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!