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UNIVERSITY OF ALASKA FAIRBANKS Outcomes Assessment Implementation Summary School of Management Bachelor of Arts (BA) Economics I. Assessment Information Collected 2009-2010 1. Communication 2010-2011 1. Communication 2011-2012 1. Communication (1a) Communication Written: Writing samples are collected from BA 462 (Corporate Strategy) and all “W” designated courses. (1a) Communication Written: Writing samples are collected from all “W” designated courses in BBA. (1a) Communication Written: Writing samples are collected from all “W” designated courses in BBA. (1b) Communication Oral: Oral presentations are recorded in BA 462 (Corporate Strategy) and all other “O” designated courses. (1b) Communication Oral: Oral presentations are recorded in BA 462 (Corporate Strategy) and all “O” designated courses. (1b) Communication Oral: Oral presentations are recorded in all “O” designated courses in BBA. 2. Technical Knowledge 2. Technical Knowledge 2. Technical Knowledge 2a) Macroeconomics: Data was collected from Econ 324 (Intermediate Microeconomics) and Econ 350 (Money and Banking). 2a). Technical Knowledge Macroeconomics: Data was collected from Econ 324 (Intermediate Microeconomics) and Econ 350 (Money and Banking). 2a). Technical Knowledge Macroeconomics: Data was collected from Econ 324 (Intermediate Microeconomics) and Econ 350 (Money and Banking). (2b). Technical Knowledge Microeconomics: Data was collected from Econ 321 (Intermediate Microeconomics) and 351 (Public Finance). (2b). Technical Knowledge Microeconomics: Data was collected from Econ 321 (Intermediate Microeconomics) and 351 (Public Finance). (2c) Technical Knowledge: U.S. Economy. Data was collected from Econ 202 (Macroeconomics). (2c) Technical Knowledge: U.S. Economy. Data was collected from Econ 202 (Macroeconomics). (2b) Microeconomics: Data was collected from Econ 321 (Intermediate Microeconomics) and 351 (Public Finance). Note: Data is collected every semester, assessment every other year by faculty committee. This year there are no assessments. Note: Data is collected every semester, assessment every other year by faculty committee. This year Communication and Technical Knowledge were assessed. Note: Data is collected every semester, assessment every other year by faculty committee. This year there are no assessments. II. Conclusions drawn from collected information, how are faculty collectively involved in drawing conclusions 2009-2010 Faculty met in Spring 2010 for a daylong Assurance of Learning retreat that focused on Assessment. It was determined that students were not communicating at minimal acceptable levels (although better orally than written), that critical and ethical thinking also fell just short of minimal standards, that technical knowledge, on a whole, greatly exceeded minimal standards but that some specific marketing skills still needed to be addressed. 2010-2011 All data collected. Only Communication and Technical Knowledge were assessed. 2011-2012 All data collected. Nothing scheduled specifically for assessment. 2. Technical Knowledge Faculty met in Spring 2011 for a day-long Assurance of Learning retreat that focused on Assessment. Category 1. Communication (1a) Communication Written: The minimum standard was met by an average of 70% of the students (student averages shown below). The weakest link rubric item (although still in the acceptable range) was “critical thinking”. 1= Inadequate, 2= Satisfactory, 3= Excellent Categories Appropriate Content Critical Thinking Evident Appropriate for Intended Audience Coherence Clarity Conciseness (2c) Technical Knowledge: U.S. Economy. Score 2.2 2.0 2.3 2.3 2.1 2.2 (1b) Communication Oral: 78% of students met minimum standard. The only rubric item where the student average was less than acceptable was “sense of audience”. Rubric & Standard 1= Inadequate , 2= Needs Improvement, 3= Satisfactory, 4= Excellent Sense of Audience Organization and/or Development 2.9 Detail to Support Ideas 3.4 Understanding of topic Mannerism of Presentation Clarity of Speech 3.5 3.1 3.4 Enthusiasm for Topic 3.2 Dress for Presentation* Creative Efforts/Use of Technology* 2.6 3.5 3.1 Intro Economics Foundation Macro LR Growth and SR Fluctuations Stabilization Policy % 87 85 86 86 Scores were similar to the year before. When the individual questions were analyzed there was a problem with (1) students being able to use “ValueAdded” to calculate GDP which reflects little time given to this topic and (2) some concern (not too much) with monetary policy – students had a better grasp of fiscal policy. 2009-2010 cont. 2010-2011 cont. 2. Technical Knowledge 2011-2012 cont. (2a). Macroeconomics: Econ BA students performed well (in top 30% of class) on this macro problem. However, faculty wanted to wait for further data before drawing any conclusions. (2b). Microeconomics: Econ BA students performed well (in top 25% of class) on this micro problem. However, faculty wanted to wait for further data before drawing any conclusions. (2c) Technical Knowledge U.S. Economy: This was a trial run of 22 imbedded questions in Econ 202 (Principles of Macroeconomics) to see if the use of Blackboard in a distance delivered course would be useful for assessment. The trial went well. The scores for the four categories were: Category Intro Economics Foundation Macro LR Growth and SR Fluctuations Stabilization Policy % 86 84 87 81 III. Curricular changes resulting from conclusions drawn above 2009-2010 1. Communication (1a) Communication Written: Using the Fatal Error Policy in all writing intensive courses. Each writing intensive class will have a member of the Writing Lab visit the class at the beginning of each term. Students in writing intensive courses will be strongly urged to visit the UAF Writing Center. (1b) Communication oral: Added an additional one-half Oral intensive course requirement to the BBA degree. Each oral intensive class will have a representative of the Speaking Center address the class at the beginning of each term. Students in oral intensive courses will be strongly urged to visit the UAF Speaking Center. 2010-2011 Closing the Loop was scheduled for Communication and Technical Knowledge although other objectives may be discussed as warranted. 1. Communication 1. Communication (1a) Communication Written: As the Fatal Error Policy and the visitation by the Writing Lab are still so new we will continue to monitor these and assess faculty adherence to these measures. (1b) Communication Oral: We will begin to track student’s use of the Speaking Center. We will research ways to increase the student’s ability to “sense its audience”. (2a), (2b) Technical Knowledge (Macro and Micro): No action taken. (2c) Technical Knowledge: U.S. Economy. This was a trial run of assessing technical knowledge on the U.S. Economy and the format was deemed a success. 2011-2012 Closing the Loop was scheduled for Problem Solving and Ethical Behavior although other objectives may be discussed as warranted. (1a) Communication Written: Because of the hiring of AOL staff we have tasked the staff to research modules for critical thinking that can be used in “W” classes. The results of this research will be presented at the Fall 2012 retreat to be used in AY13 as a trial. (1b) Communication Oral: Because of the hiring of AOL staff we have tasked the staff to research modules for sense of audience that can be used in “W” classes. The result of this research will be presented at the Fall 2012 retreat to be used in AY13 as a trial. (2c) Technical Knowledge: U.S. Economy: There will be a new instructor(s) teaching both an inclass and online version of Econ 202 (Macroeconomics). Because of assessment results the current instructor in the course will work with the new instructor(s) to expand the instruction on the three ways to calculate GDP. While students did well in calculating GDP by methods of (i) value of production of final goods and services, and (ii) aggregate spending on goods and services they did poorly when it came to the third method of summing up value added. This is likely because it is the least stressed concept but still very important not only in this course but across the economics curricula. The newly designed course will have a greater emphasis on value added including lecture time and homework. Also discussed will be that students seem to have an easier time grasping fiscal policy and less easy on monetary policy and maybe a reallocation of time on these two subjects is warranted across curricula.