Weber State University Annual Assessment of Evidence … · Weber State University Annual...

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Economics Academic Year of Report: 2013-2014 Date Submitted: 11/15/2014 Report author: Doris Geide-Stevenson Contact Information: Phone: 801-626-7634 Email: [email protected]

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A. Brief Introductory Statement:

Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please indicate as much. No further

information is needed. We will indicate “Last Reviewed: [current date]” on the page.

If the information is not current, please provide an update:

Economics is a social science that provides general analysis of decision making where resource constraints are present. Economics

provides a logical framework that allows analysis of decisions on the personal, firm, societal and global level. Frequently, this analysis

is conducted by drawing on mathematical and statistical reasoning.

Students have a choice between a degree in Business Economics and General Economics with various emphasis areas. Students with a

bachelor's degree in Business Economics are generally prepared to take entry level jobs in any area of business, but are particularly

prepared for jobs that call for data analysis, pricing, purchasing, and report writing. Business economists are often employed in private

business firms in the financial, retailing, and industrial sectors. A degree in Quantitative Economics prepares students for graduate

studies in economics, but also for high-level analysis work as an actuary.

A degree in Economics is also regarded by graduate schools as excellent preparation for advanced work toward an MBA, advanced

degrees in other business related disciplines such as human resource management, public administration, finance, and international

business, and law.

http://www.weber.edu/portfolio/departments.html

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B. Mission Statement

Please review the Mission Statement for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last

Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update:

Mission Statement is current.


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C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as

“Last Reviewed [current date]”. No further information is needed.

If they are not current, please provide an update:

Measurable Learning Outcomes

Student learning outcomes are current.


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D. Curriculum

Please review the Curriculum Grid for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last

Reviewed: [current data]”. No further information is needed.

If the curriculum grid is not current, please provide an update:

Curriculum Map

Core Courses in Department/Program

Department/Program Learning Outcomes

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ECON 2010 Principles of Microeconomics E ECON 2020 Principles of Macroeconomics E E ECON 4010 Intermediate Microeconomics Theory E ECON 4020 Intermediate Macroeconomics Theory E ECON 3110 International Trade E E ECON 3120 International Finance and Monetary Arrangements E E ECON 3200 Money and Banking E ECON 4170 Development Economics E ECON 4550 Econometrics E E ECON 4970 Introduction to Research Methods E E ECON 4980 Research Methods E (A) E (A) A A A QUAN 2400 Business Calculus E QUAN 2600 Business Statistics I E QUAN 3610 Business Statistics II E


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E = Emphasized, A = Assessed Notea: Define words, letters or symbols used and their interpretation; i.e. 1= introduced, 2 = emphasized, 3 = mastered or I = Introduced, E = Emphasized, U = Utilized, A = Assessed Comprehensively; these are examples, departmental choice of letters/numbers may differ Additional Information (if needed) E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if the plan current, please indicate as much; we will mark the web page as “Last

Reviewed [current date]”. No further information is needed.

Program assessment within the economics department is focused on the Research Methods class (ECON 4980). This class is designed as a capstone experience class where students complete and present an individual research project. The economics department also administers the Test of Understanding College Economics (TUCE-4) in Micro and Macro-economics to graduating seniors who are enrolled in ECON 4980. Graduate exit surveys and syllabus analysis are conducted on at least a bi-annual basis to supplement the direct assessment results. General education learning outcomes are assessed via common exam questions that are embedded into the final exam of multiple sections taught by various instructors.

Overview of the Economics Program Assessment Plan Assessment Tool Assessment Objective Course and Frequency 1. Research Project ECON 4980

Learning Outcomes 1 and 2

ECON 4980 – each semester

2. Syllabus Analysis Opportunities for student research in preparation for the capstone experience class.

Annually


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3. TUCE - 4 (Micro and Macro)

Learning Outcomes 3 and 4

ECON 4980 – each semester

4. Subset of International economics questions on the TUCE

Learning Outcome 5 ECON 4980 – each semester

5. Common embedded exam questions

General education learning outcomes for the core area American Institutions (AI) and Social Science (SS).

ECON 1010, ECON 2010, ECON 2020, ECON 1740 (at least during one semester, either fall or spring)

F. Report of assessment results for the most previous academic year:

There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The critical pieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what the threshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) how those findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation.

a. Evidence of Learning: ECON 4980 Research Methods (undergraduate research and capstone experience as high impact learning)

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Evidence of Learning:

Measurable Learning Outcome Economics majors..

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Learning Outcome 1: Numerically literate and communication skill.

Measure 1: Rubric to evaluate the final research paper in ECON 4980

Measure 1: 80% of all students will meet or exceed expectations (score of 18+)

Measure 1: 76.5% of students met or exceeded expectations per rubric.

Measure 1: Only a subset of students took the introductory ECON 4970.

Measure 1: Starting Fall 2015, all ECON 4980 students will take ECON 4970.

Learning Outcome 2: Use of statistical methods.

Measure 1: Evaluation of the use of Methods in the final research paper in ECON 4980.

Measure 1: 80% of all students will meet or exceed expectations (score of 3 or higher)

Measure 1: 88% of all students scored 3 or above on the Methods section for their final research paper.

Measure 1: Students successfully demonstrated competence in the area of the use of statistical methods.

Measure 1: Faculty will continue to focus on projects in QUAN 3610 and encourage students to take econometrics.

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Learning Outcome 3: Use concepts of demand and supply to analyze current economic issues.

Measure 1: Standardized test to assess Principles of Microeconomics knowledge

Measure 1: The class average will be substantially above the national average.

Measure 1: The class average of 52.7% exceeded the normed national average of 42.6%. But scores were no higher than the previous year even though the student took the exam in class (to convey importance since it does not enter the grade).

Measure 1: Majors should, on average score higher on this national test.

Measure 1: The economics department will continue to monitor transcripts of international transfer students. In May 2015, WSU faculty will teach an additional principles economics course to students at Shanghai Normal. Transfer credits with Woongji will also be discussed.

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Learning Outcome 4: Use aggregate demand and supply to analyze current macroeconomic issues.

Measure 1: Standardized test to assess Principles of Macroeconomics knowledge

Measure 1: The class average will be substantially above the national average.

Measure 1: The class average of 56% exceeded the normed national average of 47.3%. But scores were no higher than the previous year even though the student took the exam in class (to convey importance since it does not enter the grade).

Measure 1: Majors should, on average score higher on this national test.

Measure 1: The economics department will continue to monitor transcripts of international transfer students. In May 2015, WSU faculty will teach an additional principles economics course to students at Shanghai Normal who plan to transfer to WSU in fall 2015. Transfer credits with Woongji will also be discussed. Content in ECON 4010 and 4020 will also be discussed among faculty.

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Learning Outcome 5: Identify costs and benefits of a global economy.

Measure 1: Subset of international questions on the micro- and macr-oeconomics exam.

Measure 1: The class average will be substantially above the national average and will be higher than for the entire exam since most students take at least 2 upper-level courses that deal with international subject matter.

Measure 1: The class average of 45% was lower than for the entire exam. Students did not perform well on the subset of multiple choice questions that cover international subject matter.

Measure 1: Students either do not take the test seriously (since it does not affect their grade) even though the test was taken in class under instructor supervision to convey that the department cares about the test. Or students have trouble transferring their knowledge from other classes.

Measure 1: The economics department will discuss this finding with instructors of the upper-level international classes.

Additional Information – Pass Rates of ECON 4980

Year Number of Students enrolled

Number of Successful Completions

Pass Rate

2007-08 8 5 62.5% 2008-09 16 13 81.25% 2009-2010 9 7 77.77% 2010 - 2011 33 28 84.8 % Fall 2011 5 4 80% Spring 2012 34 30 88% Fall 2012 12 11 91.7%

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Spring 2013 31 27 87.1% Fall 2013 11 7 63.6% Spring 2014 30 26 86.7 %

b. Evidence of Learning: General Education Classes ECON 1740

Evidence of Learning: Courses within the Major

Measurable Learning Outcome Students will…






Learning Outcome 1: AI General education Learning outcomes

Measure 1: Four common multiple choice exam questions administered in fall 2013 and spring 2014 (N = 68)

Measure 1: Students will score at 70% or above on questions related to AI learning outcomes.

Measure 1: Students in spring 2014 scored higher than students in fall 2013, and exceeded the threshold of 70% for 3 out of 4 questions.

Measure 1: Students mostly demonstrate competence.

Measure 1: The assessment will be refined and probably reformulated with a new faculty member taking over the teaching of this course.

Learning Outcome 2: Measure 1: (Ex. Results of standardized test)

Measure 1: (Ex. 85% of students will score at or above the national average)

Measure 1: (Ex. 90% of students scored above national average)

Measure 1: (Ex. Students successfully demonstrated competence; lowest average score was in

Measure 1: (Ex. Faculty agree to include review of transfer in all related courses; this outcome

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transfer of knowledge, where only 69% of questions were answered correctly

will be reassessed during next review

Measure 2:

Measure 2: Measure 2: Measure 2: Measure 2:

ECON 1740 - AMERICAN INSTITUTIONS LEARNING OUTCOMES and Assessment Questions Objective 1: The significant political, economic, and social changes in American history. 1. (47). Congress, worried that the Great Depression would resume following WWII, passed the Employment Act of 1946. This

legislation stated that

A. government would guarantee income security from cradle to grave

B. government would grow large enough to employ all those who couldn't find work in the private sector

C. the Federal Government should act to ensure maximum employment, production, and purchasing power

D. retraining and/or vocational education would be provided to unemployed workers free of charge

Objective 2: The major principles of American civilization, including the concepts of popular sovereignty, liberty, and equality. 2. (48). Free market institutions offer the potential for enhanced individual liberty; the freedom to think and choose without being

constrained by force or outside agency. But, without __________________ , liberty can be gradually eroded with an ever widening

array of laws, regulations, and rules. (fill in the blank)

A. frugality and thriftiness

B. free will/agency

C. God’s plan

D. individual responsibility

E. purposeful self-interest

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Objective 3: The institutions and practices of the government provided for in the United States Constitution. 3. (49) A great deal of discussion concerns the proper role of government in a market economy. Which of the following statements

best describes the lesson of history?

A. The best government is the smallest government.

B. Most reasonable economists conclude there is no easy answer. It is and will continue to be a matter of debate.

C. A large and active government is necessary to coordinate and guide the decisions of producers and consumers.

D. If we would just elect successful business leaders, the problems with government would be easily solved.

Objective 4: The basic workings and evolution of a market economy in the United States. 4. (50). Since 1973, the dependence on foreign oil occupied the nation's attention. Since then, politicians from both parties have argued that the U.S. needs to reduce her dependence on foreign oil. Economic history suggests the best way to reduce oil consumption in the U.S. is through A. careful and coordinated efforts to voluntarily reduce consumption B. military intervention in the Middle East C. higher oil prices D. environmental appreciation classes in school E. drill, baby, drill

Questions – ECON 1740 Percent Correct – Fall 2013 (N = 32)

Percent Correct – spring 2014 (N = 36)

1. 59.4 % 78% 2. 43.8% 70% 3. 75% 75% 4. 43.8% 52%

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c. Evidence of Learning: General Education Courses ECON 2010








SS Learning Outcome 1: Describe a social science approach to studying and understanding human behavior:

Measure 1: A set of 3 multiple choice questions on the final exam (N = 145), Fall 2013

Measure 1: 70% of students will correctly answer the questions.

Measure 1: More than 90% of students correctly answered Q1 and Q2, only 57% answered Q3 correctly.

Measure 1: Students mostly demonstrate competence.

Measure 1: Instructors will focus on the condition of profit maximization as it relates to different market structures.

SS Learning Outcome 2: Describe basic assumptions about humans and their behaviors from a social science perspective.



Measure 1: The average of correct answers exceeded 70% for all questions (71%, 96%, and 84%)

Measure 1: Students demonstrated competence for all questions in that area.

Measure 1: No specific action is necessary.

SS Learning Outcome 3: Apply a social science perspective to a particular issue and identify factors impacting change (past or present).



Measure 1: The average of correct answers fell below 70% for two questions (72%, 66%, and 56%)

Measure 1: Application of concepts remains the most difficult area for students.

Measure 1: Instructors will devote more time to practice applications.

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c. Evidence of Learning: General Education Courses ECON 2020 and ECON 1010 (not assessed in 2013-2014)

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G. Summary of Artifact Collection Procedure

Artifact Learning Outcome Measured When/How Collected? Where Stored? (i.e. Final Project Rubric) (i.e. end of semester) (i.e. electronic copies) (i.e. Chi Tester Outcome Report) (i.e. 2-3 times per

semester) (i.e. electronic format, chi tester warehouse)

Summary Information (as needed)

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Appendix A (Delete this page if it is not needed) Report of progress on ‘non-learning-outcome recommendations’ from previous 5 year program review (optional):

Date of Program Review:2012/2013 Recommendation Progress Description Recommendation 1 We recommend that some of the funds

generated by the program be used to hire a part- or full-time instructor to teach College and University service courses which provides release for regular faculty to teach more upper division courses required by the 2 + 2 students.

The department of economics has received funds to hire a new tenure-track faculty member. However, the department of economics has also taken on the role of providing all quantitative methods courses for the Goddard School and the ability to adequately cover upper-level economics courses as well as service and general education courses needs to be monitored.

Recommendation 2 We recommend the recognition of the Department’s 2 + 2 program as an important contribution to the College’s strategic plan for internationalization, as this would justify the flow of additional College resources and recognition to help ensure the flourishing of the program.

The program has not been recognized as part of the College’s strategic plan. However, the Department has designed a new curriculum in International Business Economics, with support of the College. This new program has been approved by faculty senate in November, 2014.

Recommendation 3 We recommend a department-wide discussion on curriculum and other issues (see Summary) and consider making available different paths through the curriculum to accommodate the needs of students who desire professional preparation in economics (emphasizing practically

The department has designed a new program in International Business Economics. This program gives students the option of choosing a newly created Internship class in lieu of the Research Methods class as their capstone experience. This program, as well as the similarly planned redesign

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applying theory) or academic preparation (emphasizing scholarly understanding of theory).

of the Business Economics program gives students a choice between professional versus more scholarly preparation. This program will be offered starting in Fall 2015.

Recommendation 4 We recommend that assessments be initiated going forward, perhaps in the form of graduating senior questionnaires, to assess students’ judgments of the quality of program advising.

Starting fall 2014, a new graduating senior survey will be implemented by the department of economics.

Recommendation 5 The committee recommends that the department, as part of the wide ranging discussions on curriculum and other topics, include discussions on how to work with career services and secure more (if necessary, unpaid) internship possibilities for students (also see G. Relationships with External Communities)

In November 2014, the Department planned and conducted a number of workshops for international students who are interested in obtaining a job in the United States. These workshops were conducted with the Career Services office. Preliminary discussions with career services regarding internship opportunities for Business and International Business Economics students have been initiated.

Recommendation 6 The committee was compelled by these reasons and recommends that the department engage in discussions which will address strategies to grow the number of domestic students.

By adding the International Business Economics program in fall 2015, the department hopes to attract a number of additional domestic students into the economics program.

Recommendation 7 We recommend that the chair update the faculty about the college-wide changes as frequently as possible including sending out minutes from the College executive committee, as well as other sources.

The Dean of the Goddard School regularly sends meeting minutes from the Executive Committee to all faculty in the college.

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Recommendation 8 The committee additionally recommends yearly meetings with adjuncts individually or collectively to review such topics as course evaluations, changes in curriculum, assessment goals and findings, and departmental expectations.

No progress on this recommendation.

Recommendation 9 The committee recommends the

Department to take steps leading to the

development of a departmental External

Advisory Committee.

No progress on this recommendation.

Recommendation 10 Although there are specific

recommendations for dealing with

particular short-term and long-term issues,

the committee recommends that the

Department begin a process to write a 5-

year strategic plan that will address

(among other topics) its mission,

curriculum, culture, pedagogy, faculty

roles and responsibilities, and

relationships with the career center.

While there is no formal strategic plan, departmental discussions have focused on strategies to increase the number of domestic students. These discussions have to continue with a large percentage of new faculty.

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Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Faculty Headcount With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

Full-time Tenured 9 Full-time Non-Tenured (includes tenure-track) 1 Part-time 5 With Master’s Degrees Full-time Tenured Full-time Non-Tenured Part-time 9 With Bachelor’s Degrees Full-time Tenured Full-time Non-tenured Part-time Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty Full-time Tenured 9 Full-time Non-tenured 1 Part-time 14

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Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? The department continues to question the preparedness of senior economics majors with respect to their ability to devise and complete an independent research project. This is evidenced by the low pass rate of the class in Fall 2013. The pattern that emerges with respect to students who do not pass or do not perform at the expected level is often that part of their inadequate preparation consists of relatively lower English proficiency than their more successful peers. Given the maturing of student advising and enrollment processes for the international transfer students, the economics department has become stricter in monitoring that students have completed all pre-requisites for ECON 4980. Specifically, upon enrollment students can now be kept back for not completing ENGL 2010 as early as possible. Also, starting Fall 2015, all students will have had to complete ECON 4970, a 1 credit Introduction to Research Methods course before enrolling in ECON 4980. Students who started under an older catalog might not show this course as required, but after one year of exceptions, the department will strictly enforce this pre-requisite and all students in the program have been notified. Another concern is the low level of performance on the national standardized test for micro- and macroeconomics by graduating seniors. Given that the performance on the exam did not enter the grade, the department will think about devising appropriate incentives to perform well on the test.

2) With whom did you share the results of the year’s assessment efforts? Assessment results were shared at a faculty meeting, but without discussion of changes. This discussion still has to take place, especially since the department has a number of first year faculty.

3) Based on your program’s assessment findings, what subsequent action will your program take? Planned changes are addressed in 1) already.

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