Weber State University   

Economics

Results of Assessment

2003-2004 (submitted 10/12/04)

The economics department has identified the following learning outcomes, which have been assessed during the 2003-2004 school year. 

  1. Economics majors will be numerically literate, and possess strong written and oral communication skills.
  2. All Economics majors should be able to use statistical methods for problem solving (e.g., hypothesis testing, regression analysis).
  3. All Economics majors should be able to use the concepts of supply and demand to analyze current economic issues.
  4. All Economics majors should be able to use the aggregate demand/aggregate supply framework.
  5. All Economics majors should be able to identify the benefits and costs of a global economy.

Most assessment is conducted through in-class assignments including oral presentations, written papers, and examinations. The following classes were offered during the 2003-2004 school year and assessment was conducted in each class.

Outcome

1010

1740

2010

2020

4010

4020

3110

3120

1

x

x

x

x

x

x

x

x

2

 

 

 

 

 

 

 

 

3

x

 

x

x

x

x

x

x

4

x

 

x

x

x

x

x

x

5

x

 

 

x

 

x

x

x

 

Outcome

3200

4170

4320

4550

4560

Q2400

Q2600

Q3160

1

x

x

x

x

x

x

x

x

2

 

 

 

 x

 x

 

 x

x 

3

x

x 

x

 

 

 

 

 

4

x

x 

x

 

 

 

 

 

5

x

x 

 

 

 

 

 

 

In addition to this in class assessment activity the Goddard School of Business and Economics conducted its annual salary survey of graduates.  Graduates in the department of economics reported an average starting salary of $31,000, approximately $6,500 less than the regional average.  This starting salary is less than in prior years, but reflects students who are going to graduate school and earning relatively small sums of money, and a student who received an internship with the United Nations in New York City.  This three month internship, which was paid only a subsistence wage, has now been converted to a permanent, relatively high paying position with the United Nations.

The department of Economics graduated over 20 students during the 2003-2004 school year, a significant increase from prior years. The student credit hours (SCH’s) taught in the department increased by approximately 2% during the year. The number of students in upper division courses also increased during the school year.  Three of our graduating students took the Graduate Record Exam (GRE) in hopes of being admitted to Ph.D. programs in the field of economics.  On average, students scored in the top 25% on the math portion of the GRE and in the top 40% in the English portion of the GRE.  All three of those students were accepted into graduate schools (Texas A&M., Kentucky, and New Mexico) and given graduate scholarships and tuition waivers.   This is the largest number of students we have sent to graduate school in economics in over ten years.

Finally, last year the department had curriculum changes approved for the new class entitled “Research Methods,” which is being taught for the first time during fall 2004.  In the future, most assessment will take place in this class, where graduating students are required to write a senior thesis.

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