3.2)AY 2012/2013
Unit Strategic Planning Report
Unit: ______Department of Economics_______________________________________
Reporting Authority: ____Department Chair___________________________
Date: ____1 November 2013_____________
A: Please complete the column titled “Outcome Assessment” on your own Unit Strategic Plan. Complete with as much detail as you can
provide. Where you cannot obtain data to complete the assessment, put “Data not available.” in the space.
B. Please summarize each of the University’s Five Core Themes from your Unit Strategic Plan Outcome Assessment report.
Toward which theme(s) did you make progress, and how are students benefitting from this?
The Department of Economics made progress toward themes included in Objectives 1.1, 1.2, 2.1, 3.1, 4.1
For Objective 1.1, we made progress on our unit outcome “increase student skill at professional writing”. While we have not yet measured
writing output, we did hire student assistants in both 12/13 and 13/14 to help our students with professional writing skills. For the unit
outcome “train students to use current software used by economists in industry and academia”, we began to implement the package “R” in
courses involving econometrics. For other unit outcomes in 1.1, we established baseline internship rates and added questions to our end of
major survey that will allow baseline rates for other measured outcomes. All of the themes in this section relate to providing students with life
skills they will find useful in diverse professional and personal contexts.
For Objective 1.2, we made progress on our unit outcome “increase student awareness of the multiple career opportunities for Economics
Majors”. We developed a Power Point Presentation that explains these opportunities, and we are using this presentation in our introductory
courses. For the outcome “common content in faculty advising of students”, we developed a faculty advising packet that all faculty are now
15 May 2013
using when advising majors. Students should be able to make more informed decisions about selecting a major with the information we are
providing. The advising packet should help students graduate on time and with the appropriate internships, minors and certificates.
For Objective 2.1, we “sustained active participation of faculty in shared governance of the university” as measured by our participation on CB
and University Committees. With 9 TT faculty during 12/13, we had service on Gen Ed, Academic Affairs, and the Senate, as well as the
multitude of identified other University Committees. Because of the loss of a faculty line, we will no longer be represented on Academic Affairs.
But one faculty member has added the Curriculum Committee as a service activity.
For Objective 3.1, we sustained the percentage of faculty that had “AQ” or “PQ” status. We surpassed our expected performance levels for
student participation in SOURCE and also for student participation in conferences. By participating in SOURCE, students develop their research
and presentation skills.
For Objective 4.1, we exceeded our expected performance level for involvement in regional economic development. These service activities
were directed at assisting the broader region, and not simply the direct welfare of students.
For Objective 5.3, we used existing faculty resources to increase undergraduate enrollment (majors and minors). Please see the attached graph
of enrollment by quarter for the last three years. This graph was not developed by our department; it was distributed by the Director of
Strategic Planning. Based on the information presented in this graph, we were a growing department, and continued to during Spring 2013.
Which theme(s) deserve special attention next year?
Under University Object 5.3, we had proposed “Add sufficient faculty to support additional FTES production.” Since we have one of the highest
FTES/FTEF ratios in the university, and our courses are generally full, we cannot expand FTES production without additional faculty resources. Yet at the end
of Spring 2013 we lost one TT line, and will lose another at the end of Fall 2013. Given this, it will be difficult to maintain current enrollment levels without
replacing the lost positions, and it will be impossible to expand enrollment.
C. How do you intend to utilize the data gathered this year to assist you in developing stronger programs?
We developed baseline levels for student internships, and we will use this information to evaluate if our efforts to increase the number of
internships is working. We also established baseline data for number of sections of Economics courses directed to non-CB students. We will use
this baseline data to assess the impact of faculty losses on our ability to reach out to students across campus.
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D. Based on your learning from this first year report, what parts of your strategic plan will you modify, add to, or omit for next year? (Please
attach an updated Strategic Plan with changes highlighted.)
Because of the very short time period since receiving approval of the last plan, we will not make revisions to this strategic plan this year.
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College of Business Strategic Planning Grid
2012-2017
UNIVERSITY CORE THEME: 1. TEACHING AND LEARNING
UNIVERSITY OBJECTIVE 1.1 Enhance student success by continually improving the curricular, co-curricular, and extracurricular programs.
Unit Outcomes
Indicators
Expected Performance
Indicator/Performa Key Strategies/
Budget/Resource
Outcome
Level
nce Level Reported
Initiatives
Analysis
Assessment
(Criterion)
By
Increase the
number of
students
performing an
internship
Increase student
skill at
professional
writing
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Proportion of
Internships
performed by
students
Number of writing
assignments, with
evaluation of
content and form,
completed in
upper division
courses
Trend of increasing proportion
until 50% of students either
perform an internship or apply
for graduate studies
Trend of increasing completed
assignments until every
student has completed a
portfolio of professional writing
by time of graduation
Department, based
on end of major
surveys and other
student feedback
Department, based
on portfolios
evaluated in Econ
406
Develop a
formal
internship
program with
focus on early
advising, a
centralized web
location for
information on
current
internships, and
post internship
feedback by
both student
and employer
Accommodate
significant
increase in
writing
assignments in
1 or 2 specified
classes, Limiting
class size to
approximately
25.
Employment of
graduate
students with
Faculty workload
units for
development and
management of
internship program
Baseline from 12/13
academic year End
of Major Survey:
Graduate studies:
10 of 19
Internships: 2 of 19
Note: graduate
studies was based
on intent to attend
graduate school.
Class caps of
approximately 25
for specified writingintensive courses.
100 hours per
academic year of
additional student
assistance with
writing evaluation.
Dedicated office for
student
This was not
evaluated in 406
this year. Next year
406 will switch from
three to five credits,
and this will be
evaluated at that
time.
For 2012/13, and
again for 2013/14,
CWU writing majors
were hired to assist
Increase student
skill at numerical
analysis with
common
business
software,
particularly
spreadsheets
and statistics
packages
Number of
assignments
completed by
students involving
economic
reasoning
combined with
numerical
calculation
Trend of increasing completed
assignments until every
student has completed at
least one project involving
spreadsheet calculation and
economic reasoning, and
every General Economics and
Business Forecasting major
has completed a project
involving Econometrics
Department, based
on student portfolios
evaluated in Econ
406
Program review
with focus on
courses
appropriate for
the career paths
commonly taken
by our students.
Evaluations by
industry
practitioners of
each Economics
specialization
For each of the most common
career paths taken by our
students (e.g. entry level data
analyst, management trainee,
banker, law school, etc.) a
mid-level practitioner will
suggest changes to our
curriculum
Department
Increase
accessibility of
Economics
courses to nonBusiness
students
Additional
courses or
sections of
courses targeted
to non-CB
students
Increase student credit hours
generated in non-CB focused
courses
Department
specialized
writing skills as
assistants to
faculty
Designate
several courses
as including a
significant
component of
quantitative
analysis.
Students will
perform
individual or
small group
projects
Formation of an
Economics
Advisory Board,
made up midlevel
practitioners in
careers
common to
Economics
graduates
As resources
allow, Offer an
additional
sections of nonCOB courses.
Make one
General
Education
course available
on-line.
tutoring/assistance.
Economics with
student writing
projects.
Cap of
approximately 25
for specified course.
This was not
evaluated in 406
this year. Next year
406 will switch from
three to five credits,
and this will be
evaluated at that
time.
Faculty work load
units for the
creation and
sustenance of an
advisory board.
This project was not
started.
Faculty resources to
teach additional
sections of non-CB
focused courses..
For 2012-13, FTES
for non-CB focused
courses was:
Econ 101: 5 credit
hours, 47 students.
Econ 102: 5 credit
hours, 45 students.
Econ 462: 17
Train students to
use current
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Students perform
assignments in
All Business Forecasting and
General Economics students
Department
Transition from
Eviews, which is
Purchase of site
license for Stata or
Graduate
REM 552: 23
The Econometrics
software R was
software used by
economists in
industry and
academia
Economics
courses that
require the use of
currently used
software,
specifically
software related
to statistical
analysis.
will complete projects using
current statistical software
of decreasing
popularity in
both industry
and academia,
to Stata or other
more current
option
other selected
option
selected for Fall
2013 Introduction to
Econometrics and
may potentially be
used in Economics
and Business
Forecasting in
Spring 2014. A
graduate TA was
assigned to provide
support to students
in the use of this
software.
UNIVERSITY OBJECTIVE 1.2 Enhance the effectiveness of student support services.
Unit Outcomes
Increase student
awareness of the
multiple career
opportunities for
Economics Majors
Common content in
faculty advising of
students. Example:
development of four year
plan, exploration of
internship opportunities,
suggested minors and
certificates, study
abroad.
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Indicators
Expected
Performance
Level
(Criterion)
Presentation of
relevant
information to all
potential
Economics
Majors, as
reported by
instructors.
Development of
a checklist of
advising topics
and supporting
material
All Economics 201
courses will
include standard
presentation
All faculty use
check list when
appropriate
Indicator/Performan
ce Level Reported
By
Key Strategies/
Initiatives
Department
Development of
presentation.
Agreement on the
part of 201
instructors to add
presentation to
course material.
Department; end of
major survey question
added related to
satisfaction with
advising.
Department
agreement on items
to be included on
checklist
Budget/Resource
Analysis
Use of faculty
service workload
units to develop
presentation.
None.
Outcome
Assessment
A common Power
Point Presentation
was presented in all
Econ 201/202 and
Bus 221 courses.
A faculty advising
packet was
developed and is
now used by all
faculty.
On the end of major
survey, 13 students
indicated they were
satisfied with
advising, 2 were
mostly satisfied, 1
was not satisfied,
and 3 commented
on topics unrelated
to faculty advising.
UNIVERSITY CORE THEME: 2. INCLUSIVENESS AND DIVERSITY
UNIVERSITY OBJECTIVE 2.1 Enhance the environment of inclusiveness for faculty, staff, and students
Unit Outcomes
Sustain active
participation of faculty in
shared governance of
the university
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Indicators
Number of
faculty on
University
committees,
Faculty
Senate,
University task
forces.
Number of
faculty in
leadership
positions
Expected
Performance
Level
(Criterion)
Each faculty
member will serve
on at least one
university and one
college level
committee
Indicator/Performance
Level Reported By
Department, based on
activity reports
Key Strategies/
Initiatives
None
Budget/Resource
Analysis
Continued work
load units for
service.
Outcome
Assessment
From Fall 2012 to
Fall 2013, all T/TT
faculty served on a
CB committee,
while one cochaired a CB
committee.
During the same
time period, faculty
participated on the
following university
committees:
Faculty Senate,
Academic Affairs
Committee, Gen Ed
Committee,
Curriculum
Committee,
Douglas Honors
Advisory
Committee, Library
Advisory Council,
Retirement and
Insurance
Committee, Faculty
180 Selection
Committee, Faculty
180 Implementation
Committee, Faculty
Increase international
content of curriculum
Number of
sections
offered of
courses with a
predominantly
international
focus
Increase frequency
of offerings of
International
Economics
Department, based on
course schedule
Offer International
Economics more
frequently,
depending on
demand and
availability of faculty
resources.
None.
Development and
Research Council,
Distinguished
Professor Selection
Committee, Asia
Pacific Studies
Committee and
Latino-Latin
America Studies
Committee, and
Classified Staff
Grievance
Committee
Economics is
prepared to offer
International
Economics at the
West side centers
during the regular
academic year as
soon as there is
demand from an
international
business major or
certificate.
As a separate
indicator, faculty
served on the Asia
Pacific Studies
Committee and
Latino-Latin
America Studies
Committee, each
tasked with
increasing the
international
content of the
curriculum.
UNIVERSITY OBJECTIVE 2.2 Increase faculty, staff, and student diversity by active programs of recruitment and retention for
members of underrepresented groups.
15 May 2013
UNIVERSITY OBJECTIVE 2.3: Ensure that CWU has an inclusive and diverse curriculum
UNIVERSITY CORE THEME: 3. SCHOLARSHIP AND CREATIVE EXPRESSION
UNIVERSITY OBJECTIVE 3.1 Increase the emphasis on and the opportunities for students, faculty and staff to participate in
research, scholarship, and creative expression activities.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
Sustain the % of
“AQ”or “PQ” faculty
Number of faculty
with AQ or PQ
status
All faculty will
maintain AQ or PQ
status
Dean’s office
Continued 10 work
load unit
assignment for
research.
Limit of work load
units for both
teaching and
service
Sustain & increase
student
participation in
SOURCE
Number of students
participating in
SOURCE
One student
presentation per
year
Department
Assignment of
SOURCE
mentoring as a
valid service activity
Service work load
units
Increase student
participation in
conferences and
case competitions
Any reported
participation
One Econ Club
event per year
Department
Student
participation in
either PNREC
and/or Fed
Simulations
None; Student
Senate funding
15 May 2013
Outcome
Assessment
During 2012/13, all
T/TT faculty were
AQ, one NTT was
not PQ because of
a DSS
accommodation.
For 2012/13, there
were two poster
sessions and two
full presentations by
Economics
students. One
student received an
award for his
poster.
The Econ Club
fielded one team for
the Fed Simulation
in conjunction in
attending the
PNREC
conference. At the
Boeing Supply
Chain Management
Case Competition
(Fall 2013), 8
Economics
students out of a
total of 25 CWU
students
participated on
teams.
UNIVERSITY OBJECTIVE 3.2 Increase the external funding received for research, scholarship, and creative expression by
faculty, staff, and students.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY CORE THEME: 4. PUBLIC SERVICE AND COMMUNITY ENGAGEMENT
UNIVERSITY OBJECTIVE 4.1 Enhance the commitment and the level of cooperation between the university and external
communities.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
Department
participation in
Economic Outlook
Conference
Number of
Economics
students and
faculty attending,
participation of
Economics Club
in organizing
event
Each Economics
Major will have the
opportunity to
attend sessions at
the Outlook
Conference. At
least half of Majors
will attend. The
Economics Club
will take an active
role in organizing
the event.
Department
Participation of
Economics Club
None.
Continued
involvement in
regional Economic
Impact analyses in
support of private
Number of
private or
university
sponsored
consulting reports
One analysis every
2-3 years.
Department, based on
Activity Reports
Development of
CWU policy that
allows overhead
charge of less than
28%.
None, unless project
is completed through
a contract with the
university.
15 May 2013
Outcome
Assessment
The Economics Club
provided some
administrative
assistance to the
event, including
introducing one
session and dining
with the invited
speakers.
Approximately twenty
five Economics
majors attended at
least one portion of
the conference.
Two faculty members
completed a report
on the Economic
Impacts of the Pacific
Northwest Health
and public
infrastructure
projects
for regional
projects
Sciences University
during Fall 2012.
One faculty member
worked on the
Development of
CEDS Report
(Summer 2012Spring 2013) for
Federal Grant from
US Dept. of
Commerce; PI =
David McFadden
(New Visions Yakima). He is also
a member of the
Blueprint R&D
Steering Committee
for the Snohomish
County Economic
Development Council
UNIVERSITY OBJECTIVE 4.2 Increase participation in university sponsored life-long learning opportunities.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 4.3 Enhance the efforts of members of the university community to strengthen the economic base
of the region and state.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
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CORE THEME: 5. RESOURCE DEVELOPMENT & STEWARDSHIP
UNIVERSITY OBJECTIVE 5.1 Maximize the financial resources to the University, and assure the efficient and effective
operations of the University through financial stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 5.2 Develop and implement enrollment management and marking plans that meet the enrollment
objectives of the university.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 5.3 Ensure the University has human resources necessary to accomplish all university objectives.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
15 May 2013
Outcome
Assessment
FTES/FTEF ratio
Add sufficient
faculty to support
additional FTES
production
FTES expected to
increase within 2-3
years due to
increased course
offerings.
Department, based on
course schedule
Monitor
FTES/FTEF ratios,
and maintain at
approximately
25/1.
2/9 FTEF.
UNIVERSITY OBJECTIVE 5.4 Provide the facility and technology infrastructure and services appropriate to meet the
university objectives, while maximizing sustainability and stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
*
15 May 2013
The Department of
Economics lost one
faculty line at the end
of 2012/13, and
another will be lost at
the end of Fall
Quarter 2014. This
will result in a loss in
FTES in 2013/14
unless additional
NTT resources are
made available.
Outcome
Assessment
200
Economics Undergraduate Enrollment
178
180
Undergraduate Enrollment
140
177
159
160
155
148
126
190
129
120
120
100
82
78
80
Enrollment
55
60
40
20
0
F 10
W 11 Sp 11 Su 11
F 11
W 12 Sp 12 Su 12
Quarter
15 May 2013
F 12
W 13 Sp 13 Su 13