ࡱ>  Vbjbj]W]W 7?=?=N jjjjj~~~8R~#&:````;;;$͚ȗj;;;;;ȗjj``ݗYYY;Hj`j`Y;YY ֓`b0#SYS֓Sj֓Y;;;ȗȗY;;;#;;;;S;;;;;;;;; 0: Annual Assessment Report Template This form is intended to facilitate reporting program outcomes assessment to accrediting agencies, Board of Trustees, Strategic Planning Committee, and other internal or external audiences. The department mission statement, PLOs, curricular map and multi-year assessment plan should be posted on the departmental website. Department: Modern Languages Date: September 10, 2015 Department Chair: Dinora Cardoso Program Learning Outcome (PLO) assessment Program Learning OutcomeDemonstrates critical thinking Who is in ChargeChair: First semester Dinora Cardoso; second semester Mary Docter  HYPERLINK "https://classic.westmont.edu/_offices/institutional_portfolio/program_review/eeresources_assessment.html" Direct Assessment MethodsImplemented a rubric across the curriculum for the final paper in various levels. See H 2014 Fall ML Critical Thinking and Writing Rubric. The rubric was developed by the department by using AAC&Us and other departmental rubrics. Unfortunately, the prompt was not the same for all the classes, and we must develop a prompt to be used in all our classes that we can adapt with minor variations.  HYPERLINK "https://classic.westmont.edu/_offices/institutional_portfolio/program_review/eeresources_assessment.html" Indirect Assessment MethodsSelf-report (through focus groups or survey) will be done with senior class during our Six-Year ReviewMajor FindingsFor the 2014-15 academic year our sample size was fairly small in both majors: 36 students for Spanish and 6 students for French. Hence, our preliminary conclusions are based on incomplete data, and we will continue to gather data in 2015-16 to analyze a larger sample in both languages. Not all students turned in assignments through LiveText, some due to technical problems and others turned in assignments after the semester dates had expired. We set a goal of 75% or greater of our students would be rated competent or better in each of the categories of the rubric. If looking at the entire sample, it appears we have not met this goal (See document labeled A 2014-15Critical Thinking Across ML Curriculum). However, when we analyze the data more closely, the rubric tells a different story. For French, the student performance was not disaggregated. Based on the entire sample, only 16% of students are not competent in the criteria for critical thinking. Hence, French students were meeting the standards set by the department (See document B 314-115 French Critical Thinking). For Spanish, when looking at the entire sample, between 23 and 53% were not competent in one of the categories (C 314-115 SpanCriticalThinking). However, only between 8-21% of the juniors and seniors were not meeting the standard of competence in each category, which meets our standards. Spanish 100 is a prerequisite for other courses in the Spanish major. Classes with numbers between 170-195 are often the last courses students must take to complete the major. Hence, we have used these classes as a beginning and final assessment of our instruction, with the courses numbered between 101 & 104 as an intermediate assessment of student progress. If Spanish 100 is compared to the senior level courses, students performed significantly worse. Between 33 and 100% were not rated competent in each of the rubric categories. See D 314-115 Critical Thinking Sp 100 More significantly, by comparing juniors and seniors in Spanish 100 and in Spanish 180 & 195, the difference in performance between students who were about to complete the major and those in the beginning course produced very positive results. Juniors and Seniors completing the major scored higher on the rubric. See E 314-115 Critical Thinking Juniors & Seniors and E 314-115 Critical Thinking Sp100 Juniors & Seniors. Hence, our instruction and repeated practice in the intervening classes (Spanish 101-104, 110, and 111) and through out the curriculum improves critical thinking in our students. See F 314-115 Critical Thinking Sp101-104.Closing the Loop ActivitiesWe need not make any changes with the current results. YEAH! However, our testing needs refinement. There are some shortcomings to the current rubric. For example, we dont have inter-rater reliability because our rubric did not have assigned numbers for the competency ratings. Some of our descriptions cover two or more areas, so if we decided to change the curriculum, we could not be sure which part of the description is the weakest. Therefore, our changes would have to include both areas assessed. Furthermore, we need to develop a common prompt for use across the ML curriculum that can be slightly amended for each course. A sample preliminary prompt is included, please see G Prelim Sample Prompt.Discussion This year was targeted at collecting data, but more importantly the entire department was learning LiveText. First semester: We had some issues with creating rubrics. Once the rubrics were loaded the way they were written, we realized that LiveText did not accommodate the rubric descriptions the way the department had developed them. Second semester: some of the rosters were not loaded until the very end of the semester. Department members were unsure how to deal with LiveText in spite of being in contact with the departmental administrative assistant and Doug Conrad. Clearer points of contact for assistance would be helpful. Some of the students did not turn in their assignments through LiveText: both in classes that had problems with the rosters and classes that had access to LiveText all semester. Thus, we did not collect all the data available second semester. Students were not allowed to upload documents to LiveText after a certain date when the semester is over; it would be helpful if the last day of the semester in LiveText were the date grades are due for professors. In this case, the professors kept hard copies. Our administrative assistant needs more training in mastering LiveText. She was the first contact person for faculty in our department but could not help. Since our administrative assistant is shared with English, she will be responsible for the data for two departments and her competence in LiveText is essential to keeping faculty workload and frustration to a minimum. We are grateful for several features of LiveText. The ability to collect data from all faculty with ease and to archive evidence for future use. Although we are not completely proficient, we were able to generate several types of reports based on the same rubric. Looking at the data based on students class level was something we couldnt have done by just collecting data through individual professors rubrics. Separating upper division into three learning moments as our curriculum map states: introductory classes, development classes, and mastery courses. Having nice graphs already developed is great. When trying to develop graphs and apply equations to our Excel spreadsheets for the Six-Year Report, our computers would often take minutes to develop the information (not enough memory or slow processor?). This is soooo much faster!  Follow-ups Program Learning OutcomeWho is in ChargeMajor FindingsClosing the Loop ActivitiesDiscussion We are beginning a new cycle of learning outcomes. We have pared down to three.  HYPERLINK "https://classic.westmont.edu/_academics/departments/modern_languages/program-review.html" https://classic.westmont.edu/_academics/departments/modern_languages/program-review.html The PRCs response to our action plan mentioned several items to address, and we will address items when our entire faculty is on campus. Here are some of the strides made this year in spite of having a visiting professor. Conversation about ݮƵs language needs (p.2): What venue do we use to begin these conversations? Departments sometimes consult us about language studies if they have an off-campus program, but we are a voice but not a vote when final decisions are made. We have cooperated with other departments that have consulted us about language studies abroad, and the department has attempted to support language practice for returning students by offering language tables that allow students to get together for informal conversations and, thus, practice the foreign language. Chair met with both Cynthia Toms and Mark Sargent regarding Turkish and German accommodations for students returning from Off-Campus Programs. The discussion centered on offering a hybrid course where both face-to-face and on-line instruction can be used to keep costs down for the college regarding Turkish. And this conversation allowed ML to offer German 3 for the first time in almost a decade to support students returning from ݮƵ in Northern Europe. However, only one student enrolled, and the course was cancelled this fall (2015). More importantly, the Chair offered the departments expertise for discussions regarding the languages being taught on Off Campus Programs. We hope to be part of the conversation regarding Chinese when arrangements are made for the Asia Program. Our department does not determine what languages need to be taught at ݮƵ. Besides our department being perceived as a service department to other disciplines, we perceive the language needs to be a moving target in todays global context. What will be the next most needed language? Its anyones guess. Shortly after 9-11, the need for Arabic was pre-eminent as the most desired language to add to curriculums across the U.S. The need was fueled by federal agencies in need of translators. Recently, with Chinas perceived economic strength, Mandarin was thought to be the language most needed. Business departments saw Mandarin as a step toward opening and developing the largest market in the world. Hence in less than 15 years time, the focus had already shifted from Arabic to Chinese. Although we agree that having non-Western languages represented in our curriculum is necessary, ݮƵ needs to admit that limited resources do not allow for the development of the languages needs that come along in 10-15 year cycles, or to offer languages to merely support returning students from Off-Campus Programs. Low enrollment kept the department from offering German 3 this fall. If we look at language study as an integral part of the liberal arts, we can begin by understanding that we dont have to provide instruction in all the new languages that are perceived to be necessary at any given moment, but that the study of a language teaches students self-discipline: not only how to communicate in another language, which is a desirable as an end in itself, but also how to learn and study a language. Acquiring a third or fourth language is perceived to be an easier task than learning a second language, so we are training students to continue to learn after they graduate even if we cannot teach every language. Budget considerations override any attempt at expanding our offerings in any one direction. German, Turkish, and Mandarin are the classes on our radar because of the current development in Off-Campus Programs. What budget allocations have been directed at adding classes on campus? Will ML be included in these discussions? Theoretical discussions can only go so far. The conversation about increasing the language requirement to the same level as benchmark colleges is a tough sell when every department wants their courses to count toward GE. Where does this conversation begin? The ML Department has a vested interest, and it will be perceived as territorial by the rest of the faculty for ML to propose changes. The shortcoming for the ݮƵ curriculum needs to be supported and voiced by more than just ML. Increasing the language requirement has fiscal consequences as well. We are currently being asked to review our low enrollment in both lower and upper division classes (see discussion below). What would happened if we were to divide students into even smaller classes by expanding the offerings in lower division? Another concern is having Ph.D.s in literature teach only language classes. Ignoring the Spanish and French majors to serve the language requirement is not the best allocation of resources. Please see the discussion below. Low student enrollment (p. 2): Nationally, foreign language departments are expensive programs to run and are often the victims of budget cuts. However, foreign language study has historically been viewed as a lynch-pin of the liberal arts. Our lower division classes have caps of 20, following the Association of Departments of Foreign Languages guidelines. Certainly first and second semester classes can be closer to the ADFL goal (20), but each semester we run into problems with students registering for courses in which they dont belong. Each student has a story about poor high school teachers or programs or ݮƵ advisors telling them to take a lower level than the Placement Test. The Registrars written instructions are ignored as well. Our WebAdvisor registration program has no way to screen students for high school language experience. Hence, we have instituted a more rigorous, manual screening of lower division students in all the ML courses so that our classes are populated with students in the correct level. In previous semesters, we had so many students moving from one level to another that often our classes would be half empty by the end of the first two weeks, when originally there had been waitlists of up to 10 students. After all the shuffling, when waitlisted students were notified, they had already found courses to fill their schedules and did not want to begin a language class a week after it had begun. Fewer level changes means more students accommodated into lower division. We would welcome suggestions for improvement from the committee and can provide a more detailed description of the process we have instituted, which requires many additional hours of work for ML faculty and chair. Were still experiencing shuffling particularly from students who want to place themselves by evaluating their own competency, but classes seem more uniform in skill level. In the 2014-15 academic year the department discussed offering an accelerated Spanish class that would encompass Spanish 1 and 2 in one semester for students with too much experience to enroll in beginning Spanish but not advanced enough to enroll in Spanish 2. It would serve students who have had two or three years of high school Spanish but do not feel confident in Spanish 2 for various reasons. We wonder if the low enrollment figures would keep us from instituting a program that may help alleviate some of the placement issues that keep our classes from filling to capacity. Although we acknowledge that placement would still be an issue with all of lower division, the fewer students moving from one section to another the better our student-teacher ratios averages and medians. Our upper division classes vary according to language and semesters. Suggestions in order to increase our enrollments would be welcomed. In Spanish in the fall, we typically send students on WIM and to Trinitys Sevilla Program so enrollment is usually lower than in the spring. We have better enrollments in Spring Semester when only a few students study in Sevilla. Nationally, French language study has not been growing, so unless we have robust enrollments in third and fourth semester French courses, there is little chance of increasing the number of majors. However, fewer First-Years arrive with a background in French. Suggestions? Although we are aware that everyone must justify their importance within the Liberal Arts to make sense of the department fiscally, perhaps the question here should also take into account the steady enrollment at ݮƵ as all departments are urged to recruit more students. If the pie is the same size, cutting a bigger piece for yourself leaves someone else with a smaller piece. One of our advantages is the reasonable number of units needed for a major, so most students can double major with another discipline. We encourage students to double major whenever possible. However, whenever one department recruits a student with only one major, another department loses one. Weve also run into instances where double majors drop their French or Spanish in order to accommodate another major with more required units and stricter course sequencing. The competition for majors may not be a healthy morale issue in a small college like ݮƵ. Restructuring the curriculum so no overloads are needed (p. 4): The department did not address in 2014-15, but this is a conversation that must take place in conjunction with the director of Off-Campus Programs as well. Merging SP 150 with IS 192 (p. 2): The department did not discuss in 2014-15. Capstone course (p. 2): A capstone to serve all of Modern Languages would mean an additional class taught in English or two additional courses, one in French and one in Spanish. A course in English means that students would practice the target language less, and we are not ready to lose another four units of language use. Moreover, adding another course to the rotation for each major seems unreasonable when we are already being asked to review our low enrollments. Our 150 course serves both majors and must taught in English already. Any suggestions would be welcomed. Assessment (benchmarks, etc.) (p. 3): We would welcome help with benchmarks and standards. French assessment & enrollment (p. 3): Dr. Collier collected data for Critical Thinking (and Writing) using LiveText in the 2014-15 academic year. Although samples are small, we hope to be able to analyze data after a few years. Nurturing and sustaining interest in other languages post study abroad (p. 3-4): We are sponsoring a German Conversation table for students returning from WINE and for our own German students. We already offer classes and conversation tables in French and Spanish. Returning WIM students have an evening where they present an aspect of their experience. See also the discussion above under ݮƵs Language Needs. WIM / ML staffing model (p. 4): Is this an item for Off-Campus Programs? We do not determine this as a department since Dr. Docter is the only person involved. Collaboration with global leadership and learning center (p. 4): We would be happy to collaborate with Off-Campus Programs and the Global Leadership and Learning Center, if invited. Often these issues are not under our control. The visiting professor fully participated in departmental assessments and coordinated an outside speaker. He attended both departmental meetings and faculty meetings on a regular basis.  III. Other assessment or Key Questions-related projects ProjectWho is in ChargeMajor FindingsActionDiscussion Without the entire faculty on campus, these projects were mostly put on hold. Weve attempted to use Google Hangout and other means of getting together when faculty is on off-campus programs, but different time zones and class schedules make this possibility almost unfeasible. Sabbaticals release professors from departmental meetings. Hence, this past year we did not have full faculty input either semester. IV. Adjustments to the Multi-year Assessment Plan (optional) Proposed adjustmentRationaleTimingChange the assessment of writing to this school year.We collected data for both writing and critical thinking in 2014-15. This academic year we hope to have two years worth of data for the writing portion of our assessment.2015-16Change faith-learning PLO to 2016-17.Weve been in contact with Calvin Colleges language department to see their prompt and instrument for faith-learning.2016-17List GE assessment in 2016-17We did not list this in our original Multi-year Assessment Plan2016-17 V. 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