Program: Economics (MA)
Date: Fri Oct 04, 2013 - 8:56:09 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: http://www.economics.hawaii.edu/courses.html
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, 2012 and September 30, 2013? (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 June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Improve our MA students' academic preparation for the program and their ability to succeed in their first-year core courses. (most relevent to SLO's 1 and 2, but indirectly to SLO's 3, 4 and 5)
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.
Data from Graduate Division and data collected internally in the Economics Department.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Faculty who teach first-year core classes and graduate committee members.
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)
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.
Once we have successfully attracted an incoming class of graduate students, we offer a "math cram course" for incoming students before UH classes begin in Aug. We strongly encourage all incoming students to attend this course because we have found that students who attended the cram course are better prepared to succeed in their core courses in their first year. This is particularly important for some of our incoming MA students who may have been away from university coursework and/or mathematics tools for a number of years. We now have almost 100% of our incoming class attending the math cram course, and first-year core course instructors report that their students are better-prepared to handle the rigors of the core curriculum.
Our average time to degree for the MA program from 2002-2012 is 1.92 years, which is the shortest among CSS departments where the average across all MA programs is 2.72 years.
12) State how the program used the results or plans to use the results. Please be specific.
We use the results to justify continuing to fund an instructor to teach the math cram course for incoming graduate students.
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.