University of Washington Department of Economics Economics Undergraduate Board Presentation to the Visiting Committee April 16 th, 2008 Information obtained.

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Presentation transcript:

University of Washington Department of Economics Economics Undergraduate Board Presentation to the Visiting Committee April 16 th, 2008 Information obtained from the departmental fact sheet and surveys distributed by the EUB.

Department Statistics – Grad/Undergrad Trends Huge growth in undergrad econ majors after 2001

Department Statistics – BA/BS Trends FY Most of the growth in the major comes from the BA.

Department Statistics – BA/BS Today Total undergrads in the major - 748

Classes fill up quickly. Results based on survey distributed by the EUB.

Faculty shortage stats  Faculty in 1995 – 1996 when there were 400 majors were the same faculty in 2006 when there were 884 majors.  The economics Department has the 3 rd greatest number of majors, and the llth largest faculty in the College of Arts and Sciences.

Faculty Accessibility Even with the faculty shortage the faculty currently in the UW economics department connect very well with their students as shown by the graph below: Key: “1” = not very accessible,“2” = somewhat accessible and “3” = very accessible

Many students have other degrees. Results obtained from a Survey distributed by the EUB.

“Gender ratio” Past years: % female, 2005 – 35% female, 2004 – 42% female.

What made students choose Econ?

Working in finance and getting an MBA are common post-graduation choices.

Areas of Interest Within Economics

Interests within the Dept.  Students confirmed their desire to have more opportunities for internships, alumni correspondence and workshops on careers to better prepare them for the work world after graduation.

Conclusions from the Survey. Comments from Students.  Growth in the department and demand for the econ major suggests that an expansion of faculty at the department will be desirable.  Smaller classes with more classes offering topics in finance and international development.  More class sections with more frequent offerings of a given course each year  More extensive advising  Additional outside help for classes (tutoring)  Information on research & job opportunities