COMPREHENSIVE INSTRUCTIONAL
PROGRAM REVIEW
ECOMONICS
MORENO VALLEY COLLEGE
Eddy Chi, faculty
Round Three 2012-2016
Office of Educational Services
Web Resources:
http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx
Need Help? Contact: Rita Chenoweth, RCC ([email protected]); Carolyn
Quin, MVC ([email protected]); Alexis Gray, NC
([email protected]) and David Torres at [email protected] is
available for current data
Last Revised: October 2013
1
MORENO VALLEY COLLEGE
COMPREHENSIVE INSTRUCTIONAL PROGRAM REVIEW
ECONOMICS 2014
A. Mission and Relationship to the College(s)
In accordance with the mission of Moreno Valley College, the Economics discipline “inspires, challenges, and empowers our
diverse, multicultural community of learners to realize their goals; promotes citizenship, integrity, leadership, and global
awareness; and encourages academic excellence and professionalism. To accomplish this mission, we provide” courses
supporting Baccalaureate Transfer, Associate Degrees, Certificates, and Post-employment Opportunities (Moreno Valley
College Mission Statement). The Economics discipline seeks to “lead students towards academic success” (Moreno Valley
College Revised Integrated Strategic Plan, 2010-2015).
The core offerings in economics (principles of macroeconomics and principles of microeconomics) parallel the standard core
offerings at four-year institutions and therefore parallel the first two years of university offerings in economics as well as
business. This allows students who wish to transfer to a four year degree to do so at the junior level in eit her field.
Additionally, courses in economics serve General Education requirements for the A.A. and A.S. degrees at RCCD; thus, non economics majors who wish to achieve the terminal A.A. or A.S. degree are also served.
Economics courses serve to promote critical thinking and active student engagement. The discipline achieves this goal by
presenting material which requires students to assimilate abstract concepts and theories into concrete models, which relate
directly into their everyday lives. Students are given the task of using mathematic problem solving, written and graphical
analysis combined with their logic to analyze the behavior of exchange.
B. History
One major development is the transition of RCCD into a three college district. As a result, Moreno Valley College (MVC) and
the MVC Economics discipline have obtained more autonomy than before. Now, discipline matters are discussed within the
college more and discussed less between the colleges. Additionally, C-ID designations were granted to these core offerings,
which represents a major development. One effect is that the designations assist in transferability. Another effect is the
institution of a math prerequisite, Elementary Algebra, for these core courses. This was required in order t o obtain the C-ID
designations.
A major concern is the continued effects of the Great Recession on the college budget. This resulted in course offering
reductions that affected college-wide enrollments. During this time, the Economics discipline was only able to offer its core
offerings (principles of macroeconomics and principles of microeconomics) and an introductory course.
Another development is the discipline’s recent offering of an online course (principles of macroeconomics) in 2013.
Lastly, the full-time instructor in the discipline is on an approved one year, unpaid leave of absence to pursue a doctoral
degree for the 2014-2015 academic year.
1.
What were the goals and recommendations in the unit’s last program review (if any) and how has the unit
responded to those goals and recommendations?
From 2010 Comprehensive Program Review: “In the next five years our goals for the economics discipline are to restore the
courses that have been cut due to budget cutbacks.”
Response: The discipline maintained a level of course offerings meeting or exceeding demand.
From 2010 Comprehensive Program Review: “increased integration of the economics program into college’s existing learning
support programs, such as basic skills and counseling services. In the long-term, the integration of economics with other
disciplines will increase. This will result in an increase in interdisciplinary learning opportunities across disciplines su ch as the
formation of learning communities and the creation of interdisciplinary lessons that include economics.”
Response: The discipline provided more integrated support for students. In 2011, the discipline obtained MVC Basic
Skills Initiative funding in 2011 to improve pedagogical practices. In 2012, the discipline obtained a Supplemental
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Instruction Leader for students in two Macroeconomics sections. Additionally, since the last review, a tutor in
Economics assisted students. Also, the college acquired an online Economics tutoring service for students in the
online economics course sections. From 2013-2014, the discipline has met with faculty in the Sciences and
Kinesiology department to develop an interdisciplinary research-based learning curriculum for students. These
measures have increased the integration of the discipline and support of students in economics courses.
C. Data Analysis and Environmental Scan
Enrollment, success, retention, and efficiency has fluctuated (see Figures 1, 2, 3, and 4 at the end of this
document). The changes in 2013 to enrollments and efficiency are probably due to the institution of
elementary algebra as a prerequisite for the disciplines’ core offerings. Fewer students were able to take
the course due to the new prerequisite. The prerequisite was added in order to obtain C-ID
designations. While enrollments and efficiency decreased in 2013, success increased.
Fluctuations are also likely due to the cutting of economics sections and the secondary effects of cutting
sections in other disciplines (and recently, re-adding sections) across the college since 2010 due to
budgetary implications of the Great Recession.
In addition, economic recessions affect the nature of the student body and the number interested in
attending community colleges compared to when there is no economic recession.
Lastly, the discipline hired its first full-time faculty in fall, 2009, who offered the majority of the course
offerings each term. This marked a departure from earlier periods when all course offerings were taught
by adjuncts for the college. The new full-time instructor has since used different pedagogical practices
that may be reflected in the statistics described below.
3
MOV ECO Enrollments,
Retention and Success Rates, Fall 2002 - 2013
300
100%
270
90%
240
80%
210
70%
180
60%
150
50%
120
40%
90
30%
60
20%
30
10%
-
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
84
136
122
93
100
132
147
293
249
272
298
218
Retention
88.1%
86.8%
93.4%
89.2%
95.0%
93.9%
88.4%
81.2%
85.1%
82.0%
85.9%
87.6%
Success
66.7%
69.9%
73.8%
79.6%
84.0%
70.5%
74.8%
62.8%
63.5%
56.6%
65.4%
80.3%
Enrollments
0%
Figure 1. MVC Economics Course Enrollment, Success, and Retention. Data provided by David Torres, RCCD, in March,
2014.
MOV Enrollments,
Retention and Success Rates, Fall 2002 - 2013
25,000
100%
22,500
90%
20,000
80%
17,500
70%
15,000
60%
12,500
50%
10,000
40%
7,500
30%
5,000
20%
2,500
10%
-
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
Enrollments 15,118
14,348 14,944 15,105
18,095 19,108 21,846
20,878 21,921 20,507
19,340 18,926
Retention
88.1%
89.2%
88.5%
87.2%
90.1%
87.8%
89.4%
86.5%
86.9%
86.6%
87.0%
87.1%
Success
66.8%
67.3%
67.4%
66.4%
73.6%
68.9%
72.7%
69.3%
71.4%
71.6%
71.6%
70.2%
0%
Figure 2. MVC College-Wide Enrollment, Success, and Retention. Data provided by David Torres, RCCD, in March, 2014.
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MOV ECO Efficiencies,
Fall Terms 2008 -2013
1000
900
800
700
600
500
400
300
200
100
0
Efficiency
2008
2009
2010
2011
2012
2013
902.8
890.6
699.4
757.7
726.1
519.3
Figure 3. MVC Economics Efficiencies. Data provided by David Torres, RCCD, in March, 2014.
MOV Efficiencies,
Fall Terms 2008 -2013
600
500
400
300
200
100
0
Efficiency
2008
2009
2010
2011
2012
2013
466.3
523.8
485.9
480.2
492.0
505.8
Figure 4. MVC College-Wide Efficiencies . Data provided by David Torres, RCCD, in March, 2014.
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D. Programs and Curriculum
What programs/courses do you currently offer? Please indicate the date when each of these have been last updated
Name of Course / Program
Date CORs Last Updated
Comments – CORs
ECO 4 Introduction to Economics
Dec. 2012
New update undergoing district
review as of Oct. 2014
ECO 5 Economics of the
Environment*
Nov. 2005
New update undergoing district
review as of Oct. 2014
ECO 6 Intro Political Economy*
Nov. 2005
New update undergoing district
review as of Oct. 2014
ECO 7 Principles of Macroeconomics
May. 2013
New update undergoing district
review as of Oct. 2014
ECO 7H Honors Principles of
Macroeconomics*
May. 2013
New update undergoing district
review as of Oct. 2014
ECO 8 Principles of Microeconomics
May. 2013
New update undergoing district
review as of Oct. 2014
ECO 8H Honors Principles of
Microeconomics*
Jan. 2014
New update undergoing district
review as of Oct. 2014
* These courses have not been offered in the past, but will be offered in the near future.
E. Student Learning Outcomes Assessment
Course student learning outcomes (SLO) assessment has been ongoing over the past four years. At first,
assessment began with student self-evaluations of SLO achievement. Later, a nationally standardized and normed
test assessing SLO attainment was used in ECO 7 and ECO 8. In ECO 4, testing was also later used. As of the
2013-2014 academic year, direct assessment was used in the form of “end-of-term tests” or “test and retests.”
ECO 4 Introduction to Economics
In 2009, data was collected from students in the form of indirect self-evaluative surveys of SLO achievement.
These surveys were distributed in the beginning, during, and at the end of the semester. In general, these
assessments asked all students to each individually and anonymously answer how well they could answer questions
related to each of the SLOs: “Using the following scale, rate how well you can now answer the questions below.” A
five point Likert scale was used: “1 = very poor, 2 = poor, 3 = okay/average, 4 = well, 5 = very well.” Here is one
example question for ECO 4: “What are the basic economic concepts and issues? How are the concepts applied?”
Data collected from the beginning was compared quantitatively with data from the end of the semester. Average
increases in achievement ranged from 0.16 to 0.32.
Based on these results, several changes to course instruction were made before the same instructor offered the
course in 2012. There was an increased focus on SLO’s by reducing coverage of extraneous topics. The instructor
added an orientation module to improve student study skills and academic motivation involving, among other
activities a video on research-proven methods to help new college students succeed. Class discussion activities
were revised so they focused more on real-world problems that students face. The instructor improved the course
website structure for easier navigation by students. A major modification was made in teaching strategy to involve
more student interaction. Changes also included the adoption of a classroom response system (clickers) and
implementing a cooperative learning approach called Team-Based Learning.
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The same assessment strategy of using self-evaluative surveys for each SLO was used in 2012. These surveys were
distributed in the beginning, during, and at the end of the semester. Gains in achievement were measured
quantitatively, as before, by looking at the average scores for each SLO in the beginning of the term and then again
at end of the term. Gains on average scores for each SLO were then measured. Average increases in achievement
scores ranged from 0.67 to 1.03. This improvement in gains indicates the possibility that the changes made helped
students.
In 2012, a different ECO-4 instructor conducted an SLO assessment. The instructor used both direct assessment in
the form of tests and retests and indirect assessment in the form of anecdotal observation. Over the course of the
semester, the instructor began to administer more formative assessments, tests, and take-home assignments in
order to help the students learn. The instructor felt by providing the students more opportunities to demonstrate
their knowledge and obtain feedback, students would learn more. The instructor recorded increases in scores on
both the tests and the take-home assignments. She also anecdotally observed learning gains.
In 2013, a similar strategy of direct assessment in the form of tests and retests and indirect assessment in the form
of anecdotal observations was used. As a result of the formative feedback, the instructor implemented random
quizzes, thinking that this random quizzing approach would further motivate students to keep abreast of material
covered during the class meetings and as a result learn more. Based on test scores, the instructor found that
student began improving their course grades. She also anecdotally observed learning gains.
ECO 7 Principles of Macroeconomics and ECO-8 Principles of Microeconomics
The same instructor has taught almost all of the ECO 7 and ECO 8 course sections since 2010. The instructor used
the same teaching methods in both courses, but covered different content. This instructor also administered all of
the SLO assessments for these courses during this period. For this reason, both ECO 7 and ECO 8 cours es are
discussed in this section simultaneously.
In 2010 a direct test/re-test design was used to assess all SLOs in both ECO 7 and ECO 8. In the earlier semester
that year, the instructor examined how students scored on the cumulative final exam versus their performance on
prior tests. The data indicated students could learn more if they were more engaged. As such, a cooperative
learning strategy, Team Based Learning, was adopted the next semester. A direct test/re-test design was used
again to monitor SLO achievement. The data suggested mixed outcomes. Average scores on the final exams
increased, but the average gain in scores from the formative assessment to the final assessment was not as great.
The instructor performed an indirect anecdotal SLO assessment, observing that students were more engaged than
before. Changes, made after the assessment to instruction included a redesign of the course modules. The major
change was increasing the number of modules while maintaining the amount of content covered. In this way,
students would need to prepare more frequently for a smaller amount of material for each module. The intention
was by “chunking” the material into smaller bites, students would learn more.
After 2010, a nationally normed and standardized assessment of principles of economics learning was used for a all
SLO assessments for all SLOs in both ECO 7 and ECO 8. The standardized test consists of a 30-item version for
principles of macroeconomics and a 30-item version for principles of microeconomics. For ECO-7, principles of
macroeconomics, three items from the associated standardized test did not apply. Those 3 applied to the material
covered in ECO-8 instead. As such, the assessment for ECO-7 is 27 items in number and for ECO-8 it is 30 items in
number plus the 3 from the standardized test for macroeconomics. This standardized test assessed all SLOs in both
ECO 7 and ECO 8 from 2010-on.
In 2011, a direct pre-test/post-test design using this standardized assessment was implemented. However,
students were not always given sufficient time to complete the pre-test. This is because the pre-test involved a
significant number of questions that required a large amount time to complete. The post-test however was
completed in entirety by almost all of the students. Comparing average scores from the spring and fall semesters of
2011 revealed a slight increase in scores. Between the two semesters, several changes were made, including an
increased focus on SLO’s by reducing coverage of extraneous topics, adding an orientation module to improve
student study skills and motivation, revising class discussion activities so they focus more on real-world problems
that students face, and improving the course website structure for easier navigation by students.
In the 2012-2013 academic year, a direct end of term test design was used using the same standardized
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assessment. Based on earlier SLO assessments, several changes were made for the 2012-2013 academic year
course offerings of ECO-7 and ECO-8. These included adding preview lectures before each curricular module began,
assigning more homework, altering the homework questions assigned, using a document camera for a collaborative
transparency series of activities, implementing a cell phone policy contract, tracking homework with stamps at
beginning of class, requiring assignments to be completed before joining class discussions, implementing a stricter
attendance and class materials policy, providing additional learning activities leading towards extra credit,
immediately reviewing quiz and tests in class the same day tests were taken, and reducing the number of less
effective and longer learning activities. After these changes were implemented, the average scores on the direct
end-of term standardized test increased for both ECO-7 and ECO-8.
In the 2013-2014 academic year, another direct end of term test design was used again using the same
standardized assessment. Based on earlier SLO assessments, several changes were made for the 2012-2013
academic year course offerings of ECO-7 and ECO-8. These included changing the grading scheme for online
homework, sorting students into collaborative learning groups differently, the implementation of an algebra pre requisite for ECO 7 and ECO 8 mandated by State of California policy, changing how homework is collected, relaxing
attendance and class materials policy, revising questions on formative assessments, changing existing orientation
activities, adding an activity pertaining to course rules, eliminating self-assessment activities, and implementing a
randomized method to cold-class on students. After these changes were implemented, the average scores on the
direct end-of term standardized test increased for ECO-8 and slightly decreased for ECO-7.
Concluding Thoughts
The SLO assessments allowed for more documentation of changes to courses that instructors implemented to help
students.
F. Collaboration with Other Units including Instructional, Student Services or
Administrative Units (Internal). This section is now optional.
The discipline has elected to not respond to this item at this time.
G.
Outreach Activities (External). This section is now optional.
The discipline has elected to not respond to this item at this time.
H. Long Term Major Resource Planning
In order that the Economics discipline “inspires, challenges, and empowers our diverse, multicultural
community of learners to realize their goals; promotes citizenship, integrity, leadership, and global
awareness; and encourages academic excellence and professionalism” (Moreno Valley College Mission
Statement) and “lead[s] students towards academic success” (Moreno Valley College Revised Integrated
Strategic Plan, 2010-2015), the discipline requests to use classrooms with furniture allowing easier studentto-student collaboration (i.e. classrooms with rectangular tables that have 5-7 seats around each table,
multiple walls for projecting/presenting/hanging-up student work for class-wide discussion) when discipline
faculty request such a classroom. Collaborative learning between students (which is also active and studentcentered) can be an effective way for students to learn in the classroom and also interact and learn from the
diverse student body MVC attracts. In collaborative learning, a student works with her classmates in small
groups of 3-7 on projects during class. It would help if students could share a common table to work that
faculty can walk around to help individuals. The discipline recommends faculty members who use
collaborative learning techniques be given priority to occupy classrooms at the college that facilitate
collaborative learning over faculty who do not use collaborative techniques or use such techniques less
frequently during class meetings over the course of the semester. Alternatively, tablet-arm-chairs with
wheels that can be more easily arranged in groups would help. Currently, the task of rearranging noncollaborative sled-desks arranged in rows into groups for collaborative learning (and back into rows for
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subsequent classes employing lecture-learning) takes too much time between class periods which creates
scheduling problems and cuts into instructional time which hurts student learning. In addition, it is physically
demanding to move the existing heavy desks around the current cramped classroom used by discipline. A
discipline faculty member suffered work injury in December, 2012, from moving classroom furniture that
required medical attention. Moreover, furniture and classroom infrastructure can also be damaged when the
furniture is not designed to be moved frequently. This can further increase costs to the college and district.
Furniture that can facilitate collaboration between students and the instructor can improve understanding of
other students who come from different backgrounds and increase academic success in the Economics
discipline.
“To maintain academic excellence, MVC faculty members… attend professional development activities, and
engage in individual research and creative activities to remain current in their fields…” (Moreno Valley
College Revised Integrated Strategic Plan, 2010-2015). This statement applies to faculty members in the
Economics discipline. Faculty should be supported in attending conferences and engaging in research. To
do so, the discipline recommends the college and district work towards offering more opportunities and
funding for faculty to engage in such activities. Options include offering additional paid sabbaticals for
research and professional development, increasing stipends for conference attendance and professional
development, and hiring more full-time faculty to ease the governance burden on the relatively few full-time
faculty employed by the college.
Lastly, the discipline notes the following observation: “The discipline of economics is projected to grow at the
same rate as the college’s overall growth rate. Given that the number of course offerings are currently close
to meeting student demand, the offerings in this discipline should increase as needed to keep pace with the
college’s enrollment. In addition to this growth goal, a second goal for this discipline is to develop and
implement strategies to improve rates of students’ successful course completion.” (Moreno Valley College
2014 Comprehensive Master Plan Final Draft, May 19, 2014)
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I.
Summary
Briefly summarize in list form the goals and objectives the unit has for the next four years. These goals
should be broken down by year and should be part of your assessment plan. These should also be linked
to the Annual Instructional Program review plan.
Year
Goals and Objectives
Year One 20142015
Increase student
learning outcomes of
more students in each
section.
Year Two20152016
Increase the student
learning outcomes of
more students in each
section.
Year Three20162017
Increase the student
learning outcomes of
more students in each
section.
Year Four20172018
Increase the student
learning outcomes of
more students in each
section.
Link to Annual Program
Review
Assessment Plan
Analyze SLO
assessment results
and enrollment/
retention/ success
metrics annually for
recommendations for
improvement
Analyze SLO
assessment results
and enrollment/
retention/ success
metrics annually for
recommendations for
improvement
Analyze SLO
assessment results
and enrollment/
retention/ success
metrics annually for
recommendations for
improvement
Analyze SLO
assessment results
and enrollment/
retention/ success
metrics annually for
recommendations for
improvement
SLO assessment,
assessment analysis,
and course revisions for
all courses offered
during the academic
year
10
SLO assessment,
assessment analysis,
and course revisions for
all courses offered
during the academic
year
SLO assessment,
assessment analysis,
and course revisions for
all courses offered
during the academic
year
SLO assessment,
assessment analysis,
and course revisions for
all courses offered
during the academic
year