Spanish Program

Document Sample
Spanish Program Powered By Docstoc
					                                      Spanish Program
                                Assessment Report 2008-2009
                            California State University, Stanislaus


         The Spanish Program is the central resource at CSUS for the teaching and study of
cultures in and through Spanish. The Program’s members, grounded broadly in humanistic
scholarship through the study of literature, culture and linguistics, seek to understand cultures
through their texts, documents, and history and to pass on that understanding to their students.
The Program supports the university’s mission by providing opportunities for our students to
develop critical approaches to past and contemporary cultures, while striving to prepare students
in all fields and disciplines for the challenges and opportunities of global culture, as well as
economic, social, and political change. The Program is central to the university’s vision of
developing culturally informed global citizens who will become leaders and active contributors
to their communities.

Program Goals:

    Educate students with the most effective pedagogical, curricular, and technological tools

    Achievement a minimum of level three on the Program Oral Rubric. Provide the non-
     native students the opportunity to also achieve advanced proficiency in listening,
     speaking, and written communication at a level three, Advanced, for the American
     Council for the Teaching of Foreign Languages, ACTFL.

    Achievement of appreciation and understanding of key literary works in their specific
     historic and cultural context in the Spanish speaking world.

    Integration of undergraduate teaching and advanced scholarship.

    Recruitment and retention of diverse, nationally and internationally recognized faculty,
     by supporting their productivity in research, scholarship of teaching, and scholarly

    Integration of study abroad programs and internship opportunities into the curriculum as
     well as support and development of innovative study abroad programs.

    Implementing a series of assessment tools to monitor the ongoing success of its
     educational mission.
Student Learning Goals/Objectives:

        Develop analytical and critical reading skills, demonstrating the ability to read,
         comprehend and interpret a variety of culturally diverse literary, non-literary, visual,
         and multi-media texts.

        Understand and interpret the target language and gain the ability to present
         information, concepts, and ideas in the target language to a diverse audience of
         listeners or readers.

        Interpret a variety of literary and linguistic texts and understand their specific
         cultural and historic context throughout the Spanish speaking world.

        Demonstrate formal writing skills that exhibit a solid control of the grammar and
         well-developed arguments including: thesis, focus, explanation, description,
         definition, supportive arguments, examples, textual support, and supportive

        Acquire literary, linguistic and theoretical information and recognize the distinctive
         viewpoints pertaining to the cultures studied.

        Acquire the abilities to become professionals in the fields of literature, linguistics,
         and/or second language teaching.

Part of the mission of the Spanish Program at California State University, Stanislaus is to assist
students in developing productive speaking skills. The Spanish Program is acutely aware that the
student must be able to speak and write at a level sufficient to function in different work and
social environments. Thus, all Spanish majors are to achieve a level three competence in each of
the points addressed on the different rubrics that Spanish faculty has devised for those purposes.

Program Goals:

   The Spanish Program chose to assess its following program goal for the 2008-09 academic

    Integration of undergraduate teaching and advanced scholarship.
What data were collected and how?

         In order to integrate undergraduate teaching and advanced scholarship, the Spanish
Program piloted a symposium in the spring 07. The purpose of the symposium was to create an
academic, cultural and social forum for faculty, students, and alumni; allow students the
opportunity to present their research in Hispanic literature, linguistics and culture; expose
students to career options in the field, e.g., secondary school teaching, translation, interpretation,
graduate school, business; provide cultural enlightenment through presentations of dance, short
stories, and student research of literature, culture and linguistics; encourage students to engage in
their undergraduate-studies by peaking their interests with student and professor presentations;
and, finally, further the groundwork for life-long learning. For the first annual symposium,
Spanish faculty used a rubric to assess the oral presentations. We originally created this rubric to
use in our classrooms as a direct method to assess oral presentations.
         Another direct method of assessment conducted at the spring 07 symposium was an
evaluation form containing seven questions filled out by all 60 students. These questions below
address student satisfaction of the symposium, including any strengths or weaknesses in content
and organization.


¿Pudiste participar en el simposio de estudiantes de español?

¿Durante cuánto tiempo participaste?

¿Te pareció adecuada la duración de las ponencias?

En tu opinión, ¿Hubo suficientes oportunidades para hacer preguntas después de las ponencia?
¿Te parece que las ponencias estuvieron bien presentadas y con un contenido adecuado?

En una escala de 1 a 5, ¿cómo evaluarías la calidad del simposio?

¿Asistirías si se organizara de nuevo? ¿Recomendarías a otros que asistieran?

¿Tienes alguna sugerencia sobre qué se podría hacer para mejorarlo en el futuro?

    In analyzing the two direct methods of assessment used at the symposium in 07, the oral
assessment as well as the sixty evaluations, it was revealed to us that the symposium’s greatest
benefit was its academic and cultural component. Six faculty members filled out evaluations of
the presenter´s oral skills noting that their oral performances were even stronger than in class
presentations. While it did allow for oral practice to the presenters it did not assess the oral
performance of the median student in our Program, given that the finer students were encouraged
to present. It did allow all students, presenters and listeners respectively, greater exposure to
formal oral presentations as well as to participate in a formal academic setting outside of the
classroom. The sixty evaluations completed by students suggest that the symposium served them
very positively.

    Given the overwhelmingly positive feedback provided by the sixty students, it became clear
to the faculty that we would like to focus on its academic and cultural component, rather than the
oral assessment of a minority of students. Data routinely derived from oral presentations in class
will continue to ascertain progress of all students on programmatic learning objectives of oral
skills. Overall, students ranked the Symposium a 4.8 on a five point scale. Their written feedback
suggests that they would like to participate in annual symposiums and that those who did present
their research perceived it as a good practice to better formal oral skills in Spanish. We have
expanded this year’s evaluation form to include more detailed questions about how the
symposium directly relates to our program goal being assessed: integration of undergraduate
teaching and advanced scholarship. Moreover, given the program’s decision to include Italian
stories as a cultural element in this year’s symposium, we have written the evaluation in English
for those students who may not understand Spanish.

How is faculty using the data from both direct and indirect assessment?

        The initial assessment process of our pilot symposium gave us a starting point and
uncovered areas where more attention need be focused. Faculty is using the data from the pilot
symposium and preparing for the second annual symposium scheduled for May 13, 2009 from
9:00-4:00 in the Faculty Development Center. The symposium will include research by our
students of Hispanic literature, linguistics and culture. Students responded very positively to the
variety of presenters. We are soliciting presentations from our students, contacting our alumni to
present, and organizing which faculty members will present themes that the students responded
to positively: 1) graduate studies in Spanish, addressing such issues as selection of schools,
application process (including dates, exams, essays, letters of recommendation), focus of
programs, expectations, costs, careers in higher education; 2) high school teaching including the
single subject program in Spanish, job applications, conditions of teaching; 3) interpretation and
translation including state and nationally licensed translators, graduate schools, working

       Data suggested that students wanted more information on various Study Abroad
Programs, as well as the opportunity to speak with secondary school principals. We are currently
organizing ourselves to clarify the study abroad options as well as implemented a new study
abroad option that tightly fits with our own classes. Please see attached flyer. Moreover, we are
contacting local high school principals with the hope of inviting one or two of our post secondary
colleagues to speak at our symposium. Students responded very favorably to the cultural
components and we are expanding this year’s symposium to include our nearly found Italian
program. Italian language studies tightly fits with our Spanish Program as students are enabled
the opportunity to learn a second language as an adult (the overwhelming majority of our
students acquired Spanish and English simultaneously from childhood), expose themselves to
another Romance language acutely similar to Spanish, prepare themselves for graduate studies as
knowledge of numerous Romance languages is required, better understand the evolution of
Spanish from Vulgar Latin, and expand their knowledge of another Latin culture and language.
Students in second semester Italian class will present in Italian several anecdotal short stories,

When did faculty meet to discuss findings?

Faculty met on-going in the 2006-07 academic year to discuss the first annual symposium about
every three weeks during the year. Likewise, faculty met in the 2007-08 academic year to discuss
on-going direct and indirect assessment measures with an eye toward the 09 symposium. Faculty
continues to convene about every three weeks in the Program Assessment Coordinator’s office,
DBH 235, about every three weeks. Much correspondence is also done through frequent e-mails,
and their attachments.

How changes for improving student learning were made?

The Spanish Program continues to develop its assessment of student learning through direct and
indirect methods. We have created a new evaluation form for the symposium to better focus on
our programmatic learning assessment goal. We will monitor the success of this year’s
symposium and record which areas best respond to the student needs and interests. As our
assessment plan continues to develop, we plan to organize a symposium for the students yearly.
Since the formation of the campus-wide Program Assessment Committee, the Spanish Program
has rewritten its mission statement, program goals, and learning objectives. The Program intends
to track the success of these changes through direct methods. This year’s learning objective
analysis of program goal, “integration of undergraduate teaching and advanced scholarship”, will
be analyzed with the attached evaluation form. These data will be evaluated by the Program
Assessment Coordinator in conjunction with Spanish faculty, and discussed in regularly
scheduled meetings organized by the Spanish faculty.

The Spanish program recognized that the process of targeted direct and indirect assessment of a
specific learning objective has led us to hone in on our programmatic goals, and to evaluate
critically our program as a whole so that we may better serve our students.
Evaluation of the Second Student Symposium for the Spanish Program

This evaluation is being distributed to all participants to help us assess the effectiveness of our
symposium. Please complete it as thoroughly as possible by circling the corresponding number
and briefly responding to the last questions in writing.

Strongly Agree                        Neutral                               Strongly Disagree

   5                  4                         3                   2                      1

   1. Participation in the symposium provided me the opportunity to integrate classroom
      learning and advanced scholarship.

       5       4      3       2       1

   2. Participation in the symposium provided me a greater appreciation of Hispanic literature.

       5       4      3       2       1

   3. Participation in the symposium provided me a greater appreciation of Hispanic culture.

       5       4      3       2       1

   4. Participation in the symposium provided me a greater appreciation of Hispanic

       5       4      3       2       1

   5. Participation in the symposium provided me a greater appreciation of the Italian language
      and culture.

       5       4      3       2       1

   6. Participation in the symposium provided me an opportunity to develop research skills.

       5       4      3       2       1

   7. I value this symposium as a means for majors to present their research and listen to peer

       5       4      3       2       1

   8. I value this symposium as a means to develop global awareness.

       5       4      3       2       1
9. I value the perspective that the alumni presented.

   5       4       3       2      1

10. I value the information learned about graduate school and career opportunities.

   5       4       3       2      1

11. I value the information learned about translation studies and career opportunities.

   5       4       3       2      1

12. I value the information learned from local high school educators.

   5       4       3       2      1

13. Is your major Spanish? If not, what is it?

14. Would you like to participate in a Hispanic symposium yearly?

15. Please state any strengths of the symposium.

16. Please state any weaknesses in the symposium.

          DE ESPAÑOL
  integrar tus estudios con las investigaciones avanzadas:

                        y un programa de raccontini italiani


                      ENSEÑANZA EN LA SECUNDARIA

                                      SE INCLUYE:
                                       La Comida
                                         El Baile
                                        El Canto
                                   I Raccontini italiani

Para más información:

Profesora Teresa Bargetto-Andrés          Profesora Sandra García Sanborn            

Profesor Manuel Murrieta