Department of Public Management and Policy

Academic Program Review

Self-Study Report

Department of Public Management and Policy

Andrew Young School of Policy Studies

Georgia State University

Gregory B. Lewis, Department Chair

Composed and written by the PMAP Academic Program Review Committee:

John C. Thomas, Chair

Carolyn Bourdeaux

Joseph Hacker

W. Bartley Hildreth

Cathy Yang Liu

1

CONTENTS

SECTION ONE:

WHERE IS YOUR DEPARTMENT NOW? 2

1.a Undergraduate education 2

1.b Graduate education 8

1.c Research19

1.d Contribution to cities22

1.e Globalizing the university24

SECTION TWO:

HOW ADEQUATE ARE YOUR UNIT’S RESOURCES?23

2.a Faculty resources23

2.b Administrative resources24

2.c Technological resources25

2.d Space resources25

2.e Laboratory resources25

2.f GSU Foundation resources and other gifts25

2.g Library resources25

SECTION THREE:

WHERE DOES YOUR UNIT WANT TO GO?26

3.a Describe sustaining innovations and disruptive innovations 26

SECTION FOUR:

WHAT DO YOU NEED TO DO OR CHANGE TO GET THERE?

4.a A list of goals and objectives for the coming cycle27

4.b List of any identified new resources, where necessary, that

will be required to achieve each goal27

4.c An implementation plan for achieving each goal by

the next scheduled self study29

Note: In this report, the aspirational programs for undergraduate comparisons are those at Indiana University (ranked #2 nationally)and Duke University (#16). Aspirational programs for graduate comparisons are those at Syracuse University (#1), Indiana University (#2), and the University of Georgia (#4), and peer programs for graduate comparisons are those at Arizona State University and the University of Kentucky (both ranked #16). (GSU is ranked #23.)

Department of Public Management and Policy

Academic Program Review

1Where is Your Unit Now?

1.a Undergraduate Education

1.a.1 Quality of undergraduate student attracted to the unit’s program (Freshman Index, SAT, GPA, etc.)

The Department of Public Management and Policy awards a Bachelor of Science in Public Policy (BSPP). Since only a handful of students enter GSU with a declared BSPP major, data are not meaningful and so are not reported here.

Data on graduates of the BSPP program are more meaningful. As displayed in Appendix 1, those data show BSPP students lagging slightly behind all GSU undergraduates and Andrew Young School majors on a variety of undergraduate quality indicators. That lag comes as no surprise since PMAP a) has no minimum GPA for admission to the BSPP, b) has no course in the freshman-sophomore core that can assist in recruitment, and c) must recruit its majors largely from undergraduates who are undecided on their majors. We explain how we intend to address these issues in sections 3 and 4 below.

1.a.2 Scholarship Support for Undergraduates

PMAP has three scholarships for undergraduates: a) the Jim Mills Scholarship (for students interested in real estate, housing, economic development, etc.), b) the Undergraduate Excellence in Scholarship award (for students who have excelled in the BSPP), and c) the PMAP Student Leadership Award (for students who have exhibited exemplary community leadership). Each is a one-time $500 award, given to one student per year at the AYSPS Honors Day Dinner. The Andrew Young School offers three scholarships for undergraduates: a) the Nance Lu Mescon Scholarship ($5,000), b) the Undergraduate Scholarship ($2,000), and c) grants to study abroad for a Maymester ($500) or semester ($1,000). BSPP students have been awarded each of these scholarships in the last two years.

1.a.3 Student Success and Satisfaction

1.a.3.1 Learning outcomes, including Core course outcomes: How has assessment of learning prompted curricula changes that led to improvements in student learning?

The BSPP degree prepares students for effective citizenship and for careers in the public service. Students should develop the knowledge, skills, and values required to become responsible and visionary leaders in a wide range of settings.As specific learning goals, the degree is designed to help students to:

1:Understand citizenship, community and public service

2:Understand leadership in a variety of policy settings

3:Understand the policy process and critical public policy issues

4:Understand policy data analysis using statistical methods

5:Understand the evaluation of public policy

6:Understand principles of policy analysis

To assess achievement of these goals, faculty teaching core courses assess every student on a set of learning objectives for their course at the end of every semester. As shown in Appendix 2, performance was generally good for the most recent 2014 academic year. Across all learning objectives, 88% of the students scored at least fair, one-third scored excellent, and the mean score was 3.9 on a five-point scale.

The most glaring weakness was for “exhibit critical thinking about the policy process and policy outcomes,” where only 74% scored at least fair and the mean score was only 3.4. Performance also only slightly exceeded the target on a couple of other objectives that required use of public policy tools (“Apply knowledge of the public policy process to current policy issues” and using “the basic tools of government intervention in the economy”).

The low scores on critical thinking are new this year. In response, the department asked the undergraduate program director and the faculty who teach Critical Policy Issues (PMAP 3311) to assess the source of the problem and develop strategies to improve the quality of critical thinking on public policy.

1.a.3.2 Recruitment rates, input quality metrics, and advisement

As a consequence of the BSPP beingan upper-division-only degree program, we have no data on the quality of students when they declare the BSPP major.

We take very seriously the need for advisement of BSPP majors. The University Advisement Center provides the principal advising for students during the first half of their baccalaureate program. For the student’s last two years, the Andrew Young School has developed anadvisement system that integrates the Office of Academic Assistance (OAA) and PMAP faculty mentors. This system shows students how to find and use university resources to a) satisfy degree requirements, b) plan programs of study, c) discover how theirinterests, skills, and goals connect to specific fields of study and careers, and d) ask appropriate questions to make intelligent decisions about their programs of study. OAA offers a) weekly walk-in advisement and appointments, b) initial review of students to establish graduation prediction and remaining requirements, and c) graduation audits to apprise students of remaining and in-progress requirements. OAA provides the same assistance to students who transferring to GSU from elsewhere.

1.a.3.3Retention rates and graduation rates

Data on six-year retention and graduation rates are not meaningful due to the small number of students who begin at GSU with the BSPP major.

1.a.3.4Output quality metrics;placement rates and/or acceptances into advanced degree programs

We lack comprehensive data on the placement of our graduates, but the new director of the AYSPS Office of Career Services and Student Life is putting in place a software system that will aid in collecting these data in the future. We do know about a variety of placements our graduates have reported to us (see section 1.b.4.4 below).

1.a.3.5Race and gender diversity

The BSPP has drawn an unusually diverse population of students, as Appendix 3 shows. On the dimension of race, the majority of students has typically been AfricanAmerican, with whites comprising the second largest group. Of 273 students in fall 2013, for example, 51.3% were African-American and 36.6% were white. Another 6.2% identified as Asian and 3.7% as multi-racial. Although we could not find data on peer programs, our impression is that most tend to be either predominantly white or predominantly minority. Most students have been female in recent years, varying from a low of 54% in fall 2010 to a high of 61% in fall 2013. We view this diversity as one of the program’s strengths, contributing to GSU’s strategic goal of “demonstrating that students from all backgrounds can achieve academic and career success.”

1.a.3.6Level of financial need

BSPP students resemble other GSU undergraduates on financial need andfirst-generation college status. Over the past five years, 49% of both groups have been eligible for Pell grants, and 26% of BSPP students and 27% of GSU undergraduates have been the first in their families to attend college.

1.a.3.7Student Surveys

In surveys conducted as part of the Academic Program Review, current BSPP students and BSPP alumni rated their programmatic experiences somewhat lower than did their peer students and alumni elsewhere at Georgia State(see Appendices 4 and 5). The most striking differences appeared among alumni who rated their experiences more than a half point lower than did their peers on a) their program of study making “a positive contribution to the quality of my life,” b) applying skills “learned in my program to help resolve issues I’ve faced in my professional life,” and c) “overall” satisfaction “with my degree program.”

Even with those lower ratings of their programs, BSPP alumni were more likely than other alumni to include five of the listed skill areas on their resumes. The difference was especially pronounced for “research skills,” but also extended to “communication skills,” “ability to interpret data,” “ability to analyze problems from different perspectives,” and “ability to work with diverse populations.”

Current BSPP students for their part gave their programs only slightly lower ratings than did other undergraduate majors at GSU. They were most negative relative to their peers on the “availability of undergraduate courses in the department” and “opportunities to do research-related activities with faculty,” the only areas where BSPP majors gave their programs a rating a half point or more below that of other GSU undergraduates.

1.a.3.8 Curriculum Quality based on internal and external benchmarks

PMAP developed the BSPP curriculum more than a decade ago based on a review of comparable degree programs in highly ranked public administration andpublic policy programs around the U.S. We plan soon to conduct a similar review of contemporary programs as described under items 3 and 4 below.

1.a.3.8.a Syllabi, degree requirements, advisement procedures

The BSPP features a 21-hour (seven-course) common curriculum focused onthe formulation, implementation, analysis, and evaluation of public policy, plus a required internship. Students choose from three 21-hour concentrations in nonprofit leadership, planning and economic development, or public management and governance. Advising for students on all degree options is available from a variety of sources (see 1.a.3.2 above).

The nonprofit leadership concentration focuses on the important role of nonprofit organizations in addressing social issues and interests in a democratic society. The planning and economic development concentration prepares students to work in both the public and private sectors addressing issues facing urban communities. The public management and governance concentration examines how government operates and how policies are converted to action.

All BSPP majors take two writing intensive courses under the University’s Critical Thinking Through Writing (CTW) designation. The CTW classes emphasize the development of writing as a basic skill for success in the policy arena. They are taught by regular faculty or by doctoral students, most recently by doctoral students who have apprenticed with regular faculty. Resources permitting, we intend to continue this practice. These classes further GSU’s Quality Enhancement Plan, a critical part of the University’s strategic emphasis on student success.

At present, our curriculum requires that all BSPP majors complete 18 credit hours of advisor-approved electives at the 3000/4000 level (Section I), a requirement that exceeds the number of upper division classes required in other AYSPS majors. Recognizing this additional burden could make the BSPP less attractive to prospective majors, PMAP faculty have voted to reduce the requirement to only nine hours (three classes) of upper division 3000/4000 level classes, with the other nine hours still requiring advisor approval (to ensure relevance). PMAP hopes to see this change receive the necessary approvals to be fully instituted for Fall 2015. We believe thechange will makethe BSPPmore appealing to prospective majors and facilitate current majors in progressing toward their degrees.

1.a.3.8.bList of courses

Appendix 6 shows the full list of PMAP courses and enrollments for PMAP over recent years.

1.a.3.9 Contribution to the core curriculum/general education outcomes

No PMAP course is included in the core curriculum. Previous proposals to add an urban-focused PMAP course as a core elective have been rejected.

1.a.4.2 Urban service learning programs

The required core course PMAP 3021, “Citizen, Community, and the Public Sector,” requires 40 hours of community service.

1.a.4.3 Internships

The BSPP requires students to complete a 200-hour internship. Internship coordinators Drs. Greg Streib and Katherine Willoughby have managed the department’s internship program for over 15 years, and have deep connections with governments, nonprofits and other organizations in the Atlanta area, across Georgia, and in Washington, D.C. They, along with the AYSPS Office of Career Services, help students find appropriate internships.

Internships are required for all PMAP undergraduate students who lack significant administrative experience in a public or nonprofit agency or related organization. Internship experiences provide students the opportunity to apply concepts and skills from their curriculum. Students are expected to find their own internships, but PMAP assists by providing information on sites for possible internships. While PMAP cannot provide financial assistance to interns, the internship coordinators strongly encourage employers to pay interns.

During the three-year self-study period, 312undergraduatestudents performedinternships(and registered for PMAP 4941), an average of 104 per year, providing over 60,000 hours of service to governments and nonprofit organizations. Many students undertake additional internships on a not-for-credit basis. The work of the PMAP 4941 class includes a) aprogram plan outlining intern responsibilities, signed by the intern sponsor, b) a time and activity report detailing at least 200 hours of work, c) a final report that links the internship experience with academic work, and d) a written evaluation of the intern’s work from their internship supervisor.

1.a.4.4 Study abroad

Consistent with GSU’s strategic goal of globalizing the university, PMAP offers two study abroad programs and one exchange program (see also:

Policy Studies in Europe: This is a three-week Maymester program open to all GSU students regardless of major. Students travel through France, Germany, the Czech Republic, and the Netherlands to learn about the European Union, including its history, institutions, and policies. This program began in 2008, has enrolled as many as 23 students, and is one of the largest study abroad programs at GSU. The program had 17 students in Summer 2014, 20 in 2013, 22 in 2012 and 23 in 2011.

International Development in Ghana: This is also a three-week Maymester program,teaching students about the complex world of international development is as it relates to eradicating poverty and helping communities become sustainable. The program began in May 2014, enrolling 16 students.

PMAP also has a one-semester exchange program with Newcastle upon Tyne, United Kingdom. This programis designed to give students a better understanding of comparative government and international policy. Students gain an awareness of international policy and practice and learn about the United Kingdom and its role within the European Union. Since renewing the exchange agreement in 2012, four students have participated in the semester-length program.

1.a.5. Honors College

1.a.5.1 Honors courses and Honors add-ons taught by faculty

PMAP teaches honors dimensions to students seeking honors distinction, directs students writing an honors thesis, and teaches HON 1000 and HON 3260 courses. Since fall 2011, PMAP has directed one honors thesis, offered honors dimensions to three students, and taught one HON 1000 course (11 students) and one HON 3260 course (15 students).

1.a.5.2 Honors Faculty Fellows

Cathy Yang Liu is the departmental Honors College coordinator. She supervised an Honors College University Assistant student during Spring 2014 and served as a faculty judge for GSU Undergraduate Research Conference 2014. Cynthia Searcy serves on the GSURC Advisory Committee, chaired the GSURC Evaluation Committee in spring 2014, and supervised two Honors College University Assistants during 2013-2014.

1.a.5.3Honors theses produced by students in the major

Oneduring the study period.

1.a.5.4Student participating in the GSU Undergraduate Research Conference

Sarah Wilgus presented her research on “Social Networking and Eating Disorders” in spring 2013.

1.a.6Undergraduate programs within the GSU context

1.a.6.1Programs undertaken jointly with other units at GSU, list of cross-listed courses

PMAP 3005,“Career Planning and Management,” is cross-listed with all AYSPS departments, with an equal number of seats allotted to each department.

1.a.6.2Areas of substantial overlap/redundancy with other units at GSU

While sharing some interests with other GSU units (e.g., Political Science), PMAP’s Bachelor of Science in Public Policy is a unique program at GSUthrough its focus on issues of public policy for public service and citizenship.

1.b Graduate Education

PMAP awardsa Master of Public Administration (MPA) and a Master of Public Policy (MPP), two doctorates in Public Policy (one in partnership with Georgia Tech) and graduate certificates in Disaster Management, Nonprofit Management, Nonprofit Management & Social Enterprise, and Planning and Economic Development. As explained in sections 3 and 4 below, we seek to grow the master’s programs and to enhance the two doctorates as part of GSU’s “base of distinctive graduate programs that assure development of the next generation of researchers and societal leaders.”

1.b.1Quality of graduate students attracted to the unit’s programs (Average scores on entrance exams, e.g., GRE, GMAT, LSAT)

PMAP received 347 applications for graduate admission for the 2014 academic year and admitted 56.2% of them (Appendix 7). Of those admitted, 45% actually enrolled. GRE scores for new master’s enrollees (MPA and MPP) average around 60% on the verbal portion and about 40% on the quantitative portion (Appendix 8), appropriate levels for pre-professional master’s programs. Mean scores are higher for enrollees than for applicants, but somewhat lower than for all admits. We face greater competition for our top applicants, and many choose to go elsewhere for better financial assistance. This also explains why higher proportions of spring than fall admits enroll at GSU;higher proportions of fall applicants come from out of state and presumably apply to more schools. More research assistantships might enable us to attract more of these top students.