Program Review Topscode: 220400 Campus: Academic Year: 2011 Instructor: Mr. Dewey Heinsma Dean: Ms. Joyce Johnson Last Updated: 3/26/2012 6:00:12 PM Date Completed: 11/1/2011 10:48:57 AM Date Locked: 3/26/2012 6:00:12 PM Topic: 1.0 - Administrative Comments - Dean The administrative review concurs with the findings identified by the department chair. Topic: 0.1 - Strengths The MSJC Economics Department is a District-wide program. The primary goal of the department is to serve the transfer, business and general interest needs of its learners. Social science and business students often enroll in department courses to fulfill requirements or electives for certificated programs, AA/AS degrees, and four year degree programs. The primary strength of the department is its strong enrollment patterns, matriculation to four year schools, stable retention rates, block scheduling patterns, partnering with the Business Department, providing economic events for learners to attend, and its popularity among social science and business learners. In 2009, 24 sections were offered district-wide. Class room capacity ranges from 30 to 40 learners, with the average class size being from 25-40 learners. These ranges of enrollment averages include, SJC, offsite, and online environments. Online classes are in demand and represent 40% of the departments course offerings. Since 2002, the Economics Department has grown exponentially, specifically, from 153 learners in 2002 to 1551 in 2010. Thus, over a eight year period, the department has experienced growth of 913 percent. The department has been successful in establishing a math prerequisite that went into effect FA10. The result, FA10 and SP11 District wide success rates increased from an average of 59% to 72% while withdrawal rates decreased from an average of 22% to 14%. In addition, retention rates increased from an average of 76% to 86%. Moreover, the department has developed one of the largest economic course sections in the State of California. Additionally, the department continues to successfully develop new curriculum and work with the Business Department. As part of the Mt. San Jacinto College mission, the Economics Department strives to be accessible, innovative, and offer excellence in economic education and services to diverse, dynamic and growing communities both within and beyond traditional geographic boundaries. For example, the department has increased its number of online courses from 30% in 2008 to
40% in 2010. To meet economic and workforce development needs, the Economics Department provides students with economic education that leads to transfer, associate degrees and certificates. Topic: 0.2 - Opportunities and Challenges In spite of growing demand and rising student enrollment for economics, fiscal delay and budget cuts have deprived funds for an existing permanent position and recruitment for a full time economics position assigned to the San Jacinto campus. Moreover, based on the number sections District-wide, the estimated FTE faculty workload is 4. Thus, in order to maintain a vibrant and strong Economics Department, an adequate number of full-time faculty must be maintained and balanced throughout the District. Currently, there is one full-time faculty member in the District teaching at a workload rate of 127%, has the responsibility of coordinating, managing, and operating a program of more than 1500 students and seven Associate Faculty members. Nevertheless, the department continues to experience growth and with one full-time instructor overseeing four campus sites and an online program, the department could suffer; management of such a program will begin to stagnate with such limited resources. This continues to be one of the more severe and longstanding challenges, limiting the potential for growth and opportunities for the program and community. Topic: 0.3 - Plans for Improvement Hire three full-time faculty; provide faculty mentoring; further integration of the Economics Department with the Business Department Programs; maintain and sustain developing technologies in multi-dimensional learning environments; continue to grow the online market; grow programs to meet the community needs especially in the Temecula, Murrieta, Menifee, Beaumont, and Banning areas; maintain and sustain currency with regards to curriculum; provide new resources in the Library and Learning resource Centers; integrate local high schools and business communities; and solicit feedback from faculty, learners, and communities. Topic: 1.1 - Mission The mission of the Department of Economics is to support the mission of the Department of Business by: (1) provide and promote excellence in economic education through teaching and service; (2) prepare and equip learners for transfer to four-year colleges or occupational areas; and (3) educate and engage learners in scholarly activities to advance economic knowledge. Topic: 1.2 - Program Goals --> Ed Plan Offer new courses; increase marketing and awareness; develop and revise curriculum; introduce new technologies for multi- dimensional learning environments; maintain currency with developing technologies; hire two full-time faculty; improve learner success, retention, access, and achievement; provide new resources in the Library and Learning Resource Centers; and further integration of the Economics Department with the Business Department Programs. Topic: 1.3 - Curriculum Inventory ECON-201, Principles of Macroeconomics: (1) last revision, 2009; (2) offered FA11; (3) revision, 2015. ECON-201H, Principles of Macroeconomics: (1) last revision, 2009; (2) offered FA11; (3) revision, 2015. ECON-202, Principles of Microeconomics: (1) last revision, 2009; (2) offered FA11; (3) revision, 2015. ECON-202H, Principles of Microeconomics: (1) last revision, 2009; (2) offered: Never been offered; (3) revision, 2015. ECON-203, Introduction to Environmental Economics: (1) last revision, 2009; (2) offered, SP12; (3) revision, 2015. ECON-
299, Special Projects: deactivation, 2012 Topic: 1.4 - Major Activities/Highlights/Achievements 2008-Present (1) Completed curriculum for the Economics Honors program, Environmental Economics, Financial Management, Macroeconomics, Microeconomics, and AS-T for Business Administration; (2) established a math prerequisite for macro, micro, and Honors; (3) created, and implemented PLO's and CLO's; (4) major revisions and designs for the MSJC and CTE catalog pages; (5) major revisions and designs for economic brochures; (6) created and established Economic Forums; (7) sponsored Federal Reserve field trips; (8) established Economic Film Festivals; (9) co-authored mission statement for CTE (10) completed annual program review updates; (11) recruited and assisted in hiring of associate faculty; (12) department participation in the educational master plan for 2009-2016; (13) departmental participation in the Business Summit, 2010; (14) 86% of the teaching faculty uses Aplia educational technology; (15) expanded course offerings to TEC and San Goronio Pass Campus; and (16) online offerings have increased from 30% to 40% Topic: 1.5 - Results of Previous Program Review Continue to introduce new technologies for multi- dimensional learning environments; offer new courses and programs; develop and revise curriculum; hire three full-time faculty; improve learner success, access, retention, and achievement; provide new resources in the Library and Learning resource Centers; and further integration of the Economics Department with the Business Department Programs. Regarding the progress toward the department's CLOs, all macro students for SP11 have completed their assigned CLO's. All macro and micro students for FA11 have completed their assigned CLO's. The Department is waiting for elumen training to assess CLOs. From a District-wide perspective, significant progress has been made toward student success rates, withdrawals, and retention rates. For example, FA10 and SP11 success rates increased from an average of 59% to 72% while withdrawal rates decreased from an average of 22% to 14%. In addition, retention rates increased from an average of 76% to 86%. These improvements are attributed to an established math prerequisite: Intermediate Algebra (MTH-096) that went in to effect FA10. Topic: 2.1 - Faculty There are six associate faculty members that represent an estimated FTE faculty workload of 3.0 and one full-time faculty member. Topic: 2.2 - Support Staff There is a desperate need to provide more staff to support the Business, Economics, and CIS departments. As the Economics Department becomes more and more integrated with the Business Department, support staff will be in more demand. Currently, the staff position is inadequate to support three departments. Topic: 2.3 - Equipment Inventory and Issues Desktop and laptop computer systems. Laptop is dated and needs to be replaced. Computer monitors are dated and need to be replaced. Moreover, as the number of full-time faculty grows, more educational technology and equipment will be needed. Topic: 2.4 - Budget & Expenditures The economics budget has never been augmented. District-wide, the budget is $628.00.
Departmental expansion and inflationary factors have eroded the purchasing power of its budgetary monies since 1994. The Business Department has been very gracious and cooperative with allocating and sharing their resources with Economics Department. Topic: 2.5 - Commentary One identifiable strength is strong enrollment numbers. Average class enrollment and fill rates have consistently outperformed site averages especially at the Menifee Valley Campus. The economics program is likely to spur additional enrollment especially during an economic downturn. Thus, additional full-time and part-time instructors will be needed to meet enrollment growth and community demands. Without sufficient resources such as full-time faculty and educational equipment and technology (e.g., digital visual presenters), the Department's mission and student learning outcomes may suffer. As a result, learners may go elsewhere for their economic education. Topic: 3.1 - Enrollment at Census: Overall. Day, Evening Term Census Pct_of_ FA08 331 0.0158 FA09 347 0.0154 FA10 240 0.0121 SP09 338 0.0159 SP10 325 0.0152 SP11 188 0.0093 SU08 81 0.0223 SU10 44 0.0498 Topic: 3.2 - Average Class Size Term Census Avg_For_ FA08 41 20 FA09 38 22 FA10 34 22 SP09 42 21 SP10 46 23 SP11 31 22 SU08 40 17 SU10 44 25 Topic: 3.3 - Average Fill Rate: Enroll @ Census/Seats Offered Term Tops_Fill_Rate _Fill_Rate FA08 1.0344 0.7921 FA09 0.9639 0.8398 FA10 0.8571 0.8552 SP09 1.0563 0.7926 SP10 1.1607 0.8963 SP11 0.7833 0.857 SU08 1.0125 0.6231
SU10 1.1 0.8631 Topic: 3.4 - FTES Term TOPS_FTES Pct_of_ FA08 32.3 0.0123 FA09 34.5 0.012 FA10 23.8 0.0092 SP09 33.18 0.0126 SP10 32 0.0117 SP11 18.5 0.0071 SU08 7.22 0.017 SU10 4.53 0.0332 Topic: 3.5 - Commentary In spite of the loss of 227 students and four sections from a mandated math prerequisite in FA10, economic enrollment remains strong. Based on the census enrollment data from DSS and data provided by the Associate Dean of Research & Planning, District-wide enrollment has increased by 79% from 2004 to 2010. The department continues to experience growth and with one full-time instructor overseeing both campuses the program could suffer; management of such a program will begin to stagnate with such limited resources. The overall enrollment growth rate is 25% per year (refer to supplemental documentation). Note: There are some data errors in the data set provided in Bb resulting in no commentary for the listed program data samples. Topic: 4.1 - Success Rates: Percent (A,B,C,CR)/Census Term TOPS_Success_Rate _Success_Rate FA08 0.6314 0.666 FA09 0.755 0.649 FA10 0.7583 0.664 SP09 0.6893 0.672 SP10 0.6985 0.644 SP11 0.7872 0.658 SU08 0.8025 0.786 SU10 0.9091 0.75 Topic: 4.2.1 - Frequencies @ Census: Gender Enrollment Term Male Female FA08 205 124 FA09 221 119 SP09 208 123 SP10 184 140 Topic: 4.2.2 - Frequencies @ Census: Ethnicity Enrollment Term Hispanic Asian White African MiddleEastern NativeAmerican Other
FA08 85 51 145 20 1 1 28 FA09 52 32 119 20 0 4 19 SP09 94 34 145 25 2 3 32 SP10 58 23 97 14 0 0 25 Topic: 4.2.3 - Frequencies @ Census: Age Breakdown Term Age 1-17 Age 18-24 Age 25-34 Age 35-54 Age 55+ FA08 0 258 59 12 2 FA09 0 275 50 21 1 SP09 0 245 73 15 3 SP10 0 243 57 22 2 Topic: 4.3.1 - Success Rates: Ethnicity Term FA08 FA09 SP09 SP10 Hispanic 0.5647 / 0.6412 0.6923 / 0.6299 0.6489 / 0.6352 0.6034 / 0.6439 Asian 0.7255 / 0.7083 0.7500 / 0.6681 0.8235 / 0.7120 0.6957 / 0.6309 Topic: 4.3.2 - Success Rates: Gender White 0.6690 / 0.6994 0.8151 / 0.6939 0.7310 / 0.7140 0.8454 / 0.7023 African 0.5000 / 0.5290 0.8000 / 0.5674 0.4400 / 0.5650 0.7143 / 0.5409 Middle Eastern 0.8621 NA / 0.7045 0.7969 NA / 0.8095 Term Male Female FA08 0.7649 / 0.7129 0.6631 / 0.6693 FA09 0.7568 / 0.6874 0.7301 / 0.6638 SP09 0.7969 / 0.6967 0.7688 / 0.6610 SP10 0.7541 / 0.7195 0.7527 / 0.7011 Topic: 4.3.3 - Success Rates: Age Groups Term 1-17 18-24 FA08 NA / 0.9286 0.7435 / 0.7023 FA09 NA / 0.8929 0.7453 / 0.6809 SP09 NA / 0.8500 0.7853 / 0.6840 SP10 NA / 0.8667 0.7409 / 0.7136 Tops/ 25-34 0.7375 / 0.6590 0.7692 / 0.6614 0.8295 / 0.6582 0.7600 / 0.6960 Native American 0.0000 / 0.6141 0.6012 0.5928 NA / 0.5920 35-54 0.5000 / 0.6624 0.7500 / 0.6546 0.6522 / 0.6638 0.8462 / 0.7067 Other 0.5714 / 0.6800 0.7368 / 0.6861 0.6875 / 0.6854 0.6400 / 0.6799 Above 54 0.3333 / 0.6661 0.6978 0.7500 / 0.6894 0.6773
Topic: 4.4 - Retention Rates: (All Grades - W&MW)/(All Grades - MW) Term Tops Retention Retention FA08 0.8218 0.8552 FA09 0.8847 0.8629 SP09 0.8348 0.853 SP10 0.8558 0.8532 Topic: 4.5.1 - Retention Rates: Ethnicity (All Grades - W&MW)/(All Grades - MW) Term FA08 FA09 SP09 SP10 Hispanic 0.8235 / 0.8537 0.8654 / 0.8486 0.8737 / 0.8400 0.7458 / 0.8425 Asian 0.8824 / 0.8730 0.8750 / 0.8587 0.9412 / 0.8650 0.8696 / 0.8467 White 0.8138 / 0.8570 0.8992 / 0.8665 0.8163 / 0.8639 0.9175 / 0.8569 Tops African 0.8000 / 0.8144 0.8339 0.6800 / 0.8127 0.7857 / 0.8073 Middle Eastern 0.9310 NA / 0.7556 0.9375 NA / 0.8810 Native American 0.0000 / 0.8388 0.8488 0.8045 NA / 0.8343 Topic: 4.5.2 - Retention Rates: Gender(All Grades - W&MW)/(All Grades - MW) Term Male Female FA08 0.8000 / 0.8468 0.8629 / 0.8603 FA09 0.8643 / 0.8532 0.9244 / 0.8693 SP09 0.8333 / 0.8483 0.8387 / 0.8560 SP10 0.8595 / 0.8508 0.8511 / 0.8551 Other 0.7857 / 0.8625 0.8947 / 0.8659 0.7813 / 0.8505 0.8077 / 0.8584 Topic: 4.5.3 - Retention Rates: Age Groups (All Grades - W&MW)/(All Grades - MW) Term 1-17 18-24 FA08 NA / 1.0000 0.8256 / 0.8540 FA09 NA / 1.0000 0.8764 / 0.8640 SP09 NA / 0.9412 0.8226 / 0.8483 SP10 NA / 0.8974 0.8560 / 0.8555 Topic: 4.6 - Grade Distribution: Tops and Term Grade A Grade B Grade C Grade D 25-34 0.7797 / 0.8448 0.9400 / 0.8509 0.8630 / 0.8425 0.8814 / 0.8475 Grade F Grade 35-54 0.9167 / 0.8743 0.8571 / 0.8725 0.9333 / 0.8860 0.8636 / 0.8512 Grade Above 54 0.8808 0.8708 0.6667 / 0.8747 0.0000 / 0.8407 Grade Grade
FA08 FA09 SP09 SP10 CR NC W MW 0.3082 / 0.1994 / 0.1208 / 0.0423 / 0.1480 / 0.0030 / 0.0000 / 0.1782 / 0.0000 / 0.2847 0.2103 0.1398 0.0450 0.1302 0.0363 0.0077 0.1448 0.0001 0.2824 / 0.3084 / 0.1643 / 0.0403 / 0.0893 / 0.0000 / 0.0000 / 0.1153 / 0.0000 / 0.2935 0.2227 0.1389 0.0462 0.1134 0.0000 0.0000 0.1371 0.0000 0.3776 / 0.2212 / 0.0855 / 0.0324 / 0.1150 / 0.0029 / 0.0000 / 0.1652 / 0.0000 / 0.3022 0.2046 0.1328 0.0423 0.1213 0.0381 0.0091 0.1470 0.0002 0.2577 / 0.2791 / 0.1595 / 0.0491 / 0.1104 / 0.0000 / 0.0000 / 0.1442 / 0.0000 / 0.2987 0.2157 0.1357 0.0420 0.1175 0.0000 0.0000 0.1468 0.0000 Topic: 4.7 - Certificate and Degrees Awarded (4 Years) Term Certificates AA AS Topic: 4.8 - Commentary and Program Data Based on the census enrollment data from DSS and data provided by the Associate Dean of Research & Planning, District-wide student success rates have been volatile from 2004 to 2010, averaging 59%. However, progress has been noticeable for FA10 and SP11. District-wide student success rates for FA10 and SP11 have averaged 72%. Moreover, withdrawal rates decreased from an average of 22% to 14%. In addition, retention rates increased from an average of 76% to 86% (refer to supplemental documentation). These improvements are attributed to the established math prerequisite: Intermediate Algebra (MTH-096) that went in to effect FA10. Note: There are some data errors in the data set provided in Bb resulting in no commentary for the listed program data samples. Topic: 4.9 - Performance on Identified Student Learning Outcomes ECON-201 and ECON-201H, Principles of Macroeconomics: (1) Learners completed 3 CLOs, FA10 and 3 CLOs in FA11; (2) Department waiting for elumen training to assess CLOs.ECON- 202 and ECON-202H, Principles of Microeconomics: (1) Learners completed 3 CLOs, for FA11; (2) Department waiting for elumen training to assess CLOs. ECON-203, Introduction to Environmental Economics: (1) Learners will complete 3 CLOs in SP12. Topic: 5.1.1 - Resources: Faculty There are six associate faculty members that represent an estimated FTE faculty workload of 3.0 and one full-time faculty member. According to the Educational Master Plan (2009-2016), the Menifee Valley Campus () will need two additionally full-time faculty by 2015. Moreover, program enrollment and access is expected to rise to 801 students by 2015 and 1,027 for 2020. Number of sections are projected to be 24 by 2015 and 31 for 2020. Regarding the San Jacinto Campus (SJC), the Educational Master Plan (2009-2016) projects that one additionally full-time faculty will be needed by 2015 and another full-time faculty position by 2020. In SP11, program enrollment was 294 students which surpassed the projected figure of 276 for 2015 as reported in the Educational Master Plan (2009-2016). Number of sections are projected to be 14 by 2015 and 19 for 2020. In order to maintain a vibrant and strong Economics Department, an adequate number of fulltime faculty must be maintained and balanced throughout the District. The Economics
Department plans on back-filling the permanent SJC econ position and adding another full-time position on the by 2015. Moreover, it is the goal of the department to have four full-time econ positions by 2020: 2 positions at and 2 positions at SJC. Topic: 5.1.2 - Resources: Classified Staff There is a desperate need to provide more staff to support the Business, Economics, and CIS departments. As the Economics Department becomes more and more integrated with the Business Department, support staff will be in more demand. Currently, the staff position is inadequate to support three departments. Topic: 5.1.3 - Resources: Student Aides Future growth may necessitate a need for a departmental support staff. Topic: 5.1.4 - Resources: Supplies Supplies are sufficient. Topic: 5.1.5 - Resources: Equipment Equipment inventory for the department is inadequate at this time. The department does not have any educational technology equipment. With future growth and new faculty, equipment needs are likely to increase especially for educational technology such as digital visual presenters (e.g., Elmo's and Smart boards). Without such technology, learning outcomes may suffer. Topic: 5.1.6 - Resources: Facilities Facilities are sufficient. Topic: 5.2.1 - Program Content: Curriculum Development Increase its course offerings to include honors enrichment, environmental economics, and an AS-T in Business Administration have been met. Transfer enrollment to four year schools remains strong. In the future, an Economics Associate of Arts Degree for transfer may be offered. Additionally, a certificated program may be developed for a research analyst occupation. Slower than average job growth is expected, as the vast majority of bachelor s degree holders in economics find employment in closely related fields, such as business, finance, or insurance. Candidates who hold a master's or Ph.D. degree in economics will have the best employment prospects and advancement opportunities; some entry-level positions are available to those with a bachelor's degree. Quantitative skills are important in all economics specialties. Employment of economists is expected to grow more slowly than the average for all occupations. The demand for workers who have knowledge of economics is projected to grow faster, but these workers will commonly find employment in fields outside of economics, such as business, finance, or insurance. Job prospects for economists will be best for those with graduate degrees in economics. Employment of economists is expected to grow 6 percent from 2008 to 2018, which is slower than the average for all occupations. Demand for economic analysis should grow, but the increase in the number of economist jobs will be tempered as firms hire workers for niche areas with specialized titles. Many workers with economic backgrounds will work in related fields with more specific job titles, such as financial analyst, market analyst, public policy consultant, researcher or research assistant, purchasing manager, or a variety of positions in business and the
insurance industry. Overall employment growth also will be slowed because of the relatively high number of economists about 53 percent employed in declining government sectors. Employment growth should be fastest in private industry, especially in management, scientific, and technical consulting services. Rising demand for economic analysis in virtually every industry should stem from the growing complexity of the global economy, the effects of competition on businesses, and increased reliance on quantitative methods for analyzing and forecasting business, sales, and other economic trends. Some corporations choose to hire economic consultants to fill these needs, rather than keeping an economist on staff. This practice should result in more economists being employed in consulting services. Median annual wage and salary wages of economists were $83,590 in May 2008. The middle 50 percent earned between $59,390 and $113,590. The lowest 10 percent earned less than $44,050, and the highest 10 percent earned more than $149,110. In March 2009, the average annual salary for economists employed by the Federal Government was $108,010. Starting salaries were higher in selected geographical areas where the prevailing local pay was higher. In the Riverside- San Bernardino-Ontario areas, the number of job prospects for economics majors and related fields is promising. Employment and wage projections for the next six years will have average 30% (refer to supplemental documentation). Topic: 5.2.2 - Program Content: Pattern of Offerings Economic course patterns are designed to meet core requirements for the AA/AS degrees for transfer in Social & Behavioral Sciences, Business & Technology, and Environmental Studies. Additionally, economic courses meet core requirements for non-transfer. For example, A.A. in Social/Behavioral Science; A.S. in Business Administration ;and A.S. in Management/Supervision. Moreover, economic course patterns are designed for certificated programs such as Business Administration and Management/Supervision. Furthermore, effective FA12, it is projected that transfer patterns for Business and Economics will rise resulting from a new transfer degree: An AS-T for Business Administration. In the future, it is hoped that the integration of business and economic courses will provide consistent pattern offerings for our learners. Topic: 5.2.3 - Program Content: Student Access The Economics Department has partnered with the Business Department to create a new transfer degree: Associate of Science in Business Administration for Transfer (AS-T). ECON-201 or 201H, Principles of Macroeconomics and ECON-202 or 202H, Principles of Macroeconomics have been included in the core requirements for this new transfer degree. This articulated transfer major is designed to improve student progress and provide a successful pathway in the Business Administration area. The Economics Department's required core courses in the field of Business Administration are specifically designed to be transferable, prepare students for upper division studies, and fulfill the lower division requirements for a Business Administration or Economics degree in the CSU
system. Furthermore, the transfer (AS-T) degree will provide guaranteed admission with junior standing to the CSU system, along with a reduction in the number of unnecessary courses, thereby shortening the time for degree completion and reducing costs for our students. The result, increase student access for MSJC and the CSU System. The AS-T degree is consistently and directly related to the following established program learning outcomes with emphasis on measuring the proficiencies and readiness for transfer to the CSU system: 1. Analyze, apply, and communicate basic economic principles, policies, theories, models, and analytical methods in macroeconomics, microeconomics, and environmental economics. 2. Identify and solve economic problems, assess results, and determine alternative courses of action using various economic tools. 3. Analyze, evaluate, and synthesize different schools of economic thought from primary and secondary sources to resolve basic economic questions in a variety of economic systems. 4. Examine the relevant benefits and costs of domestic and international economic policy choices, recognizing arguments presented, and construct alternative policy outcomes. 5. Evaluate, analyze, and communicate private and public decision-making processes, contemporary and historical socio-economic issues, and the fundamental role that economic forces play in domestic and global economies. 6. Recognize economics as inextricably intertwined with politics and history, business and markets, governments and global economies, as well as social and cultural institutions. Topic: 5.2.4 - Program Content: Student Success Effective FA10, the Economics Department established a math prerequisite. The result, increased student success rates from 59% to 72% over the last two semesters. Other methods for improving student success rates includes supplemental instruction, tutors, and educational technologies. Topic: 5.2.5 - Program Content: Department Learning Outcomes 1. Analyze, apply, and communicate basic economic principles, policies, theories, models, and analytical methods in macroeconomics, microeconomics, and environmental economics. 2. Identify and solve economic problems, assess results, and determine alternative courses of action using various economic tools. 3. Analyze, evaluate, and synthesize different schools of economic thought from primary and
secondary sources to resolve basic economic questions in a variety of economic systems. 4. Examine the relevant benefits and costs of domestic and international economic policy choices, recognizing arguments presented, and construct alternative policy outcomes. 5. Evaluate, analyze, and communicate private and public decision-making processes, contemporary and historical socio-economic issues, and the fundamental role that economic forces play in domestic and global economies. 6. Recognize economics as inextricably intertwined with politics and history, business and markets, governments and global economies, as well as social and cultural institutions. The listed PLOs cover a broad scope of economic knowledge and skills which a learner is expected to gain from the course. Achievement of these outcomes may be accomplished through discussion questions, problem based learning scenarios, problem sets, exams, field trips, and any other ongoing economic activities. Whereas, course learning outcomes specify mastery of essential economic knowledge and skills. The listed course learning outcomes cover specific economic knowledge and skills which a learner is expected to master. Learners are assessed on the following economic competencies: 1. Learners will demonstrate the ability to know the difference between macroeconomics and microeconomics by producing a written short answer, citing examples for each. 2. Learners will demonstrate the ability to understand the importance of opportunity cost and economic reasoning by producing a written short answer, citing examples. 3. Learners will demonstrate the ability to correctly assess how a change in demand or supply can impact a market equilibrium price and quantity by producing a written short answer, citing an example. One strategy that the Economics Department uses to increase student success is web-based interactive homework designed to increase learner effort and engagement. The web-based interactive homework encourages learner effort by providing instant feedback and an incentive to "try and revise" as a means of improving learning outcomes. Learners receive immediate feedback on which questions they got right or wrong. Economic problem sets are randomize both quantitative and qualitative aspects of questions, allowing learners to get the practice they need through multiple attempts of core economic competencies. Each problem set covers one core concept, but each subsequent attempt of that problem provides learners with a question and answer that are different from previous attempts and different from the attempts of their classmates, reinforcing their efforts and helping them learn and become more proficient regarding core economic concepts. Rather than blindly guessing at questions until they reach the correct answer, learners learn from each attempt with the help of immediate, detailed feedback designed to improve learning outcomes on subsequent attempts. The math prerequisite and web-based, multiple attempt problem sets have been key
determinants toward improving student course and homework success rates