Department of Economics AY 2005-2006 cycle
College of Social Sciences
Program Planning Committee Report to Provost June 24, 2008
The Department of Economics offers both graduate and undergraduate degrees through a flexible program allowing
for an ongoing personalized electives component. The Program Planning Committee (PPC) commends College of
Social Science and the Department of Economics on its highly regarded program. It is evident from the
Department’s review both external reviewers’ reports that this department has made substantial gains in moving the
Department from a “back up” program and university for students towards one of choice in a niche market higher
educational environment. It should be noted that improving interdisciplinary connections with other departments
including business is addressed in the program planning process. The many electives also serve to meet the needs of
a number of students in interdisciplinary studies. In addition, the Department has demonstrated an excellent track
record in fiscal viability through grants and related funding resources. As the university moves from a state funded
towards a state assisted institution, this is important for sustainability. The external reviewers both regard the
program as an emerging important center for education and research. They commend the community outreach
activities such as the Provocative Lecture Series and Barstool Gatherings. There have been significant changes
since the last review including online laboratories and cutting edge coursework. The external reviewers indicated
that focus on the niche of Austrian economics as well as the traditional mainstream Public Choice economics will
need clarification to a greater degree. The Department of Economics has noted a number of key areas for future
development.
The Department of Economics has laid a good foundation for its assessment activities. The Department has
developed student learning outcomes and assessment plans and collected data for all its programs. It is also making
changes to the program based on the data collected. The Department of Economics Formal Assessment Plan was a
result of discussions held in 2005 and 2006. Seven student learning goals were developed. The faculty developed
seven learning objectives based on these goals. These learning objectives were mapped into each undergraduate
course. This shows a commitment by the department towards program improvement. The WASC team in their
March 2007 visit encouraged all programs to put greater focus on program (rather than course) assessment and use
data (course and other sources) to evaluate the achievement of program outcomes at graduation. Should the
Department of Economics need help with assessment activities, the Director of Assessment and College Facilitators
are available to provide suggestions and support.
In accordance with the 2006 Program Planning Guidelines, in the next program cycle, the self study should include
program assessment plans, the university assessment reports, and an evaluation of the results of assessment efforts
with particular attention to modifications that have been made to improve student achievement of learning goals and
outcomes.
The final step in the program planning process is a meeting with the Provost Sigler (or her designee), Vice Provost
for Academic Budgets and Planning Bill Nance, AVP of Undergraduate Studies Bob Cooper, AVP of Graduate
Studies and Research Pam Stacks, Dean Timothy Hegstrom, and Department Chair Lydia Ortega. The department
should contact Svetla Ilieva in the Office of Undergraduate Studies to schedule the final meeting. The following
topics for discussion are summarized from the reports:
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Shared governance
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How the department makes use of lecturers and graduate assistants (e.g. for upper division and graduate
courses)
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Development and strengthening of mathematics in the curriculum
If the Department would like to propose other issues for the meeting, please discuss the appropriateness of the topics
with your Dean.
The Program Planning Committee recommends acceptance of the self-study. The self-study provided a good
examination of the issues for subsequent reviewers. The next program review for all programs in the Department of
Economics is scheduled for AY 2010-2011 with the self-study due in spring 2010.
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Program Planning Committee
Marina Aminy
Arlene Asuncion
Mary Calegari
Peter Chua
Elaine Collins
Bob Cooper
Thuy Le
Bill Nance
Dan Perales
Jacqueline Snell
Pam Stacks
Gary Stebbins
Patricia Stroh
Marlene Turner
Ashwini Wagle
Cc:
Dr. Lydia Ortega, Chair, Department of Economics
Dr. Tim Hegstrom, Dean, College of Social Sciences
Michael Kaufman, Chair, Curriculum and Research
Bob Cooper, AVP Undergraduate Studies
Pam Stacks, AVP Graduate Studies and Research
Bill Nance, Vice-Provost
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Appendix: Summary of the Program Planning Report for
Department of Economics
Self-Study – AY 2005-2006
Program Summary
The Department of Economics Program offers a flexible degree program with over 21 units of open electives. The
Department’s mission statement reads: We teach undergraduate and graduate students economics and its
applications. Our teaching and research stress the importance of markets and institutions on political and
socioeconomic outcomes. The Department is developing a reputation for excellence in applied economic research.
The Department has also developed a specialization in the Austrian school of economics and Public Choice. Many
of the professors in the Department of Economics are prolific appplied researchers. The Department of Economics
is is housed in the College of Social Sciences.
The Department of Economics is known for its distinctive specialization. It was reported that this entrepreneurial
model is new and generally more typically done by top level doctoral-granting institutions. This has created a
specialization niche for the Department. As a result, funding from foundations and donors has added significant
resources to the Department. Such funding has been very helpful in supporting instruction, research, and student
scholarships. The word of mouth publicity has helped with student enrollment particularly on the graduate level.
The comments from the student surveys speak to this point repeatedly. In addition, activities such as the
Provocative Lecture Series and the Barstool gatherings provide a rich culture for discourse on all levels. Such
activities help to dispel the so-called commuter college image often associated with the University.
Department of Economics has noted a number of key areas for future development. These include but are not
limited to:
 Increasing the number of graduate and undergraduates
 Improving the quality of online laboratories
 An improved environment for students
 Assessment of learning objectives
 Collaboration with the college of business
 Strengthening the Center for Economic Education
 Securing and maintaining fundraising systems
 Scheduling and faculty resource utilization
In summary, the Department of Economics is developing a reputation for excellence in applied economic research.
Its specialization has helped to insure ongoing fiscal income as well as donor interest. There is broad participation
in co-curricular activities as it becomes a program of choice for a stable population of students, many of whom come
from out of the Silicon Valley area.
Significant Changes since the Last Review
The most significant change implemented since the previous review has been the implementation of online labs.
After research, training, and implementation, the labs are proving their worth. This has resulted in many benefits
including a more effective balanced teaching load for faculty as well as increased student performance. Initial
results indicate that student grading has become more rigorous. Additional recommendations have resulted in
increased articulation with community colleges, transfer student process streamlining, and online registration. The
online labs are now considered to be cutting-edge technology with publishing companies producing curriculum
related to this custom use of teaching and technology.
Enrollment patterns have shown an increase in the number of lower division student units as a percentage of total
units in the Department. The actual number of sections has remained relatively constant. Adding online units has
resulted in more classroom resources in terms of space.
A number of changes related to admissions and curriculum have been implemented. They include but are not
limited to:
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Admission during both Fall and Spring semesters
Dropping the GRE requirement
Letters of recommendation no longer required
New requirement to include a Statement of Purpose
Change in math requirements
Adjustment of various course offerings to better meet student needs
The most significant change in the graduate program was the move from oral to written comprehensive exams. This
allowed for a more efficient and evenly distributed faculty workload as well as increased program rigor.
Current Assessments
A number of changes were proposed at the fall 2005 faculty retreat. The faculty implemented a number of changes
based upon these proposals:
 An increase in the admission requirements for the MA program
 The need to develop tracking of graduate students
 Evaluating student placement
 Improved advising on electives
In addition a formal assessment plan for undergraduate students was developed. The department met and
developed a more formal assessment method including key learning goals, objectives, and a time line. Seven student
learning goals were identified along with seven learning objectives which were mapped into each course. Three
proficiencies were also utilized to assist with assessment. They are:
 Proficiency 1: Displaying Command of Existing Economic Knowledge
 Proficiency 2: Displaying the Ability to Draw Out Existing Economic Knowledge
 Proficiency 3: Utilizing Economic Knowledge to Explain Economic Issues
Proficiency 1 has been primarily evaluated by classroom examinations and a nationwide comparative examination.
The Department has developed benchmark assessments utilizing pre- and posttests. In addition student written
assignments and classroom presentations as well as faculty discussions have been utilized as an evaluative process
for Proficiency 2. For Proficiency 3, the Department is still in the development stage with expected design and
implementation in fall 2009. In addition, a student exit survey is being considered.
Student Survey Results
The results from an online survey tool of over 200 students conducted in the fall of 2005 were reviewed and
documented. Quantitative data indicated that students were generally satisfied with the program. Qualitative data
also helped to provide a snap-shot of open-ended responses. Included here are some highlights:
 The typical economics student is less than 22 year of age, speaks English, and is more likely to be male
 Most are from the Bay Area
 About half will enter graduate school
 Less than 10 percent made the decision to come to SJSU because of the Economics Department
 Most of the non-economics majors were business majors
 Most of the students had an economics course in high school
 Students who attended the Provocative Lecture Series did so because of extra credit, but found the series
worthwhile and informative and continued to attend
 Excellent teachers, increased knowledge, and critical thinking were cited as strengths in the program
 A lousy building, inability to understand the professor, and not enough online assignments were cited as
weaknesses
Activities Supporting Extracurricular Learning
It should be noted that the Department of Economics has done an admirable job supporting extracurricular learning
through several key activities. With foundation funding, the Department has been able to offer three to four guest
lecturers each semester. These Provocative Lecture Series are open to students, faculty and the general public. As a
result, intellectual discourse on often controversial topics has been promoted. This series plays an important role in
student and community life. In addition, these lectures are followed by the Barstool Economists, where students can
engage in extended dialogue with the speakers and faculty has been noted several times by both the external
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reviewers, student surveys, and the self-study. Such activities give the Department a different flavor from the socalled commuter campus image. This has been referred to as a “safe” place to discuss ideas, questions, and opinions.
Another important part of the extracurricular activity focus has been the opening of the first Economics
Conference/Student Study Center. This gathering space has been utilized for a variety of activities including
tutoring, formal and informal gatherings, and conferences. It serves as focus environment for academic discourse.
Such space is critical for climate and culture building.
Students in the Department are encouraged to spend time during the summer participating in an economics seminar.
The Department often provides scholarships and other means of support. The seminars have been noted for their
intense study environments, outstanding lecturers, and meaningful discussions. In addition to the seminars, students
have been encouraged to submit original work pieces to various competitions and conferences.
Finally, the Center for Economic Education has been focusing on training existing high school teachers in order to
prepare students for college. Although this program has met with some setbacks, it is making progress in
developing relevant coursework. Future colloquiums and seminars for high school teachers are in the development
stage.
Department Goals
The department has set a number of ambitious goals for 2010. These are expansions of goals established during the
Department’s previous study. They are briefly outlined as follows:
 A general education goal to provide all students with a basic understanding of the economic system as a
pervasive aspect of daily life
 A global perspective goal of infusing international issues into the curriculum
 A goal to increase collaboration with the College of Business
 A goal to increase interdisciplinary collaboration
 A goal to improve the Center for Economic Education
 A goal to increase the number of graduate and undergraduate majors
 A goal to return the Department to the scholarly ranking it achieved in the 1970’s and early 1980’s
 A commitment to lifelong learning goal
More specific goals were developed during the fall, 2005 retreat. Briefly they include goals in the following areas:
 Increased department visibility to spotlight academic excellence
 A joint doctoral program
 The running of all courses in the catalog at least once a year
 Increased fundraising to support scholarships, fellowships, research and publishing, and seminar-type
activities
 A new building and space
Staffing and Budget Issues
The Department has been relatively stable for the past five years in terms of faculty turnover. Several short-run
staffing challenges have been addressed while the immediate future will see at least one retirement. Student
enrollment has remained relatively stable. It should be noted that there is an increasing dependence on lecturers.
This is an area of concern along with the number of graduate courses taught by non-Ph.D.s. Finally, attention must
be given to the use of Administrative Assistant staffing. Although student assistant position has been utilized to
meet the daily needs of the Department, attention must be given to the strategic use of qualified assistants to plan for
strategic activities such as department development, community outreach, and the tracking of graduates.
The Department has done a good job supplementing funds through donations and grants. Recently, the Department
began its first alumni solicitation process. Funds have been used to provide scholarships and supplement research as
well as instruction.
Supporting the University Vision
The Department of Economics is a strong and viable program which supports the goals of the greater University.
Through the many curricular and co-curricular activities, the Department has assisted in making the University a
student-centered campus. By developing and progressing towards many strong goals, the Department has shown
that it is helping the University move towards a university of choice for an increasing number of students. Through
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the Center for Economic Education, the Department is helping to ensure a steady stream of new students. Finally,
by providing the local economy with qualified graduates, the Department is helping to serve as a crucial source of
human resource personnel to Silicon Valley region and beyond.
External Reviewer Reports – May 30, 2006 & June 22, 2006
There were two external reviewers:
Dr. Charles W. Baird, Ph.D. of California State University, East Bay
Dr, Jim Charkins, Ph.D. of California State University, San Bernardino
Note: The two external reviewers decided to prepare and submit separate reports. They indicated that they were not
at odds, but rather preferred to write separately. They indicated that the Department is one in which the University
can take great pride. They were complimentary on the vision of the Department as well as the community outreach
component. They conclude their reports by indicating that retaining and recruiting productive faculty will be a key
component in maintaining the current level of excellence.
Summary of the reviews
The reviewers were in agreement in a number of areas including:
 The Department of Economics self study along with observations by the external reviewers indicate that
the University is being served well by the Department
 Although focused on the niche of Austrian economics, “traditional economics” is well covered by the
Department
 The reviewers recommended that the Department add courses in Austrian school and another one dedicated
to public discourse
 The relevance and rigor of the program is noted
 Shared governance issues need to be addressed. These include the need for more department meetings with
ongoing and follow up communication.
 The majority of the staff supports the Department Chair and her entrepreneurial approach to the
Department
 Recruiting of upcoming faculty vacancies will need to be addressed
 The reviewers commended the Department for its community outreach efforts (Provocative Lecture Series,
etc.)
 There is a concern about the lack of a strong mathematical strand in the curriculum especially at the
graduate level
 The lack of faculty office space needs to be addressed
Department Response to Outside Reviewer
No response to reviewer.
COSS Program Planning Review Committee– October 12, 2006.
The committee responded on October 12, 2006.
COSS Dean, Dr. Tim Hegstrom signed off on this report on April 4, 2008
The committee commended the Department of Economics for its very thorough Program Plan Review. The
committee was particularly praiseworthy of the department’s successful outreach activities (Provocative Lecture
Series, etc.) and the Department’s active endeavors to seek and maintain outside funding. The committee also
pointed out that the comments of the external reviewers commended the “traditional economics” component of the
program. The committee did make note of several areas of concern shared by the committee:
 The justification of the Austrian Economics niche as a justification for a program of choice.
 Recruitment procedures need to be adhered to
 The lack of department meetings (Also pointed out by the external reviewers and the minority report)
 The use of non-PhDs teaching upper division and graduate courses
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Recruitment of a ”quantitative” economist and related issues to address the weakness in the mathematics
curriculum
Assessment issues including attention to outcomes
Minority Report
Three faculty members of the Department of Economics submitted a report which addressed several areas of
process. They were critical of the Chair in relation to the following areas:
 Concerns about the lack of shared governance
 Limited faculty meetings
 The lack of Ph.D.’s as upper division and graduate instructors
 Concerns over the sources of external funding
Chair’s Response to the Minority Report
The Department of Economics Chair, Dr. Lydia Ortega responded by thanking the faculty members for their time in
producing the report. She then went on to address each of their concerns with point by point comments and
background statements.
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