Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2022-2023	[email protected]	2023-10-16T19:47:11.406Z

School	Name of Program	Courses
BIT	ECON Social Behavioral Gen Ed	ECON 1110,ECON 2110,ECON 2120,ECON 2125

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
The pandemic shift to online classes has posed a significant challenge for economics, as specific research on principles of economics classes concludes that, “taking a course online, instead of in-person, reduces student success and progress in college. Grades are lower both for the course taken online and in future courses. Students are less likely to remain enrolled...” (Bettinger et al. 2017) In response, this year economics faculty have offered a variety of delivery methods, including hybrid, attend anywhere and real time online options. Creating and offering new delivery methods was challenging and time consuming; meeting CNM’s targets for face-to-face options may have resulted in lower fill rates. AMERICAN ECONOMIC REVIEW VOL. 107, NO. 9, SEPTEMBER 2017(pp. 2855-75) Two part-time faculty were hired.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

The pandemic shift to online classes has posed a significant challenge for economics, as specific research on principles of economics classes concludes that, “taking a course online, instead of in-person, reduces student success and progress in college. Grades are lower both for the course taken online and in future courses. Students are less likely to remain enrolled...” (Bettinger et al. 2017) In response, this year economics faculty have offered a variety of delivery methods, including hybrid, attend anywhere and real time online options. Creating and offering new delivery methods was challenging and time consuming; meeting CNM’s targets for face-to-face options may have resulted in lower fill rates. AMERICAN ECONOMIC REVIEW VOL. 107, NO. 9, SEPTEMBER 2017(pp. 2855-75) Two part-time faculty were hired.

Part 3: Data Review

	2020-2021	2021-2022	2022-2023
Annual number of graduate awards is greater than 10	n/a	n/a	n/a
Number of declared majors	n/a	n/a	n/a
Average Class Size	25.3	20.1	18.3
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	12%	13%	12%
Annual C-Pass rate for coursework is 60% or above	67%	71%	74%
Average class fill rate at 60% or above capacity within a term or over a year	84%	71%	66%
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	55%	50%	21%

Summarize how your program met or did not meet the target measures based on the data above
All targets met. The 21% for FT coverage can’t be correct - we have two FT instructors teaching at least 5 sections each in spring and fall when we offered 15-20 sections.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
2a. Critical Thinking: Problem Setting	ECON 2120 Microeconomics Principles	Other	No assessment tool utilized.

Interpretation of Assessment findings
The Absence of assessment processes in this discipline offer a unique opportunity to rethink assessment practices. The coming cycle’s assessment activities will focus on the transition to the Universal Themes Assessment model in Spring 2024. With the help of the Senior Director of Assessment, SAAC and Assessment Coaches faculty in these programs will engage in facilitated activities and conversations designed to address faculty understanding and perceptions of the role of assessment in effective teaching and learning. Planned activities, including an Introduction to Assessment workshop and discipline-specific guided conversations, will (re)introduce concepts of informed teaching and prompt faculty to begin considering what they want to know about their teaching, student success, and the curriculum.

Interpretation of Assessment findings

The Absence of assessment processes in this discipline offer a unique opportunity to rethink assessment practices. The coming cycle’s assessment activities will focus on the transition to the Universal Themes Assessment model in Spring 2024. With the help of the Senior Director of Assessment, SAAC and Assessment Coaches faculty in these programs will engage in facilitated activities and conversations designed to address faculty understanding and perceptions of the role of assessment in effective teaching and learning. Planned activities, including an Introduction to Assessment workshop and discipline-specific guided conversations, will (re)introduce concepts of informed teaching and prompt faculty to begin considering what they want to know about their teaching, student success, and the curriculum.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2022-2023	Adapt to CNM assessment requirements.	CNM requitrments
2022-2023
2022-2023

Please select all of the following that characterize the types of changes described in the above action plan

Back