U.S.-Pakistan Center for Advanced Studies in Water (USPCAS ...

U.S.-Pakistan Center for Advanced Studies in Water (USPCAS-W), University of Utah

REDACTED Annual Progress Report 2015

Cooperative Agreement No. AID-391-A-15-00004

Submission Date: March 16, 2016

This document was produced for review by the United States Agency for International Development. It

was prepared by the U.S.-Pakistan Center for Advanced Studies in Water, University of Utah

U.S.-Pakistan Center for Advanced Studies in Water (USPCAS-W), University of Utah

ANNUAL PROGRESS REPORT 2015 Sponsored by: USAID CA Number: AID-391-A-15-00004 Contractor: University of Utah Submitted on: March 16, 2016

CONTENTS

DISCLAIMER The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

I. YEAR 1 SUMMARY ........................................................................................................... 2 II. USPCAS-W’S APPROACH .................................................................................................. 3 III. PMP UPDATE: PERFORMANCE AGAINST INDICATORS AND MILESTONES ........................... 4 IV. CONCLUSIONS AND GOALS FOR 2016 ............................................................................. 13 V. M&E YEAR END UPDATE ................................................................................................ 14 VI. YEAR END FINANCIALs ................................................................................................... 27

U.S.-Pakistan Center for Advanced Studies in Water (USPCAS-W), University of Utah Quarterly Progress Report (July – September 2015)

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LIST OF ACRONYMS

CRP Council for Research and Policy CSU Colorado State University CCNY City College of New York EnvEng Environmental Engineering FAR Faculty Annual Report HEC Higher Education Commission, Pakistan HESN Higher Education Solutions Network HID Hydraulics, Irrigation, and Drainage IHE-W UNESCO-IHE Institute for Water Education, Delft IWRM Integrated Water Resources Management M&E Monitoring and Evaluation MNBSP Merit and Needs Based Scholarship Program MOU Memorandum of Understanding MUET Mehran University of Engineering and Technology, Jamshoro ORIC Office of Research Incubation and Commercialization, MUET PCRWR Pakistan Council for Research in Water Resources PMU Project Management Unit PWDR Pakistan Water Development Report SEI Stockholm Environment Institute TVC Technology and Venture Commercialization, U UNESCO United Nations Educational, Scientific and Cultural Organization US United States USAID United States Agency for International Development USPCAS-W U.S.-Pakistan Center for Advanced Studies in Water U University of Utah WASH Water, Sanitation, and Health WEAP Water Evaluation and Planning


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I. YEAR 1 SUMMARY The first year of USPCAS-W was an absolute whirlwind of planning, activities, travel, meetings, trainings, and more. While MUET began the year with a low level of capacity in the six component areas of the project, a solid foundation was laid for each of the components which can be leveraged in year two. The executive team and project management unit have settled into their roles, the initial group of students have completed their first semester, research proposals have started coming in, and the selected MUET faculty members are ready to participate in the inaugural round of exchange visits during the spring semester. Governance efforts helped establish the project management unit at MUET, a senior advisory board, structured committees for day-to-day workings of the center, establish monitoring and evaluation processes, and created multiple initial memorandums of understanding with partner institutions. Over the course of the year, many of these structures were reevaluated and revised to better suit the real world operations of the center. With a focus on starting new courses in fall, much of the first year’s efforts went into curriculum development. Through a concerted effort by faculty on all sides, 3 degree programs launched in the fall with each offering both a masters and a PhD. By twinning faculty members teaching these new and revised courses with established faculty members in the U.S., USPCAS-W was able to offer hands on advice, materials, and guidance not only in the lead up to the semester, but also over the course of the semester via emails, skype calls, and video reviews of the courses. Almost 400 students applied to be a part of the offered programs of study, fifty of which were selected to begin coursework in fall. Several meetings and workshops occurred around the area of research, leading to the creation of two flagship projects, a successful call for proposals, and work with faculty and stakeholders toward creating a research agenda that will improve water security in Pakistan. This framework will allow research projects to begin in year two, along with grants being funded and further consultations to ensure that USPCAS-W is conducting research that will benefit long-term water security in Pakistan. Applications for the first round of faculty exchanges opened in fall. After a round of revisions, seven faculty members were chosen to participate in the spring exchange, including the three women faculty members. Ultimately six were able to finalize visa applications to begin the exchange in January. Relationships were built with campus housing at the U, as well as off-campus housing options being researched and arranged. The process for student exchanges was also created, with applications going out early in the spring semester for students interested in coming to the U.S. in fall. Both staff and faculty at MUET have shown a great deal of excitement about the opportunity and faculty in the U.S. are excited for further interactions with visitors. Advancements in sustainability were mostly centered on getting MUET to talk and think about the potential ways in which the program can begin building sustainability in year two. The technology and venture commercialization section of the December mission highlighted the importance of commercialization in the long-term vitality of higher education institutions, as well as creating further ties between the U.S. team and individuals in Pakistan. Faculty development has also been a key activity in creating a center that will exist beyond the life of the project, which has been pursued with assistance from the Vice Chancellor at MUET. The major victory in gender equity and diversity came from in the form of MUET’s new gender policy statement, which was signed for the University as a whole and not just USPCAS-W. The Center has also begun work on bringing in more women both as faculty and as students. The numbers still have a long way to go, however the initial results are incredibly encouraging and have helped create excitement for pushing gender issues at MUET further in year two. Key challenges in the first year included the initial capacity at MUET both technically and in leadership, the difficulty in bringing on qualified faculty enhanced by the location of the school, and challenges around creating a cohesive faculty at MUET. Many of these issues were tackled over the course of year one, but some will remain throughout the life of the project, such as the difficulties in recruiting qualified faculty who wish to live in Jamshoro.


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II. USPCAS-W’S APPROACH An Interdisciplinary Team, a Transdisciplinary Approach

Water problems do not conveniently manifest themselves according to the particular

disciplinary boundaries human societies have constructed – so why should educators and

researchers try to address these problems as if they were discreetly discipline-bound? At the

U.S.-Pakistan Center for Advanced Studies in Water (USPCAS-W) at the University of Utah, we

recognize the value of a transdisciplinary approach to solving water sustainability problems.

Our team brings together experts from civil and environmental engineering, as well as from

fields as diverse as soil and crop sciences, geology and geophysics, family and preventive

medicine, law, political science, city and metropolitan planning, economics, and

anthropology.

USPCAS-W’s rich diversity of perspectives and skills supports the design of education and

research programs around the real-world problems that need solving in Pakistan. In a more

traditionally structured project, problems would be approached with each discipline focusing

on its own piece of the puzzle. This can lead to short-term solutions that ultimately fail over

the long-term because they did not pay enough attention to system interdependencies,

political and economic realities, and the needs – as well as priorities – of affected

communities. By starting instead with a transdisciplinary approach, the USPCAS-W has begun

with an eye toward integrated and sustainable solutions. This problem-centered,

transdisciplinary design is guided by a firm belief that Pakistan’s water problems are not

intractable, but they do require new ways of thinking about how to solve them.

A key indicator of any applied program’s efficacy is whether it can create lasting real-world

change in the desired direction. However, the process of identifying a problem and designing

and implementing a solution to it requires diverse expertise, including that which comes from

stakeholders outside of academia, especially local stakeholders who can provide place-based

contextual detail. Indeed, any proposed technical or policy solution must be implementable

or else it is of little use – and practitioners can provide valuable reality checks and

suggestions. Thus, in addition to the academic team, the USPCAS-W draws on its extensive

network of water sector professionals in Pakistan, the U.S., and beyond. In this way, the team

is well-positioned to carry out applied research that will contribute to industry and support

the Pakistani government in its pursuit of the water-related Sustainable Development Goals

(SDGs).

More broadly, the USPCAS-W aims to be a model for transdisciplinary research and education

in Pakistan that produces scholarly contributions, inspires entrepreneurialism, stimulates

policy action – and most importantly – trains new generations of Pakistani water

professionals equipped with the critical thinking skills needed to address the changing

demands brought on by climate change. Through the USPCAS-W’s degree programs,

seminars, workshops, and exchange programs, faculty and students from across institutions

and backgrounds come together and share ideas, experiences, and expertise. Because the

foundation of the USPCAS-W is the strong partnership between the University of Utah and

Mehran University of Engineering and Technology – and the collegial relationships that are

developing among our faculties and across our networks – we envision a future of ongoing

interdisciplinary knowledge exchange and problem-solving that will offer better, more

sustainable solutions than would be possible with more traditional, discipline-based

approaches.

Image by [REDACTED]


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III. PMP UPDATE: PERFORMANCE AGAINST INDICATORS AND MILESTONES A. Component 1: Governance of the USPCAS-W PMU/ Committees

The Project Management Unit (PMU) was created through a collaborative process with MUET, with the ultimate decision of basing a group in Pakistan to facilitate communications, day-to-day activities and increase cooperation between the two centers. Office space, living quarters, security, support staff, and the rest were found and a team was assembled with [REDACTED] as the Chief of Party for the PMU. This group assisted in coordinating exchange activities, moving initiatives forward at MUET, and providing additional day-to-day support for MUET throughout the first year of the project. Members of the PMU were able to attend meetings, participate in policy discussions, join recruiting visits to other campuses, and many more important functions. By having an experienced project manager on the ground in Pakistan, USPCAS-W was able to more easily coordinate between the two Centers. The largest challenge for the PMU will be keeping a highly qualified individual in the Chief of Party position for the life of the project, as it does require a daily presence at MUET, however [REDACTED] will continue on in his role going into year two. Initially, committees were created around the six project components. Over the course of the first half of the year, it was found that the committees were not progressing as hoped and needed additional direction to be effective. As such, an executive committee was formed with individuals responsible for each of the key components. The group began meeting on a weekly basis. This enabled the project to focus on key issues and take full advantage of those who were most engaged, while still tapping into the large network surrounding the project on an ad-hoc basis to address specific needs. Eventually, a rotating meeting schedule based around the components was settled on to ensure that all components were being visited regularly. This format is planned to continue in year two, with the intention to further refine the roles within the executive committee. MOU’s/Partnerships

A formal MOU between the University of Utah and MUET was established at the beginning of the project, with a formal signing ceremony during a visit to the U from a MUET delegation. During the meetings in Utah, officials from both universities took the time to learn more about each other’s institutions and affirmed a commitment to building a long-term relationship that will extend beyond the project and open more cross-cultural opportunities for both institutions. Subawards have been signed with Colorado State University (CSU), the City University of New York (CUNY), Stockholm Environmental Institute (SEI), and UNESCO-IHE Institute for Water Education. This has laid the groundwork for an extensive partnership with a wide range of expertise situated to build a world class water center at MUET. Individuals from these organizations have taken part in meetings, missions to Paksitan, and offered other input as needed to progress the first year of the project. MUET signed 4 additional MOU’s with Pakistani organizations: Pakistan Council of Research in Water Resources (PCRWR), Sindh Irrigation and Drainage Authority (SIDA), Sindh Agriculture University Tando Jam, and Water and Power Development Authority (WAPDA) Pakistan. These partnerships are part of a strategic effort to build a program that serves the actual needs within Pakistan. By engaging with other stakeholders, MUET will be better positioned to design courses and focus research in ways that respond to real world problems and train more effective water engineers. Stakeholder Dialogues/Seminars

Over the course of the year, USPCAS-W hosted three stakeholder dialogue/seminar style events: “Higher Education & Research Needs in the Water Sector”, “Improving Water Governance in Pakistan”, and “Entrepreneurship, Technology, and Institutional Sustainability in Higher Academia”. Each of these events brought together stakeholders and experts, provided information about the project, delved into specific issues relevant to the water sector in Pakistan, explored possible solutions, and sought deeper involvement from stakeholders. In particular, the opportunities gained from networking were an invaluable tool toward building an initial reputation for the centers, creating contacts for future


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opportunities, and building bridges between the U.S. and Pakistan. One specific example comes from [REDACTED], interim Executive Director of Technology and Venture Commercialization at the University of Utah, who after four days in Pakistan and the final seminar said “I feel the faculty at Universities in Pakistan, specifically MUET, are among the brightest of those I have ever met and have great capacity to innovate in their respective fields. There is great potential to transfer the innovations developed by these great faculty at Universities in Pakistan.” After making these personal contacts, he felt there was real benefit and change to be made through cooperation and the sharing of ideas and knowledge between the U.S. and Pakistan as many sustainability issues are shared in both locations. M&E Development

The U M&E Plan that was implemented during Year 1 was moderately effective, but the U team felt that a more effective approach could be taken by re-conceptualizing inputs in terms of capacity building for human capital, social capital, manufactured capital, and financial capital. Not only does this better reflect the project’s underlying theory of change, but it also emphasizes the tracking of capacity indicators. In this way, the effectiveness of the capacity-building inputs should be more clearly discernible, thus providing better information to project leadership to support dynamic project planning and management. Importantly, the revision process has involved some dialogue – but will involve much more in the first quarter of Year 2 – with MUET team members. This dialogue is key in order to ensure feasibility of indicator tracking – but more importantly to work together to build a shared understanding of the project’s goals and approach to achieving those goals. It is hoped then that the collaborative process to develop the Revised M&E Plan will in-and-of-itself contribute to building social capital (i.e., relationships and shared norms and values) among the U and MUET teams. Following this collaborative process, a Revised M&E Plan will be submitted to USAID in Year 2 for approval. Governance Roadblocks and Opportunities

The major challenge in governance has been internal communication. With the scope of the project and the speed it moved throughout the first year, it became very complicated to balance engaging and involving faculty with not overwhelming and losing touch with them. Entering year 2, we believe that it will be possible to start better defining the needs of specific components and delegating more responsibilities to others within the executive committee and also to those outside of it. As the components have become more defined, it is easier to gauge the needs and give clear marching orders to people even if they are involved in a smaller capacity. Also, an effort to restart regular social gatherings for everyone involved on the project, including the visiting faculty is planned for 2016. The plan is that the informal environment will give people an easy chance to both engage with the visitors and to engage with other members of the project on potential vectors of involvement. Finally, project activity tracking, internal communication, and responsiveness of leadership to needs of faculty and staff will be emphasized in year 2, as key areas become stable and in need of less executive level attention day to day.


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B. Component 2: Curriculum Advancement

Curriculum Development

For the fall of year one, three degree programs were launched by USPCAS-W at MUET. Significant effort was targeted toward reforming the MS and PhD degree programs in Environmental Engineering and Hydraulics, Irrigation, and Drainage at MUET, plus creating a new program for MS and PhD students in Integrated Water Resources Management. This was a success on several levels. This activity was a key effort that brought the USPCAS-W faculty together in a concerted way to address an immediate need. It was also the activity that led to the enrollment of 50 (26% female) students, the focus of the program. These efforts also lead to the creation of the boot camp style workshops, which were very well received by MUET. Working Groups composed of MUET and U faculty developed the overall details and outline of the degree programs as well as creating lists of courses, scheduling those courses, and developing detailed descriptions and lists of topics for the courses. This drew on the knowledge of the working group members, existing programs in those areas, faculty capacity, and kept an eye toward training water professionals that can solve problems in Pakistan. This process was also begun at the end of year one, moving into year two for the creation of a Water, Sanitation and Health program. In addition to developing the initial curriculum, a certification process has been built to ensure that each course will be revised as needed so that it can be certified by faculty at the U for quality and content. Improving Teaching Effectiveness

One of the key accomplishments in year one was the establishment of an integrated mentoring and training program for MUET faculty. The program included development and delivery of an effective teaching workshop and an effective teaching boot camp. These activities helped demonstrate the range of activities necessary for a successful professor within a high-tier research institution. The boot camp in particular was found to be an incredibly effective tool both for those offering workshops and for the attendees. By working around a theme over the course of the week, more material was covered in a way that tied it together for the participants. How to replicate this experience for new faculty in year two and going forward is already being discussed. In addition to those trainings, mentors from the University of Utah and other partner institutions supported MUET faculty in the development and delivery of their courses. USPCAS-W also offered personal attention in developing other necessary skills in writing and research. Each of the 15 courses offered was paired with a mentor with the goal of providing a certified course, and thus curriculum. After seeing where some of the snags are, particularly in the areas of timing and skill matches, the program was refined and continued into year two. General consensus is that there is still work to be done to reach the certification level in these courses, but many of the professors exceeded expectations for such new faculty. Curriculum Roadblocks and Opportunities

One of the early challenges for the project was staffing for MUET. There was some difficulty in recruiting high quality faculty and staff, which slowed down some of the early movement on the project. There were also rotating vacancy within the leadership team at MUET, which forced the PMU to take a larger role in managing the MUET team. The vast majority of USPCAS-W faculty members were new to MUET, and in many cases new professors. This required careful planning for training in teaching, research, and mentorship. Plus it required a delicate touch to give the established faculty members and the new faculty members the opportunity to grow. This ended up leading to a major opportunity, with the extra attention paid to the development of the course partnering program. The personal attention faculty received helped foster relationships between MUET and the U, as well as enhancing curriculum development. In approaching year two, USCPAS-W will be looking to codify the trainings and procedures introduced in year one to ensure that as new faculty are brought on they are also receiving the same level of training and attention.


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C. Component 3: High quality applied research

Shaping the Research Agenda

[REDACTED] of the University of Utah was tapped to serve as the Chair of the Research Committee and to serve as liaison between the U and MUET research groups. [REDACTED] worked with the other members of the executive committee, the PMU, and MUET faculty over the course of missions to Pakistan, stakeholder meetings, research workshops, and email exchanges. These efforts were the first steps in defining the research agenda, led to the creation and launch of the research grant program, and outlined the two major joint projects for USPCAS-W. In order to focus on research that will benefit Pakistan as a whole, special effort was taken to look at the wider water picture in Pakistan throughout the decision making process. Not only was faculty involved, but also a special stakeholder session was held. This session presented research ideas and took feedback on where the Center’s should focus to achieve the highest level of impact. The event had decent local participation, mostly representing the Sindh provincial perspective. While this and other conversations helped set out some initial direction, we believe that research will be the primary focus of year 2. Overall the research enterprise will be launched in year two with activity directed towards flagship projects and joint research projects funded by USPCAS-W. Research capacity will be enhanced through training workshops and research exchanges to U.S. institutions. Proposals for external funding will be submitted and student thesis research will be initiated. A framework for archiving and disseminating research products will be instituted to support collaboration among those in the Pakistan water research community and to elevate the visibility and reputation of USPCAS-W. Research Grant Program

With the involvement of [REDACTED] (University of Utah), the PMU, and MUET, policies and procedures were created for a small grant program and the first call for proposals went out in fall. This program will help fund research focused on water issues within Pakistan, as well as encouraging collaboration between institutions within Pakistan and collaboration with U.S. universities. The initial call received 31 proposals, primarily from institutions within Pakistan. There were initial concerns with the quality of the proposals being received, but follow up was conducted with the most promising projects to encourage revisions so that an initial group could be funded early in year two. Continued efforts are being made to refine the grading codex for projects to better pull in the types of projects that USPCAS-W wants to fund. A decision was made to continue a rolling process for accepting new applications with a review when an adequate number of proposals are submitted. Joint Research Projects

An outline of the Pakistan Water Development Report (PWDR) was drafted, with a plan of completing the first report towards the end of 2016. This report will be produced biennially by USPCAS-W. It will be the Center’s flagship report, and benefit from results and analyses of several research projects to be implemented by the Center and its partners. Each report will be produced under a specific theme that will also direct the planning and implementation of Center’s overall research agenda. The theme chosen for the first edition of the PWDR is “Meeting the SDG on Water” due to the importance being assigned to this topic in public discourse. The first edition is hoped to serve as the main reference document detailing the baseline situation of water-related issues in Pakistan. While targeting all stakeholders, especially policy makers, researchers and water managers, the report will:

• describe the current state of water resources and water sector;

• provide comprehensive analysis of key issues and challenges;

• provide updated data, statistics and analysis on a range of water-related issues;

• propose options for meeting the SDG on water;

• and contribute towards shaping the future policy and research agenda. The report will consist of several chapters. Each chapter will include boxes on best practices, case studies, graphical presentations, photos, etc. In addition to some background information (such as Pakistan’s water Crisis, sectoral challenges, and water governance), each chapter will be aligned to a specific target agreed under the water SDG,


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including a section on “the way forward.” This outline is expected to go through several iterations, so at this point it may be viewed as work in progress. Deadline for completing this round of the report is end of 2016. The goal of the Indus River Decision Support (IRDS) project is to develop capacity to investigate science-engineering-policy issues in the Indus River System. This particular project is something that the MUET faculty are very passionate about and is highly relevant to the region. This project will include data compilation and informatics in hydroclimate data collection, geographic information systems (GIS), and database development. New observations and data will be collected in the areas of water quantity and quality, as well as looking at automated vs. field sampling. Model building will be done using WEAP and other software that MUET faculty were trained on during a previous mission or will be trained on in the future. External Funding

Over the course of the first year, four proposals were submitted for external funding. MUET submitted two of these with assistance from the U, while the U also submitted two proposals that involve faculty from MUET. Two have been funded (one from MUET and one from the U), one has been declined (from MUET), and one is still pending (from the U). As the research agenda begins moving forward in year 2, as well as more faculty are given a chance to interact between MUET and the U over the course of faculty exchanges and training missions, more opportunities for collaboration are expected which will also give more opportunities to seek external funds. Research Roadblocks and Opportunities

USPCAS-W faculty at MUET were largely hired on this year and are first time faculty without existing research agendas or experience. As such, the research program was largely developed from scratch, along with delays as work was begun on the new lab facilities being built at MUET. However, opportunities were taken during missions to Pakistan to offer both trainings in research as well as to help define research groups and goals. With a plan to focus deeply on research in year 2, the center is well positioned to make large strides forward in research.


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D. Component 4: Exchanges Develop Exchanges Program

Preliminary budgets for the exchange program were outlined in Q1. As expectations were refined by USAID, it was determined that the number of exchanges to be funded were higher than anticipated from interpretations of the request for proposals. Consequently, a budget revision exercise was conducted to re-allocate project funds to support the goal of 200 exchanges, as well as work between MUET and the U on how to share costs to best benefit the program and participants. In the fall, applications were opened for the first round of faculty exchanges. Faculty applied, 7 chosen initially and given feedback to refine their proposals. Final count included 3 women and 1 man coming to the U and 2 men going to CSU. The final faculty of the 7 was delayed to a future exchange due to Visa issues. Student exchanges set to begin in fall, with first round of applications beginning in February. Exchanges Roadblocks and Opportunities

Progress on the exchanges was mostly positive and steady. The only major catch was budgeting, which was resolved with a reallocation of funds. The project also is looking at other potential funding sources to further assist with the cost of exchanges. Year 2 will include faculty exchanges in spring and fall, as well as the first cohort of students in the fall. By starting with a smaller faculty group, the project will be able to refine the process and be better prepared to manage 25 students in the fall along with faculty.


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E. Component 5: Sustainability Plan Senior Advisory Board

The senior advisory board (SAB) was formed with experts at the University of Utah as well as experts in Pakistan. The Pakistani members of the group were recruited after conversations with industry and the private sector in Pakistan. The group began meeting in Q2. In August, the SAB hosted a dinner with the visiting MUET delegation where they were updated on the initial progress on the project as well as being given a chance to ask questions. The group asked the senior advisory board to focus attention on recommendations for gender equity, business and community involvement, and technical issues revolving around the Indus Basin. The SAB has received monthly email updates, as well as direct involvement in areas where they could offer assistance and expertise. TVC Collaboration

In the first quarter of the year, an initial meeting was held at the U to discuss the state of TVC at MUET and possible ideas for collaboration. With these recommendations, TVC was included in the December workshop with a representative from the TVC group at the U leading workshops and participating in a larger seminar in Karachi. This also offered many opportunities for one-on-one discussions and set a positive tone for improving TVC not only at MUET, but throughout the university system in Pakistan. Faculty Development

Beyond helping faculty develop new curriculum and research ideas, USPCAS-W also worked to develop the faculty professionally. Workshops were offered on grant writing, technical tools, and other areas. Evaluation forms were introduced along with the Faculty Activity Report (FAR) to help track faculty performance and guide improvements in the future. Sections of the teaching boot camp also went beyond the classroom to look at mentoring and other roles that faculty will fill and how to better perform in those areas. Sustainability Roadblocks and Opportunities

With a focus geared toward launching the project, several sustainability goals were pushed back into year 2, including a report on the status of sustainability in higher ed in Pakistan, the water sustainability network, the alumni database, and the endowment fund. However, through events and individual meetings connections have started being made that can be leveraged to help create the water sustainability network, as well as tying MUET more closely to the water sector in Pakistan. Interest was also expressed by the U and other groups within Utah in finding ways to extend the relationship beyond the initial five years. These partnerships will offer a solid foundation to build the sustainability of the center over the coming years.


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F. Component 6: Gender Equity and Diversity Gender Policy at MUET

Over the course of year 1, multiple gender workshops and discussions were held both in Pakistan and at the University of Utah. Over the course of these dialogues, USPCAS-W openly discussed gender issues in Pakistan, as well as in STEM fields around the world. A major first step was seen as drafting a gender policy statement. The first draft was completed in June, and further opportunities were taken to circulate it amongst both members of USCPAS-W as well as other stakeholders in Pakistan. In early November, a final stakeholder consultation was held. The result of this meeting was a series of broad principles and guidelines that were adopted at MUET as a Gender Equity Policy, with approval from the MUET Syndicate. Housing a campus wide Gender Policy puts MUET in a leading position on the topic of gender equality among public sector universities in Pakistan. With this policy, MUET hopes to serve as a model for other universities to adopt. With this groundwork in place, year 2 will focus on ensuring the policy is implemented, recruiting more women faculty, staff and students, and building out a women’s resource center at MUET. Recruitment of Female Staff, Faculty , and Students

Recruiting female staff, faculty, and students for USPCAS-W has been a challenge. Existing systemic issues within Pakistan – combined with Jamshoro being considered an undesirable location – seem to have contributed to the low number of women applying and taking the qualifying exam (15 females versus 330 males), which in turn contributed to the low female enrollment of only 13 out of 50 total students. However, although this falls short of the USPCAS-W goal of 50% women enrolled in the program, it is up from the 15% female enrollment rate at MUET overall. Although four female faculty members were hired, only three had been retained by the end of the year. All three of these women will be participating in the spring exchange program at the University of Utah. With these initial successes, the passing of a gender policy statement, and an increased focus on recruitment efforts in year 2, it does seem that we will continue to push this objective forward in a positive way. The faculty and staff of the project are already increasing outreach and recruitment activities, as well as looking for other avenues to increase interest and diversity within the project as we approach the application process for year two. Gender Equity and Diversity Roadblocks and Opportunities

Beyond the above stated issues with the recruitment of women, there was also a low level of admission from outside of Sindh province. USPCAS-W is addressing this with an increase in outreach activities, as well as leveraging the specific advantages of this project (i.e. the exchanges to the U), to draw in candidates from further afield in year 2. Efforts are also being made to set up some summer learning courses that may allow those from a more diverse background to get up to speed and be successful in the program.

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50%

100%

HID IWRM EngEng

Gender Breakdown

Male Female


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G. Program Communications Year 1 Summary

Communications efforts for USPCAS-W largely began in April with the hiring of a communications specialist at the U. From that point, the Center was quickly able to launch a website along with supporting social media. The project has been able to leverage the website as an introductory portal for the project, as well as keeping stakeholders and interested parties informed of the ongoing work within the project. As the project continues, additional materials are continuing to be added, as well as refinements made based on feedback and on user interactions with the website. In addition to the website, USPCAS-W produces regular e-blasts with project updates, relevant news stories, and upcoming events. This email currently goes out to over 150 individuals with an average open rate over 50%. This touch point also offers an opportunity for stakeholders to respond with questions, comments, or feedback about the state of the project. USPCAS-W has also been successful in generating press with over 30 news stories. While the majority of the press has been in Pakistan, response has also been positive on the U.S. side with coverage from 7 local news sources, including a feature as part of a water series on the local NPR station. Several blog-posts about the project have been picked up by other groups within the U, as well as shared via water news sources on twitter and various news aggregation sites interested in water and Pakistan. The Center has engaged closely with the communications team at the U to continue looking for story ideas to pitch going into year two, as well as opportunities to feature the project within other departments and organizations on campus. Initial flyers, branded items, and other printed materials have been well received. First year materials focused on refining the message and introducing the project to outside parties. In year 2, it is expected that many of these items can be refined and expanded on, starting with a glossy publication that can be shared with stakeholders and potential partners. Communications Roadblocks and Opportunities

Delays in staffing and some of the uncertain timelines during the launch hindered certain efforts. With appropriate staff online at both universities, coordination is increasing and the centers are better situated to move forward with a shared vision and direction. Year 1 also brought challenges in establishing branding that correctly and adequately represents both USAID and the partnering universities. By working with USAID and marketing departments within the universities, many of these questions have been answered in the first year and proper lines of communication have been established for resolving additional questions as they arise in the future of the project.


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IV. CONCLUSIONS AND GOALS FOR 2016 The first year of USPCAS-W was highly successful in laying a strong groundwork across the six major components, which will position the centers for continued success in year two. Initial assessments of the technical and leadership capacity at MUET for this project were a point of concern. However, top officials at MUET have been very willing to listen to direction from the U and assist in pushing forward policies and action items that were necessary in establishing the center. Also, the excitement and dedication of the team at the U has been instrumental in driving the project forward. In particular, those faculty members who have travelled to Pakistan have gained a much greater appreciation for the importance of the project and a better sense for the people we are working with. Between the missions to Pakistan, the delegations that have visited the U.S., and interactions through the course partnering program and other initiatives, this year has been vital to building one-on-one relationships between faculty in the U.S. and Pakistan. We believe that those relationships will be one of the most valuable commodities in continuing to build the capacity of the center in year 2. The senior advisory board is making plans to have members travel to Pakistan as a follow up to the effectiveness of getting faculty to visit Pakistan. This will help further relationships as well as deepening the commitment of those individuals. The research component will move into high gear in year two with activity directed towards flagship projects and joint research projects funded by USPCAS-W. Research capacity will be enhanced through training workshops and research exchanges to U.S. institutions. Proposal for external funding will be submitted in increased numbers and student thesis research will be initiated. A framework for archiving and disseminating research products will be instituted to support collaboration among those in the Pakistan water research community and to elevate the visibility and reputation of USPCAS-W. The project management team is also looking to leverage the capacity developed at MUET in year one to move additional responsibilities back to MUET. While having the PMU step in to support MUET has been highly effective, it is important to slowly draw back that support so that MUET learns to manage independently. In USPCAS-W also plans to create a water sustainability network in year two. While organizations exist in Pakistan in both the university and other spaces, no comprehensive network ties all of these intuitions together. By building out this network, USPCAS-W intends to better distribute research, ideas, and enhance educational programs to better serve on the ground realities in Pakistan.


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V. M&E YEAR END UPDATE Major Successes

Table 1 (below) summarizes the major success of Year 1. Perhaps the three most stand-out achievements were (1) the launching of MS and PhD programs in three fields: Environmental Engineering; Hydraulics, Irrigation and Drainage; and Integrated Water Resources Management; (2) the consensus-building around creating the enabling conditions necessary for continuous improvement of curriculum and research; and (3) the establishment of the Center as a model for broader university-wide changes at MUET, as exemplified by the successful scaling-up of the Center’s Gender Equity Policy to the entire campus. These achievements were due in no small-part to the effectiveness of the U’s PMU as well as the enthusiastic support of MUET’s Vice Chancellor.

Table 1. Year 1 By the Numbers

Go

vern

ance

• 1 PMU established at MUET, with 3 key personnel

• 9 New regular faculty hired at USPCAS-W-MUET, bringing total to 13 regular faculty, of whom 3 (23%) are women

• 1 Faculty Activity Report (FAR) completed by CASW-MUET faculty

Cu

rric

ulu

m

• 6 New/Revised MS and PhD programs (in 3 disciplines: IWRM, EnvEng, and HID) launched Fall 2015 at MUET

• 50 Regular students in Fall 2015 cohort

• 15 Fall 2015 courses developed under mentorship of 15 U.S. faculty

Re

sear

ch

• 2 Flagship research projects identified through collaborative process

• 31 Research proposals received in response to MUET RFP

• 2 Research proposals received in response to U RFP

Exch

ange

s &

Trai

nin

g

• 3 Missions to Pakistan, for approximately 5 weeks of on-the-ground interaction and training

• 12 Different team members traveled to Pakistan to deliver workshops and network with MUET colleagues

• 13 MUET regular faculty participants in Mission workshops (plus MUET’s PMU Staff and occasional additional interested participants)

Sust

ain

abili

ty

• 3 Major stakeholder consultation events

• 5 MOUs concerning USPCAS-W signed by MUET

• 5 Universities across Pakistan visited during outreach effort, with approximately 800 students reached

Gen

der

• 26% (13/50) female student enrollment

• 23% (3/13) female regular faculty

• 1 Campus-wide Gender Policy Statement adopted by MUET (1st public sector university in Pakistan to do so)

Building Relationships In terms of less tangible but nonetheless important achievements, the building of relationships was a major element of Year 1. The Missions – of which there were three (June/July, August, and December) – were successful not only because they provided special trainings and stimulated important conversations (e.g., around gender equity, water governance, and TVC) but also because they contributed to the building of meaningful relationships between the U and MUET teams. In other words, the impact of the Missions transcended short-term capacity-building and included the less quantifiable – but perhaps more crucial to project success – rapport-building that is foundational to any genuine partnership.


15

However, although interpersonal relationships are critically important for research collaborations, in order to ensure the long-term sustainability of the partnership between the Centers, an institutional relationship must be nurtured as well. The August visit of MUET’s Vice Chancellor and several Deans for the Signing Ceremony for the MOU between the U and MUET was a good starting place, but additional attention will need to be given in subsequent years. The high-level networking that has begun between the Center and major national-level players in water, policy, and higher education is helping to set the stage for the Center to serve as a kind of “higher education innovation incubator” for best practices in higher education and applied research. Major Challenges

The successes of the first year were not all easy-to-come-by. Indeed, the first year witnessed a great deal of dynamic

strategizing as the team learned more about the local context (e.g., Jamshoro is a small community and fairly isolated

from major cities which presents a challenge for recruitment of top candidates from outside of Sindh), encountered

structural obstacles (e.g., MUET’s existing university incentive structure does not seem to adequately encourage and

reward research activity), and reformulated initial plans to better reflect most pressing capacity building needs (e.g.,

quality of curriculum and teaching, given that 50 students had enrolled in newly launched graduate degree programs

and many of the new faculty hires had never taught classes before).

Additional challenges are many, but can be summarized: the baseline level of MUET faculty capacity for research, teaching, and mentoring (of graduate students) was very low – and administrative capacity in terms of student outreach and recruitment, developing a vibrant internship program, and providing research development support was also quite low. Developing a strategic vision and identifying viable paths for fundraising seem to be areas that need some support. However, the MUET faculty and administrators have demonstrated an interest in seeking out some ways to fundraise (e.g., offering fee-based trainings to water sector professionals). They have also been receptive to suggestions to improve outreach efforts (e.g., visiting 5 universities across Pakistan to speak to some 800 students about the USPCAS-W). The challenge, as the U Deputy Director has articulated, is to have MUET step up to take the lead on more and more of the joint activities such that they are able to sustain them once the project ends. An area of particular challenge that relates to the baseline levels problem: how to secure not only cursory interest from the private sector but real monetary investment? It is likely that this will come only after the USPCAS-W’s research program becomes well-established and respected – and when people in Pakistan begin to recognize the quality of the Center’s faculty, and perhaps most importantly, the quality of the Center’s graduates. This is all contingent on ensuring quality of the faculty, which in turn is constrained by the current perceptions of MUET and the limited appeal of working in Jamshoro. Thus the recruitment and retention problem seems interconnected with the private sector support problem – and both will affect the long-term sustainability prospects for the Center. Perhaps due to prioritizing the establishment of the new degree programs in Year 1, not much attention was devoted to market research or stakeholder consultations to identify the qualities that local employers are actually seeking. Although moving quickly to establish the degree programs will help ensure the achievement of the project’s target of 250 graduates, it could also mean that graduates may not be as well-placed in the job market as they otherwise might be. In order to address this, attention should be directed in Year 2 to market analysis and curriculum reform to ensure high employability for the graduates. An important caveat to the preceding statement is that if the assumption is that Pakistan needs not only skilled employees to fit into existing employment niches but also entrepreneurial innovators who can create new jobs, then there may be curricular space for programs that deviate somewhat from standard employer expectations. One area that does not seem to have been prioritized is the recruitment of “economically disadvantaged” students. Although the Center has struggled with recruitment of qualified students of any background, the recruitment of qualified female applicants seems to be receiving special consideration whereas the recruitment of economically disadvantaged students is not so much.


16

Finally, communication and coordination among team members, particularly across U-MUET, are ongoing challenges. The U PMU has played an integral role in overcoming these challenges, but Year 2 should take steps to further improve in this area. Learning and Adapting

The U team has demonstrated a willingness to learn and adapt as necessary to succeed in achieving the project goals. In general, the project goals seem to be understood by core team members as being about more than simple metrics about number of graduates or number of exchanges: it is the quality of these experiences that matters. For if these experiences are not well-tailored to the specific capacity building needs of individuals, then they will fall short of fostering the long-term change that will build a top-notch reputation for USPCAS-W and help sustain it post-USAID-funding. To better support these efforts, a Revised Monitoring & Evaluation Plan is being collaboratively developed with MUET and will be presented to USAID in Year 2 for approval. This Revised Plan is organized to better reflect the project’s underlying theory of change and to emphasize indicators of output and outcome quality as well as sustainability.


17

Table 2. Indicator summary for Year 1 M&E NOTE: “Outputs” refer to what we anticipate that MUET will accomplish as a result of the capacity-building efforts of the U. “Activities” refer to the specific capacity-building actions the U will take to help MUET accomplish these outputs. Underlined outputs are those also being monitored by CASW, MUET. Yellow highlights indicate USAID’s MSF Indicators for MUET as of June 2015. Workshop = an instructional period of time, generally involving active participation by faculty participants, with a defined goal/outcome. DD = Deputy Director E&T = Exchanges and training M&E = Monitoring and evaluation TVC = Technology and venture commercialization CPP = Course Partnering Program (to be renamed “Course Development Mentoring Program” in Year 2) NA = Not applicable because target/deadline does not correspond to Year 1 goals and activities OR data have yet to be collected TBD = A target needs to be set Achieved = Life-of-project target has been achieved already (and must be maintained)

Year 1 (2015) Performance Monitoring

Narrative Summary Indicators Data Sources Target (LoP) Progress to Date

End-of-Year Remarks

Component 1: Establishment of Governance Structures

Output 1.1a Establishment of governing bodies for CASW

(i) Establishment of Board of Governors CASW announcement, ToRs, meeting minutes

1 Achieved

(ii) Establishment of Steering Committee

CASW announcement, ToRs, meeting minutes

1 NA Board of Governors will also act as Steering Committee for sake of efficiency.

(iii) Establishment of Council for Research and Policy


1 0 It is recommended that some attention be focused on this during Year 2.

(iv) Establishment of Curriculum Advisory Council


1 0

Output 1.1b CASW strategic and operational plans established

CASW governing bodies’ approvals (yes = 1; no = 0)

Meeting minutes, CASW announcements

1 0

U

Act

ivit

ie

s

1.1.1 Support MUET CASW’s visioning and strategic planning process

(i) Number meetings or workshops focused explicitly on strategic planning

Agendas, concept notes TBD 1


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(ii) Number of stakeholder consultation seminars (Note: this value reflects the total number of stakeholder seminars)


1.1.2 Support MUET CASW’s development of good governance practices

Number of meetings or workshops focused on governance-related issues


1.1.3 Support the development of M&E for MUET CASW

Percent of quarters for which M&E materials and data were exchanged between U and MUET

100% Email records, meeting notes

75% Some materials and data were exchanged, but better protocols for regular data sharing remain to be established. This will be an M&E priority for Year 2.

1.1.5 Establish PMU at CASW Staffing needs fulfilled DD’s assessment Yes (Quarterly)

Yes Caveat: The Technical Advisor was not in residence for much of 2015, but by the end of 2015 was in residence and committed to stay through Spring 2016.

1.1.6 Carry out end-of-year survey to identify ways to improve U’s support for MUET CASW’s governance and other project components

Survey carried out annually Completed surveys 100% response rate

NA Survey was not administered during December (however, workshop evaluation surveys were administered). This general feedback survey will be refined in collaboration with the USPCAS-W, MUET M&E Specialist for administration in Year 2.

Component 2: Curriculum Advancement

Output 2.1 New and revised curricula (i) Number of universities/TTIs offering new degree and graduate programs

HEC 1 Achieved Students began classes in new degree programs at MUET on Sept 1, 2015

(ii) Number of new courses that feature a modern, relevant Pakistan-centric curriculum that meets international standards

Offered at MUET 20 15 Additional new courses will be offered in Spring 2016. (Correction: previous QPR indicated 16 new courses, but a data quality check revealed that one of these courses was the same but being offered in two different programs.)

(iii) Number of students graduating from CASW in field of Water

Degrees verified by HEC/MUET

250 NA Students will begin graduating in Spring 2016. (But 50 students enrolled for Fall 2015.)

2.1.1 Assess curriculum and teaching capacity-building needs

List of capacity- building needs Survey of MUET faculty As needed 1


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U A

ctiv

itie

s 2.1.2 Develop Course Partnering

Program (CPP) (i) Percent of semesters for which pairing of faculty for course mentors completed

List of paired names and ToRs for faculty involved in CPP

100% 100%

(ii) Satisfaction of USPCAS-W faculty with CPP

“Hot wash” (i.e., focus group)

100% satisfaction

NA “Hot wash” protocol will be designed and implemented in Year 2 to solicit feedback from participants in Course Partnering Program to improve delivery.

2.1.3 Help arrange consultations with external stakeholders to support curriculum development

Number of stakeholder seminar consultations concerning curriculum

Meeting agenda, concept notes

TBD 1

2.1.4 Conduct curriculum workshops

Number of curriculum workshops Agendas, concept notes TBD 1

Output 2.2 Improved pedagogy i) Number of US supported CASW tertiary education programs / post-graduate programs that include experiential and/or applied learning opportunities

(i) Verification from HEC about the programs

8 6 HID, IWRM, and EnvEng began enrolling students in MS and PhD programs in Fall 2015. WASH MS will launch in Fall 2016, and WASH PhD after that. Correction: the LoP target has been changed from previous QPR to count each degree program (MS and PhD) separately; so LoP is now 8 rather than 4.

(ii) Survey of graduates 100% reporting that their programs included experiential and/or applied learning opportunities

NA Exit survey will be administered during final semester of study for students

ii) Positive teaching evaluations by students, MUET faculty peers, and faculty in CPP

Teaching evaluations by students and faculty peers

100% of CASW faculty receive positive evaluations

[REDACTED] Note: Positive evaluations defined here as 80% rating or better.

U A

ctiv

itie

s

2.2.1 Conduct teaching workshops

Number of teaching workshops Agendas, concept notes, minutes

TBD 2

2.2.2 Faculty in CPP share and/or help develop examples of experiential learning activities

Average number of experiential learning activities shared/ developed through CPP

Survey of faculty in CPP TBD NA


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2.2.3 Faculty in CPP assess teaching of MUET CASW faculty

Percent of courses taught by MUET CASW faculty assessed through CPP

Assessment reports 100% 64% Not all mentors in CPP completed their assigned teaching assessments by the end of Year 1. Recommendation: follow-up with mentors to encourage completion of assessment.

Output 2.3 Establishment of policies and protocols for continuous improvement of teaching and learning

(i) Number of new policies for continuous improvement of teaching and learning

Approval of CASW Board of Governors

TBD 0 Although the FAR was introduced during the December Mission, it has not yet been adopted as a policy for the Center.

(ii) Program reviews conducted by MUET CASW

Program review shared with U CASW

In year 3 and year 5

NA

2.3.1 Conduct workshops on assessment of teaching and student learning

Number of assessment workshops Agendas, concept notes TBD 1

Component 3: Applied Research

Output 3.1 CASW research agenda, including flagship projects, established

Research agenda approved by Board of Governors

CASW announcement, meeting minutes

TBD Achieved

U A

ctiv

itie

s

3.1.1 Help organize stakeholder seminar consultations to solicit feedback on research priorities and the research-policy interface

Number of stakeholder seminar consultations for research agenda-setting

Agenda, concept notes, list of invitees

TBD 2 This is not mutually exclusive of 1.1.1(ii).

3.1.2 Conduct research meetings and workshops with U and MUET CASW faculty to explore research possibilities and identify priorities, including flagship projects

Number of meetings and workshops focused on identifying research priorities

Agenda, concept notes, minutes

TBD 2

Output 3.2 Establishment of USPCAS-W research grant program

Number of U.S.-host country joint development research projects

Confirmation from CASW and US counterpart (in case of joint projects)

50 0 Small grants program was launched in Fall 2015 but by end of Year 1 had yet to make any funding decisions. Note: Although the U has stated a target of 50, MUET’s target is stated as 10. It will be necessary to come to a common understanding of what “joint development” means and thus what the target is.


21

U A

ctiv

itie

s 3.2.1 Provide feedback on grant

application process to ensure clear selection criteria and peer review, as well as adequate advertisement

(i) Selection criteria and review process established

ToRs of Award Committee, RFP advertisement online

TBD Achieved Note: Due to low numbers of applications, the RFPs and selection process will be revised.

(ii) Number of applications received Application records TBD 31 from MUET RFP 2 from U RFP

Output 3.3 External funding for research

Number of external research grants received

Award letters 22 0

U A

ctiv

itie

s

3.3.1 Conduct grant writing workshops

Number of grant writing workshops conducted

Agenda, concept notes, meeting minutes

TBD 1

3.3.2 Build searchable database of funding opportunities

Searchable database created (achieved = 1; not achieved = 0)

Database TBD 0

Output 3.4 Student involvement in CASW research

Percent of CASW students involved in research

Student survey 100% every time surveyed (i.e., annually)

NA Recommend to USPCAS-W, MUET M&E Specialist that a student survey be administered for feedback about their experiences, including research involvement.

U A

ctiv

itie

s

3.4.1 Conduct meetings or workshops to help MUET faculty identify ways to involve students in research

Number of meetings or workshops conducted on ways to involve students in research

Agenda, concept notes, minutes

TBD 2

Output 3.5 Dissemination of research (i) Number of research papers published by CASW faculty

Faculty Activity Report 15 NA Note: although this information was solicited through the Faculty Activity Report in December 2015, a cross-check will be carried out prior to reporting.

(ii) Number of international and national conferences conducted by CASW

Conference programs 7 (5 national) 0

U

Act

ivit

ies 3.5.1 Conduct workshops on

“how to get published,” “peer review process”, etc.

Number of publication workshops Agenda, concept notes TBD 0 Note: Although not a “publication” workshop per se, but a relevant one nonetheless: the Writing Boot Camp carried out during December Mission.


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3.5.2 Provide support for conference organizing

TBD TBD TBD NA

Output 3.6 Improved research infrastructure and library resources

Number of improved or newly constructed facilities for staff and research in CASW

Physical inspection 1 new campus building (including 7 labs and 1 library)

0

U A

ctiv

itie

s

3.6.1 Help MUET CASW faculty identify equipment and materials needed

List of items recommended for purchase

List of recommendations FY1Q4, annually thereafter

NA Although no formal, comprehensive list has been prepared, many suggestions have been made informally.

Component 4: Exchanges and Training

Output 4.1 Student and faculty exchanges

Number of host-country individuals who completed USG-funded short term training or exchange program involving higher education institutions

TrainNet records, certificates of completion

200 0 First faculty exchanges will occur in Spring 2016; first student exchanges will occur in Fall 2016.

U A

ctiv

itie

s

4.1.1 Work with MUET CASW to develop training programs

Program details (i.e., schedules, application process, selection criteria, assessment protocol, etc.)

Up-to-date program details available (Y/N)

Every semester, beginning Spring 2016

Yes, for faculty First faculty exchanges will occur in Spring 2016; first student exchanges will occur in Fall 2016.

Output 4.2 Improved water-related technical skills/ knowledge of MUET CASW faculty

Percent of faculty reporting improved technical skills or knowledge

Workshop evaluations, self-reported assessments

All workshops receive positive reviews

Yes However, as noted in detailed memo to Executive Committee, some workshops received better ratings than others. Suggestions were made for ways to improve future workshops.

U A

ctiv

itie

s

4.2.1 Conduct short training workshops at MUET focused on particular water-related technical skills/ knowledge

Number of short training workshops at MUET focused on particular technical skills/ knowledge


Output 4.3 Scholarships provided to students/ participants

(i) Number of CASW graduates who received CASW-funded scholarships

Accounting and finance records of CASW

250 (28 PhDs) NA No graduates until 2017. 50 students are currently enrolled and receiving scholarship funding from MUET.


23

(ii) Number of participants receiving scholarships that come from economically disadvantaged areas

Degree course completion certificates

125 NA Data beyond geographic district were not collected during the application process → should be rectified in next cycle.

(iii) Number of students and faculty receiving US-funded scholarships to attend US Partner University

Certificates from the U issued to participants

200 0 Will begin in Fall 2016.

U A

ctiv

itie

s

4.3.1 Work with MUET CASW to develop scholarship program

Program details (i.e., application process, selection criteria, etc.)

Up-to-date program details available online


NA Note: All USPCAS-W students will receive scholarships, so this activity has been determined to be unnecessary.

Output 4.4 Student internships established in the private sector

Number of CASW students placed in internships with private sector entities

Interviews/ placement notification and letters

125 0 Recommendation: identify an internship liaison at USPCAS-W, MUET who can assist with placing students in internships.

U A

ctiv

itie

s

4.4.1 Work with MUET CASW to develop internship program

Program details developed (i.e., application process, selection criteria, etc.)

Up-to-date program details available online


NA Recommendation: identify an internship liaison at USPCAS-W, MUET who can assist with developing and administering internship program.

Component 5: Sustainability Plan

Output 5.1a Secure funds for CASW operations independent of donor or public financing

Amount of funds raised by CASW from commercial activity, private sector

CASW Finance Department confirmation

1 million USD 0 Recommendation: devote more effort during Year 2 to networking with private sector. See also the analysis in main M&E text above.

Output 5.1b Establishment of public-private partnerships and global development alliances

(i) Number of partnerships between US and CASW that address development needs

MOUs 5 1 U-MUET partnership was formally recognized during August 11th MOU Signing Ceremony.

(ii) Number of public-private partnerships and global development alliances established

MOUs 5 0 Recommendation: devote more effort during Year 2 to networking with private sector.

U A

ctiv

itie

s 5.1.1 Arrange meetings with relevant organizations/ businesses to discuss partnerships

Number of meetings held with relevant organizations/ businesses

Agenda, concept notes, minutes, stakeholder registry

TBD TBD Note, however, that informal networking occurred during the International Workshop on Entrepreneurship, Technology, and Institutional Sustainability in Higher Academia.


24

5.1.2 Collaborate with MUET CASW to submit proposals for external funding of CASW operations

Number of external funding proposals submitted

USPCAS-W records, proposal submission confirmation letter

10 (at least 2 per year)

4

Output 5.2 Establishment of sustainability plan

Sustainability plan approved by Board of Governors

CASW announcement, meeting minutes

Within 18 months

NA

U A

ctiv

itie

s

5.2.1 Help draft and revise strategy/policy recommendations for building program sustainability

TBD TBD TBD NA

Output 5.3 Establishment of Water Sustainability Network

Number of participants (individuals and organizations) in Network

Network registrations TBD 0 Many contacts have been made, but no formal Network established yet.

U A

ctiv

itie

s

5.3.1 Create water knowledge portal for sharing knowledge and building capacity

Water knowledge portal created URL and site map Within 12 months

0

5.3.2 Develop digital marketing and communication

(i) Number of eNewsletters eNewsletter archive Monthly, beginning June 2015

7

(ii) Number of website page views Website records TBD 7,366 Website was launched May 12.

(iii) Number of Facebook page likes Facebook page TBD 238

5.3.3 Coordinate with existing networks and reach out to key players in water sector at national, regional, and international levels

Number of other networks and key players contacted

Records of correspondence, meeting minutes, stakeholder registry

TBD NA

Output 5.4 Technology and venture commercialization

(i) Number of patents submitted and received

TBD TBD 0

(ii) Number of CASW graduates who became entrepreneurs/ open businesses

Alumni survey 20 NA


25

U A

ctiv

itie

s 5.4.1 Conduct meetings and

workshops on TVC Number of TVC meetings and workshops

Agendas, concept notes, minutes

TBD 4 Two workshops were held during the December Mission, including one with over 100 stakeholders.

Component 6: Gender and Diversity Plan

Output 6.1 Increased enrollment/ participation of women and those from economically disadvantaged backgrounds

Percent of female (a) students and (b) faculty in CASW

Program records (a) 50% (b) 50%

(a) 26% (b) 23%

Due to some attrition in enrollment, the percentage of women is now higher than originally thought for Fall 2015 (fortunately all women students were retained). Similarly, there was some fluctuation in terms of faculty (now 3 out of 13 regular faculty are women).

Percent of economically disadvantaged students

Program records 50% NA Students were not required to submit information about economic status when they applied.

U A

ctiv

itie

s

6.1.1 Work with MUET CASW to partner with local organizations to design and implement outreach efforts to recruit potential women and economically disadvantaged students and faculty

Number of local outreach programs established to inform, engage, and recruit women and economically disadvantaged students and faculty

TBD TBD 0 No formal partnership yet established, but an outreach event was conducted at 5 Pakistani universities, reaching approximately 800 students.

6.1.2 Help MUET CASW solicit external funds for scholarships and other incentives targeted at women and economically disadvantaged students

Amount of external funding for scholarships acquired

TBD TBD 0

6.1.3 Support MUET CASW to establish retention programs for women and economically disadvantaged students, staff, and faculty

Number of retention programs for women established

TBD TBD 0

Output 6.2 Gender Equity Plan established at MUET CASW

Gender Equity Plan approved by relevant decision-making bodies at MUET (achieved = 1; not achieved = 0)

Announcement, meeting minutes

By end of 1st year

Achieved


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U A

ctiv

itie

s 6.2.1 Consult with female faculty

and students about the kinds of support they would like to receive while at MUET and provide feedback on draft gender equity policy recommendations

Number of consultations held with women students and faculty during drafting process

Agenda, concept notes TBD 1

Output 6.3 Institutional and network support established for encouraging participation of women and economically disadvantaged students and faculty

Percent of CASW women and economically disadvantaged students and faculty involved with at least 1 new support program at MUET

Survey or interview 100% NA Survey has not yet been administered.

U A

ctiv

itie

s

6.3.1 Help design a Women’s Resource Center at MUET

Establishment of Women’s Resource Center

CASW announcement, web URL, office space and staff hired

By end of 2nd year

NA

6.3.2 Establish partnerships with other women’s organizations (e.g., Utah Women of Water, The Society of Women Engineers)

Number of partnerships with other women’s engineering organizations

TBD TBD 2

Output 6.4 Inclusion of gender issues in CASW curriculum and research programs

Evidence of inclusion Course syllabi, readings and assignments; research topics/ questions, publications

All common courses

NA Recommendation: U.S. mentors should make note if their mentees courses incorporate gender issues/themes.

U A

ctiv

itie

s

6.4.1 Help MUET CASW faculty identify specific gender issues that could be incorporated into curriculum and research

Number of meetings and workshops addressing gender mainstreaming in the curriculum and research

Agendas, concept notes, minutes

TBD 1 Recommendation: U.S. mentors should make suggestions to their mentees about ways to incorporate gender issues/themes.


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VI. YEAR END FINANCIALs [REDACTED]


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