Appendix C7

Middle States Outcomes Assessment 1999

Department or Program: Economics

Goals

To have an understanding of micro- and macro- economic theory.

To be able to apply and present economic reasoning to specific economic issues, problems, or topics.

To have an understanding of the statistical analysis and its application to economic policy analysis.

To become "economically literate".

To develop an understanding of the learning process itself, so that as they leave college our students will continue their own self-directed education.

G.C.P. Correlation

Writing - This relates principally to goal number 3 -

Reading -This relates to goals 1, 2, and 5. In addition to using textbooks in our theory courses, many of our courses also require policy-oriented readings from newspapers and anthologies of position papers.

Reflexive thinking -This relates principally to goal 7. We try to get students to focus on the educational process itself They must learn how to become their own teachers.

Quantitative Problem Solving.- inherently the focus of goal 4. Also an essential element in our economic theory courses (goal 1), and to a lesser extent, in our applied courses (goal 2) as well.

Scientific reasoning - hypothesis testing is an important part of economic research and is covered in detail in our quantitative courses (goal 4).

Means of Assessment

Discussions with students in our offices.; Interactions with students in class. Examination results. Not just grades, we assess the degree to which students are learning by reading what they write on essays and observing how they work through quantitative problems. Senior Seminar involves both a substantial written analytic component and in-person presentations. Courses are evaluated by students using a common assessment questionnaire. A formal "debriefing" of students in the context of our Senior Seminar. Alumni mail survey

Outcomes

* Upper level applied courses were found to provide a way of approaching problems.

* Some criticism of the teaching where it was not challenging.

* Students expressed the desire for some opportunities to work with faculty on research.

* The current (1998) survey, shows a 37% response rate.

* 63 % of the alumni gave a 5 or 6 ranking on a 1-6 scale for satisfaction with the department

* 69% and 49% ranked Senior Seminar and Applied courses most useful respectively.

* Almost a third of the alumni respondents rated the department below 4 on writing preparation.

* 60% of those attending graduate school gave a rating of 3 Or better on adequate preparation.

* All respondents were working. 40% of the respondents indicate that they had starting salaries above $30,000 and 43% indicate a current salary above $45,000.

* Students want a more practical hands-on experience. More than a few indicate the need for internships. Others indicate a need for more communication skills.

Uses

Course and curriculum revision.