Curriculum Proposal
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Department:
Finance & Economics
Author (Contact): Paul McGrath
School Document Number: MGMT-CC-12-11
Date: 2/06/2012
CEP Review Date:
Effective Term: Fall 2012
Senate Approval Date:
School Approval Date: 2/21/2012
Type of Proposal
(place an X in the proper box)
Course: X
addition X
Program:
Experiential
Learning
General
Education X
deletion
revision
Proposal Subject: (One sentence overview of the proposal. Examples: change in title, prerequisite and description of NUR XYZ. Create new plan of
study in XYZ department, etc.)
Request new three-credit hour course ECON 10100 - Survey of Economics be designated as meeting General Education Elective #5:
How people function in society.
Justification: (Explain the rationale for the proposed change.)
In the present Economics survey course offered by the Dept. of Finance & Economics - ECON 21000: Principles of Economics - we
attempt to deliver a course to meet a University general education objective and provide a foundation of business economics for
students pursuing the Bachelor of Arts in Business. The course content has historically favored the latter objective thereby not
providing the non-business student appropriate exposure to the roles economic forces play in their lives.
Current: (If proposal is for a course change, enter current course
Proposed: (If proposal is a for a course change or new course,
information here. Include title, credits, pattern, etc. If proposal is for a
change in plan of study, enter name here, and include current bingo
sheet as an attached document, labelled CURRENT.)
enter new course information here. Include title, credits, pattern, etc.
If proposal is for a change in plan of study, or new plan, enter name
here and include proposed bingo sheet as an attached document,
labelled PROPOSED.)
ECON 10100 Survey of Economics
Pattern 3-0-3
How economic forces such as globalization, technological
change, and public policy impact the lives of individuals.
Examines the roles the market-place and the pursuit of selfinterest play in the behavior of an economic system. Presents
economic systems alternative to the market/capitalist one.
Impact on Students: (Explain how students will be affected by the proposal. Benefits to students should be listed.)
To the student not pursuing a degree in business, or a business student simply interested in meeting a general education objective,
ECON 10100: Survey of Economics would provide a broader and more relevant exposure to economic forces than ECON 21000:
Princples of Economics.
Impact On Other Departments: (Explain how other academic departments may be affected by the proposal, and summarize any discussions with
other departments about the proposal. If adding or deleting a course, explain how other departments may be affected.)
Curriculum Proposal 1
Discussions with the School of Liberal Arts and Social Sciences have taken place, including a small group of interested professors
from LASS on how to structure such a new course. We believe students in departments outside the School of Management will be
more successful in the new course than they were in ECON 21000 which, they believed, did not provide material relevant to their
understanding of economic forces.
Impact on University Resources: (Curriculum changes affect university resources. Explain here how instructional, lab, computer or library
resources may be affected by the proposal. It is especially important to address the possible need for additional faculty.)
Initially, there is no impact expected on instructional resources as we would staff the new course by sharply reducing the offerings of
ECON 21000 to one or two sections per term. Ideally, this new course would be offered in smaller sections (no more than 40) than
ECON 21000 (76 or more) as the types of assessments would be different than ECON 21000. Given the large sections that are
employed to offer ECON 21000, the assessments are typically on-line multiple choice quizzes and in-class multiple choice exams. For
ECON 10100 we hope that there would be some writing assignments, as well.
Impact on General Education Requirements: (If the proposal fulfills or changes general education requirements in your department, explain this
here.)
The course will be designed to meet General Education Objective 5: "Demonstrate knowledge of how people function in society".
CEP Curriculum Document Form for General Education Courses
To accompany ECON 10100: SURVEY OF ECONOMICS
Please complete the following form to define the General Education objectives addressed by your course. Please complete one
General Education Objective form for each General Education Objective where you will identify the educational activities and the
assessment tools that will be used to determine if the learning objective was met..
General Education Objective: These are the objectives approved by the Faculty Senate. A course must satisfy at least one of these
objectives to be considered a General Education course.
Indicate the Course Learning Objective(s) that satisfies the General
Education Objective. *
For CEP
Use Only
(Circle One)
1.
Demonstrate effective communication skills in English.
Yes
No
2.
Demonstrate effective problem-solving skills.
Yes
No
3.
Demonstrate effective computer utilization skills.
Yes
No
4.
Demonstrate knowledge of basic scientific principles.
Yes
No
5.
Demonstrate knowledge of how people function in society.
1. To apply economic concepts to understand how consumers,
producers, and public policy-makers make decisions.
3. Identify global and international economic issues and assess how they impact our well-being.
4. Explain the causes and consequences of globalization.
5. Explain how the interaction of buyers and sellers in the market place determines prices for goods, services, and resources.
Yes
No
6.
Develop a critical appreciation for the arts and works of human expression.
Yes
No
7.
Demonstrate knowledge of the relationships between technology and society.
Yes
Curriculum Proposal 2
No
8.
Demonstrate knowledge of wellness issues.
No
9.
Demonstrate knowledge of university and personal resources.
Yes
Yes
No
* One of the following criteria must be met:
•
At least 75% of the learning objectives of the course must satisfy the criteria and outcomes for the General Education
Objective in the case where the course satisfies a 3-credit basic general education requirement.
•
There must be at least one learning objective of the course that satisfies 100% of the criteria and outcomes for the General
Education Objective in the case where the course satisfies a general education requirement without a 3-credit basic general education
requirement.
GENERAL EDUCATION OBJECTIVE FIVE PROPOSAL
Survey of Economics
Course Number and Name: _ECON 10100: Survey of Economics__
All courses with a General Education designation will include, to the extent possible, critical thinking, written composition, oral
discussion, and graphic components.
To obtain the General Education Objective Five designation, the proposed course must meet all of the criteria listed below.
Criteria: Courses designated General Education Objective Five will:
•
Enable students to demonstrate knowledge of the diversity in human societies, including historical, political, economic, and
cultural aspects
•
Enable students to understand how people live and think
•
Enable students to become prepared to make and support constructive social policies
To obtain the General Education Objective Five: How People Function in Society designation, the proposed course must meet all of
the outcomes listed.
Outcome
What educational activities will be used?
What assessment tools will be used?
Students will be able to identify and correctly use terms and concepts that explain human/social behavior in historical, political,
economic, and cultural frames of reference. •
Reading assignments
•
Videos
•
Lectures •
Quizzes
•
Exams
•
Term paper
Students will be able to recognize and explain the foundations, structures, and processes of contemporary societies. •
Reading
assignments
•
Videos
•
Lectures •
Quizzes
•
Exams
•
Term paper
Students will be able to recognize, analyze, and interpret human experience in terms of intellectual, historical, political, economic, and
cultural contexts. •
Reading assignments
•
Videos
•
Lectures •
Quizzes
•
Exams
•
Term paper
All General Education courses will be reviewed by the CEP sub-committee for General Education. Provide data to the committee to
demonstrate the extent to which students in this course will meet the outcomes. (Sample syllabus, assignments, tests)
Curriculum Proposal 3
School of
Management
Survey of Economics – ECON 10100
Term, Year:
Instructor:
Office:
Phone
Fall 2012
Lecture hours:
Classroom
Office hours
E-mail
Catalog Description: How economic forces such as globalization, technological change, and public policy impact the lives of
individuals. Examines the roles the market-place and the pursuit of self-interest play in the behavior of an economic system. Presents
economic systems alternative to the market/capitalist one.
About this course: The central theme of this course is how economic forces impact the lives of individuals. Individulas function as
consumers, workers, owners, borrowers, lenders, and citizens, and we intereact with others throught these roles. Economic forces
such as globalization, technological change, pursuit of self-interest, and public policy form the environment within which we play our
roles.
Course Text and Materials: “The Travels of a T-Shirt in the Global Economy”, 2nd edition, Pietra Rivoli. Wiley, 2009.
Selected episodes from “Wide Angle” (PBS), particularly the “Market-Maker”.
Prerequisites: High-school alegebra.
Learning Objectives: Upon the completion of this course the student should be able to demonstrate knowledge of how people function
in society. Specfiically, the student should be able to:
1. To apply economic concepts to understand how consumers, producers, and public policy-makers
make decisions.
2. Explain the links between technological change, sustainable economic growth, and well-being.
3. Identify global and international economic issues and assess how they impact our well-being.
4. Explain the causes and consequences of globalization.
5. Explain how the interaction of buyers and sellers in the market place determines prices for goods,
services, and resources;
Assessment of Learning Objectives: The above learning objectives will be assessed through the following instruments:
Learning Objective:
Assessed by:
1
Questions on exams and quizzes
2
Questions on exams and quizzes
3
Questions on exams and quizzes
4
Questions on exams and quizzes
5
Questions on exams and quizzes and the Term Paper
Grades and Policies:
STUDENT EVALUATION: You will be evaluated on the basis of Exams, Quizzes, and a Term-Paper.
There will be three Exams. Each 100-point exam will be comprised of multiple-choice and short-answer questions. The third exam
will be given during our regularly assigned final exam period, but is not comprehensive in nature.
Your three poorest quizzes will be dropped and your Quiz Percentage calculated from the those that remain. Should you miss a quiz
you will earn a zero. No make-ups are given for missed quizzes.
Term-Paper
To determine the student’s grade, the weights assigned to each component are as follows:
Curriculum Proposal 4
Exam 1
Exam 2
Exam 3
Quiz Percentage
Term Paper
20%
20%
20%
20%
20%
For example, suppose you earn the following scores:
Exam 1
Exam 2
Exam 3
Quiz Percentage
Term Paper
80%
75%
92%
68%
72%
Your Overall Percentage Score would be calculated as follows:
Overall Percentage Score
= (.20 × 80%) + (.20 × 75%) + (.20 × 92%) + (.20× 68%) + (.20 × 72%), so
Overall Percentage Score = 77.4%
Your Overall Percentage Score is then compared to the following scale to determine your final letter grade.
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Overall Percentage Score
93 and above
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
73 - 76.99
70 -72.99
67¬ - 69.99
63 - 66.99
60 - 62.99
57 - 59.99
Below 57
Thus, if your Overall Percentage Score was 77.4% you would earn a grade of B- for the course. There is no extra credit available.
Attendance Policy:
Attendance is expected and any material presented in class is considered material that may appear on a quiz or exam. Occasionally,
you may be running late for class, but you are encouraged to attend. If for some very good reason you cannot make an Exam at the
scheduled time, contact me as soon as possible to arrange a make-up exam. There are no make-ups or early takes for missed quizzes.
General Course Outline:
Generally, announcements will be delivered to you through Blackboard. The following Course Outline is subject to change.
WEEK WEEK OF
TOPIC
READINGS
1
Aug 20
The History of a Market: King Cotton
Chapter 1
Curriculum Proposal 5
2
Aug 27
King Cotton
Chapters 2, 3
3
Sep 3
Chapters 4
4
Sep 10
King Cotton/King Coffee//King Corn/King Oil
Globaliztion – “Made in China”
Chapters 5, 6
5
Globaliztion, cont. – “Made in China”
Sep 17
Chapters 7, 8
6
Exam 1, Chapters 1 – 8
Sep 24
GENERAL COURSE OUTLINE, continued.
WEEK WEEK OF
TOPIC
READINGS
Globaliztion, cont. – Impact at home
7
Oct 1
Chapter 9
8
Oct 8
9
Oct 15
Fall Break
10
Oct 22
Chapter 11
Globaliztion, cont. – Public policy
Impact at Home, cont.
Chapter 10
11
Oct 29
Chapter 12
Globaliztion, cont. – Public policy
12
Nov 5
Exam 2, Chapters 9 – 12
Note: Friday, November ? at 4:30 is the deadline to drop a Fall course
13
Nov 12
Free Markets – “The Market-Maker” and “Black Gold”
14
Nov 19
Free markets
Chapter 13
15
Nov 26
Free markets
Chapter 14
Term Paper Due
16
Dec 3
Free markets
Chapter 15
17
Dec 10
Exam 3, Chapters 13 – 15
Curriculum Proposal 6