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SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: ECON
Program: BA, BS, MA, MA (concentration in Applied Economics)
College: COSS
Website: www.sjsu.edu/economics
x_ Check here if your website addresses the University Learning Goals.
http://www.sjsu.edu/economics/Academic_Programs/
Program Accreditation (if any): none
Contact Person and Email: matthew.holian@sjsu.edu
Date of Report: 6/1/2014
Part A
1. List of Program Learning Outcomes (PLOs)
Program Learning Outcomes (BA & BS programs)
1. MICROECONOMICS. Hallmarks for the principles and intermediate level include:
Incentives Matter (law of demand; law of supply; rational decision makers weight marginal costs versus marginal benefits; the power of self-interest)
Opportunity Costs (sunk costs; production possibilities; the free-lunch fallacy; tradeoffs in consumption and production; gains from interpersonal & international trade; comparative advantage)
Supply and Demand (understanding the S&D model as a representation of individual choices in exchange based on individual preferences, knowledge and circumstances; ability to examine current events using S&D tools; movement versus shift; welfare analysis.)
Intermediate Microeconomic Theory Assessment: analysis of student answers to multiple choice and essay problems
2. MACROECONOMICS. Hallmarks for the principles and intermediate level include:
Comparative Advantage (specialization and the gains from trade; globalization) Macroeconomic Measures (real versus nominal calculations; components and concept
of GDP; components and concept of unemployment figures; calculation of inflation) Macroeconomic Models (circular flow; monetary and fiscal policy; the market for
loanable funds & interest rate determination; the demand and supply of money & price level determination)
Intermediate Macroeconomic Theory
Assessment: analysis of student answers to multiple choice and essay problems
3. METHODS. Broadly defined to include, for example, analytical mathematics, analytical narratives, case study, computational, historical, statistical methods.
Assessment: analysis of student attempt to use at least one methodology to answer a sophisticated economic problem, for example in a research report.
4. SPECIALIST AREA. History / Development International / Finance Policy Economics Quantitative Methods (emphasized for B.S. program)
Assessment: analysis of exams or term papers where students attempt to demonstrate mastery of at least one specialist area within economics, for example by being able to describe the historical development of thought in the field, relevant microeconomic and macroeconomic theory, and important sources of data.
5. COMMUNICATION. How to apply economic reasoning about topics of practical
interest to citizens, firms, governments, and other institutional and social groups, through spoken and written outlets.
Assessment: Students are graded on written and oral projects; the emphasis is on the quality of delivery rather than mastery of theory and methods.
Program Learning Outcomes (MA & Applied MA programs)
1. MICROECONOMICS. Know basic models at a deep enough level to enable one to teach introductory college microeconomics, and to be conversant in advanced microeconomic concepts.
Assessment: Analyze results from comprehensive exam, section I (201 & 104)
2. MACROECONOMICS. Know basic models at a deep enough level to enable one to teach introductory college macroeconomics, and to be conversant in advanced macroeconomic concepts.
Assessment: Analyze results from comprehensive exam, section II (202)
3. METHODS. Broadly defined to include analytical mathematics, case study, computational, statistical and other established techniques.
Assessment: analysis of student attempt to use both analytical methods and data analysis to answer a sophisticated economic problem, in comprehensive exam, section III (205A)
4. SPECIALIST AREA.
History / Development International / Finance Policy Economics Quantitative Methods (emphasized for Applied M.A. program)
Assessment: analysis of the following Section II and III Comprehensive exam questions: 200, 232 & 121 (Policy), 235 & 139 (Financial Economics), 212 (Development / History), 203 (Quantitative Methods).
5. COMMUNICATION. Be able to conduct research relevant to problem solving in
various settings and for different clients/partners; Develop professionally as practitioners with skills in contracting, project management, and budgeting, as well as the ability to communicate (emphasized for M.A. program).
Assessment: Analyze final reports submitted in Policy Analysis Workshop (205B)
2. Map of PLOs to University Learning Goals (ULGs)
B.A./B.S. Economics
ULG 1 (Specialized Knowledge)
ULG 2 (Broad Integrative Knowledge)
ULG 3 (Intellectual Skills)
ULG 4 (Applied Knowledge)
ULG 5 (Social & Global Responsibilities)
PLO 1: MICROECONOMICS X
PLO 2: MACROECONOMICS X
PLO 3. METHODS. Broadly defined to include, for example, analytical mathematics, analytical narratives, case study, computational, historical, statistical methods.
X
PLO 4. SPECIALIST AREA. History / Development, International / Finance, Policy Economics, Quantitative Methods (emphasized for B.S. and Applied M.A. programs)
X
PLO 5. COMMUNICATION. How to apply economic reasoning to topics of practical interest to citizens, firms, governments, and other institutional and social groups, through spoken and written outlets.
X X X X
3. Alignment – Matrix of PLOs to Courses
The table below is current through Spring 2014.
Course to PLO matching
A version of the table presented below containing Course Learning Objectives is available at:
http://www.sjsu.edu/economics/Academic_Programs/Course_Learning_Objectives/index.html
Course Program Learning Objective
ECON 001A: Principles of Economics: Macroeconomics 2
ECON 001B: Principles of Economics: Microeconomics 1
ECON 002A: Principles of Macroeconomics Online Lab 2
ECON 002B: Principles of Microeconomics Online Lab 1
ECON 003: Economic Statistics 3
ECON 100W: Writing Workshop: Economic Reports 5
ECON 101: Microeconomic Analysis 1
ECON 102: Macroeconomic Analysis 2
ECON 103: Introduction to Econometrics 3
ECON 104: Mathematical Methods for Economics 3
ECON 106: Managerial Economics 4
ECON 107: Introduction to Environmental Economics and Policy 4
ECON 108: Topics in Cost-Benefit Analysis 3
ECON 109: Analysis of Economic Issues for Teachers 1
ECON 112: Economic Development 4
ECON 113A: Economic History of the U.S. and Canada 4
ECON 113B: Economic History of Europe 4
ECON 121: Industrial Organization 4
ECON 132: Public Finance 4
ECON 135: Money and Banking 4
ECON 136: International Economics 4
ECON 137A: Fundamentals of Corporate Finance 4
ECON 137B: Topics in Corporate Finance 4
ECON 138: Business and Economic Forecasting 3
ECON 139: Principles of Investments 4
ECON 141: Law and Economics 4
ECON 151: Labor Economics 4
ECON 158: Economics of Entrepreneurship 4
ECON 160: Public Regulation of Business 4
ECON 165: Regional Economics 4
ECON 166: Urban Economics 4
ECON 190A: History of Economic Thought 4
ECON 195: Computer Applications in Economics 4
ECON 200: Seminar in Law and Economics 4
ECON 201: Seminar in Microeconomic Analysis 1
ECON 202: Seminar in Macroeconomic Analysis 2
ECON 203: Seminar in Econometric Methods 3
ECON 204: Seminar in Mathematical Economics 3
ECON 205A: Economic Decision Making (Quantitative Economic Analysis for Public Decision-
Making) 3
ECON 205B: Workshop in Policy Analysis 5
ECON 206: Managerial Economics 4
ECON 212: Seminar in Economic Development and Institutions 4
ECON 221: Industrial Organization 4
ECON 232: Seminar in Public Finance 4
ECON 235: Seminar in Monetary Theory and Policy 2
ECON 236: Seminar in International Trade and Finance 4
ECON 250: Seminar in Labor Economics 4
4. Planning – Assessment Schedule
Assessment Schedule, FA2012-SP2016: For each program, assess one PLO per year, starting with PLO1.
5. Student Experience
Our PLOs are communicated to students on our departmental website and course syllabi. Student
feedback is considered in the creation of the PLOs.
Part B
6. Graduation Rates for Total, Non URM and URM students (per program and degree)
see tables on next page
7. Headcounts of program majors and new students (per program and degree)
see tables on next page
8. SFR and average section size (per program)
see tables on next page
9. Percentage of tenured/tenure-track instructional faculty (per department)
see tables on next page
6. Graduation Rates for Total, Non URM and URM Students by Program
Entering % Grad Entering % Grad Entering % Grad
Total 14 50.0% 39 53.8% 22 45.5%
URM 4 50.0% 6 50.0% 2 0.0%
Non-URM 9 55.6% 24 54.2% 17 41.2%
Other 1 0.0% 9 55.6% 3 100.0%
1st Fr. UG Transf New Creds 1st Grads UGs Creds Grads UGs Creds Grads
28 51 0 23 163 0 26 242 0 49
14 24 0 0 86 0 0 124 0 0
14 27 0 0 77 0 0 118 0 0
0 0 0 23 0 0 26 0 0 49
Grads : 3 Year Graduation
Rates
Fall 2007 Cohort Fall 2010 Cohort Fall 2010 Cohort
BS
Academic Programs
Economics
First-time Freshmen: 6
Year Graduation Rates
New UG Transfers: 3 Year
Graduation Rates
BA
Fall 2013
New Students Cont. Students Total
MA
Note: URM = African-American, Hispanic, and Americam-Indians; Non-URM = White and Asian/Pacific Islander; Other = Other and Foreign
7. Headcount of Program Majors and New Students by Programs and DegreeNote: 1st Fr. = First-time Freshmen; Transf = Transfer Students; UGs = Undergraduate Students; Creds = Credential Students; Grads = Graduate Students
Economics DegreeTotal
Student to
Faculty Ratio
(SFR)
Average
Headcount per
Section
33.1 36.0
38.9 45.2
30.5 31.7
11.8 13.2
% Tenured/Prob Tenured Temp Lecturer Probationary
57.3% 5.035 5.752 2.687
Fall 2013
Economics
Fall 2013
Course Prefix Course Level
Total
Lower Division
Upper Division
Graduate Division
9. Percentage of Full-time Equivalent Faculty (FTEF) for tenured/tenure-track instructional faculty by Department
ECON - Economics
8. SFR (Exhibit 3) and Average Headcount per Section (Exhibit 2) by Course Prefix
Part C
10. Closing the Loop/Recommended Actions
We have undertaken a major reorganization of all of our programs over the last year.
Building off the success of the department’s existing four-unit class, most 100-level courses have been
changed from 3-unit courses to 4-unit courses. The goals of this curriculum change are improved
attainment of student learning objectives, and courses that explore topics at greater depth. We’ve also
renamed some of our courses and modernized their descriptions, and fine-tuned their prerequisites.
These changes will go into affect in Fall 2014.
We also modified the graduate program. In Fall 2014 we will propose a new course, ECON 203a:
Economic Research Methods. We will also rename an existing course as ECON 203b, thereby creating
an implicit methods sequence. With this change we have clarified the connection between our course
numbering and PLOs; for example, our PLOs are: 1.) Micro, 2.) Macro, 3.) Methods, 4.) Area of
Specialization and 5.) Communication. After this renumbering, our core courses are 1.) ECON 201:
Micro theory, 2.) ECON 202: Macro theory, 3.) ECON 203a and Econ 203b (Economic Research Methods
and Econometric Methods, respectively), 4.) a variety of field courses, and 5.) ECON 205: Policy
Workshop, which will be registered with GS&R as satisfying the GWAR (writing requirement).
Thus the numbering of our graduate course courses is now in line with the numbering of our PLOs.
11. Assessment Data
We conducted in-class surveys in 13 upper-divisional classes, covering almost 400 students, to
determine baseline hours spent on homework and on various assignment types. We plan to repeat
the survey next Spring to see whether our curriculum modifications (the change from 3 to 4-unit
classes) had a measureable effect on hours spent on coursework.
Table of Summary Statistics, whole sample Variable Obs Mean Std. Dev. Min Max
hours_work 383 16.56658 11.69643 5 45
hours_family 383 13.25065 10.12073 5 45
hours_homework_typical 383 15.70496 9.532208 5 45
gpa 382 3.10733 0.49796 1.75 3.75
hours_homework_this_course 381 2.203412 1.153354 0.5 4.5
hours_reading_course 379 1.284301 0.89447 0.25 3.5
hours_writing_course 378 0.925265 0.944517 0.25 3.5
hours_problem_course 376 1.245346 0.870715 0.25 3.5
hours_online_course 373 0.960456 0.877557 0.25 3.5
The Appendix to this document contains coding details and the survey instrument.
12. Analysis
It is important to point out that “hours spent on homework” can be measured in various ways in this
survey. First, by “hours_homework_typical”, which is question 6 on the survey (see Appendix).
However, some problems discovered after implementation with question 6’s wording suggests
caution in interpreting this variable. 1
A second variable that can be used for such a measure is “hours_homework_this_course”, which is
question 8 on the survey. Here we see the average student in our sample spends 2.20 hours outside
of class. In non-reported results, we find that the average time spent outside of class is highest for
Econ 100w at 3.75 hours. The minimum values are 1.6 and 1.7 respectively.
A third possibility is to add together the time spent reading, writing and problem solving. This is
arguably a crude method that excludes other forms of studying, and also which may double count
time (i.e. some problem solving may involve reading.) In any case, analyzing this third variable, we
see that the average student in our sample spends 3.5 hours reading, writing and problem solving.
Looking at individual classes, two classes are above 5 hours based on this third measure, while the
minimum average value is 2.32.
After the move to four-unit courses, students should increase the amount of time spent on
homework per class. How best to accomplish this will differ from class to class, but analysis of the
survey data implies some general suggestions. First, looking at total time spent reading, writing and
problem solving, only one class spends more than a third of the time on writing (Econ 100w). It
appears there may be high marginal returns to adding more assignments aimed at achieving PLO5
(communication) in our classes.
Second, students on the whole do not spend much time online. The average student in our sample
spent less than one hour online per week. In individual classes, this average ranges from a high of
1.76 hours to a low of 0.589 hours spent online per week. Better utilization of SJSU’s learning
management system could facilitate greater time spent online. This time can be used with proven
pedagogical strategies such as using auto graded assignments to ensure students have read required
readings before coming to class. Thus, we do not suggest making students spend time online for the
sake of fulfilling credit-hour guidelines, but rather because it is likely that online tools can be used to
better achieve learning outcomes.
Finally, The CSU definitions of a credit hour2 specify that a “…‘credit hour’ is defined as ‘the amount
1 Respondents may have misunderstood this question. It was asked after two questions which asked about time
spent in categories in their entirety. This may have led respondents to answer the question about homework as posed here in the same way as the previous two, even though the question wording asked about a typical class. This may have introduced some response bias. See the Appendix for the survey instrument and question wording. 2 http://www.calstate.edu/acadaff/codedmemos/AA-2011-14.pdf
of work represented in intended learning outcomes…’” (emphasis added). Given our intention as
instructors is for students to master the material, and mastery is assessed through grading carefully
chosen assignments, one may conclude that the time spent on homework by the average student is
not the measure we should compare to the CSU standards. Instead, we arguably should be looking
at the amount of time a typical student would have to spend on homework to earn an A. We do not
have the data necessary to determine this figure, but we next present some suggestive evidence.
The average GPA in our sample was 3.1, and the average time spent on homework is 2.2 hours. The
table below shows the correlation among three variables:
Hours Worked Hours Homework GPA
Hours Worked 1.0000
Hours Homework (typical class) -0.0736 1.0000
GPA -0.1658 0.1345 1.0000
We see a negative correlation between Hours Worked and GPA, and a positive correlation between
Hours Homework (typical class) and GPA. Both of these signs are as expected. However both of
these numbers are small in absolute value, suggesting a weak linear relationship. Thus it might be
difficult to obtain a measure of intended learning outcomes like the one sketched above using this
data. In future assessment efforts, we hope to better understand the link between hours spent on
homework and grades. For now, we note that a third possibility for increasing effort from students
is setting standard higher (i.e. grading assignments more rigorously and using lower curves.)
13. Proposed changes and goals (if any)
As mentioned above, we plan to make changes to our graduate programs in FA14 which will make
the connections between our curriculum and PLOs clearer. We also plan to assess the impact of the
curricular change to four-unit courses which will go into effect in FA14.
To ensure student effort rises to meet the higher expectations of 4-unit courses, this report has
suggested that faculty consider:
1. Creating new writing assignments
2. Better utilizing our campus’ online Learning Management System
3. Increasing standards used to grade assignments
Indeed, faculty have already begun to consider these options. In May 2014 the Department of
Economics held a workshop on pedagogies which utilize Canvas. The data gathered through this
survey will be further analyzed and discussed in the Fall 2014 faculty meeting. Faculty will read this
report and prepare their Fall syllabi in part based on the preliminary results presented here.
The suggestions above won’t apply to all classes, but a review of the data discussed here suggests
they might apply to many of the courses taught in the Department of Economics.
Appendix: Coding syntax and survey instrument
Syntax:
recode q4 (1=5) (2=15) (3=25) (4=35) (5=45)
recode q5 (1=5) (2=15) (3=25) (4=35) (5=45)
recode q6 (1=5) (2=15) (3=25) (4=35) (5=45)
recode q7 (1=3.75) (2=3.25) (3=2.75) (4=2.25) (5=1.75)
recode q8 (1=.5) (2=1.5) (3=2.5) (4=3.5) (5=4.5)
recode q9 (1=.25) (2=.75) (3=1.5) (4=2.5) (5=3.5)
recode q10 (1=.25) (2=.75) (3=1.5) (4=2.5) (5=3.5)
recode q11 (1=.25) (2=.75) (3=1.5) (4=2.5) (5=3.5)
recode q12 (1=.25) (2=.75) (3=1.5) (4=2.5) (5=3.5)
rename q1 rank
rename q2 units_enrolled
rename q3 econ_u_enrolled
rename q4 hours_work
rename q5 hours_family
rename q6 hours_homework_typical
rename q7 gpa
rename q8 hours_homework_this_course
rename q9 hours_reading_course
rename q10 hours_writing_course
rename q11 hours_problem_course
rename q12 hours_online_course
Spring 2014 Curriculum Assessment Survey
Information and Instructions for Faculty
Instructions for implementing the survey:
There are two important aspects to implementing this survey. First, it is anonymous. Second, students should
indicate the Course number on the scantron form.
Anonymity is the most important of these two. We want students to answer truthfully, so please do not look at
their answers. To further assure anonymity, we would like for students to place their completed survey into the
provided envelope themselves.
Other than these two aspects of the survey, we believe implementing it should be self-explanatory. We have
tried to make this survey as easy as possible to implement. We suggest you follow the steps listed below:
1. Distribute one scantron form and one survey form to each student
2. Make the following announcement:
The Department of Economics is interesting in learning about student study habits. This survey is
anonymous and the results will only be used to inform curriculum planning and new course design.
Please DO NOT write your name anywhere on the survey or scantron form. However, please DO
indicate the course number in the section named Course I.D. on the bottom left of the scantron form.
Please indicate the course number there now. (Pause to give the students a moment to fill in the Course
ID.) The survey consists of 12 questions. Please note there is a front and back to the survey. When you
are finished, please bring your scantron form to the front of the room and place it in the envelope (Show
the students the envelope that we have provided to you.) You may recycle the survey form after placing
your scantron form in the envelope.
3. Submit the envelope with completed scantrons to the main office.
Purpose of Survey:
Please DO NOT explain the following to the students. You, however, may be curious about why we are
conducting this survey. As you know, the Department of Economics recently made major modifications to its
curriculum. Almost all 3-unit courses will become 4-unit courses starting Fall 2014.
We hope this curricular change will lead to improvements in student learning. However, among the challenges
we expect to face includes convincing students to put additional time and effort into the new four unit courses.
Other departments on campus that have moved to four-unit courses have noted that students initially did not
supply greater effort. Students, used to 3-unit classes, seemingly did not realize that expectations had been
raised, despite the best efforts on the part of faculty to impress this upon them.
Therefore, we are implementing this survey to establish a baseline of student effort in our courses. In addition,
we will use the information gathered from this survey to answer questions related to the amount of time students
dedicate to school, family and work, and the effect of time spent in these various areas on grades.
Your help is greatly appreciated. Thank you!
Spring 2014 Curriculum Assessment Survey
The Department of Economics is interesting in learning about student study habits. This survey is anonymous
and the results will only be used to inform curriculum planning and new course design.
First, we have a few basic questions about you.
1. Currently, what year are you?
a. Freshman or Sophomore
b. Junior
c. Senior
2. How many units of credit are you enrolled in at SJSU this (Spring 2014) semester?
a. 1-3
b. 4-6
c. 7-9
3. How many units of credit are you taking this semester in Economics Department classes?
a. 1-3
b. 4-6
c. 7-9
4. On average, how many hours per week do you spend in employment-related activities?
a. less than 10 hours per week
b. between 10 and 20 hours per week
c. between 20 and 30 hours per week
d. between 30 and 40 hours per week
e. more than 40 hours per week
5. On average, how many hours per week do you spend in family-related activities?
a. less than 10 hours per week
b. between 10 and 20 hours per week
c. between 20 and 30 hours per week
d. between 30 and 40 hours per week
e. more than 40 hours per week
6. On average, how many hours per week do you spend on outside-of-classroom activities (e.g. studying,
researching, etc.) associated with a typical SJSU course?
a. less than 10 hours per week
b. between 10 and 20 hours per week
c. between 20 and 30 hours per week d. between 30 and 40 hours per week e. more than 40 hours per week
7. Next, and of course anonymously, what is your current grade point average (GPA) for all the courses
you’ve taken at SJSU?
a. Between 3.5 and 4
b. Between 3 and 3.5
c. Between 2.5 and 3
d. Between 2 and 2.5
e. Less than 2.00
d. 12-15
e. 16 or more
d. 12-15
e. 16 or more
d. Graduate Student
e. None of the above
(If none of the above, leave blank)
____________
Next we have questions about specific Economics courses. Please be sure that you indicate the course
number on your scantron form. For example: in the section for Course I.D. write 101 for Econ 101 and
darken the corresponding circles.
8. On average, how many hours per week do you spend on all outside-of-classroom activities associated
with this course?
a. less than 1 hour per week
b. between 1 and 2 hours per week
c. between 2 and 3 hours per week d. between 3 and 4 hours per week e. more than 4 hours per week
9. In a typical week, what is the average time you dedicate towards reading per week in this class?
a. less than 30 minutes per week
b. between 30 minutes and 1 hour per week
c. between 1 and 2 hours per week
d. between 2 and 3 hours per week e. more than 3 hours per week
10. In a typical week, what is the average time you dedicate towards writing assignments per week in this
class?
a. less than 30 minutes per week
b. between 30 minutes and 1 hour per week
c. between 1 and 2 hours per week
d. between 2 and 3 hours per week e. more than 3 hours per week
11. In a typical week, what is the average time you dedicate towards problem solving and critical thinking
per week in this class?
a. less than 30 minutes per week
b. between 30 minutes and 1 hour per week
c. between 1 and 2 hours per week d. between 2 and 3 hours per week
e. more than 3 hours per week
12. In a typical week, what is the average time you spend online per week in this class, for any class-related
purpose?
a. less than 30 minutes per week
b. between 30 minutes and 1 hour per week
c. between 1 and 2 hours per week d. between 2 and 3 hours per week e. more than 3 hours per week
Thank you very much for participating in this survey!
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