This document was drafted by 26 California State University (CSU) economics faculty representing 13 CSU campuses. Our meeting was supported by a grant from the CSU Office of Academic Services and Professional Development and was hosted at California State University, Fresno. Project coordinators were James Cypher and Ethelynda Harding.
There was a high degree of collegiality among participating faculty and agreement that there is merit in student learning outcomes assessment. There was a shared understanding that the merit of assessment is its application at the local level to improve the quality of teaching and learning. The appropriate use of department-based learning outcomes is to provide a framework for individual departments for curriculum and program planning, assessment, and faculty recruitment. In shaping this document we were mindful of concerns about the potential misuse of data gathered for outcomes assessment, such as administrative use of outcomes data for summative evaluation and resource allocation. Outcomes assessment is a formative, not a summative process.
With respect to the development of programs for outcomes assessment, we believe that:
1. It is the prerogative and responsibility of each campus department to develop specific learning objectives.
2. Because campus programs are unique, specific learning outcomes and relative emphases on them will vary across campuses system-wide.
3. It is healthy for the system for departments to have differing goals and objectives, so students can seek learning environments that match their interests and needs.
With respect to the Goals and Objectives for the Undergraduate Economics Major, it is understood that these are possible goals and objectives based on initial and limited discussions. The purpose of the list is to serve as a starting point for further discussions on local campuses. Individual departments are welcome to consider this list when examining their own goals and objectives. If they choose to do this, they are encouraged to borrow and to adapt any element of the list that is relevant to their mission. We expect this list to be edited, modified, and augmented by individual campuses to reflect the diversity and uniqueness of individual programs.
Student Learning Goals in Economics
Content of the Economics discipline:
Understand economic terms, concepts, and theories
Formulate empirically testable hypotheses within the discipline (where applicable)
Demonstrate an awareness of global, historical and institutional economic forces
Compare, contrast and demonstrate appreciation of competing views within the
discipline
Understand choices and values behind policy formation
Apply economic theories and concepts to contemporary social issues
Skills:
Apply communication skills, both oral and written
Demonstrate quantitative skills
Collect, process, and interpret data, including statistical inference
Analytically present an economic argument in non-quantitative terms
Demonstrate computer proficiency in the discipline
Demonstrate critical thinking within and about the discipline
Breadth:
Demonstrate awareness of the effect of economic events and decisions on society
Apply economic concepts as an informed citizen
