 2007, Ni has contributed her time and energy to serve the College and Department as a member of several committees. Montgomery Van Wart joined the Public Administration faculty in 2005 as department chair where he continues to serve. He is the Associate Editor of Public Performance and Measurement Review, and serves on the editorial board of the International Journal of Theory and Behavior, Public Administration: Annual Editions, Public Integrity, and the Review of Public Personnel Administration. He also is active in the National Association of Schools of Public Administration and Affairs and the International Studies Association. In the Inland Empire, he was recently the president of the local American Society for Public Administration (Inland Empire chapter) and continues to be an active board member. On campus, he serves on several College and Department committees. Among these are his membership on the College Strategic Planning Committee and College Administrative Team (a consultative body to the Dean). At the Department level, he performs many service functions. The ones most directly related to the MPA program are those of MPA Graduate Coordinator and Corona Cohort Coordinator. Clifford Young is an experienced research project director, an expert in federal relations and held political office at the county level. As a University representative to governments, Young serves as a special assistant to the University President. He also is engaged in public service as a member of several governing boards of public and nonprofit agencies. Among them are the Governing Body of All Board-Governed Special Districts, Inland Valley Development Agency, and Local Agency Formation 101

Commission. Other service activities are performed for the College and Department. Among them are his service on the College Dean Review Committee, the College-level Faculty Evaluation Committee, and Department Adjunct Review Committee. 5.5 Faculty Diversity A. Diversity Plans The core faculty of six includes one Asian female, an African-American male, and a gay male; the seventh member to join the faculty will be a female. All recruiting follows the University s 1996 Faculty Recruiting and Appointment Manual which, among other things, requires that the Department and Dean consult on the kind of individual to search for in order to maintain or bring about balance and diversity among the faculty. University procedures also mandate the publication of new positions in multiple publications and the provision of extra funds for recruiting faculty from traditionally underrepresented groups. Our part-time faculty includes 41% who are African-American, Native American, Asian, and Hispanic, and 36% women. Representatives of various minority groups are well represented on our Program Advisory Board. In the Program Advisory Board Survey, the Board was asked if they thought there should be greater diversity on the board. The majority responded that the Board already is appropriately diverse. In the past four years in the core faculty, one white male and one African- American female retired and one Native American resigned. In the same time frame, one Asian female was hired. A second female, whose specialty includes Mexico-U.S. border studies, will join the core faculty in Fall 2009. B. Diversity Data Core Faculty Diversity* Faculty Tenure AA/EEO/ADA Rank Member Status A Asian-Female Assist. Professor Tenuretrack B Afro-American - Male Professor Tenured C Gay Male Professor Tenured *White female joins the faculty in fall 2009. 102

C. Faculty Searches Two searches were conducted for the core faculty within the past four years. All things being equal, there was a desire to supplement diversity with women and/or Hispanics. Drs. Anna Ni and Kimberley Collins accepted positions; they were both designated as the first choice among existing faculty members. While Dr. Collins is not herself Hispanic, her interest in topics related to Hispanic studies (i.e., border issues) and her fluency in Spanish was considered a major, and positive, factor in her selection. 103

Summary Listing of Practitioner and Part-Time Faculty Department of Public Administration Adjunct Faculty 2007-2009 Faculty Year Job Title/Agency Course Title Degree & Field Bathke, John Fall 2008 Winter 2009 Coordinator, Kumeyaay Community College PA540 Intro Tribal Mgmt/Governance PA641 Federal Indian Law & Admin BA, Yale University Near Eastern Languages/Civilization Juris Doctorate, UCLA Chandler, Phillip Dillard, John Dowling, Mark Graham, Ryan Harris, Maria Winter 2008 Fall 2007 Fall 2008 Fall 2008 Spring 2009 Fall 2007 Spring 2008 Mission Support, Ira C. Baker College for Prof Dev. Senior Lecturer, School of Bus/Pub Policy Naval Grad School Administrator, San Bernardino Econ Dev. Transportation Specialist, City of San Bernardino Retired faculty, Cal Poly Pomona, Public Administration PA671 Defense Budget Mgmt PA690 Advanced Topics, Govt. Systems Acquisitions PA590 Seminar in PA Planning PA603 Research Methods in PA PA680 Public Policy Analysis PA630 Program Evaluation PA611 PA Theory & Practice Ph.D., Auburn University Business & MS Human Resources MS, University of Southern California MPA, Cal State Fullerton, Urban Mgmt. & Planning MA, UC-Riverside, Political Science MA, UC-Irvine, Urban & Regional Planning Ph.D., University of Southern California Public Administration 104

Faculty Year Job Title/Agency Course Title Degree & Field Holliman, Al Fall Assistant City Manager PA680 Public Policy MA, Claremont Graduate 2007 Colton, Lancaster, Vista Analysis School Fall 2008 PA663 Public Budgeting & Finance Fall 2008 PA680 Public Policy Analysis Winter 2009 Lahsaiezadeh, Mo Fall 2007 Winter 2008 Clean Water Coordinator City of Oceanside PA615 Public Financial Mgmt. PA590 Seminar in PA Clean Water Mgmt. PA557 Public Sector Labor Relations Ph.D.,University of California Environmental Plant Physiology/Botany Leach, Russell Winter 2008 Chief of Police City of Riverside PA557 Public Sector Labor Relations MPA, University of Southern California Spring 2008 PA680 Public Policy Analysis Fall 2008 PA611 PA Theory & Practice 105

Faculty Year Job Title/Agency Course Title Degree & Field Lewis, Ronald Spring PA663 Public Budgeting & MPP, University of Michigan 2008 Finance Spring 2009 Consultant, Financial Mgmt., Program Planning/Dev PA663 Public Budgeting & Finance Winter 2009 PA615 Public Financial Mgmt. Mathews, Audrey Medina, William Nelson, Joan Spring 2009 Winter 2009 Spring 2008 Winter 2009 Retired faculty, CSUSB, Public Administration Adjunct Prof, Riverside Community College/San Bernardino Valley College Director of Research, Heart of Florida United Way Evaluation/Assoc Dir. For Community Partnerships PA615 Public Financial Mgmt. PA542 Tribal Gov. Gaming & Econ Dev PA568 Accounting for Govt. & Not-for-Profit Orgs. PA590 Seminar in Volunteer Management Ph.D., University of So.Cal. Public Administration Ph.D., UC-Riverside Native American History MSW, University of Central Florida Social Work Ready, David Winter 2008 Fall 2008 City Manager, Palm Springs PA672 Administrative Law PA564 Local Public Administration Ph.D., Wayne State University Public Administration/Political Science 106

Faculty Year Job Title/Agency Course Title Degree & Field Rudder, Joan Fall PA619 Diversity and 2008 Public Organizations Spring 2009 Consultant, Visual Communications Substitute teacher, Hesperia/Victorville PA643 Public Policy Issues & American Indians MBA, CSUSB Marketing MPA, CSUSB Public Administration (In Progress) Strout, Rhonda Winter 2008 HR Director City of Riverside PA662 Human Resource Mgmt. in the Public Sector MS, Chapman University Human Resources Toor, Paul Fall 2007 Director, Public Works City of Coachella Valleys PA628 Intergovernmental Administration MPA, CSUSB Townsend, Jennifer Troyer, James Spring 2009 Winter 2008 Chair/Professor Defense Acquisition Univ, Contract Mgmt. Director, Planning City of Rancho Cucamonga PA590 Seminar in Contracting PA521 Principles of Planning MPA, CSUSB MPA, CSU-Long Beach, Public Administration Spring 2008 PA611 PA Theory & Practice Uffer, Mark White, Carole Winter 2009 Winter 2009 County Administrative Officer, San Bernardino Adjunct faculty CSUSB PA664 Management of Public Organizations PA590 Seminar Public Administrators in the Policy Process MPA, Chapman University Health Administration MPA,CSUSB 107

Faculty Year Job Title/Agency Course Title Degree & Field Willis, Jill Winter B.B.K. Law Firm PA672 Administrative Law Juris Doctorate, 2008 University of Florida Spring 2008 PA620 Regulatory Structure, Policies, and Process in Water Law Spring 2009 PA620 Regulatory Structure, Policies, and Process in Water Law 108

STANDARD 6.0 ADMISSIONS OF STUDENTS 6.1 Admission Goals and Standards A. Mission, Assessment and Guiding Performance The general mission of our MPA program is to (1) provide our students with a solid, generalist educational experience that will enhance their employment opportunities, career advancement, leadership roles, ethical practices, commitment to democratic values, (2) promote and provide effective teaching, and (3) provide service to the regional public sector and non-profit communities and to the university. Our department is an aggressive recruiter of qualified graduate students from our primary service area (Riverside and San Bernardino Counties) who meet our selection criteria. Our evaluation of prospective students is based upon our judgment regarding their potential academic performance in our program, the specifics of which are summarized below under admission factors. B. Admission Process 1. Students must apply and qualify for admission to a graduate program by fulfilling University admission requirements. These requirements are in accordance with University regulations as well as Title 5, Chapter 1, Subchapter 3 of the California Code of Regulations. Specifically, a student is required to: a. have completed a four-year college course of study and hold an acceptable baccalaureate degree from an accredited institution, b. be in good academic standing at the last college or university attended, c. have attained a grade point average of at least 2.5 in the last 60 semester (90 quarter) units attempted, and d. satisfactorily meet the professional, personal, scholastic, and other standards for graduate study. (Source: 2008-09 University Bulletin of Courses) 2. After acceptance to the University by the Office of Graduate Studies, the student s file is forwarded to the graduate program selected. The Department of Public 109

Administration requires that the applicant file the following documents for evaluation for acceptance in to the MPA program. The admission factors were through the spring of 2008: a. have achieved an admission score of 2100 or above. The score is derived by the formula: Graduate Record Examination (GRE) score plus 400 times the grade point average (GPA) on the last 90 sequential quarter units (60 semester units) of course work (including postbaccalaureate course work), b. demonstration of competence in prerequisite courses or their equivalents. The courses are MGMT 306 Expository Writing for Administration, MATH 305 Statistics: Hypothesis Testing and Estimation or SCM 210 Applied Business Statistics, and c. a 200-250-word statement of reasons for wishing to pursue the MPA at CSUSB. In the fall of 2008, the University Curriculum Committee approved a new admission standard for the Department. That standard dropped the usage of the GRE which was deemed to discriminate against both minority and older students, but increased the GPA standard from 2.5 to 2.75 which was perceived to be a more equitable criterion. 3. Classification and admission into the MPA program: Admission to the MPA Program as Conditionally Classified: This standing pertains to students who must complete one or more of the MPA prerequisites. Students should not exceed 20 units in the MPA program while in Conditionally Classified status. Conditionally Classified students are held to any changes in the program that may occur prior to achieving Classified standing. Admission to the MPA Program as a Classified Student: When students meet all the prerequisite requirements, they are admitted as classified students. Part-time and Probationary Status Admissions: The requirements for part-time students are the same as those for full-time students seeking admission. Probationary students are brought into the program with GPAs of less than 2.5 but with the condition that they will be immediately dismissed unless they maintain a satisfactory GPA for the first quarter (normally stipulated as substantially above the normal 3.0 GPA required of 110

all students). There are few academic probation status admissions to the MPA program (only four in the three four years). There are no special admission policies, such as for non-traditional backgrounds, minorities, transfers, etc. C. Representation Ethnic and gender diversity in the CSUSB MPA program is extraordinary. In 2008, self-identified Latino, Black, Native American, and Asian-Pacific Islander make up 45% of the student population compared to only 39% self-identified White (allowing for 16% non-identified). 61% of the population was female in 2008. Using annualized data and blending the minority and ethnic groupings (see Table 6.3B) and disregarding the 11% unknown, the relative representation from most to least is: minority females (33%), white females (21%), minority males (19%), and white males (16%). Below is the self-identified ethnicity of the student body: Ethnicity Percentages MPA Program 2007 & 2008 Fall Terms Ethnicity Fall 2007 Fall 2008 Native American 3 1 Black 14 13 Latino 31 27 Asian-Pacific Islander 5 4 White 30 39 Unknown 16 13 NR 1 3 Positive Supportive Environment: Because women and minorities make up the overwhelming majority of the program, their needs set the tone of the program. The Department of Public Administration is housed in Jack Brown Hall, which opened its doors in 1993. The building meets all of the government s requirements for a physically challenged user friendly environment. Faculty members are particularly sensitive to the 111

physically challenged student by modifying course attendance requirements, allowing students to complete assignments at home, and by allowing students to use laptop computers in class to take notes, and complete in-class examinations. Furthermore, the faculty in class and outside of it generates a supportive environment. CSUSB is designated a Hispanic-service institution and the campus is located in a region with a diverse population; and, the MPA student body reflects this diversity. The MPA faculty is comfortable teaching a diverse student body and enjoys the greater complexity such a student body presents. Perceptions by minority and female students are carefully tracked on the Student Exit Survey as satisfaction with the quality of interaction outside of the classroom (See Volume 2). 6.2 Baccalaureate Requirement Undergraduate Degree: All students entering our MPA program must have earned either a baccalaureate degree from a regionally accredited institution of higher learning in the United States, or an appropriate and roughly equivalent academic credential from an institution of higher learning outside the United States. 6.3 Admission Factors A. Admission Factors While the primary admissions factors were the grade point average combined with the Graduate Record Examination as discussed above, perceived problems led to the abandonment of the GRE in favor of the GPA. The GPA requirement was raised from the unusually low standard of 2.5 to a standard closer to the norm, 2.75. Even so, it is probably slightly lower than most accredited programs. There is discussion about raising the GPA standard to 3.0, but such discussion will not mature until the ramifications of the fiscal crisis, cancelled admissions windows, and maintaining a critical mass of faculty have become more apparent. Academic motivation and personal qualifications are demonstrated through a 200-250-word statement of reasons for wishing to pursue the MPA at California State University, San Bernardino, and personal qualifications are considered as factors that will also contribute to successful completion of the program. We also consider significant 112

experiences before entering our program such as professional and organizational achievements and honors for exceptions. The key empirical factors are below. Summary Of Program Admission Factors-AY2008-09 to AY2005-06 2008/09 2007/08 2006/07 2005/06 Mean Admission GPA 3.09 3.31 3.19 3.12 Mean Admission GRE Score Mean Total Admission Score* 6.48 (discontinued) 1839 (discontinued) 914 853 933 2161 2107 2193 The data presented in the above table represent the total admissions scores for available data. In Standard 6.1.B, it is explained that students may be admitted to the program as Unclassified, Conditionally Classified or Classified status. A student admitted to the MPA program into the first two categories may not have taken the GRE exam when they were admitted to the MPA program. Thus, the data is representative of only those students who have reported scores for the GRE. A student s admission GPA, however, is always calculated prior to admission to the program. The following table reports minority, gender, part-time or full-time status of MPA active students for the self-study year and four preceding years. A student may be admitted into the MPA program in an Unclassified, Conditionally Classified, or Classified status. Admission status is determined by an evaluation of the admission factors. The table illustrated with V shaped enrollment pattern, with the bottom of the V occurring in 2006. It also illustrates the unusual diversity of the student population. 113

6.3 B Admissions Record MPA Program Active Students 2004/05 2005/06 2006/07 2007/08 2008/09 Minority Female: Part-Time 30 22 24 32 19 Unknown Female: Part-Time 2 1 4 6 4 White Female: Part-Time 17 15 16 16 13 Minority Male: Part-Time 13 11 16 21 19 Unknown Male: Part-Time 1 8 5 7 4 White Male: Part-Time 15 14 10 12 11 Total Part-Time Students 78 71 75 94 70 Minority Female: Full-Time 37 41 32 35 51 Unknown Female: Full-Time 4 8 6 11 11 White Female: Full-Time 14 16 13 20 32 Minority Male: Full-Time 19 23 12 11 22 Unknown Male: Full-Time 9 6 6 3 4 White Male: Full-Time 20 8 6 17 23 Total Full-Time Students 103 102 75 97 143 Total Active Students 181 173 150 191 213 Source: Office of Institutional Research NUMBER OF ACTIVE STUDENTS BY ACADEMIC YEAR. A STUDENT IS CONSIDERED ACTIVE IF ENROLLED IN AT LEAST ONE TERM PER ACADEMIC YEAR EACH RECORD IDENTIFIES A UNIQUE STUDENT IF STUDENT IS ENROLLED FOR 2 OR MORE TERMS PER AY HE/SHE IS ONLY COUNTED ONCE The following table provides the data related to the admissions process. A few preliminary notes are useful. The applicant category includes not only denies but also those who reapply because they have applied too late for a particular quarter. Denied applications are a relatively small percentage since students have a good sense of the standard before applying; the number reapplying or simply failing to complete the admissions process is relatively large. Note also that graduation follows several years behind admission. For example, there were only 43 new registrants in 2005-06 but there were 54 graduates. Likewise, in 2008-09 there were 83 new registrants but only 33 (estimated) graduates. (We anticipate an enormous graduating class in 2009-10). Further, students are typically active from two to five years before. For example, a student taking a single class per quarter, two prerequisites, and the comprehensive exam in a separate quarter takes five full years. Of course a significant number of students take leaves of absence or retake a class. 114

6.3 B Admissions Record ADMISSION STATUS FOR MPA Registrants=Students who enrolled in academic year that they applied. Minority Unknown White Minority Unknown White 2004.05 Female Female Female Male Male Male Total Applicants 46 6 16 28 6 22 124 Admitted 31 4 10 17 6 13 81 Probation 7 0 1 2 0 2 12 Registrants New 26 2 10 14 3 7 62 Registrants Return 6 0 1 1 0 3 11 Graduates 7 1 11 6 1 9 35 Minority Unknown White Minority Unknown White 2005.06 Female Female Female Male Male Male Total Applicants 47 14 23 24 13 14 135 Admitted 27 9 12 15 9 9 81 Probation 1 1 2 0 0 0 4 Registrants New 17 6 10 6 2 2 43 Registrants Return 2 1 0 5 1 3 12 Graduates 15 3 9 10 3 14 54 Minority Unknown White Minority Unknown White 2006.07 Female Female Female Male Male Male Total Applicants 43 4 12 32 7 9 107 Admitted 21 1 9 20 5 7 63 Probation 0 0 0 1 0 0 1 Registrants New 15 1 6 9 2 5 38 Registrants Return 4 0 2 4 2 1 13 Graduates 15 3 8 9 5 6 46 Minority Unknown White Minority Unknown White 2007.08 Female Female Female Male Male Male Total Applicants 52 14 32 47 9 33 187 Admitted 28 8 24 20 4 18 102 Probation 0 0 0 0 0 1 1 Registrants New 26 8 19 14 3 20 90 Registrants Return 2 1 1 2 1 0 7 Graduates 16 3 9 3 1 4 36 Minority Unknown White Minority Unknown White 2008.09 Female Female Female Male Male Male Total Applicants 55 9 33 50 6 19 172 Admitted 35 6 21 18 2 15 97 Probation 0 0 0 0 1 1 2 Registrants New 34 4 19 10 2 14 83 Registrants Return 1 0 1 3 0 1 6 Graduates SOURCE: Office of Institutional Research 115

The following table highlights admissions trends by female and minority status. Note that matriculation upon admission tends to be quite high with the exception of the minority male category. Same Year Admission and New Registrant Minority/Gender Status* AY2004/05 to AY2008/09 2004/05 2005/06 2006/07 2007/08 2008/09 Total Female Admitted 45 48 31 60 62 (100%) (100%) (100%) (100%) (100%) New Registrants 38 33 22 53 57 (100%) (100%) (100%) (100%) (100%) Minority Female Admitted 31 27 21 28 35 (68.8%) (56.2%) (66.7%) (46.6%) (56.4)% New Registrants 26 17 15 26 34 (68.4%) (51.5%) (68%) (49%) (59.6%) Total Male Admitted 36 33 32 42 35 (100%) (100%) (100%) (100%) (100%) New Registrants 24 10 16 37 26 (100%) (100%) (100%) (100%) (100%) Minority Male Admitted 17 15 20 20 18 (47.2%) (45.4%) (62.5%) (47.6%) (51.4%) New Registrants 14 6 9 14 10 (58.3%) (60%) (56.2%) (37.8%) (38.4%) *No data is available distinguishing students with physical disabilities; unknown ethnic students are excluded. The following table presents information on progression of active students to degree completion by minority and gender status. 116

Active Status Degree Completion Minority/Gender Status* AY2004/05 to AY2008/09 2004/05 2005/06 2006/07 2007/08 2008/09 Total Female 104 (100%) 103 (100%) 95 (100%) 120 (100%) 130 (100%) Graduated 19 (100%) 27 (100%) 26 (100%) 28 (100%) Not yet known Active Status 67 (64.4%) Minority Female 63 56 (61.1%) (58/9%) 67 (55.8%) 70 Graduated 7 (36.8%) 15 (55.5%) 15 (57.6%) 16 (57.1%) Not yet known Active Status 77 (100%) Total Male 70 (100%) 75 (100%) 71 (100%) 83 Graduated 16 (100%) 27 (38.5%) 20 (100%) 8 (100%) Not yet known Active Status 32 (41.5%) Minority Male 34 28 (48.5%) (56%) 32 (45%) 41 Graduated 6 (37.5%) 10 (37%) 9 (45%) *No data is available for students with physical disabilities. 3 (37.5) Not yet known C. Probationary Student Assessments Very few students are admitted on probationary status. Since AY2004-05, only 20 students were admitted on a probationary status. Of those, 12 were female (minority, white and unknown minority) with eight (8) minority female. The general policy of the Department is to refrain from use of probationary admissions to the MPA program. A student may be admitted on probationary status, however, if his or her academic record is weak but offset by very strong professional experience. Another possible factor that is considered is a special recommendation on behalf of the student by authoritative 117

person(s) who may believe the student s record does not adequately depict his or her abilities to succeed in a graduate program. D. Enrollment/Size of Program The data in 6.3B represented all students who registered in any quarter in a given year. The table below, while parallel in trend lines, only identifies the number of students in a given term, fall. This is the normal way in which program size is listed, e.g., 158 students in 2008. 6.3 D Enrollment/Size of Program Number of Students Registered in Fall Term Year Full-Time Part-Time Total Minority Female Disabilities 2008 129 29 158 77 96 2 2007 59 81 140 76 88 3 2006 71 39 110 64 72 1 2005 82 51 133 82 79 1 SOURCE: Office of Institutional Research 118

STANDARD 7.0 STUDENT SERVICES Student Services and Mission Advising students on their academic progress and counseling them on career issues is part of the work we do to achieve our mission. As stated in the mission, We are committed to helping our students enhance their employment opportunities, career advancement, leadership roles, ethical practices, commitment to democratic values, and service to their communities. The advising system developed by the Department provides clear and systematic feedback on academic performance and correction remedies should they be necessary. Both the core and adjunct faculty on a case-by-case basis provide career counseling. These efforts are enhanced by the participation of members of the Department Advisory Board who are practicing professionals with indepth information on trends, standards and norms of public management. Faculty-student interpersonal relationships play a positive role in advising and counseling students and impart the importance of fundamental public management principles. As students note in exit surveys, the faculty is available outside of the classroom and there are opportunities for social engagement with the faculty and other students. Such activities support our commitment to deepen an understanding of leadership roles, ethical practices and commitment to democratic values. The opportunity to form strong friendly connections to our students is highly valued by the faculty and students alike. Through these friendships the MPA program is able to form a community of like-minded professionals committed to serve the public. Assessments used to improve advising and appraisal is generated by the Student Exit Survey and informal conversations. Through these mechanisms, the MPA program has been able to improve its academic advising, program communications, and administrative support services. 7.1 Advisement and Appraisal A. Advising System New students receive an orientation to the MPA program at the start of their participation in it. New students are now required to attend as the orientation covers the 119

MPA program from academic standards to introduction of administrative staff. Returning students are also encouraged to attend so they may get up-to-date information on changes that may have occurred in the prior year. The MPA Graduate Advisor (at present, the Department Chair) informs students of his availability to advise on course selection or counsel on other academic or career matters. Every regular MPA faculty member who teaches in the program are required to hold regular office hours. Their office hours are distributed in their classes. Office hour schedules also are maintain in the Department office. Part-time faculty are required to be available before and after classes for student consultations. In addition, students are required to maintain a minimum grade point average of 3.0 or better. The MPA Graduate Coordinator formally notifies a student if their grade point average falls below 3.0 and the student is placed on probationary status. In those cases, the student is required to make an appointment to speak with the Graduate Advisor. Together, a plan is developed to assist the student bring up the GPA to the required average. Students are generally dismissed if their GPA remains below a 3.0 for two consecutive quarters. Another important advisement procedure is the requirement that the student file an approved graduate program with the Department. The plan is required to be filed after completing 20-quarter units. This plan is developed in consultation with the MPA office (staff and the Graduate Advisor), must be signed by the Graduate Advisor, and forwarded to the Graduate College to change the student s status. This formal process (advancement to candidacy) ensures that all students have completed the prerequisites, that the electives that they have taken or plan to take are approved, that they have a concrete plan of when they plan to take their remaining courses, and that any special issues are identified mid-program. Without being advanced to candidacy, students are unable to file a graduation check. On a quarterly basis, the MPA Graduate Coordinator sends out an advisement letter to every student. It is written in a pragmatic and down-to-earth fashion and functions as a succinct handbook. The letter always starts with topical updates and then covers basic information about advising, course load, career counseling, course sequence and important rules, advancement to candidacy, transfer of courses, requests for a 120

graduate research paper option, comprehensive examinations, unsatisfactory progress and dismissal, repeating courses, dropping and repeating classes, internships, the seven-yearrule and leaves of absence, and student conduct among other topics. A link to the latest MPA advising letter is on the Department s web site. There the Coordinator makes a brief statement regarding the value of the quarterly letter: You will find it very pragmatic and it will be worth your while to review it several times during the program to ensure that you are on track. Also, programmatic announcements are posted on the departmental website homepage. The majority of MPA students are in-service professionals seeking upward mobility within their current agency. Because of this, career counseling tends to focus on strategies for career advancement through skills development. All faculty on an ad hoc basis in the MPA program provides career guidance in classes and in one-to-one sessions. Added to this resource is the University Career Center. Here the student may get additional career guidance and employment information. Section C Std. 7.2, provides greater detail of the services provided MPA by the Career Center. The University has the Services to Students with Disabilities Center. The Center maintains a web site where students may get the information they need to find out if they are eligible for services. There are services for students with learning disabilities, deaf or hearing impairment, blind or visually impaired, mobility impaired, psychological or cognitive disabilities and temporary disabilities. The URL for the Services to Students with Disabilities Center is http://ssd.csusb.edu/index.html. This service is utilized by many MPA students. In addition, the Department of Public Administration maintains information brochures on the University s center. B. Financial Assistance Financial aid data are not available; however, there are a limited number of scholarships, assistantships, and internships available to MPA students. In addition, many of the in-service MPA students receive partial or full tuition reimbursement from their employers. Fortunately, because the tuition and fees are among the lowest in the nation (fulltime tuition for the self-study year was only $1,250 per quarter), financial 121

assistance is not as critical as it would be for elite and private institutions were it can be ten times as much. C. Student Attrition The Office of Institutional Research (OIR) aggregates various types of administrative and academic data for the University. When the University instituted new software, PeopleSoft, the ability to establish cohorts was significantly reduced. (Source: Dr. Ross Moran, Director, Office of Institutional Research).Without that capacity, a definitive ability to track cohorts was lost. Nevertheless, a rough approximation can be made using the data specified in section 6.1.B of the Self-Study Instructions with the caveat that there are several intervening variables that weaken validity. The OIR provides a new Registrant category which is a useful proxy of incoming students (the returning students category would double count them). In any given year, because of the lag time for graduation, the correlation is spurious. However, over a period of years, the rolling average provides a good indication of attrition. In the case of the four years under consideration (2005 through 2008), the new registrants were 259 and the graduates were 159, leading to a rolling attrition rate of 37%. We will have a very large graduating class in 2009-10 (probably the largest ever), but a much smaller new registrant group due to cancelled winter-spring admissions, so the attrition rate next year will decline slightly. Overall, we estimate our long-term attrition rate at about one third. While two thirds of the students graduate in a timely fashion, what happens to the one third who do not? The largest number of students who drop out of the program do so within one or two quarters. Some students begin to take classes but realize that they either want to focus in a different educational area, or more frequently, that the area is right but that they are not prepared to invest the necessary time and energy at this point or that classes are more rigorous than anticipated. A number of students drop out over the extended period of the program because life issues such as a new marriage or heightened responsibilities regarding children. They stop before making a larger investment of time and money. A number of students drop out because of work factors such as stressful, highly demanding jobs or a move to the private sector. Of course a 122

certain number of students move out of the area. Finally, a certain number of students leave the program because of poor performance. While a small number of students are dismissed from the program nearly every quarter, a portion simply fail to register after being put on probation. Although there are occasionally students who simply cannot do the work with the requisite quality, poor performance generally means that students are not putting in sufficient time into their course work. Because the basic tuition rate is the same for two or more classes, there is also a very strong incentive for students to take numerous classes. In order to monitor an orderly and reasonable progression toward degree, the Department has instituted a policy requiring permission for three or more classes starting in the fall of 2009. All student transcripts will be checked, and weaker students with excessive loads will be required to drop classes. Even before the case-bycase review, a handful of students have already asked for and received permission for three or four classes, several students been denied permission, and several students have been instructed to drop fall classes that they have signed up for (as a part of the advising process). 7.2 Placement Service A. Placement Assistance Job placement services are available through the University Career Development Center, which assists students in career planning by providing information and career related workshops, arranging for recruiters to come to campus and through counseling on career options. The Center also maintains a career library which contains a wide range of private sector and government agency career information, directories, "how to" books, company information and workshop video tapes, job postings, newspapers and general career related resource materials. Numerous full and part-time jobs are posted and updated in the center. The Center maintains a Website, careers.csusb.edu, which contains information on the range of employment available locally. It is regularly updated. In addition the Center runs two very large job fairs each year that attract all the major government entities, including the Federal Government. The Department of Public Administration also maintains a "jobs available" file separate from that of the University Career Center. 123

Those students seeking employment are assisted through an informal network of placement referrals. Alumni may also avail themselves of services offered by the Career Center for up to one year after graduation for free. After the grace period, students must joint the Alumni Association to qualify for services. B. Follow-up of Graduates The data presented in the Alumni Employment-2009 table below is based upon the known employment status of 2004/05 MPA program graduates and, although the number is small, is representative of the employment profile of our students. State and local government agencies are by far the largest employers of MPA students. This is not surprising given that the county seat and government center is located in the center of the City of San Bernardino just a few miles from the main campus. Many graduates also work in various governments in Riverside County. The University alumni surveys include degree holders who graduated five-years from the date of the current survey. Employment Status of Graduates MPA Graduates Alumni Employment 2004/05 2003/04 n = 15 n = 11 Federal Government 0 0 State or local government 11 10 Private industry or business 1 0 Self-employed 1 0 Elementary/secondary school 0 1 Postsecondary institution 2 0 Other nonprofit organization 0 0 Other 0 0 124

STANDARD 8.0 SUPPORT SERVICES AND FACILTITIES Support Services and Mission Support Services and Facilities add to the Department s ability to fulfill its commitment to provide exemplary and affordable face-to-face and online learning opportunities to students with diverse backgrounds, primarily from the Inland Empire region of Southern California. This firm commitment is carried out in the classroom in earnest each day, with up-to-date facilities and equipment. Outside of the classroom, our commitment is supported with up-to-date electronic access to online courses and resources for research, study, and network/communication opportunities. Graduate students are readily provided this ability to reach out across the nation and the world. This opportunity is provided at an affordable fee levied at the time of course registration. 8.1 Budget A. Budget Process At the beginning of each academic year, the operating budget is allocated to the Department based upon the number of full-time faculty members and Full-time Equivalent Student units (FTES). This is done in consultation with the Dean and all five department chairs in the College. Chairs have the opportunity to make special requests over and above the base allocation. Salaries for full-time faculty are distributed by the College Dean s office. Funds to support full-time faculty academic quality and professional development are allocated to departments. These funds are shown under items Teaching Excellence, AQ Faculty, and Dean s Peer Review Journal (PRJ) Awards. Full-time Equivalent Student funds are allocated by a formula used uniformly throughout the College. B. Budget Sufficiency The AY2008/09 Department budget allocation is $267,851. This amount is a significant increase from past budgets. Additional funds were allocated to cover higher salary expenses for part-time faculty, increased staff, and faculty research initiatives supported by the College. 125

Budget Allocation Department of Public Administration AY2008/09 to AY2005/06 Dept Chair Allocation* (reimbursement to Department) 2008/09 2007/08 2006/07 2005/06 $18,000 $18,000 $18,000 $16,200 FTES 2007/08 Actuals* $39,871 $11,259 $17,712 $8,800 FTES 2008/09 Targets* $18,680 $2,092 $24,530 Clifford Young Position Reimbursement* One Full Time Dept Secretary $102,132 $51,066 $48,960 $48,480 $44,460 $44,460 One full time clerical $29,438 $31,260 $29,168 $27,840 One Half-time clerical $11,040 Graduate Assistants $8,200 $8,200 $8,200 $2,960 Total $276,321 $170,357 $142,070 $100,260 O&E Allocation $5,525 $5,624 $4,622 $5,831 Teaching Excellence Allocation AQ Faculty Distribution $10,800 Dean s PRJ Awards (buyout)* $2,302 $2,343 $2,182 $1,670 $8,000 $8,000 $5,000 $2,000 Rollover from 2007/08 $22,322 $10,495 $36,588 $73,323 Total 2008/09 Allocation including $325,270 $196,819 $190,462 $183,084 rollover *Funds used primarily or exclusively to pay for part-time salaries. C. Salary Information Currently, faculty may be awarded salary increases in three manners. The first is through cost of living adjustments (COLAs) provided to all faculties. The specific amount is negotiated annually between CSU and the faculty union. The second manner is via Service Salary Increases (SSIs), granted annually, up to a maximum of eight steps 126

(2.5% within rank). The third manner is through Performance Salary Step Increases (PSSIs) that are awards of at least one step (2.5%), up to a maximum of five steps (12%), and are based on meritorious performance. Nucleus Faculty Salary Information Rank Number *Mean *Median Professor 4 $100,525 NA Associate Professor 0 0 0 Assistant Professor 1 $75,840 NA Instructor 0 0 0 8.2 Library Services A. Library Support The Pfau Library s primary mission is to provide access to information resources and services to support teaching and learning at CSUSB by building substantive collections and providing services to students and faculty in support of degrees offered. The CSUSB Library provides a broad range of services to all Public Administration students and faculty. According to L.O.C. classification numbers, the library houses well over 15,000 volumes in the area of Public Administration alone (J-JZ, Government and Political Science), and tens of thousands of additional volumes in other closely related disciplines including Law, Public Finance, Economics, Sociology, and Psychology. The Pfau Library was designated as a Federal Document Depository in 1999, providing important research opportunities for public administration students and faculty alike. The Library is continually adding and updating its collection, including its electronic resources and databases. Electronic databases and usage statistics are routinely reviewed and analyzed, and adjustments to the offerings regularly made as necessary. Recently, the library added Worldwide Political Science Abstract to its collection. The library provides access to periodicals in both physical and electronic formats. There are over 4,200 periodical offerings in the Public Administration area (Political Science/Government/ Public Affairs), including allied fields such as Administrative Law, Sociology, Criminal Justice, Social Work, Public Finance, Nursing Administration, Economics, Communications, and Business Administration. 127

The University library makes every attempt to provide access to Public Administration and government related materials located at other institutions. The library provides free Interlibrary Loan services to all students and faculty. In addition, the library has entered into agreements with 18 other libraries in San Bernardino, Riverside, and eastern Los Angeles counties (the Inland Empire Academic Libraries Cooperative, IEALC), greatly enhancing CSUSB faculty and student access to relevant materials. The system allows faculty and students enrolled in any member institution to use and borrow materials from the library of any other member institution. In addition, any California State University student can use any other CSU campus library. The Reference Department of the Library houses numerous workstations that provide access to the Internet and electronic resources. These computers are available on a first-come, first-served basis. Free wireless access to the Internet is available throughout the library for those with laptops. Additionally, the Reference Department houses a variety of traditional reference material, such as atlases, dictionaries, directories, encyclopedias, loose-leaf services, and U.S. and California legal collections. The Library also has media equipment available to utilize cassette tapes, DVDs, videos, and laser discs. In addition to traditional microfilm /microfiche readers, a microfilm reader/scanner is available. Importantly, most journal resources (and some book sources) are available to students off campus, via the Internet, simply by using their University ID number and last name. Many of these databases are helpful in identifying full-text and full-images of articles in periodicals, and reference materials, including encyclopedias. Online research is commonly utilized by students both on and off campus. B. Library Program Role Acquisition Faculty and librarians participate in developing and evaluating library collections. All requests for new journals, or cancellation of journals, are submitted to the Faculty Library Committee for recommendations. Each School is represented on the committee. Presently, an Accounting and Finance Department faculty member represents the CBPA. All Department of Public Administration requests are made through this representative. 128

Instruction At the CSUSB Library, formal instruction in library research methods and resources is provided for classes upon the request of any faculty member. The reference librarian staff provides instruction. These sessions are tailored to the specific courses and handouts are always provided. Research Librarians are available to provide guidance and assist faculty and students with their research needs. 8.3 Support Personnel There is one full-time Administrative Support Coordinator (ASC) in the Department of Public Administration. The ASC is responsible for providing support to both the program faculty and administration. The ASC functions as the office manager and is responsible for accounting and bookkeeping, personnel issues, as well as for extensive assistance to the MPA program and its students. A half-time Administrative Support Assistant (full-time in the self-study year) is responsible for MPA student related matters, such as student records, admissions, program plans, technical assistance with registration, book orders, and technical assistance for the online faculty. 8.4 Instructional Equipment A. Computer Support Campus computer support resources include hardware and software support and training opportunities. Half-day training workshops are conducted for faculty, staff and students. Each quarter, College faculty and campus computer staff conduct additional workshops that include panel discussions regarding the latest information technology. The College of Business and Public Administration is responsible for purchasing all hardware and software for faculty/staff offices and student labs, and it also provides any faculty/staff technical support. The College of Business and Public Administration provides access to all computer self-instructional labs and teaching classrooms located in Jack Brown Hall for MPA students. These labs are equipped with PCs uploaded with Windows and Microsoft 129

Office 2007 software. Computers in the self-instructional labs provide access to the CSUSB student server, to the campus library catalog, and to the Internet during open lab hours. Teaching Computer Laboratories Jack Brown Hall No. of Labs Hardware Software 7 P4 Level Processor or better Vista, Office 2007 1 Open Lab P4 Level Processor or better Vista, Office 2007 The operating system available in all teaching labs in CBPA is Microsoft Vista. The software that may be included is: Office Pro 2007w/SP2, SPSS 16.x, IE 7 or 8, Virtual PC, Adobe Acrobat Reader, or Visio. Assistive workstations for students with disabilities provide access to campus computing resources in student access labs in the Pfau Library, where there are several hardware and software adaptations for a variety of disabilities. Students with disabilities are provided with training for appropriate adaptations. Academic Computing and Media also supports the student access computer labs, designed to provide access to basic campus-wide supported software. The labs offer 230 computer workstations and provide students with free access to the Internet and campus e-mail services. The computer labs include scanners, Macintosh editing stations and laptop connections (docking stations) for printing and access to the Internet, and are open 7 days a week during the academic quarters. Student Assistants are available to provide support during open lab hours. Laptop connections are available in our student access computer labs for students who need a place to access the Internet or printing services. The Student Technology Support Center provides free one-hour workshops on campus-supported software and one-on-one assistance for specialty software, such as SPSS and assistive software. Faculty may reserve the training lab and bring their class for demonstrations of campus computing resources and online courses. Students may also reserve the lab for class projects and presentations. Graduate students will find technical support for thesis formatting and printing. 130

Faculty members may use student and teaching computer labs, if they so choose. However, faculty members have workstations in their offices which they may access around-the clock. All faculty computers have a P4 processor or better, and use Vista or XP and Office 2007. Other installed software might include SPSS, Illustrator, Photoshop, or ArcGIS. Faculty may also use their workstations to connect to popular databases located across the country. B. Audio-Visual Support Nearly all classrooms are equipped with overhead projection equipment and provide internet connectivity ( smart classrooms). The College employs three full-time technology support personnel to assist with individual faculty and instructional needs. The University provides state-of-the art distance learning capability through Blackboard and the Distributed Learning Network. The University s Distributed Learning Network provides coursework on-site, and online to off campus sites, including the Coachella Valley Campus located at the College of the Desert in Palm Desert, Victor Valley College in Victorville, and Palo Verde College in Blythe. The University s Academic Computing and Media Services provide access to a wide variety of instructional technologies, whether installed in a Smart Classroom or delivered to the classroom by staff. Other services, such as telecommunications and teleconferencing technologies, are also a function of Media Services. The staff maintains extensive audio and video, listed on the Library OPAC system, available for checkout by faculty and staff. Video editing equipment is available to customize or edit instructional projects and is frequently used by Public Administration faculty for online classes. Audio and video duplication is available within copyright guidelines. 8.5 Faculty Offices The Department of Public Administration is housed in Jack H. Brown Hall, an 133,700 square foot building, containing 169 faculty offices for its full-time faculty of 60 and as well offices for instructors. Every core faculty member has an assigned single occupant office. The Chair has a retreat office in addition to a regular office. All department faculty offices are equipped with a telephone and a computer workstation appropriate to the individual's abilities and needs. Each office is wired to support 131

telecommunications and on-line data systems, and all offices have windows. Office provisions are available for any part-time faculty who need them, and shared, part-time offices are available for those in need of temporary office space. 8.6 Classrooms Jack Brown Hall is the primary facility where MPA classes are held. Generally, all classrooms in the building are available to the MPA program. The facility has one 180 seat auditorium, four 60 seat classrooms, several 40 seat classrooms, and numerous 21 28 seat classrooms. A number of classrooms with 20+ computer terminals are also available. Seating in classrooms may be of lecture or seminar style arrangement. Several conference rooms are used on occasion for smaller or seminar-style classes. Jack Brown Hall covers the bulk of the classroom needs. Additional space is available in other excellent facilities close to Jack Brown such as University Hall and Phau Library. 8.7 Meeting Areas Jack Brown Hall has large lounge areas on each of its five floors. Each lounge area is equipped with chairs, tables and couches, in addition to a spacious outside terrace, easily accessible for informal meetings. There are also four conference rooms in the building available to students and faculty. 132

STANDARD 9.0 OFF-CAMPUS AND DISTANCE EDUCATION 9.1 Definition and Scope The MPA program has one official off-campus location: the Palm Desert Center (PDC), located in the City of Palm Desert, 75 miles southeast of the main campus. The courses offered at the Palm Desert Center are the same as those on the main campus. The number of courses offered has been constant over the last four years, at two per year, with three planned in 2009/10. More recently, students have been able to augments the modest number of face-to- face classes with a greater selection of online classes. Students from the Palm Desert campus, who opt not to wait for needed classes, travel to the San Bernardino campus as needed and, conversely, students from the San Bernardino- Riverside areas occasionally commute to Palm Desert. In light of continued fiscal conditions, combined with tuition and fee increases, maintaining the MPA program at PDC is under discussion. There is no substantial difference between MPA program activities at the PDC campus and the main campus. 9.2 Program Mission, Assessment and Guidance The program mission, assessment and guidance procedures are the same for the Palm Desert Campus MPA program as for the regular on-campus program there are no differences. The facilities at Palm Desert are new, superb, and mirror the main campus. 9.3 Program Jurisdiction Program jurisdiction lies with the Department of Public Administration and the structures and processes used to control the MPA program at both the PDC and parent campus are the same. The only difference is that the PDC campus is about 75 miles from the main campus. 9.4 Curriculum There is no difference in design of the MPA core curriculum or course offerings between the PDC and the main campus. During the self-study year, the face-to-face offerings at Palm Desert included one elective and one required course. All other courses were offered online and accessible to PDC enrolled students. A PDC student may attend 133

the main campus for any course offering should they choose. Beyond this, there is no difference between the parent program MPA curriculum and that of the PDC program. 9.5 Faculty All full-time Public Administration faculty have a Ph.D., and possess recognized records of public service, teaching, research, and publication. The Public Administration adjunct faculty is professionally qualified and recognized for their in-depth public service records. Some also have a Ph.D. degree. The Public Administration core faculty has control over planning, design, delivery and curriculum assessment and adjunct faculty qualifications. There is no difference between the structures and processes used at the main campus and those at PDC. For core faculty, the Retention, Tenure and Promotion process, reassign time, professional development, course load and pedagogical standards are the same as those at the main campus. There are no differences between structures and processes used to assess parttime faculty teaching at the PDC campus and those at the San Bernardino campus. Whether core or adjunct faculty, all are regularly evaluated, and all are required to hold office hours and be available to PDC students for consultation by appointment. Technical support services and training for faculty who teach face-to-face or online courses is the same as those provided to faculty at the parent campus. In addition, the Palm Desert Campus has a full complement of technical and troubleshooting support services to assist faculty in the classroom. There is no difference in the standards of diversity for the student body and faculty teaching at PDC. 9.6 Admission of Students All admission policies, standards, and practices for part-time and full-time graduate students at the PDC are identical to those for admission to the parent program. All students are held to the same standards for admission and continuation in the program. Requirements for student advancement through the MPA program are the same for PDC as main campus students. 9.7 Student Services 134

Twice a year, the Graduate Advisor visits the first 15 to 20 minutes of a Palm Desert class, in which program updates and scheduling are a main focus. Students needing special attention can talk to the Graduate Advisor after this general session and provides an excellent rapport. As with all students, the advising is primarily electronic. A quarterly advising letter is sent to students via the listserv, and is also posted on the website. Most students communicate with the Graduate Advisor electronically. A response is given within 24 hours, throughout the year. Telephone conferences are also common. When students have issues they perceive as timely and desire face-to-face discussion (e.g., to file a petition), they come to the main campus. This is relatively rare. PDC student admissions, files, and monitoring are centrally maintained and all students receive identical treatment. All communications for the PDC students are identical, except for the biannual class visitations. All PDC students are required to come to the San Bernardino campus twice: first for orientation at the beginning of their program, and finally for the comprehensive examination at the end. Otherwise, PDC students can take all courses on site, receive face-to-face advising via the Graduate Advisor's visits, and complete all other functions electronically or telephonically. 9.8 Support Services and Facilities The Palm Desert Center (PDC) has been in existence since 1986, and first housed at the College of the Desert. In 2002, the PDC opened its own, permanent campus. There are four, large buildings. A variety of classes in education, health sciences, social science, and other fields are offered at the PDC. It is a well-designed system providing the same services and facilities as those at the main campus. The following resources are available to PDC faculty and students: Library Services Use of the Palm Desert Center library for online access to full-text databases comprising 40,000+ different scholarly, professional, and popular publications, as well as 15,000 full-text books. (See the Palm Desert Campus web site http://pdc.csusb.edu/librarycomput.htm, Information Resource Center for a detailed account of collections.) 135

Remote access to the PDC Information Center and Pfau Library collections and services. Access to the University Pfau Library on-line catalog and services. (See Standard 8.2 Library Services for a full description.) Request books from partner libraries that are not available at PDC or CSUSB. These books are received by the Pfau Library, scanned and e-mailed to PDC students. Use of the GoPrint system. The Information Center uses the same printing system as that used at the Pfau Library. Use of scanners and copiers. The Information Resource Center, denoted as the PDC library, is housed in the Health Sciences Building and consists of 42 computers, one of which is configured for disabled students. Information Center collections are primarily electronic, but over 1,000 hard copy books are available to students. The staff at PDC Information Center is fully responsive to the research needs of MPA students. The Center Coordinator offers individualized or group instruction on how to use the databases, and customized instruction for specific classes on how research a particular subject. This instruction is offered upon faculty request. Support Services Graduate students in the MPA program receive academic and office support from the Department of Public Administration. Additionally, Palm Desert Center services to students with disabilities, a writing center, bookstore, and library plus classroom and equipment facilities are available. CSUSB maintains a full-time administrative staff at the PDC facility, headed by a full-time dean, an associate dean who acts as the primary liaison to the Department and troubleshooter for the special needs of PDC faculty and students, an administrative operations analyst, and others, including information technology consultants. 136