WSU Five-Year Program Review Self-Study - Weber State University
WSU Five-Year Program ReviewSelf-StudyDepartment/Program: ECONOMICSSemester Submitted: Fall 2012Self-Study Team Chair: Doris Geide-StevensonSelf-Study Team Members: Nazneen Ahmad, Dan Fuller, Therese Grijalva, BrandonKoford, John Mukum Mbaku, Cliff NowellContact Information:Phone: 801-626-7634Email: dgsteven@weber.edu1
A. Brief Introductory StatementThe economics department is located within the Goddard School of Business andEconomics (GSBE) which is accredited by AACSB International, The Association toAdvance Collegiate Schools of Business. Apart from contributing to undergraduateand graduate business programs and offering a business economics degree, thedepartment is also focused on economics as a social science, offering several majorprograms and general education courses in this area.The economics department is comprised of faculty members who excel inscholarship and instruction and who take pride in supporting the governance of thecollege and the university. Uniformly, economics faculty are actively engaged inscholarship, on average significantly exceeding the college-wide AACSBaccreditation requirements for scholarship and intellectual contributions. In termsof instruction, the economics faculty has maintained a focus on high impact learningwhile at the same time increasing major numbers through initiation of 2 2programs with international partner universities since 2009. Under this program,international students transfer to Weber State after two years of study at their homeuniversity. Administering the 2 2 program in international economics has beenlabor intensive because of administrative, institutional challenges and because ofincreased complexity of student backgrounds, but ultimately successful ingraduating students within the planned time frame. All economics faculty have beeninvolved in service activities on the department, college or university level. Severalsenior economics faculty play an important role in college governance.B. Mission StatementThe department of economics supports the mission of the Goddard School ofBusiness and Economics (GSBE):The John B. Goddard School of Business & Economics provides quality undergraduate andgraduate education for developing professionals and career-oriented students. Degreeprograms are grounded in the University’s liberal arts tradition and focused on synthesis oftheory across disciplines, the application of theory to practice, and the enhancement ofprofessional skills. While we are primarily a regional institution, we seek to prepare ourstudents to succeed in the global economy.Three principles are central to our mission.Learning: We champion continuous learning through excellent teaching, closestudent-faculty interaction, small class sizes, assurance of learning processes, andfaculty scholarship designed to improve effective teaching.Research: Our portfolio of faculty intellectual contributions is diverse includingapplication of theory to practice, advancement within and across disciplines, andutilization of research outcomes to further learning.Community: We enhance our community through the dissemination of best practices,the provision of economic information and analysis, the engagement in professional2
organizations and societies, and the creation of strategic relationships which expandlife-long learning opportunities for our stakeholders.Departmental Mission:The Department of Economics is made up of a community of scholars who arecommitted to providing students the opportunity to gain both theoretical andpractical knowledge to analyze problems, think strategically, and lead effectively.Students are given the opportunity to develop the skills of decision making,creativity, and independent scholarship.The departmental mission supplements the college mission by emphasizing thecomplementary nature of teaching and scholarship which has shaped thedepartmental culture and has resulted in comparatively high scholarly productivityrelative to other departments within the college and the university. This missionalso shapes the departmental values with respect to teaching, providing alleconomics majors with a high impact learning experience.3
C. CurriculumThe area of instruction within the economics department covers four areas: 1) Universitygeneral education courses, 2) Foundations courses for all business and economics majors3) Departmental major courses and 4) Support of the MBA program.The tables below show the number of students per course, based on third weekenrollment numbers as gathered by the department.1. University General Education Courses – Social Science Breadth Area andAmerican Institutions Core AreaF 08Sp 09Su 09F 09Sp 10Su 10F 10Sp 11Su 11ECON SS1010144126221361652214515047ECON AI17407061013273014580ECON SS11008000000ECON SS20102732786831722365ECON SS202013615762169183Total631622152754644F 11Sp 12Su 532190154688651162791736982. Foundations Courses and Courses taken by All Business and EconomicsMajorsF 08Sp 09Su 09F 09317Sp10223Su1065F10257Sp11268Su1161ECON 201027327868ECON 20201361576216918367141153QUAN 240012814145120170361252408821416271211QUAN 260017417589222QUAN 2115750939281F 1110109492373. Departmental Major CoursesEconomics majors can choose among a number of emphasis areas. The BusinessEconomics curriculum is structured like all business degree programs within theGSBE. Students complete business foundations and the cross-functional corecourses exposing them to all areas of business before focusing on major requiredand elective courses. Among the social science economics majors, students maychoose a minor (general economics), additional coursework in legal studies(economics with a legal studies emphasis), international social science courses(international economics) and mathematics (quantitative economics). Appendix Dcontains the detailed program for all of these majors.4
ECON3000 F 08Sp 09Su 12182Su12*1This table shows the number of students for all upper level economics courses,based on third week enrollment numbers as gathered by the department. Anoticeable increase in enrollments occurred between fall 2009 and spring 2010when the first students from Shanghai Normal University started to take upper-leveleconomics courses as part of the 2 2 program in international economics. Morerecently, the department has added additional students from Woongji Tax andAccounting College in South Korea.Graduates in all emphasis areas of economics are required to take ECON4980 Research Methods. Students are required to ‘Doing Economics’ by coming upwith a research questions, conduct a literature search, devise a method to answertheir research question, discuss their results and present the entire project to agroup of students and professors. In the most recent academic year, 43 studentsgraduated, all having successfully completed this highly individualized class.4. MBA Courses taught by economics department 7717Su11321212328112120A constant (or temporarily decreased because of budget cuts) number of full-timefaculty continue to support increased enrollments in general education courses,business foundations courses, departmental major courses and MBA courses. This isachieved mostly through larger class sizes and faculty overload teaching (especiallyMBA courses that are not counted in the institutional research data in Appendix A),and to a lesser degree through increased adjunct teaching. AACSB accreditationrequirements limit the economics department in the number of course sectionstaught by adjunct faculty to no more than 25%. In the last years, the departmentwas constrained by this ratio, limiting popular class offerings in the summer, forexample. A further constraint on offering adjunct taught classes is posed by theContinuing Education (CE) funding model. This funding model is not wellunderstood and seems to be changing. While CE seems to have a departmentalbudget for adjunct teaching, this budget is not clearly communicated. At times thisbudget seems to be a hard budget whereas during other semesters the budgetseems to be soft. Unfortunately, during the current academic year, when theeconomics department has to absorb three VSIP retirements while at the same time5
maintaining accreditation mandated adjunct teaching ratios, CE suggested cappingclasses to stay within a hard budget or to make a departmental decision to reduceadjunct pay. This suggests insufficient planning for a central administration initiatedVSIP program and adjunct and overload pay model. Departments should not beasked to take back compensation decisions that were made at the faculty senatelevel. Budgets should be more clearly communicated before courses are scheduledand students have registered.C2. Curriculum MapQUAN 2600 Business Statistics IQUAN 3610 Business Statistics IIECON SS1010 Economics as a SocialScienceECON AI 1740 Economic History of theUnited StatesECON 2899 Economics Foundationsand Admissions AssessmentECON 2010 Principles ofMicroeconomicsECON 2020 Principles ofMacroeconomicsECON 3110/3120 International Tradeand Intl. FinanceECON 4010 IntermediateMicroeconomic TheoryECON 4020 IntermediateMacroeconomic TheoryECON 4980 Research MethodsESS Gen EdAI Gen EdDepartment/Program Learning OutcomesLearningOutcome 1LearningOutcome 2LearningOutcome 3LearningOutcome 4LearningOutcome 5Core Courses in Department/ProgramIEI,E,AI, E,AAAAIIIUUEEEE, A E, AA, U A, U A, UNotea: I Introduced, E Emphasized, U Utilized, A Assessed Comprehensively;C3. Curriculum Changes The economics department incorporates a new zero credit courseECON 2899 or BSAD 2899 Economics Foundations and AdmissionAssessment as a pre-requisite for ECON 4010 IntermediateMicroeconomics and ECON 4020 Intermediate Macroeconomics. This6
course checks whether GPA requirements for foundations courses aremet and students are required to write an GSBE admissions essay andto complete an assessment test related to foundation courses. Department faculty were instrumental in proposing new MBA coursesin the area of sustainability. These courses comprise a new emphasisarea in the MBA program. During the academic year 2008-09, changes in the economics minorprogram were approved by the faculty senate. Changes in theeconomics minor program are based on the learning objective toprovide students with a broad and well-rounded understanding ofeconomic behavior and economic aspects of society. To achieve thisobjective the new program deemphasizes course work in quantitativemethods and increases course work in microeconomics,macroeconomics and economic subject fields. Pre-requisites for QUAN 3610 Business Statistics, a course required by allGSBE majors, have been reduced. Pre-requisites on QUAN 3610 havebeen inconsistent with the program of study for general economics majors.Specifically QUAN 3610 required ACCT 2010 and IST 2010 which arenot part of the program of study in general economics. This inconsistencyhas been removed based on input from all QUAN 3610 instructors. Change in course fee structure: Based on the high rate of failing coursegrades in the business statistics courses, the economics departmentimplemented a course fee of 15 for both statistics classes in order toequip and staff a dedicated computer lab where students could work onassignments with the help of a tutor. During the last academic year, thecourse fee was restructured to include QUAN 2400 Business Calculus.Students are now assessed a course fee of 10 for all three quantitativemethods courses required by the GSBE. This change is revenue neutral forstudents (if they pass all courses the first time), but gives wider access tothe computer lab. The department has developed an online version for ECON 2010Principles of Microeconomics. This class is extremely popular withhigh waitlist numbers. In order to provide a wider array of social science elective courses forthe increased number of international economics majors, thestructure of elective courses for this major has been changed and thenumber of electives provided by the College of Social and BehavioralSciences expanded to reflect current course offerings.7
D. Student Learning Outcomes and AssessmentD1. Measureable Learning Outcomes - DepartmentalAt the end of their study at WSU,1. Economics majors will be numerically literate, and possess strong writtenand oral communication skills.2. All Economics majors should be able to use statistical methods for problemsolving (e.g., hypothesis testing, regression analysis).3. All Economics majors should be able to use the concepts of supply anddemand to analyze current economic issues.4. All Economics majors should be able to use the aggregate demand/aggregatesupply framework.5. All Economics majors should be able to identify the benefits and costs of aglobal economyLearning OutcomeEconomics majors will be numerically literate, and possess strong written and oralcommunication skills.Objective A. Demonstrate good research writing skills.Objective B. Prepare, present and communicate effectively a research oral report.ObjectiveAStandardCompetency: Score of at least 3/6 on the writing rubric (A).Objective BScore above 70% for the oral presentation grade.Methods ofObjective A: Research Project ECON 4980 – Overall Writing evaluation in grading rubricObjective B: Research presentation Econ 4980MeasureObjective A. Demonstrate good research writing skills.AssuranceDataClosing the LoopInterpretation ofof LearningCollectionresultsCycleStudents continue to struggle completing the class in aFall 2008- Sp Fall 2008timely fashion. Indirect assessment tools, such theCycle 1Pass rate 81.25%2009(N 16)economics graduate survey indicate that students wouldlike more guidance in interpreting result.The economics department will start to directly measureFall 2009- Sp Fall 2009learning outcomes by applying a grading rubric to the finalCycle 2Pass rate 77.77%2010(N 9)research paper and the oral presentation in order to betterpinpoint specific areas where students strugglePass rate 87.5%Starting fall 2010, ECON 4980 instructors applied a gradingrubric to determine competency levels for various elementsAt leastpertaining to learning outcomes 1 and 2. Fall 2010 studentcompetent 100%Fall 2010-SpFall 2010were a strong cohort of motivated students with highCycle 3of all students who competency levels.2011(N 8)passed or 87.5% of A one-credit course ECON 4800 was offered in preparationall studentsfor ECON 4980 during fall 2010 – in anticipation of a newenrolled. Totalgroup of international students.score 5/6.1.8
Spring 2011(N 25)Number ofenrollmentincreasedsignificantly fromthe previoussemester due tostudents from the2 2 program.Pass rate 85%At leastcompetent 85%.Total score:3.45/6Pass rate 80%At least competent 80% Score:3.39/6Fall 2011(N 5)Cycle 4Fall 2011- Sp2012Pre and Postresults givenoffering of 4800:81.8% success rateto over 87% withEcon 4800.Spring 2012(N 32)Despite a preparatory ECON 4800 course, studentsperformed worse as measured by the overall rubric grade.Compared to Fall 2010, the quality of writing score onlyshowed 35% of all students competent. A second area ofweakness was the discussion/conclusion section where only69% of students achieved competency. This data is partly areflection of students for whom English is a secondlanguage. Students should be able to practice languageskills and interpretation of statistical results before gettingto research methods.Assessment findings were communicated to all economicsfaculty as well as all adjunct QUAN 2600/3610 instructorsduring a meeting early Fall 2011. QUAN 3610 instructorswere encouraged to assign projects that require writtenanalysis. QUAN 2600 instructors were encouraged to covermore material in order to give QUAN 3610 instructors moretime for writing and analysis in applying multipleregression.Continue to offer ECON 4800 and think about developing aformal pre-req for ECON 4980.Targeted student advising moved to encourage taking theone-credit ECON 4800 course (i.e. all econ majors receive email from dept. chair before registration.)Pass rate 88%Continue to use grading rubric.At least competent 81.25%Continue to use advising an opportunity to encouragetaking of ECON 4800.Continue to offer ECON 4800Score 3.6/6Next Step: Continue to use a grading rubric to directly measure performance in specific traits pertaining to learning outcome 1.Also continue to offer ECON 4800.Objective B. Prepare, present and communicate effectively a research oral report.DataClosing the LoopAssuranceInterpretation ofCollectionof LearningresultsCycleSpring 2011This data gathering All sections of 4980 need to use an oral presentation rubricGraded oralcycle establishes afor grading. Encourage junior economics majors who willpresent. inbaseline forhave to enroll in ECON 4980 during the next semester toECON 4980further evaluation. attend the oral presentations and to critically evaluate thepresentations. This will be part of all ECON 4800 classesFall 2010 Cycle 1Avg.Note: Over thetaught.Spring 2011grade:78.67% history of thiscourse, facultyInstructors have developed understanding of expectations19/25 76% of have activelyand standards for oral presentations. Fall 2012, instructorsall studentsattended studentwill use a rubric (in development) based on thesecompetentpresentations.expectations. The rubric will assess the following traits:9
Faculty have seenimprovements inpresentations andas such have abaselineunderstanding ofexpectations.Next Steps: Develop rubric to assess oral communication.101.2.3.4.Style (i.e., professional, research format, did notread from cards -- spoke to the audience)Voice (i.e., spoke clearly and loudly and withconfidence)Slides (i.e., clear, focused, clean, appropriateamount of information, etc.)Ability and knowledge to answer questions
Learning OutcomeStandardMethods of MeasureOutcome 2Assuranceof LearningCycle2.All Economics majors should be able to use statistical methods for problem solving(e.g., hypothesis testing, regression analysis).Competency: Score of at least 3/6 on the writing rubricResearch Project ECON 4980 Overall Methods evaluation in grading rubricDataCollectionInterpretation ofresultsCycle 1Fall 2008- Sp2009Fall 2008(N 16)Average score 81.25%Cycle 2Fall 2009- Sp2010Fall 2009(N 9)Pass rate 77.77%Fall 2010(N 8)Cycle 3Fall 2010-Sp2011Sp 2011(N 25)Pass rate 87.5%Atleastcompetent 100% ofall students whopassed or 87.5% ofall studentsenrolled. Totalscore 5/6.Number ofenrollmentincreased from theprevious semesterdue to studentsfrom the 2 2program. Pass rate 85%At leastcompetent 85%.Total score:3.45/6Pass rate 80%Fall 2011(N 5)Cycle 3(cont.)At least competent 80%.Score 3.39/6.Fall 2011- Sp2012Pass rate 88%Spring 2012(N 32)At least competent 81.25%Closing the LoopMajority of all students continues to choose statisticalmethods in order to complete their research paper. ECON4980 remains an appropriate assessment point.The economics department will start to directly measurelearning outcomes by applying a grading rubric to the finalresearch paper and the oral presentation in order to betterpinpoint specific areas where students struggle.Starting fall 2010, ECON 4980 instructors applied a gradingrubric to determine competency levels for various elementspertaining to learning outcomes 1 and 2. Fall 2010 studentwere a strong cohort of motivated students with highcompetency levels. A one-credit course ECON 4800 wasoffered in preparation for ECON 4980 during fall 2010 – inanticipation of a new group of international students.Despite a preparatory ECON 4800 course, studentsperformed worse as measured by the overall rubric grade.An area of weakness was the discussion/conclusion sectionwhere only 69% of students achieved competency. Thissection requires strong understanding of statisticalmethods. Students should be able to practice interpretationof statistical results before getting to research methods.Coordination with statistics instructors planned.Assessment findings were communicated to all economicsfaculty as well as all adjunct QUAN 2600/3610 instructorsduring a meeting early Fall 2011. QUAN 3610 instructorswere encouraged to assign projects that require writtenanalysis. QUAN 2600 instructors were encouraged to covermore material in order to give Bus. Stat II instructors moretime for writing and analysis in applying multipleregression.ECON 4980 instructors focused more strongly on discussingresults in class and encouraged students to rewrite theirconclusion section in one-on-one mentoring meetings. Willclosely monitor traits 4 and 5 in writing rubric, Methodsand Discussion, respectively.Score 3.8/6Next Step: Use a project rubric (traits 4 and 5) to directly measure specific learning outcome. Continue to offer ECON 4800 andfocus on statistical methods/empirical research in ECON 4800.11
All Economics majors should be able to use the concepts of supply and demand toanalyze current economic issues.Learning Outcome3.StandardPerformance above the national average of the post-test norm for TUCE (Micro 42.57% - test basedon principles material.)Test of Understanding College Economics (TUCE) – administered in ECON 4980Methods of MeasureLearning Outcome 3Assuranceof LearningCycleDataCollectionCycle 1Fall 2008Fall 2008(N 16)Cycle 2Fall 2009Fall 2009(N 8)Cycle 3Fall 2010Fall 2010(N 7)Interpretation ofResultsScore:Micro: 67.07%Score:Micro: 75.42%Score:Micro: 74.29%Closing the LoopScores are above the Post-test norm for TUCE which providesconfirmation of learning.Scores are above the Post-test norm for TUCE which providesconfirmation of learning.Scores are above the Post-test norm for TUCE which providesconfirmation of learning.Score:Micro: 53.1%Cycle 4Spring 2011Cycle 5Spring 2012Sp 2011(N 13)Pass rates aremarkedly lowerin Spring 2011.The majority ofstudents whotook this test arenon-nativeEnglish speakersand have takenthe principlescourse in microandmacroeconomicsat anotheruniversity.Spring 2012(N 29)Based on departmental discussions of the assessment data,the instructor of the intermediate microeconomics coursedecided to pre test (TUCE) in ECON 4010.Average during Fall2011score: 50.6% . No distinct pattern with respect tointernational transfer students compared to domesticstudents emerged.Data will be shared at the beginning of semester departmentmeeting to discuss possible responses and identify specificweaknesses. Outcomes are still above the national post-testScore:norm and there is improvement compared to the pre-testgiven in ECON 4010 for a very similar group of students.To improve student understanding of S&D, ECON 4010Micro: 58%instructor is making changes to how S&D content is deliveredIncrease inand how course time to S&D problems is dedicated. ECONsample size.4010 instructor has created videos of this material and willplace on CANVAS. Students can view as often as like. Also theS & D questions:instructor has added a current event reading with a discussion60.7%question that pertains to S&D. The instructor will spend classworking S&D problems rather than lecturing. Then we can doa post-test in 4010.Next Steps: Assess Cycle 5 with instructional changes implemented during Fall 2012.12
All Economics majors should be able to use the aggregate demand/aggregatesupply framework.Outcome 44.StandardPerformance above the national average of the post-test norm for TUCE (Macro 47.3% test based on principles material)Test of Understanding College Economics (TUCE) administered in ECON 4980Methods of MeasureLearning Outcome 4Assurance ofLearning CycleDataCollectionInterpretation ofresultsClosing the LoopPass rates are above the Post-test normfor TUCE which provides confirmation oflearningPass rates are above the Post-test normAverage Score:Cycle 2Fall 2009Fall 2009 (N 8)for TUCE which provides confirmation ofMacro:74.17%learningFall 2010 (N 5)Pass rates are above the Post-test normAverage Score:Cycle 3Fall 2010for TUCE which provides confirmation ofMacro:76.67%learningScores are markedly lower in Spring 2011.The majority of students who took thistest are non-native English speakers andAverage Score:Spring 2011have taken the principles course in microCycle 4Spring 2011Macro:57.5%(N 12)and macroeconomics at anotheruniversity. Results were shared withIntermediate Macro-economicsinstructors.Results will be shared with departmentalScore:faculty at the beginning of Fall 2012. ToSpring 2012Macro: 60%Cycle 5Spring 2012improve student understanding of AS and(N 29)AS & AD questions:AD, ECON 4020 instructor will invest more55.6%course time to AS & AD problems.Next Steps: Assess Cycle 5 with instructional changes implemented during Fall 2012.Cycle 1Fall 2008(N 16)Fall 2008Average Score:Macro:74.08%All Economics majors should be able to identify the benefits and costs of a globaleconomy.Outcome 55.StandardMethods ofMeasureOutcome 370% achievement on the subset of global economy questions embedded in the TUCETest of Understanding College Economics (TUCE) – Global economy questions (6/60) on bothmicro and macro TUCE – administered in ECON 4980Assurance ofLearning CycleCycle 1Fall 2009 (N 8)Cycle 2Fall 2010Cycle 3Spring 2011DataCollectionFall 2009Interpretationof ResultsSix openeconomyTUCEquestionsFall 2010N 7Average score:83.5%Spring 2011(N 13)Average score:60%Average score:86.1 %13Closing the LoopProficiency at the 70% level or above isinterpreted as achieving the learning outcome.However, the assessment tool is narrow and thedepartment had difficulties to establish anotherassessment point for this learning outcome.The score presents confirmation of learning,albeit on a narrow set of questions.Student proficiency on global issues fell alongwith scores in all areas. Since the majority ofstudents focus on international economics in atleast two upper-level course, this outcome isdisappointing. The department will closely watch
future data.The sub-score on international topics is higherthan on the tests in micro- and macroeconomics,Fall 2011:but does not consistently exceed the standard ofAverage score70%. Faculty discussion scheduled for Fall 2012.Fall 2011Fall 2011 75%Items for discussion: 1. Appropriate baseline forCycle 4(N 4)Spring 2012Spring 2012:evaluation, 2. TUCE or alternative way to test theSp 12 (N 29)average scoreglobal economy learning outcome. 3. Discussion64.3%of materials covered in upper-level economicsclasses as they pertain to learning outcome of thecosts and benefits of a global economy.Next Steps: Faculty discussion scheduled Fall 2012. Faculty will discuss course content in international courses andestablish baseline understanding and assessment methods.Actions based on Direct Assessment Results: The econ department continues to offer a one-credit course ECON 4800 inpreparation for ECON 4980 during spring and fall semesters. The high pass ratein ECON 4980 during the following semesters (along with increased instructorinputs) indicates that this model should continue.The econ department continues with direct assessment of the completedresearch papers and oral presentations in ECON 4980.The econ department continues to offer ECON 4010 and 4020 (requiredintermediate theory courses) twice each year. This is possible because ofincreased numbers of major students. This scheduling change addressesconcerns voiced in the exit surveys. All students now have more flexibility incompleting their degree.Faculty reviewed assessment results from the previous year at the beginning ofyear department meeting.The economics department closely monitors incoming student transcripts to flagany changes in curriculum at the home universities of the 2 2 internationaleconomics students. The lower performance on the TUCE tests by graduatingeconomics seniors in the last two years warrants this inquiry into whether theadmission criteria for the 2 2 students meet faculty expectations.Streamlining of advising and transfer articulation that flags internationalstudents who have not completed pre-requisites that were agreed upon withinthe 2 2 agreements with international universities. Early transfer articulationalso enables better enforcement of pre-requisites once students start takingclasses at Weber State.The economics department complements direct assessment with graduating seniorexit surveys that contain a number of open-ended questions.14
D2. General Education Courses and Learning Outcomes:With ECON SS1010, ECON SS1100, ECON SS2010 and ECON SS2020, the economicsdepartment offers four courses that are part of the general education breadthrequirement in social science. The department offers one course ECON AI1740 thatfulfills the American Institutions general education requirement. All of these coursesunderwent successful university review during the last academic year. Departmentfaculty have started to gather assessment data that is tied to the general educationlearning outcomes for the social science breadth area. Faculty agreed on a set ofcommon questions embedded in exams to evaluate whether students had achievedthe university wide learning outcome. For some courses, ECON 2010 and ECON1010, data was gathered for two semesters. For ECON 2020, data was gatheredduring the spring semester. The table below states achievement rates. The specifictest questions are available from the annual departmental assessment report 201011.Outcome:ECON 1010Describe a social science approach to studying and understanding humanbehavior.Fall 2011Spring 2012Action/DiscussionN 101N 53Questions are notcomparable across sectionsand semesters. Results areQ1 81% correctQ1* 90% correctvery sensitive to wording ofN 42questions.ECON 2010Q2 55% correctN 208N 110(n 208)Q195% correctQ195%Q298%Q297%Q3n/a71%Evaluate test
WSU Five-Year Program Review Self-Study Department/Program: ECONOMICS Semester Submitted: Fall 2012 . Support of the MBA program. The tables below show the number of students per course, based on third week enrollment numbers as gathered by the department. 1. University General Education Courses - Social Science Breadth Area and
WSU Graduate Program Review Form (2017) 1 . WSU Five-Year Graduate Program Review . Self-Study . Cover Page . . The MBA Program will distinguish itself through market-driven curriculum using a "core plus choice" model of required courses and diverse electives and certificates; flexible and accessible curriculum delivery; the infusion of .
WSU Graduate Program Review Form 1 WSU Five-Year Graduate Program Review Self-Study Department/Program: Master of Professional Communication (MPC) Semester Submitted: Fall 2014 Self-Study Team Chair: TBD Self-Study Team Members: Kenneth L. Smith, Ph.D., Communication & Journalism, University of Wyoming
amccubbin@wsu.edu Orientation, first-semester class scheduling, rotations, academic matters, all things MPS Adam Williams or Joe Merrill French Administration Building 324 : 509-335-6424 . adam.williams@wsu.edu or joem@wsu.edu Financial assistance Lisa Gloss, Dean of Graduate School French Administration Building 324 : 509-335-6424
WSU MBA Program's Five-Year Graduate Program Review . To enhance contact hours and to provide additional learning activities, classes utilize an online element delivered through Canvas (a course management system) and other publisher-provided tools. Examples of online learning activities include online discussions, case studies, simulations .
WSU Graduate Program Review Form (2017) 2 A. Brief Introductory Statement The MBA program at Weber State University is designed specifically for working professionals. The program offers: Quality: Our outstanding faculty and innovative curriculum make the Goddard School MBA the program of choice for working professionals.
WSU Interior Design Program Self-Study Cover Page Department/Program: Interior Design Program Semester Submitted: Fall 2013 . The Interior Design program at Weber State University, grounded in the missions of the College of Applied Science and . IDT 4040 Portfolio Design -- C -- U U
36-001 Devils lake 1 1,644.10 1,830.38 16,520 16,641,815 (1,813,614) (197,578) 14,630 ,623 16,641,815 9 092 36-00
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