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					                                          Chaffey College
                                       Program Review Report
                                            2008 - 2009
Program Title:        Economics
Program Code:         2204 - ECONOMICS
Review Type:          Instructional
Program Mission:
Economics analyzes how individual economic entity's choices are coordinated to determine what a society will
produce, which production techniques will be used and to whom the final products will be distributed. Economics
teaches how to estimate and analyze the costs and benefits so that more intelligent, rational and efficient choices
can be made within a social context. We all make choices every day of our lives. Some of these choices are life
changing, such as career choice, marriage, buying a home, or having children. Some choices have far reaching
effects for society, such as our choices on controversial issues including what roles government should play in
managing the economy, health care reform, involvement in conflicts abroad, personal freedom vs. personal safety
issues, domestic economic policies, capital punishment, gun control, etc.

The Economics Program provides, in accordance with Title 5, CAN and other articulation agreements, a wide range
of courses that allow the student to gain a good foundation in economic principles at the lower division level. All
courses are at the transfer baccalaureate level. The program provides course work pertinent to the general
educational requirements for the Associate Degree for Chaffey College (where students may earn an A.A. degree
in economics), for the California State University and the University of California systems. The program also offers
courses through the Honors Program and Distance Education. Economics enables the student to more thoroughly
understand the world, particularly by clarifying the decision-making process. Studying economics is an excellent
preparation for a career in law, industry, banking, accounting, consulting, retailing, teaching and government
service. Transfer educational institutions require economics for many of their majors, e.g. social sciences, business
and related fields. Economics is experiencing a resurgence of popularity at major universities and colleges around
the country. A reputation is being created that the best and brightest students are the ones majoring in economics.

The Economics Department has identified program level Student Learning Outcomes (SLOs) designed to assist
students in attaining economic literacy. The SLOs are discussed in a subsequent section of Program Services
Review.
Overview of Program:
Below is a brief discussion of the activities and accomplishments during the last year:

The economics department updated its program level SLOs and assessments. Program level SLOs were also tied
to specific courses and to institutional core competencies.

Economics Department full-time faculty participated in professional development activities to learn how to use
Blackboard for online and hybrid courses. Economics Department faculty worked to facilitate transfer of online
course materials from WebCT to Blackboard. Economics Department faculty worked to modify their online and
hybrid courses in an effort to provide the same level of distance education instructional quality as we could provide
on WebCT. This goal has been unattainable given the limitations of Blackboard, especially when it comes to
testing. A review of summer 2008, fall 2008 and spring 2009 emails from Distance Education are quite enlightening
if anyone would like to look into the specific problems we have encountered with Blackboard.

Professor McMurran wrote a macroeconomics textbook which he updates on a regular basis. This textbook is
provided free of charge online to Professor McMurran's students.
Program Goals and Planning Process:
Program Goal #1: Ends Policy 8.1 - Ends Policy 8.1.1 and 8.1.4: The Economics faculty will review the Economics
Program with the goal of continually improving the program with respect to student learning in order to better serve
Chaffey College students. The Economics faculty will: (1) monitor changes and debates in economic theory by
reading professional journals and textbooks; (2) maintain expertise in current economic conditions and policies by
reading and monitoring such media sources as The New York Times, The Los Angeles Times, The Wall Street
Journal, The Economist, and various government press releases; (3) review and implement pedagogic techniques
such as game playing, group problem solving, debate, and role playing in addition to the more traditional teaching
methods; (4) monitor changes in educational delivery techniques; (5) advocate for additional full-time economics
instructors who can provide expertise in areas needed to improve our program. The Economics faculty will review
measures such as retention, success rates, group and individual responses from students, results from student and
peer evaluations and progress toward achievement of student learning outcomes. Ends Policy 8.1.2: The
Economics faculty will continually work toward updating and improving the Economics curriculum to reflect the
needs of our diverse students and to respond to changes in technology, evolving occupations, and emerging fields
of study. Ends Policy 8.1.5: The Economics Program will work toward continually reviewing and improving student
learning outcomes (SLOS) and assessment instruments. Ends Policy 8.1.6: The Economics Program will work
toward the goal of students showing competency in fundamental core components such as communication, critical
thinking and information competency, community/global awareness and responsibility, and personal, academic and
career development.
Outcome                                                              Summary of            Use of Results for
         Outcome Statement             Means of Assessment
Measured                                                             Evidence              Planning
SLO          Determine the type of     At the end of Econ 4,         The Economics         Instructors are
             industrial                60% of students will          Department has        continuing to identify
             organization/market       analyze information and       conducted several     teaching and learning
             structure by analyzing    correctly determine the       rounds of             methods that will
             the characteristics of    type of industrial            assessment for        improve student
             an industry to            organization/market           this SLO. Most of     learning. Information
      determine its degree     structure as measured by the courses where        is shared during
      of competition.          student responses to     assessment was           department meetings
                               questions.               conducted met or         and at spring and fall
                                                        exceeded the             FLEX activities.
                                                        60% threshold
                                                        identified under
                                                        Means of
                                                        Assessment. In
                                                        many courses,
                                                        70% to 80% of
                                                        students were
                                                        successful with
                                                        respect to this
                                                        SLO. A few
                                                        courses had lower
                                                        numbers (even
                                                        some below the
                                                        60% threshold).
                                                        Smaller classes
                                                        tended to
                                                        outperform larger
                                                        classes.
SLO   Apply marginal benefit   During Econ 90A, 75% of     Assessment            One additional unit
      marginal opportunity     students will correctly     results for Econ 4    was added to the
      cost analysis to         apply marginal benefit      show 60% to 70%       Economics degree
      economic decisions       marginal cost analysis to   of students           program to provide
      made by individuals,     a given economic            successful for this   opportunities for
      households,              decision as measured by     SLO. In Econ 90A,     students to conduct
      businesses, and/or       a student’s ability to      80% to 90% of         research on various
      governments.             articulate the process as   students are          economic issues in
                               it applies to a specific    typically             the real world and
                               topic via a research        successful for this   analyze these issues
                               paper and a PowerPoint      SLO.                  using cost benefit
                               presentation.                                     analysis. Students
                               Alternatively, at the end                         who perform well in
                              of Econ 4, 60% of                                Econ 1, Econ 2, Econ
                              students will correctly                          4 and Econ 8 are
                              apply marginal benefit                           encouraged to take
                              marginal cost analysis to                        Econ 90A. This has
                              a given economic issue                           led to some excellent
                              as measured by student                           research papers by
                              responses to questions.                          our students. Over the
                                                                               years, numerous Econ
                                                                               90A students have
                                                                               been selected to
                                                                               present their Econ
                                                                               90A research papers
                                                                               at honors
                                                                               conferences.
                                                                               Instructors are
                                                                               continuing to identify
                                                                               teaching and learning
                                                                               methods that will
                                                                               improve student
                                                                               learning. Information
                                                                               is shared during
                                                                               department meetings
                                                                               and at spring and fall
                                                                               FLEX activities.
SLO   Explain how             At the end of Econ 4,        The Economics       Instructors are
      deviations from the     60% of students will         Department has      continuing to identify
      optimal output level    successfully identify how    conducted several   teaching and learning
      might occur including   deviations from the          rounds of           methods that will
      an analysis of the      optimal output level might   assessment for      improve student
      impact of taxes,        occur as measured by         this SLO. The       learning. Information
      externalities, and/or   student responses to         results were        is shared during
      price controls by       questions                    mixed. Although     department meetings
      correctly applying                                   many courses        and at spring and fall
      these issues to the                                  where               FLEX activities.
      demand and supply                                    assessment was
      model.                                               conducted met or
                                                       exceeded the
                                                       60% threshold
                                                       identified under
                                                       Means of
                                                       Assessment,
                                                       some did not.
                                                       Some classes
                                                       exceeded 70%.
                                                       Smaller classes
                                                       tended to
                                                       outperform larger
                                                       classes.
SLO   Identify economic      At the end of Econ 2,     Several rounds of   Instructors are
      policies that can be   60% of students will      assessment have     continuing to identify
      used to achieve each   successfully identify     been completed      teaching and learning
      of the three major     economic policies that    for this SLO. All   methods that will
      macroeconomic goals    can be used to achieve    courses where       improve student
                             each of the three major   assessment was      learning. Information
                             macroeconomic goals as    conducted met or    is shared during
                             measured by student       exceeded the        department meetings
                             responses to questions.   60% threshold       and at spring and fall
                                                       identified under    FLEX activities.
                                                       Means of
                                                       Assessment. In
                                                       many courses,
                                                       70% to 80% of
                                                       students were
                                                       successful with
                                                       respect to this
                                                       SLO. Again,
                                                       smaller classes
                                                       tended to
                                                       outperform larger
                                                       classes.
Program Goal #2: Ends Policy 8.2 - Ends Policy 8.2.1 and Ends Policy 8.2.3: The Economics faculty will continue to
review the Economics Program with the goal of helping students attain economic literacy while providing
opportunities for students to improve their English, reading, writing, math, and communication skills. The
Economics faculty will assess the goal of students showing competency in fundamental core components such as
communication, critical thinking and information competency, community/global awareness and responsibility, and
personal, academic and career development through such measurements as retention, success rates, group and
individual responses from students, results from student and peer evaluations and the progress toward
achievement of student learning outcomes.
Outcome                                                            Summary of            Use of Results for
         Outcome Statement            Means of Assessment
Measured                                                           Evidence              Planning
SLO         Determine the type of     At the end of Econ 4,        The Economics         Instructors are
            industrial                60% of students will         Department has        continuing to identify
            organization/market       analyze information and      conducted several     teaching and learning
            structure by analyzing    correctly determine the      rounds of             methods that will
            the characteristics of    type of industrial           assessment for        improve student
            an industry to            organization/market          this SLO. Most of     learning. Information
            determine its degree      structure as measured by     the courses where     is shared during
            of competition.           student responses to         assessment was        department meetings
                                      questions.                   conducted met or      and at spring and fall
                                                                   exceeded the          FLEX activities.
                                                                   60% threshold
                                                                   identified under
                                                                   Means of
                                                                   Assessment. In
                                                                   many courses,
                                                                   70% to 80% of
                                                                   students were
                                                                   successful with
                                                                   respect to this
                                                                   SLO. A few
                                                                   courses had lower
                                                                   numbers (even
                                                                   some below the
                                                                   60% threshold).
                                                                   Smaller classes
                                                                   tended to
                                                                   outperform larger
                                                           classes.
SLO   Apply marginal benefit   During Econ 90A, 75% of     Assessment            One additional unit
      marginal opportunity     students will correctly     results for Econ 4    was added to the
      cost analysis to         apply marginal benefit      show 60% to 70%       Economics degree
      economic decisions       marginal cost analysis to   of students           program to provide
      made by individuals,     a given economic            successful for this   opportunities for
      households,              decision as measured by     SLO. In Econ 90A,     students to conduct
      businesses, and/or       a student’s ability to      80% to 90% of         research on various
      governments              articulate the process as   students are          economic issues in
                               it applies to a specific    typically             the real world and
                               topic via a research        successful for this   analyze these issues
                               paper and a PowerPoint      SLO.                  using cost benefit
                               presentation.                                     analysis. Students
                               Alternatively, at the end                         who perform well in
                               of Econ 4, 60% of                                 Econ 1, Econ 2, Econ
                               students will correctly                           4 and Econ 8 are
                               apply marginal benefit                            encouraged to take
                               marginal cost analysis to                         Econ 90A. This has
                               a given economic issue                            led to some excellent
                               as measured by student                            research papers by
                               responses to questions.                           our students. Over the
                                                                                 years, numerous Econ
                                                                                 90A students have
                                                                                 been selected to
                                                                                 present their Econ
                                                                                 90A research papers
                                                                                 at honors
                                                                                 conferences.
                                                                                 Instructors are
                                                                                 continuing to identify
                                                                                 teaching and learning
                                                                                 methods that will
                                                                                 improve student
                                                                                 learning. Information
                                                                                 is shared during
                                                                               department meetings
                                                                               and at spring and fall
                                                                               FLEX activities.
SLO   Explain how             At the end of Econ 4,        The Economics       Instructors are
      deviations from the     60% of students will         Department has      continuing to identify
      optimal output level    successfully identify how    conducted several   teaching and learning
      might occur including   deviations from the          rounds of           methods that will
      an analysis of the      optimal output level might   assessment for      improve student
      impact of taxes,        occur as measured by         this SLO. The       learning. Information
      externalities, and/or   student responses to         results were        is shared during
      price controls by       questions                    mixed. Although     department meetings
      correctly applying                                   many courses        and at spring and fall
      these issues to the                                  where               FLEX activities.
      demand and supply                                    assessment was
      model.                                               conducted met or
                                                           exceeded the
                                                           60% threshold
                                                           identified under
                                                           Means of
                                                           Assessment,
                                                           some did not.
                                                           Some classes
                                                           exceeded 70%.
                                                           Smaller classes
                                                           tended to
                                                           outperform larger
                                                           classes.
SLO        Identify economic      At the end of Econ 2,     Several rounds of   Instructors are
           policies that can be   60% of students will      assessment have     continuing to identify
           used to achieve each   successfully identify     been completed      teaching and learning
           of the three major     economic policies that    for this SLO. All   methods that will
           macroeconomic goals    can be used to achieve    courses where       improve student
                                  each of the three major   assessment was      learning. Information
                                  macroeconomic goals as    conducted met or    is shared during
                                  measured by student       exceeded the        department meetings
                                  responses to questions    60% threshold       and at spring and fall
                                                            identified under    FLEX activities
                                                            Means of
                                                            Assessment. In
                                                            many courses,
                                                            70% to 80% of
                                                            students were
                                                            successful with
                                                            respect to this
                                                            SLO. Again,
                                                            smaller classes
                                                            tended to
                                                            outperform larger
                                                            classes.

Budget Requests – Faculty
Program Goal                Category Title       FTE Priority New/Replacement Remarks
Ends Policy 8.1.1 and       51000   Economics 1   1   New   The Chaffey
8.1.4: The Economics                Instructor              College Economics
faculty will review the                                     Department (Econ
Economics Program with                                      Dept) teaches a
the goal of continually                                     wider variety of
improving the program with                                  courses than most
respect to student learning                                 community colleges
in order to better serve                                    in our area.
Chaffey College students.                                   Although this
The Economics faculty will:                                 creates additional
(1) monitor changes and                                     work, we believe it
debates in economic                                         is necessary to
theory by reading                                           provide ample
professional journals and                                   opportunities for
textbooks; (2) maintain                                     students from a
expertise in current                                        variety of
economic conditions and                                     backgrounds to
policies by reading and                                     attain economic
monitoring such media                                       literacy.
sources as The New York
Times, The Los Angeles                                      It is difficult to
Times, The Wall Street                                      recruit and retain
Journal, The Economist,                                     quality adjunct
and various government                                      instructors in our
press releases; (3) review                                  department due to
and implement pedagogic                                     the variety of career
techniques such as game                                     options available to
playing, group problem                                      individuals with a
solving, debate, and role                                   graduate degree in
playing in addition to the                                  Economics.
more traditional teaching
methods; (4) monitor                                        We have high
changes in educational                                      turnover of adjunct
delivery techniques; (5)                                    instructors in our
advocate for additional                                     discipline.
full-time economics
full-time economics
instructors who can          It is difficult to find
provide expertise in areas   quality adjunct
needed to improve our        instructors who are
program. The Economics       willing to teach at
faculty will review          Chino and Fontana
measures such as             on a regular basis.
retention, success rates,    This makes it
group and individual         difficult for the
responses from students,     department to
results from student and     increase its
peer evaluations and         offerings in Chino
progress toward              and Fontana.
achievement of student
achievement of student
learning outcomes. Ends        We are severely
Policy 8.1.2: The              understaffed in the
Economics faculty will         Economics
continually work toward        Department. Even
updating and improving the     with all full-time
Economics curriculum to        faculty members
reflect the needs of our       teaching full loads,
diverse students and to        65% to 70% of our
respond to changes in          courses are taught
technology, evolving           by adjunct
occupations, and emerging      professors. This
fields of study. Ends Policy   has been true for
8.1.5: The Economics           many years. The
Program will work toward       Econ Dept is
continually reviewing and      requesting 1 FTEF
improving student learning     in order to bring the
outcomes (SLOS) and            department to a
assessment instruments.        staffing level
Ends Policy 8.1.6: The         commensurate with
Economics Program will         other departments
work toward the goal of        of a similar size.
students showing               Adding 1 FTEF to
competency in                  the Econ Dept
fundamental core               would allow us to
components such as             staff almost 50% of
communication, critical        our economics
thinking and information       courses with
competency,                    full-time instructors.
community/global
community/global
awareness and            Our Econ Dept has
responsibility, and      a macroeconomist
personal, academic and   and a
career development.      microeconomist.
                         We also need an
                         economist with
                         expertise in political
                         economy and/or
                         global issues.
                         Adding a third
                         full-time instructor
                         with expertise in
                         one or both of these
                         areas would greatly
                         improve our ability
                         to serve students
                         who are entering an
                         increasingly
                         competitive global
                         economy.
Economics
programs face
extensive technical
requirements.
Economics program
faculty need to (1)
monitor changes
and debates in
economic theory,
(2) maintain
expertise in current
economic
conditions and
policies and (3)
review and
implement
pedagogic
techniques that
provide
opportunities for
students with a
variety of learning
styles to develop
the required skill
sets for economic
literacy. Given the
severity of current
global economic
conditions, staying
current in
economics has
become
increasingly difficult.
The last few months
have been mind
numbing, even for
economists.

Economics teaches
us to look at the
benefits and costs
of our choices. The
Economics
Department realizes
the district has
limited funds and
must make difficult
choices. The Econ
Dept faculty would
argue that the
benefits of hiring
another full-time,
tenure track
Economics
professor far
outweigh the costs.
Quality education is
difficult to provide
when most of your
courses are taught
by a rotating pool of
adjunct professors
who are racing off to
their next job
instead of holding
office hours and
helping students
outside the
classroom.
Students studying
economics deserve
                                                                                        equal access to a
                                                                                        quality education.
                                                                                        Economics students
                                                                                        deserve the same
                                                                                        opportunities to
                                                                                        work with
                                                                                        dedicated, full-time
                                                                                        professors as
                                                                                        students who
                                                                                        choose other
                                                                                        disciplines.

Hiring Criteria
Request                                                                      Criteria        Remarks
Ends Policy 8.1.1 and 8.1.4: The Economics faculty will review the           Courses         Criteria(see
Economics Program with the goal of continually improving the program with    that            earlier
respect to student learning in order to better serve Chaffey College         support         remarks for
students. The Economics faculty will: (1) monitor changes and debates in     transfer or     details):
economic theory by reading professional journals and textbooks; (2)          vocational      Diversity of
maintain expertise in current economic conditions and policies by reading    certificates    program
and monitoring such media sources as The New York Times, The Los                             offerings
Angeles Times, The Wall Street Journal, The Economist, and various                           Diversity of
government press releases; (3) review and implement pedagogic                                college
techniques such as game playing, group problem solving, debate, and role                     offerings
playing in addition to the more traditional teaching methods; (4) monitor                    New and
changes in educational delivery techniques; (5) advocate for additional                      emerging
full-time economics instructors who can provide expertise in areas needed                    curriculum
to improve our program. The Economics faculty will review measures such                      curriculum
as retention, success rates, group and individual responses from students,                   necessary for
results from student and peer evaluations and progress toward                                student
achievement of student learning outcomes. Ends Policy 8.1.2: The                             success
Economics faculty will continually work toward updating and improving the                    Extensive
Economics curriculum to reflect the needs of our diverse students and to                     techinical
respond to changes in technology, evolving occupations, and emerging                         requirements
fields of study. Ends Policy 8.1.5: The Economics Program will work toward                   for program
fields of study. Ends Policy 8.1.5: The Economics Program will work toward                for program
continually reviewing and improving student learning outcomes (SLOS) and                  New direction
assessment instruments. Ends Policy 8.1.6: The Economics Program will                     of the college
work toward the goal of students showing competency in fundamental core                   Adjunct to FT
components such as communication, critical thinking and information                       ratio is
competency, community/global awareness and responsibility, and personal,                  extremely
academic and career development.                                                          skewed
                                                                                          Supported by
                                                                                          institutional
                                                                                          data
                                                                                          Adjunct faculty
                                                                                          are difficult to
                                                                                          find
                                                                                          Chino and
                                                                                          Fontana
                                                                                          Expansions

Budget Requests – Staff
Program Goal          Category        Title    FTE      Priority   New/Replacement             Remarks

Budget Requests – Supplies, Equipment, etc.
Program Goal       Category      Description    Price    Qty Installation   Shipping   Total    Remarks

Previous Activities and Outcomes
1.
Activity: Economics transfer program Economics degree program

Outcome:

To what extent was this outcome achieved?
This outcome was achieved. The Economics Department continues to offer courses to support the
economics transfer program and the economics degree program.


Budget:
     If any unexpended funds in last years budget, please briefly explain why these funds were not spent.
     No
     Were any additional funds requested (VTEA, other grants, etc.)? If so, please list source of additional
     funds and amount received.
     No

Responses to Prior Year Committee Comments
Prior Year's Recommendations and Commendations:
Commendations
Recommendations
Program Changes

State how program/service addressed these recommendations:
No commendations, recommendations, or program changes were listed.
Student Learning Outcomes PSR Table:
G129 Ends Policy 8.1.1 and 8.1.4: The Economics faculty will review the Economics Program with the goal
of continually improving the program with respect to student learning in order to better serve Chaffey
College students. The Economics faculty will: (1) monitor changes and debates in economic theory by
reading professional journals and textbooks; (2) maintain expertise in current economic conditions and
policies by reading and monitoring such media sources as The New York Times, The Los Angeles Times,
The Wall Street Journal, The Economist, and various government press releases; (3) review and implement
pedagogic techniques such as game playing, group problem solving, debate, and role playing in addition
to the more traditional teaching methods; (4) monitor changes in educational delivery techniques; (5)
advocate for additional full-time economics instructors who can provide expertise in areas needed to
improve our program. The Economics faculty will review measures such as retention, success rates, group
and individual responses from students, results from student and peer evaluations and progress toward
achievement of student learning outcomes. Ends Policy 8.1.2: The Economics faculty will continually work
toward updating and improving the Economics curriculum to reflect the needs of our diverse students and
to respond to changes in technology, evolving occupations, and emerging fields of study. Ends Policy
8.1.5: The Economics Program will work toward continually reviewing and improving student learning
outcomes (SLOS) and assessment instruments. Ends Policy 8.1.6: The Economics Program will work
toward the goal of students showing competency in fundamental core components such as
communication, critical thinking and information competency, community/global awareness and
responsibility, and personal, academic and career development.
                                                                                Explain how deviations
                                                           Apply marginal       from the optimal
        Identify economic       Determine the type of      benefit marginal     output level might
        policies that can be    industrial                 opportunity cost     occur including an
        used to achieve         organization/market        analysis to          analysis of the impact
Courses each of the three       structure by analyzing the economic decisions of taxes, externalities,
        major                   characteristics of an      made by individuals, and/or price controls
        macroeconomic           industry to determine its  households,          by correctly applying
        goals                   degree of competition.     businesses, and/or these issues to the
                                                           governments.         demand and supply
                                                                                model.
ECON
90A
(Active)
ECON
92A-H
(Active)
ECON 1
(Active)
ECON 4
(Active)
ECON 2
(Active)
G130 Ends Policy 8.2.1 and Ends Policy 8.2.3: The Economics faculty will continue to review the
Economics Program with the goal of helping students attain economic literacy while providing
opportunities for students to improve their English, reading, writing, math, and communication skills. The
Economics faculty will assess the goal of students showing competency in fundamental core components
such as communication, critical thinking and information competency, community/global awareness and
responsibility, and personal, academic and career development through such measurements as retention,
success rates, group and individual responses from students, results from student and peer evaluations
and the progress toward achievement of student learning outcomes.
                                                                                     Explain how deviations
                                                               Apply marginal
                                                                                     from the optimal
                                                               benefit marginal
        Identify economic        Determine the type of                               output level might
                                                               opportunity cost
        policies that can be     industrial                                          occur including an
                                                               analysis to
        used to achieve          organization/market                                 analysis of the impact
                                                               economic decisions
Courses each of the three        structure by analyzing the                          of taxes, externalities,
                                                               made by
        major                    characteristics of an                               and/or price controls
                                                               individuals,
        macroeconomic            industry to determine its                           by correctly applying
                                                               households,
        goals                    degree of competition.                              these issues to the
                                                               businesses, and/or
                                                                                     demand and supply
                                                               governments
                                                                                     model.
ECON
90A
(Active)
ECON
92A-H
(Active)
ECON 1
(Active)
ECON 2
(Active)

Awards Data
                                                 Economics
           Term                        Degrees                                 Certificates
03/04                      0
04/05                      0
05/06                      2
06/07                      2
07/08                      1
Comments:Students need upper division and graduate level course work in economics to qualify for most jobs
Comments:Students need upper division and graduate level course work in economics to qualify for most jobs
related to economics.


Economics
                                                           FTES
                                                                     Change from 2006-07 to          Change from 2003-04 to
Teaching                                                             2007-08                         2007-08
Arrangement         2003-04 2004-05 2005-06 2006-07 2007-08                    #                 %            #                 %
ADJ                 113.59    119.17    119.857 147.863 137.663 -10.2                      -6.898    24.073             21.193
C/R                 64.6      60.08     74.527   48.822    79.428    30.605                62.687    14.828             22.953
FB                  0         0         0        0         0         0                     n/a       0                  n/a
OL                  11.3      7.4       0        0.469     0.576     0.107                 22.727    -10.724            -94.902
TOTAL               189.49    186.65    194.384 197.155 217.667 20.512                     10.404    28.177             14.87

                                                         SECTIONS
                                                                      Change from 2006-07 to         Change from 2003-04 to
Teaching                                                              2007-08                        2007-08
Arrangement          2003-04 2004-05 2005-06 2006-07 2007-08               #                 %            #                 %
ADJ                  35        42       45        51        44        -7           -13.725           9            25.714
C/R                  15        17       19        9         18        9            100               3            20
FB                   0         0        0         0         0         0            n/a               0            n/a
OL                   3         2        0         1         2         1            100               -1           -33.333
TOTAL                53        61       64        61        64        3            4.918             11           20.755

                                                 CENSUS ENROLLMENT
                                                                     Change from 2006-07 to          Change from 2003-04 to
Teaching                                                             2007-08                         2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08            #                   %         #                   %
ADJ           1168     1189     1155     1427     1333     -94              -6.587       165           14.127
C/R           641      638      721      473      750      277              58.562       109           17.005
FB            0        0        0        0        0        0                n/a          0             n/a
OL            105      68       0        13       15       2                15.385       -90           -85.714
TOTAL         1914     1895     1876     1913     2098     185              9.671        184           9.613

                                UNDUPLICATED FACULTY HEADCOUNT
                                                           Change from 2006-07 to        Change from 2003-04 to
Teaching                                                   2007-08                       2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08           #                   %          #                   %
ADJ           20       27       26       27       26       -1           -3.704           6              30
C/R           4        4        4        4        4        0            0                0              0
TOTAL         24       31       30       31       30       -1           -3.226           6              25

                                      INSTRUCTIONAL FTEF (LOAD)
                                                           Change from 2006-07 to        Change from 2003-04 to
Teaching                                                   2007-08                       2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08               #                %             #                 %
ADJ           336.66   400      450      410      440      30                7.317       103.34              30.696
C/R           328.33   176.66   196.66   103.33   200      96.67             93.555      -128.33             -39.086
FB                     20                100      0        -100              -100        n/a                 n/a
OL            30       20                3.33     6.66     3.33              100         -23.34              -77.8
TOTAL         694.99   616.66   646.66   616.66   646.66   30                4.865       -48.33              -6.954

                                            COMPARISONS
                                     FTES PER CONTRACT/REGULAR
                                                           Change from 2006-07 to        Change from 2003-04 to
Teaching                                                   2007-08                       2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08            #                %            #               %
C/R           47.37    46.66    48.6     49.29    54.42    5.13          10.408          7.05          14.883

                                          COMPARISONS
                                   FTEF PER CONTRACT/REGULAR
                                                           Change from 2006-07 to Change from 2003-04 to
Teaching                                                   2007-08                2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08            #               %              #               %
C/R           173.75   154.17   161.67   154.17   161.67   7.5           4.865           -12.08         -6.953

                                           COMPARISONS
                                             FTES/FTEF
                                                           Change from 2006-07 to        Change from 2003-04 to
Teaching                                                   2007-08                       2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08                #               %             #            %
ADJ           33.74% 29.79% 26.63% 36.06% 31.29% n/a                        n/a          n/a             n/a
C/R           n/a      300.40% n/a       48.82% n/a        n/a              n/a          n/a             n/a
FB            0.00%    0.00%    n/a      0.00%    0.00%    n/a              n/a          n/a             n/a
OL            3.44%    4.19%    0.00%    0.45%    0.29%    n/a              n/a          n/a             n/a
TOTAL         27.27% 30.27% 30.06% 31.97% 33.66% n/a                        n/a          n/a             n/a

                                           COMPARISONS
                                         FTES PER SECTION
                                                           Change from 2006-07 to        Change from 2003-04 to
Teaching                                                   2007-08                       2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08            #                %            #               %
ADJ           3.25    2.84      2.66    2.9     3.13    0.23        7.931              -0.12         -3.692
C/R           4.31    3.53      3.92    5.42    4.41    -1.01       -18.635            0.1           2.32
FB            n/a     n/a       n/a     n/a     n/a     n/a         n/a                n/a           n/a
OL            3.77    3.7       n/a     0.47    0.29    -0.18       -38.298            -3.48         -92.308
TOTAL         3.58    3.06      3.04    3.23    3.4     0.17        5.263              -0.18         -5.028

                                        COMPARISONS
                                CENSUS ENROLLMENT PER SECTION
                                                        Change from 2006-07 to         Change from 2003-04 to
Teaching                                                2007-08                        2007-08
Arrangement   2003-04 2004-05 2005-06 2006-07 2007-08           #            %               #                %
ADJ           33.37   28.31     25.67   27.98   30.3    2.32         8.292             -3.07         -9.2
C/R           42.73   37.53     37.95   52.56   41.67   -10.89       -20.719           -1.06         -2.481
FB            n/a     n/a       n/a     n/a     n/a     n/a          n/a               n/a           n/a
OL            35      34        n/a     13      7.5     -5.5         -42.308           -27.5         -78.571
TOTAL         36.11   31.07     29.31   31.36   32.78   1.42         4.528             -3.33         -9.222

                              DISTRICT-WIDE INSTRUCTIONAL RANKINGS
Variables               2003-04          2004-05        2005-06              2006-07             2007-08
% PT FTES               21               25             25                   14                  19
% C/R FTES              7                13             6                    6                   5
Total FTES              20               20             19                   20                  19
% PT FTEF               38               21             19                   10                  18
Total FTEF              18               17             17                   18                  18
FTEF/ C/R               4                10             6                    7                   6
FTES/ C/R               55               52             48                   62                  57
% PT Sections    14   17   16   9    17
Census/Section   12   21   21   19   16

				
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