Preparing #Wavemakers in Policy and Politics ~

FIVE-YEAR PROGRAM REVIEW:

MASTER OF PUBLIC POLICY (MPP) PROGRAM

May 25, 2019

SCHOOLOF PUBLIC POLICY

PROGRAM REVIEW: INTRODUCTION A program review is a systematic process for evaluating and improving academic programs. It is conducted through self-evaluation and peer evaluation by external reviewers, with an emphasis on assessing the quality and degree of student learning within the program. The comprehensive analysis which the review provides and the resulting Memorandum of Understanding are used to stimulate curriculum and programmatic changes and to inform planning and budgeting processes at various levels. The program review cycle occurs every five years. Program review is a required element in WASC Senior College and University Commission (WSCUC) accreditation and has been a part of Pepperdine's assessment cycle since 2003. While data provides the foundation for effective program review, assessment of student learning, and other quality improvement strategies, the data must be turned into evidence and communicated in useful formats. The program review does this. When implemented effectively and followed up deliberately, program review is a powerful means for engaging faculty, staff, and administrators in evaluating and improving programs to enhance student learning. The review process is an opportunity to refine a program to meet the changing needs of student learning, retention, curriculum in various disciplines, and student support services. It is also a purposeful opportunity to link decision-making, planning, and budgeting with evidence. This guidebook provides a framework and resources to help with the review.

GUIDING PRINCIPLES The process is intended to be meaningful, foremost, for the department and its enhancement of student learning. As a result, the process is flexible in order to serve the needs of both small and large programs as well as academic, co-curricular, and student support programs. The review should be a collaborative process involving faculty, staff, administrators, and students in order to align more effectively the college or department with institutional goals and objectives. Two guiding principles are embedded in this Guidebook and are consistent with WASC Senior College and University Commission (WSCUC) standards:  Ongoing Evaluation of What Students Learn: Evidence-based program review includes: a review of program learning outcomes; evaluation of the methods employed to assess achievement of the outcomes; and analysis and reflection on learning results, retention/graduation rates, core competencies, and other outcomes data over a multi-year period.  Quality Assurance, Planning, and Budgeting Decisions Based on Evidence: The results of the program review are to be used for follow-up planning and budgeting at various decision-making levels.

PREPARATION FOR PROGRAM REVIEW The program chair is responsible for the planning of the review. An internal committee or working group should be developed to allocate responsibilities for writing the program review including data collection, writing, and use of resources. It is recommended that a meeting occur between the committee and the Office of Institutional Effectiveness (OIE) to review data needs. PROGRAM ALIGNMENT WITH THE UNIVERSITY, MISSION, AND INSTITUTIONAL OUTCOMES Program reviews focus on the meaning, quality, and integrity of a program as it relates to student learning and the mission of Pepperdine:

Pepperdine University is a Christian university committed to the highest standards of academic excellence and Christian values, where students are strengthened for lives of purpose, service, and leadership. Each department carries out the University mission and institutional learning outcomes (ILOs). The ILOs are formed by two components:  Core commitments: knowledge and scholarship, faith and heritage, and community and global understanding  Institutional values: purpose, service, and leadership Each basic commitment is seen through the lens of three essential institutional values drawn from the University mission statement: purpose, service, and leadership. These basic commitments should link to measurable objectives as stated in the student learning outcomes (SLOs).

OVERVIEW OF PROGRAM REVIEW COMPONENTS Program review at Pepperdine University is conducted on a five-year review cycle that involves three main components and six steps (see diagram below):

SELF STUDY  An in-depth, internal analysis written by program faculty/staff  Department faculty or program staff (for co-curricular and student support services) conduct a departmental self-study within guidelines provided in the Guidebook. This portion of the review identifies program strengths and limitations, and suggests solutions to identified problems.

EXTERNAL AND INTERNAL REVIEWS  An external review conducted by an outside expert in the field or discipline. The Guidebook describes how to secure qualified, objective external reviewers, including those with understanding and experience in addressing student learning outcomes assessment. Once the self-study is completed, the external review is organized.  An internal review by the Advancement of Student Learning Council (ASLC)

CLOSING THE LOOP  A Quality Improvement Plan (QIP) developed by the department  A Memorandum of Understanding (MOU) developed by the dean Closing the Loop is used to describe the act of making decisions based on evidence. The most important product of a program review is the advancement of student learning. Therefore, the program review cycle ends by identifying evidence-based changes in the QIP, and then the MOU explains how the plan will be supported and carried out over the next five years. INTRODUCTION Reviews begin with an introduction that provides a context for the review. In contrast to the rest of the self-study report, this portion is primarily descriptive and should include:

1. INTERNAL CONTEXT - This begins with an overview of the program describing (as appropriate). a. where the program is situated (school/division), b. degrees granted, concentrations available, programs offered c. where is the program located (campus location) d. Provide a brief history of the program e. Describe the changes made to the program since the last review.

The Pepperdine School of Public Policy is located at the Drescher Campus of Pepperdine University in Malibu, California. It currently houses a single degree program, the Master of Public Policy (MPP) degree which was a 64-unit, two-year degree intended to be completed residentially on a two-year calendar and is now a 50-unit, two-year degree intended to be completed residentially.

The program welcomed our first cohort of students in 1997 and “built on a distinctive philosophy of nurturing leaders to use the tools of analysis and policy design to affect successful implementation and real change. This requires critical insights balanced with personal moral certainties that only a broad exposure to great ideas, courageous thinkers, and extraordinary leaders can encourage.”1 It was founded with generous commitments from a range of friends and donors who shared that vision and a belief that public policy in the United States and the world would benefit from a School committed to these core values and direction.

CHANGES SINCE THE LAST PROGRAM REVIEW The program has continued in this model since its founding and, following the program review conducted in the 2012-13 academic year, the School identified several key areas of distinction and several areas for redoubled effort. The distinctive areas include integrating the great ideas into public policy, preserving and promoting the School’s founding values of democratic and free market institutions, serving as a safe haven for diverse political perspectives, and integrating faith into public policy. The School has expanded its leadership in these areas and is widely regarded in the public policy space as one of the key programs where students of all political and other perspectives are routinely embraced and engaged. One of our taglines for marketing centers on the concept of “viewpoint diversity” and our student and alumni interactions reflect that our students and supporters genuinely feel this commitment is met in our delivery of the MPP program.

Starting with the alumni survey from our last program review, and inspired by a national conversation at the field’s premier professional association about the meaning, purpose,

1 Pepperdine University School of Public Policy 2012-2013 Academic Catalog, p. 8. and direction of professional education in the field of public policy, the School launched an extensive and long-term review of the MPP program and what is needed to equip our students to be the leaders and contributors to public policy we aspire to produce. This extensive review led to significant changes within the School culminating in a major program redesign and restructuring approved by the University Academic Council in April of 2017. Since this document and process follows closely on that review and process, this program review will integrate that analysis herein—starting with where the program was at our last review in 2013 and showing the processes and changes that subsequently came about as a result of those program review processes. This information is now updated with our very latest data, albethey very early and preliminary, into what has come about as a result of those changes.

Twelve years ago, in our 2007 program review, we saw program cost, endowment availability, and the small size of our program as driving factors. Six years ago, in our 2013 program review, those same issues were present, although in a slightly more operational form—emphasizing the kinds of activities needed to build the School’s reputation and profile to help the School build its image, reputation and financial resources to address those concerns. In the latest revision of the program the emphasis has been on (1) enhancing the quality and relevance of the School’s professional education, and (2) taking the very real and concrete step of reducing the tuition cost of the program by 20 percent. Both of these are seen as operational steps to move the program closer to building the necessary stature and quality to ensure the continued longevity and success of the MPP program.

Concurrent with these changes has been the expansion of the non-MPP programming within the School of Public Policy. The Davenport Institute for Public Engagement and Civic Leadership has grown consistently from year-to-year throughout this period and provided training to literally thousands of local community leaders and public officials. The growth of this initiative not only lends stature to the School and expands its footprint in the policy landscape, but also complements and enhances the MPP program by creating broad opportunities for immersive experiences for our students and by developing a rich pool of local leaders who participate actively in our professional development programs. Similarly, the upcoming affiliation of the Homeland Security Advisory Council (HSAC) with the Pepperdine School of Public Policy has already produced a new elective in the MPP curriculum and engaged several key principals in the HSAC as adjunct instructors and professional development speakers in the MPP program. It is anticipated that the School’s collaboration with the Project for Cross Sector Leadership will yield similar benefits as the partnership matures.

2. THE EXTERNAL CONTEXT - This should explain how the program responds to the needs of the area in which it serves: this can include the community, region, field, or discipline. The program is “built on a distinctive philosophy of nurturing leaders to use the tools of analysis and policy design to affect successful implementation and real change. This requires critical insights balanced with personal moral certainties that only a broad exposure to great ideas, courageous thinkers, and extraordinary leaders can encourage.”[1] It was founded with generous commitments from a range of friends and donors who shared that vision and a belief that public policy in the United States and the world would benefit from a School committed to these core values and direction. The School is a national leader in the training and development of leaders who combine an ethical vision with empathy, outstanding analytic abilities, and a sense of purpose and calling. The School of Public Policy has developed as a national reptution as one of the few schools in public affairs and public policy nationally that not only have a faculty that fully reflects a diversity of ideological and political perspectives, but also attracts a diverse student population. Several SPP faculty have been pursued by competing institutions to visit during their sabbaticals to bring ideological diversity to their campuses. Our students consistently reflect a nice mix of ideologies and perspectives as well. One of our marketing taglines is "Putting the Public back into Public Policy" and we do this by creating an academic and professional climate that preserves the conversation between competing ideas. Our work with the David Davenport Institute for Public Leadership and Civic Engagement and the Cross Sectoral Fellows program also cement this leading role for the school.

Outcomes and Mapping Please select your Program Learning Outcomes

Identifier Description

CA-PEP-ILO-16.S-2-FH Incorporate faith into service to others. Levels: Service - Faith and Heritage Additional Standards/Outcomes Please attach your Curriculum Map, PLO to ILO map, PLO to Core Competency map, and 5 Year Assessment Plan.

Exhibit A – SPP Revised Curriculum Map Exhibit B – PEO to ILO Map Exhibit C – PEO to Core Competency Map Exhibit D – MPP Five-year Assessment Plan

MISSION, PURPOSES, GOALS, AND OUTCOMES 3. MISSION, PURPOSES, GOALS, AND OUTCOMES - A key component in providing the context for the review is a description of the program's mission, purpose, goals, and outcomes. a. Mission - This should be a general explanation of why the program exists, what it hopes to achieve in the future, and the program's essential nature, its values, and its work.

The program was founded in 1997 and “built on a distinctive philosophy of nurturing leaders to use the tools of analysis and policy design to affect successful implementation and real change. This requires critical insights balanced with personal moral certainties that only a broad exposure to great ideas, courageous thinkers, and extraordinary leaders can encourage.”

b. Goals are general statements of what the program wants to achieve.

In 2012, under the leadership of President Andrew Benton, Pepperdine University reaffirmed its commitment to its vision and mission to raise up alumni who are leaders living lives of purpose, service, and leadership. That commitment was elaborated in the University’s strategic plan Pepperdine 2020: Boundless Horizons. In that document, the University set the following five goals:

1. Advance student learning and superior scholarship; 2. Strengthen our commitment to the faith mission of the University; 3. Build meaningful community and enduring alumni loyalty; 4. Increase institutional diversity consistent with our mission; and 5. Develop resources that support the aspiration to be a premier, global Christian university.

The School of Public Policy reaffirms and reflects these goals and priorities in its strategic plan with the following four strategic objectives:

1. To model leadership in the areas of faith, freedom, opportunity and responsibility; 2. To create a vibrant community of learners engaged in thoughtful discourse and committed to actively achieving these core values; 3. To lead an international conversation about the implications of these core values; and 4. To build a lifelong learning experience that transforms all whose lives it touches, including the School’s alumni, faculty, staff, students, and supporters.

These are our aspirational goals—set intentionally high to serve as a series of guiding principles as we seek to fulfill our mission through our students, scholarship, and service. a. Outcomes are the specific results that should be observed if the goals are being met. The program's purpose, goals, and outcomes should relate to and align with the mission and goals of the college and of the University.

Since the MPP program is currently the only academic degree program offered at the School of Public Policy, most of the School’s strategic goals are actualized in the specific Program Educational Outcomes (PEOs) of the our MPP program. These PEOs were the result of a nearly-yearlong consultation process both internally (between students, staff, faculty, alumni, and other program stakeholders such as donors and financial supporters) and externally (in discussions with other deans and field professionals, consultations with WASC advisors, etc.) These PEOs were built directly upon an extended and intentional framework about how a school, such as the School of Public Policy, can train a new generation of leaders in the field. Intrinsic to that model is a clear sense of the distinctives of effective and prudent leadership. As a result of those discussions and frameworks, the School of Public Policy has adopted the following four Program Educational Outcomes (PEOs):

Upon completion of the MPP program, graduates will:

1. Understand the purpose of public policy and its place within the political process; 2. Master the basic methodologies used in public policy: economic analysis, quantitative methods, and moral reasoning; 3. Apply decision frameworks that appropriately incorporate and balance competing perspectives and interests; and 4. Develop professional skills that foster the proper course of action.

The mastery of these educational objectives will result in students who are prudent and ethical leaders in public policy who will lead communities to make wise choices to address issues of mutual concern. These objectives, which are revisited periodically by the faculty, remain the cornerstone PEOs of the MPP program.

MEANING Analysis of Direct Student Learning: Meaning Quality and Integrity The university is required to define and ensure a distinctive and coherent educational experience for each of its degree programs. The findings from the program assessment and analysis process should explain how effectively courses, curricula, the co-curriculum, and other experiences are structured, sequenced, and delivered so that students achieve learning outcomes at the expected levels of performance in core competencies in their majors or fields of specialization, in general education, and in areas distinctive to the institution. It means ensuring alignment among all these elements, and maintaining an assessment infrastructure that enables the institution to diagnose problems and make improvements when needed. Direct student learning, an examination of how well students are meeting the program learning outcomes, should come from the past four years of annual assessments. (2013 WSCUC Accreditation Handbook.) Meaning of the Degree: Describe how the program ensures a holistic experience by answering the following questions about the coherence and alignment within the program:

4. What are the learning outcomes and how does the degree support the institutional mission and institutional learning outcomes? How does the degree embody the distinct values, basic commitment, and traditions of the institution?

ALIGNMENT OF PEOS WITH UNIVERSITY ILOS These PEOs also support the University’s mission not only through the linkages and reflection of the University’s Strategic Plan in the School’s Strategic Plan as referenced above, but the PEOs map directly to the University’s Institutional Learning Objectives (ILOs) as seen in Exhibit B. Additionally, the School of Public Policy has identified the ways in which the PEOs also align with the Core Competencies identified by WSCUC. This mapping is provided in Exhibit C.

5. Is there a coherent, aligned sequence of learning opportunities? Does the degree offer sufficient breadth and depth of learning for this particular major or program? Please explain.

The MPP at the School of Public Policy has a sequence of curriculum components that allow students to learn and master the key desired outcomes delineated in the program’s PEOs. The Curriculum Map depicted in Table 1 below reflects were the MPP program was at the conclusion of our last program review in 2013.

Table 1 – MPP Program Curriculum Matrix before Program Revisions Component Understand the Exhibit Professional Master the Basic Apply Appropriate Purpose of Public Skills That Produce Methodologies Decision Frameworks Policy and Its Place Proper Action Fall Orient Workshop I I I I MPP 600 – Roots I, D I, D MPP 601 – Ethical I,D I, D I Dimensions of Pub Pol MPP 602 – Applied Econ I,D D Analysis (Micro) MPP 603 – Applied I, D D Research Methods MPP 604 – Political, Organizational, Strategic D I,D Aspects MPP 605 – Applied Econ I,D D Analysis (Macro) Track Electives D, M D, M D, M D, M Nontrack electives D, M D, M D, M D, M MPP 699 – Summer D D D D Internship MPP 607 – Capstone Policy D, M D, M D, M D, M Seminar I – Introduce, D – Deepen understanding, M – Help achieve mastery

As mentioned above, the School undertook a program review in 2016 and 2017 to develop a better sense of our professional objectives and goals.

The revised curriculum map for the School of Public Policy is below as Table 2 and also included as Exhibit A. Note the three significant changes: (1) the much greater role of the Speaker Series in professional development, (2) the addition of the Professional Development requirement in the form of the new course MPP 608 (Professional Development) which will be taken on a credit/no credit basis for 0 units each semester of full-time enrollment within the program, and (3) the transformation of the Summer Internship requirement into a Policy Internship that can be completed during any term over the two years of the program thereby expanding the range of potential professional opportunities that can be accessed in this part of the program. Table 2 – MPP Program Curriculum Matrix after Program Revisions Component Understand the Exhibit Professional Master the Basic Apply Appropriate Purpose of Public Skills That Produce Methodologies Decision Frameworks Policy and Its Place Proper Action Fall Orient Workshop I I I I MPP 600 – Roots I, D I, D MPP 601 – Ethical I,D I, D I Dimensions of Pub Pol MPP 602 – Applied Econ I,D D Analysis (Micro) MPP 603 – Applied I, D D Research Methods MPP 604 – Political, Organizational, Strategic D I,D Aspects MPP 605 – Applied Econ I,D D Analysis (Macro) Track Electives D, M D, M D, M D, M Nontrack electives D, M D, M D, M D, M MPP 608 – Professional D D M M Development Speakers Series D D D D MPP 699 – Policy Internship D D D D MPP 607 – Capstone Policy D, M D, M D, M D, M Seminar I – Introduce, D – Deepen understanding, M – Help achieve mastery

6. How current is the program curriculum? How has the curriculum changed (if at all) over the last five years including the reasons for the change (e.g., the result of a learning outcome assessment) and evidence used as a basis for change

The currency of the program’s curriculum is driven in part by the School’s Assessment Plan for the MPP degree, included as Exhibit D. In light of the fact that all three tracks performed their Capstone assessments in the 2016-17 academic year and will again in the current year to ensure that there are no deleterious effects associated with the changes in the ways that the program was restructured to emphasize professional development. Accordingly, the capstone review cycles listed in the attached Assessment Plan (Exhibit D) will be shifted as below to account for this change:

 Analytic Methods (Shires): 2019 – 2020 – 2023  Economic Analysis (Blanco and Prieger): 2019 – 2021 – 2024  Moral and Ethical Reasoning (Kaufman and McAllister): 2019 – 2022 – 2025

CURRENCY OF THE PROGRAM The MPP program was recently redesigned and reformed as a result of our program review processes. The focused conversation about ways to expand the practical and professional aspects of the program was launched during our last five-year program review. In the course of that review, the School of Public Policy conducted a survey of our alumni. In that survey process the issues of opportunities for students to more directly interact with contemporary policy issues, processes and practitioners came to the forefront. Subsequent to that survey, the faculty conducted additional informal surveys and dialogues with current students to ascertain their response to the survey result. Over the course of the past several years, the faculty have been exploring specific approaches to increasing this professional engagement and development. In the fall of 2016, the Associate Dean for Strategy and Special Projects conducted a series of focus group discussions exploring student responses to those proposals and ideas. The summary of those focus group interactions is attached here as Exhibit E because much of its substance is directly focused on the issue at hand. On December 1, 2016, the faculty voted to tentatively proceed with the program restructuring and on December 19, 2016, the faculty approved the framework that is included in this proposal. Subsequent conversations also updated the School’s three joint degree programs: the MPP/MBA, MPP/MDR and MPP/JD programs. Each of these proposals has now received UAC approval in their revised forms.

The sections below review some of the evidence considered by the faculty in their deliberations for this proposal and to show how valuable the School’s various sources of direct and indirect assessment were in formulating the redesign and executing the changes.

2013 Alumni Survey. Some 37.8 percent of our alumni referenced a desire for more practical experiences in their responses when asked an open-ended question about changes that could be made to improve the program. In that same survey, conducted in 2013, nearly 28 percent felt that the “amount of assigned work and reading” was more than “just right” (gave responses greater than the midpoint on a 7-point scale). Nearly one in eight indicated scored it at a 6 or 7 (out of 7 points), indicating a strong sense that the classroom work was a bit too intensive. Similarly, when asked whether the things they learned in the course of the program was “usable on the job,” more than one-fourth felt that it was not the case, with specific comments that followed indicating a desire for more application and engagement with contemporary policy issues in their response. More than half the respondents (56 percent) were below the midpoint in response to the query, “did the program succeed in its efforts to bring you into contact with practicing professionals in the policy community?”

Student Response to Increased Access to Policymakers. One of the program’s immediate responses was to significantly increase the number of visitors and events convened at the Malibu location. Table 3 below shows the change in the number of student-oriented events offered, based on data from the School’s website over the past five years.

Table 3. Number of SPP Student-oriented Events Offered, AY 2011-12 to 2016-17. Academic Year 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17 Fall Events 33 43 45 49 41 34 Spring Events 24 24 32 25 54 54 Total 57 67 77 74 95 88

Concomitant with the increase in the number of events, however, was a decrease in attendance. With staff turnover, the exact census of student participation in events was lost, but observations by faculty and staff are that they were much lower. As a result, observational data collected by faculty (we have worked to ensure that at least one full-time faculty member is present at each event, except for career services events) indicated that simply the presence of policy professionals on campus was not building the desired professional engagement in the lives of our students. These students needed more guidance in their interactions with the professionals to increase the value of these co-curricular events.

Student Surveys. In the fall semesters of 2015 and 2016, one faculty member (Associate Dean Shires) conducted anonymous surveys of the first-year cohorts at the end of their first semester using student response devices (clickers). In that polling, the question was posed, “what would you do if you had more time?” Some 54 percent of respondents across the two years indicated they would use the additional time to pursue professional opportunities. It was second only to work more hours to pay for the program.

The faculty continued the conversation during the fall of 2016 with a specific focus on finding ways of modifying the curriculum to increase the students’ exposure to specific policy issues and especially policy practitioners. The latter is doubly valuable because it not only deepens their understanding of the complexity and nuances of public policy issues, while simultaneously broadening students’ opportunities to build wider and more impactful professional networks (hopefully resulting in better employment opportunities— a key program outcome indicator).

Focus groups. Concurrent with the faculty conversations, Associate Dean Shires, an experienced marketing research consultant, conducted a series of three focus groups with selected students to discuss some of the proposals that had been discussed by the faculty to address both professional development and student engagement with professional activities and opportunities. Since the increasing flexibility and professional development were the key areas of concern, the focus groups concentrated on those issues and explored various alternatives to enhance professional development. The format started with open-ended questions about ways to improve professional development within the program and spread to discussions of some of the initiatives initially broached by the faculty. Exhibit E provides some of the specific student responses. Student input was generally supportive of the concept of the rebalancing being considered by the faculty.

Assessment data. An essential part of the faculty’s deliberations around reducing classroom contact hours was the question of how well the school was achieving its program educational outcomes. Because of the disruptions of the transitions between administrations and complicated by sabbatical schedules, the SPP Assessment program had been out of sync and some of the reviews happened some time ago, concerns were raised that the results were dated. Accordingly, the entire faculty agreed to conduct a comprehensive assessment cycle of all three program areas over the course of this academic year to gain a better sense of the current state of the program. Additionally, the faculty reviewed the key assessment data from our other two major performance indicators— internships and 6-month post-graduation employment rates. A summary of the results of those reviews is provided below in Table 4.  Capstone reviews. The overall faculty review of the capstones found a pattern consistent with the fact that students are performing at the desired levels overall on the program educational outcome measures. The table below provides the overall summary of these assessment results with a score 3 yielding a passing result and a 5 being our aspirational goal.

This is the dimension of the learning at the School of Public Policy most likely to be impacted by the proposed restructuring. On both the average and median measures, the School has been performing at a level consistent with our overall objectives. Clearly there is room for improvement across the board, but the current level of student engagement is producing results consistently above satisfactory levels. It is also worth noting that less than five percent of the individual assessments (4.2 percent) came back with scores below acceptable on a single dimension. The faculty will revisit this in detail again after the first cohort under the proposed new program design complete their capstone projects in the spring of 2019.

Table 4. Results of Capstone Assessment Processes, Spring 2017

Apply Demonstrate Capstone Review Results - Purpose and Basic Appropriate Professional Averages Place Methods Frameworks Skills Total Moral and Ethical Reasoning 3.67 3.42 3.82 3.57 14.48 Analytic Methods 4.00 4.00 4.14 4.14 16.29 Economic Analysis 4.33 3.75 4.00 3.67 15.75 Average Scores 4.00 3.72 3.99 3.79 15.50

Apply Demonstrate Capstone Review Results - Purpose and Basic Appropriate Professional Medians Place Methods Frameworks Skills Total Moral and Ethical Reasoning 4.00 4.00 4.00 4.00 15.00 Analytic Methods 4.25 4.00 4.00 4.00 15.50 Economic Analysis 4.00 3.50 4.00 4.00 14.00 Overall Median Scores 4.00 4.00 4.00 4.00 15.00

 Internships. The proposal includes provisions for expanded flexibility for student achievement. Each dimension is assessed on a 3-point scale with 2 being acceptable and a minimum of 6 overall needed to be passing. As Table 5 shows, the current internship assessment results are consistent with a pattern of success in this dimension, although there is some room for improvement. Some 92.6 percent of individual internship scores were at the acceptable level in 2015 and 85.3 percent in 2016. There is a hope that the increased flexibility introduced in the restructuring will actually improve these results. Table 5 – Internship Assessment Results Thinking About Integrating Career Year Measure Leadership Curriculum Opportunities Total 2015 Results Average 2.4 2.5 2.4 7.2 N=27 Median 2.0 3.0 2.0 7.0 2016 Results Average 2.3 2.2 2.4 6.8 n=25 Median 2.0 2.0 2.0 7.0

 Six-month Employment Rates. The final direct assessment data point the School of Public Policy tracks is the share of students employed six months after graduation. As a professional school, the faculty sees this as a critical measure of programmatic effectiveness, even though the labor market can be unpredictable. The results of our survey of graduates is presented in Table 6.

Table 6. Employment Status of Alumni Six Months after Graduation Employment Status Six Months after Graduation Year FT Emp Rate PT/Intern 2013 92.7% n/a 2014 75.7% n/a 2015 73.2% 6.7% 2016 88.9% 6.5%

This was one of the policy focus areas in the School of Public Policy’s last five-year program review. With an uptick in performance in 6-month post-graduation employment rates, the School of Public Policy sees a growing trend in the sector toward internships with organizations before employment is extended. We believe there were unique aspects of the public policy labor market in the summer of 2014 and 2015. Follow on contacts with these students show nearly all employed at the 18-month point. The proposed restructuring hopes to strengthen the School of Public Policy’s performance in this metric.

THE NATIONAL CONTEXT In the broader context, one of the goals of this restructuring is to improve the quality of the educational experience at the School of Public Policy. Between 2012 and 2016, the School of Public Policy rose 19 places from 87th nationally to 68th nationally among all schools of public administration, affairs, and policy in the U.S. News Best Graduate Schools rankings (includes 200+ programs). The specifics of this categorization are important because it includes all Master of Public Administration (MPA) programs as well as schools of public affairs and public policy. This distinction is important because the U.S. News rankings for graduate policy programs are wholly reputational and mixes the much younger schools of public policy and affairs in with the much older and established public administration programs. As a result, these programs have had a much longer time to build their reputations and programs.

More important than rankings, however, is Pepperdine’s specific leadership within the profession of public policy. The School of Public Policy has been widely acknowledged as a leader in bringing the ethical and values-driven questions underlying our public policy choices to the forefront of the policy decision and leadership processes. In the Spring 2006 Conference of the Association for Public Policy Analysis and Management (APPAM)2 in Park City, UT—an event devoted exclusively to a discussion of the current status of the profession and its future—Pepperdine was singled out as the program who had set the standard in this respect. That legacy continues today in our branded “James Q. Wilson Curriculum.”

In the 2014 APPAM Spring Conference (an event co-organized by Associate Dean Shires), the theme was focused on the pedagogical challenges and goals of the schools within the association. One of the most powerful dialogues—a conversation that continued over two plenary panels—focused on what the professional community (the employers of public policy graduates) wanted to see more of from the schools supplying their employees. One of the most widely agreed upon consensus responses was the need for more specific professional skills training—namely that many graduates came to the workplace well- prepared academically, but unready to deal with the messy reality of complex policy issues. They encouraged policy programs to bring their students into closer contact with the realities of the practice of public policy in the workplace.

In the 2015 APPAM Spring Conference (again co-organized by Associate Dean Shires), the theme was about increasing the impact that the profession of public policy has on the actual design and implementation of public policy choices. Again, the resounding consensus of the many participants, both employers and consumers of research, was to deepen the interactions between our students and the real-world policy community. SPP’s Policy Practitioner series, which brings in experienced policy leaders to spend an extended period with our students in a workshop format, was launched in direct response to this charge.

An important driver of the School’s decision to restructure the MPP program is to respond to these pressures in the professional public policy community. As a small and more agile program, it is believed that this realignment of the programs curricular and co-curricular components will serve to advance the School’s effectiveness in impacting policy and in preparing our students to be effective policy leaders.

7. Please present a curriculum comparison with at least three peer institutions and with national disciplinary or professional standards if available.

The School of Public Policy has developed a strong reputation as one of the nation’s leaders in four areas: (1) preserving a dialogue where conservative values and perspectives are

2 APPAM is the primary national professional organization for the discipline of public policy. welcomed at the table; (2) integrating the issues of ethics and values into the public dialogues that shape our policy choices; (3) reconciling how faith and religion do and should define, inform, and drive our public policy choices; and (4) considering ways the public can be better involved in the creation of public policy. Outside the MPP, the School’s Davenport Institute for Public Engagement and Civic Leadership has trained over 2,500 local/state government officials in improving public process and using technology to better inform residents. The School of Public Policy was cited in the discussion following APPAM’s 2006 Spring Meeting in Park City, Utah3 as the leading example of a program that preserves political and philosophical diversity within our program-unlike most other programs.

PEER SCHOOLS As we evaluate those schools we see as our peer institutions, we note that these programs are largely found at large, well-established Carnegie I Research Institutions. We see the following schools as our peer institutions:

Sol Price School of Public Policy at the University of Southern California (USC): The Price School at USC has finally distinguished itself from the public administration program at USC as a stand-alone program with a growing stature fueled in part by its ability to raise nearly $70 million in new gifts over the past two years. In the modern political context, USC also has a research and policy center headed by a former Republican campaign strategist that has been successful at bringing conservative scholars and Republican leaders to be involved at the USC campus. USC also shares Pepperdine’s strong interest in Los Angeles and California as important dimensions of its intellectual mission.

University of California, Los Angeles (UCLA) Luskin School of Public Affairs: The proximity of UCLA and the near simultaneous founding of our two programs lead us to see the UCLA Luskin School as a peer institution. There is also some overlap in the scholarship of one of our former leading professors, Dr. Angela Hawken, with work done at the Luskin School.

The Bush School of Government and Public Service at Texas A&M: The Bush School, reflecting its namesake, is an institution which often competes for students whose political interests are more center-right. The Bush School, interestingly enough does not offer an MPP, but rather a Master of Public Service and Administration.

School of Public Policy, University of Maryland, College Park: This program remains on our list as a legacy of the time when the School actively sought to bring conservative scholars, faculty and students to campus. To quote a former dean at Maryland, “There are two policy schools where Republicans and conservatives can be themselves and be comfortable doing it—Pepperdine and Maryland.” Because of changes at the University of Maryland, this list has gotten even shorter still.

3 This meeting was organized to celebrate the 20th anniversary of the 1986 Hilton Head Island meeting where a small group of faculty assembled to discuss the future of the field. At the Park City meeting, a series of reports were commissioned to stimulate an active discussion on where the field goes from there. These papers were published in the Winter 2008 edition of the Journal of Policy Analysis and Management (Vol. 27, #1, pp. 171-214).

In each of these instances, these are the schools against whom we compete most for students and whose actions, policies, initiatives and changes most directly reflect the School of Public Policy. They also reflect institutions whose level and quality of scholarly reputation in public policy are on a par with ours.

ASPIRATIONAL SCHOOLS Most of our aspirational schools are found at major research universities around the country. These schools are established, have very strong scholarly reputations, and are widely recognized as the leaders in the academic dimensions of public policy. We should note that we believe the quality of our faculty and program are on a par with theirs, but their reputations are stronger, due in part to history, in part to being parts of large institutions with tremendous research reputations, and in part to their leadership in founding the field of public policy.

The schools on our aspirational list are: the Goldman School of Public Policy at the University of California, Berkeley; the Lyndon B. Johnson School of Public Affairs at the University of Texas, Austin; and the Woodrow Wilson School of Public and International Affairs at Princeton University.

These schools represent some of the leading names in the field of public policy. We do not see matching them article-for-article in the pursuit of academic reputation for it is highly unlikely we will ever have the size and resources they possess, but aspire to reach the perception of level of quality and thinking associated with their names. Pepperdine’s School of Public Policy is well-situated to develop this reputation, although time and resources are necessary to advance that process.

There are multiple dimensions of understanding the program’s approach to public policy education and how it compares to potential peer and/or aspirational schools. For example, in our program redesign, one of the essential questions was whether the program redesign would render SPP an outlier in terms of the length of the program. As a result, we conducted a comparison to our working list of peer and aspirational programs. In fact, the School of Public Policy has historically been one of the most classroom-intensive programs nationally with its 64 semester units of classroom instruction. Table 7 below shows the median number of units (converted to semester units for comparison) for our peer and aspirational institutions, as well as the median number of units required for the top 50 on the U.S. News and World Report Best Graduate Schools rankings. Of the programs listed as peer institutions or aspirational schools, only UCLA requires more than 48 semester units. All the schools are well below where we were with a total of 64 semester units. Table 7. Number of Semester Units (or equivalent) Required to Earn an MPP Degree Semester Units School Required USC (Price) 48 UCLA (Luskin) 53

Peers Peers Texas A&M (Bush) 48 Univ of Maryland - College Park 48 Princeton University (Wilson) 48 UC Berkeley (Goldman) 41 tional Aspira- Univ of Texas - Austin (Johnson) 48 Median Overall of Top 50 Programs 45 Pepperdine School of Public Policy 64

The median number of semester units required for the top 50 was only 45 units, with only a handful of programs in the top 50 ranked institutions requiring more than 50 semester units. Thus, even with the program’s restructuring, the School of Public Policy requirement of 50 semester units will still leave the program in a competitive position in terms of total units, and more than ten percent above the median.

In reviewing the curriculum from our peer programs, the SPP curriculum falls squarely within national norms. Table 8 presents the curriculum course structure for our peer schools from above. Some programs require additional budgeting and management courses, in some ways showing their roots in MPA curricula, while others have more extended practicums—the equivalent of our capstone. It should be noted that having a multi-semester capstone model is part of an on-going conversation within the School of Public Policy. Two of the programs do not require internships, but they are highly recommended. SPP’s curriculum is unique in the creation of the significant professional development requirement, although one of the programs does require an outside client to foster more professional development in their program. Table 8. Comparison of Core Course in MPP Programs U Md Texas Description SPP USC UCLA* College A & M Park MPP MPP MPP MPSA MPP Economics 2 1 1.5 1 2 Statistics and Methods 1 2 1.5 2 1 Policy Analysis 1 1 .67 1.5 1 Other Analytic 1 1 Institutions and 2 1 2 1 Foundations Formulation and 1 .67 1.5 1 Implementation 1 Practicum 1 2 2 1 (client) Internship 1 .67 1 Professional 4 1 .67 Development Electives 5 5 5 3 6 Units in each cell are semester equivalent courses *- courses for UCLA are coverted from quarter units to semester equivalents for comparison purposes.

PEDAGOGY 8. Please present measures of teaching effectiveness (e.g., course evaluations, peer evaluations of teaching or implementing, scholarship on issues of teaching and learning, formative discussions of pedagogy among faculty, survey measures, participation rates, and student satisfaction surveys). The School of Public Policy uses a faculty-designed course evaluation document for each course offered. These evaluations are completed near the end of the semester and before grades are assigned, thereby minimizing the opportunities for these evaluations to distort grading and evaluation of students. A summary of those results is included here, although it should be noted that the results of each individual course evaluation is suppressed to ensure confidentiality. These evaluations are used as part of the annual faculty review process, the periodic five-year review process, and for purposes of rank, tenure and promotion reviews. Furthermore, SPP requires that all faculty (both full-time and adjunct) complete a midterm course evaluation during their first semester of teaching in the School and, if issues are identified, to work with the administration to address them. If significant issues are identified and if the faculty member teaches again for the School, a midterm evaluation may be required in the next term as well. The SPP Course Evaluation instrument is included as Exhibit G. Additionally, the School surveys its recent alumni periodically in conjunction with its normal five-year program preview process. Included within that survey instrument is a relatively detailed series of questions around the core components of the curriculum. Additional questions asked respondents to reflect on the quality of the faculty and their teaching effectiveness. The results of these questions are presented in Table 9. Table 9. Faculty and Pedagogical Question Results from SPP Recent Alumni Survey 2019 Average Score Percent Middle Question (1 to7) Score or Above Were your faculty knowledgeable in their fields? 5.7 96 Were the faculty available for informal discussions 5.6 96 when classes were not in session? To what extent were the faculty aware of the 4.6 76 material that other faculty members covered in their respective classes? Were your classes taught around a coherent set of 5.0 89 themes? Was the material/research presented in class 5.4 85 relevant for discussion and review? Do you believe the faculty compromised teaching in 2.0 11 order to pursue their own research? Was the information and education you received 4.1 59 during the program usable on the job? Source: SPP Recent Alumni Survey 2019. These results show a fairly high level of faculty pedagogical behaviors with scores near or above five in the first five questions. The sixth question is one in which a low score is more desirable, while the latter score continues to reflect some of the pressures which led the faculty to refocus the curriculum on professional development last year. Note that none of these students have had full access to the revised curriculum. On the course level, recent alumni were asked how each of the core classes were helpful in “developing your own intellectual, theoretical and analytical skills as a policy maker.” The results of that part of the survey are given in Table 10. Table 10. Faculty and Pedagogical Question Results from SPP Recent Alumni Survey 2019 Average Score Percent Middle Question (1 to7) Score or Above Roots of the American Order 4.4 59 Ethical Dimensions of Policy Analysis 4.6 63 Applied Research Methods in Public Policy 4.6 63 Applied Economic Analysis in Public Policy – Micro 4.9 70 Applied Economic Analysis in Public Policy – Macro 4.9 74 Political Organizational and Strategic Aspects of 4.6 70 Public Policy Analysis Capstone Policy Seminar 5.2 78

QUALITY Quality of the Degree: In meaning of the degree student learning outcomes and curriculum matrixes were used to define the degree. Now please describe the processes used to ensure the quality of the program. The School of Public Policy has an active and ongoing program review and assessment process. Each year the School collects detailed and specific data relating to key components of the program. These assessment practices and routines assist the School in identifying areas of our curriculum that need strengthening and allow us to take appropriate evidence- based action. Steps taken to inform our decision processes within the assessment domain include:  Internship Rubrics and Assessment: In conjunction with our reexamination of the requirements for the Summer Internship (now Policy Internship) at the School of Public Policy, the faculty developed a specific rubric for assessing our three primary objectives from the experience and instituted an in-person interview and rating process to assess the success of that experience in accomplishing those goals. (See Exhibit H for a copy of that rubric.) Each year, the SPP Assessment Committee prepares an analysis of the results of that review which is discussed at a full meeting of the faculty. It is also archived on the SPP Assessment page to facilitate faculty access and use.  Development of Capstone Assessment Process and Rubrics: SPP has developed and adopted an assessment program for assessing the School’s PEOs by reviewing the work products of the Capstone Policy Seminars each year. Not only have rubrics been developed for each of the general “areas of inquiry” within the program, but a repository of these capstone documents has been developed as well. Please see Exhibit D for the SPP Assessment Plan and Exhibit I for the three sets of rubrics used in the capstone assessments.  Formalization of Overall Retention Data: SPP has historically relied on year-to- year assessments of student retention rates. This analysis is complicated by the existence of many joint-degree students whose enrollment in SPP is complicated by the requirements of their program and obligations to the partnering school at Pepperdine. The School maintains a current and updated dataset that tracks this important performance indicator. It is reviewed by the faculty and administration each year as the data become available.  Adoption of Syllabus Standards for SPP: In conjunction with the establishment of university-wide syllabus standards adopted by the University Academic Council, SPP adopted a set of standards and requirements for syllabi within the School of Public Policy. These standards were included as part of a special training at our 2012 SPP Faculty Retreat. This retreat included all full-time and part-time faculty within the School. Exhibit J includes these syllabus standards. All new adjunct faculty and all visiting professors are provided with these syllabus standards and held accountable to them.  Continuation of SPP Recent Alumni Survey: SPP continues its practice of surveying its recent alumni as part of its five-year review process. As recent (within the past seven years for the 2019 iteration) alumni, these individuals possess an understanding of the program in its current form coupled with the realistic value and applicability of the MPP degree in the context of their professional experiences. Exhibit F has a printout of the questions posed in this survey. Each of these steps reflects the School’s serious commitment to ensuring program quality and continuity in a reflective and intentional (evidence-based) environment.

9. Describe the high impact practices which enrich the learning experiences (How are they integrated in the curriculum? Are they assessed?) a. Service learning b. Research opportunities Students at the School of Public Policy are afforded the opportunity to pursue research opportunities in conjunction with the work of the full-time faculty. Each full-time faculty member is assigned a budget equal to one FTE of graduate assistant for the academic year. With federal work study funding, this model can give each faculty member as many as four graduate research assistants with the funds available. Table 11 shows the number of graduate research opportunities funded within the School for the past several years.

Table 11. Number of SPP Graduate Research Assistants, Tutors, Labs and Student Workers Funded, 2013-14 to 2018-19

Term Fall Spring Total 2013-14 22 24 46 2014-15 18 25 43 2015-16 20 22 42 2016-17 16 20 36 2017-18 19 17 36 2018-19 14 16 30

c. Internships

The School of Public Policy continues to have the internship as an integral component of its core curriculum (see our revised curriculum matrix in Table 2 above. One of the components of our curricular redesign from 2017 was the transition of the internship experience from what was seen as a summer-only activity to one that can be completed over the course of a students’ two years in the MPP program. This was seen as a way to expand the range of opportunities to allow students to complete their internships during the academic year rather than just the narrow window of the summer. For many organizations, especially local public agencies, the concentration of student availability during summers, limited our students’ ability to be competitive when pursuing these opportunities. The faculty will revisit the timing of internships in four years to assess whether this change has impacted when students will complete their policy internships. The School of Public Policy also accumulates data on whether the policy internships provide the right kinds of professional opportunities envisioned in this important component of the MPP curriculum. A summary of these data is provided in Table 12.

Table 12. Summary of Assessment of Policy Internships 2015-2017

Thinking About Integrating Career Leadership Curriculum Opportunities Total Year Measure (out of 3.0 possible) (out of 3.0 possible) (out of 3.0 possible) (out of 9.0 possible) 2015-16 Average 2.4 2.5 2.4 7.2 Results N=27 Median 2.0 3.0 2.0 7.0 2016-17 Results Average 2.3 2.2 2.4 6.8 n=25 Median 2.0 2.0 2.0 7.0

Overall, the internship scores are in the acceptable range, falling above 6 and greater than 1 in all categories. There is a significant range buried within the averages, with a few internship results deemed unacceptable while many received the maximum score of 9. There are some issues with inter-rater reliability, but given the in-person nature of this assessment, that is likely hard to overcome (having multiple reviewers simultaneously would likely bias the results downward). This year’s rising share of internships falling short in at least one area has led the faculty to coordinate with the Director of Career Services to discuss the importance of attention to the three areas when identifying and pursuing summer internships. Overall, SPP believes that the internship portion of the program is meeting the program’s goals with respect to the program’s educational objectives. The key challenges in this area center more on the need for additional summer support dollars to supplement existing financial resources to underwrite the students’ internship experiences. With the annual student budget as high as it is, there is always the need to provide as many opportunities as possible for students to obtain funded summer internships. Coupled with the University and School’s desire to maximize global opportunities and the high proportion of our students interested in the international policy area, this need is even greater.

d. Other high-impact practices

10. Co-Curricular : How intentional are the co-curricular experiences which are provided and how are they integrated into the curricular plan? a. Academic and career advising programs and resources Given the School of Public Policy’s limited resources, the concept of siloed offices that realistically only consist of one (or at most one-and-a-half) individuals cannot meet the School’s needs to provide sustainable enrollment and excellent services to our varied constituents (that also includes our 900+ alumni). Built on top of this is the growing need to focus more acutely on program relationship building to aid in the continued effort to strengthen and sustain these needs. To address this, the School, under the leadership of Assistant Dean Carso Bruno, has created of the Office of Program Relations creating a School of Public Policy “one-stop” responsible for: 1. Recruitment/Admissions, 2. Enrollment Services (including New Student Orientation, housing assistance, and other onboarding needs), 3. Student Services (including all academic advising and financial aid, but excluding student organizations/student life, which will be transferred to the Dean’s Office under the newly created Assistant Director for Engagement), 4. Professional Development Services (including overseeing both the MPP 699 and MPP 608 requirements and providing assistance in terms of full-time employment search and career branding), 5. Alumni Affairs (excluding development functions, which would continue to be the responsibility of the Development Officer and the Dean’s Office), 6. and Program Relations development. Positions in this area include: 1. Assistant Dean for Program Relations, Admissions, and Program Services: In conjunction with the Dean, Associate Dean for Strategy and Special Projects, and Assistant Dean for Administration, develop and execute coordinated program relations development plan; In conjunction with the Dean, Assistant Director for Engagement, Manager(s) of Program Relations, and Manager of Marketing and Communication, develop and execute coordinated marketing, communication, and advertising plan to promote enrollment and School branding; oversee and manage the Office of Program Relations; act as primary point of contact for program relations development and serve as the “ambassador” of the School of Public Policy to the broader academic and political/policy/public affairs community. 2. Director of Program Services and Admissions: This new role would oversee day-to- day management of the new Program Services Managers and keep day-to-day tabs on the admissions processing of the Office. The Director would handle all financial aid/scholarship processing, academic advising, and enrollment services, but also be cross-trained in admissions, professional development/career services, and alumni affairs. The Program Services Managers would primarily report to the Director as would the student workers (including student tutors). 3. Program Services Manager for Professional Development and Alumni Affairs: The first of two Program Services Managers would primarily oversee the professional development and alumni affairs components of the program services for SPP. And be secondarily trained on and fill in the gaps of (during absences or vacancies) the other program services, including recruitment/admissions, enrollment services, financial aid processing, and academic advising (and administrative office management). 4. Program Services Manager for Admissions and Office Management: The second of the two new Managers would primarily oversee the recruitment/admissions program services, while also handle the administrative office management duties (i.e. filing, answering of phones, credit card processing, etc.) for the Office of Program Services and Admissions. This position, like the others, would be secondarily trained on and fill in the gaps of (during absences or vacancies) the other program services, including enrollment services, financial aid processing, academic advising, professional development, and alumni affairs. The goal here is to break down the silos, while also ensuring clear lines of responsibilities in services. By cross-training all Managers and the Director in all services, in the event of SPP business travel, vacations, or vacancies of the positions, two other individuals would have the knowledge to maintain services. For FY2019, the “Office of Student Services” (former department title) will be changed to the “Office of Program Relations.” b. Tutoring, supplemental instruction, and teaching assistants The School of Public Policy recognizes the tremendous variation in the academic preparation for a student population as diverse as that at the School—especially when taken in conjunction with the rigor of the School’s broad and challenging curriculum. The School values this diversity and regularly makes available resources to supplement the curriculum with academic support resources. Specifically, the School hires teaching assistants who provide tutoring and mentoring for students in the economics and statistics courses, as well as providing weekly support labs for both math and econometrics. The School has also hired a writing lab resource person to assist students struggling with writing. Beyond this, the School this year hired a policy writing expert to give a series of workshops aimed at assistant students in the specialized skill of policy writing. Below is the description of each lab from our Student Services area. Applied Research Methods Study Labs are held several times a week by selected graduate assistants to review class material and assist students with skills obtained in the core Applied Research Methods in Public Policy class. Economics Study Labs sessions are held several times a week by selected graduate assistants and review areas and topics examined by the core economics classes. Sessions are ideal for reviewing class material and improving skills in economic analysis. They are free and all School of Public Policy students are encouraged to attend. Writing Labs are held twice a week by a selected graduate assistant who provides assistance in macro-level editing, recommendations on developing coherent organization, and guidelines for improving writing and style. Lab sessions are free and all School of Public Policy students are encouraged to attend. c. Orientation and transition programs Each year the School of Public Policy holds a series of events at the beginning of the fall semester to assist students in making the transition back to graduate school. Please see Exhibit Q for the agenda our new student orientation program. d. Financial support for obtaining scholarships, fellowships, teaching assistantships, etc. The School of Public Policy participates fully in federal work-study program and also provides school-administered financial grants and assistance to students. In addition, the School of Public Policy provides access to a wide range of scholarship opportunities. Below are the scholarships featured in our Academic Catalog. Laszlo and Milka Ambrus Endowed Scholarship: The Laszlo and Milka Ambrus Endowed Scholarship was established for students pursuing a degree at the School of Public Policy who are in good standing in all areas of the University. Associated Women for Pepperdine School of Public Policy Scholarship: Associated Women for Pepperdine is a group of Church of Christ women who raise funds each year to assist deserving students who are members of the Church of Christ. Recipients will be selected on the basis of financial need, merit, character, and church membership. William S. and Gay Banowsky Endowed Scholarship: Established by Lew O. Ward and supported by a circle of friends, the William S. and Gay Banowsky Endowed Scholarship provides grants to students pursuing a Master of Public Policy degree at the School of Public Policy who are in good standing in all areas of the University. Dr. Frank W. and Mrs. Sherry R. Cornell Endowed Scholarship: The Dr. Frank W. and Mrs. Sherry R. Cornell Endowed Scholarship is restricted to students with financial need who are pursuing a Master of Public Policy degree at the School of Public Policy, with preference given to Catholic students. If no Catholic students are available, the scholarship shall be given to Christian students. The scholarship provides support to one or more students with financial need who are in good standing in all areas of the University. Joe and Farima Czyzyk Endowed Fellowship Fund: The Farima and Joseph Czyzyk Endowed Scholarship is to be used for students who are enrolled at Pepperdine University’s School of Public Policy and studying at the Washington, DC campus. The scholarship is to be used for tuition and, at the discretion of the Dean of the School of Public Policy, other attendant needs. Recipients must be in good standing in all areas of the University. Sally H. Edwards Endowed Scholarship Fund: The Sally H. Edwards Endowed Scholarship Fund was established in honor of Bert and Mildred Lefevre and provides support for students, with a preference given to those students from Hawaii. Lynn and Foster Friess Endowed Scholarship: Established by a gift from the National Christian Foundation Giving Fund on behalf of the Foster and Lynn Friess and the Friess Family Foundation, the Lynn and Foster Friess Endowed Scholarship shall be restricted to qualified School of Public Policy students who have evidenced leadership based on the principles embedded in the Declaration of Independence and the Constitution of the United States. Fritz Endowed Scholarship in Public Policy: Established by Lynn C. Fritz, founder of the Fritz Institute, the Fritz Endowed Scholarship in Public Policy provides support for students who are pursuing a Master of Public Policy degree at the School of Public Policy, with preference given to those pursuing an international relations and national security specialization. Linda M. Gage AWP Endowed Scholarship: Established in 2010 by Jerry and Kay Cox honoring the memory of Pepperdine Regent Linda M. Gage, the Linda M. Gage AWP Endowed Scholarship is restricted to Church of Christ students with financial need who are pursuing a degree at Pepperdine. Recipients must be in good standing in all areas of the University. Bertha and John Garabedian Charitable Foundation Endowed Scholarship: The Bertha and John Garabedian Charitable Foundation Fund provides assistance to qualified public policy students from Fresno, Kings, Madera, or Tulare counties in California. Endowed Jewish Scholarship Fund: The Endowed Jewish Scholarship Fund provides assistance to Jewish students in good academic standing who are pursuing a degree at the School of Public Policy. Peter and Veronica Johnson Endowed Scholarship: The Peter and Veronica Johnson Endowed Scholarship provides support to students with financial need who are highly qualified applicants to the School of Public Policy and remain in good standing in all areas of the University. Russell and Colene Johnson Endowed Scholarship: The Russell and Colene Johnson Endowed Scholarship was established for students pursuing a degree at the School of Public Policy who are in good standing in all areas of the University. Thomas P. Kemp Endowed Scholarship: Established in 2006 as a memorial legacy to Pepperdine Regent Thomas P. Kemp, this scholarship assists students at the School of Public Policy. Maldonado Family Endowed Fund: Established in 2011 by a gift from Ernest and Mary Maldonado, the Maldonado Family Endowed Fund shall be used at the discretion of the dean of the School of Public Policy to fund merit scholarships, student internships, faculty research, fellowships, and other programs and initiatives of strategic importance to the School of Public Policy in the fields of intelligence, national and homeland security, criminal justice, and enforcement. William and Nancy Mortensen Endowed Minority Scholarship: The William and Nancy Mortensen Endowed Minority Scholarship will provide scholarship assistance to minority students in good academic standing. Mike E. O’Neal Endowed Scholarship Fund: Established by Peter Cheung and Fred Prager, this endowed scholarship was created to aid deserving School of Public Policy students. Jason and Olena Pates Endowed Scholarship: The Jason and Olena Pates Endowed Scholarship was established for students pursuing a degree at the School of Public Policy who are in good standing in all areas of the University. Pete and Gina Peterson Endowed Scholarship: The Pete and Gina Peterson Endowed Scholarship was established for students pursuing a degree at the School of Public Policy who are in good standing in all areas of the University. Allen and Marilyn Puckett Endowed Scholarship: The Allen and Marilyn Puckett Endowed Scholarship was established to provide support for students at the School of Public Policy who are in good standing in all areas of the University. S. A. Enlightenment Scholarship: The S. A. Enlightenment Scholarship was established with a gift from the S. A. Enlightenment Foundation to provide scholarship support for students from predominantly Muslim countries. Marilyn Dunton Simpson Endowed Scholarship: Established by Marilyn Dunton Simpson in 2009, this scholarship provides support for students at the School of Public Policy who are in good standing in all areas of the University. Maurice H. Stans Endowed Scholarship: Established in 1999 by the Stans Trust, the Maurice H. Stans Endowed Scholarship was created to provide support for African- American students— anyone born or adopted into the designated lineal ancestry who is not a minor. Stans Family Foundation Endowed Scholarship: Established in 2012, the Stans Family Foundation Endowed Scholarship was created to provide support to students pursuing a degree at the School of Public Policy, with preference given to students who hold a license as a certified public accountant and/or hold a degree in accounting or a related field who are in good standing in all areas of the University. Terralynn and Earl Swift Endowed Scholarship: Established in 2006 by Terralynn and Earl Swift, this endowed scholarship was created to provide assistance to students interested in studying how people from diverse cultures might discover common values in the context of global interdependency. Flora L. Thornton Endowed Scholarship: Established by Flora L. Thornton in 2009, this scholarship is a merit-based academic scholarship for students at the School of Public Policy with demonstrated leadership potential who are in good standing in all areas of the University. Lydell Ward Endowed Scholarship: Established by School of Public Policy Board of Visitors member Beti Ward, the Lydell Ward Endowed Scholarship is awarded to qualified female students pursuing a Master of Public Policy degree. Michael and Cheryl Warder Endowed Scholarship Fund: The Michael and Cheryl Warder Endowed Scholarship Fund was established for students pursuing a degree at the School of Public Policy who are in good standing in all areas of the University and who are either current members of any of the five United States Armed Forces or honorably discharged from one of them. J. McDonald and Judy Williams School of Public Policy Scholarship: Established by J. McDonald and Judy Williams in 1999, this scholarship is designed to assist deserving School of Public Policy students who are members of the Church of Christ. e. . Support for engagement in the campus community SPP distributes announcements from the broader university community and participates as one of the University’s component schools in the broader life of the Malibu campus. As a full-time program, students are expected to be on campus regularly and to able to access broader university events. SPP frequently hosts major and small events to which the broader university community is invited. Selected events from the 2018-19 academic year are listed below: 8/20/2018 School of Public Policy New Student Orientation 8/28/2018 Crowdsourcing for Democracy 8/31/2018 SPP Student Organization Leadership Training 8/31/2018 SPP Welcome Back Pizza Party and Student Mixer 9/4/2018 SPP Graduate Assistant Workshop 9/10/2018 Dean Peterson Alumni Webinar Series 2nd Years-Resume Peer Review/Mock Interviewing Dean Peterson Alumni Webinar Series Seaver College Meet the Firms & Grad Fair Night 9/12/2018 New York City Idealist Grad Fair 9/13/2018 Cover Letter/Resume Writing Session 9/17/2018 "The High Holidays: A Time to Reflect with Cantor Kenny Ellis 9/18/2018 SPP Constitution Day Lecture: Making Freedom Last: The Role of Religion in Sustaining Our Republic 9/19/2018 Founder's Day Davenport Discussion with Mayor Sylvia Ballin 9/21/2018 A Convenient Truth: How Film Can Influence Policy 9/25/2018 The Future of American Retirement: Protecting Taxpayers from the Politicizing of Public Pension Accounts Income Security-Congressional Budget Office 9/27/2018 Citizens' Initiative Review to Evaluate Prop 10 Local Rent Control Financial Literacy 101 10/1/2018 Cross Sector Leadership Conference 10/2/2018 Seaver College Health & Sciences Career Fair 10/3/2018 Learn More About P4 Webinar Series 10/8/2018 Ask an Alum (web)-Shane Tayloe (MPP '15) 10/9/2018 Tuesday Talks Webinar Series 10/10/2018 Sempra Utilities-Mike Harriel Los Angeles Idealist Grad Fair 10/12/2018 Waves Weekend 10/15/2018 "L'Dough V'Dough" Challah Bread Baking with Holocaust Survivors Seattle Idealist Grad Fair 10/16/2018 International Student Session 10/17/2018 Fighting Nuclear Proliferation with Intelligence: Three Models Sacramento SPP Alumni Mixer 10/18/2018 Protest Politics in the Marketplace 10/19/2018 Policy Intensives with Practitioners Series: How the Intelligence Community Works-Sometimes Is California Ready for Another Major Political Party? 10/22/2018 Blake Dellinger from Assembly Member Laura Friedman Office 10/23/2018 Tuesday Talks Webinar Series Fighting Slave Labor in California 10/24/2018 Learn More About P4 Webinar Series 10/25/2018 Mandatory Internship Meeting 10/27/2018 California Forum for Diversity in Graduate Education Fair 10/30/2018 White House Fellows Program 11/1/2018 Coro Public Affairs Fellowship Info Session 11/6/2018 Dean's Discussion: Into our Third Decade 11/7/2018 DTSC Informational Session 11/12/2018 From Kleptocracy to Democracy: Corruption & Community in the City of Bell 11/13/2018 Tuesday Talks Webinar Series 11/14/2018 Ask an Alum (web)-Elle Wang (MPP '09) \ Has Liberalism Failed? 11/15/2018 Learn More About P4 Webinar Series 11/27/2018 Tuesday Talks Webinar Series 11/28/2018 Patricia Tagliaferri Dean's Distinguished Lecture Series with Dennis Prager 11/30/2018 Policy Intensives with Practitioners Series: California Community Colleges; Opportunities and Challenges 12/6/2018 Advent Service 12/11/2018 Learn More About P4 Webinar Series Moral Sense in Politics & Policy: Faithful Friendship Amidst Difference 1/8/2019 The Growing "Viewpoint Diversity" Movement on America's College Campuses, and What You Can Do. 1/9/2019 Professional Development Coaching - Preparing to Apply 1/14/2019 Mapping the Future: Leadership in Search of a Sense of Place 1/16/2019 Davenport Discussion 1/17/2019 Demystifying Scholarly Publishing 1/22/2019 Davenport Discussion 1/24/2019 FBI Career Information Session 1/28/2019 Can a Liberal Arts Education Survive in the Burnout Culture? 1/29/2019 Writing Workshop One: Introduction to Policy Writing 1/30/2019 Alumni Webinar with Dean Peterson 1/31/2019 Are American College Campuses 'Free Speech Zones'? 2/5/2019 Careers in Environmental Policy Leadership (Pepperdine Career Week) 2/8/2019 Policy Intensives with Practitioners Series: United States Health Policy 2/11/2019 Professional Development Coaching - I'm Serious! 2/12/2019 Writing Workshop Two: Nuts and Bolts of a Policy Memo Little Pink House Screening 2/14/2019 AEI Information Session 2/19/2019 GSE Reform: Will 2019 Finally Mean an End to the Conservatorship? California Audi tor's Office Information Session 2/20/2019 Writing Workshop Three: Policy Writing in Various Contexts Washington, DC Lecture Series: “Moral Sense in Politics and Policy” 2/26/2019 Ask-an-Alum with Jennifer Kamara (MPP '15) 2/27/2019 Student Loan Repayment Plans & PSLF Info Session 3/1/2019 The Last Mile: Effective Strategy Requires Tactical Reality 3/2/2019 Conservative Political Action Conference 2019 3/4/2019 Student ICMA Sponsored Davenport Discussion with Rick Cole 3/5/2019 Give2Pepp Day! 3/7/2019 Silicon Beach Roundtable: Entertainment, Media, & Sports Panel--The Golden Age of Content & Distribution 3/13/2019 TEDx Pepperdine University Livestream 3/14/2019 Lecture: Alexis Bonnell, "Reflections on Life and Career: From Pepperdine to the UN, USAID, and Beyond" 3/18/2019 Fighting the Good Fight: Modern Wartime Presidents, Their Faith & Foreign Policy 3/19/2019 Ready To Lead: Emotions and Leadership 3/21/2019 2019 The Future of Healthcare Symposium Professional Development Coaching - Professionalism 101

The Ethics of Zealous Advocacy: Understanding the Business of Sports and Labor 3/24/2019 The Mountain 2019 3/26/2019 A Home in California: Are Our Communities Sustainable? L'Dough V'Dough 3/27/2019 Ask-an-Alum with Melissa Cromack (MPP '12) 3/29/2019 Applying Private Sector Tools to Public Problem Solving 4/1/2019 Book Launch and Reading: Radical Beauty, an anthology about the Woolsey Fire 4/3/2019 Davenport Discussion with Glyn Milburn 4/8/2019 City Manager in Residence: Matthew Bronson 4/10/2019 Climate Calling 4/16/2019 Lecture: Jim Gash, "Pepperdine's Footprint in the Developing World" 4/26/2019 School of Public Policy Graduation

f. Support for emotional and psychological variables of success Student services provides access to emotional and psychological support and services. Each entering class is seen as its own support community as well and activities are scheduled to bolster that community. Our New Student Orientation program also includes wellness discussions from counseling services and campus recreation. g. Spiritual development programs and opportunities The School of Public Policy supports students pursuing their spiritual development and growth. One student-run organization, Christianity and Public Policy, looks at professional service and leadership through a Christian lens. The dean of the School of Public Policy also has hosted a Bible study on campus. h. Multicultural opportunities which support diversity Given the rich diversity of our students’ experiences and cultures, a wide range of activities capturing that diversity of perspectives and experiences are offered at the School. In addition, the School’s professional development series and speakers reflect a full range of demographic and philosophical diversity. 11. Please describe evidence of students' research and publications, awards and recognition, professional accomplishments. In a two-year professional degree, the opportunities for competition on the national and international stages vary widely. Students are often engaged in research opportunities in their roles as graduate assistants for faculty. Additionally, the School hosts the Pepperdine Policy Review, a competitive student-run journal akin to Law Review publications at law schools. Students from SPP also routinely compete in events such as NASPAA’s (NASPAA is the national professional association for schools of public policy, administration and affairs) Student Simulations Competition (where an SPP team placed highly in this year’s global competition) and the Homeland Student Advisory Council Case Competition. SPP alumni have also been selected as Presidential Management Fellows, California State Senate Fellows, and Assembly Fellows. Several SPP alumni have also served as Presidential Speechwriters, U.S. Senate-confirmed presidential appointees, NGO Presidents, accomplished lobbyists and chiefs of staff. One alumnus has served as the Secretary of Education in two states (Florida and New Mexico) and Deputy Secretary of Education in another (California). One alumnus is a featured commentator on Fox News and CNN. Many students from SPP have continued their studies to obtain doctoral degrees and other advanced graduate degrees. One student founded a widely-acclaimed charter academy in Los Angeles Unified School District.

Student success data 12. What is the profile of students in the program and how does the profile relate to or enhance the purpose and goals of the program? Please explain your student success data (enrollment and retention data). Evidence should include student retention and graduation rate trends (disaggregated by different demographic categories such as race, gender, first-generation students, etc.). OIE provides this data annually and houses the reports on the OIE website and LiveText site.

Attached is the student success data for your program. Table 13 below presents the latest data from the Pepperdine Office of Institutional Effectiveness for student graduation rates from the School of Public Policy. As shown in this table, attrition is relatively low in the program with between 87 and 90 percent of students graduating. Because of the small scale of the program, a single student’s departure for any reason can have a significant impact on this rate. Even with that limitation, most students who enter the program will successfully complete their degree.

Table 13. Student Graduation Rates at SPP

2010 fa111011 Fall 2012 Fall 2013 Fall201-4 M;ijiner's Pro,gram5, Entering 3-Year Enter ing 3-Ve.ar Entertn, 3~Year Entering 3-Year Entering 3•Ye1u 3-Year Graduation Rates c.ohort(N) Grad Rate COhOrt(N/ Grad Rate- COhOrtlN/ GradR:lt,e, COhOrt(N) Grad Rate COhort (NJ Grad Rate Ftma11! 40 '111% 40 93" 26 85" 32 88" .. 86" White, Non-Hi5-pGnic: 11 73" 19 95" 12 100% 9 78" 6 100% Blac:k or African American 8 88" s 80% 5 80% 1 100!< Hlsp.1nlc/latlno 3 100% I 100% 1 100% 1 100% I 100% Asian 7 100% s 100% 1 1 100% l 100% Aml!ric:an lncflan/Alaska Nativt 1 100% 1 °" 1 100% Unknown 2 100% I 100%°" I 100% 3 67" I Non -Residen.t Alien 7 100% 8 100% 8 7S" 11 100% • 75"°" Two or mote u1ciH 1 100% 3 67" 1 JOO% Male 24 19 84" 26 92" 22 86" 18 89% white, Non-His anlc: 11 88"~'" s 80% 14 93" 12 83" s 100% Black or African Amtrican 1 100% I 100% I 100% I 100% • 75" Hlspanlc/latlno - 2 50% _,_ 100% 1 1 Asian 3 100% 1 100% 1 100%°" '°°" Ame,rican lncfian/Alaska Nat ivt I 100% 2 100% Unknown 2 50% 2 100% 2 100% 3 100% • 75" Hawaiian/Othr Paclfi lslan.der 1 100% Non-Ruiden t Alien 3 67" 6 83" 6 83" 2 100% 3 100% Two or moterace,: I I 100% Total Cohort I 64 88" 59 '111% S2 89" S4 87" 32 88% SOURCE: Office of Institutional Effectiveness, Pepperdine University Typically, the students who departed in these cohorts were separated for academic reasons, raising the possibility that our admissions processes were not effective in screening these students out in the selection process and/or that the program had not focused adequate resources in providing support to these students. Subsequently, the faculty (1) conducted several statistical analyses aimed at understanding how well our admissions data indicators predict individual student success; (2) allow and/or strongly recommend that students whose admissions data are “close to the boundary” take a limited courseload in their first semester at SPP; and (3) provide more and earlier academic support for those students. Since the overall number of separating students are so low these cases are reviewed annually to ensure that students are given every chance and resource possible to succeed.

DIVERSITY OF STUDENT BODY Diversity is an essential element of SPP’s pedagogical model. The pursuit of solutions to problems of mutual concern in an environment of constrained resources and competing interests and values necessitates being able to navigate very heterogeneous groups of policy stakeholders and the broader public. Consequently, SPP seeks to recruit a student body each year that not only is diverse among socioeconomic dimensions like race, ethnicity, age and gender, but also in terms of life experience, ideology, and outlook. So in this section, we will not only provide information on the socioeconomic diversity of our students, but also along the other dimensions. Table 14 shows the demographic descriptors of the entering (enrolled) students for the past several years. Table 14-Demographic Characteristics of Enrolled Class, Fall 2015-Fall 2018

Share of Share who International Share from Share who Enroll Year are Female Students Out of State are Minority Fall 2015 56% 29% 34% 23% Fall 2016 53% 19% 35% 56% Fall 2017 47% 16% 33% 29% Fall 2018 54% 13% 28% 31% As can be seen here, SPP has a very diverse student population. Note that minority and international students4 comprise nearly half the student body. The predominant trends are toward younger students, who are increasingly international. For domestic students, more students are from California than in the past. The share of minorities vacillates from year to year between 23 percent and 56 percent. Table 15 provides more detail on the racial and ethnic diversity of SPP’s student body.

Table 15—Racial and Ethnic Composition of SPP Entering Classes, Fall 2010 - Fall 2014

American White, Black, Asian / Non‐ Multiple/ Indian / Hispanic/ Non‐ Non‐ Pacific resident Other/ Alaskan Latino Hispanic Hispanic Islander Alien Unknown Native Fall 2010 43.8% 14.1% 3.1% 10.9% 4.7% 15.6% 7.8% Fall 2011 40.7% 10.2% 1.7% 13.6% 5.1% 23.7% 5.1% Fall 2012 52.0% 2.0% 0.0% 4.0% 4.0% 28.0% 10.0% Fall 2013 38.9% 11.1% 5.6% 3.7% 3.7% 24.1% 13.0% Fall 2014 34.4% 15.6% 0.0% 6.3% 6.3% 21.9% 15.6% SOURCE: Pepperdine Office of Institutional Effectiveness Data, https://www.pepperdine.edu/oie/content/pdf/student_success_data/graduation_rates_for_spp_master_programs.p df As can be seen in this table, SPP has an ethnically and racially diverse program. This reflects both the excellent recruiting and outreach strategies envisioned and executed by our recruiting office and staff, and the personal nature of the SPP recruiting process. Additionally, SPP works internally and collaboratively with external organizations such as the Public Policy and International Affairs program to ensure opportunity for our students of color. In the years since this OIE data, the trends have continued to reflect high levels of diversity. As evidenced by the summary data in Tables 14 and 15 above.

4 For purposes of this table, Asian students are not counted as minority students. Student and Alumni Data 13. Please present your student and alumni survey data examining student attitudes, satisfaction levels and dispositions. OIE will provide the data in tables and graphs in their Educational Effectiveness Report. Programs are responsible for explaining the survey results. Survey data includes: UCLA/CIRP satisfaction survey data, alumni data.  Student and alumni survey data

The 2019 iteration of the SPP Recent Alumni Survey gave us a more contemporary assessment of how our recent alumni view the program and the results cover many of the issues identified elsewhere in our program review. Exhibit F gives the questions used in the survey instrument and Table 16 below features several of the results from the 2019 survey.

Table 16. Selected Results from SPP Recent Alumni Survey, 2019 Average Score Percent Middle Question (1 to 7) Score or Above Extent to which SPP experience fulfilled or failed to 4.96 81 meet the students’ expectations of what a good program should be. Believe the MPP was worth its cost in time, tuition, 4.48 78 and lost earnings. Would you recommend the program to your friends 4.70 67 and colleagues? How would you judge the School’s performance in 4.78 78 providing you with numerous ways of thinking or approaching problems that will serve you well over the long haul? Do you agree with the School of Public Policy’s 5.62 89 mission? Did you have sufficient access to career services staff 3.59 48 and information? Generally, most recent alumni see the value in their investment in an education at the School of Public Policy and two in three would recommend it to a friend or colleague. There were some areas of weakness highlighted in the data, most notably in the career services area, as indicated in the last question in Table 16. Student responses to the questions, “how would you assess the School’s assistance in supporting your search for a job in organizations that did not recruit on campus?” and “How would you rate the career services office’s help with matters such as interview training, negotiating strategies, resumes, etc.?” These two questions averaged response scores of 2.07 and 2.37, respectively, on the seven-point scale and only 30 and 22 percent, respectively, gave the career services efforts in these areas a middle or higher score. One of the reasons for the School’s overhaul of the entire student services department is ostensibly to address these shortcomings. Assessment Data 14. Other relevant data. e.g. General education data, special reports.  Other Data Sources (unlikely)

Integrity In meaning of the degree (section four) student learning outcomes and curriculum matrixes were used to define the degree. Now please describe the processes used to ensure the rigor of the program. 15. Are the assessment methods comprehensive allowing for a triangulation of data using primarily direct student data supported by indirect student data? Are the assessment methods and tools quantified and robust enough to assess student learning? Is the student sample used for assessment adequate in size and representative of the student population? The core of SPP’s assessment process focus on two important processes: the detailed review of the products of the Capstone Policy Seminar and a serious look at the student employment rates six months out. In the capstone review process, two-thirds of group- based capstones and a sample of one-third of all individual capstones are reviewed by the associated faculty subgroups. Additionally, the sampling is applied within each section of the capstone offered to ensure that a representative sample of the capstone products is captured. In the case of the internship reviews, 100 percent of all internship experiences are reviewed by the faculty. The recent alumni surveys, conducted in conjunction with the School’s regular program review processes, also play a critical role in the School’s periodic assessment processes. The School also relies heavily on focus groups to garner current student input, perspectives and data. Because of the program’s small size, and typically low participation rates, direct surveys of current students are routinely not used. Meaningful disaggregation of the relatively few responses received in these types of surveys for programs as small as ours is not statistically relevant or significant, and thus not useful. For example, when the School examined the concept of bolstering the professional development area of the curriculum, nearly 80 percent of the potentially affective students participated in focus groups. Students are also invited to participate in focus group discussions each year on an open inventory of topics. This past semester, nearly half the students in the program participated in these two sessions.

16. Are the graduates achieving the student learning outcomes at the expected level? How was the threshold determined? How do you know your expectations are appropriate? Do you use comparisons based on national standards or benchmarking? How have your assessment findings supported this? Is there assurance that students consistently meet the standards of performance that the major has established? What happens to students that don't meet the standards?

Table 17 below replicates the data presented earlier in this review about the results of our capstone reviews. As the centerpiece for the MPP’s assessment process, this document captures the essence of our estimation of the quality of our students’ work. Since this is a professional degree, the fundamental standards for acceptable work a (1) “is this work ready for public discussion and scrutiny?” and (2) “does it advance the quality of the debate or argument?” Numerically, we operationalize these questions by assigning a score of 3 for a passing result and a 5 for an outstanding demonstration of good, integrated analysis and argumentation.

As experienced policy professionals, each faculty member bears a burden in defining what this measure is. The primary measure and standard is whether it is ready for the principal involved (such as the governor or president). There are no national standards to define what this is (as evidenced by the low quality of some of our public policy choices). However, when five experienced policy professionals who are actively engaged in current public policy debates work together, the general ranges of what constitutes an appropriate level of professionalism and quality emerge. Actively engaged being the key words here—we are all actively engaged with policy makers and decisionmakers in our respective fields and are thus intimately acquainted the best standards of professional policy work.

Table 17. Results of Capstone Assessment Processes, Spring 2017

Apply Demonstrate Capstone Review Results – Purpose and Basic Appropriate Professional Averages Place Methods Frameworks Skills Total Moral and Ethical Reasoning 3.67 3.42 3.82 3.57 14.48 Analytic Methods 4.00 4.00 4.14 4.14 16.29 Economic Analysis 4.33 3.75 4.00 3.67 15.75 Average Scores 4.00 3.72 3.99 3.79 15.50

Apply Demonstrate Capstone Review Results - Purpose and Basic Appropriate Professional Medians Place Methods Frameworks Skills Total Moral and Ethical Reasoning 4.00 4.00 4.00 4.00 15.00 Analytic Methods 4.25 4.00 4.00 4.00 15.50 Economic Analysis 4.00 3.50 4.00 4.00 14.00 Overall Median Scores 4.00 4.00 4.00 4.00 15.00

It is in fact the conversations that happen before the reading process in assessment begins that is critical in operationalizing these standards. Building from our experiences in prior years, we even reference prior-year documents to explore how we will rate a given piece of analysis. Because public policy is, at its very core about tradeoffs and rhetoric, integrity, consistency and the ability to communicate ideas become important. Adding the political dynamic as a layer further complicates assessment.

Unlike the “majors” referenced in the prompt, which typically are rich, narrow bodies of knowledge, public policy is about lives, organizations, and the people dynamically impacted by choices and tradeoffs. There are some core components of knowledge, but the discipline is much more about skills and personal decision frameworks and how they integrate with a broader understanding of politics, individuals and the economy. It is about the ability to (1) build a vision of what “ought” to be; (2) to articulate that vision appealingly to others; and (3) to understand the moral foundations of that vision well enough to be consistent with its higher purposes-in a word “leadership.” These are the skills to look for in assessing a student’s work or analysis.

Since capstones are routinely taught by members of the core faculty or trusted, long-term adjuncts who are party to these conversations, students are held to the standard of providing evidence of professional work in their capstone. Those who fail to perform at that level would be asked to repeat the experience.

17. Please present an integrated analysis of the data collected from the assessment of direct learning and indirect learning ( survey data, focus group, alumni data, and authentic evidence). Please report on the findings from the last comprehensive program review. In summary please explain how the program has achieved a holistic evaluation of the students' educational experience. In our last program review, the MPP program’s biggest challenge was a decline in enrollments after more than a decade of consistent growth. At that time, the program introduced a series of strategies that were intended to bolster enrollments while simultaneously preserving the integrity of the program. Simultaneously, the University underwent a highly period of leadership change—with both the Dean of the School and the entire recruiting and admissions staff changing. Despite these major disruptions, the program has managed to make some progress in addressing the enrollment issue—even in a competitive landscape where professional school enrollments overall are lagging and opportunities elsewhere in the economy are burgeoning. Our data have told us several things about ourselves: (1) the market, employers, and our students are demanding more professional relevance from the education we provide; and (2) students are looking for more returns from their professional education investments. The MPP program redesign in 2017 was intended to address both of these issues head on. The School is exploring even more changes to the curriculum that could add value to these dimensions—including online courses, programming located in the nation’s capital and closer to the policy centers, and even new ways of providing training and learning opportunities. Our latest capstone reviews seem to point to some progress in this dimension, but it will take at least three additional years to know whether the intent of the program redesign is having its desired effect. Because of our assessment efforts, the School has been able to examine the MPP program and to propose revisions that we believe place us squarely at the forefront of good public policy pedagogy. The faculty and administration at SPP regularly participate in academic conferences on pedagogy in the fields of public affairs and public policy where we share our insights, experiences and innovations with other policy institutions. The recent program redesign would not have been possible without the data and evidence we collected from our assessment processes. We will look to those same processes to help us gauge whether the changes made generate the right kind of changes in what our students learn. One task on the plate for the faculty in this academic year is to develop a set of assessments around our professional development changes to ensure that they are providing the depth of experience and exposure intended in the program change. Preliminary participation data point to the need for some modifications to that dimension of the program and some changes have already been made administratively. Our capstone assessments show work products that are consistent with the program’s student learning goals and our students continue to flourish in the employment space— taking high profile positions that allow them to pursue their goals to be policy leaders. Our assessment practices seem to indicate that most of the program’s component activities are achieving their desired impacts on student learning even while highlighting some key weaknesses increasingly seen in the prior preparation of our students—especially in the area of writing. The faculty are actively engaging this critical issue and have now experimented with a wide range of approaches intended to directly mitigate this issue. So far, none have produced the desired results, so we continue to seek new solutions. Holistically, the program is on target for our student interests and seems to be attracting students who share the School’s and University’s missions, even while continuing its quest to fill its seats in a way that provides financial stability to the MPP program. Toward this end, we are investing heavily in building our brand (and thus our ranking in U.S. News) and investing in the right media channels to expand our enrollments appropriately. The School is also exploring a modified model of the program to be delivered with new partners in a new co-branded approach—again all in the interest of raising the stature, reputation and profile of the program.

WASC 5 CORE COMPETENCIES

18. How does the program ensure that graduates meet the WASC FIVE CORE COMPETENCIES? Present your findings of measurements you have done of the core competencies.

QUANTITATIVE REASONING (2019-2020) The School of Public Policy supports strongly the overall university plan to assess these core competencies. As has been seen elsewhere in this document, the small faculty of the School of Public Policy have been engaged in fairly length and detailed redesigns of core parts of the curriculum and thus have not participated in this component of the competency evaluation. The School plans to evaluate this competency in the 2019-20 academy year in the core research methods course (MPP 603).

CRITICAL THINKING (2021-2022) The School of Public Policy supports strongly the overall university plan to assess these core competencies. As has been seen elsewhere in this document, the small faculty of the School of Public Policy have been engaged in fairly length and detailed redesigns of core parts of the curriculum and thus have not participated in this component of the competency evaluation. The School plans to evaluate this competency in the 2021-22 academy year in the core policy analysis and “Great Books” courses (MPP 601 and MPP 604).

INFORMATION LITERACY (2020-2021) The School of Public Policy supports strongly the overall university plan to assess these core competencies. As has been seen elsewhere in this document, the small faculty of the School of Public Policy have been engaged in fairly length and detailed redesigns of core parts of the curriculum and thus have not participated in this component of the competency evaluation. The School plans to evaluate this competency in the 2020-21 academy year in the Capstone Policy Seminar course (MPP 607).

ORAL COMMUNICATION (2022-2023) The School of Public Policy had intended to perform an assessment of changes in the student’s oral communications during the fall semester in the course MPP 604 which includes numerous student presentations. The Woolsey Canyon fire intervened, however, and due to the accommodations that had to be adopted to finish the semester while still complying with required contact hours, the final student presentations had to be switched to an alternative format that did not provide a fair comparison to the earlier presentations. This assessment is scheduled to be conducted in the 2022-23 academic year in the core policy analysis class (MPP 604).

WRITTEN COMMUNICATION (2018-2019) In the fall of 2019, the School of Public Policy identified writing as one of the key professional skills where our students (and in fact all students nationally) seemed to be falling short. This idea arose not only from our own observations, but also from conversations at the Fall 2015 APPAM Spring Conference where employers listed “team your students how to write for policy” as their number one request from public policy programs. The faculty at SPP thus chose to examine the writing abilities of our students with a view to meeting this request. First-year students were given a writing prompt for a basic policy question and asked to write a single memo responding to the prompt. All students were provided access to Microsoft Word in the Drescher computer laboratory. These writing samples were then assessed by the three core faculty at SPP who assign the most writing: Dr. Robert Kaufman, Dr. Ted McAllister, and Dr. Michael Shires. The writing artifacts were assessed using the writing competency of the first-year cohort using the rubric for written communication provided by the Office of Institutional Effectiveness. Before assessing the materials, the three faculty met to discuss how the rubric applies to graduate policy writing and how we would consistently apply it across the writing samples. The results of that assessment showed students scoring an average of 10.36 out of 16 on the assessment, somewhat below the desired 12/16 score and barely above the 10-point standard of adequate. In response to these results, the School hired a professional writing instructor to provide a series of three workshops to our students on effective tools and approaches to policy writing. These workshops were offered at the end of the Fall Semester 2018 and (due to the Woolsey fire) into the first part of the Spring Semester 2019. While participation was not as high as desired, the hope is that we are making progress toward meeting the need for improved writing skills among our graduates. This writing curriculum is currently being programmed into a special session at the August 2019 New Student Orientation. Sustainability 19. With the rapid changes in the higher education environment, the University needs to demonstrate how financial viability and planning of their long-term stability are ensured. In order to demonstrate this each program should address: a. questions about the level of student demand for the program and b. the degree to which resources are allocated appropriately so they are sufficient to maintain program quality. c. What is happening within the profession, local community, or society that identifies an anticipated need d. for this program in the future? (If appropriate include market research.) Demand for professional, masters-level degrees nationally have seen some evidence of counter-cyclicality with the business cycle. With record low unemployment nationally, the demand for full-time, residential master’s degree programs in public affairs, public policy and public administration have been flat to declining over the past seven years. Data provided by NASPAA, the major national accrediting body in the area show a 6-10 percent decline in overall enrollments across that period. Within the specific degrees, public administration (MPAs) account for the vast majority of the degrees awarded and are driving the declines. In the specific MPP category, the results are more volatile in response to reporting variation, but also seem flatter over time. At the same time, the School of Public Policy has seen a decline in overall enrollments (see Table 18) and, as a result, has concentrated on two important initiatives to ensure the future sustainability of the School: (1) improving the branding and profile of the School; and (2) exploring alternatives modes, locations, and programs to complement the School’s revenue base. For example, the professional certificate programs at the Davenport Institute have served as an important part of its revenue base. The School is actively engaged with several partners to explore certificate, degree, and program expansion opportunities both online and at the University’s Washington, DC, campus.

Table 18. SPP Enrollments, 2013 – 2017

2012 2013 2014 2015 2016 2017 Male Full-time 39 44 32 32 30 26 Part-time 1 3 5 6 2 3

Female Full-time 60 52 42 29 27 21 Part-time 4 6 5 3 5 5

Total All 104 105 84 70 64 55 In the context of these explorations, the School is working closely with local and national agencies, nonprofits, governments, and other potential collaborators to consider design, staffing, and implementation strategies to meet a wide range of potential clients and customers. Inasmuch as many of these explorations are preliminary and/or still in the design phase, no specific marketing research is available.

20. FACILITIES Please describe the adequacy of a. Classroom space b. Laboratories c. Office space d. Programming venues e. Student study spaces

The School of Public Policy continues to benefit from its spaces and the Braun Center for Public Policy at the Drescher campus in Malibu. Our space and physical resources remain unchanged from our last program review. As the School builds new strategic alliances with policy partners and organizations, we anticipate the need to identify and access additional spaces. When that time comes, the expansion will be anticipated to occur, for the most part, at the Calabasas and Washington, DC, campuses. As of the date of this program review, the space in Malibu appears adequate to meet the needs of the MPP program, although the facility’s age is starting to show and some resources, such as classroom technology, furniture and carpeting, are in need of updates.

21. FACULTY AND STAFF What are the qualifications and achievements of the faculty/staff in the program in relation to the program purpose and goals? How do faculty/staff members' backgrounds, expertise, research, and other professional work contribute to the quality of the program? Evidence in this category should include (this could be collected through faculty CVs) : a. Proportion of faculty with terminal degrees b. List of faculty/staff specialties within discipline (and how those specialties align with the program curriculum) c. Record of scholarship for each faculty member, professional presentations for staff members d. Faculty/staff participation in development opportunities related to teaching, learning, and/or assessment e. External funding awarded to faculty/staff

Because these components remain largely unchanged since our last five-year review in 2013, this section of the report provides very brief data on the faculty and staff of the School of Public Policy. We have five (down from seven) full-time, core faculty and the School’s administrative policies remain the same. Teaching loads, committee assignments, faculty’s role in governance (strong), all remain officially the same, although faculty are being asked to teach an extra course per year during the current budget challenges. Curriculum vitae for each faculty member are attached below to show their record of scholarship, professional engagement activities, and funding awards are attached as Exhibits K through O. FULL-TIME FACULTY SPP’s core full-time faculty has contracted from seven to five full-time faculty reflecting the budgetary reality of declining enrollments. It is worth noting that one of our visiting professors, Dr. Anna Choi, is teaching a full-time load with the School at this time. These faculty include (bios for each follow):

 Dr. Luisa Blanco-Raynal,  Dr. Robert Kaufman,  Dr. James Prieger,  Dr. Ted McAllister, and  Dr. Michael A. Shires. Associate Professor Luisa Blanco-Raynal: Luisa Blanco is an economist specializing in economic development and international economics, with a focus on the Latin American region. Dr. Blanco research interests pertain to the wellbeing of Latin Americans at home and abroad. At Pepperdine's School of Public Policy, Blanco teaches the core course on Macroeconomic Policy and other courses related to the economics specialization, such as Global Economics and Latin American Economic Development. Blanco is a scholar at UCLA Resource Center for Minority Aging Research-Center for Health Improvement of Minority Elderly (RCMAR-CHIME), a Visiting Senior Scholar at the Minneapolis Federal Reserve Bank (2017-2018), an Adjunct Researcher at RAND Corporation, and a Research Fellow at Harris Manchester College at Oxford. Blanco's funded research projects focus on financial behavior and financial planning for retirement among minorities in the United States. She conducted a community based randomized controlled trial to evaluate the impact of an educational intervention on retirement saving among Hispanics in the Los Angeles area. Blanco also leads the mobile money diary project, which collects data about financial behavior and health among Hispanics in California. Blanco's research specific to the Latin American region focuses on issues related to economic development and policy-making, such as institutions, democracy, political instability, crime, capital accumulation, capital flows, financial development, inequality, and natural resources.. Blanco's work has been published in journals such as the World Development, Journal of Development Studies, Oxford Development Studies, Southern Economic Journal, Resources Policy, Energy Economics, Latin American Research Review, among others. Professor Robert Kaufman: Robert G. Kaufman is a political scientist specializing in American foreign policy, national security, international relations, and various aspects of American politics. Kaufman received his JD from Georgetown University Law School in Washington, D.C., and his BA, MA, M. Phil., and PhD from Columbia University in the city of New York. In May 2016, Kaufman received an LLM in dispute resolution from the Straus Institute at the Pepperdine University School of Law. Kaufman has written frequently for scholarly journals and popular publications, including The Weekly Standard, Policy Review, The Washington Times, the Baltimore Sun, The Philadelphia Inquirer, the Seattle Post‐Intelligencer, the Wall Street Journal, the New York Times, and Lifezette. He is the author of four books, including his most recent, Dangerous Doctrine: How Obama's Grand Strategy Weakened America (University Press of Kentucky, May 6, 2016). His other publications include In Defense of the Bush Doctrine; a biography, Henry M. Jackson: A Life in Politics, which received the Emil and Katherine Sick Award for the best book on the history of the Pacific Northwest; and Arms Control During the Pre‐Nuclear Era. Kaufman also assisted President Richard M. Nixon in the research and writing of Nixon's final book, Beyond Peace. Kaufman is currently working on a new publication entitled The "Principled Realism" of President Trump—Two Cheers. Kaufman is a former Bradley Scholar and current adjunct scholar at the Heritage Foundation. He has taught at Colgate University, The Naval War College, and the University of Vermont. Associate Professor Ted McAllister: Professor Ted McAllister, an intellectual historian, brings a historical imagination to the public policy curriculum, a perspective not typical of such programs. His training well equips him to press students to ask the foundational moral questions concerning public policy, leading them back to first principles. A graduate of Oklahoma Christian College, he earned his master's degree from Claremont Graduate School before completing his doctoral degree in American intellectual and cultural history at Vanderbilt University. A recipient of the Woodrow Wilson Foundation's Charlotte W. Newcombe Doctoral Dissertation Fellowship, he also received the Leland Sage Fellowship as well as several additional grants including one from the Earhart Foundation. The author of a volume entitled Revolt Against Modernity: Leo Strauss, Eric Voegelin, and the Search for a Postliberal Order, he has completed a new textbook on American history entitled The Promise of Freedom: A History of the United States. Among his other publications, he has authored the chapter "Reagan and the Transformation of American Conservatism" in The Reagan Presidency. McAllister has lectured frequently on the nature and future of American conservatism, including recent presentations at Oxford University and at Universität Erlangen-Nürnberg in Germany. In addition to his research into conservative philosophy, he is currently working on a history of the baby boomer generation. McAllister serves (with Jean Bethke Elshtain and Wilfred McClay) as an editor of Rowman & Littlefield's book series, American Intellectual Culture, which is designed to produce books that examine the intersection of culture and politics in American history. At Pepperdine he teaches the core class entitled Ethical Dimensions of Public Policy: Great Books and Great Ideas, as well as a variety of elective courses that focus on putting policy debates in larger historical and philosophical contexts, including such classes as Comparative Federalism, Public Policy in Modern America, and American Democratic Culture. Professor James Prieger: James E. Prieger is an economist specializing in regulatory economics, industrial organization, and applied econometrics. Previously, he was an assistant professor of economics at the University of California, Davis. He received his bachelor of arts degree from Yale University and his PhD from the University of California, Berkeley. Prieger has written for scholarly journals on a diverse array of policy topics such as the impact of telecommunications regulation on innovation; broadband deployment and the digital divide; the impact of the broadband provisions of ARRA (the 2009 stimulus bill); whether cell phone use causes traffic accidents; the impact of the Americans with Disabilities Act on retail firms; applications barriers to entry in network markets; entrepreneurship, R&D, and economic growth; and the determinants of civic engagement. His research in the area of econometrics has dealt with techniques for non-randomly sampled duration data and conditional moment tests. His current research includes an investigation of tobacco taxation, black market cigarettes, and other unintended consequences of regulation. In another current set of papers, Prieger examines competition and outcomes in the California market for broadband Internet access. Prieger sits on the editorial boards of Applied Economics Quarterly and the International Journal of Business Environment, and his own research has been published in Review of Economics and Statistics, Economic Inquiry, Journal of Applied Econometrics, Journal of Regulatory Economics, and elsewhere. Prieger spent a year in 2008-2009 as Senior Economist with the Federal Communications Commission, advising on broadband and telecom merger policy. He has consulted for major telecommunications and other companies on regulatory issues and presented at panels convened by the FCC. Associate Professor Michael A. Shires: Mike Shires is associate dean for strategy and special projects and an associate professor of public policy at the Pepperdine School of Public Policy. Shires has a long record of success finding new strategies and solutions to problems across a wide range of organizations, from small and mid-sized businesses to nonprofit organizations and think tanks to local communities and governments. He brings an innovative systems-based approach to build linkages and processes that create new strategies for accomplishing institutional goals. He has worked with numerous startups in the public and private sector and has a solid record of designing institutional processes and systems for results. Over the last 25 years, he has worked extensively with and within new organizations with line responsibility for developing management and educational systems. His research spans the broad spectrum of public finance, ranging from economic development issues at the street level to the overall funding landscape of local and state government. He has published extensively on state and local government finance in California, K-12 education policy and higher education policy. His research includes not only the nuts and bolts of state and local governance and finance, but also the ethics and politics of decision-making at these levels. He is currently working on a book about American public policy and its impact on the middle class using California as a case study for what can go wrong. He is also writing a manuscript on options to restructure American priorities and investments in higher education and professional training. Shires publishes frequently on economics, economic opportunity, and development in urban settings and especially California, Los Angeles County, and the San Fernando Valley. His annual ranking series with Joel Kotkin of the best cities for business are carried annually on both forbes.com and newgeography.com. He has served in numerous leadership roles in the two primary national public policy professional associations, the Association for Public Policy Analysis and Management (where he is the elected Secretary) and the Network Among Schools of Public Policy, Affairs, and Administration (where he has been elected to the Executive Council). He currently also serves on the Board of Directors of the National Institute of Public Finance, an educational and research organization under the umbrella of the National Association of State Treasurers. Finally, he is both a board member and the senior vice president of One Heart for Israel, a nonprofit educational organization committed to building bridges between the Christian community and the nation of Israel. Before joining the Pepperdine faculty, Shires was the first research fellow at the Public Policy Institute of California and a doctoral fellow at RAND's Graduate School of Policy Studies, concentrating on domestic education policy, California fiscal policy, and international trade policy. Before that he worked both in and consulted with a wide range of startup companies as they built new processes and technologies that introduced emerging technologies to create new business practices.

ADJUNCT FACULTY In addition to the core, full-time faculty, the School of Public Policy employs adjunct faculty to supplement the course selections offered by the School. These adjunct faculty include full-time faculty from other schools at Pepperdine, instructors who teach part time at other institutions, and professionals and practitioners in the field of public policy. Table 19 shows the number of sections of courses taught by adjunct and full-time faculty over the past five academic years.

Table 19—Number of Course Sections Taught by Faculty Type, AY 2013-14 to 2017-18

Full‐Time Adjunct Full‐Time Adjunct Facultya ‐ Faculty – Faculty ‐ Faculty – Fall Sem Fall Sem Spr Sem Spr Sem 2013‐14 11 13 12 10 2014‐15 14 8 11 8 2015‐16 8 9 10 8 2016‐17 10 8 12 6 2017‐18 9 9 9 8 Average 10 9 11 8 a - Full-time faculty includes only the five faculty currently tenured in SPP. Of these adjuncts, several additional Pepperdine faculty members are jointly appointed to teach in both the School of Public Policy and the School of Law, the Graziadio School of Business and Management, and Pepperdine’s undergraduate Seaver College. These include outstanding faculty covering their specialties in such areas as international relations in Africa, East Europe, Asia, South America, and the Middle East. Other joint appointments offer specialties in public diplomacy, homeland security, tax policies, environmental policy, education, the family, nonprofit management, and Presidential history. As this table demonstrates, the School of Public Policy is heavily dependent on the contributions of its adjuncts for delivering the quality coursework necessary for the MPP program. Table 20 contains a list of the adjunct faculty who taught in the MPP program from Academic Year (AY) 2013-14 through AY 2017-18.

Table 20—List of Adjunct Faculty Who Have Taught at SPP, AY 2013-14 to AY 2017-18

Robert Brooks (1) Adam Gailey (1) Pete Peterson (1)* Dan Caldwell (2)* Marlon Graf (3) James Prince (1) Brian Calle (1) Wade Graham (8) Gloria Romero (1) Lanhee Chen (1) Doug Green (1) Brad Rowe (1) Kevin Chlebik (3) Steve Hayward (3) Robert Sexton (8)* Caroline Cicero (2) Sean Jasso (6)* Alexi Shevchenko (6) James Coyle (11) Joe Johns (1)* Jeffrey Sikkenga (1) Victor Davis Hanson (1) Jonathan Kulick (1) Stuart Strother (1) Karen Elliott House (3) Robert Lloyd (3)* Behzad Tabatabaei (1) Ashton Ellis (2)* Thomas Lynch (1) Primo Tapia (1) Joel Fox (4) Christian McGuigan (1) William Voegeli (1) Steve Frates (2) Matthew Peterson (2) Values in parentheses indicate the number of sections taught over the five-year period. Asterisks (*) represent adjuncts who have another affiliation with Pepperdine University.

DISTINGUISHED VISITING PROFESSORS

We have two new professorships have been funded in the last few years:  James Q. Wilson Visiting Professorship funded by the Sarah Scaife Foundation and  Searle Visiting Professor funded by the Searle Freedom Trust.

JAMES Q. WILSON VISITING PROFESSOR OF PUBLIC POLICY

James Q. Wilson was the most active member of the original task force selected to plan and design the new School of Public Policy, guiding it to be a significant alternative to existing programs. He often lectured to various classes in his role as the Ronald Reagan Professor of Public Policy, a position agreed to by Nancy Reagan. He occasionally mentored specific students, was a spokesperson to select groups of Pepperdine friends, and was a founding member of the School’s Executive Committee, continuing until his death. The Sarah Scaife Foundation funded a two-year visiting professorship in James Q. Wilson's name to combine the conscientious and honest discipline of the social sciences with an acknowledgment of the realm of human experience. The James Q. Wilson Visiting Professor teaches in the core curriculum on the quantitative aspects of public policy analysis along with an elective course in the spring semester. Responsibilities for the position include advising graduate students in their career considerations and engaging with faculty in at least one co-curricular public event. While not required, it is our goal that this visiting professorship could transition to a tenure-track position at the conclusion of the two years.

SEARLE VISITING PROFESSORSHIP IN EDUCATION POLICY

Like few areas of public policy implementation, the success or failure of our schools is dependent upon creative leaders who can navigate powerful bureaucracies to deliver results for our next generation of citizens. The stakes could not be higher for those of us who care not only for the future of our kids, but the future of our country. The two-year Searle Visiting Professorship in Education Policy grant here at Pepperdine’s School of Public Policy presents an opportunity exists to create a program to prepare our next generation of education reform leaders in a respected graduate policy program while laying the foundation for a new specialization in our MPP curriculum and an array of mid- career certificate classes. The grant gives the School a platform for current reform leaders to engage in events and teaching by bringing at least one top educator to Malibu each of the four semesters within the two-year grant time frame therby attracting students interested in careers in education reform .

VISITING PROFESSORS BY SEMESTER Spring 2013 - Steven Hayward - American Democratic Cultures: The Nature of Presidential Leadership - Thomas W. Smith Foundation as the Ronald Reagan Professor Spring 2014 - Victor Davis Hanson - War, Origins, Means, and Ends - William E. Simon Distinguished Visiting Professor Spring 2014 - Matthew Peterson - Media and Public Policy - William E. Simon Distinguished Visiting Professor Fall 2014 - Steven Hayward - The Nature of Presidential Leadership - Thomas W. Smith Foundation as the Ronald Reagan Professor Spring 2015 - Steven Hayward - Energy Policy - Thomas W. Smith Foundation as the Ronald Reagan Professor Spring 2015 - Karen Elliott House - Islam and a Mideast in Crisis - William E. Simon Distinguished Visiting Professor Fall 2015 - Matthew Peterson - Media and Public Policy - William E. Simon Distinguished Visiting Professor Spring 2016 - William Voegeli - History of the American Welfare State - William E. Simon Distinguished Visiting Professor Spring 2016 - Steven Hayward - Energy Policy from Global to Local - Thomas W. Smith Foundation as the Ronald Reagan Professor Spring 2017 - Karen Elliott House - Islam and Mideast in Crisis - William E. Simon Distinguished Visiting Professor Fall 2017 - Lanhee Chen - Public Policymaking in Today's Political Environment - William E. Simon Distinguished Visiting Professor Spring 2018 - Jeffrey Sikkenga - Religious Liberty - William E. Simon Distinguished Visiting Professor Fall 2018 - Anna Choi - James Q. Wilson Visiting Professor Spring 2018 - Anna Choi - James Q. Wilson Visiting Professor

VISITING PROFESSORS BIOGRAPHIES

Lanhee Chen, William E. Simon Distinguished Visiting Professor Dr. Lanhee J. Chen is the David and Diane Steffy Research Fellow at the Hoover Institution; director of domestic policy studies and lecturer in the public policy program at Stanford University; and an affiliate of Stanford’s Freeman Spogli Institute for International Studies. He is also a counsel at the law firm of Arent Fox, LLP. Chen was an adviser to Senator Marco Rubio’s 2016 presidential campaign, the policy director for the Romney-Ryan presidential campaign, chief policy adviser and senior strategist for Governor Mitt Romney’s campaign, senior adviser on Policy to the National Republican Senatorial Committee, and served as director or manager of numerous other campaigns. He currently serves as a presidentially-appointed and Senate-confirmed member of the Social Security Advisory Board—an independent, bipartisan panel that advises the president, Congress, and the Commissioner of Social Security on matters related to the Social Security and Supplemental Security Income programs. Chen was honored in 2015 as one of the POLITICO 50, a list of the “thinkers, doers, and visionaries transforming American politics.” His writings have appeared in The Wall Street Journal, the Los Angeles Times, and Bloomberg View, and he has been a CNN political commentator and member of the editorial board of the Salem Media Group. At Stanford, Chen serves as a member of the Faculty Steering Committee at the Haas Center for Public Service. He has also been lecturer in law at Stanford Law School and is an eight-time winner of Harvard University’s Certificate of Distinction in Teaching. Chen is the founder and president of Launch Policy Strategies, a strategic consulting company and is a member of both the International Advisory Council and the Health Advisory Board at APCO Worldwide, an international public affairs and communications firm. Chen also serves in a variety of leadership roles in nonprofits and community-based organizations. He is a director of El Camino Hospital in the Silicon Valley, serves on the Board of Trustees of the Junior Statesmen Foundation and is on the Advisory Board of the Partnership for the Future of Medicare. Chen was recently elected to membership in the Committee of 100, an organization of prominent Chinese Americans. Chen earned his PhD and A.M. in political science from Harvard University, his JD cum laude from Harvard Law School, and his AB magna cum laude in government from Harvard College. He is a member of the State Bar of California.

Anna Choi, James Q. Wilson Visiting Professor James Q. Wilson Visiting Professor Anna Choi is an economist specializing in health economics with a focus on the economics of risky-health behaviors. Her research focus is primarily on health and behavioral economics to better understand how policy changes can alter an individual's outcomes and behaviors as well as any unintended consequences or spillover effects. Choi has forthcoming articles in Health Economics and the American Journal of Health Economics on topics such as health disparities across education, the role of a differential reporting error, and how legalization of medical marijuana can affect individuals' cigarette consumption after the policy changes. Prior to joining the School of Public Policy, she was an analyst at the Organization for Economic Co-operation and Development (OECD), headquartered in Paris, France, for three years. Within the OECD, she worked in the Directorate for Education and Skills and the OECD Centre for Entrepreneurship, SMEs, Regions, and Cities. As an analyst and economist at the OECD, she contributed toward projects and publications such as the study on children's social and emotional skills, the Programme for International Student Assessment (PISA) 2015 report on students' well-being, OECD working paper on emotional health and mental well-being trends, and country-review report on engaging employers for apprenticeship opportunities at the local level in Australia.

Steven F. Hayward, Thomas W. Smith Foundation as the Ronald Reagan Professor Steven F. Hayward is currently the Thomas Smith Distinguished Fellow at the John M. Ashbrook Center at Ashland University, where he directs the Ashbrook Center's new program in political economy. For the last decade, he was the F.K. Weyerhaeuser Fellow in Law and Economics at the American Enterprise Institute in Washington, D.C., and a Senior Fellow at the Pacific Research Institute in San Francisco. Hayward writes daily on the popular PowerLineBlog.com and frequently serves as a guest host for Bill Bennett's national radio show "Morning in America" on the Salem Broadcasting Network. He writes frequently on a wide range of current topics, including environmentalism, law, economics, and public policy for publications including National Review, Reason, The Weekly Standard, The American Spectator, The Public Interest, the Claremont Review of Books, and Policy Review. His newspaper articles have appeared in the New York Times, Washington Post, The Wall Street Journal, the San Francisco Chronicle, the Chicago Tribune, and dozens of other daily newspapers. He is the author of Index of Leading Environmental Indicators, published in 14 editions, and its successor, the Almanac of Environmental Trends. Hayward is the author of a two-volume narrative history of Ronald Reagan and his effect on American political life, The Age of Reagan: The Fall of the Old Liberal Order, 1964-1980, and The Age of Reagan: The Conservative Counter-Revolution, 1980-1989 (Crown Forum books). His other books include Mere Environmentalism: A Biblical Perspective on Humans and the Natural World; Churchill on Leadership, and Greatness: Reagan Churchill, and the Making of Modern Statesmen. Hayward received a PhD in American studies and MA in government from Claremont Graduate School and a BS in business and administrative studies from Lewis and Clark College.

Karen Elliott House, William E. Simon Distinguished Visiting Professor Karen Elliott House served as the publisher of The Wall Street Journal from 2002 until her retirement in 2006. She also held various roles throughout a 32-year career at Dow Jones & Company, most recently as senior vice president and a member of the company's executive committee. She is a broadly experienced business executive with particular knowledge and expertise in international affairs. Currently, House is an Adjunct Senior Fellow at the Belfer Center for Science and International Affairs at Harvard's Kennedy School of Government, as well as the author of On Saudi Arabia: Its People, Past, Religion, Fault Lines, and Future (Knopf, 2012). As part of her career with Dow Jones, House served as foreign editor, diplomatic correspondent, and energy correspondent. Her journalism awards include a Pulitzer Prize for international reporting for coverage of the Middle East (1984), two Overseas Press Club awards for coverage of the Middle East and of Islam, and the Edwin M. Hood Award for Excellence in Diplomatic Reporting for a series on Saudi Arabia (1982). In both her news and business roles, House interviewed world leaders including, Saddam Hussein, Lee Kwan Yew, Vladimir Putin, Margaret Thatcher, Richard Nixon, George H. W. Bush, and Yasser Arafat, among many others. House has appeared frequently on television over the past three decades including on Washington Week in Review, Meet the Press, and Face the Nation, and more recently has been featured on PBS, Fox, CNN, and CNBC as an expert on international relations. House serves multiple nonprofit boards including the Rand Corporation, the Trilateral Commission, the Council on Foreign Relations, the Asia Society, the German-American Council, and Boston University, and is also a member of the advisory board of the College of Communication at the University of Texas. House is a graduate of the University of Texas at Austin and has studied and taught at Harvard University's Institute of Politics. House holds honorary degrees from Boston University and Lafayette College and is a Fellow of the American Academy of Arts and Sciences. House also received the honorary Doctor of Laws degree from the Pepperdine University School of Public Policy in 2013.

Matthew Peterson, William E. Simon Distinguished Visiting Professor Matthew J. Peterson is currently revising his dissertation on the meaning of the public good in early America for publication and writing further about the notion of the common or public good in political philosophy writ large. He is especially interested in how and why our various understandings of God and the universe or nature help inform our understanding of ourselves and how we think we ought to act and organize ourselves as communities. As managing director of the Charles De Koninck Project, he is helping build an institute that encourages capacious discussions of fundamental questions in philosophy of science, ethics, politics, the human person, philosophy, and theology. He has taught logic and rhetoric as well as Herodotus's Histories and the Lincoln-Douglas debates at Azusa Pacific University. His senior thesis explored the notion of the beautiful in medieval thought (Thomas Aquinas) in relation to art and learning. He directs the Burnweit Database project at the Rose Institute of State and Local Government at Claremont McKenna College, which will put biographical data about California lawmakers and other officials throughout the state’s history online. As a political consultant with National Demographics Corporation, he specializes in online strategies and community network analysis. Over the last decade, he has created blogs for think tanks, businesses, and research institutes for a variety of purposes. He is also vice president of business development at Simka Entertainment, a family movie production company; he is developing a documentary on the higher education bubble as well as serving as a co-creator and co-producer of Forgotten Road Radio.

Jeffrey Sikkenga, William E. Simon Distinguished Visiting Professor Jeffrey Sikkenga is professor of political science and co-director of the Ashbrook Scholar Program at Ashland University, adjunct fellow of the John M. Ashbrook Center and senior fellow in the Program on Constitutionalism and Democracy at the University of Virginia. He teaches undergraduate and graduate courses in political thought, the American Founding and American constitutional law. He has published articles and reviews in journals such as American Journal of Political Science, Perspectives on Politics, Political Theory, History of Political Thought, Journal of Politics, Political Science Quarterly, Journal of Markets and Morality and Religion and Liberty. He co-edited History of American Political Thought (Lexington Press, 2003), edited Transforming American Welfare (1999) and co- wrote The Free Person and the Free Economy (2002). He is currently working on a book on John Locke's A Letter Concerning Toleration. During 2017-18, he was a Visiting Scholar at Stanford University's Hoover Institution and William E. Simon Distinguished Visiting Professor at the School of Public Policy at Pepperdine University.

William Voegeli, William E. Simon Distinguished Visiting Professor William Voegeli is a senior editor of the Claremont Review of Books and the author of Never Enough: America's Limitless Welfare State (Encounter Books), and The Pity Party: A Mean- Spirited Diatribe Against Liberal Compassion (Broadside Books). A visiting scholar at Claremont McKenna College's Henry Salvatori Center, his work has appeared in the Christian Science Monitor, City Journal, Commentary, the Los Angeles Times, National Review, The Weekly Standard, and other publications. Voegeli received his PhD in political science from Loyola University in Chicago and worked as a program officer for the John M. Olin Foundation from 1988 to 2003.

STAFFING Staffing at the School of Public Policy supports the infrastructure for the program, student services, administration, and some research support. Current Staff at the School of Public Policy are listed below in Table 21. The staffing levels of the School of Public Policy have declined the past seven years, even though the volume of outreach, research and social networking initiatives has risen significantly. This has been driven by budget pressures associated with declining enrollment. It is important to acknowledge that our staff are one of our key distinctives. Repeatedly students communicate—in person, in surveys, in informal conversations with peers and faculty—that the student services and administrative team at SPP stand out among all the MPP programs out there. One of the faculty at SPP has described our graduates as “hand-made.” SPP’s commitment to small classes, personal attention, individual support, a vibrant student community, and face-to-face learning and interaction means that all of our students are the result of a unique learning process that is intended to meet their individual needs. Our student services and administrative team are one of the critical ingredients in this process that sets us apart from the other schools that are out there. Table 21—Current Administration and Staff at the School of Public Policy, May 2019 Pete Peterson, Dean Dr. Michael A. Shires, Associate Dean for Strategy and Special Projects Sheryl Covey, Assistant Dean of Administration Carson Bruno, Assistant Dean for Program Relations, Admissions, and Program Services Matthew Cutler, Director of Development Melissa Espinoza, Assistant Director of Engagement and Programs Jaclyn Ramirez, Manager of Marketing and Communications Ashley Trim, Executive Director, Davenport Institute for Public Engagement and Civic Leadership Christopher Jones, Director of Program Services and Admissions To be filled, Program Service Manager for Professional Development and Alumni Affairs Natalie Helton, Program Service Manager for Admissions and Office Management Mary Jo Hardman, Administrative Assistant Taylor Palmer, Administrative Assistant

22. FACULTY/STAFF Are there sufficient numbers of faculty/staff to maintain program quality? Do program faculty/staff have the support they need to do their work? a. Distribution of faculty across ranks (or staff years at institution) b. Diversity of faculty/staff c. Number of full-time faculty (ratio of full-time faculty to part-time faculty) d. Student-faculty ratio e. Faculty workload f. Faculty review and evaluation processes g. Mentoring processes h. Professional development opportunities and resources (including travel and research funds) i. Sufficient time for research, program development a. SPP has five full-time faculty. Two are full professors and three are assistant professors. b. The core full-time faculty is 20 percent minority female, with 20 percent representation of the Church of Christ. While the School would like to pursue additional diversity in the faculty, current fiscal realities make it difficult to identify and recruit any additional faculty. The current staff is 66 percent female and 22 percent minority with 11 percent Hispanic and 11 percent African American. c. There are five full-time faculty and 35 part-time adjunct faculty. This has always been the intent and design of the program as SPP seeks to bring qualified, practicing policy leaders into the classroom to teach our students. d. Since the program is very small, the student-faculty ratio is excellent and very low (6.78:1). This is another key distinctive of our program as we support an environment wherein teachers and students can interact with great frequency and effect. See Exhibit P for data on the Student to Faculty Ratios and comparisons with our peer institutions. e. Faculty workload at SPP is officially six classes per year with release time for research. Given the relatively high number of preps (typically four out of the five courses), each faculty member handles a relatively large workload. Adjunct faculty are hired on a course-by-course basis. Class sizes in electives are targeted at 20-25 students each. f. SPP supports the full faculty review and evaluation processes. Faculty are formally reviewed by the School’s Rank, Tenure, and Promotion every five years. New faculty are given extra mentorship with a three-year, pre-tenure review. Additionally, faculty undergoing these reviews are offered feedback from other faculty who attend their sections with permission. New adjuncts and new faculty also undergo a mid-semester evaluation seven weeks into the semester. g. Given the small size of the School’s faculty and the interdisciplinary nature of the subject, faculty are encouraged to seek mentoring relationships with appropriate colleagues outside the School and the University. With UCLA, USC, and Pardee RAND Graduate School nearby, this has been a successful model for SPP faculty. h. Faculty are given generous support for professional development and research. The School not only provides each faculty with computer resources, but also a discretionary $2,500 budget to support travel to conferences and research. Additionally, each faculty member is assigned one (1) full-time equivalent of graduate student fellowship support to hire a student to support their work. With work-study students, this can convert to as many as four research assistants. i. With a six-course teaching load and many preps, research time during the semester is limited, but possible. However, the School’s academic calendar ends in mid-to-late April and starts up again in late August, allowing approximately four months each year for full-time faculty to focus on research and professional development.

23. Financial Resources: Please describe your operational budget (revenues and expenditures) and trends over a 3-5 year period.

In response to recent market trends (the pool of applicants to public policy programs nationwide continuing to decline slowly and new competitor programs launching in California) and in response to the strategic positioning proposed in our last five-year review, the School of Public Policy (SPP) found it necessary to make market adjustments to remain competitive. The strategic curriculum restructuring with subsequent tuition revision resulted in the SPP moving from the sixth most expensive to the fourteenth among our benchmark, aspiration, and comparison schools for tuition. We also moved from having the largest number of units for program completion of all public policy schools, from 64 units to 50 units and average among policy and public affairs schools. The School of Public Policy adopted a multi-year strategy that has included development of partnership programs, restructuring of student services staffing, targeted digital advertising and search engine optimization to develop prospective student leads, and adjustment to admission and scholarship decisions. The “Pepperdine Policy Partners Program” (P4), designed to create a pipeline of applicants, went from just over a dozen undergraduate and young-adult organizations to 35 including more than 170 schools as part of the Council for Christian Colleges & Universities. We first saw the impact of these new recruiting relationships in our 2018 “DC Policy Scholars” class, where 53% of the 19 students came to us through the P4 Partners. In the new Fall 2018 class, 3 students came through our P4 Partners, and already this year, SPP has 24 applications come through the program (already a 167% increase from the Fall 2018 recruitment cycle). Although market challenges continue due to increased competition among policy programs and a strong economy giving prospective students employment opportunity costs, SPP’s incoming student enrollment headcount in FY2019 increased from 28 to 34 (21% increase over FY2018 new student headcount). Total budgetary headcount under the approved multi-year budget planning model are as follows:  FY2018 total headcount of 70 students (planned entering cohort of 39 students)  FY2019 total headcount of 66 students (planned new cohort of 43 students); note that total actual enrollment remained flat due to attrition and joint degree students who transitioned to their secondary school  Estimate of FY2020 total headcount of 72 students (planned entering cohort of 37 students). To date in the Fall 2019 recruiting cycle, we are seeing a 323% increase in applications year-over-year. The School continues to function on a conservative operating budget and cost-saving measures have included temporarily increasing full-time faculty course load, a reduction in cost per event recruiting for the Fall 2018 of 7.8% and a reduction of cost per lead by 5% compared to the prior year. In addition, development of a new online application has saved SPP more than $7,000 per two years while also being a significant driver of the +300% increase year-over-year in submitted applications. Estimated Spring 2019 recruitment costs savings should provide additional savings on the recruiting side. Until the School’s impressive endowment matures and enrollment rebounds, the School will need to continue to operate on a conservative operating budget. Key approaches taken to demonstrate our commitment to keeping costs at a minimum include faculty teaching additional class, using CRM software to determine effectiveness of in-person graduate fair visits, analysis of digital advertising and sponsored posts data points, among others. Evaluation of each of these will result in efficiencies and potential cost savings in instruction, travel, and recruitment line items. UNIVERSITY STRATEGIC SUPPORT FOR INITIATIVES The School of Public Policy has received strategic budget support from the University for initiatives including $125,000 to build efforts to target diverse and faith-based populations and to focus on improving search engine optimization results, expand communication through our P4 program, promote the project for cross-sector leadership to connect our students and alumni with policy leaders across sectors, and to market our new dispute resolution specialization drawing a broader audience. In addition, support for Washington, DC Summer Seminar programming included $150,000 to continue research into bi-coastal hybrid program offerings, research data, and possible market study. Exploration will allow the School to build a larger recruitment strategy inclusive of DC Summer graduates all while building a brand in DC with organizations such as The Trinity Form and American Enterprise Institute.

FUNDRAISING AND ENDOWMENT In FY2019, SPP continued a robust fundraising strategy to build on its existing $26 million endowment by adding another endowed scholarship and outreach initiatives. In addition, grants totaling $425,000 to support the Davenport Institute (James Irvine Foundation), a housing policy conference and a Fall 2019 conference on government regulation (Fieldstead Foundation), and our American Project, and visiting professor support were secured with new proposals submitted the Sarah Scaife Foundation and Democracy Fund. The Schhol of Public Policy has recently received confirmation of a $5 million gift from the Braun Family Foundation to endow a Deans chair on August 1, 2019. While the details have yet to be released, this will relieve some of the pressure on the School’s operating budget. In addition, individual donors have contributed more than $325,000 to scholarships and other programs. We are also almost ready to announce a $550,000 plus commitment by a friend of the program to create yet another endowed scholarship. The name is omitted here awaiting final funding, but this shows the depth of support SPP and our students have in the community. Significant funding has been allocated in the SPP to support areas of assessment and evaluation of programmatic change. Financial support has come in the area of funding travel for program evaluation, supporting membership and leadership positions in partner and affiliated organizations, and supplementing oversight salary to maintaining the School learning objectives. During the curriculum redesign significant resources in time and funding were allocated to redesign existing materials, technical systems, data design, programming, and student communication. Generally, SPP is committed in its budget to making sure that we actively evaluate our decisions with good data and processes.

MARKET COMPETITIVENESS: THE COST OF THE DEGREE A key dimension of the program’s competitiveness and external sustainability is its relatively high cost. Table 23, for example, shows the 2016-17 tuition at our peer and aspirational policy programs before we instituted our program redesign. The Pepperdine School of Public Policy was sixth highest in annual tuition among the top 50 public policy, affairs and administration programs and is among the highest within our peer and aspirational schools, in some instances by a significant amount. Additionally, several of the institutions (such as Princeton) have significant grants and endowments that allow the institution to offset some or nearly all the tuition. The LBJ School of Public Affairs at the University of Texas at Austin, for example, has a sufficient number of tuition waivers to guarantee any out-of-state students the equivalent of in-state tuition.

Table 23. Tuition at Peer and Aspirational Schools

2016-17 School Tuition

USC (Price) 51,442 ls UCLA (Luskin) 37,221 Texas A&M (Bush) 11,100

Peer Schoo Univ of Maryland - College Park 43,140 Princeton University (Wilson) 47,220 l UC Berkeley (Goldman) 39,468 tiona Aspira- Univ of Texas - Austin (Johnson) 24,792 Pepperdine School of Public Policy 47,710

In the 2017 program redesign, a second component of the restructuring of the MPP program included a financial mechanism within it that would reduce the School of Public Policy’s annual tuition from a projected $48,330 in the 2017-18 academic year to $38,250 a decline of approximately 20 percent. This will allow the School of Public Policy to be significantly more price competitive with most of its peer and aspirational competitors— especially those in California and in the greater Los Angeles area. The School, with the University’s policy and budgetary consent, and support, has implemented these changes.

External Review Report In summary please explain how, through the findings in the annual assessments, the program has achieved a holistic evaluation of the educational experience that is supported through benchmarking. (Has the program been reviewed by external stakeholders, such as practitioners in the field, or compared with other similar institutions, or national standards?

I. GUIDELINES FOR ORGANIZING THE EXTERNAL REVIEW The external review typically occurs after a program or department completes its self-study report, but the selection and invitation of external reviewers can occur during the self-study process to ensure the availability of the best reviewers. However, programs with concurrent accreditation (e.g., AACSB, APA, ABA) can use the visiting team for that discipline-specific accreditation as the external review. The report from the site visitors should be included in the final report. For an illustration of potential areas for the reviewers to consider, see Attachment below.

II. CHOOSING REVIEWERS The size and composition of the review team can vary, depending on the size of the program under review. Usually, the team involves one or two people. At the time a department or program is notified that it will be conducting a program review, appropriate individuals should submit a list of names of possible reviewers. These reviewers should be external to the school/University. External reviewers should be distinguished scholars/teachers/practitioners in the field and be familiar with campuses that are similar to Pepperdine University and the program undergoing review. It is also helpful for external reviewers to have had experience with program administration and with program assessment. At least one of the reviewers should be experienced with student learning outcomes assessment in order to review and analyze the program's assessment processes and results. The Dean of each School will have the final approval of the external reviewer.

III. MATERIALS FOR THE EXTERNAL REVIEW TEAM At least 30 days prior to the scheduled department visit, the information from the program self-study and appropriate additional materials are sent to each member of the external review team. An identical information package should be provided to appropriate members of the administrators overseeing the program. The reviewers should compile a report that includes observations, strengths, weaknesses, and recommendations based on evidence. The attached External Review Report expectations outlines the guidelines for the external reviewers' site visit and report. Reviewers and Divisional Deans should also sign a consultant agreement. External Reviewers should also be given a schedule for their visit and a confirmation letter, and programs will submit a budget proposal for the site visit to the Office of Institutional Effectiveness.

IV. CATEGORIES FOR EVALUATION  Curriculum  Faculty  Resources  Viability

V. EXTERNAL REVIEW TEAM VISIT AND REPORT The review team visit typically lasts for two days, during which time the review committee members meet with department faculty, academic advisors, students, and select administrators. The review team typically takes part in an exit interview just prior to concluding its departmental visit.

The team is expected to submit its written evaluation to the campus program review committee no later than 4 weeks after the visit. The written evaluation should include a review of strengths and challenges, resource allocation, and program viability as well as suggestions for policy and resources. Upon submission of the report, off-campus reviewers receive a previously agreed upon stipend and travel expense reimbursement (to be determined by the department under review).

As soon as the program receives the report from the external review team, it is distributed to the appropriate individuals. The department is typically asked to review the report (within a brief time period) for factual inaccuracies and misperceptions. To maximize the effectiveness of program review, the findings and resulting decisions should be shared with all of the stakeholder groups. Such sharing of findings generates buy-in to the program's and/or institution's goals. To facilitate and track the implementation of improvement plans, each year the relevant faculty members should review the progress of programs reviewed in previous years. If the department/program was not successful in implementing all aspects of the plan, they may follow up with their appropriate administrative unit regarding resource allocation or other barriers involved in preventing successful implementation.

QUALITY IMPROVEMENT PLAN: QIP For the Quality Improvement Plan, the program should extract from the "preliminary quality improvement goals and action plan" of the self-study (section A.III) as well as from both the external and internal review recommendations.

The following prompts may be helpful in considering your QIP: 1. Are the curriculum, practices, processes, and resources properly aligned with the goals of the program? 2. Are department/program outcomes aligned with the institutional learning outcomes (ILOs)? 3. Is the level of program quality aligned with the school/University's acceptable level of program quality? 4. Is the level of program quality aligned with the constituents' acceptable level of quality? 5. Are program goals being achieved? 6. Are student learning outcomes being achieved at the established standard of achievement? What are you using for comparison/benchmarking? 7. How have the results of program review been used to inform decision-making and improve instruction and student learning outcomes? 8. What was identified in the process of examining the institution's program review process that may require deeper reflection, changes, and/or restructuring? What will be done as a result? What resources will be required? 9. What have the reviewers learned as they carried out assessments of student learning? How have assessment protocols, faculty development, choices of instruments, or other aspects of assessment changed as a result? Many of the changes that occur following program review are related to curricular adjustments that are, in essence, resource neutral. Program faculty or staff should make note of the ways that they used data to make decisions. Changes that are outside the control of the program or need additional support should be noted and reviewed by the dean in the final section, the Memorandum of Understanding (MOU).

Pepperdine School of Public Policy Curriculum Matrix April 10, 2017

Component Understand the Exhibit Apply Appropriate Purpose of Master the Basic Professional Skills Decision Public Policy and Methodologies That Produce Frameworks Its Place Proper Action Fall Orient Workshop I I I I MPP 600 – Roots I, D I, D MPP 601 – Ethical I,D I, D I Dimensions of Pub Pol MPP 602 – Applied I,D D Econ Analysis (Micro) MPP 603 – Applied I, D D Research Methods MPP 604 – Political, Organizational, D I,D Strategic Aspects MPP 605 – Applied I,D D Econ Analysis (Macro) Track Electives D, M D, M D, M D, M Nontrack electives D, M D, M D, M D, M MPP 608 – Professional D D D M Development Speakers Series D D D D MPP 699 – Summer D D D D Internship MPP 607 – Capstone D, M D, M D, M D, M Policy Seminar

Matrix Intensity Key

I Learning activities that introduce the materials and learning associated with the educational objective. D Learning activities that deepen understanding and increasing facility with the educational objective. M Learning activities that help the student to achieve mastery of the educational objective.

MPP Program Map of Pepperdine ILOs to MPP Program Educational Objectives

Institutional Learning Objective Related MPP PEO

Purpose Demonstrate expertise in an academic or professional discipline, display proficiency in the PEO1 (the discipline and the role that policy Knowledge & Scholarship discipline, and engage in the process of academic leaders play), PEO3 (understanding tradeoffs and emphathizing with actors) discovery. PEO1 (policy is a leadership activity), PEO3 Appreciate the complex relationship between (understanding the reality of choices in Faith & Heritage faith, learning and practice. peoples’ lives), PEO4 (helping people to make needed changes) PEO1 (public policy is about choices for people of all types), PEO2 (the moral, Community & economic and analytic frames are lenses Understand and value diversity. through which this diversity can be seen), Global Understanding PEO3 (complex human underpinnings of policy choices), PEO4 (providing info and helping people to respond)

Service PEO1 (interdisciplinary in that it must integrate all dimensions of a choice), PEO2 Knowledge & Scholarship Apply knowledge to real-world challenges. (multiple methods and traditions needed), PEO3 (making tradeoff means comparing disparate contexts and data) PEO1 (public policy is about human conditions, including history and traditions), Faith & Heritage Incorporate faith into service to others. PEO3 (understanding the moral frameworks of others), PEO4 (connecting with people on a human level) PEO1 (public policy is about helping communities resolve problems), PEO4 Community & Demonstrate commitment to service and civic (effective action and leadership requires engagement. Global Understanding connecting with multiple, diverse communities)

Leadership PEO2 (having the tools to properly understand Think critically and creatively, communicate the problem, data and options), PEO4 Knowledge & Scholarship clearly and act with integrity. (fostering the prudent and proper course of action) PEO1 (public policy is about tradeoffs and choices that affect peoples’ lives), PEO2 Faith & Heritage Demonstrate value centered leadership. (understanding of history and context), PEO3 (understand the moral frameworks that underly decisions) Community & PEO4 (professional skills of policy are all Demonstrate global awareness. Global Understanding about communication and prudent action)

MPP Program Map of WASC Core Competencies to MPP PEOs

Related PEOs Course Emphasis Sites PEO

PEO2 (written language and rhetorical structure • Entire SPP Core, but especially are key dimensions of major disciplines that MPP 600 , MPP 601, and MPP underlie public policy), PEO3 (the ability to 604, Written Communication formulate arguments and structure are essential to • Nearly all electives evaluating and making tradeoffs, PEO4 • Capstone Policy Seminar (MPP (appropriate written communications are one key 607) form of communications) • MPP 608 – reflective essays PEO2 (presenting the results of analysis and work), PEO3 (expressing oral arguments for • MPP 603, MPP 604, MPP 607 Oral Communication tradeoffs and recommendations, PEO4 (building • Many electives a significant connection and case for prudent • MPP 607 (Capstone) action). PEO1 (understanding the problems to be solved • All core courses (MPP 600-MPP- and choices to be made), PEO2 (analytic and 606) moral reasoning), PEO3 (Organizing ideas, Critical Thinking • All electives building analysis, making arguments and recommendations), PEO4 (understanding and • Capstone Policy Seminar (MPP connecting with constituent communities 607)

• MPP 602, MPP 603, MPP 605 PEO2 (Understanding data and disciplines), • Most electives that use data and Quantitative Reasoning PEO3 (using information properly to make policy reports choices and arguments). • Capstone Policy Seminar (MPP 607) PEO1, PEO2, PEO3, PEO4 (the intelligent consumption of and handling of information to • MPP 603 Information Literacy facilitate an appropriately informed dialogue and • Capstone Policy Seminar (MPP deliberative process and to then communicate 607) that appropriately to others)

Adopted April 2017

Pepperdine School of Public Policy Assessment Plan:

The Pepperdine School of Public Policy has adopted the following plan to review portions of our curriculum and to ensure that the students are achieving the MPP programs Program Educational objectives.

The capstone policy seminar is the anchor point for the SPP’s assessment strategy, but there are other aspects wherein assessment and review occur.

Faculty meet regularly to discuss most recent developments associated with student learning and the curriculum. Schedule and Frequency of Reviews The core curriculum and faculty of the School of Public Policy fall broadly into three groups of inquiry: analytic methods, economic analysis, and moral and ethical reasoning. The faculty within each of these areas meet periodically to discuss the appropriate range of content, methods, issues and pedagogical techniques that will best help students to learn and master the desired set of analytic and leadership skills. The faculty within each area include: analytic methods: Hawken and Shires; economic analysis: Blanco and Prieger; and moral and ethical reasoning: Kaufman, Lloyd and McAllister. Consequently, the School of Public Policy has separated its assessment streams into these three threads. Because the School frequently continually its effectiveness in teaching within each of its core areas, it has instituted a series of experiments to explore if there are better was of increasing student learning. Evaluation of the impact of those experiments has also shaped the scheduling of the capstone reviews. The faculty in the analytic areas of each of these three areas will lead the review in a separate year. The schedule is for the spring/summer of each year as follows:

• Analytic Methods (Shires): 2019-2020-2023 • Economic Analysis (Blanco and Prieger): 2019-2021-2024 • Moral and Ethical Reasoning (Kaufman and McAllister): 2019-2022-2025

The faculty reserve the right to adjust these schedules as it sees fit to address specific problems, issues and concerns that may arise.

Rubrics for Evaluation As described above, the faculty of the School of Public Policy have assembled a series of rubrics to serve as a guide when conducting the review of the capstone policy seminar. They are appended as part of this document. NOTE THAT THESE RUBRICS ARE PRELIMINARY AND THE FACULTY WITHIN EACH OF THE AREAS MAY CHOOSE TO MODIFY THEM AS THEY CONDUCT THEIR SPECIFIC ANALYSES.

Each of the learning outcomes will be assessed using the faculty-developed rubric. It is anticipated that each of the five outcomes will be scored on a 1-point to 5-point scale, with five being the highest. While a score of three is the minimum acceptable level for each outcome measured, a score of four or higher is part of our aspirational goals. In aggregate, the minimum acceptable score across the four categories will be 12 points. Any outcomes for which the scoring falls below this level will be trigger an additional review to identify steps for immediate remediation. If there is an outcome for which the scoring persists at three or less across all of the capstones reviewed, it, too, will be singled out for additional evaluation. Adopted April 2017

Assessment Plan for Each Educational Objective The faculty anticipate, under the leadership of the SPP Assessment Committee, conducting an annual discussion of the lessons learned from the prior year at a faculty meeting in the fall. The subcommittee of the faculty from that year’s area-specific review team will make the results of their review known to the broader faculty as well as any suggestions for improvement. The faculty will consider their report and adopt modifications if necessary.

Program Educational Objective Direct and Indirect Measures Target and Acceptable Levels

• Capstone policy seminar assessment • Capstone Policy Seminar Rubric evaluation question 1. Minimum acceptable score 3, review process desired 4 or 5.

• Internship Rubric evaluation. Questions 1 and 1. Understand the purpose of • Summer internship interviews 2. Minimum acceptable score 3, desired 4 or public policy and its place 5. within the political process; U1. Develop policy literacy. • As evaluated and assessed within the courses. • Core and especially elective courses Students are required to complete B-level work (indicates average or satisfactory where specific subject-area applications achievement at the graduate level) and A- of policy framework are conducted. level work (indicates outstanding achievement at the graduate level) is preferred.

Adopted April 2017

Program Educational Objective Direct and Indirect Measures Target and Acceptable Levels

• Capstone policy seminar assessment • Capstone Policy Seminar Rubric evaluation question 2. Minimum acceptable score 3, review process desired 4 or 5.

• Internship Rubric evaluation Question 2. Summer internship interviews. • Minimum acceptable score 3, desired 4 or 5.

2. Master the basic methodologies used in public • Student ability to appropriately understand and apply the basic tools associated with each policy: economic analysis, of these areas are regularly discussed faculty quantitative methods, and meetings to identify concerns and issues. moral reasoning; Faculty within each of the three core tracks U6. Understand and apply economic concepts to regularly meet to discuss patterns in test policy problems. • Core courses relevant to specific issues. results, gaps in understanding around core U4. Exercise policy numeracy. issues, student ability to apply core skills. U2. Understand basic models of moral reasoning. Data in these conversations indicate not only U3. Read critically and analyze texts for meaning. D3. Obtain, understand and interpret policy assignment and test scores, but also research. discussions about the ability of students to engage the ideas in subsequent, higher-order discussions.

• As evaluated and assessed within the courses. • Elective courses where specific subject- Students are required to complete B-level area applications of policy framework are work (indicates average or satisfactory achievement at the graduate level) and A- conducted. level work (indicates outstanding achievement at the graduate level) is preferred.

Adopted April 2017

Program Educational Objective Direct and Indirect Measures Target and Acceptable Levels

3. Apply decision frameworks • Capstone policy seminar assessment • Capstone Policy Seminar Rubric evaluation question 3. Minimum acceptable score 3, that appropriately review process desired 4 or 5. incorporate and balance competing perspectives and interests; and D1. Distinguish between claims. • As evaluated and assessed within the courses. D2. Possess a framework for assessing competing • Core and especially elective courses Students are required to complete B-level claims. work (indicates average or satisfactory where specific subject-area applications D4. Apply appropriate rhetorical and analytic achievement at the graduate level) and A- frameworks. of policy framework are conducted. level work (indicates outstanding achievement A1. Choose the right course of action. at the graduate level) is preferred.

• Capstone policy seminar assessment • Capstone Policy Seminar Rubric evaluation question 3. Minimum acceptable score 3, review process desired 4 or 5. 4. Develop professional skills that foster the proper course of action. • Students are asked reflective questions about U5. Understand the dynamics of deliberative and • Fall leadership orientation workshop skills learning, group dynamics and leadership communicative processes. issues. A3. Present and explain ideas clearly and persuasively. A2. Prepare clear and persuasive written analyses and arguments. • Students are digitally recorded, evaluated and D5. Work effectively in group contexts. given feedback about specific ways to A4. Understand and use deliberative and • First year core courses – Political, collaborative tools. enhance presentation skills multiple times. Organizational and Strategic Aspects of • Student group experiences, leadership and Public Policy Analysis effectiveness are evaluated by both the instructor and peers within the context of the course.

Pepperdine School of Public Policy

Exhibit E

Date: December 6, 2016 Re: Highlights of Student Focus Group Comments Regarding Professional Development

Over the course of the past several weeks, I have been conducting focus groups with our current students about possible improvements to the MPP program. These sessions were held with groups of 6-12 students with combinations of all first years, all second years, and a mix of both. These sessions were held informally by Dr. Shires, an experienced focus group moderator. These sessions were held onsite at SPP. The purpose of the sessions was to solicit open-ended suggestions from current students regarding ways the MPP program could be improved. This memo provides a summary of the sessions which were held in November and early December 2016. It should be noted that this was the end of the semester and thus a very busy time. It also reflects the importance that students assign to improving our program and their level of investment. While the sessions were by invitation, most of the second years and a sampling of the first years participated in the panels.1 Informal one-on-one discussions with alumni are planned at a later point.

GENERAL OBSERVATIONS Students were very engaged. They were enthusiastic and brought a deep sense of realism to the conversation. Some highlights:

• Both cohorts resonated around the theme of making the program more practical. All wanted more practical courses (like Prof Fox who was cited more than 7 times by different second years).

• Both cohorts wanted more focus on how policy is actually implemented instead of theory and great books; second years especially raised this issue. Some did respond, however, that they appreciated the great books and roots courses.

• More flexibility: Several raised questions about allowing internships during the fall and spring semesters. Others wanted to have more courses during breaks and possibly even summer. One cited the idea of winter break courses in DC. Several expressed a desire for evening courses.

• More applied courses: Several talked about practical courses like salary negotiation, nonprofit management, grant writing, program development, etc.

• Concerns about job search support was particularly pronounced.

1 First years were sampled more lightly because of their relative newness to the school and the program. Second years have much deeper perspective and experience.

1

PROGRAM DETAIL DISCUSSIONS I also lead the groups in a guided discussion around some of the ideas the faculty have embraced with respect to changes in the program. Some of the ideas and responses are summarized below:

• 3-unit format: Several students raised concerns about whether they would “lose” value from the change. There were concerns that it might depreciate the market value of the degree. There were also those in favor of the change, but only if it meant they could also take more courses without paying more. There was a sense that smaller blocks with access to a larger spectrum of faculty would be healthier and enhance their learning and networking opportunities. There was some concern that if the change was made without expanding the electives available, then there would have to be some other value added to offset it.

• More time available outside of class: Students were extremely supportive of more time available in their schedules. Some felt there should be days when no classes are offered (e.g. Friday) and a spring break in the spring semester.

• Event attendance: While time availability was the largest complaint about the frequency of events during the semester, some other issues raised included timing (too many near finals, especially in the fall when 1st years are scrambling) and the accessibility of speakers to students. Some raised concerns about the relevance of a few of the speakers to student interests.

• Between session intensive workshops: Students were generally opposed to the concept of having specialized professional training courses during the Christmas holiday break. There was a strong sense of the need to decompress after an extremely intense first semester. Some thought second- year opportunities might work. There was some fear that this could put pressure on tired first- years to participate.

• Flexibility on internships: Everyone was generally supportive of flexibility on the timing of internships. Some second years especially expressed support of this strategy as a tool for job search as many organizations seemed to want student to intern first to prove their metal. No one was opposed, but there were significant concerns about the adequacy of SPP support in finding internships. With a new person coming in the role, there was a concern that she would not be able to “hit the ground running” and assist current first years in their internship search.

• Elimination of core courses: There was no consensus on this topic, although there was a deep sense among second years that they really wish the core had more applied courses like strategy to allow them to practice their learning in a more real-world context.

• Desired specializations: Students showed interest in environmental topics, health policy, energy policy, globalization and trade, national security, and political philosophy.

2 PEPPERQINESCHOOL OF PUBLIC POLICY

SPP Alumni Survey 2019

Recent Alumni Survey 2019 Thank you for taking the time to complete this survey. The School of Public Policy is conducting a periodic review of the MPP program and your comments and thoughts will be invaluable as we look for ways to strengthen our program for the future.

* 1. SPP Class of: 0 2013 0 2016 0 2014 0 2017 0 2015 0 2018

* 2. Your Gender: 0 Male 0 Female

* 3. Specialization (mark all that apply): □ Public Policy and Economics or Applied Economic Policy □ State and Local Policy Public Policy and American Politics or American Policy and Dispute Resolution □ Politics □ Other (including Joint Degrees) Public Policy and International Relations or International □ □ Relations and National Security

* 4. Program at SPP: 0 MPP 0 Joint MPP-MBA 0 Joint MPP-MDR 0 Joint MPP-JD 0 Other (please specify)

1 * 5. Current employment status: 0 Self-employed 0 Attending graduate school 0 Employed full-time 0 Out of the workforce 0 Employed part-time 0 Decline to answer 0 Unemployed but looking

* 6. On a scale of 1 (Failed Expectations) through 7 (Fully Met):

Failed

Expectations (2) (3) Barely Met (5) (6) Fully Met

To what extent did your SPP experience fulfill or fail to meet your expectations of what a 0 0 0 0 0 0 0 good program should be?

* 7. On a scale of 1 (0% Return) through 7 (100% Return):

0% Return (2) (3) 50% Return (5) (6) 100% Return

Do you believe your MPP was worth its cost in time, 0 0 0 0 0 0 0 tuition and lost earnings?

* 8. On a scale of 1 (Poorly) through 7 (Superbly):

Poorly (2) Similar (4) Better (6) Superbly

Overall, how did the quality of the faculty compare with others you 0 0 0 0 0 0 0 have had in the past?

* 9. On a scale of 1 (Mostly Impede) through 7 (Greatly Enhance):

Mostly Greatly

Impede (2) (3) Enhance (5) (6) Enhance

Did the caliber of your classmates impede or enhance the learning 0 0 0 0 0 0 0 process?

2 10. On a scale of 1 (Too Little) through 7 (Excessive):

Too Little (2) (3) Just Right (5) (6) Excessive

To what extent were the analytical skills stressed 0 0 0 0 0 0 0 in the curriculum?

To what extent were interpersonal skills stressed in the 0 0 0 0 0 0 0 curriculum?

Was the amount of assigned work and 0 0 0 0 0 0 0 reading appropriate?

3 11. Using the response scale of 1 (Never) through 7 (Always):

Never (2) (3) Usually (5) (6) Always

Were your faculty knowledgeable in their 0 0 0 0 0 0 0 fields?

Were the faculty available for informal discussions when 0 0 0 0 0 0 0 classes were not in session?

To what extent were the faculty aware of the material that other faculty 0 0 0 0 0 0 0 members covered in their respective classes?

Were your classes taught around a coherent set of 0 0 0 0 0 0 0 themes?

Was the material/research presented in class 0 0 0 0 0 0 0 relevant for discussion and review?

Do you believe the faculty compromised teaching in order to 0 0 0 0 0 0 0 pursue their own research?

Was the information and education you received during the program 0 0 0 0 0 0 0 usable on the job?

Do you feel your classmates emphasized individual achievement at 0 0 0 0 0 0 0 the expense of teamwork?

Do you feel your classmates emphasized teamwork at 0 0 0 0 0 0 0 the expense of individual development?

* 12. Using the response scale of 1 (Never) through 7 (Always):

Never (2) (3) Usually (5) (6) Always

Would you recommend the program to your 0 0 0 0 0 0 0 friends and colleagues?

4 * 13. Using the response scale of 1 (Poor) through 7 (Outstanding):

Poor (2) Fair (4) Good (6) Outstanding

How would you rate the quality of teaching in your 0 0 0 0 0 0 0 elective courses?

How would you rate the quality of teaching in your 0 0 0 0 0 0 0 core courses?

As a result of the program, how would you judge your ability to deal with computers and other 0 0 0 0 0 0 0 analytic tools that affect your ability to manage?

How would you judge the school's performance in providing you with numerous ways of thinking or approaching 0 0 0 0 0 0 0 problems that will serve you well over the long haul?

How would you judge the responsiveness of the faculty to you and your 0 0 0 0 0 0 0 fellow students' concerns and opinions?

How would you judge the responsiveness of the administration to you and 0 0 0 0 0 0 0 your fellow students' concerns and opinions?

How would you assess the responsiveness of the school in meeting the 0 0 0 0 0 0 0 demand for popular electives?

How would you judge the opportunities given to you in class to nurture 0 0 0 0 0 0 0 and improve your skills in leading others?

How would you judge the opportunities given to you in extra-curricular activities to nurture and 0 0 0 0 0 0 0 improve your skills in leading others?

5 * 14. Using the response scale of 1 (Poor) through 7 (Outstanding):

Poor (2) Fair (4) Good (6) Outstanding

How would you rate the school's efforts to bring you into contact with practicing 0 0 0 0 0 0 0 professionals in the policy community?

How would you judge the school's network and connections as a 0 0 0 0 0 0 0 resource to help you throughout your career?

How wold you characterize the performance of the 0 0 0 0 0 0 0 school in helping you find a policy internship?

How wold you characterize the performance of the 0 0 0 0 0 0 0 school in helping you find a job before graduation?

How would you characterize the number and quality of the 0 0 0 0 0 0 0 organizations recruiting on campus?

How would you assess the school's assistance in supporting your independent search for a 0 0 0 0 0 0 0 job with organizations that did not recruit on campus?

How would you rate the career services office's help with matters such as interview training, 0 0 0 0 0 0 0 negotiating stratgies, resumes, etc.?

6 15. Using the response scale of 1 (Poor) through 7 (Outstanding):

Poor (2) Fair (4) Good (6) Outstanding

Did you have sufficient access to financial aid information and staff 0 0 0 0 0 0 0 assistance?

Did you have sufficient access to career services 0 0 0 0 0 0 0 staff and information?

Did you have sufficient access to the 0 0 0 0 0 0 0 administration

Do you agree with the School of Public Policy's 0 0 0 0 0 0 0 mission?

Do you feel the program provides everything you were told it would 0 0 0 0 0 0 0 deliver?

7 * 16. Using the response scale of 1 (Poor) through 7 (Outstanding), how would you rate the school's effort in the following academic disciplines/programs?

Poor (2) Fair (4) Good (6) Outstanding N/A American Politics 0 0 0 0 0 0 0 0 Cost/Benefit Policy 0 0 0 0 0 0 0 0 Economic Analysis 0 0 0 0 0 0 0 0 Ethical/Moral Issues 0 0 0 0 0 0 0 0 Integration and Application 0 0 0 0 0 0 0 0 International Relations 0 0 0 0 0 0 0 0 Policy Tools and Design 0 0 0 0 0 0 0 0 Public Policy Analysis 0 0 0 0 0 0 0 0 State and Local Policy 0 0 0 0 0 0 0 0 Strategy 0 0 0 0 0 0 0 0 Dispute Resolution 0 0 0 0 0 0 0 0

Please feel free to share with us any comments/thoughts you might have regarding the above academic disciplines and programs:

8 * 17. Using the response scale of 1 (Poor) through 7 (Outstanding), how helpful were the following classes in developing your own intellectual, theoretical and analytical skills as a policy maker?

Poor (2) Fair (4) Good (6) Outstanding

Roots of the American Order 0 0 0 0 0 0 0

Ethical Dimensions of Public Policy: Great 0 0 0 0 0 0 0 Books

Applied Research Methods in Public Policy 0 0 0 0 0 0 0

Applied Economic Analysis of Public Policy 0 0 0 0 0 0 0 - Micro

Applied Economic Analysis of Public Policy 0 0 0 0 0 0 0 - Macro

Political, Organizational and Strategic Aspects of 0 0 0 0 0 0 0 Public Policy Capstone Policy Seminar 0 0 0 0 0 0 0 Professional Development 0 0 0 0 0 0 0

Please feel free to share with us any comments/thoughts you might have regarding the above classes:

* 18. What was the single greatest benefit of the program?

* 19. What was the least beneficial aspect of the program?

20. Which classes were the most helpful?

9 21. In which area(s) would you like to see more electives offered?

22. If you were to change one thing in the curriculum, what would it be?

23. In what ways could we strengthen our program?

* 24. How well did the program prepare you for your current job?

Not at all (2) Somewhat well (4) Fairly well (6) Extremely well 0 0 0 0 0 0 0

Comments:

25. What distinguishes the Pepperdine School of Public Policy program from other programs?

26. Please use the space below to convey any other thoughts, comments and suggestions that you will believe would be helpful as we look to strengthen the program into the future.

10 27. Would you be willing to be interviewed in more detail about any of your responses in this survey?

Yes No 0 0

If yes, please specify the best way to reach you (including email or phone number).

Thank you for taking the time to complete this survey. It will be invaluable to the School as we look at ways to improve the program and the value of the MPP.

11 Pepperdine university PEPPERQ!NE Schoo l of Public Policy

Question Selection: 2019 Spring Course Evaluation i@@dffii =Comment Questions

~General

Response Selected Questi on Type ~ What did you like best about this class (the thing you would least like to see changed)? Long Answer ~ What did you like least about this class (the thing you would most like to see changed)? Long Answer ~ What advice would you give to a student who is planning to take this course? Long Answer ~ Please feel free to provide additional comments and suggestions. Long Answer =Course Questions

I§ General

Response Selected Qu~stion Type ~ The syllabus clearly described course objectives and requirements. 5 pt. SA->SD ~ Course readings and materials helped meet the stated objectives of the course. 5 pt. SA->SD ~ This course was appropriately challenging, given its level and objectives. 5 pt. SA->SD Written assignments, presentations, and exams (if applicable) helped me improve my 5 pt. SA- >SD ~ skills and deepen my understanding of the subject matter. ~ The course has prepared me for professional service and effective leadership. 5 pt. SA->SD ~ This course encouraged my respect for professional and moral responsibilities. 5 pt. SA->SD =Instructor Questions

General

Response selected Question Type ~ The instructor stimulated my interest in learning. 5pt. SA->SD ~ The instructor encouragedme to participate actively in the work of this course. 5pt. SA->SD ~ The instructor treated me with respect. Spt. SA->SD ~ The instructor treated students fairly. 5pt. SA->SD ~ The instructor was able to explain ideas and concepts clearly. 5pt. SA->SD ~ The instructor encouragedquestions and respondedin helpful ways. 5pt. SA->SD ~ The instructor encouragedstudents to express their opinions in class. Spt. SA->SD ~ The instructor encourageddiscussion that helped students think critically. 5p t. SA->SD ~ The instructor'scomments on my work were important in helping me learn. 5pt. SA->SD ~ The instructor came to class prepared. 5pt. SA->SD ~ The instructor used class time well. Spt. SA->SD ~ The instructor returnedevaluations of my work in a timely fashion. 5p t. SA->SD ~ The instructor was availableto provide assistanceout of class. 5pt. SA->SD ~ Overallthe course instructor was an effective teacher. 5pt. SA->SD =student Question- Final

rn1Genera l Question

Response selected Question Type ~ What gradedo you expect to receivein this course? GradeExpec ted =student Questions

~General

Response Selected Question Type To what extent were you actively engaged or involved in the success or the failure of this class? Consider the extent to which you attended classes regularly, contributed to 5 pt. VA- >VI class discussions, kept abreast with readings,a nd carried out assignments. To what extent were your classmates involved in the success or failure of this class? 5 pt. VA->VI Consider the same factors stated in question (1).

Pepperdine School of Public Policy MPP 699. Internship Scoring Rubric Student Name: Date: Evaluator:

Outstanding Objective Above Average (2) Average (1) Unacceptable (0) Performance (3) Student thoroughly thought Student identified and Student provided shallow Student provided cursory about the leadership discussed leadership review and understanding descriptions of Thinking About activities and attributes activities and roles within of leadership within the leadership/management issues Issues of observed and experienced. the organization. Review organization. Confused with little or no insight or depth Student essay and and application of insights leadership with of thought. Leadership observations demonstrated was superficial and cursory, management and failed to deep and careful thinking. but included discussions of provide distinction between vision, communication and the two. ethics, and integrity.

Student thoughtfully and Student identified multiple Student identified at least Student’s responses are shallow deeply considered the use courses and their application one course and its and descriptive, lacking depth, of skills offered in their to their internship experience application to their discussion or thoughtful Integration of courses at SPP to the and reasons for skills internship experience. analysis. Experience with problems they encountered developed.. Discussion Discussion is cursory and in their internship. Student lacks thoughtfulness about does not reflect Curriculum considered the interdependencies within thoughtfulness. Discussion interdependencies within core and their application. lacks consideration of the curriculum itself and the interdependencies and development of policy. reasons for skills developed.

Internship provided student Internship allowed student to Internship allowed student Internship provided little or no Creating New with extensive interact with processes and to participate in policy opportunities for professional Career opportunities to develop offered limited opportunities processes but provided little development. Student and their Opportunities and expand professional to develop new professional access to individuals or experiences were isolated from networks and opportunities. networks. opportunities to develop actual policy processes. new professional networks.

1 Pepperdine School of Public Policy MPP 607. Capstone Policy Seminar Scoring Rubric, Summer 2012 Includes All Three Methodological Categories Capstone Document Identifier Info: Date: Evaluator: I I

Objective Highly Developed (5) Developed (4) Emerging (3) Underdeveloped (2) Initial (1) Ready for Professional Ready for the President Ready for Graduate Internal Discussion and Extremely Rough Draft Not Ready for Anyone or Governor Class Discussion Review

Capstone analysis Problem is properly Problem is generally Some effort at Analysis failed to frame provides appropriate cast in the context of framed appropriately. identifying the issues problem appropriately; framing of the policy the major issues and Analysis provides an and stakeholders are major issues were omitted Understand problem; full range of stakeholders in the appropriate menu of provided, but there is or ignored; significant the purpose of major issues were case, but they are not the issues in the case, no structure around stakeholders and actors policy and its identified and adequately complete or but fails to develop which these aspects are were not addressed in the addressed; appropriate balanced. them in the context of developed. The analysis; no place within stakeholders and actors Recommendations do other, broader issues. problem is not recommendation is the political were addressed in the address the defined Important stakeholders developed in the provided or process analysis; problem, however, they may be omitted, or context of the issues. recommendation fails to recommendations may not credibly fully under-addressed in the Typically, extensive, address the problem. address the problem. address its issues. analysis. irrelevant background is included.

Analysis references Analysis includes a Analysis includes Analysis includes Analysis fails to data appropriate to the literature review and appropriate references either relevant data incorporate analyses by problem; it properly applies it properly to to other studies and analysis or a literature others or available data Master the applies quantitative the problem at hand. relevant data but fails review of the relevant into analysis. If data are tools to data; it properly Work in this category to identify their data, but not both. included they are basic interprets data analysis will include modest limitations with respect Whichever is included incorrectly referenced methods: performed; it properly and limited gaps in its to this analysis. is not adequate, or and/or interpreted. Exercise interprets and integrates application of data Correct data techniques properly interpreted Relevant quantitative and policy existing research by analysis and literature are identified, but and integrated. Work qualitative data review is numeracy and others on topics. reviews that do not call incorrectly or in this category missing entirely. analytic Qualitative data are into question its inconsistently applied. demonstrates an appropriately integrated recommendations. Data interpretations are understanding to have integrity and used. Qualitative data are perfunctory and fail to data inform the analysis properly included but address limits of but fails to integrate it may be incomplete or persuasive power of adequately to do so. inadequately analyzed. data provided.

1 Objective Highly Developed (5) Developed (4) Emerging (3) Underdeveloped (2) Initial (1) Ready for Professional Ready for the President Ready for Internal Discussion and Extremely Rough Draft Not Ready for Anyone or Governor Undergraduate Class Review

Analysis appropriately Analysis includes Analysis identifies the Analysis attempts to Economic issues relevant addresses the economic appropriate handling of appropriate economic identify some of the to the problem are not literature and issues the economic literature framework and issues economic issues and included. Issues Master the that shape and define and issues shaping and defining the policy parameters attendant to surrounding scarcity, the problem and its defining the problem or issue and its the policy issue. The prioritization, incentives, basic possible resolution. issue, but is inadequate implications. This is paper incorrectly or efficiency, and cost methods: Economic tools or deficient in minor done in a perfunctory inappropriately applies effectiveness are not Understand addressing efficiency, ways. Such areas, manner that fails to these insights. The role addressed. The roles of and apply incentives, and efficacy when corrected, would deeply develop the of markets in the policy markets and market economic are addressed. Markets strengthen the implications of that issue is misunderstood failures in the issue are concepts to are analyzed and the credibility and market structure to the or misrepresented. not addressed. appropriate roles for effectiveness of the issue at hand. the problem government, argument and analysis Recommendations may individuals and other presented. fly in the face of what institutions are properly economic theory would addressed. proscribe.

Analysis appropriately Analysis includes an Student analysis Analysis identifies Relevant moral and builds a moral and appropriate moral identifies the major some of the moral ethical issues are not ethical foundation upon framework and categories of moral and tradeoffs and ethical directly addressed by the which the argument provides appropriate ethical distinctions and issues but fails to unify analysis. Discussion fails Master the and decision process discussion of tradeoffs. issues that underlie the them into an analytic to motivate a framework basic for the proposal is Makes key distinctions policy issue at hand. framework. Fails to for framing and deciding methods: based. Analysis between driving However, it is either identify the degrees of the values-driven Understand includes a balanced and concepts, issues and inconsistent, distinction necessary to tradeoffs intrinsic to the and apply appropriate values, but fails to unbalanced and/or analyze all but the policy problem. Student incorporation of the provide a systematic or incomplete in grossest level of analysis fails to provide a ethical and key values distinctions complete application of application of these tradeoffs. May use credible referential moral that underlie the the framework and its frameworks to the incorrect, incomplete or foundation on which to reasoning problem or issue at implications. Usually policy problem. inconsistent moral base their arguments hand. can be strengthened Handles distinctions frameworks to shape about what should be through a systematic without subtlety or the analysis. done or not done. review of the options. nuance.

Apply Capstone analysis Analysis is almost Analysis contains some Initial components of a Analysis does not contain

 Analytic Methods Rubric Page 2 decision contains a clear and complete but lacks one components of an credible and balanced clear, structured frameworks cogent argument for its component: balance in analytic and/or argument are present, arguments. Cases are that findings and the application of rhetorical framework, but not developed. built on assertion instead recommendations. principles, an but it is incomplete. It Analysis has a sense of of evidence or argument. appropriately Arguments are built on incomplete or blurred may be missing the issues and their Competing values are not incorporate a clear, balanced, moral framework, alternatives, biased, fail implications to the properly balanced. and balance credible and incomplete evidence or to address competing problem, but has not Distinctions are not made competing appropriate set of unbalanced use thereof, claims, or fail to yet built a case for a between alternatives and perspectives principles and issues. inadequate complete the case for specific approach. a framework for making Tradeoffs are identified consideration of the recommendation. Tradeoffs and tradeoffs is not offered or and interests and appropriately credible alternatives, A case is present for alternatives are blurred discussed. Biases may addressed. inadequate handling of recommended with recommendations. dominate logic tradeoffs. approach. Structure is lacking. throughout.

Capstone analysis is Analysis contains all Analysis is not Analysis contains some Analysis is replete with ready for public elements of a professionally written. elements of successful grammatical errors. presentation, successful policy Writing style may be argument (framework, Words are used publication and review. document: overly bureaucratic. evidence, argument and incorrectly. Structure Language is frameworks, evidence, Language is recommendation), but obfuscates meaning and professional. Writing argument and inaccessible. Structure is inadequate in two or logic. There is no Demonstrate style is not bureaucratic recommendation, but of document confuses more of them. May sequencing to the appropriate but rather active and fails to assemble them its understandability. include logic gaps, arguments as presented. professional accessible. Words are persuasively. There are occasional leaps of faith, biased or Evidence does not point used properly and Grammatical and word lapses in sequential unbalanced to conclusions. skills that meanings are usage problems are logic. Grammar is argumentation, non Argumentation is largely foster the unambiguous. Product extremely infrequent mostly right, but sequitor conclusions, or by assertion. Case proper action is grammatically and never in the proofing is needed. poor use of support and usually is not credible for correct. Contains an important parts of the Ideas are solid by evidence. Arguments recommendation. appropriate executive analysis. Document writing does not fully are built on evidence, summary. may be missing or convey intent and but there could be bias weak on some key meaning. problems. component, but only one or two.

 Analytic Methods Rubric Page 3 Pepperdine University – School of Public Policy Syllabus Content Guidelines

A syllabus is quite simply an outline of the academic content of a course, but also serves to communicate course organization and process. Syllabi are distinctive, following the personality of the professor and the course itself, and thus there is no strict formula for creating a syllabus. However, it is anticipated that faculty will develop syllabi that communicate effectively in some key areas of course organization. This document is designed to aid in the process of syllabus development, and to ensure appropriate communication with our students as they enter into a Pepperdine class setting. In particular, this document provides guidance regarding students with disabilities, academic integrity, and copyright restrictions on course materials. Note that these are guidelines for good practice and content—they can be listed in any order or format and do not have to be represented as separate headings or sections. In some instances, it may even serve the educational purposes of the class to exclude some optional items. Only in the case of the language associated with the use of Turnitin and the statement on disabilities is the exact language or content required by University policy.

1. Instructor Information (required):  Professor name and professional title  Professor contact information phone and email  Office hours and office location

2. Course Information (required):  Course title and catalog number  Course Description/Purpose  Meeting time, meeting place  Required course materials  Supplemental (optional) course materials

3. Student Learning Objectives: The syllabus should provide clearly defined goals regarding the educational outcomes of the course and should define the broader program goals that are served by this course. The course student learning objectives should include, but not be limited to, some aspect of the program educational objectives.

4. Support of University Mission: Provide a brief description of the relationship between the course and the institutional mission of Pepperdine University, as defined in the University Mission Statement and Strategic Plan.

5. Course Calendar and Topical Content

6. Grading (required): The syllabus should offer a clear definition of the methodology to be used for assessing student learning and the assignment of a course grade. Dates and deadlines for papers, presentations and other assignments should be clearly defined and communicated. Student participation, late policies and attendance policies should also be clearly defined.

7. Student Behavior: The syllabus will typically reference the school catalog regarding ethical behavior in class, respectful classroom discourse, and/or plagiarism. The process to be enacted upon violation of course standards should also be referenced usually by referencing the provisions of the Code of Academic Ethics and the Student Code of Conduct as defined in the Academic Catalog. By registering in the course, students implicitly agree to comply with the standards in the catalog, but a reminder of that fact can be a helpful reminder.

The syllabus should contain clarifying language about permissible uses of cellphones, laptops and other devices during class time. Note that the school does not have a policy on the use of electronic devices and the boundaries of use are at the instructor’s discretion.

Courses that include the use of turnitin.com are also required (by University counsel) to include the following language and accommodations in their syllabi: This course may require electronic submission of essays, papers, or other written assignments through the plagiarism detection service Turnitin (http://www.turnitin.com). Turnitin is an online plagiarism detection service that conducts textual similarity reviews of submitted papers. When papers are submitted to Turnitin, the service will retain a copy of the submitted work in the Turnitin database for the sole purpose of detecting plagiarism in future submitted works. Students retain copyright on their original course work. The use of Turnitin is subject to the Terms of Use agreement posted on the Turnitin.com website. You may request, in writing, to not have your papers submitted through Turnitin. If you choose to opt out of the Turnitin submission process, you will need to provide additional research documentation and attach additional materials (to be clarified by the instructor) to help the instructor assess the originality of your work. 8. Students with disabilities statement (the following exact language is required by University Policy on all syllabi): Any student with a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Office (Main Campus, Tyler Campus Center 264, x6500) as early in the semester as possible. All discussions will remain confidential. Please visit http://www.pepperdine.edu/disabilityservices/ for additional information.

9. Food or Drink Policy. The School of Public Policy officially has a no food policy in its classrooms. Bottled water is allowed.

10. A statement regarding intellectual property of the course content (optional). Faculty may wish to express their restrictions on recording, distribution, sharing, etc. of course-related content and activities. The example below is provided only as one potential statement serving to restrict distribution of course content.

Example: Course materials prepared by the instructor, together with the content of all lectures and review sessions presented by the instructor, are the property of the instructor. Video and audio recording of lectures and review sessions without the consent of the instructor is prohibited. Unless explicit permission is obtained from the instructor or supervising administrator, recordings of lectures and review sessions may not be modified and must not be transferred or transmitted to any other person. Electronic devices other than laptops (e.g., cell phones, PDAs, calculators, recording devices) are not to be used during lectures or exams without prior permission of the instructor.

LUISA R. BLANCO M: 310 359 3086 E: [email protected]

EDUCATION Degree Field Date University of Oklahoma PhD Economics 2007 Midwestern State University MBA, BBA Business, Finance 2003, 2001 Main fields: Development and International Economics, Macroeconomics, and Latin America

ACADEMIC AND RESEARCH EXPERIENCE Pepperdine University, School of Public Policy, Associate Professor of Economics, Aug 2013 – Present Federal Reserve Bank of Minneapolis, Opportunity & Inclusive Growth Institute, Visiting Senior Scholar 2017-18 Center for Health Improvement for Minority Elders, UCLA, RCMAR Scholar, Sep 2012 – Present RAND Corporation, Adjunct Researcher, Oct 2011 – Present Pepperdine University, School of Public Policy, Assistant Professor of Economics, Aug 2007 – Jul 2013 RAND Corporation, Center for Latin American Social Policy, Research Fellow, May 2011 – Sep 2011 Harris Manchester College, Oxford University, Research Fellow, May 2013 – Present

PEER REVIEWED JOURNAL ARTICLES Financial Behavior 1. Blanco, L., Rodriguez, L. 2018. Delivering Information about Retirement Saving among Hispanic Women: A Facebook Experiment. Behavioural Public Policy (forthcoming). 2. Blanco, L, Angrisani, M., Aguila, E., Leng, M. 2018. Understanding the Racial/Ethnic Gap in Bank Account Ownership among Older Adults. Journal of Consumer Affairs. 3. Blanco, L., Aguila, E., Gongora, A., Duru, O.K. 2017. Retirement Planning Among Hispanics: in God’s Hands? Journal of Aging and Social Policy, 29(4): 311–331. PMID: 27976984 4. Aguila, E., Angrisani, M., Blanco, L. 2016. Ownership of a bank account and health of older Hispanics. Economic Letters, 144, 41-44 (Blanco Lead Author). 5. Blanco L, Ponce M, Gongora A, Duru O. 2015. A qualitative analysis of the use of financial services and saving behavior among older African Americans and Latinos in the Los Angeles area. Sage Open. 5, 1. PMID: 26064788. PMCID: PMC4459749.

Latin America 6. Blanco, L. 2016. The Impact of Judicial Reform on crime victimization in Mexico. Violence and Victims, 31, 1, 27-50. PMID: 26645670. 7. Wooster, R., Blanco, L, Sawyer, C. 2015. Equity Commitment under Uncertainty: A Hierarchical Model of Real Option Entry Mode Choices. International Business Review, 25, 1, 382-394. 8. Wooster, R., Blanco, L, Sawyer, C. 2015. Does Experience Matter for Patterns of Expansion by U.S. Companies in Latin America and the Caribbean. Global Economy Journal, 15, 1, 1-24. 9. Blanco, L., Ruiz, I. 2013. The Impact of Crime and Insecurity on Trust in Democracy and Institutions. American Economic Review Papers and Proceedings, 103, 3, 284-288. 10. Blanco, L. 2013. Finance, Growth, and Institutions in Latin America: What are the Links? Latin American Journal of Economics, 50, 2, 179-208 11. Blanco, L. 2013. The impact of crime on trust in institutions in Mexico. European Journal of Political Economy, 32, 38-55. 12. Blanco, L., Grier, R. 2013. Explaining the rise of the left in Latin America. Latin American Research Review, 48, 1, 68-90. 13. Blanco, L., Gonzalez, F., Ruiz, I. 2013. The Impact of Sector Specific FDI on CO2 Emissions in Latin America. Oxford Development Studies, 41, 1, 104-121. 14. Blanco, L. 2012. The Spatial Interdependence of FDI in Latin America. World Development, 40, 7, 1337– 1351.

1 LUISA R. BLANCO

PEER REVIEWED JOURNAL ARTICLES (Continued) Latin America (Continued) 15. Blanco, L., Grier, R. 2012. Natural resource dependence and the accumulation of physical and human capital in Latin America. Resources Policy, 37, 3, 281-295. 16. Blanco, L. 2010. Life is Unfair in Latin America, But Does it Matter for Growth? World Development, 38, 3, 393-404. 17. Blanco, L. 2009. The Finance-Growth Link in Latin America. Southern Economic Journal, 76, 1, 224-248. 18. Blanco, L., Grier, R. 2009. Long Live Democracy: The Determinants of Political Instability in Latin America. Journal of Development Studies, 45, 1, 76-95.

Other 19. O’Connor, K., Blanco, L., Nugent, J. 2018 Does Oil Really Curse Democracy? A Long-Run Time-Series Analysis of 127 Countries, with Jeffrey Nugent and Kelsey, Resources Policy, 57, 264-277. 20. Prieger, J., Bampoki, C., Blanco, L., Liu, A. 2016. Economic Growth and the Optimal Level of Entrepreneurship, World Development, 82, 95-109. 21. Blanco, L., Gu, J., Prieger, J. 2016. The Impact of Research and Development on Economic Growth and Productivity in the United States, Southern Economic Journal, 82, 3, 914–934. 22. Blanco, L., Nugent, J., O'Connor, K. 2015. Oil Curse and Institutional Changes: Which Institutions Are Most Vulnerable to the Curse and Under What Circumstances? Contemporary Economic Policy, 33, 2, 229-249. 23. Blanco, L., Rogers, C. 2014. Are Tax Havens Good Neighbours? FDI Spillovers and Developing Countries. Journal of Development Studies, 50, 4, 530-540. 24. Blanco, L., Rogers, C. 2012. Competition between Tax Havens: Does Proximity Matter? International Trade Journal, 26, 4, 291-308. 25. Blanco, L., Rogers, C. 2012. Do tax havens really flourish? Global Economy Journal, 12, 3 26. Blanco, L., Isenhouer, M. 2010. Powering America: The impact of ethanol production in the Corn Belt states. Energy Economics, 32, 6, 1228-1234.

OTHER PUBLICATIONS 1. Blanco, L., and Contreras, S., 2018. Mobile technology as a tool for economic inclusion. American Economic Association Minority Report, Issue 10 (invited contribution). 2. Blanco, L., Carlsen, L., Morrison, D. Carlsen, G., Chaparro, A., Molina, E. 2018. Precarious Paradise: The Financial Well-being of Hispanic Immigrant Day Laborers in Malibu, in Latinos in the 21st Century: Their Voices and Lived Experiences. Nova Science Publishers. 3. Blanco, L. 2017. Book review of The Financial Diaries: How American Families Cope in a World of Uncertainty. Journal of Policy Analysis and Management, 36, 4, 957-959 (invited contribution). 4. Blanco, L., 2017. Access to Financial Services and the Wellbeing of Middle Aged and Older Hispanics in the United States. Hispanic Economic Outlook, Spring (invited contribution). 5. Blanco, L., Ruiz, I. 2015. Crime and Institutions: Impacts on Sector Specific FDI to Latin America and the Caribbean Region. Hispanic Economic Outlook, Fall (invited contribution). 6. Dadzie C., Blanco L., Dony C. 2014. Study on crime and Investment in Latin America and the Caribbean. USAID Development Experience Clearinghouse. 1-85. 7. Blanco L., Saloga C. 2013. Participation in the formal financial sector among Minorities in the United States. American Economic Association Minority Report, Issue 5 (invited contribution). 8. Blanco, L., Lillard, S. 2013. Inequality in Latin America: Changes and New Perspectives. Latin American Politics and Society, 55, 2, 169-177 (invited contribution). 9. Blanco, L., Anyanwu, O. 2013. Immigration Regulation. In Mason, P. Encyclopedia of race and racism. Detroit: Macmillan Reference USA (invited contribution, peer reviewed).

LUISA R. BLANCO

OTHER PUBLICATIONS (continued) 10. Blanco, L., Crouch, M. 2011. In the Aftermath of the Financial Crisis of 2008. What Have We Learned? Pepperdine School of Public Policy (editor). 11. Blanco, L. 2010. Income Inequality and Political Instability in Latin America. Pacific Coast Council of Latin American Studies Proceedings, University of Nevada Las Vegas (peer reviewed). 12. Blanco, L. 2010. Latin America and the Financial Crisis of 2008: Lessons and Challenges. Pepperdine Policy Review (lecture transcription). 13. Blanco, L. 2009. Latin America and the Financial Crisis of 2008: An Overview. Hispanic Economic Outlook, Quarter IV (invited contribution).

WORKING PAPERS 1. A Community Based Randomized Controlled Trial on an Educational Intervention to Promote Retirement Saving Among Hispanics, with O. K. Duru and C. Mangione 2. Racial and Ethnic Differences in Financial Literacy & Outcomes: The Role of Neighborhood Effects, with S. Barrera and S. Contreras 3. Exploring the link between financial and mental health status among low income Hispanic/Latina Women, with Baker, J., Singh, K., Friedman, J., Brown, A., and Pregler, J. (under review at Health Equity) 4. Mobile Banking as a Mechanism to Increase Access to Financial Services, with A. Bosque and X. Wang. 5. The Role of Crime and Institutions as Determinants of Sectoral FDI in Latin America and the Caribbean, with I. Ruiz, W. Sawyer, and R. Wooster (revise and resubmit at Oxford Development Studies). 6. How does Crime affect Migration? Evidence of the Recent Mexican Crime Wave, with I. Ruiz and C. Vargas-Silva. 7. Export Survival in Africa and Latin America: The Impacts of Firm-Level Diversification, Synergies and Competition, with J. Mora, M. Olabisi, and J. Prieger.

MEDIA CONTRIBUTIONS • Opinion: The economic case for voter ID laws, The Hill Congress Blog, October 18, 2012. • Opinion: Fighting crime in Mexico means bringing order to the courts, The Statesman, August 18, 2012. • Opinion: Important Elections South of the Border, The Hill Congress Blog, June 27, 2012. • Opinion: Most American of Mexican holidays, Sun Sentinel, The Hartford Courant, and The Wisconsin State Journal, May 5, 2012. • Opinion: Fear of travel in Mexico because of drug wars is misplaced, Mercury News, April 10, 2012. • Interviews Telemundo: government shutdown (April, 2011), unemployment data (July, 2011), and U.S. debt crisis (August, 2011). • Interviews with Vivó en Vivo about the U.S. debt crisis; August, 2011 and China Radio International on the Road to Recovery in Latin America; September, 2009. • Interviews at Pepperdine People Podcast (myself, Roger Farmer, Alvaro Vargas Llosa, Scott Sumner, and Lee O’Hanian), SPP YouTube (rise of the left and impact of the financial crisis in Latin America) • Occasional blogging for the Intercollegiate Studies Institute

RESEARCH FUNDING

Ongoing Research Support Federal Reserve of Minneapolis (Blanco, $12,000) 01/01/2018-06/30/2019 Opportunity and Inclusive Growth Institute Title: Mobile Money Diaries and Mental Health among Hispanics (Role: PI)

LUISA R. BLANCO

RESEARCH FUNDING (Continued) Ongoing Research Support (Continued) LA Care (Pregler and Blanco, $50,000) 09/01/2017-03/01/2019 Iris Cantor-UCLA Women’s Health Education & Research Center Title: Women's Health Equity & Financial Literacy (Role: co-PI)

Completed Research Support NIH/NIA - P30 AG021684-15:S1 (Mangione, $122,259) 08/01/2016-06/30/2018 Resource Center for Minority Aging Research – Center for Health Improvement of Minority Elderly Title: Financial planning for retirement and health among Hispanics Role: PI of Diversity Supplement Project

Charles G. Koch Charitable Foundation (Blanco and Prieger, $145,000) 08/30/2016-09/01/2017 Pepperdine School of Public Policy Title: Applied Policy Research and Training Program Role: co-PI

Cathay Bank (Pregler and Friedman, $20,000) 06/15/2015-12/15/2017 Iris Cantor-UCLA Women’s Health Education & Research Center Title: Women’s Health and Financial Wellbeing Role: Senior Researcher

NIH/NIA - P30 AG021684 (Mangione, $40,000) 07/01/2012-06/30/2015 Resource Center for Minority Aging Research – Center for Health Improvement of Minority Elderly Title: Financial Exclusion and the Wellbeing of Elderly Minority Populations Role: PI of Pilot Award

NIH/NIA - P30 AG043073 (Goldman, $30,000) 02/01/2014-06/30/2014 Resource Center for Minority Aging Research – Minority Aging Health Economics Research Center Title: Retirement Planning among Middle-Aged and Older Hispanics Role: PI of Pilot Award through the analysis core

Corporacion Andina de Fomento (Blanco, $15,000) 08/15/2011-02/29/2012 Research Program on Citizen Security Title: An Analysis of the Impact of Reform to the Criminal Justice System in Mexico Role: PI

USAID - AID-OAA-C-11-00169 (Blanco and Dadzie, $20,000) 05/01/2014-09/30/2014 Title: Study on Crime and Investment in Latin America and the Caribbean Role: Senior Analyst

OTHER FUNDING • Pepperdine Office of the Provost, Cross-School Collaboration Research Grant, Spring 2016 ($10,000), Latin American Conference Grant, 2010 ($2,000), Research Grant (Fall): 2018 ($500), 2017 ($3,000), 2016 ($3,000), 2015 ($3,000), 2014 ($2,500), 2013 ($2,500), 2012 ($2,500), 2011 ($2,875), 2010 ($1,500) • Charles G. Koch Charitable Foundation, Economic Development Lectures Grant, 2015 ($14,000), Research and Teaching Grant, 2012 ($17,500), Guest Speaker Series and Publication Grant, 2010 ($18,500), Reading Group Grant, Fall 2009 ($13,500)

4 LUISA R. BLANCO

TEACHING EXPERIENCE Assistant/Associate Professor, School of Public Policy, Pepperdine University, Fall 2007 – Present Courses: Applied Economic Analysis of Public Policy I (Microeconomics), Applied Economic Analysis of Public Policy II (Macroeconomics) Global Economics, Latin American Economic Development, Public Finance and Public Choice, Seminar in Research Methods (Capstone), Math Review Workshop Instructor, Economics Department, University of Oklahoma, Summer 2004 – Spring 2007 Courses: Intermediate Macroeconomic Theory, Principles of Macroeconomics Teaching Assistant, Economics Department, University of Oklahoma, Spring 2004 Courses: Principles of Macroeconomics

SEMINARS 2018 Federal Reserve of Minneapolis 2017 Pepperdine University 2016 Pepperdine University 2015 University of Southern California 2011 RAND, Texas Christian University, University of Texas-El Paso, George Mason University 2010 University of Southern California 2009 Duke University, Pepperdine University, Sam Houston State University 2008 Pepperdine University 2007 Pepperdine University, Hope College, Knox College, Auburn University, ITAM, CIDE

CONFERENCE PRESENTATIONS • American Economic Association: 2007, 2009, 2013, 2016, 2017, 2018 • Behavioral Science and Policy Association: 2017 • Association for Public Policy Analysis and Management: 2014 • Association of Private Enterprise Education: 2009 • Latin American Studies Association: 2009, 2010 • Pacific Coast Council in Latin American Studies: 2007, 2008, 2009, 2010 • Pacific Conference on Development Economics: 2010, 2013 • Southern Economic Association: 2006, 2007, 2008, 2009, 2011, 2014 • Southwestern Economic Association Conference: 2006, 2008 • Western Economic Association International: 2011, 2012, 2016, 2017

OTHER PRESENTATIONS AND PARTICIPATION AT WORKSHOPS AND CONFERENCES • RAND Behavioral Finance Forum, Washington D.C., October 2017 • FDIC Consumer Research Symposium, Washington D.C., October 2017 • RCMAR Annual Investigators Meeting, podium presentation, San Francisco, April 2017 • Financial Needs for Older Adults Roundtable, research presentation, Federal Reserve Bank of San Francisco – Los Angeles, August 2015 • Women's Health and Money at Work, preliminary findings presentation, Federal Reserve Bank of San Francisco – Los Angeles, August 2015 • Hispanic Economic Issues, Federal Reserve Bank of Atlanta, presentation, November 2014 • Psychological Science and Behavioral Economics in the Service of Public Policy Workshop, National Institute of Aging, White House, May 2013 • RCMAR-CHIME UCLA Scientific Retreat, manuscript review: Jun 2013, Jun 2014, Oct 2014, Jun 2015, Oct 2015, Oct 2016 • RCMAR-CHIME UCLA Scientific Retreat, presentation: Jun 2013, Jun 2014 • RCMAR Annual Investigators Meeting, poster presentation: Feb 2013, Feb 2014, Apr 2015, Apr 2016 • RCMAR Annual Investigators Meeting, podium presentation: Apr 2017 • Annual UCLA Research Conference on Aging, poster presentation, Jun 2013 5 LUISA R. BLANCO

OTHER PRESENTATIONS AND PARTICIPATION AT WORKSHOPS AND CONFERENCES (continued) • Global Crisis and Latin American Economies Conference, panel chair, USC, Nov 2012 • UNDP Citizen insecurity in Latin America Conference, presenter, Georgetown University, Jul 2012 • Policy Symposium, panel on economic development, panelist, RAND, Apr 2012 • International Development brown bag, panel about funding, panelist, RAND, Mar 2012

TRAINING AND PROFESSIONAL SERVICE • Open Economics, Editor, 2017-Present • NIH/NIA Butler-Williams Scholar, 2016 • American Economic Association Pipeline Mentoring Program, 2015-Present (Mentees: Present – Camila Morales and Sergio Barrera; Past – Patrese Anderson and Deidra Reed) • Millennium Momentum Foundation, Leadership Development Institute, trainer 2011-present • American Society of Hispanic Economists, President Elect-2016, President-2017, Past-President 2018 • American Society of Hispanic Economists, HEO Committee, 2011-2017 • American Society of Hispanic Economists, Scholarship Committee Chair, 2009-2013 • Harris Manchester College Summer Research Institute, 2015 • National Science Foundation Graduate Program Evaluation – Economics Panelist, 2015 & 2017 • RAND Summer Institute on Health and Aging, Summer 2011 • American Studies Center - Princeton James Madison Program, Fellowship, Summer 2010 • Diversity Initiative for Tenure in Economics, Fellowship, Spring 2009-2012 • Pacific Coast Council in Latin American Studies, 2011-President, 2010-Program Chair • Pacific Coast Council in Latin American Studies, Board Member, Fall 2007-2014 • Age Friendly Banking Task Force, Member, 2016 • Women’s Health & Money at Work Advisory Committee, Senior Researcher, 2014-present • Pepperdine Center for Women in Leadership, Board member, 2016-present • Pepperdine University Diversity Council, Co-Chair, 2011-2013; member 2008-present • Pepperdine University Academic Council, Member 2007-2008, 2014-2015, 2016-2017 • Pepperdine University Waves of Innovation Selection Committee, 2014 • Pepperdine University Institutional Review Board, Alternate Member, 2009-2010 • Pepperdine University, Women in Public Policy, Faculty Advisor, 2007-2015

MEMBERSHIP IN SCHOLARLY AND PROFESSIONAL ORGANIZATIONS • American Economic Association • American Society of Hispanic Economists • Latin American Studies Association • Latin American and Caribbean Economic Association • Pacific Council on International Policy • Pacific Coast Council of Latin American Studies • Southern Economic Association • Western Economic Association International

REFEREE WORK World Development, Journal of Development Studies, Economic Development and Cultural Change, Energy Economics, Applied Economics, Global Economics Journal, Southern Economic Journal, The Latin Americanist, Journal of Politics, Journal of Politics in Latin America, Latin American Politics and Society, Journal of International Taxation and Public Finance, National Tax Journal, International Journal of Population Research, International Trade Journal, Economics of Governance, Economic Systems, Public Choice, International Review of Applied Economics, Ensayos Revista de Economía, Latin American Research Review, World Economy, and Palgrave Macmillan.

6 LUISA R. BLANCO

AWARDS • Excellence Service Award, American Society of Hispanic Economists, 2013 • Excellence Service Award, American Society of Hispanic Economists, 2009 • Omicron Delta Epsilon Honor Society Chapter, Fall 2006 • Robert E. and Mary B. Sturgis Scholarship, Spring 2006 • A.J. Kondonassis Scholarship, Spring 2005 • Sooner Heritage Scholarship, Spring 2004 – Spring 2007 • OU Latino Achievement and Heritage Honor Student, Spring 2005 and Spring 2006 • Graduate Woman of the Year, 2002 • President’s Excellence Medal, 2001 • Delta Mu Delta National Scholarship, Spring 2001

OTHER EXPERIENCE Graduate Hall Director and Resident Assistant, Office of Housing Midwestern State University, Wichita Falls, Texas, Aug 2000 – Jul 2003, supervised 57 Resident and Student Assistants, 178 students upper class residence as Graduate Hall Director, supervised 30 residents as resident assistant.

OTHER INFORMATION Computer Experience: Internet Applications and Microsoft Office Applications Statistical Packages: STATA, Eviews, SAS, and Minitab Language Skills: English (fluent), Spanish (native), and French (conversational)

*References available upon request (last updated on October 1, 2018)

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Pepperdine University School of Public Policy ROBERT GORDON KAUFMAN Professor of Public Policy

24255 Pacific Coast Highway Office: SPP 266 Malibu, California, 90263-7490 Telephone: 310.506.7601 Email: [email protected]

EDUCATION

Columbia University, New York, New York

Ph.D. 1988, M.Ph. 1980, M.A. 1978, B.A. 1977 Department of Political Science Major: International Politics Specialization: American Foreign Policy, National Security Affairs, International Relations Theory, and Law Honors: Columbia University President's Fellow, 1977-1980 Georgetown University Law Center, Washington, D.C.

J.D. 1983

Straus Institute for Dispute Resolution, Pepperdine University Law School.

LLM, Alternative Dispute Resolution, 2016.

EXPERIENCE

August 2004 – present.

Robert and Katheryn Dockson Professor, Pepperdine University School of Public Policy, Malibu, CA.

Teaching courses in American foreign policy, national security, international relations, roots of the American order, and great books of the Western tradition.

August 2017-May 2018.

Visiting Conservative Professor in the Center For Western Thought, University of Colorado, Boulder. Teaching four courses, lecturing, commentary, writing.

January 2008-July 2008:

Acting Dean. Pepperdine University School of Public Policy, Malibu, California. Served as Dean of the School of Public Policy while Dean Wilburn enjoyed his well- deserved sabbatical.

September 2002 through July 2004. 1

Professor, University of Vermont, Burlington, Vermont Taught causes of war, military and grand strategy, American foreign policy, and international politics.

September 1996-July 2002:

Associate Professor, University of Vermont, Burlington, Vermont Taught American foreign policy, national security, international politics, causes of war, just war theory, and strategy. Winner of the Deans Lecture Award for Teaching and Scholarship, Spring 2002.

September 1992-July 1996:

Assistant Professor, University of Vermont, Burlington, Vermont Taught American foreign policy, national security, international politics, and constitutional law.

June 1994-July 1995:

Visiting Professor and Research Scholar, the Henry M. Jackson School of International Studies, University of Washington, Seattle, Washington Researched Senator Jackson's archives, located exclusively at their school, for a biography then in progress. Taught one course at the Jackson School on geopolitics.

June 1993-April 1994:

Consultant, President Richard M. NixonWoodcliffe Lake, New Jersey Assisted President Nixon with preparation of his last book, Beyond Peace.

August 1991-August 1992:

Secretary of the Navy Research Fellow, The Naval War College, Newport, Rhode Island Taught the core curriculum of military grand strategy and history. Completed research which yielded three articles.

September 1990-August 1991:

Bradley Scholar, The Heritage Foundation, Washington, D.C. Continued research on the problem of reconciling idealism and realism in American foreign policy. Did radio commentary on American foreign policy and the Gulf War.

1988-1990:

Visiting Assistant Professor, Colgate University, Hamilton, New York Taught courses in international politics, American foreign policy, national security, and American politics. Honors: IFC Professor of the Year, 1990; nominated for University Professor of the Year.

1985-1986:

Merchant Marine and Fisheries Committee, Minority Counsel. House of Representatives, 2

Washington, D.C.. Analyzed a wide variety of issues involving the merchant marine and petroleum industries, environmental law, drug enforcement, law of the sea, and customs. Involved in all aspects of the legislative process.

1983-1985:

Corporate Associate, Brown and Wood, New York, New York Practiced in a corporate, transactional law firm specializing in private offerings of all types and municipal finance. Worked in the areas of constitutional law, antitrust, Investment Company Act of 1940 matters, and private and public placements.

Publications

Books

Dangerous Doctrine: How Obama’s Grand Strategy Weakened America (University Press of Kentucky, May 2016).

In Defense of the Bush Doctrine (University Press of Kentucky, 2007; Paperback ed., March 2008).

Henry M. Jackson: A Life in Politics (University of Washington Press, September, 2000). Winner of the Kathleen and Emil Sick Award for the best book in Pacific Northwest History, 2000.

Arms Control During the Pre-Nuclear Era: Naval Arms Control Between the Two World Wars (Columbia University Press, 1990; Paperback ed., 1994).

Book Chapters

“Is the Bush Doctrine Dead?” in Robert Maranto, Tom Langsford, and Jeremy Johnson, ed,., Judging Bush (Palo Alto: Stanford University Press, 2010)

“The Bush Doctrine: Peril or Prudence?” in Robert Morgan, ed., 9/11: The Day that Shook the World (New York: Palgrave-MacMillan, 2010).

“The Perils of Arms Control: The Case of Naval Arms Limitation between the World Wars,” in Robert Williams, ed., Encyclopedia of Arms Control (New York: Praeger, 2013).

“Nixon and Kissinger’s Unrealistic Realism,” in Steven Knott., ed., Contending Strategies in American Foreign Policy (forthcoming: John Hopkins University Press. 2016).

Journal Articles

“Urging More from our European Allies,” Strategika (January 2019).

““Republic in Peril” is Perilous.” H-Diplo/ISSF (December, 2019).

“Roundable 10-2 on Cohen, The Big Stick, Kaufman, Dangerous Doctrine, and Lieber, Retreat and its Consequences,” H-Diplo ISSF (October 2017).

““Obama’s Long Game” is the Wrong Game.” H-Diplo/ISFF, September, 2017.

3

“Two First Quarter Cheers for Trump’s Principled Realism,” Strategika (September 2017).

“In Defense of Aquinas: Preemption, Prevention, and Decisiveness as Just War Staples,” Providence (Spring-Summer, 2017).

“The Imprudence of the Obama Doctrine, Orbis (August 2014).

“ISSF Roundtable on Conservative Internationalism,” Vol. XII, No 8, H-Diplo/ISSF “Why Neoconservatism is the Worst Alternative except for Any Other,” H-Diplo Roundtable Review, Vol 2, No 1, 2014.

“The First Principles of Ronald Reagan’s Foreign Policy,” First Principles Report, no. 40, Heritage Foundation,” November 1, 2011.

“The Perils of Obama’s National Security Policy,” Foreign Policy Initiative (February 2010).

“Morgenthau’s Unrealistic Realism,” Yale Journal of International Affairs (Winter-Spring 2006).

“Collective Security and the United Nations,” The World and I (September 2001).

“The Use and Misuse of History in International Relations,” Security Studies (Summer 2001).

“E.H. Carr, Winston Churchill, Reinhold Niebuhr, and Us: The Case for Principled Democratic Realism” Security Studies (Spring 1996 special issue); also in Benjamin Frankel, ed., Roots of Realism (London: Frank Cass, 1996).

“Three Approaches to Foreign Policy: Nixon-Kissinger, Reagan-Schultz, and Their Liberal Critics,” Strategic Review (Summer 1994).

“A Two-Level Interaction: Structure, Stable Liberal Democracy, and U.S. Grand Strategy,” Security Studies (Summer 1994).

“Democracy, Morality, and the National Interest,” Security Studies (Spring 1992).

“To Balance or To Bandwagon: Alignment Decisions with Reference to Nazi Germany,” Security Studies. (Spring 1992).

“Naval Arms Control between the Two World Wars: Implications for Contemporary and Future Arms Control,” Milleniu: Journal of International Studies (Spring 1992).

“A Post-Containment Paradigm for a Post-Post War Order,” Naval War College Review (Winter 1991).

Articles, Commentary, op-eds, and book reviews in The Wall Street Journal, Washington Times, the New York Times, the Philadelphia Inquirer, Fox, The Weekly Standard, the Baltimore Sun The Daily Caller, The Huffington Post; the Seattle Post-Intelligencer; The San Diego Times Union, Political Science Quarterly, the Journal of Cold War Studies; Policy Review.

Books in Progress

Robert G. Kaufman, President Trump’s “Principled Realism:” Peril or Promise (University Press of 4

Kentucky, forthcoming 2020).

SELECTED CONFERENCES AND PUBLIC LECTURES

“In Defense of the Bush Doctrine --- A Debate,” Las Vegas, Nevada, July 15, 2011, which CSPAN first aired October 3, 2011.

“Carterism Without Carter: President Obama’s Foreign and Domestic Policy,” Lincoln Club, Pasadena, California, January 8, 2010.

“The Not So Grand Strategy of the Obama Administration,” Keynote address, Johns Hopkins Security Labs National Security Conference, November 5, 2009. “Do Not Misunderestimate Us: How the Republicans Can Become the Majority Again,” Boulder Colorado, April 5, 2009, which C-Span also broadcast. “Is the Bush Doctrine Dead?” Heritage Foundation Conference, University of California, Los Angeles, May 20, 2008. “The United States is not Imperial Rome,” Awakenings Conference, Sea Island Georgia, January 3, 2008. “The First Principles of American Foreign Policy: Moral Democratic Realism,” Johns Hopkins Research Laboratory Annual Conference on National Security, Laurel, Maryland, November 6, 2008. “Defending the Bush Doctrine,” Reagan Presidential Library, June 28, 2007.”

“In Defense of the Bush Doctrine,” Heritage Foundation, May 18, 2007, which CSPAN first broadcast June 3, 2008.

“World Affairs Council,” April 9-15, 2006, April 8-14, 2007 Boulder, Colorado.

“Ronald Reagan’s Legacy,” Ronald Wilson Reagan Presidential Library, August 18, 2005

“First Principles of American Foreign Policy,” The Heritage Foundation, June 6, 2005.

“Three Cheers for the Bush Doctrine,” Republican Congressional Intern Group, Capitol Hill, Washington, D.C., June 3, 2005.

“The Myth of Multilateralism,” Center for Security and Defense Policy, June 2, 2005.

“The End of the End of History: Lessons of the War to Remove Saddam Hussein” for “American Foreign Policy in the Twenty-first century,” The Heritage Foundation, Washington, D.C., June 20, 2004.

“Morality, the War on Terror, and U.S. Foreign Policy,” The Heritage Foundation, Washington, D.C., June 28, 2002.

“The Right War, the Right Place, the Right Time, the Right Enemy: The Coming War with Iraq,” Deans Lecture Award Address, University of Vermont, Burlington, Vermont, April 11, 2002.

Renaissance Weekend, March 28-April 1, 2002, Charleston, South Carolina 5

“The Legislature and the Cold War: The Case of Scoop Jackson,” Center for Russian Studies, Harvard University, February 21, 2001.

“What Henry M. Jackson Teaches About U.S. Foreign Policy.” The Heritage Foundation, November 2, 2000, which CSPAN first broadcast on December 3, 2000.

“Why Henry M. Jackson Failed to Become President,” The Sick Lecture Award, Seattle Washington, October 17, 2000.

“Henry M. Jackson and Transformation of American Liberalism,” Delivered at the Discovery Institute, Seattle, Washington, June, 29, 1995.

“International Commemorative Conference of Human Rights and the Legacy of Senator Henry M. Jackson,” Jerusalem, Israel, January 6-10, 1995. Participated in a conference honoring Senator Henry M. Jackson and the struggle for human rights to mark the twentieth anniversary of the Jackson-Vanik Amendment.

“International Studies Association, Western Conference,” University of Washington, Seattle, Washington, October 20-22, 1994. Served on a panel and delivered a paper on the logic of the two- level game, a version of which Security Studies published.

“Realism and the Future of International Politics,” Miller Center, University of Virginia, October 8-10, 1994. Delivered and defended paper which appeared in a special issue of Security Studies and an edited book.

“The United States and the World,” Washington, D.C., March 13-16, 1992. Participated in a Conference organized and led by former President Richard M. Nixon, Henry A. Kissinger, and James Schlesinger, contemplating the future of world politics in the Post-Cold War Era.

SELECTED MEDIA APPEARANCES AND PUBLICATION FOR POPULAR JOURNALS.

Television: Fox News, CBS, ABC, Al Jazeera, C-Span, local affiliates in Washington D.C., Boston, Los Angeles, and Vermont. Radio: National Public Radio’s Talk of the Nation; Public Radio in Washington DC; Seattle; Wisconsin; Pasadena; Vermont. Breitbart Radio.

OTHER AFFILIATIONS

Consultant and Adjunct Fellow, The Center for Security Policy, Washington, D.C. Advisory Board, Academic Council, Ronald Reagan Presidential Library, Simi Valley California. Advisor Board, Discovery Institute, Seattle, Washington. Former Bradley and Current Adjunct Scholar, Heritage Foundation, Washington, D.C. President, Vermont Chapter, National Association of Scholars, 1998-2001.

References.

Victor Davis Hanson, Hoover Institute, Stanford University. 6

Robert Jervis, Adlai Stevenson Professor of International Relations, Columbia University. Robert Lieber, Professor Georgetown University. Henry Nau, Professor George Washington University.

7

TED V. McALLISTER

Pepperdine University School of Public Policy 24255 Pacific Coast Highway Malibu, California 90263-7490 (310) 506-7603 [email protected]

Education: Vanderbilt University. Ph.D. (1994) in American Intellectual and Cultural History (20th century). • Paul K. Conkin, dissertation director • Charlotte W. Newcombe Doctoral Dissertation Fellowship, sponsored by the Woodrow Wilson National Fellowship Foundation (1992 - 1993) • Leland Sage Fellowship, Vanderbilt University History Department Fellowship (1991 - 1992) • Dissertation Enhancement Grant, the Graduate School of Vanderbilt University (1991 - 1992) • Vanderbilt University History Department Fellowships (1988 - 1991) • Fellowships, Christian Scholarship Foundation (1989 - 1991)

Claremont Graduate School. M.A. (1987) in American Intellectual History • Robert Dawidoff, thesis director • Departmental Fellowships, Claremont Graduate School (1983 - 1985)

Oklahoma Christian College. B.A. (1983) in History, Magna Cum Laude minors in Political Science and English

Scholarship: Editing: Editor of American Intellectual Culture, a book series by Rowman and Littlefield This series, co-edited with Jean Bethke Elshtain and Wilfred McClay, focuses on the role of intellectuals in an American democratic culture. Books published: • When All the Gods Trembled: Darwinism, Scopes, and American Intellectuals by Paul K. Conkin • Heterophobia: Sexual Harassment and the Future of Feminism by Daphne Patai • Postmodernism Rightly Understood: The Return to Realism in American Thought by Peter Augustine Lawler • A Requiem for the American Village 1

by Paul K. Conkin • A Pragmatist’s Progress? Richard Rorty and American Intellectual History by John Pettegrew • The Next Religious Establishment by Eldon J. Eisenach • A World Made Safe for Differences: cold War Intellectuals and the Politics of Identity by Christopher Shannon • Ralph Waldo Emerson: The Making of a Democratic Intellectual by Peter S. Field • Intellectuals and the American Presidency: Philosophers, Jesters, or Technicians? by Tevi Troy • American Feminism and the Birth of new Age Spirituality: Searching for the Higher Self, 1875-1915 by Catherine Tumber • The Lost Soul of American Protestantism by D. G. Hart • Transnational America: Cultural Pluralist Thought in the Twentieth Century by Everett Helmut Akam • Creating the American Mind: Intellect and Politics in the Colonial Colleges by J. David Hoeveler • Species of Origins: America’s Search for a Creation Story by Karl W. Giberson and Donald A. Yerxa • Apostle of Human Progress: Lester Frank Ward and American Political Thought, 1841-1913 by Edward C. Rafferty • Brahmin Prophet: Phillips Brooks and the Path of Liberal Protestantism by Gillis J. Harp • Culture’s Vanities: The Paradox of Cultural Diversity in a Globalized World by David Steigerwald • Woodrow Wilson and the Roots of Modern Liberalism by Ronald J. Pestritto • From Nature to Experience: The American Search for Cultural Authority by Roger Lundin • The Constant Dialogue: Reinhold Niebuhr and American Intellectual Culture by Martin Halliwell • Alexis de Tocqueville and American Intellectuals: From His Times to Ours by Matthew Mancini

Books: A Great and Dreadful Emancipation: Walter Lippmann and Modern America, a work in progress, the book will be an intellectual biography of Walter Lippmann

Paradox of Freedom: The Making of Modern America. A manuscript coauthored with Peter Field, that traces the history of America from Lincoln to Obama. This manuscript is scheduled to be completed by August 2012.

2

Revolt Against Modernity: Leo Strauss, Eric Voegelin, and the Search for a Post-Liberal Order, University Press of Kansas, 1996, as part of their "American Political Thought" series edited by Lance Banning and Wilson Carey McWilliams. (Originally a dissertation, Paul K. Conkin, director.) This work examines the philosophical critique of modernity--and especially modern liberalism--offered by Leo Strauss and Eric Voegelin and how conservative political and social critics incorporated their work into a conservative alternative to American liberalism.

Essays and Chapters: “What Does Burke Have to Do With America? Europe and an American Conservatism,” Political Science Reviewer (forthcoming)

“The Tocqueville Problem and the Nature of American Conservatism,” Anamnesis: A Journal for the Study of Tradition, Place, and Things Divine, Volume 1, Number 1, 2011

“Cars, Individualism, and the Paradox of Freedom in a Mass Society” published in Front Porch Republic, October 14, 2011

“Rocky and the New Populism” published in Front Porch Republic, September 9, 2011

“Iris Chang and the Delicate Art of Remembering” published in Front Porch Republic, August 5, 2011

“A Product of Speed” published in Front Porch Republic, June 21, 2010

“The Romance of Conservatism” published in Front Porch Republic, November 7, 2009

“Progressive Liberalism Or: How to Stop Worrying and Learn to Love Big Government” published in Front Porch Republic, October 23, 2009

“Who Was Richard Blaine? Myth, History, and the Great American Conversation” published in Front Porch Republic, September 29, 2009

“The Reluctant Southerner: Reflections on Home and History” published in Front Porch Republic, August 31, 2009

“America’s Vital Interests” (Part II) published in First Principles Journal, August 12, 2009

“America’s Vital Interests” (Part I) published in First Principles Journal, August 10, 2009

“The Strange Lament of a Bohemian Conservative” published in Front Porch Republic, July 31, 2009

“Re-Visioning Conservative History” published in Arguing Conservatism: Four Decades of Intercollegiate Review, Mark Henrie, ed. (ISI Books, 2008) Originally published in 2004

3

“The Particular and the Universal: Kirk’s Second Canon of Conservative Thought” published in The Political Science Reviewer, Fall 2006

“Reagan and the Transformation of American Conservatism,” Published in The Reagan Presidency (University Press of Kansas, 2003), edited by W. Elliot Brownlee and Hugh Davis Graham.

Introduction to Paul Conkin’s A Requiem for the American Village (Rowman & Littlefield, 2000) entitled “Cosmopolitan Provincial”

Contributions to Reader's Guide to American History, Peter J. Parish, ed., published by Fitzroy Dearborn (1997). Wrote the entries on "Conservatism" and "Walter Lippmann."

Book Reviews: “Don’t Print the Legend” A review of Rehabilitating Lochner by David Bernstein (University of Chicago Press, May 2011) appearing in Libertylawsite.org, March 1, 2012

“Can the Left Govern?” A review essay of The Left at War by Michael Berube (New York University Press, 2009)

“Of Ideas and Politics: The Rich Promise of History De-Centered,” A review essay of three books published in Modern Age, Winter 2009: • The Conservative Ascendancy: How the GOP Right Made Political History by Donald T. Critchlow (Harvard University Press, 2007) • Rightward Bound: Making America Conservative in the 1970s, ed., Bruce J. Schulman and Julian E. Zelizer (Harvard University Press, 2008) • Upstream: The Ascendance of American Conservatism by Alfred S. Regnery (Threshold Editions, 2008)

“Progressive Liberalism Or: How to Stop Worrying and Learn to Love Big Government” a review of American Liberalism: An Interpretation for Our Time by John McGowan (University of North Carolina Press, 2007) published in Front Porch Republic, October 23, 2009

“Pale Liberalism” a review of The Future of Liberalism by Alan Wolfe (Alfred A. Knopf, 2009) published in First Principles journal, July 20, 2009

“The Neoconservative Way of Thinking” a review essay of Robert Kaufman’s In Defense of the Bush Doctrine published in Modern Age, Winter 2008

“The Theologico-Political Problem Revisited: How to Think About the Modern Project” a review of Daniel Tanguay’s Leo Strauss: An Intellectual Biography (Yale University Press, 2007) published in First Principles May 12, 2008

“Re-Visioning Conservative History” a review of Lee Edwards’ Educating for Liberty: The First Half-Century of Intercollegiate Studies Institute (Regnery, 2004) published in Intercollegiate Review, Fall/Winter 2004

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Review of Ellis Sandoz’s Republicanism, Religion, and The Soul of America published in the July 2007 issue of The Register of the Kentucky Historical Society.

Review of The Ronald Reagan Library and Museum in The Public Historian, August 2006.

“The Ideologue and the Pragmatist” a review of Smant, Kevin, Principles and Heresies: Frank S. Meyer and the Shaping of the American Conservative Movement and Kelly, Daniel, James Burnham and the Struggle for the World, published in The Claremont Review of Books, Fall, 2003

Menand, Louis. The Metaphysical Club: A Story of Ideas in America, published in Modern Age, Fall, 2002

Carey, George W., Bruce Frohnen, eds. Community and Tradition: Conservative Perspectives on the American Experience, published in Journal of Religion, Fall, 2000

“Voegelin’s Neglect: Who’s Responsible?” review of Barry Cooper: Eric Voegelin and the Foundations of Modern Political Science, published in Review of Politics, Fall, 2000

Review of Everett, William Johnson’s Religion, Federalism, and the Struggle for Pubic Life: Cases from Germany, India, and America published in the Journal of Religion, October 2000

Op-Eds: “Saying ‘I don’t Know’” Provocations: A Journal from the Trinity Forum Co-authored with Pete Peterson http://www.ttf.org/index/journal/detain/saying-i-dont-know/ October 27, 2008

“Commentary: Plenty of Blame to Go Around for Political Polarization” Appeared on Noozhawk.com Co-authored with Pete Peterson http://www.noozhawk.com/point of view/article/ July 26, 2008

Lectures: Theme: “Tocqueville and the Conservative Foundations of the Liberal Order” Lecture: “America and the Savage Instincts of Democracy” Intercollegiate Studies Institute Regional Conference Pepperdine University School of Public Policy Malibu, California March 24, 20112

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Conference Co-director and Presenter Theme: “Why Place Matters: Moving from Theory to Practice” Presentation: “Modernity and the Problem of Place for Civic Engagement” The Pepperdine University School of Public Policy and Davenport Institute for Public Engagement and Civic Leadership Pepperdine University Drescher Graduate Campus, Malibu, California March 22, 2012

“The Virtues of an Educated Amateur: A Response to Jean Elshtain” delivered at the “Stuck With Virtue” conference Berry College Rome, Georgia November 16. 2011

Theme: “Law, Liberty, and Virtue” Lecture: “Walter Lippmann and the Problem of Democratic Virtue” James Madison Program in American Ideals and Institutions Princeton University Princeton, New Jersey May 16-17, 2011

Conference Co-director and Presenter “A Place in the World: Geography, Identity, and Civic Engagement in Modern America” The School of Public Policy and Davenport Institute for Public Engagement and Civic Leadership Pepperdine University Drescher Graduate Campus, Malibu, California March 11 and 12, 2011

“History and the Constructions of American Identity” Lecture presented for the National Constitution Center Pepperdine University, Malibu, California July 1, 2010

“A Dreadful Emancipation: Walter Lippmann’s Critique of the Modern Project” Paper presented at The Historical Society meeting “Historical Inquiry in the New Century” George Washington University, Washington, D.C. June 5, 2010

“The Contingency of American Exceptionalism” Lecture presented at The Philadelphia Society 2010 National Meeting entitled “America at the Crossroads: Liberty and Limited Government Endangered” Philadelphia, Pennsylvania April 20, 2010

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“The Tocqueville Problem and the Nature of American Conservatism” Paper presented at the James Madison Program Princeton University, Princeton, New Jersey April 9, 2010

“Liberty and Democratic Authority in the Works of Alexis de Tocqueville, Bertrand de Jouvenel, and Robert Nisbet” Discussion leader of an honors seminar sponsored by The Liberty Fund and The Intercollegiate Studies Institute Savannah, Georgia January 14-17, 2010

“History and American Identity” ISI Honors Program Summer Conference Conference theme: Meaning in History—Learning from the Past Williamsburg, Virginia July 23, 2009

“The Education of a Policy Leader” Hillsdale College Hillsdale, Michigan March 6, 2009

“Reagan as Leader” Lecture for the Christian Library Association November 29, 2008

“The Acids of Modernity: Can the West Defend Itself?” ISI Conference Stanford University, Stanford, California November 6, 2008

“Civilization and Civilizations: The West in Context” ISI Honors Program summer conference Quebec, Canada June 23-29, 2008

“The Romance of Conservatism: Russell Kirk and a Conservative Aesthetic” ISI Spring Leadership Conference Indianapolis, Indiana April 14, 2007

“Roots of American Order” 2006-2007 ISI Honors Program summer conference Big Sky, Montana July 24-30, 2006

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“The Stories We Tell, The People Become,” Keynote speaker at the Annual Academic Symposium Rochester College Rochester Hills, Michigan April 26, 2006

“What’s Wrong With the Right? A Conservative Vision for the Twenty-first Century” Lecture at the Universitat Erlangen-Nuremberg Nuremberg, Germany November 2004

“Resistance Against Modernity: Eric Voeglin and ‘The New Science of Politics’” Keynote lecture, The Piety Hill Honors Conference, sponsored by Intercollegiate Studies Institute for graduate honor students June 11, 2004

“Reagan’s America” Lecture for Pepperdine University Alumni Association Ronald Reagan Library Simi Valley, California March 2004

“The Particular and the Universal in Kirk’s Conservative Mind,” Lecture delivered at Oxford University as part of a conference held by the Intercollegiate Studies Institute Oxford, England August, 2003

“Reagan and the Transformation of American Conservatism,” Lecture delivered at the Ronald Reagan Conference University of California at Santa Barbara March 29, 2002

“Reagan and the Conservative Movement,” Lecture delivered as part of the Rothmere American Institute Seminar, Oxford University Oxford, England June 2001

“Ronald Reagan as a Leader,” Keynote speech at the “Roots at the Ranch” conference sponsored by The Young Americans Foundation Santa Barbara, California March 24, 2001

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“Does American Conservatism Have a Tradition?” Lecture given at an Intercollegiate Studies Institute graduate honors seminar in Mecosta, Michigan October, 2001

“Virtue or Freedom” Lecture delivered at David Lipscomb University November 1999

“Eric Voegelin and American Conservatism,” Lecture delivered an Intercollegiate Studies Institute honors seminar Mecosta, Michigan August 1999

“Christian Perspectives on Shaping Public Policy,” Lecture delivered at Abilene Christian University and Oklahoma Christian University, Fall, 1999

"Historical Consciousness and Christian Faith” Lecture delivered as part of the "Graduate Lecture Series" Pepperdine University, Malibu, California October 5, 1995

"Barton Stone and the Origins of American Restorationism: A Revisionist Approach," Paper presented at the Christian Scholars Conference Pepperdine University, Malibu, California July 1987

Professional Experience: Pepperdine University (1998 - Present) Edward L. Gaylord Professor Associate Professor of Public Policy and History Courses of Instruction: Ethical Dimensions of Public Policy: Great Books and Great Ideas Public Policy and the Family Public Policy and Education in America American Democratic Culture Public Policy in Modern America American Power and the Just War Tradition Phronesis: Moral Theory and Political Action Modernity and Its Critics Comparative Federalism: Globalism and Local Rule Contemporary American Ideologies Public Policy and Public Opinion Comparative Democracy American Intellectual History (Seaver College) History of American Conservative Movement (Seaver College)

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Committee Work: University Faculty Council University Grievance Committee University Assessment Committee University Faculty Committee in the Presidential Search University Faculty Committee in the Provost Search Other Professional Work Faculty Advisor: Pi Alpha Alpha ISI (Intercollegiate Studies Institute) mentor. Thesis director for Adam Gannaway (History Department). Numerous Independent Studies

Hillsdale College (1996 - 1998) Assistant Professor, Department of History Courses of Instruction: Western Heritage American Heritage U.S. Intellectual History U.S. Since 1945 U.S. Constitutional History

Vanderbilt University (1994 - 1996) Lecturer, Department of History Courses of Instruction: U.S. History surveys. U.S. History 1916 - 1945. U.S. History 1945 - Present. The American Conservative Movement Since 1945 (seminar). The Jazz Age (freshman seminar).

Pepperdine University (Summer 1996) Visiting Assistant Professor U.S. Social and Intellectual History (graduate & undergraduate ` students)

University of the South (Spring 1996) Visiting Assistant Professor Liberalism in the Anglo-American Tradition

Tennessee Technological University (1993 - 1994). Assistant Professor, Department of History. Courses of Instruction: U.S. History surveys.

Vanderbilt University (1988 - 1991). Teaching Fellow, Department of History. Courses of Instruction: U.S. History Surveys and Western Civilization.

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Columbia Christian College (1985 - 1988). Instructor in Humanities. Courses of Instruction: American Political Thought Western Political Tradition U.S. History surveys. American Thought and Culture. Age of Jackson. Twentieth Century America.

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JAMES E. PRIEGER

Pepperdine University Phone (office): (310) 506‐7150 School of Public Policy Fax: (310) 506‐7494 24255 Pacific Coast Highway Email: [email protected] Malibu, CA 90263‐7490 URL: sites.google.com/a/pepperdine.edu/jprieger/

Education Ph.D, Economics, University of California, Berkeley, 1999. B.A, Economics and Mathematics, Yale University, 1990.

Professional Appointments

Current Appointment Professor of Public Policy (with tenure), Pepperdine University, 2016‐present.

Past Appointments Associate Professor of Public Policy (with tenure), Pepperdine University, 2010‐2016. Visiting Scholar, Department of Economics, University of Colorado Boulder, Spring 2014. Visiting Professor, Goldman School of Public Policy, University of California, Berkeley, Fall 2013. Associate Professor of Public Policy, Pepperdine University, 2006‐2010. Senior Staff Economist, U.S. Federal Communications Commission, 2008‐2009. Assistant Professor of Economics, University of California, Davis, 1999‐2006.

Memberships in Scholarly and Professional Organizations Past and present memberships include: Academy of Criminal Justice Sciences, American Economic Association, American Law and Economics Association, Association for Public Policy Analysis and Management, Econometric Society, Eurasia Business and Economics Society, Industrial Organization Society, Society for Government Economists, Southern Economic Association, Transportation and Public Utilities Group, Western Economic Association.

Awards, Honors, and Fellowships Howard A. White Award for Teaching Excellence, Pepperdine University, 2014. Listing in Whoʹs Who in America, 63rd ed., 2009. Listing in Whoʹs Who Among American Teachers & Educators, 11th ed., 2007. Thomas Mayer Distinguished Teaching Award, Department of Economics, University of California, Davis, 2003. Outstanding Graduate Student Instructor Award, 1996. Regents Intern Fellowship, University of California, Berkeley, 1993‐1997.

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Major Grants and Funding CKF, “Pepperdine SPP Student Research Fellowship Program,” 2016‐2017, $120,000, with Luisa Blanco. Tilburg Law and Economics Center (TILEC), Innovation, Intellectual Property and Competition Policy Competition 2008, “Congestion Pricing for Patent Applications”. April 2009, €15,000, with Alan Marco. AEI‐Brookings Joint Center for Regulatory Studies, “A New Approach to Estimating the Impact of Driver Cell Phone Use on Accidents,” $39,400, December 2002, with Robert W. Hahn. UC California Policy Research Center, “The Taxation of Telecommunications in California”, $40,000, May 2001. Co‐PI with Terri Sexton.

Other Grants Provost’s Grant, Office of the Associate Provost for Research, Pepperdine University, each academic year 2008‐2009, 2010‐2014 (new grants each year), and 2016‐2017. Undergraduate Instructional Improvement Program, Teaching Resources Center, University of California, Davis, 2003‐2004. Junior Faculty Research Program Grant, Institute for Governmental Affairs, 2002. Junior Faculty Research Program Grant, Institute for Governmental Affairs, 2001. Undergraduate Instructional Improvement Program, Teaching Resources Center, University of California, Davis, Minigrant, 2001, 2003. Faculty Research Grant, University of California, Davis, 2000‐2007. Academic Senate Research Travel Award, 2000‐2006. New Faculty Research Grant, University of California, Davis, 1999‐2000.

Professional Activities

Occasional Referee Academic Journals: Agricultural and Resource Economics Review; Applied Economics; The B.E. Journal of Economic Analysis & Policy; Community Development; Contemporary Economic Policy; Econometrics Journal; E‐Commerce Research Journal; Empirical Economics; Entrepreneurship Research Journal; European Journal of Law and Economics; Foundations and Trends in Web Science; Global Business & Economics Review; Growth and Change; Information Economics and Policy; Information Systems Frontiers; International Journal of Advanced Media and Communication; International Journal of Industrial Organization; International Regional Science Review; Journal of Applied Econometrics; Journal of Business and Economics; Journal of Economics; Journal of Information Policy; Journal of Insurance Regulation; Journal of Law & Economics; Journal of Law, Economics, & Organization; Journal of Media Economics; Journal of Public Economics; Journal of Regulatory Economics; Management Science; Managerial and Decision Economics; Mercatus Center Working Paper Series; Papers in Regional Science; Quarterly Journal of Economics; RAND Journal of Economics; Regional Studies; Review of Industrial Organization; Review of Network Economics; Social Science Quarterly; Telecommunications Policy; Transportation Research Part A: Policy and Practice; Urban Studies.

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Book and Chapter Proposals: Idea Group publishing, IGI Global, MIT Press, Praeger/ABC‐CLIO Publishers, Routledge, Springer‐Verlag. Grant Proposals: National Science Foundation, Swiss National Science Foundation, University of California Energy Institute. Other reviewing: Transportation and Public Utilities Group Dissertation Award.

Other Professional Activities Editorial Board Member: Applied Economics Quarterly (2005‐present), International Journal of Business Environment (2013‐2018), The Internet of Things in the Modern Business Environment (an edited volume by IGI Global, 2016‐2017), Handbook of Research on Telecommunications Planning and Management for Business (2007‐2008). Academic Advisory Board Member: The Free State Foundation. Editorials in media: “Net Neutrality Regulation, Investment, and the American Internet Experience,” Free State Foundation, October 25, 2017 “What Do Economists Know About Net Neutrality Regulation? Quite a Lot, and the FCC Should Pay Attention,” Free State Foundation, Sept. 6, 2017. “Verizon‐Incompas Business Broadband Plan Would Cost Billions in Investment,” Morning Consult, Sept. 9, 2016 “California Needs to Focus on the Future of Communications… Not the Past,” Fox & Hounds, April 7, 2016. “Net neutrality policy and the future of your Internet,” The Hill, Congress Blog, Sept. 14, 2014. “Taxes ‐ a cautionary tale” (with D. Davenport), San Francisco Chronicle, Feb. 2, 2009. “Cell‐phone bill based on faith, not research” (with D. Davenport), San Francisco Chronicle, Sept. 14, 2006. Interviewed or quoted in the media: Forbes Magazine (Americans With Disabilities Act); American City Business Journals, Dateline UCDavis, Government Technology magazine, KCBS San Francisco radio, KCRA TV Sacramento, KFBK Sacramento radio, KMAX UPN TV Sacramento, KXJZ Capitol Public Radio, KVIE Central Valley Public Television, Los Alamos National Laboratory News Bulletin, News‐ Medical.net, RCR Wireless News, Los Angeles Times, Sacramento Business Journal, San Francisco Business Times, Telematics Update, UC Davis Magazine (cell phone usage in cars); Woodland Daily Democrat, KCSN Northridge radio (telecommunications taxation); Los Angeles Times, Black Issues in Higher Education (digital divide); Broadcasting & Cable, C‐SPAN, Communications Daily (multiple times), Satellite News (broadband and productivity); ComputerWorld, Industry Standard, InfoWorld, NetworkWorld, PCWorld, Pepperdine Magazine, US News & World Report (broadband demand policy); AEI TechPolicyDaily (entrepreneurship and growth; net neutrality, broadband policy). Quoted or cited in government policy documents: FCC’s National Broadband Plan, GAO (broadband).

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Consultant or expert testimony experience: American Public Power Association (electricity rate structures); Ameritech (advanced telecom services); AT&T (local telecom competition, broadband stimulus); BOTEC Analysis Corporation, senior researcher (illicit market economics); CALinnovates (broadband policy); CenturyLink (wired communications policy); Mobile Future (wireless communications policy).

University Service

Pepperdine University University Committees: University Library Committee, 2012‐2014, 2015‐present; Graduate and Professional Human Subjects Institutional Review Board, 2006- 2008, 2009-2013, 2014-present; University Academic Council, 2015; Howard A. White Teaching Award Committee, 2015‐present; University Grievance Committee, 2014‐present; University Technology Faculty Steering Committee, 2016‐present; University Faculty Council, 2017‐2018. Departmental Committees: Admissions Committee, 2015‐present; SPP Review, Tenure, and Promotion Committee, 2012‐2013; SPP Assessment Committee, 2008‐present; Forstmann Scholarship Committee, 2007; Faculty Recruiting, 2006‐2007. Faculty Advisor, Pepperdine Policy Review (student journal), 2007‐2008, 2009‐2013, 2014‐ present.

University of California, Davis University Committees: Tenure Review Ad Hoc Committee (observer), 2005; Grade Change Committee, 2003‐2006; Tenure Review Ad Hoc Committee (observer), 2002. Departmental representative to the Representative Assembly of the College of Letters and Sciences, 2002‐2005. Departmental Committees: Applied Microeconomics Seminar, 2001‐2, 2005; Computer, 2002‐2006 (chair 2003‐2005); Industrial Organization Prelim Exam 2000‐2005 (chair 2003); Recruiting, 2001‐2002, 2003‐2006; Undergraduate Advising, 1999‐ 2006; Lecturer Evaluation, 2004; Undergraduate Studies, 2001‐2002; Undergraduate Curriculum, 2002; Placement, 2000‐2001.

Teaching Professor, School of Public Policy, Pepperdine University, 2006‐present (Associate until 2010). Teaching of MPP students: Applied Microeconomics of Public Policy (core microeconomics), Applied Econometrics, Advanced Econometrics, Economic Analysis of Antitrust and Regulation Policy, Economics and Policy of Science and Innovation. Visiting Professor, Goldman School of Public Policy, University of California, Berkeley Fall 2013. Graduate (MPP students): Economics and Policy of Science and Innovation.

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Assistant Professor, Department of Economics, University of California, Davis 1999‐ 2006. Undergraduate: Intermediate Microeconomics, Economics of Antitrust and Regulation. Graduate: Economic Regulation, Applied Micro Seminar. Primary Instructor, Department of Economics, University of California, Berkeley, Summer 1998. Intermediate Microeconomics. Teaching Assistant, Department of Economics, University of California, Berkeley, 1995‐ 1998. Intermediate Microeconomics (3 semesters), Industrial Organization. Reader, Department of Economics, University of California, Berkeley. Graduate Time Series Analysis.

Research

Publications in Refereed Journals “Cigarette Taxes and Illicit Trade in Europe” (with Jonathan D. Kulick). Economic Inquiry, Vol. 56, No. 3, 1706‐1723. Earlier working paper version. “Unintended Consequences of Cigarette Prohibition, Regulation, and Taxation” (with Mark Kleiman and Jonathan Kulick), International Journal of Law, Crime and Justice, Vol. 46, September 2016, 69–85. “Countervailing Effects: What the FDA Would Have to Know to Evaluate Tobacco Regulations” (with M.A.R. Kleiman and J. Kulick), Journal of Drug Policy Analysis, Vol. 9, No. 1 (December 2016), 1‐30. “Economic Growth and the Optimal Level of Entrepreneurship” (with C. Bampoky, L. Blanco, and A. Liu), World Development, Vol. 82 (June 2016), 95–109. “The Impact of Research and Development on Economic Growth and Productivity in the US States” (with. L. Blanco and J. Gu), Southern Economic Journal, Vol. 82, No. 3. Online appendix. “Multimarket Contact and Strategy Entry Decisions,” International Journal of Business Environment, Vol. 7, No. 4, 2015, 396‐414. “Evaluating the Impact of the American Recovery and Reinvestment Act’s BTOP Program on Broadband Adoption” (with Janice Hauge). Applied Economics, Vol. 47, No. 60, 2015, 6553‐6579. “Violence in Illicit Markets: Unintended Consequences and the Search for Paradoxical Effects of Enforcement” (with Jonathan Kulick), The B.E. Journal of Economic Analysis & Policy (Contributions), Vol. 15, No. 3 (July 2015), 1263‐1295. “The Broadband Digital Divide and the Benefits of Mobile Broadband for Minorities,” Journal of Economic Inequality, Vol. 13, No. 3 (September 2015), 373‐400. “Unintended Consequences of Enforcement in Illicit Markets” (with Jonathan Kulick), Economics Letters Vol. 125, No. 2 (November 2014), 295‐297. “Non‐Electoral Civic Engagement in California: Why Does the State Lag the Nation?” (with Kelly M. Faltis), California Journal of Politics and Policy Vol. 5, No. 4 (October 2013), 671–710. “A Basic Analysis of Entry and Exit in the US Broadband Market, 2005‐2008” (with Michelle Connolly), Review of Network Economics, Vol. 12, No. 3 (September 2013), 229‐270.

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“The Broadband Digital Divide and the Economic Benefits of Mobile Broadband for Rural Areas,” Telecommunications Policy, Vol. 37, No. 6‐7 (July‐August 2013), 483‐ 502. “Verifiable and Non‐Verifiable Anonymous Mechanisms for Regulating a Polluting Monopolist” (with Nicholas J. Sanders), Journal of Environmental Economics and Management, Vol. 64, No. 3 (November 2012), 410–426. “Oust the Louse: Does Political Pressure Discipline Regulators” (with Janice A. Hauge and Mark A. Jamison), Journal of Industrial Economics, Vol. 60, No. 2 (June 2012), 299–332. “Applications Barriers to Entry and Exclusive Vertical Contracts in Platform Markets” (with Wei‐Min Hu), Economic Inquiry, Vol. 50, No. 2 (April 2012), 435–452. “French Automobiles and the Chinese Boycotts of 2008: Politics Really Does Affect Commerce” (with Canhui Hong, Wei‐Min Hu, and Dongming Zhu), The B.E. Journal of Economic Analysis & Policy: Vol. 11 (2011), Iss. 1 (Topics), Article 26. “Demand‐Side Programs to Stimulate Adoption of Broadband: What Works?” (with Janice Hauge), Review of Network Economics, Vol. 9, No. 3, Article 4 (2010). Expanded version available at SSRN. “Economics at the FCC, 2008‐2009: Broadband and Merger Review” (with Michelle Connolly), Review of Industrial Organization, Vol. 35, No. 4 (December 2009), 387‐ 417. “Product Innovation, Signaling, and Endogenous Regulatory Delay,” Journal of Regulatory Economics, Vol. 34, No. 2 (October 2008), 95‐118. “The Broadband Digital Divide and the Nexus of Race, Competition, and Quality” (with Wei‐Min Hu), Information Economics and Policy, Vol. 20, No. 2 (June 2008), 150‐ 167. “Are Drivers Who Use Cell Phones Inherently Less Safe?” (with Robert W. Hahn), Applied Economics Quarterly, Vol. 53, No. 4 (2007), 327‐352. Previously available as AEI‐Brookings Joint Center Working Paper No. 07‐10. “The Impact of Cost Changes on Industry Dynamics,” Journal of Economics, Vol. 91, No. 3 (July 2007), 211‐243. “Regulatory Delay and the Timing of Product Innovation,” International Journal of Industrial Organization, Vol. 25, No. 2 (April 2007), 219‐236. “The Impact of Driver Cell Phone Use on Accidents,” with Robert Hahn. The B.E. Journal of Economic Analysis & Policy, Vol. 6 (2006), Iss. 1 (Advances), Article 9. Previously available as AEI‐Brookings Joint Center for Regulatory Studies Working Paper 04‐14, July 2004. Designated an AEI‐Brookings Joint Center Top 10 download in many months (downloaded over 1,100 times in first month after posting, 14,100 times as of August 2009). “Bootstrapping the Conditional Moment Test for Parametric Duration Models,” Applied Economics Letters, Vol. 10, No. 10 (15 August 2003), 597‐600. “The Supply Side of the Digital Divide: Is There Equal Availability in the Broadband Internet Access Market?” Economic Inquiry, Vol. 41, No. 2 (April 2003), 346‐363. “Regulation, Innovation, and the Introduction of New Telecommunications Services,” Review of Economics and Statistics, Vol. 84, No. 4 (November 2002), 704‐715.

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“A Model for Regulated Product Innovation and Introduction with Application to Telecommunications,” Applied Economics Letters, Vol. 9, No. 10 (15 August 2002) 625‐629. “A Flexible Parametric Selection Model for Non‐Normal Data With Application to Health Care Usage,” Journal of Applied Econometrics Vol. 17, No. 4 (2002), 367‐392. “Telecommunications Regulation and New Services: a Case Study at the State Level,” Journal of Regulatory Economics, Vol. 20, No. 3 (November 2001), 285‐305. “Universal Service and the Telecommunications Act of 1996,” Telecommunications Policy, Vol. 22, No. 1 (February 1998), 57‐71. “Ramsey Pricing and Competition: The Consequences of Myopic Regulation,” Journal of Regulatory Economics, Vol. 10, No. 3 (November 1996), 307‐322.

Book Chapters (Refereed) “Microeconomics Aspects of E‐Commerce” (with Daniel Heil). Ch.in Encyclopedia of E‐ Commerce Development, Implementation, and Management I. Lee (ed), Hershey, PA: IGI Global, 2016. “Macroeconomic Aspects of E‐Commerce” (with Daniel Heil). Ch.in Encyclopedia of E‐ Commerce Development, Implementation, and Management I. Lee (ed), Hershey, PA: IGI Global, 2016. “An Update on Mobile Broadband Availability in the United States” (with Thomas Church). Ch.in Encyclopedia of E‐Commerce Development, Implementation, and Management I. Lee (ed), Hershey, PA: IGI Global, 2016. “Economic Implications of E‐Business for Organizations” (with Daniel Heil). Ch. 2 (pp. 15‐54) in Handbook on E‐Business Strategic Management, F. Martínez‐Lpez (ed), Berlin: Springer‐Verlag, 2013. “Deployment of Mobile Broadband Service in the United States” (with Thomas Church). Ch. 1 (pp. 1‐24) in Mobile Services Industries, Technologies, and Applications in the Global Economy, I. Lee (ed), Hershey, PA: IGI Global, 2012. “The Macroeconomic Impacts of E‐Business on the Economy” (with Daniel Heil). Ch. 1 (pp. 1‐11) in Encyclopedia of E‐Business Development and Management in the Global Economy, Vol I, I. Lee (ed), Hershey, PA: IGI Global, 2010. Expanded version available at SSRN. “The Microeconomic Impacts of E‐Business on the Economy” (with Daniel Heil). Ch. 2 (pp. 12‐22) in Encyclopedia of E‐Business Development and Management in the Global Economy, I. Lee (ed), Hershey, PA: IGI Global, 2010. Expanded version available at SSRN. “The Empirics of the Digital Divide: Can Duration Analysis Help?” (with Wei‐Min Hu), Handbook of Research on Overcoming Digital Divides: Constructing an Equitable and Competitive Information Society, E. Ferro, et al. (eds), Hershey, PA: IGI Global, July 2009. “Is Regulation a Roadblock on the Information Highway?” (with Daniel Heil). In Handbook of Research on Telecommunications Planning and Management for Business, I. Lee (ed), Hershey, PA: IGI Global, 2009. Previously available under the title “The Rules of the Road or Roadblocks on the Information Highway? Regulation

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and Innovation in Telecommunications” as AEI Center for Regulatory and Market Studies Working Paper 08‐15, April 2008. “Regulation and the Deployment of Broadband” (with Sunhwa Lee), in Handbook of Research on Global Diffusion of Broadband Data Transmission, Vol. 1, Y.K. Dwivedi, et al. (eds), Hershey, PA: IGI Global, 2008, pp.278‐303. “Competition in Broadband Provision and the Digital Divide” (with Wei‐Min Hu), in Handbook of Research on Global Diffusion of Broadband Data Transmission, Vol. 1, Y.K. Dwivedi, et al. (eds), Hershey, PA: IGI Global, 2008, pp.241‐259. Previously available under the title “The Timing of Broadband Provision: The Role of Competition and Demographics” as AEI‐Brookings Joint Center for Regulatory Studies Working Paper 07‐06, March 2007.

Other Refereed Publications “The Taxation of Telecommunications in California in the Information Age,” with Terri A. Sexton and Annette Nellen. Summary version: Brief, Policy Research Program, California Policy Research Center, Vol. 15, No. 4, April 2003. Complete report: Detailed Research Findings, Policy Research Program, California Policy Research Center, April 2003 (172 pp.). “The Supply Side of the Digital Divide: Is There Redlining in the Broadband Internet Access Market?” AEI‐Brookings Joint Center for Regulatory Studies Working Paper 01‐16, December 2001. Designated an AEI‐Brookings Joint Center Top 10 download in many months January 2002‐ August 2006 (downloaded over 9,300 times as of August 2006).

Non-Refereed Publications “Mobile data roaming and incentives for investment in rural broadband infrastructure,” Pepperdine University, School of Public Policy Working Papers. Paper 69. October 2017. “What Do Economists Know About Net Neutrality Regulation? Quite a Lot, and the FCC Should Pay Attention,” Free State Foundation, Perspectives from FSF Scholars, Vol. 12, No. 29, Free State Foundation, Sept. 6, 2017. “The Growth of the Broadband Internet Access Market in California: Deployment, Competition, Adoption, and Challenges for Policy” (Research Brief). March 2016. Pepperdine University, School of Public Policy Working Papers, paper 62. “The Broadcasters’ Transition Date Roulette: Strategic Aspects of the DTV Transition” (with James Miller), Journal on Telecommunications and High Technology Law, Vol. 9, No. 2 (Spring 2011), 437‐499. JTHTL is a student‐edited law journal. “The Taxation of Telecommunications in California in the Information Age,” with Terri A. Sexton and Annette Nellen. State Tax Notes, Vol. 29, No. 11, September 15, 2003. Entries for “Duke Energy,” “Dynegy,” “Daniel McFadden,” “Reliant Energy,” “SBC Communications,” and “Verizon Communications,” Encyclopedia of Capitalism, Syed B. Hussain (ed.), Facts on File, 2004.

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Papers in Submission

Other Working Papers “Tax Evasion and Illicit Cigarettes in California: Part I – Survey Evidence on Current Behavior,” with Jonathan Kulick, SSRN, May 2018. “Tax Evasion and Illicit Cigarettes in California: Part II – Smokers’ Intended Responses to a Tax Increase,” with Jonathan Kulick, SSRN, May 2018. “Combating the Illicit Trade in Tobacco Products in California and at the National Level through Track and Trace (T&T) Mechanisms,” with Michael DeFeo and Mark Kleiman, SSRN, March 2018. “The Importance of Transportation, Broadband, and Intellectual Infrastructure for Entrepreneurship,” with Heng Lu and Habi Zhang, Pepperdine University, School of Public Policy Working Papers, 68, 2007. “Congestion Pricing for Patent Applications,” with Alan C. Marco, SSRN Working Paper, August 2009. “The Impact of the Americans with Disabilities Act on the Entry and Exit of Retail Firms,” AEI‐Brookings Joint Center for Regulatory Studies Working Paper 04‐23, November 2004. Designated an AEI‐Brookings Joint Center Top 10 download December 2004‐June 2006 (downloaded over 7,861 times as of October 2009). “An Empirical Investigation of Biased Survey Data and an Attempted Cure,” UCD Working Paper 04‐4, August 2004. “Conditional Moment Tests for Parametric Duration Models,” September 2000. Part of this paper is published as “Bootstrapping the Conditional Moment Test for Parametric Duration Models” (see Publications in Refereed Journals section above).

Regulatory and Legal Testimony and Filings “Economic Scholarsʹ Summary of Economic Literature Regarding Title II Regulation of the Internet” comments filed (jointly with four other economists) before the Federal Communications Commission in the Matter of Restoring Internet Freedom (WC Docket No. 17‐108), July 2017. “Investment in Business Broadband in Rural Areas: The Impacts of Price Regulation and the FCC’s Blind Spot,” filed by Invest in Broadband for America to the FCC in the matter of Investigation of Certain Price Cap Local Exchange Carrier Business Data Services Tariff Pricing Plans, Special Access Rates for Price Cap Local Exchange Carriers, and Business Data Services in an Internet Protocol Environment, August 2016. Amicus brief (“Brief for Georgetown Center for Business and Public Policy and Thirteen Prominent Economists and Scholars in Support of Petitioners United States Telecom Association [Et Al.]) filed re: United States Telecom Association, et al.,v. Federal Communications Commission and United States of America. Letter filed with the Federal Communications Commission re Protecting and Promoting the Open Internet, GN Docket No. 14‐28, (co‐signed with 18 other economists), December 9, 2014.

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Letter filed with the Federal Communications Commission re SBC Communications Inc. and AT&T Corp. Transfer of Control Applications, WC Docket No. 05‐65 (co‐ signed with 13 other economists), October 17, 2005. Testimony filed with the Arkansas Public Service Commission on behalf of AT&T in the matter of Impairment Analysis of Local Circuit Switching for the Mass Market (local telephone competition), March 2004. “The Effects of Regulation on the Innovation and Introduction of New Telecommunications Services,” Attachment B to Petition of Ameritech to the FCC to Remove Barriers to Investment in Advanced Telecommunications Capability, March 1998 and Attachment to Comments by Ameritech to the FCC in the matter of Computer III Further Remand Proceedings, March 1998.

Invited Presentations “The Impact of E‐Cigarette Regulation on Illicit Trade in Tobacco in the European Union,” PEP Talks Research Seminar, Pepperdine University, March 2018. “Tax Evasion, Illicit Trade, and Smokers’ Responses to a Tax Increase: We raised taxes on cigarettes, tax receipts went down, so why didnʹt smoking?”  Department of Economics, Ball State University, November 2018  Georgia Tech School of Public Policy, November 2018. “Broadband Availability and Use by Minorities,” USC Annenberg School for Communication and Journalism, October 2018. “Economic Lessons for Policy from 2016: The Case of Business Data Services,” panel presentation at An Economic Summit: Americaʹs Digital Infrastructure 2017 and Beyond , Center for Business & Public Policy, Georgetown University McDonough School of Business, September 2016. “Economic Growth and the Optimal Level of Entrepreneurship,” Pepperdine University School of Public Policy Board of Visitors, February 2016. “The Growth of the Broadband Internet Access Market in California,” TechNet’s State Policy Conference, San Francisco, December 2015. “Cigarette Taxes and Illicit Trade in Europe,” American Society of Criminology Annual Meeting, Washington, DC, November 2015. Net Neutrality forum at California State University, Long Beach, (with several other participants), March 2015. “Net Neutrality: FCC and Congressional Options and Alternative for an Open Internet,” Digital Policy Institute webinar (with two other participants), October 2014. “Multimarket Contact, Competition, and Broadband Provider Entry”  Academia Sinica, Taiwan, April 2014.  National Chengchi University, Taiwan, April 2014. “Civic Engagement in California: Why Are We Behind?”  Center on Civility & Democratic Engagement, Goldman School of Public Policy, University of California, Berkeley, December 2013.  Davenport Institute, Pepperdine University, March 2012. “The Broadband Digital Divide and the Benefits of Mobile Broadband for Minorities,” Goldman School of Public Policy, University of California, Berkeley, November 2013.

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“Mobile Broadband: Where We Are and Where We Could Go,” Pepperdine University School of Public Policy conference on The Broadband Technology Explosion: Rethinking Communications Policy, Menlo Park, CA, June 2013. “The Impact of Government Policies on Access to Broadband: Some Thoughts on What We Know,” LBJ School of Public Affairs and the University of Texas at Austin conference on Digital Inclusion in Texas, April 2013. “Congestion Pricing for Patent Applications,” Workshop on Innovation, Intellectual Property and Competition Policy, Tilburg Law and Economics Center, Tilburg University, The Netherlands, December 2009. “Policies for Boosting Broadband Demand,” The Information Technology & Innovation Foundation, Washington, D.C., November 2009. “Designing and Assessing Studies of the Impact of Broadband on Productivity,” National Broadband Plan Workshop on Economic Growth, Job Creation, and Private Investment, Federal Communications Commission, Washington, D.C., August 2009 (invited panelist). “Applications Barriers to Entry and Exclusive Vertical Contracts in Platform Markets”  Federal Communications Commission, November 2008.  Economic Analysis Group, Antitrust Division, U.S. Dept. of Justice, October 2008. “The Economics and Policy of Regulation and Innovation,” Peking University Shenzhen School of Business, Shenzhen, China, April 2008. “An Empirical Analysis of Indirect Network Effects in the Home Video Game Market”  University of Texas Arlington, October 2007.  NET Institute Conference on Network Economics, Stern School of Business, NYU, April 2007. “Perspectives on Economic Research Using Broadband‐Related Data”, panelist, Pew Charitable Trusts Workshop on Measuring Broadband, June 2006. ʺNew Estimates of Broadband Supply and Demand,ʺ Federal Communications Commission, May 2006. “The Impact of the Americans with Disabilities Act on the Entry and Exit of Retail Firms”  California Polytechnic State University, San Luis Obispo, January 2006.  University of Richmond, January 2006.  Vassar College, September 2005.  NBER Summer Institute in Law and Economics, July 2005.  University of California, Irvine, May 2003. “The Impact of Driver Cell Phone Use on Accidents”  Pepperdine University School of Public Policy, January 2006.  Policy Watch Seminar Series, Institute for Governmental Affairs at UC Davis, October 2004.  Department of Public Health Sciences and the Center for Health Services Research in Primary Care Joint Seminar, UC Davis, March, 2005. “New Estimates of Broadband Supply and Demand,” Internet Use in the Americas Workshop, NSF‐Conacyt, Mexico City, June 2005.

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“Broadband Entry and Demand: The Roles of Market Characteristics and Competition,” The Economic Impacts of Technology Conference, UC Santa Cruz, December 2004. “The Taxation of Telecommunications in California,” presentation to the California State Senate Office of Research, September 2002. Other invited presentations (before 2000) include seminars at Clemson, Georgia Tech, INSEAD, NIST Advanced Technology Program, UC Irvine, University of Florida.

Other Conference Presentations “Organized Crime and Illicit Trade in Tobacco Products in California,” Academy of Criminal Justice Science 56th Annual Meeting, Baltimore, March 2019 “The Importance of Broadband and other Infrastructure for Entrepreneurship,” a Transportation and Public Utilities Group session at the 2019 ASSA Annual Meeting, Atlanta, January 2019. “Tax Evasion, Illicit Trade, and Smokersʹ Responses to a Tax Increase”  86th International Atlantic Economic Society Conference, New York, October 2018.  Western Economic Association International 93rd Annual Conference, Vancouver, Canada, June 2018. “The Impact of E‐Cigarette Regulation on Illicit Trade in Tobacco in the European Union,” 26th Eurasia Business & Economics Society (EBES) Conference, Prague, October 2018. “The Importance of Broadband and Other Infrastructure for Entrepreneurship,” TPRC 46nd Annual Conference on Communication, Information and Internet Policy, American University Washington College of Law, Washington, DC, September 2018. “Tax Evasion and Smokers’ Intended Responses to a Tax Increase”  12th ISSDP Conference, Vancouver, Canada, May 2018  87th Annual Meetings of the Southern Economic Association, Tampa, November 2017. “Empty Discarded Pack Data and the Prevalence of Illicit Trade in Cigarettes in California”  American Society of Criminology Annual Meeting, Philadelphia, November 2017.  87th Annual Meetings of the Southern Economic Association, Tampa, November 2017.  Association for Public Policy Analysis and Management (APPAM) Fall Research Conference, Chicago, November 2017. Poster session. “Cigarette Taxes and Illicit Trade in Europe”  An American Economic Association session at the 2017 ASSA Annual Meeting, Chicago, January 2017.  Western Economic Association International 91st Annual Conference, Portland, July 2016.  81st International Atlantic Economic Conference, Lisbon, Portugal, March 2016.

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 Eastern Economic Association 42nd Annual Conference, Washington, DC, February 2015.  85th Annual Meetings of the Southern Economic Association, New Orleans, November 2015.  Association for Public Policy Analysis and Management (APPAM) Fall Research Conference, Miami, November 2015. “Targeted Enforcement against Illicit Trade in Tobacco Products: How Best to Suppress Violence?”  86th Annual Meetings of the Southern Economic Association, Washington, DC, November 2016.  American Society of Criminology Annual Meeting, New Orleans, November 2016.  Association for Public Policy Analysis and Management (APPAM) Fall Research Conference, Washington, DC, November 2016.  Society of Government Economists Annual Conference, Washington, DC, May 2016. “New Data on the Prevalence of Illicit Trade in Cigarettes”  86th Annual Meetings of the Southern Economic Association, Washington, DC, November 2016.  American Society of Criminology Annual Meeting, New Orleans, November 2016.  Association for Public Policy Analysis and Management (APPAM) Fall Research Conference, Washington, DC, November 2016.  Western Economic Association International 91st Annual Conference, Portland, July 2016.  Society of Government Economists Annual Conference, Washington, DC, May 2016. “Countervailing Effects: What the FDA Would Have to Know to Evaluate Tobacco Regulations,”  85th Annual Meetings of the Southern Economic Association, New Orleans, November 2015.  Society of Government Economists Annual Conference, Washington, DC, May 2015. “Measuring Outcomes from the American Recovery and Reinvestment Act’s BTOP Program,” American Economic Association/ASSA Annual Meeting, Boston, January 2015. “Unintended Consequences of Tobacco Taxation and Regulation”  Western Economic Association International 90th Annual Conference, Honolulu, July 2015.  Midwest Economics Association Annual Meeting, Minneapolis, March 2015  84th Annual Meetings of the Southern Economic Association, Atlanta, November 2014.  Association for Public Policy Analysis and Management (APPAM) Fall Research Conference, Albuquerque, NM, November 2014.  78th International Atlantic Economic Conference, Savannah, GA, October 2014.

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“The Impact of Research and Development on Economic Growth and Productivity in the US States,” Association for Public Policy Analysis and Management (APPAM) Fall Research Conference, Albuquerque, NM, November 2014 “Quality Competition in the Broadband Service Provision Industry,” TPRC 42nd Annual Conference on Communication, Information and Internet Policy, George Mason University Law School, Arlington, VA, September 2014. “Multimarket Contact, Competition, and Broadband Provider Entry”  Conference on the Economics of Information and Communications Technologies, Telecom ParisTech, Paris, France, January 2014.  Western Economic Association International 88th Annual Conference, Seattle, July 2013. “A Basic Analysis of Entry and Exit in the US Broadband Market, 2005‐2008”  CEFAGE‐UE 4th Workshop on the Economics of ICTs, University of Évora, Portugal, April 2013.  Western Economic Association International 87nd Annual Conference, San Francisco, July 2012.  International Industrial Organization Conference, George Mason University Law School, Arlington, VA, March 2012. “French Automobiles and the Chinese Boycotts of 2008: Politics Really Does Affect Commerce”  Western Economic Association International 86nd Annual Conference, San Diego, July 2011.  International Industrial Organization Conference, University of British Columbia, May 2010. “Oust the Louse: Do Political Pressures Discipline Regulators?”  International Industrial Organization Conference, University of British Columbia, May 2010.  Center for Research in Regulated Industries 28th Annual Eastern Conference, Skytop Lodge, Skytop, PA, May 2009. “The Rules of the Road or Roadblocks on the Information Highway? Regulation and Innovation in Telecommunications,” International Industrial Organization Conference, Ballston Center, Marymount University, May 2008. “An Empirical Analysis of Indirect Network Effects in the Home Video Game Market,”  Western Economic Association International 82nd Annual Conference, Seattle, July 2007.  International Industrial Organization Conference, Coastal Georgia Center, Georgia Southern University, April 2007. “The Impacts of the Americans with Disabilities Act on the Entry and Exit of Retail Firms”  2005 World Congress of the Econometric Society, London, August 2005.  North American Summer Meeting of the Econometric Society, Providence, June 2004.  International Industrial Organization Conference, Chicago, April 2004.  North American Winter Meeting of the Econometric Society, San Diego, January 2004.

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“New Estimates of Broadband Supply and Demand,”  Western Economic Association International 80th Annual Conference, San Francisco, July 2005.  Center for Research in Regulated Industries 18th Annual Western Conference, San Diego, June 2005.  International Industrial Organization Conference, Georgia Tech, April 2005.  Public Utility Research Center and London Business School Annual Telecommunications Conference, University of Florida, February 2005. “Using a Cell Phone While Driving and Accident Risk,” Western Economic Association International 79th Annual Conference, Vancouver, B.C., July 2004. “Unbundling Requirements, State Regulatory Policies and Broadband Internet Access,” Transportation and Public Utilities Group Annual Meeting, San Diego, January 2004. “Did the Americans With Disabilities Act Cause Retail Firms to Fail?” Business and Economics Society International Conference, San Francisco, July 2003. “The Impact of Cost Changes on Industry Dynamics,” IOFest, Stanford University, October 2002. “Recovering Firms’ Arrival and Exit Rates from Count Data: The Impacts of the Americans with Disabilities Act” Western Economic Association International 77th Annual Conference, Seattle, July 2002. “The Supply Side of the Digital Divide: Is There Redlining in the Broadband Internet Access Market?” Center for Research in Regulated Industries 15th Annual Western Conference, South Lake Tahoe, June 2002. “Who’s Jumping on the Broadband Wagon?” Western Economic Association International 76th Annual Conference, San Francisco, July 2001. “Regulation, Innovation, and the Introduction of New Telecommunications Services: a Queuing Theoretic Approach,” 2000 World Congress of the Econometric Society, Seattle, August 2000. “Telecommunications Regulation and Product Innovation: the Role of Regulatory Delay,” Western Economic Association International 75th Annual Conference, Vancouver, B.C., July 2000. “Roadblocks on the Information Highway: Regulatory Obstacles to Innovation and Investment” (with and presented by Robert G. Harris), presentation at the MSU School of Public Policy Regulation Conference, Williamsburg, VA, 1997.

Other Conference Participation Session organizer and presenter, “Smoking, Health, Illicit Trade, and Public Policy,” Western Economic Association International 92nd Annual Conference, San Diego, June 2017. Session organizer and presenter, “Issues in Illicit Tobacco: Violence, Terrorism, and Control Strategies,” American Society of Criminology Annual Meeting, New Orleans, November 2016. Session organizer, “Broadband, Regulation, and Market Performance,” Western Economic Association International 87th Annual Conference, San Francisco, July 2012.

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Presented on behalf of the authors and discussed “Regulation for Rural Broadband Providers: a Network‐Based Approach,” by Victor Glass et al., Center for Research in Regulated Industries 25th Annual Western Conference, Monterey, CA, June 2012. “Liberty and the Foundations of the Executive Branch,” Liberty Fund Colloquium, Indianapolis, October 2010 (invited participant).

Dissertation Regulation, Innovation, and the Introduction of New Telecommunications Services: A Queuing Theoretic Approach. University of California, Berkeley (Richard J. Gilbert, advisor), Spring 1999.

Personal Citizenship: U.S. Family: married, two children.

Curriculum vita last updated 5/9/2019 Page 16 MICHAEL ALAN SHIRES School of Public Policy, Pepperdine University 24255 Pacific Coast Highway, Malibu, CA 90263 Phone: (310) 506-7692 Email: [email protected]

HIGHLIGHTS OF QUALIFICATIONS AND EXPERIENCE

Overview of Work Experience  Associate Dean for Strategy and Special Projects, Pepperdine School of Public Policy, 2016 – present (acting in this role since 2003)  Director of Assessment, Pepperdine School of Public Policy, 2010 – present  Associate Professor of Public Policy, Pepperdine School of Public Policy, 2003 – present (tenure awarded 2006)  Assistant Professor of Public Policy, Pepperdine School of Public Policy, 2000 to 2003  Consultant, various clients, 1985 – present  Research Fellow, Public Policy Institute of California, 1995 – 2000  Doctoral Fellow and Institute on Education and Training Education Fellow, RAND, 1990 – 1995  Senior Tax Accountant, Wickes Companies, Inc., 1989 to 1990  Manager of Strategic Planning/ Acting Director of Operations, law.dox, 1987 to 1988  Accountant/Acting Controller, Diversified Realty Group, Inc., 1984 to 1986

Experienced Academic Leader  PROGRAM, CURRICULUM AND CO-CURRICULUM DESIGN AND REDESIGN – led numerous initiatives over the past 15 years to craft and re-tool MPP curriculum at Pepperdine University.

 FACULTY-LED GOVERNANCE AND PROCESSES – oversaw, led and managed major administrative and academic initiatives within university faculty governance environment, including 2 major curriculum redesigns.

 STRATEGIC PLANNING AND INNOVATION – led school-wide strategic planning process producing strategic plan (and updates) in use today, including developing constituent support, stakeholder consultation, and building consensus.  COALITION AND COLLABORATION BUILDING FOR INNOVATION – work extensively with university stakeholders, external constituencies, other schools at Pepperdine, and other universities to create partnerships to further student opportunity and impact policy  ASSESSMENT AND OUTCOME MEASUREMENT – design of assessment systems, building culture of assessment, overseeing five-year program review process and reporting

Innovative Organizational Designer

 SYSTEMS ANALYSIS AND ORGANIZATIONAL DESIGN EXPERT – work with a wide range of large and small organizations and institutions to create new business and administrative processes to enhance institutional mission success. Experience with start-ups, public agencies, nonprofits, and private firms.

 CONSENSUS BUILDER – experienced with a wide range of communities and stakeholders, collaborating with each to find common pathways to success in both public and internal processes. Strong conflict resolution skills and track record of successful conversations.

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Leading Policy Scholar and Practitioner

 EXPERIENCED ANALYST, SCHOLAR AND CONTRIBUTOR TO MAJOR POLICY ISSUES & DEBATES – actively engage public policy communities to find solutions to contemporary policy issues, especially around preserving opportunities for the middle class. Projects have included economic development, K-12 education, higher education, and state and local finance initiatives.

 NATIONAL DISCIPLINARY LEADER – extensive service and senior fiduciary leadership positions in major professional associations including NASPAA, APPAM, and the National Institute for Public Finance. Committed to maximizing the impact that each can have on improving the quality of policy choices and outcomes.

 FREQUENT MEDIA CONTRIBUTOR AND ANALYST – provide discussion and analysis for many local and national media outlets including CBS, CNN, CNNi, Bloomberg, and Fox about a wide range of topics and policy/political issues.

Education  Ph.D., Public Policy Analysis (RAND Graduate School of Policy Studies, 1995  M. Phil., Public Policy Analysis (RAND Graduate School of Policy Studies, 1992  M.B.A., Anderson Graduate School of Management at UCLA, 1987  B.A., Economics, Cum Laude, University of California, Los Angeles, 1985

Other Skills and Experience  ACTIVE PROFESSIONAL DISCIPLINARY LEADERSHIP – currently serve on the Executive Council of NASPAA and as Secretary of APPAM, the two leading public policy professional associations. Also Chair the Data Committees of each and previously served as Chair of the Council of Institutional Representatives at APPAM. Recently spoke for NASPAA in Qatar on topic of building policy programs in challenging political environments.

 NONPROFIT BOARD MEMBER – sit on the boards of two national nonprofit organizations—one that fosters international cooperation and cultural exchange between the United States and Israel, and another that offers advanced training and preparation for the staffs of State Treasurers’ offices across the nation. Also board member of local nonprofit that provides support to the families of young men and women serving their country at the United States Naval Academy.

 SOUGHT-AFTER PUBLIC SPEAKER AND ANALYST – speak regularly to community and professional organizations about a wide range of public policy issues and topics. Audiences range from state legislative policy committees to chambers of commerce to community organizations to local governments.

 POLITICAL AND CAMPAIGN ADVISOR – provide counsel, guidance and advice to political candidates in both parties on a wide range of local, state and national public policy issues.

MICHAEL ALAN SHIRES School of Public Policy, Pepperdine University 24255 Pacific Coast Highway, Malibu, CA 90263 Phone: (310) 506-7692 Email: [email protected]

OVERVIEW OF WORK EXPERIENCE

Pepperdine School of Public Policy, Malibu, CA  Associate Dean for Strategy and Special Projects, 2016 – present (acting in this role since 2003)  Director of Assessment, 2010 – present  Associate Professor of Public Policy, 2003 – present (tenure awarded 2006)  Assistant Professor of Public Policy, 2000 to 2003

Consultant – Policy Research and Business Services, various locations, 1985 - present

Public Policy Institute of California, Research Fellow, San Francisco, CA, 1995 - 2000

RAND, Doctoral Fellow and Institute on Education and Training Education Fellow, Santa Monica, CA, 1990 - 1995

Wickes Companies, Inc., Senior Tax Accountant, Santa Monica, CA, 1989 to 1990

law.dox, Manager of Strategic Planning/Acting Director of Operations, Los Angeles, CA, 1987 to 1988

Diversified Realty Group, Inc., Accountant/Acting Controller, Los Angeles, CA, 1984 to 1986

EDUCATION

Ph.D., Public Policy Analysis, RAND Graduate School of Policy Studies, Distinction in Statistics, Santa Monica, CA, 1995. M. Phil., Policy Analysis, RAND Graduate School of Policy Studies, Santa Monica, CA, 1992. M.B.A., Anderson Graduate School of Management at UCLA, Concentrations in Marketing and Accounting, Los Angeles, CA, 1987. Captain and player/coach of Division III rugby team for two successful seasons. Worked half-time to full-time while completing full-time MBA program. B.A., Economics, Cum Laude, University of California, Los Angeles, Los Angeles, CA, 1985. Honors included UCLA Honors College and Catalina Marine Biology Quarter. Competed on intercollegiate water polo team.

FELLOWSHIPS, HONORS, AND AWARDS

Future Candidates Seminar, Leadership Institute, Arlington, VA, 2014. Recruited to attend national program designed to raise up conservative leaders to run for elected office.

FDD Academic Fellow, Foundation for the Defense of Democracy, Washington, DC, 2013. Selected for national honor to participate in intensive program and course on terrorism and the threat it poses to democratic societies, including programming related to terrorists’ ideologies, motives, operations and how democracies can fight them. Program included two-week visit to Israel, including exchanges with Israeli and other international academics and national security experts, as well as visits at security facilities, bases and programs across the country.

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PROFESSIONAL LEADERSHIP AND ADMINISTRATIVE EXPERIENCE

Network of Schools of Public Policy, Affairs, and Administration (NASPAA), Washington, DC – National professional association for administrators and leaders of public policy programs across the U.S. Member, Executive Council (2017 - present) – Selected by peers to three-year term on governing board of one of leading professional association for schools of public affairs, policy and administration. Role includes fiduciary responsibility for the governance and management of the association. Chair and Member, NASPAA Data Committee (2015 - present) – Selected to serve on NASPAA committee tasked with accumulating data on all public affairs, public policy, and public administration programs. Surveys include not only enrollment and administrative data (including faculty salaries), but also instruments targeted at alumni and professionals. Judge, NASPAA Student Simulation Competition (February 2015) – One of three judges in Western Region of inaugural national public policy student challenge using ground-breaking big-data simulation technologies to foster student policy analysis and competition. Association for Public Policy Analysis and Management (APPAM), Washington, DC. National professional association for scholars with professional research and scholarship interests in the field of public policy. Secretary (01/2018 – present) Elected by peers to leadership position as secretary of national public policy research association. Role includes membership on the Executive Committee of the Policy Council and also includes fiduciary responsibility for the governance and management of the association. Book Review Editor, Journal of Policy Analysis and Management (2015 – 2018) – Appointed by JPAM Editor to serve as book review editor for national, highly-ranked policy journal. Member, Strategic Planning Committee (2014 –2015) – Appointed by president-elect and governing board to serve on committee revisiting the APPAM Strategic Plan to update it to the contemporary policy environment. Chair, APPAM Data Committee (2013 - 2017) – Oversee efforts by APPAM to (1) coordinate data collection at master’s level for public policy and affairs programs nationally with NASPAA; (2) develop data on doctoral policy programs nationally; and (3) map career paths and employment by nongovernmental, nonacademic public policy employers. Member, Executive Committee of Policy Council (2013 - 2015) – leadership committee of governing board of national professional association for professionals in the field of public policy. Member, Policy Council (2012 - 2015) – elected by Committee of Institutional Representatives to the governing board. Chair, Committee of Institutional Representatives (2013 - 2015) – Elected position leading primary representative body of national professional association. Conference Co-chair, APPAM National Spring Conference, (2013 - 2015) – Appointed by governing board to organize more than 30 sessions with 3-6 participants at annual national conference focusing on teaching and pedagogy in public policy (Spring 2014) and building bridges between the academy and the practitioner community (Spring 2015). Responsibilities included selecting themes, soliciting proposals, overseeing proposal selection process, coordinating invited panels and sessions, and general conference logistics. Program Committee Section co-chair, APPAM Fall Research Conference (2013) – Appointed by president-elect to organize more than 30 sessions with 3-6 participants at annual national conference—covering the areas of human capital, education, and workforce development. Vice chair and Secretary, Committee of Institutional Representatives (2005 – 2007 and 2009 – 2011) – Elected position in leadership of primary representative body of national professional association. MICHAEL ALAN SHIRES - Curriculum Vitae Page 3 -

PROFESSIONAL LEADERSHIP AND ADMINISTRATIVE EXPERIENCE (continued)

National Institute of Public Finance, Lexington, KY – Educational program organized under the auspices and control of the National Association of State Treasurers. Member, Board of Trustees (2015 - present) – Serve as board member of national certificate training program for state treasurers and their staffs. The program is offered in co-sponsorship with the National Association of State Treasurers.

One Heart for Israel, Simi Valley, CA – Non-profit charitable education organization organized under IRS Code Section 501(c)(3) whose mission is to build bridges between Israel and the United States by fostering travel, educational and cultural exchanges. Mission focus is explicitly on building those bridges between the U.S. Christian community and the various Christian, Jewish and Secular communities in Israel. Member, Board of Directors, (07/2014 - present) – Founding board member for nonprofit foundation Secretary, Board of Directors (07/2015 - present) – Elected secretary of foundation board Senior Vice President (10/2015 - present) – Appointed to senior leadership role by governing board in non-profit 501(c)(3) charitable educational organization. Responsibilities include fundraising, operations, communications, media, and program development.

ACADEMIC LEADERSHIP AND ADMINISTRATIVE EXPERIENCE

Pepperdine School of Public Policy, Malibu, CA.

MAJOR PROGRAM REDESIGN AND REFORMULATION  Oversaw the re-invention and redesign of complete MPP program at Pepperdine to expand professional development and education for students  Led faculty-governed process to develop new standards, create new program components, and revise existing components to rebalance and expand professional development portion of MPP program  Held focus groups and sessions with faculty, students, alumni, donors, stakeholders, practitioners, university administrators, peer institution administrators to develop plan for niche and positioning of Pepperdine program  Developed extensive assessment materials ascertaining effectiveness of current curriculum  Worked with university technology staff to build new technology tools to support new curriculum  Coordinated with Dean and events staff to build a professional development speaker calendar  Built new teaching infrastructure in SPP that realigned balance between academic course work and practical experience  Expanded student flexibility for pursuing and integrating professional experiences into classroom  With student services, built new professional development curriculum, track and assessment program  Created academic plan and strategy for implementation of program redesign  Guided faculty-led redesign process through internal and external approval processes  Helped university redesign school’s budgeting model to accommodate program revisions  Assisted administration staff in implementing revisions  Negotiated revisions and collaborations with other schools at Pepperdine  Leading development of new partnership initiatives with other universities to improve student opportunity and access  Overseeing development of Pepperdine’s new programs in Washington, DC

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ACADEMIC LEADERSHIP AND ADMINISTRATIVE EXPERIENCE (Pepperdine continued)

COLLABORATION WITH OTHER SCHOOLS AND DEGREE PROGRAMS  Working extensively with other schools both within and outside the university to create new educational opportunities and partnerships  Leading redesign collaborations with several schools to redesign and re-engineer joint degree programs  Creating new categories of cross-school enrollment opportunities—both within the courses and with co-curricular activities  Negotiating new tuition-sharing models between schools to account for cross-enrollments between schools and programs  Leading efforts to create new certificate experiences for our students in other programs and for students in other programs within our school  Supporting faculty in multiple schools as they generate new collaborations models between the schools  Identifying innovative approaches to student specializations across schools at the University  Collaborating with other universities to create shared professional and educational experiences for our students  Developing new “pipeline” programs with partner universities that will allow undergraduates to jumpstart their graduate education at Pepperdine

FACULTY GOVERNANCE AND LEADERSHIP  Led faculty curriculum, governance, and assessment committees  Oversaw school faculty team that extensively re-engineered MPP degree program  Worked with university administration to ensure faculty ownership of academic and co-curricular content across the university under auspices of university-wide Assessment of Student Learning Council and University Academic Council  Liaised closely with accreditation site visit team to identify and implement new opportunities for improving faculty governance at Pepperdine

SPP FIVE-YEAR PROGRAM REVIEW  Developed plan for preparing review  Oversaw data systems development and collection for 5-year review  Coordinated and guided external review process  Wrote and prepared draft of document  Presented Five-year Review to faculty, staff, alumni, advisory board, students, and community  Revised final report and submitted to university review process  Wrote and negotiated Memorandum of Understanding with administration for implementation of recommendations of Five-year Program Review  Implemented on-going annual re-evaluation and accountability process for MOU and 5-year review

DEVELOPMENT OF SPP STRATEGIC PLANNING PROCESS AND PLAN  In conjunction with five-year review, led school-wide conversation about the school’s strategic direction and vision  Convened and moderated community meetings with faculty  Convened and moderated community meetings with staff  Convened and moderated community meetings with alumni  Convened and moderated community meetings with students  Convened and moderated community meetings with members of the Board of Visitors  Meet individually with each member of the Board of Visitors and selected donors  Drafted initial version of SPP Strategic Plan  Collaborated with another member of faculty to craft compromise language for strategic plan  Final draft was adopted by faculty and advanced to Dean for final revisions and changes

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ACADEMIC LEADERSHIP AND ADMINISTRATIVE EXPERIENCE (Pepperdine continued)

MANAGING ASSESSMENT PLANNING AT SPP  Developing and overseeing internship assessment and review processes  Coordinating capstone pedagogies and processes  Developing capstone assessment processes  Overseeing capstone assessment processes

PEPPERDINE UNIVERSITY WASC ACCREDITATION PROCESS  Representative for School of Public Policy to the WASC Accreditation Steering Committee  Served as part of host committee for site visits  Participated in conversations with WASC accreditation committee and site visit teams.

ADMINISTRATIVE TASKS GENERALLY ASSOCIATED WITH CURRICULUM AND PROGRAMMING  Coordinating SPP Annual Review Process – Managing layout and planning of RTP processes Coordinating and making committee assignments to university-wide and internal faculty committees  Running faculty meetings  Developing agendas for faculty meetings  Assisting in first year student assignments to course cohorts  Assisting in developing course schedules each semester  Built class-concentration balancing model used to identify projected course and staffing needs  Assisted in coordinating faculty scheduling to accommodate leaves and sabbaticals  Actively recruiting adjuncts to cover portions of the program curriculum  Managing and leading segments of some Board of Visitors meetings  Oversee and manage Summer Internship program  Oversee and manage Capstone Policy Seminar program  Some specific reviews and curriculum changes I oversaw and coordinated include: o Sequencing and content of core classes in curriculum: . Assessment and re-configuration of economics track . Order/timing of “roots of the American Order” and “Ethics in Public Policy” courses . Coordinating sections and content of multiple sections of courses across curriculum . Timing of core applied policy analysis course in curriculum (MPP 604) as it was shifted from the third semester to the second semester to its current place in the first semester of the four-semester program . Streamlining of core requirements by eliminating Public Policy and the Law course as part of the core o Revising content and tracking of students in the economics portion of the core o Development of econometrics as a pre-requisite for a concentration in economics o Revision of focus and content of core policy analysis course o Revision of capstone policy seminar structure, standards, and requirements o Redesign of summer internship program, review, administration and requirements o Revisitation and eventual modification of the New Student Orientation Leadership Workshop o Revision, restructuring and eventual merger of the Mid-Program Leadership Workshop into the Summer Internship Program

SPP-SPECIFIC COMMITTEE SERVICE  Academic Ethics Committee (Student Honor Boards)  SPP Assessment Committee  Student Grade Petition Committee  Rank, Tenure, and Promotion Committee  Faculty Search and Hiring Committees MICHAEL ALAN SHIRES - Curriculum Vitae Page 6 -

ACADEMIC LEADERSHIP AND ADMINISTRATIVE EXPERIENCE (Pepperdine continued)

REPRESENTATION OF SPP TO CONSTITUENCIES EXTERNAL TO THE SCHOOL  Institutional representative to Network Among Schools of Public Policy, Affairs and Administration  Institutional representative to Association for Public Policy Analysis and Management  Policy program collaboration with other schools (including George Washington University, USC Price School and Pardee RAND Graduate School of Policy Studies)  Development of the Pepperdine-hosted National Institute of Public Finance with the Graziadio School of Business and Management under the auspices of the National Association of State Treasurers  Appearances on video-based Graziadio Business Review with members of the GSBM finance faculty

UNIVERSITY-WIDE COMMITTEE SERVICE  WASC Accreditation Steering Committee  Rank, Tenure and Promotions Committee  University Planning Committee  University Academic Council  High Impact Practices Committee  Advancement of Student Learning Council  University Grievance Committee  Library Faculty Committee  Technology and Learning Faculty Steering Committee (Vice-chair)  Education Technology Users Group  Hiring Search Committees (for Chief Information Officer)  Institutional Review Board (Human Subjects Protection)

ANNUAL NEW STUDENT ORIENTATION LEADERSHIP WORKSHOP  Organizing and leading/co-leading workshop for 13 years (assisting for two years before that)  Planning logistics for annual 3-day, new student orientation with event staff and administration  Developing Program objectives for student leadership and team-building exercises  Leading and co-leading new student orientation over three-day program

SURVEY AND MARKETING INITIATIVES  Conduct regular, periodic SPP-specific alumni surveys  Coordinating surveys for other matters with OIE  Coordinate SPP completion of national data surveys relating to graduate programs and graduate programs in public policy  Conduct focus groups with alumni regarding key program issues, curriculum and planning

DEVELOPING PROGRAM PROPOSALS  Central role in discussion/development of new programs  Coordination with MDR and Law about revisions to joint degree  Coordination with Seaver International Studies division about 5-year degree program  Coordination with Seaver Communications division about shared specializations  Coordination with Seaver Communications division about joint degree programs  Preparing and shepherding proposal submissions through University Academic Council approval  Leading program discussions of possible new Washington DC program

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ACADEMIC LEADERSHIP AND ADMINISTRATIVE EXPERIENCE (Pepperdine continued)

SERVING AS COORDINATOR FOR SPP ADMINISTRATIVE ISSUES  Leading national faculty searches for school  Hiring staff in Student Services – career director, student services, administrative staff  Filling in for career services staff: Served as temporary Career Services Director  Oversaw development of professional training workshops and programs with career services staff  Speaking at various professional skills workshops on topics including career management, resumes, interviews, cover letters, time management, public speaking, writing for policy, business writing, networking, and relationship management  Developed specialized curriculum for Presidential Management Fellowship program that builds off SPP curriculum to prepare students for the written and in-person assessment processes for this nationally competitive program.

FUNDRAISING EXPERIENCE AND GRANTS RECEIVED One Heart for Israel, Simi Valley, CA (08/2015 – present)  Secured $200,000 in donations for operational and operational expenses from major donor.  Sustained monthly support ranging from $500 to $2,000 from collection of small donors.  Secured requests for proposals from major foundations and donors totaling more than $5 million. Mulholland Institute, Calabasas, CA – Co-principal investigator on major research initiatives in collaboration with local economic development and analysis firm examining the implementation of the Sustainable Communities Strategy of the SCAG 2012 Regional Transportation Plan in the Northeast San Fernando Valley.  Southern California Association of Governments, November 2014, Northeast San Fernando Valley Sustainability and Prosperity Strategy, $157,000.

Pepperdine School of Public Policy, Malibu, CA – Principle investigator or co-principal investigator on the following research grants:  Small Business Action Committee, December 2010, California Split Roll Analysis, $75,000.  Small Business Action Committee, December 2010, An Analysis of K-12 Expenditures in California, $45,000.  Small Business Action Committee, June 2010, An Analysis of K-12 Expenditures in California, $20,000.  Bradley Foundation, Summer 2006, The Religion and Civil Society Project: Faith-based Disaster Relief, $50,000.

The McCarty Companies, Los Angeles, CA – Co-principal investigator on research initiative developing an Economic Development Plan for Northeast San Fernando Valley.  Southern California Association of Governments, September 2009, Interstate 5 Corridor Economic Development Plan, $96,000.

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TEACHING EXPERIENCE Pepperdine School of Public Policy Associate Professor of Public Policy (tenured), 2003 - present Assistant Professor of Public Policy (tenure-track), 2000 – 2003 Adjunct Faculty, 1999 Teaching position at new policy school focusing on state, regional and local policy issues as well as the application of policy, economic, political and analytic theory to policy. Additional areas include energy policy, technology and public policy, as well as quantitative analysis and education policy issues. John E. Anderson School of Management at UCLA, Fall Quarter 1994. Instructor, Statistics for business applications for MBA students covering probability, random variables and distributions, regression, multiple linear regression and decision theory. California State University, Dominguez Hills, School of Management, Department of Public Administration, Fall Semester 1993. Lecturer, Management and application of a systems approach to strategic planning in the public sector for undergraduate and graduate students.

ADDITIONAL PROFESSIONAL AND RESEARCH ACTIVITIES  Aspen Institute, Outside reviewer for project proposals.  California Higher Education Roundtable/RAND. Advisory Committee for research effort on the Future of Postsecondary Education in California.  California Governance Consensus Project. Participated on several panels on state/local finance, K- 12 education and postsecondary education.  California Higher Education Policy Center. Participated on several panels addressing various topics in higher education including enrollment projections, financial aid and student need, the future of public higher education in California.  California Center for Jobs and the Economy-Research Advisory Council. Serve as technical expert on California economic issues.  City of Oakland Economic Advisory Council. Serve on advisory body providing the City of Oakland with assistance and planning for economic contingencies and issues.  City of Simi Valley Citizens’ Election Advisory Commission. Serve as commissioner on city commission charged with enforcing election laws in local elections.  Georgetown University Press. Peer-reviewed manuscript for recently released book on special district governance and tax incidence in the United States.  Hawaii International Conference on System Science, Serve as outside expert reviewer for peer- reviewed conference papers.  Informing Science and IT Education 2004 Conference, Served as outside expert reviewer for peer- reviewed conference papers.  National Tax Journal. Peer-reviewed manuscript for articles on local government finance.

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ADDITIONAL PROFESSIONAL AND RESEARCH ACTIVITIES (continued)  Postsecondary Subgroup of the Facilities and Finance Working Group of the California Legislature’s Joint Committee to Develop a Master Plan for Education—Kindergarten Through University. Member of advisory working group for decennial legislative review of the California Master Plan for Higher Education.  Public Policy Institute of California. First hire at nonpartisan thinktank committed to California state and local policy issues. Assisted in design of most procedures and strategies within the institution. Chair of the Computer Advisory Committee, numerous recruiting committees, and Selection and Review Committees for the PPIC Extramural Research Program.  RAND Graduate School Advisory Board. Representative to joint student/faculty/staff advisory committee that included elite academics (and two Nobel Laureates).  RAND Graduate Students Organization. Class representative on student governing body.  San Fernando Valley Council of Governments, Transportation Advisory Committee member, Los Angeles, CA. Serve as advisor to regional council of governments on transportation and economic development issues.  Simi Valley Unified School District, School Site Councilmember, Simi Valley, CA. Served term as elected representative on advisory board for local public school regarding spending and revenue prioritization for Wood Ranch Elementary School.

AREAS OF RESEARCH EXPERTISE  Strategic planning, assessment, and implementation  Economic development and opportunity  Leadership and ethics in public initiatives and institutions  Postsecondary governance, access, finance, and processes  Local and regional community and economic development issues  State, regional and local government finance and governance  K-12 education finance, governance, structure, and accountability  Modeling complex fiscal and production processes in public policy  Accountability and technology in government policy

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SELECTED MAJOR MEDIA PRESENTATIONS

Special areas of media expertise: California politics and finance, U.S. federal fiscal and budget issues, U.S. and international foreign policy issues, the Affordable Care Act, U.S. and California K-12 and higher education policy issues, ethics and accountability in government, U.S. and California election issues and coverage Political Commentary on Issues of the Week, KCAL9 News, monthly Saturday morning in-studio commentary on the political issues of the day, January 2012 – present Political Commentary on Issues of the Week, KTLA Channel 5 News, periodic in-studio commentary on the political issues of the day, January 2013 – present Political Commentary on Issues of the Week, KRLA 870 AM, periodic in-studio commentary on the political issues of the day including occasional in-depth segments on Newsmakers Sunday morning news program, November 2012 – present Election Coverage¸ KRLA 870 AM, radio commentary role on the national Republican and general election processes for the 2012 and 2014 elections, October 2011 – present The Effects of a Split Roll on California’s Economy, Fox News 13, local, in-studio TV coverage on research findings from Pepperdine study, March 2012 The Debate Over Propositions 8 and 11, LA Cityview 35, in-studio commentary on Propositions 8 (Definition of Marriage) and 11 (Redistricting), October 2008 Super-Tuesday Election Coverage, KTLA Channel 5 News, provided in-studio commentary on election results from February 5, 2008 election, February 2008 Initiatives and Leadership in California Government, a panel on This Week in Review television show, Santa Monica, CA, September 2005 Ethics in the Governor’s Mansion, a panel on This Week in Review television show, Santa Monica, CA, July 2005 Privatizing the UC Boalt Hall Law School, a panel on This Week in Review television show, Santa Monica, CA, January 2005 California’s 2004 General Election—What It Means to Californians, a panel on This Week in Review television show, Santa Monica, CA, November 2004 Iraq War Profiteering: Advocacy and Business Success, Warren Olney’s To the Point, NPR National Radio Show, Los Angeles, CA, July 2004 Schwarzenegger Inauguration Overview, KCBS Channel 2 News, provided in-studio commentary of inauguration of Governor Arnold Schwarzenegger, Los Angeles, CA, November 2003 California Policy Overview, KCAL Channel 9 News, provided in-studio commentary regarding California politics, budget and policy, Los Angeles, CA, November 2003 Election 2002 Overview, Air Talk with Larry Mantle, Guest on NPR Radio Program, Pasadena, CA, November 2002 Life and Times Tonight, KCET-TV, California’s National Rank in K-12: How We Got Here, TV Panelist, Los Angeles, CA, April 1998 Life and Times Tonight, KCET-TV, Admission Impossible: Future Access to Higher Education in California, Advisory Committee and TV Panelist, Los Angeles, CA, April 1998

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SELECTED PUBLICATIONS Foreign Direct Investment in Southern California, 2018, published in the Los Angeles Business Journal in conjunction with the World Trade Center Losa Angeles, May 2018 The Cities Creating the Most White-collar Jobs, 2018, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2018 Where U.S. Manufacturing is Thriving, 2018, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2018 Growth in America is Tilting Toward Smaller Cities, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2018 The Best Cities for Jobs 2018: Dallas and Austin Lead the Surging South, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2018 The Implications of Agricultural Water for the Central Valley, Policy analysis of economic impacts of water policies on Fresno and Kings Counties, CA, June 2017 The Cities Creating the Most High-wage Jobs, 2017, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2017 Where Manufacturing Is Thriving in the U.S., (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2017 The Best Small and Medium-size Cities for Jobs, 2017, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2017 Move Over, San Francisco: Dallas Tops Our List of the Best Cities for Jobs, 2017, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2017 The Economic Impact of the Westlands Water District on the Local and Regional Economy, Economic impact study of largest water district in the United States, August 2016 The U.S. Cities Creating the Most White-Collar Jobs, 2016, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, July 2016 The U.S. Cities Winning the Battle for Manufacturing Jobs, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2016 The Cities That Are Winning the Battle for Information Jobs, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2016 The Best Small and Medium-size Cities For Jobs, 2016, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2016 Northeast San Fernando Valley: Sustainability and Prosperity Strategy, (co-authored) Monograph strategy prepared for the Mulholland Institute under contract with the Southern California Association of Governments, May 2016, 145 pp. (website and document at http://www.northeaststrategy.org) The Cities For Jobs, 2016, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2016 The Cities Leading a U.S. Manufacturing Revival, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, July 2015 The Cities Creating the Most White-Collar Jobs, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, July 2015 MICHAEL ALAN SHIRES - Curriculum Vitae Page 12 -

SELECTED PUBLICATIONS (continued) The Cities That Are Winning the Battle for Information Jobs 2015, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2015 Smaller Stars: The Best Small and Medium-size Cities for Jobs 2015, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2015 The Best Big Cities for Jobs 2015, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2015 The Best Cities for Jobs, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2015 The Effects of California’s Energy Policy on Opportunity in Los Angeles County, report prepared for the Valley Industry and Commerce Association, July 2014 Malibu, California: Yesterday, Today, and Tomorrow, (co-authored), concept document prepared for Malibu Coastal Vision, Summer 2014 The Cities Stealing Jobs from Wall Street, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2014 America’s New Industrial Boomtowns, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, June 2014 The Cities Winning the Battle for Information Jobs, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2014 The Best Small and Midsize Cities for Jobs 2014, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2014 The Best Cities for Jobs 2014, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, April 2014 The Cities That Are Stealing Finance Jobs from Wall Street, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2013 The Cities Winning the Battle for Information Jobs, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2013 America’s New Manufacturing Boomtowns, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2013 The Best Cities for Jobs 2013, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2013 2012 California Business Roundtable – Pepperdine School of Public Policy Election Poll series (co- authored), biweekly series of public opinion polls covering initiatives and election-related issues for November 2012 election, July 2012 – November 2012 2012 Best Cities for Job Growth, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2012 An Analysis of Split Roll Property Tax Rolls Issues and Impacts, (coauthored), Economic analysis of impacts of proposed revision to California property tax system, Davenport Institute study at Pepperdine University, March 2012 2011 Best Cities for Job Growth, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2011 MICHAEL ALAN SHIRES - Curriculum Vitae Page 13 -

SELECTED PUBLICATIONS (continued) An Updated Analysis of Statewide and District-level K-12 Education Spending in California: FY 2003- 04 to FY 2008-09, (coauthored), Davenport Institute study at Pepperdine University, January 2011 An Analysis of K-12 Education Expenditures in California: FY 2003-04 to FY 2008-09, (coauthored), Davenport Institute study at Pepperdine University, July 2010 Interstate 5 Corridor Economic Development Plan, (co-authored), Developed strategic plan for economic development for specific subregion for San Fernando Valley Council of Governments under contract with the Southern California Association of Governments, 2010, 75 pp. 2010 Best Cities for Job Growth, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2010 2009 Best Cities for Job Growth, (co-authored), Forbes.com and Newgeography.com, prepared rankings in national newsmagazine, May 2009 Boomtowns ‘08: Best Places for Doing Business in America, (co-authored), Inc. Magazine, prepared rankings in national newsmagazine, May 2008 Interstate-5 Corridor: Economic and Community Development Strategy (co-authored), research report prepared for the Mulholland Institute, Los Angeles, CA, 2007, 64 pp. Boomtowns ‘07: Best Places for Doing Business in America, (co-authored), Inc. Magazine, prepared rankings in national newsmagazine, May 2007 Calabasas Performing Arts Center: Feasibility Study Business Model, (co-authored), Feasibility study and analysis of proposed community performing arts center, 2006, 140 pp. Boomtowns 2006: Best Places for Doing Business in America, (co-authored), Inc. Magazine, prepared rankings in national newsmagazine, May 2006 Best Places for Doing Business in America 2005, (co-authored), Inc. Magazine, prepared rankings in national newsmagazine, May 2005, pp. 93-110. Prosperity Tomorrow: San Fernando Valley, Southern California’s Region of Opportunity, research report prepared for the Mulholland Institute, Los Angeles, CA, 2004, 35 pp. Our Future Neighborhoods: Housing and Urban Villages in the San Fernando Valley, research report prepared for the Economic Alliance of the San Fernando Valley, Los Angeles, CA, 2003 Expanding Citizen Access and Public Official Accountability through Knowledge Creation Technology: One Recent Development in e-Democracy, (coauthored), Proceedings of the Thirty-Sixth Annual Hawaii International Conference on System Sciences (CD/ROM), January 6-9, 2003, Computer Society Press, 2003, 10 pp. A Definition of Public Policy and RAND, contributed essays in David Schultz, Encyclopedia of Public Administration and Public Policy, New York: Facts on File, Inc., 2003 The Development of Counties as Municipal Governments: A Case Study of Los Angeles County in the 21st Century, (coauthored), Urban Affairs Review, March 2002, 37: 575-591 Using Finance to Meet State Goals in the Master Plan for Education, (coauthored), Report to the Joint Committee to Develop A Master Plan for California—Kindergarten through University from the Postsecondary Education Working Group of the Facilities and Finance Working Group, Sacramento, CA, February 2002 MICHAEL ALAN SHIRES - Curriculum Vitae Page 14 -

SELECTED PUBLICATIONS (continued) Alternative Approaches to Funding Higher Education in California, Working paper for the Joint Committee to Develop a Master Plan for California—Kindergarten through University, Sacramento, CA, April 2001 Risky Business: Los Angeles County’s Role in Providing Local Services, (coauthored) Public Policy Institute of California, San Francisco, CA, 2000 Patterns in California Government Revenues Since Proposition 13, Public Policy Institute of California, San Francisco, CA, 1999 Has Proposition 13 Delivered? The Changing Tax Burden in California, (coauthored) Public Policy Institute of California, San Francisco, CA, 1998 Differences in Participation, Transition and Degree Completion in Postsecondary Education in California: The Effects of Equalizing Across Race/Ethnicity, Public Policy Institute of California Working Paper, San Francisco, CA, 1998 A Review of Local Government Revenue Data, (coauthored) Public Policy Institute of California Report, San Francisco, CA, 1997 The Future of Public Undergraduate Education in California, RAND Monograph Report MR-561-LE, Santa Monica, CA, 1996 Projecting California’s Fiscal Future, (coauthored) RAND Report MR-570, Santa Monica, CA, 1995 The California Master Plan Revisited (Again): Prospects for Providing Access to Public Undergraduate Education in California, Dissertation, RAND Graduate School, 1995 The Effects of the California Voucher Initiative on Public Expenditures for Education, (coauthored) RAND Monograph Report MR-364-LE, Santa Monica, CA, 1994 Estimating a Research and Development Index, RAND Monograph Report MR-174-ACQ, Santa Monica, CA, 1993 The Redesign of Governance in Higher Education, (coauthored) RAND Monograph Report MR-222- IET, Santa Monica, CA, 1993 The Evolution of the European Economy: Implications for Transatlantic Relations, (coauthored) RAND Note N-3432-FF, Santa Monica, CA, 1991 The Fairness Debate in U.S.-Japan Economic Relations, (coauthored) RAND Report for the Center for U.S.-Japan Relations, RAND Report R-4100-CSUJR, Santa Monica, CA, 1991

LEGISLATIVE AND GOVERNMENT ORGANIZATION TESTIMONY California State Senate Member session, Alternatives for Tax and Finance Policy Reform in California, Special meeting to discuss tax reform in California, Sacramento, CA, February 2017 Southern California Association of Governments, Leadership Roundtable: Northeast Valley Sustainability and Prosperity Strategy, moderated discussion with community leaders in the Northeast San Fernando Valley about strategies for sustainable community development, Van Nuys, CA, May 2016 Wyoming Infrastructure Authority, California’s Energy Policy’s Impact on Electricity Rates, Invited Testimony for state regulatory board, Jackson Hole, WY, October 2014 MICHAEL ALAN SHIRES - Curriculum Vitae Page 15 -

LEGISLATIVE AND GOVERNMENT ORGANIZATION TESTIMONY (continued) California State Assembly—Assembly Budget Subcommittee No. 4, California’s Five-year Infrastructure Plan, Invited Testimony for state legislative committee, Sacramento, CA, February 2014 California State Assembly—Assembly Committee on Revenue & Taxation, Proposition 13 and Local Tax Authority, Invited Testimony for legislative committee, Sacramento, CA, April 2013 San Fernando Valley Council of Governments, Valley Mobility Summit 2012—Making Ends Meet, Invited Keynote Panel at Regional Transportation Conference, Valencia, CA, October 2012 San Fernando Valley Council of Governments, Issues in Developing a Workplan for the SFVCOG- Building an Economic Development Strategy for the I-5 Corridor, Invited Testimony to regional government, Van Nuys, CA, April 2011 California State Assembly—Joint Hearing of the Assembly Committee on Accountability and Administrative Review, The Future and Governance of Special Districts in California, Invited Testimony before legislative committee, Sacramento, CA, March 2011 Where Are We Headed? The Future of Local Government Public Policy and Relationship with the State, Invited Featured Speaker at the 2005 State Controller’s Annual Conference With County Auditors, Santa Ana, CA, October 2005 Joint Committee to Develop a Master Plan for Education—Kindergarten through University, Financial Aid and Fee Policy in California Postsecondary Education, Invited Panelist, Sacramento, CA, August 2002 Joint Committee to Develop a Master Plan for Education—Kindergarten through University, General Issues Regarding the New California Master Plan for Education, Invited Panelist, Lancaster, CA, June 2002 Joint Committee to Develop a Master Plan for Education—Kindergarten through University, Affordability Issues Regarding the New California Master Plan for Education, Invited Panelist, Pasadena, CA, June 2002 Joint Committee to Develop a Master Plan for Education—Kindergarten through University, General Issues Regarding the New California Master Plan for Education, Invited Panelist, Santa Clarita, CA, June 2002 Joint Committee to Develop a Master Plan for Education—Kindergarten through University, Affordability Issues in the New California Master Plan for Education, Invited Panelist, Culver City, CA, June 2002 Postsecondary Subgroup of the Facilities and Finance Working Group of the Joint Committee to Develop a Master Plan for Education—Kindergarten through University, Alternative Approaches to Funding Postsecondary Education in California, Discussion Briefing, Sacramento, CA, August 2001 California Contract Cities Association, The Forces Shaping Local Government Finance in California and Its Implications for Cities, Keynote Conference Address, Palm Springs, CA, May 2000 Los Angeles County Economy and Efficiency Commission, Risky Business: Los Angeles County’s Role in the Provision of Local Services, Testimony before Deliberative Body, Los Angeles, CA, November 1999 California Legislature—Joint Committee to Develop a Master Plan for Education-Kindergarten through University, Student Demand for Higher Education and the Costs of Their Enrollment, Legislative testimony, Sacramento, CA, September 1999 MICHAEL ALAN SHIRES - Curriculum Vitae Page 16 -

LEGISLATIVE AND GOVERNMENT ORGANIZATION TESTIMONY (continued) California Association of County Auditor-Controllers, Patterns in California State and Local Government Revenues Since Proposition 13, Keynote Address, Ventura, CA, April 1999 California Speaker’s Commission on State and Local Government Finance, Patterns in California State and Local Government Revenues Since Proposition 13, Invited Testimony, San Francisco, CA, March 1999 California Lieutenant Governor Gray Davis, Issues in K-12 and Postsecondary Education in California, Sacramento, CA, May 1997 Controller’s Quarterly Conference, Access Denied: The Future of Public Undergraduate Education in California, San Francisco, CA, March 1997 California State Controller’s Senior Staff, A Review of Local Government Revenue Data in California, Sacramento, CA, March 1997 California State Assembly and Senate Key Committee Consultants, Issues in Local Government Fiscal Reporting, Sacramento, CA, March 1996 California State Assembly and Senate Legislators and Key Committee Consultants, Current Research on the California Tax (Public Revenue) Burden, Sacramento, CA, February 1996 California Cabinet Directors and Senior Executive Branch Staff, Current Research on the California Tax (Public Revenue) Burden, Sacramento, CA, February 1996 California Assembly Committee on Higher Education, The Future Prospects for Access to Public Undergraduate Education in California, Berkeley, CA, November 1995 California Assembly Committee on Higher Education, Estimation Issues for Projecting Higher Education Enrollments in California, Sacramento, California, June 1995 Controller’s Quarterly Conference, California’s Fiscal Future, Sacramento, CA, April 1995

ACADEMIC, PROFESSIONAL AND OTHER CONFERENCE PARTICIPATION Public Affairs Program and Curricula Design with Stakeholder Engagement, Plenary Session for NASPAA International Conference “Toward a Quality Public Service Education: An International Conference,” Doha, Qatar, November 2017 Building Better Data Systems for Better Decisions within the Field of Public Policy, Session chair, moderator and participant for roundtable session at APPAM Fall Research Conference, Washington, DC, November 2017 Policy Adoption and Implementation, Session chair and Contributor for panel at APPAM Fall Research Conference, Washington, DC, November 2017 Preparing Tomorrow’s Public Service: What Skills Do Public Servants Need and How Well are we Doing at Providing Them? Session chair and Moderator for NASPAA Annual Conference, Washington, DC, October 2017 NASPAA and the US News & World Report Rankings: A Look Forward. Session chair and contributor for NASPAA Annual Conference, Washington, DC, October 2017 Mapping the Future: Innovative Practices by Local Governments, Session presentation at the 2017 Business Forecast Conference of the Valley Industry and Commerce Association, Studio City, CA, October 2017 MICHAEL ALAN SHIRES - Curriculum Vitae Page 17 -

ACADEMIC, PROFESSIONAL AND OTHER CONFERENCE PARTICIPATION (continued) What MPA/MPP Graduates Are Doing Three Years Out: New NASPAA Alumni Results, Session chair and Moderator for Network of Schools of Public Policy, Affairs, and Administration Annual Conference, Washington, DC, October 2016 Presidential Election 2016: A Discussion of How the Nation’s Changing Demographics and Media Habits Are Impacting Voter Education and Mobilization, Panelist for Network of Schools of Public Policy, Affairs, and Administration Annual Conference, Washington, DC, October 2016 How Rankings Affect Public Policy Schools and Programs, Presentation at the Network Among Schools of Public Affairs, Policy, and Administration Annual National Conference (NASPAA), Albuquerque, NM, November 2014 The Landscape of Public Affairs Education: Results from the NASPAA Data Center Project, Presentation at the NASPAA Annual National Conference, Albuquerque, NM, November 2014 How Technology Is Changing Learning in the Classroom of the Future: Responses to the On the Horizon Report 2013, Invited Panelist at the Pepperdine University Technology and Leadership Conference, Westlake Village, CA, October 2013 Regional Strategies and Responses to the Valley’s Transportation Needs, Invited Keynote Panelist at the 2012 San Fernando Valley Mobility Summit sponsored by the San Fernando Valley Council of Governments, October 2012 The New Economics of Transportation, Presentation at the 2011 San Fernando Valley Mobility Summit sponsored by the San Fernando Valley Council of Governments, November 2011 State and Municipal Default Workshop, participant in high-level discussion of state and municipal fault issues sponsored by the Hoover Institution, Palo Alto, CA, June 2011 California Municipal Finance Conference, An Analysis of K-12 Expenditures in California, Conference Panel Presentation, Huntington Beach, CA, March 2011 Ventura County Economic Development Association, Reform What Does It Mean to Your Business, moderated 40th Annual Business Outlook Conference, Camarillo, CA, October 2010 Preserving the American Dream Conference, Opportunity Urbanism, Conference Panel Discussion, Houston, TX, May 2008 Hewlett Foundation Community College Symposium, Invited Panelist at high-level policy meeting discussing reform and financing issues in California’s community colleges, Los Altos Hills, CA, November 2005 Innovations in Case Teaching, Panelist on roundtable at the Association for Public Policy Analysis and Management Annual Fall Research Conference, Washington, DC, November 2005 Teaching Ethics to MPP and MPA Students, Roundtable Panel Presentation at the Association for Public Policy Analysis and Management Annual Fall Research Conference, Atlanta, GA, November 2004 Adult Learning Models in Professional Policy Education, Panel Presentation at Pepperdine Faculty Conference, Malibu, CA, October 2004 Hawaii International Conference on System Science, Expanding Citizen Access and Public Official Accountability through Knowledge Creation Technology: One Recent Development in e- Democracy, Waikoloa, HI, January 2003 Municipal Management Association of Southern California, California’s Energy Crisis: Today and Tomorrow, Conference Address, Big Bear Lake, CA, July 2001 MICHAEL ALAN SHIRES - Curriculum Vitae Page 18 -

ACADEMIC, PROFESSIONAL AND OTHER CONFERENCE PARTICIPATION (continued) Western Economic Association, International, Comments on the Application of Macroeconomic Models to Local and Regional Economies, Conference Panel Discussion, San Francisco, CA, July 2001 California Community College Public Relations Officers Organization, Swimming Against the Current: The Future of Higher Education in California, Keynote Luncheon Address, Monterey, CA, April 1999 Tenth Annual Envisioning California Conference, Proposition 13: Consequences and Considerations, Invited Featured Panelist, Sacramento, CA, September 1998 California Association for Institutional Research, The Future of Higher Education in California, Invited Panelist at the Annual State Conference, San Francisco, CA, November 1997 Association for Public Policy Analysis and Management Annual Conference, Differences in Participation in Postsecondary Education in California: Techniques for Identifying the Sources, Washington, DC, November 1997 Links ’97 Conference, The Role of Nonprofit Research Institutions in Building Bridges Between State Government and Higher Education, Springfield, IL, May 1997 American Society for Public Administration, Region X Annual Conference, Trends in California’s Municipal Finance: Past and Future, Sacramento, CA, April 1997 California Community Colleges Public Relations Organization, Navigating the Future Through Changing Seas, Conference Keynote Luncheon Address, Shell Beach, CA, April 1997 Western Economic Association Conference, Prospects for Providing Access to Public Undergraduate Education in California, San Diego, CA, July 1995 California Little Hoover Commission, A History of California’s Finance and Budgets, Electronic Data Compilation of California budgetary and economic data, June 1994 Association for Public Policy Analysis and Management Annual Conference, The Changing Environment in Higher Education (coauthored), Washington, DC, October 1993

OTHER TESTIMONY AND PRESENTATIONS Conejo Chinese Cultural Association and the California Lutheran University Department of Languages and Cultures, What the 2016 Election Means to the Chinese Community, Invited Presentation, Thousand Oaks, CA, June 2016 White Memorial Medical Center Charitable Foundation Board of Directors Meeting, Today’s Prognosis on the Affordable Care Act, Invited Presentation to the Board of the White Memorial Medical Center Charitable Foundation, Laguna Niguel, CA, September 2014 Pepperdine University “Great Conversations Series,” Whither California, led weekend workshop with elite donors on the issues shaping California policy and politics, Malibu, CA, June 2011 Prosperity Tomorrow: Economic Opportunity in the San Fernando Valley, Keynote Presentation at the annual Info Summit 2004 of the Economic Alliance of the San Fernando Valley, Universal City, CA, November 2004 Understanding the State/Local Fiscal Relationship, The Berkeley Executive Seminar on the California Budget, Invited Presentation, Berkeley, CA, February 2004 MICHAEL ALAN SHIRES - Curriculum Vitae Page 19 -

OTHER TESTIMONY AND PRESENTATIONS (continued) University of San Diego Department of Political Science, Using Technology to Enhance Public Official Accountability, Scholarly Presentation, San Diego, CA, October 2002 eNeuralNet, Minutes-in-Motion and the Implications of Knowledge Creation Technology for Local Government, Press Conference, San Francisco, CA, September 2002 Institute for Local Self-Government, Options for Improving Access to City Finance Data, Invited Presentation, Santa Barbara, CA, August 2002 Valley Industry and Commerce Association Conference on the Energy Crisis in California, Issues Shaping California’s Energy Crisis, Guest Panelist, Universal City, CA, March 2001 California Student Day in Sacramento, California’s Energy Crisis in Perspective, Panel presentation as part of day-long student (undergraduate) program, Sacramento, CA, February 2001 California Citizens’ Commission on Higher Education, Comments on the Commission’s Draft Report, Invited Testimony, Los Angeles, CA, September 1998 University of California, Davis Student Conference, Higher Education Finance in California: Where Do We Stand? Keynote Panel Presentation, Davis, CA, April 1998 Institute of Governmental Affairs, University of California, Davis, Higher Education Finance in California: Where Do We Stand? Workshop Presentation, Davis, CA, December 1997 RAND Workshop Series, Strategic Planning as Process, Invited Workshop Presentation, Santa Monica, CA, September 1997 City College of San Francisco, Future Supply and Demand for California’s Community Colleges, an Invited Keynote Presentation to the Academic Senate, San Francisco, CA, May 1997 American Electronics Association Education Policy Committee, Issues Confronting Postsecondary Education in California, Santa Clara, CA, April 1997 Roundtable on Higher Education Modeling Data, Stanford Institute for Higher Education Research/OERI-sponsored session, Washington, DC, January 1994

CONSULTING EXPERIENCE Policy Analysis and Research Civic Center Group, Calabasas, CA Working with consulting firm to develop feasibility studies and recommendations related to the development of a community theater in southern California Community. Performed detailed economic feasibility study of major commercial/residential development in Los Angeles County. Confidential Client, Ventura County, CA Prepared detailed economic impact study of proposed school bond for suburban unified school district in California. Analysis included economic and employment impacts. Economic Alliance of the San Fernando Valley, Los Angeles, CA Prepared extensive analysis of housing patterns and developments in the San Fernando Valley. Prepared detailed recommendations of specific strategies to enhance the quality of life in the region while developing new housing capacity. Research included detailed quantitative analysis of community and census data, interviews, focus groups, and other qualitative research strategies. MICHAEL ALAN SHIRES - Curriculum Vitae Page 20 -

CONSULTING EXPERIENCE (continued) Policy Analysis and Research (continued) Institute for Higher Education Leadership and Policy, CSU Sacramento, Sacramento, CA Part of research team developing alternative financing structures for California’s Community Colleges—a system that serves the needs of nearly 2 million students annually. The project is a collaborative effort of scholars from many institutions and funded by the Hewlett Foundation. McCarty Companies, Los Angeles, CA Collaborated as sub-contractor on detailed initiative to develop an economic development strategy for the I-5 Corridor in Northeast San Fernando Valley under contract with the Southern California Association of Governments. Resulting economic development strategy was presented for adoption by the San Fernando Valley Council of Governments.

Mulholland Institute, Los Angeles, CA Collaborate on detailed research project generating a vision of opportunities for economic prosperity in the San Fernando Valley. Research includes detailed quantitative analysis of community and census data, interviews, extensive focus groups, and other qualitative research strategies. Project in 2015 and 2016 to find ways to implement the SCAG Sustainable Communities Strategy in communities in the Northeast Valley. Public Policy Institute of California, San Francisco, CA Prepared conceptual overview of alternative funding models for California’s postsecondary education sector. Analysis entailed preparing comprehensive framework for funding approaches and detailed application to the specific fiscal and governance context of California’s postsecondary education sector. Results served as detailed agenda for active working group for the California Legislature. RAND, Santa Monica, CA Performed complex policy research on California higher education policy. Responsibilities spanned all aspects of public policy research process, including proposal preparation, research design, data analysis and final report preparation. Carnegie Endowment for International Peace, Washington, DC Prepared extensive analysis of world trade patterns from 1950 to 1994. Specific issues addressed in the analysis were levels intra-European Community, intra-Asian and intra-North American trade vis- à-vis trade between the regions. UCLA Extension, Division of Humanities, Los Angeles, CA Prepared third-party assessment of program effectiveness for National Endowment for the Humanities grant. Assessment included review of program objectives, quantitative evaluation of primary and secondary data and analysis of qualitative reviews of program by participants and other observers. Expert Witness Testimony Los Angeles County Employees Retirement Association, et. al. v. Towers, Perrin, Forster & Crosby, Inc., et. al., U.S. District Court Case No. CV 01-1351 DDP, Los Angeles, CA Provided expert testimony on the ways the dynamics of county and state finance and the ways in which those processes shaped the options, strategies, and choices for the Los Angeles County Board of Supervisors. Testimony also addressed the politics and realities of county government finance. Provided additional consultation to counsel regarding miscellaneous matters. MICHAEL ALAN SHIRES - Curriculum Vitae Page 21 -

CONSULTING EXPERIENCE (continued) Marketing Research Confidential Client, Los Angeles, CA Performed major market survey of the southern California cash management industry. Provided recommendations regarding new product opportunities and foci, several of which are and have been implemented. Leucadia National Corporation, New York, NY Designed and implemented new technique to estimate advertising effectiveness of revolutionary truck-born advertising medium. Developed tools for assessing value of truck routes. Tools in use currently for both sales and purchasing guide. Participated in high-level meetings regarding the development and introduction of the product. Pacific Gas and Electric Company, San Francisco, CA Analyzed market database and prepared profile analysis of government users. Research included positioning recommendations to maintain and increase market share. Business Planning Confidential Client, Seattle, WA Consulted with Top-100 law firm on workforce planning and workflow management to reflect new approaches to billing and staff management. Client firm has since begun institutional redesign using my suggested design concepts. Leucadia National Corporation, New York, NY Worked with management to determine the viability of multi-million-dollar acquisition. Developed model estimating fire door usage and market share for next five years, including alternative scenarios for major economic shifts. Participated in high-level meetings and negotiations. Leviathan Development, Inc., Marina del Rey, CA Developed strategic plan for rapidly-growing personal computer support services company. Recommendations included product selection, product positioning, sales and marketing strategies, workforce management recommendations, organizational recommendations, administrative control recommendations, financial strategies, new office expansion plans, pricing strategies and tax planning.

OTHER WORK EXPERIENCE Senior Tax Accountant, Wickes Companies, Inc., Santa Monica, CA, 7/89 to 8/90 Responsibilities included compliance in California, Hawaii, Iowa, Nevada, New York, Oregon, Pennsylvania, Rhode Island and Wisconsin for multi-billion-dollar Fortune 500 company. Included preparation and filing of returns, estimated payments, extensions, annual reports, etc. Responsibilities also entailed provision preparation and special projects relating to various acquisitions and dispositions. Also involved in audits. Manager of Strategic Planning & Director of Operations, law.dox, Inc., Los Angeles, CA, 12/87 to 12/88 Senior management role in startup company. Oversaw operations staff and processes that included 500 people and tens of millions of documents. Accomplishments included designing and implementing critical new internal productivity tracking system; originating new industry standard for productivity measurement; conceiving new cost measurement methods for complex assembly-line production process; developing and implementing leading-edge production methods resulting in 72% cost reduction and improved quality; developing new client performance analysis method; planning and opening several successful regional offices; developing and implementing models for workflow management; overseeing inter-office information and workflow; planning a $3 million budget; managing all aspects of large client relationships and selling our services to potential clients. MICHAEL ALAN SHIRES - Curriculum Vitae Page 22 -

Staff Accountant/Acting Controller, The Diversified Realty Group, Inc., Los Angeles, CA, 12/84 to 2/86 Was responsible for all financial management of small corporation, including cash planning, financial controls, federal, state and local tax compliance, personnel management, auditing, fiscal planning, litigation and overall business strategy. Prepared financials and taxes for real estate partnerships. Senior Programmer and Senior Coder, Departments of Psychology and Kinesiology and the UCLA Alumni Association, Los Angeles, CA, 9/81 to 12/84, 2/86 to 7/87 Wrote computer code to support scientific experiments in PASCAL, FORTRAN, C, and MACRO Assembly programming languages in minicomputer laboratory environments. Applications included experimental control, data collection, error analysis, hardware management, and office-focused solutions in MV, RT-11, Unix, Windows, and Macintosh operating environments. Also conducted extensive data analysis on large-scale databases for major research university

Pepperdine School of Public Policy Student to Faculty and Staff Ratios Founding to present

Students to FTE Students Faculty to FTE TERM Ratio Staff Ratio 1997-98 14.40 9.00 1998-99 11.35 10.90 1999-00 5.29 7.20 2000-01 6.83 8.60 2001-02 8.01 8.36 2002-03 8.49 8.81 2003-04 9.14 10.63 2004-05 8.36 11.50 2005-06 9.34 10.55 2006-07 8.83 10.60 2007-08 7.46 8.80 2008-09 7.48 8.45 2009-10 11.05 11.60 2010-11 8.99 12.40 2011-12 8.29 11.60 2012-13 7.38 9.60 2013-14 7.73 9.90 2014-15 7.04 8.83 2015-16 6.48 7.56 2016-17 7.87 6.56 2017-18 6.02 5.89 2018-19 6.78 6.78

16.0 14.0 12.0 10.0 8.0 6.0 4.0 2.0 0.0 1995 2000 2005 2010 2015 2020 - Students to FTE Faculty Ratio - Students to FTE Staff Ratio PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

NEW STUDENT ORIENTATION SCHEDULE Monday, August 20 – Wednesday, August 22, 2018

MONDAY, AUGUST 20, 2018

8:00 am CHECK-IN & CONTINENTAL BREAKFAST (Executive Dining Room)

8:00 am ID CARDS (SPP 171)  Raphael Norton, Senior Lead Network Systems

9:00 am WELCOME & INTRODUCTIONS  Carson Bruno, Assistant Dean for Admission and Program Relations  Pete N. Peterson, Dean

9:15 am ECONOMICS 101  James Prieger, Professor

9:30 am CODE OF CONDUCT & ACADEMIC POLICY  Sheryl Covey, Assistant Dean for Administration

10:00 am STUDENT EMPLOYMENT  Molly Gonzalez, Professional Development Coordinator

10:30 am CAMPUS LIBRARY  Colleen Mullally, Drescher Campus Librarian

11:00 am HEALTH CENTER & STUDENT INSURANCE  Rebecca Roldan, Director, Health Center

11:30 am DAVENPORT INSTITUTE FOR PUBLIC ENGAGEMENT AND CIVIC LEADERSHIP  Ashley Trim, Executive Director

11:45 am LUNCH (Executive Dining Room)  Christopher Jones, Director of Student Services  Faculty & Staff Meet & Greet  Student Organization Introductions

Pepperdine University School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 | p. 310-506-7490 | f. 310-506-7494 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

12:45 pm GROUP PHOTO AT HERO’S GARDEN

1:00 pm DEPARTMENT OF PUBLIC SAFETY & RISK MANGEMENT  Mark Lauren, Lieutenant, Public Safety  Jon Weber, Assistant Director, Risk Management

1:45 pm STUDENT SUPPORT SERVICES PANEL WITH Q & A  La Shonda Coleman, Associate Dean of Student Affairs, Title IX Coordinator for Students  Nivla Fitzpatrick, Director, Counseling Center  Jennifer Baker, Assistant Director, Office of Student Accessibility

2:45 pm INFORMATION TECHNOLOGY SERVICES  Tyler Luedke, Client Technologies Analyst

3:30 pm INTERNATIONAL STUDENT SERVICES (SPP 188)  Judy Lee, Associate Director, Office of International Student Services  Please note: this session is only for I-20 VISA students.

TUESDAY, AUGUST 21, 2018

7:00 am CHECK-IN (Parking Lot S)  Please note: students should bring overnight bag with them to check-in.

7:15 am BOARD SHUTTLE FOR WESTLAKE VILLAGE INN

8:00 am ARRIVE WESTLAKE VILLAGE INN  Proceed to Lakeside Room

8:10 am WELCOME & ICE BREAKERS (Lakeside Room)  Melissa Espinoza, Assistant to the Dean, Communication Coordinator

9:00 am PLAGIARISM (Lakeside Room)  Carson Bruno, Assistant Dean for Admission and Program Relations

9:45 am BREAK

Pepperdine University School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 | p. 310-506-7490 | f. 310-506-7494 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

10:00 am GROUP A - INTRODUCTION TO ACADEMIC ADVISING (Lakeside Room)  Christopher Jones, Director of Student Services

GROUP B - INTRODUCTION TO PROFESSIONAL DEVELOPMENT (Lakeside Patio)  Kirsten Vassie, Admission Assistant

11:00 am GROUP B - INTRODUCTION TO ACADEMIC ADVISING (Lakeside Room)  Christopher Jones, Director of Student Services

GROUP A - INTRODUCTION TO PROFESSIONAL DEVELOPMENT (Lakeside Patio)  Kirsten Vassie, Admission Assistant

12:00 pm LUNCH (Lakeside Patio & Lakeside Room)

1:30 pm CRASH COURSE IN PUBLIC POLICY (Lakeside Room)  Carson Bruno, Assistant Dean for Admission and Program Relations

2:45 pm STUDENT PRESENTATIONS

3:30 pm ROOM/KEY ASSIGNMENTS & AFTERNOON BREAK

6:30 pm DINNER & TRIVIA (Stonehaus Patio and Tasting Room)

WEDNESDAY, AUGUST 22, 2018

9:00 am CHECK –OUT (Outside Hotel Lobby)  Please note: bring luggage for shuttle  Will provide light breakfast options

9:15 am BOARD SHUTTLE FOR REAGAN LIBRARY

10:15 am ARRIVE AT REAGAN LIBRARY (Main Gate by Fountain)  Please note: bring all personal items from shuttle

10:30 am THE SITUATION ROOM

Pepperdine University School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 | p. 310-506-7490 | f. 310-506-7494 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

1:30 pm LUNCH (Air Force One Pavilion)  Matt Culter, Senior Advancement Officer  Lauren Ryan, Gift Officer, Advancement

2:30 pm REAGAN LIBRARY  Free time to view the museum

3:30 pm GROUP PHOTO (Berlin Wall, Outside)

3:45 pm BOARD SHUTTLE FOR PEPPERDINE (Side Gate)  Collect luggage

4:00 pm DEPART FOR PEPPERDINE

5:00 pm ARRIVE AT PEPPERDINE, NSO CONCLUDES

Pepperdine University School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 | p. 310-506-7490 | f. 310-506-7494 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

NEW STUDENT ORIENTATION SCHEDULE INTERNAL AGENDA Monday, August 20 – Wednesday, August 22, 2018

Wednesday, August 15, 2018

Kirsten: prep and build NSO packets  Contact DPS- reminder  Prep check-in signs  Prep all check-in sign-in documents Thursday, August 16, 2018

Kirsten: final NSO Items- name tags, packets, etc.  Reminders for all involved  Final walk-through with Catering  Final walk-through with Setup Crew

Friday, August 17, 2018

7:30 am Kirsten: put out blue directional signs on campus  ALL NSO final prep, coordination, check-in sheets

Sunday, August 19, 2018

8:30 am Kirsten: arrive to campus  Meet Setup Crew for table placement, assist crew  Setup Executive Center with Crew  Place all door signage at Exec Center and SPP areas  Setup banners, table signs, candy and flowers  Check emails/phone messages  Put door signage on SPP 235, 171, 188  Setup rooms 171 & 188  Prep Check-In table (all items)

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

Monday, August 20, 2018

7:00 am Kirsten & CJ: arrive to campus  Place sandwich directional and standing signage  Setup banners, table signs, candy and flowers  Check emails/messages & FWD phones to 7490  Setup Check-In  Meet ID card staff for 171 setup  Prep Dining Room, Open for staff/student arrivals

MONDAY, AUGUST 20, 2018

7:30 am Gabby: arrives Executive Center Dining Room

7:45 am Kirsten & Gabby: manage Check-In

8:00 am CHECK-IN & CONTINENTAL BREAKFAST (Executive Dining Room)

8:00 am Mary Jo: answer 7493 on-and-off during the day CJ: take students to SPP 171 for photo ID, Bio, Handshape profile Melissa: start music in Executive Dining room Melissa & Jaclyn: mix and mingle with students Jaclyn: take images, post to social during the day

8:00 am ID CARDS (SPP 171)  Raphael Norton, Senior Lead Network Systems

8:30 am Carson: arrives to Executive Center Dining Room with laptop for podium Melissa: switch Executive Center Dining Room music to Carson’s laptop

8:50 am CJ: ID cards close; invite students to Executive Center

8:55 am Melissa: stop music, pull-up projection slide

9:00 am WELCOME & INTRODUCTIONS  Carson Bruno, Assistant Dean for Admission and Program Relations  Pete N. Peterson, Dean

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

9:00 am Carson: welcome students, intro Pete

9:15 am ECONOMICS 101  James Prieger, Professor

9:30 am CODE OF CONDUCT & ACADEMIC POLICY  Sheryl Covey, Assistant Dean for Administration

10:00am STUDENT EMPLOYMENT  Molly Gonzalez, Professional Development Coordinator

10:00 am Kirsten & Gabby: break down Check-In

10:30 am CAMPUS LIBRARY  Colleen Mullally, Drescher Campus Librarian

11:00 am HEALTH CENTER & STUDENT INSURANCE  Rebecca Roldan, Director, Health Center

11:30 am DAVENPORT INSTITUTE FOR PUBLIC ENGAGEMENT AND CIVIC LEADERSHIP  Ashley Trim, Executive Director

11:30 am Gabby: office to answer phones for 7493 and 7490 CJ: Meet student in SPP 235 - bring to Executive Center Dining Room  Distribute name tags, review order o AEP- Association of Environmental Professionals o CPP-Christianity and Public Policy o CS- Churchill Society o ICMA- International City/County Mngt Association: o PPR- Pepperdine Policy Review o WPP- Women in Public Policy o CSSA- Corrie Zacharia  Prep student leaders

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

11:45 am LUNCH (Executive Dining Room)  Christopher Jones, Director of Student Services  Faculty & Staff Meet & Greet  Student Organization Introductions

11:45 am STAFF AND FACULTY TO ATTEND LUNCH Carson: Instruct students to get food and promptly return for lunch speakers Kirsten, Melissa, Jaclyn: position near the end of the food line to guide students back to Executive Center Dining Room CJ: makes pre-lunch comments & introductions  Ask Faculty members to stand up  Ask Staff members to stand up  Introduce the students speaking on behalf of the student organizations (all at once)

12:45 pm GROUP PHOTO AT HERO’S GARDEN

12:45 pm Kirsten, Melissa, CJ, Jaclyn: direct students to Hero’s Garden for group picture Jaclyn: take and post group photo

12:50 pm CJ: Direct students back to Exe. Center Dining Room

1:00 pm DEPARTMENT OF PUBLIC SAFETY & RISK MANGEMENT  Mark Lauren, Lieutenant, Public Safety  Jon Weber, Assistant Director, Risk Management

1:45 pm STUDENT SUPPORT SERVICES PANEL WITH Q & A  La Shonda Coleman, Associate Dean of Student Affairs, Title IX Coordinator for Students  Nivla Fitzpatrick, Director, Counseling Center  Jennifer Baker, Assistant Director, Office of Student Accessibility

2:45 pm INFORMATION TECHNOLOGY SERVICES  Tyler Luedke, Client Technologies Analyst

3:15 pm Kirsten: meet Judy Lee; assist with setup

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

3:30 pm INTERNATIONAL STUDENT SERVICES (SPP 188)  Judy Lee, Associate Director, Office of International Student Services  Please note: this session is only for I-20 VISA Students

3:30 pm Carson: conclude session for domestic students  Reminder for Tuesday shuttle time & overnight bag  Direct I-20 VISA students to SPP 188 - (CJ)  Dismiss Domestic students  Leave name tags with Kirsten  Assist Kirsten with Executive Dining Room breakdown and clean up CJ: take students to session; attend OISS session  At end of OISS session: o Remind students about Tuesday shuttle Check-In o Remind students about overnight bag o Collect name tags; give to Kirsten Kirsten: break down Executive Dining Room Kirsten & Carson: prep NSO items for Carson’s car  Large banners, table banners, table cloths, signs, candy jars, reserved signs, gift bags, snacks, etc…

4:30 pm Carson: depart for Westlake Kirsten: reminders for Westlake, Reagan Library, check messages, emails, prep for off-campus/prep office

4:45 pm CJ: remove directional signs, return to office on 8/21

TUESDAY, AUGUST 21, 2018

6:30 am Kirsten & CJ: arrive to campus  Check emails/phone messages  Setup standing and parking lot signage  Setup Shuttle Check-In

6:45 am Kirsten: contact shuttle driver, confirm arrival time

7:00 am CHECK-IN (Parking Lot S)  Please note: students should bring overnight bag with them to check-in.

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

7:00 am Kirsten & CJ: check-in students  Manage shuttle Check-In  Distribute name tags  Distribute luggage tags

7:15 am BOARD SHUTTLE FOR WESTLAKE VILLAGE INN

7:15 am CJ: break down Shuttle Check-In  Bring in sandwich sign from parking lot  Check emails, voice messages, forward phones to Dean’s Office.  Depart to Westlake Village Inn, Lakeside Room

7:30 am Kirsten: ride shuttle with students to Westlake Melissa: arrive at Westlake proceed to Lakeside room Carson & Melissa: setup SPP banners, etc at Westlake

8:00 am ARRIVE WESTLAKE VILLAGE INN  Proceed to Lakeside Room

8:00 am Carson & Melissa: meet students upon arrival Kirsten: meet with Hotel Staff for check-in keys Jaclyn: post all images sent for social in real-time Maurice & Dean’s Office: cover 7493 phones

8:10 am WELCOME & ICE BREAKERS (Lakeside Room)  Melissa Espinoza, Assistant to the Dean, Communication Coordinator

8:10 am Carson: take pictures and send to Jaclyn for posting

9:00 am PLAGIARISM: (Lakeside Room)  Carson Bruno, Assistant Dean for Admission and Program Relations

9:00 am Melissa: take pictures and send to Jaclyn for posting CJ: estimated arrival at Westlake Village Inn

9:45 am BREAK

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

10:00 am GROUP A - INTRODUCTION TO ACADEMIC ADVISING (Lakeside Room)  Christopher Jones, Director of Student Services

GROUP B - INTRODUCTION TO PROFESSIONAL DEVELOPMENT (Lakeside Patio)  Kirsten Vassie, Admission Assistant

11:00 am GROUP B - INTRODUCTION TO ACADEMIC ADVISING (Lakeside Room)  Christopher Jones, Director of Student Services

GROUP A - INTRODUCTION TO PROFESSIONAL DEVELOPMENT (Lakeside Patio)  Kirsten Vassie, Admission Assistant

12:00 pm LUNCH (Lakeside Patio & Lakeside Room)

1:30 pm CRASH COURSE IN PUBLIC POLICY (Lakeside Room)  Carson Bruno, Assistant Dean for Admission and Program Relations

1:30 pm CJ: grocery store for breakfast; give to Kirsten Kirsten: check on Stonehaus reservations/food

2:30 pm Kirsten: get room keys

2:45 pm STUDENT PRESENTATIONS

2:45 pm Kirsten & CJ: place room keys in gift bags

3:30 pm ROOM/KEY ASSIGNMENTS & AFTERNOON BREAK

3:30 pm Carson: student role assignments for Reagan Library Simulation Room

3:45 pm Kirsten & CJ: break down Lakeside room; setup Stonehaus dinner – Reserved signs, banners, etc.

4:45 pm Kirsten: reminders for Reagan and shuttle

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

6:30 pm DINNER & TRIVIA (Stonehaus Patio and Tasting Room)

6:30 pm Kirsten, Melissa, & CJ: position strategically along Westlake Village-Stonehaus corridor to direct/guide students to dinner

6:45 pm Carson: begin the trivia

7:30 pm Carson: distribute Reagan Library Simulation Room role assignments  Code of Conduct reminder  Hotel charges reminder  Check-Out & Shuttle reminder  Give name tags to Kirsten  Dismiss for evening

7:45 pm Melissa & CJ: feel free to depart Kirsten & Carson: break down; load Carson’s car; prep for final day of NSO

WEDNESDAY, AUGUST 22, 2018

7:00 am Kirsten: prep breakfast table outside hotel lobby

8:00 am CJ: phone & office coverage for 7493 Kirsten: available for check-out by lobby  Contact Reagan at departure for meet time  Distribute name tags (needed for Reagan)

9:00 am CHECK –OUT (Outside Hotel Lobby)  Please note: bring luggage for shuttle  Will provide light breakfast options

9:00 am Carson: depart to Reagan

9:15 am BOARD SHUTTLE FOR REAGAN LIBRARY

9:15 am Kirsten: ride shuttle with students to Reagan

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu

PEPPEEQ!NE SCHOOLOFPUBLIC POLICY

10:15 am ARRIVE AT REAGAN LIBRARY (Main Gate by Fountain)

10:15 am Carson & Kirsten: meet Reagan staff at gate/take luggage with students to holding office

10:15 am Melissa: arrive at Reagan Matt: arrive at Reagan

10:30 am THE SITUATION ROOM

10:30 am Melissa: take pictures and send to Jaclyn for posting Jacklyn: post images to social in real-time for day

1:00 pm Matt: meet BOV guests/Lauren Ryan and bring to Air Force One Pavilion for lunch

1:30 pm LUNCH (Air Force One Pavilion)  Matt Cutler, Senior Advancement Officer  Lauren Ryan, Gift Officer, Advancement

1:30 pm Carson: group photo and departure time reminder

2:30 pm REAGAN LIBRARY  Free time to view the museum

3:20 pm Kirsten: Reagan Office for luggage prep

3:30 pm GROUP PHOTO (Berlin Wall, Outside)

3:30 pm Melissa: take group photo by the Berlin Wall

3:45 pm BOARD SHUTTLE FOR PEPPERDINE

3:45 pm Kirsten: check-in students on shuttle

4:00 pm DEPART FOR PEPPERDINE

5:00 pm ARRIVE AT PEPPERDINE, NSO CONCLUDES

5:00 pm Kirsten: contact Carson when students are dismissed

Pepperdine School of Public Policy | 24255 Pacific Coast Highway, Malibu, CA 90263 310-506-7490 | http://www.publicpolicy.pepperdine.edu