Graduate Program in Food and Business Economics Learning Goals

A. Assessment of student achievement of Goal 1

1. Successful completion of core courses (microeconomic theory, econometrics, and
   research methods). Core courses impart competency in students’ analytical
   abilities.
2. Minimum acceptable grade threshold, which is B or 3.0 in a 4.0 scale.
3. Comprehensive examination after completion of second semester courses.
   Comprehensive examination assesses whether or not students are able to put
   their core course knowledge cohesively.
4. Meet prerequisites for advanced elective courses within and outside department.

B. Roles of the program in helping students to achieve Goal 1

1. Admission to program based on ability to succeed in core courses.
2. Examinations, assignments, and projects in each course (see course outlines).
   Completing these course requirements is related to A. (2) above.
3. Periodic review of student transcripts (see Policy Handbook). Regular review of
   students’ progress in their respective areas of interest by the GPD and students’
   academic advisers, and providing timely feedback to the students so that appropriate
   action can be taken. Copy of such review is given to the Department Chair.
4. Periodic review and evaluation of core course content, including syllabi, and course
   offerings using Provide benchmark from comparable programs at other institutions.
5. Evaluate teaching effectiveness of instructors in relevant course(s); if effectiveness is
   below expectations, work with instructor to improve.
6. Periodic review of assessment tools. Establish a continuous feedback mechanism,
   such as an exit survey, to ensure that program goals and processes in place to achieve
   them (i.e., those listed under each goal) are regularly reviewed and adjusted as
   needed.

A. Assessment of student achievement of Goal 2

1. Assessment of acquired skills by conducting comprehensive examination after
   completion of core courses. Comprehensive examination assesses whether or not
   students are able to put their core course knowledge cohesively.
2. Successful completion of core courses in microeconomic theory and econometrics.
   These core courses impart competency in students’ analytical abilities.
3. Successful completion of Master’s Thesis or Plan B research paper where students
   utilize their knowledge of and ability in quantitative methods to economic theory and
   practice. A successful completion includes,
   1. Public defense of thesis or Plan B research paper by students. Such defense is
      assessed by the student’s advisor and the research committee members.
   2. Critical reading and assessment of thesis or Plan B paper by the student’s
      advisor and research committee.
   3. Presentation of research outputs in conferences.
   4. Publication of research outputs in refereed journals.
4. Acceptance for higher studies such as PhD programs.

B. Roles of the program in helping students to achieve Goal 2

1. Offering required core courses in quantitative methods and economic theory.
2. Provide early introduction to research methods and opportunities for research to
   students enrolled in the program. For instance, provide students with opportunity to
   work with faculty on applied issues, including those funded by external grants.
3. Regular review of students’ progress in their respective areas of interest by the GPD
   and students’ academic advisers, and providing timely feedback to the students so
   that appropriate action can be taken. Copy of such review is given to the Department
   Chair.
4. Regular interaction and advisement by student’s academic advisor and research
   committee members in choosing the topic and in completing the thesis or plan B
   paper.
5. Opportunity to present their work in seminars, including those in the department
   and professional conferences. This may include supporting students’ travel and
   conference attendance with faculty’s grants and awards.
6. Periodic review of assessment tools. Establish a continuous feedback mechanism,
   such as an exit survey, to ensure that program goals and processes in place to achieve
   them (i.e., those listed under each goal) are regularly reviewed and adjusted as
   needed. 

A. Assessment of student achievement of Goal 3

1. Grades students obtain in elective graduate courses in their respective areas of
   interest (there is no minimum credit requirement, but a student may take 12+
   elective credits in his/her area of specialization).
2. Periodic and regular review of the student’s progress in his/her area of interest by
   student’s academic adviser (student’s major adviser) and providing timely feedback
   to the student to take action needed.
3. Successful completion of either a Master’s thesis or Plan B research paper in
   student’s area of interest. The quality of such original research is assessed by
   1. Public defense of the thesis/Plan B paper
   2. Critical reading of thesis/Plan B paper by committee of graduate faculty
      members
   3. Mentoring by faculty for submission and acceptance of research articles to
      professional conferences and journals.
4. Continuation of graduate studies or placement in a position that requires ability in
   the student’s selected area of specialization.

B. Roles of the program in helping students to achieve Goal 3

1. Interview the student in his/her second semester (spring) to identify his/her areas of
   interest within economics.
2. Timely determination of appropriate elective courses in student’s area of interest and
   provide advice accordingly.
3. Partner students with faculty members who has matching areas of interest and expertise
   to a particular student’s area of interest.
4. Provide opportunities to present research and receive feedback (e.g., department
   seminars as well as regional or national conferences)
5. Establish a continuous feedback mechanism, such as an exit survey, to ensure that
   program goals and the processes in place to achieve them (i.e., those listed under each
   goal) are regularly reviewed and adjusted as needed. 

A. Assessment of student achievement of Goal 4 

Goal 4 details: Students should know the standard structure of, and be able to communicate
effectively in, the following written and oral formats: research articles, research report for a
client in business or government, short internal memorandum, newsletter article designed
for a wider audience, effective oral presentation of research or extension reports in both
academic and non-academic settings, such as research seminars, executive briefings,
internal training, and speech / keynote address.

1. Evaluation and timely feedback from instructors in graduate courses where written
   requirements is compulsory (such written requirements help synthesize topics taught
   in class)
2. Evaluation and feedback by students’ thesis or Plan B research written and oral
   presentation skills by the student’s thesis or Plan B advisory committee.
3. Successful completion of either a Master’s thesis or Plan B research paper in
   student’s area of interest.
4. Evidence of successful presentations made at professional or scholarly conferences
5. Acceptance of thesis or Plan B paper by scholarly journal
6. If the subject matter warrants, students are asked to brief local executives or FBE
   alumni on their research. This professional audience will then fill out an extension style evaluation form.

B. Roles of the program in helping students to achieve goal 4

1. Sharing examples of students’ thesis from the past that were nominated for regional
   or national awards.
2. Sharing examples of research articles that students in the program in the past
   presented in academic seminars and regional/national conferences.
3. Using the graduate course reading lists to expose students to excellent examples of
   various written and oral presentation format (e.g., articles in Choices, etc.).
4. Teaching students to write research briefs in memorandum format as a part of
   written assignments in graduate courses
5. Encouraging and facilitating students to present their research or give training to
   other students (both in-class and outside the classroom). Faculty will then provide
   feedback on good and bad presentation skills.
6. Encouraging graduate instructors to use high standards of communication skills
   (both oral and written).
7. Periodic review and evaluation of course content to ensure course offerings and
   syllabi are aligned with student learning goals in general.
8. When feasible, inviting guest speakers to graduate courses so that students are
   familiar with different communication and presentation skills. This will complement
   those of the instructor.
9. Encouraging graduate students to attend seminars hosted by the Department each
   semester
10. Encourage and provide financial support (when feasible) to graduate students to
    attend business and professional meetings where they are exposed to many research
    and keynote presentations.
11. Period review of assessment tools through a continuous feedback mechanism, such
    as an exit survey, to ensure that program goals and processes in place to achieve
    them are regularly reviewed and adjusted as needed.