Program: Economics (MA)
Date: Fri Oct 03, 2014 - 9:37:11 am
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
1. Students will demonstrate an understanding of economic theory and analytical and quantitative tools appropriate for applied analysis. These quantitative tools include but are not limited to experience with programming in Stata and/or SAS as well as experience analyzing and interpreting programmed output.
2. Students will be able to understand, use, and analyze economic data.
3. Students will demonstrate the ability to ask a well-formulated question, analyze the problem and draw reasoned policy conclusions.
4. Students will demonstrate the ability to write a professional report and present the results orally.
5. Students will be well prepared for a position in their field that directly uses their MA training or for admission to a professional program or Ph.D. program in their field.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online: http://www.economics.hawaii.edu/grad/masters.html
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other: On the Dept's intranet website accessible to our faculty only
3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
After attending "Assessment Learning in Graduate Programs" in March, 2014, our department's assessment coordinator designed a new program assessment form targeting SLOs 1-4 to use at MA capstone presentations or MA thesis defenses. We discussed the new form at 2 faculty meetings and voted on its usage in Sept. 2014. Graduate student representatives on the graduate committee also were consulted for feedback from graduate students on the new form. We will begin using the new program assessment form from Sept. 2014.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
New assessment tool developed and will be used from Sept. 2014.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
Other: Assessment coordinator designed new form in consultation with dept. faculty and graduate students
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
We developed the assessment tool this past academic year, but had to wait until a Sept. 2014 faculty meeting to vote on its usage. We do not have results yet.
12) State how the program used the results or plans to use the results. Please be specific.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.