Chabot College Academic Program Review Report Year Two of Program Review Cycle Economics Submitted on 10/31/2013 Ken Williams/Mike McGuire Appendix B2: “Closing the Loop” Assessment Reflections Course Economics 1 Semester assessment data gathered Spring 2013 Number of sections offered in the semester 4 Number of sections assessed 4 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall 2013 Faculty members involved in “Closing the Loop” discussion 2 Form Instructions:  Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.  Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.  Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE) (CLO) 1: Demonstrate an understanding of microeconomic principles by answering both qualitative and quantitative questions and problems presented to the students on a daily basis. (CLO) 2: Demonstrate an ability to evaluate and reframe the interaction that takes place among households and firms in a modern economic setting. (CLO) 3: Demonstrate an understanding of Pure Competition, Monopolistic Competition, Oligopoly, and Monopoly. (CLO) 4: Defined Target Scores* (CLO Goal) 70% achieve scores of 2 or higher 70% achieve scores of 2 or higher 70% achieve scores of 2 or higher Actual Scores** (eLumen data) 86% 86% 86%  If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle? 2 NOTE: Figures here exclude students who withdraw or get Incompletes, to avoid double‐counting as most complete the class or re‐enroll in a later semester. IR tables show a lower success rate because withdrawals are included in the base used for the calculation. Even the IR tables, though, show Economics success rates higher than entry‐level Business and Math courses, along with Math 55 which is the prerequisite for Economics 1 and 2. Our raw data follows: CRN Course # A B C D P F NP Inc W Census # Completing (4) (3) (2) (1) Total Course 30131 30483 30133 30132 30136 30134 Econ 1 Econ 1 Econ 1 Econ 1 Econ 2 Econ 2 9 13 4 6 8 14 7 5 2 8 5 1 11 4 6 9 18 3 1 0 2 3 0 1 0
0
0
0
0
1
4
2
0
1
3
1
0
0
0
0
0
0
3 3
0
3
2
1
4
0
10
10
10
5
7
35
35
30
39
40
31
32 25 17 27 34 20 PART II: COURSE‐ LEVEL OUTCOME REFLECTIONS A. COURSE‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? Current scores exceed the target and are noticeably above Chabot’s overall success rate. This is notable in that economics courses are qualitatively and quantitatively more rigorous than many of Chabot’s courses. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Helped along by the CSU‐imposed prerequisite of Math 55 (2nd year college algebra), students seem to realize that there is a substantial quantitative component within the study of economics. Students are more likely to take the course when ready to do so now, compared with over‐optimism in this regard previously. They are thus more likely to succeed. B. COURSE‐LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? Current scores exceed the target and are noticeably above Chabot’s overall success rate. This is notable in that economics courses are highly quantitative and more rigorous than many of Chabot’s courses. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? See CLO #1, above, question 2. C. COURSE‐LEVEL OUTCOME (CLO) 3: 4 1. How do your current scores match with your above target for student success in this course level outcome? Current scores exceed the target and are noticeably above Chabot’s overall success rate. This is notable in that economics courses are highly quantitative and more rigorous than many of Chabot’s courses. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? See CLO #1, above, question 2. D. COURSE‐LEVEL OUTCOME (CLO) 4: 1. How do your current scores match with your above target for student success in this course level outcome? N/A (There is no CLO 4.) 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? N/A (There is no CLO 4.) E. COURSE‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 5 PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? For each 2‐day‐a‐week class meeting I am devoting 15‐20 minutes analyzing the major financial news in the Wall Street Journal that day and tying it directly to the topics we are currently covering in class. Preliminary surveys of the class show this is very popular with the students, tying the real world to the academic theories that aim to explain it. In fact, it led directly to a discussion series the first Monday of each month where myself and 3 social science colleagues from other disciplines discuss current issues with students utilizing the insights of our respective disciplines. 2. Based on the current assessment and reflections, what course‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Evaluations are made daily of the students’ progress based upon short quizzes I give out at the start of each class. This is a far superior instrument for making an instant decision on what the student needs to do at that moment for that particular class. I do plan to expand my contemporary analysis of news events into our textbook theory. I do hope to propose an evaluation system that is a substantial improvement on eLumen in the near future. 3. What is the nature of the planned actions (please check all that apply)?  Curricular → Pedagogical  Resource based  Change to CLO or rubric  Change to assessment methods  Other:_________________________________________________________________ 6 Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: N/A – Economics offers no degrees or certificates, and is thus not a program. It consists of two courses that are not sequential.  PLO #1: See note above.  PLO #2: See note above.  PLO #3: See note above.  PLO #4: See note above. What questions or investigations arose as a result of these reflections or discussions? Explain: N/A What program‐level strengths have the assessment reflections revealed? Strengths revealed: N/A What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: N/A Program: N/A 
PLO #1: See note above. 
PLO #2: See note above. 7 
PLO #3: See note above. 
PLO #4: See note above. What questions or investigations arose as a result of these reflections or discussions? Explain: N/A What program‐level strengths have the assessment reflections revealed? Strengths revealed: N/A What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: N/A 8