ANNUAL PROGRAM PLANNING WORKSHEET (APPW) · demonstrate writing proficiency when composing and revising idiomatic language (Presentational Communication – Writing: Spanish, French,

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ANNUAL PROGRAM PLANNING WORKSHEET (APPW)

Program: MODERN LANGUAGES Planning Year: 2014-15 Last Year CPPR Completed: SPRING 2013

Unit: LANGUAGES AND COMMUNICATIONS Cluster: HUMANITIES Next Scheduled CPPR: 2017

NARRATIVE: APPW

Use the following narrative outline and be brief and concise:

1. Program-Level Outcomes: List the outcomes established for your program.

Students will 1. demonstrate receptive and expressive proficiency when engaging in interpersonal communication using idiomatic language (Interpersonal Communication). 2. demonstrate receptive proficiency when interpreting recorded and live idiomatic language (Interpretive Listening). 3. demonstrate reading proficiency when interpreting texts written in idiomatic language (Interpretive Reading: Spanish, French, German). 4. demonstrate writing proficiency when composing and revising idiomatic language (Presentational Communication – Writing: Spanish, French, German). 5. describe and discuss the relationship of selected practices, values, and attitudes found in the target culture and demonstrate awareness of the links between language and culture (Culture).

2. Program Contributions to Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes: Identify how your program, within the past year, has helped the District achieve its Institutional Goals and Objectives, and/or how it has helped students achieve specific Institutional Learning Outcomes (ILOs), and provide data or evidence that demonstrates the progress. Please refer back to the Planning Documents section of this document. A. Institutional Goals and Objectives:

The Modern Languages Program supports the district’s efforts in achieving Institutional Goal 1: • Institutional Objective 1.1: “Increase the percentage of transfer-directed students who are transfer

prepared (by 2% annually)” • Institutional Objective 1.2: “Increase the percentage of degree- or certificate-directed students

who complete degrees or certificates (by 2% annually)”

http://www.cuesta.edu/aboutcc/planning/research/Student_Learning_Outcomes.html

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At present only one Cuesta degree program has a language requirement (A.A. in International Studies), the options being French, German, or Spanish. However, in February 2014 a CSU transfer degree in Spanish was approved by the Curriculum Committee and will be forwarded to the Chancellor’s Office for approval.

The Modern Languages Program continues to contribute to transfer-readiness by providing students with a solid foundation for continued language study at a four-year institution. All language courses of the 200 series are transferrable and articulated in order to fulfill area C of the GE requirement for CSU, IGETC, UC transfers. Students have a choice of one or more of the four languages as options for a Liberal Arts degree (Emphasis in Arts and Humanities) or to fulfill the language requirement for transfer to the University of California system. In response to student demand the Modern Languages program creates student-centered class schedules. Face-to-face classes are offered at all three campuses, both in the morning, the afternoon, and in the evening. Students are able to move seamlessly from one level to the next in all four language disciplines. The following chart was developed upon a request from the Curriculum Committee’s General Education Subcommittee in response to a request from the Enrollment Management Committee to provide information about course offerings and sequencing within the Liberal Arts Degrees. Enrollment Management wanted to know if students can complete degrees in various locations, times and modalities.

LIBERAL ARTS DEGREE—ARTS AND HUMANTIES

MODERN LANGUAGES COURSE SECTIONS OFFERED BY SEMESTER COURSES SLO NCC AG Total DAY EVE DAY EVE DAY EVE ASL 201 F 3 1 F 1 1 F 0 1 7 SP 3 1 SP 0 2 SP 0 0 6 X 2 X 1 X 3 ASL 202 F 1 0 F 0 0 F 0 0 1 SP 1 1 SP 0 1 SP 0 1 4 X X X FR 201 F 2 0 F 0 1 F 0 0 3 SP 2 0 SP 0 1 SP 0 0 3 X X X FR 202 F 0 0 F 0 0 F 0 0 0 SP 1 0 SP 0 0 SP 0 0 1 X X X FR 203 F Credit by F Exam only F SP Credit by SP Exam only SP X X X GER 201 F 1 1 F 0 0 F 0 0 2 SP 1 0 SP 0 0 SP 0 0 1 X X X GER 202 F 0 0 F 0 0 F 0 0 0 SP 0 1 SP 0 0 SP 0 0 1 X X X GER 203 F Credit by F Exam only F SP Credit by SP Exam only SP X X X GER 204 F Credit by F Exam only F SP Credit by SP Exam only SP X X X SPAN 201 F 4 2 F 2 0 F 0 1 9

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SP 6 2 SP 2 0 SP 0 1 11 X 2 X 1 X 3 SPAN 202 F 2 1 F 0 1 F 0 0 4 SP 2 2 SP 0 1 SP 0 0 5 X 1 X X 1 SPAN 203 F 1 0 F 0 0 F 0 0 1 SP 1 0 SP 0 0 SP 0 0 1 X X X SPAN 204 F 0 0 F 0 0 F 0 0 0 SP 0 0 SP 0 0 SP 0 0 0 X 0 0 X 0 0 X 0 0 0

Total Number of Sections

67

PLEASE NOTE 1. The Modern Languages Program currently offers a total of 67 sections per year. 2. The above information reflects Summer 2013, Fall 2013 and Spring 2014. 3. A column for total sections per level / per semester was added to summarize the disaggregated data. 4. None of the Modern Languages Courses are offered in the Distance Education modality. 5. ASL and Spanish courses are also offered in Arroyo Grande: see added column 6. ASL 202 was not offered on the North County Campus in Fall 2013, which is unusual.

For the first time ASL 202 will be offered in the evening on all three campuses in spring 2014. 7. French 203, German 203, German 204 are only offered via “Credit by Exam.” Enrollment does not justify a

regular class. 8. Spanish 204 is only offered every other year. Enrollment does not justify offering it every year, let alone

every semester. However, since the Transfer Model Curriculum lists SPAN 204 as a required course for the ADT, we may consider offering SPAN 204 more frequently.

9. Currently only ASL and Spanish are offering courses during the summer, both on the North County and the SLO campus.

pc 11/04/2013

B. Institutional Learning Outcomes and General Education

The Modern Languages Program’s Program Learning Outcomes, particularly PLO # 5 (Culture), continue to support both, Cuesta’s General Education and Institutional Learning Outcomes. • Institutional Learning Outcome #4b refers to “understanding of world traditions and the

interrelationship between diverse groups and cultures” and ILO #5b stipulates that students “demonstrate knowledge and sensitivity to diverse groups and cultures through studying the world’s languages, societies, and histories.”

• Cuesta’s GE rubric makes multiple references to the GE course pattern’s intention to “prepare students to lead enriched lives in our multicultural society.” Cuesta’s GE rubric for Area C: Arts and Humanities goes on to state that students who acquire second language skills fulfill area C because “language acquisition is a door to understanding the arts and humanities of other cultures.”

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3. Analysis of Measurements/Data: Provide a brief narrative analyzing the institutional, program and site-specific measurements (data and evidence) that are most relevant to your current program status. Program data is available on the SLOCCCD Institutional Research and Assessment website.

Please note that the Modern Languages Program is piloting the format of the recently proposed Program Review Data DASHBOARD. Disaggregated discipline data, however, was manually compiled from data sources available on the SLCCCD Institutional Research and Assessment website. (1) STUDENT SUCCESS – COURSE COMPLETION

2008-09 2009-10 2010-11 2011-12 2012-13 Attempted Successful Attempted Successful Attempted Successful Attempted Successful Attempted Successful

N % N % N % N % N % Modern Languages

1,915 70.8% 2,030 69.0% 1,790 69.4% 1,747 69.5% 1,536 74.5%

Overall College

38,598 75.3% 40,436 72.5% 34,902 73.2% 36,503 74.5% 36,503 77.7%

70.8%

69.0% 69.4% 69.5%

74.5%

75.3%

72.5%73.2%

74.5%

77.7%

64.0%

66.0%

68.0%

70.0%

72.0%

74.0%

76.0%

78.0%

80.0%

2008-09 2009-10 2010-11 2011-12 2012-13

Cour

se S

ucce

ss R

ate

Successful Course Completion

Mortuary Science Overall CollegePlease note the typo in the above chart: The black line represents “Modern Languages”, not Mortuary Science

http://cuesta.edu/aboutcc/planning/research/

http://cuesta.edu/aboutcc/planning/research/

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STUDENT SUCCESS – COURSE COMPLETION Disaggregated by Language

Success 2008-09 2009-10 2010-11 2011-12 2012-13

Attempted Successful Attempted Successful Attempted Successful Attempted Successful Attempted Successful

ASL 696 72.4% 746 71.0% 651 74.3% 669 74.7% 616 80.7% French 204 73.1% 227 64.2% 189 62.8% 190 67.2% 153 69.3% German 116 56.9% 110 57.3% 105 61.9% 83 56.0% 99 66.7% Spanish 899 70.8% 947 69.9% 845 68.1% 805 67.1% 668 71.1%

ML

1,915

70.8%

2,030

69.0%

1,790

69.4%

1,747

69.5%

1,536

74.5%

Overall College

38,598 75.3% 40,436 72.5% 34,902 73.2% 36,503 74.5% 36,503 77.7%

Please review the data above and provide analysis on the factors affecting your program’s overall historical successful course completion percentage, paying particular attention to recent changes. Please also comment on your program’s data and how it compares to the overall college data.

The Modern Language Program’s success rate is 3 to 5 percentage points lower that the overall college, but is generally higher than programs of similar size, such as Political Science and Psychology and substantially higher than ESL.

Success 2008-09 2009-10 2010-11 2011-12 2012-13 Attempted Successful Attempted Successful Attempted Successful Attempted Successful Attempted Successful

ML 1,915 70.8% 2,030 69.0% 1,790 69.4% 1,747 69.5% 1,536 74.5% PolScience 1,773 68.6% 2,099 79.9% 1,792 68.7% 1,801 67.7% 1,464 66.9% Psychology 1,745 64.8% 1,963 65.0% 1,728 65.5% 1,981 62.3% 1,863 66.0%

ESL 1,558 51.7% 1,615 50.7% 1,261 59.6% 1,480 57.7% 1,290 60.0% Faculty of all four disciplines currently engage in intercollegial exchange of ideas regarding the achievement of the Student Learning Outcomes. A high percentage of students, who actively participate in the courses, succeed in the performance assessment of the SLOs (see CPAS documents). Successful course completion, as defined by the institutional data, however, has not been a subject of discussion at the program level. Although successful completion of a course is tied in with performance success, the institutional student success / completion data includes the failure to retain students throughout the semester. The totality of non-success data reflected above includes Ds and Fs due to substandard performance along with Ws and Fs due to non-participation. Strategies should be discussed and implemented to reduce the number of students who drop after census day or who quit participating, but do not drop. However, in order to effectively address the issue of retention and success, faculty need data, such as course-specific student withdrawal surveys. Meanwhile instructors must rely on anecdotal evidence, which often reveals that students, who end up dropping the course, have time management issues and school-work-life conflicts. The Student Withdrawal Surveys, conducted in 2000 and 2007, corroborate the notion that students' life circumstances hold a stronger claim on them than academics. In 2000 60% of the respondents stated that there was "nothing that Cuesta could have done to help them remain in the courses." In 2007 only 31% cited academic reasons for withdrawing. According to a communication from Teri Sherman, Cuesta counselor specializing in advising at-risk students, the top five self-reported problem areas remain those that are behavior-based. She stated that “we as a campus do not have control over

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whether a student procrastinates, studies, meets with counselors and instructors, has personal problems or works too much. The only thing that we as a campus can do is continue to share with our students what are typical barriers to success as reported by their peers.”

(2) STUDENT SUCCESS – COURSE COMPLETION by Modality

Attempted Successful Attempted Successful Attempted Successful Attempted Successful Attempted SuccessfN % N % N % N % N %

Face-to-Face 1,915 70.8% 2,030 69.0% 1,790 69.4% 1,747 69.5% 1,536 74.5%Distance Education NA NA NA NA NA NA NA NA NA NA

2012-132008-09 2009-10 2010-11 2011-12

70.8%

69.0%69.4% 69.4%

74.5%

66.0%

67.0%

68.0%

69.0%

70.0%

71.0%

72.0%

73.0%

74.0%

75.0%

2008-09 2009-10 2010-11 2011-12 2012-13

Cour

se S

ucce

ss R

ate

Successful Course Completion by Modality

Face-to-Face

Please review the data above and provide analysis of the factors affecting your program’s face-to-face and distance education success percentage. Not applicable. Modern Language courses are exclusively taught face-to-face.

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(3) STUDENT DEMAND AND EFFICIENCY Modern Languages

2008-09 2009-10 2010-11 2011-12 2012-13Sections 81 81 76 80 68Fill Rate 97.0% 93.7% 93.8% 87.6% 88.9%FTES/FTEF 12.63 13.14 12.44 11.46 11.64 Overall College

2008-09 2009-10 2010-11 2011-12 2012-13Sections 3407 3023 2817 2846 2605Fill Rate 89.3% 96.4% 91.4% 87.8% 82.8%FTES/FTEF 15 15.89 15.31 15.08 14.29

12.63 13.14 12.44 11.46 11.64

15 15.89 15.31 15.08 14.29

0

5

10

15

20

2008-09 2009-10 2010-11 2011-12 2012-13

Cour

se S

ucce

ss R

ate

FTES/FTEF

Modern Languages Overall College

97.0%

93.7% 93.8%

87.6% 88.9%

85.2% 86.4% 87.2%84.6%

87.5%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

2008-09 2009-10 2010-11 2011-12 2012-13

Cour

se F

ill R

ates

Fill Rates

Modern Languages Overall College

STUDENT DEMAND AND EFFICIENY Disaggregated by Language

2008-09 2009-10 # of

Sec- Fill Rate FTES/FTEF Enrollment** Students per

section** # of Sec

Fill Rate FTES/FTEF Enrollment** Students per section**

ASL 29 95.6% 12.52 696 24 29 97.6% 13.19 746 26 FR 9 90.9% 11.90 204 23 9 86.3% 13.27 227 25 GER 4 116.0% 14.76 116 29 4 103.8% 14.63 110 28 SPAN 39 97.0% 12.98 899 23 39 91.2% 12.93 947 24

TOTAL 81 96.7% 12.63 1,915 24 81 93.5% 13.14 2,030 25

*Overall College

3,407 89.3% 15.0 9,425 25.26 3,023 96.4% 15.89 9,469 27.52

* Credit Courses **Added data for context

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2010-11 2011-12 # of

Sec Fill Rate FTES/FTEF Enrollment** Students per

section** # of Sec


ASL 27 96.9% 12.40 651 24 29 92.3% 12.31 669 23 FR 8 90.9% 12.92 189 24 9 85.0% 11.36 190 21 GER 4 99.1% 13.41 105 26 4 83.2% 11.00 83 21 SPAN 37 91.4% 12.24 845 23 38 84.7% 11.13 805 21

TOTAL 76 93.7% 12.44 1,790 24 80 87.5% 11.46 1,747 22

*Overall College

2,817 91.4% 15.31 8,744 25.82 2,846 87.8% 15.08 8,789 25.26



FALL 2013 SPRING 2014 (as of FTES/FTEF report dated 2/14/2014) # of

Sec-tions

Fill Rate FTES/FTEF Enrollment** Students per

section**

# of Sec-tions


ASL 8 ??? 13.13 202 25 9 ??? 11.27 195 22 FR 3 ??? 12.48 72 24 4 ??? 9.36 75 19 GER 2 ??? 11.18 43 21 2 ??? 11.44 45 22 SPAN 14 ??? 11.73 318 23 16 ??? 11.17 343 21

TOTAL 27 ??? 12.17 635 23.5 31 ??? 10.98 658 21

*Overall College

??? ??? 14.41 ??? ??? ??? ??? 13.46

??? ???


Please review the data above and provide analysis of the factors affecting your program’s historical fill rate and FTES/FTEF, paying particular attention to recent changes. Please also comment on your program’s data related to the overall college data.

2012-13 # of Sec-

tions Fill Rate FTES/FTEF Enrollment** Students per

section** ASL 26 94.8% 12.06 616 24 FR 7 86.9% 11.10 153 22

GER 4 99.0% 12.87 99 25 SPAN 31 82.4% 11.20 668 21

TOTAL 68 88.9% 11.64 1,536 23

*Overall College

2,605 82.8% 14.29 7,848 24.44

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FILL RATE COMPARISON

Fill-Rates 2008-09 2009-10 2010-11 2011-12 2012-13 Overall College 89.3 % 96.4 % 91.4 % 87.8 % 82.8 %

Modern Languages 97.0 % 93.7 % 93.8 % 87.6 % 88.9% Political Science 91.9 % 99.8 % 94.6 % 88.8 % 79.9 %

Psychology 101.2 % 102.0 % 99.6 % 97.1 % 89.7 % ESL 77.7 % 82.0 % 92.7 % 97.4 % 80.4 %

The fill rates for Modern Languages have consistently been above the overall college. Although declining over the last five years, fill-rates are still on par with programs of similar size, such as Political Science and Psychology and similar subject matter, such as ESL.

FTES/FTEF COMPARISON

FTES/FTEF 2008-09 2009-10 2010-11 2011-12 2012-13 Overall College 15.00 15.89 15.31 15.08 14.29

Modern Languages 12.63 13.14 12.44 11.46 11.64 Political Science 20.33 22.60 21.16 19.88 18.21

Psychology 22.25 22.32 22.17 22.10 20.34 ESL 10.84 10.91 8.90 9.55 8.57

FTES/FTEF ratios are a function of class caps / enrollment maximum. Historically the average class size for Modern Languages has been and remains 21 – 24 students per section, which accounts for the spread of FTES/FTEF values from mid-11s to low-13s. FTES/FTEF ratios will never approach values of 20 to 22+ achieved by Political Science or Psychology, which offer lecture-style classes with higher caps / enrollment maximum. Modern Languages’ FTES/FTEF ratios are higher than those of ESL, which fell steadily from a high of 10.91 in 2009/10 to a low of 8.57 in 2012/13. Modern Languages’ student-to-teacher ratio is lower than in Social Sciences classes due to the nature of the constant and intensive in-class interaction, both between students and instructor and student-to-student. Class management with more than the stated cap numbers is pedagogically unsound. The highest values, which could theoretically be reached, are 15.45 (30 students per section), 14.42 (28 students per section) or 12.88 (25 students per section). The current class cap / enrollment maximum for Modern Languages courses is based on pedagogical considerations. The Association of Departments of Foreign Languages recommends 15 to 20 students per sections for optimal acquisition of all four language skills. “Particularly at the elementary and intermediate levels, class sizes must be small enough to enable the kind of effective interaction between teacher and students necessary to developing proficiency in the language.” The American Sign Language Teachers Association recommends an optimal class size of 8 to 20 students for ASL, depending on the level and nature of instruction. Maximum enrollment for beginning level instruction should not exceed 20 students.

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Class Cap

per COR Maximum Enrollment

Maximum FTES/FTEF*

Comments

ASL 201 ASL 202

25 25 12.88

The designated SLO campus ASL room 6105 can only accommodate 25 chairs/desks in a semicircle formation necessary for ASL instruction. N4221 does not have acceptable semicircular seating for ASL instruction.

FR 201 FR 110 FR 202 FR 120

25 10 25 10

30

30

15.45

Class cap for combined courses: FR 201 (25) + FR 110 (10) and FR 202 (25) + FR 120 (10). However, the size of the classroom can only accommodate a total of 30 students. For fill-rate calculation the maximum enrollment is 25.

GER 201 GER 110 GER 202 GER 120

25 10 25 10

30

30

15.45

Class cap for combined courses: GER 201 (25) + GER 110 (10) and GER 202 (25) + GER 120 (10). However, the size of the classroom can only accommodate a total of 30 students. For fill-rate calculation the maximum enrollment is 25.

SPAN 201 SPAN 202 SPAN 203 SPAN 204

28 28 25 25

28 28 25 25

14.42

12.88

Class cap increase from 25 to 28 effective spring 2013 Class cap increase from 25 to 28 effective spring 2013

* Calculations for the 5-unit Modern Languages courses are based on the following formula: 0.17 FTES per student for a 5 unit course multiplied by maximum enrollment (25, 28, or 30) divided by 0.33 FTEF per 5 unit course. The Cuesta College budget crisis of 2012/13 resulted in a modification of the Modern Languages Program in order to avoid discontinuing French and German courses. As a result the number of language sections was decreased effective Spring 2013, which affected particularly Spanish and French. However, the French discipline has since returned to its previous status. A second French 201/110 class is currently being taught (spring 2014) and French 202/120 will again be offered in fall 2014.

ASL’s reduction of sections in Fall 2013 resulted from the redesign of the ASL curriculum, which was intended to be budget-neutral by preserving the total number of units taught in the ASL courses as the course credits were raised from 3 units to 5 units. German courses are at the absolute minimum number of sections for course sequence viability. Further reductions would spell elimination. For spring 2014 and fall 2014 the district is attempting to enhance enrollment by adding sections, including sections in Modern Languages. However, the number of 2013/14 course offerings is still down from previous highs, even compared to 2012/13. Enrollments at the South County site and at the North County campus are not as robust as on the San Luis Obispo campus, thus lowering the FTES/FTEF.

Number of Sections offered 2011/12



Current (2013/14) Reduction compared to 2011/12 / 2012/13

ASL* 25 24 17 -8 / -7 French 9 7 7 -2 / -2 German 4 4 4 0 /0 Spanish 38 31(?) 30 -8 / -1

Total 80 68 (?) 58 -22 / -10

* ASL numbers are for Fall and Spring only (ALS does not offer summer sections)

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(4) Program Progress towards Institutional Goals and Objectives (Goal 1): The San Luis Obispo Community College District will enhance its programs and services to promote students’ successful completion of transfer requirements, degrees, certificates, and courses.

2008-09 2009-10 2010-11 2011-12 2012-13

DegreesCertificates

0

0.2

0.4

0.6

0.8

1

1.2

2008-09 2009-10 2010-11 2011-12 2012-13

Num

ber o

f Pro

gram

Aw

ards

Degrees and Certificates Awarded

Degrees Certificates

Please review the data above and provide analysis of the number of degrees and/or certificates awarded, paying particular attention to recent changes. Not applicable. None of the four disciplines currently offers a degree and there is no interdisciplinary Modern Languages degree. In February 2014 a CSU transfer degree in Spanish was approved by the Curriculum Committee and will be forwarded to the Chancellor’s Office for approval.

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4. Program Outcomes Assessment and Improvements: • Attach an assessment cycle calendar for your program

MODERN LANGUAGES Assessment Calendar by Academic Year

• Attach the most recent program-level Course or Program Assessment Summary (CPAS) or the Student Services Student Learning Outcomes Assessment Report (SSSLOAR)

Note: Two CPASs are being submitted:

• The first CPAS was prepared in August 2013 and covers the spring 2013 assessment as a follow-up to the fall 2012 assessment of PLO #1 (Interpersonal Communication).

• The second CPAS was prepared in January 2014 and represents the first assessment of PLO #3 (Interpretive Reading), performed in fall 2013.

CYCLE STAGE 2012-13

PLO 1 2013-14

PLO 3 2014-15

PLO 2 2015-16

PLO 4 2016-17

PLO 5 2017-18

PLO 1

SLO Assessment

ASL 215A, ASL 215B, 215C; FR 201/110, FR 202/120; GER 201/110 GER 202/120 SPAN 201,202, SPAN 203, 204

FR 201/110, FR 202/120; GER 201/110, GER 202/120 SPAN 201,202, SPAN 203, 204

ASL 201, 202 FR 201/110, FR 202/120; GER 201/110, GER 202/120 SPAN 201,202, SPAN 203, 204




Analyze Results & Plan Improvements







Plan Implementation







Post-Implementation SLO Assessment







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Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta.

Division: LANGUAGES AND COMMUNICATION Program: MODERN LANGUAGES Date: August 15, 2013 Courses in program ASL 215A, 215 B, 215C - FR 201/110, 202/120, 203 - GER 201/110, GER 202,120, 203, 204 – SPAN 201, 202, 203, 204

Faculty involved with the assessment and analysis: Discipline Lead instructors (Clayton, Dunn, Lloyd, Rector-Cavagnaro) and all temporary part-time instructors Course-to-program outcome mapping document** is completed Yes ___X__

1 Student Learning Outcome Statements X Program

Student will be able to 1. demonstrate receptive and expressive proficiency when engaging in interpersonal

communication using idiomatic language (Interpersonal Communication) 2. demonstrate receptive proficiency when interpreting recorded and live idiomatic language

(Interpretive Listening ). 3. demonstrate reading proficiency when interpreting texts written in idiomatic language

(Interpretive Reading: Spanish, French, German) 4. demonstrate writing proficiency when composing and revising idiomatic language

(Presentational Communication – Writing: Spanish, French, German). 5. describe and discuss the relationship of selected practices, values, and attitudes found in

target culture and demonstrate awareness of the links between language and culture (Culture).

2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams)

NOTE: This CPAS primarily summarizes a follow-up direct assessment of PLO #1, which was performed in spring 2013. The first direct assessment for PLO #1 was done in Fall 2012 and has been documented in a CPAS which is part of the Modern Languages Program Review submitted in spring 2013. A comparison between fall 2012 and spring 2013 data follows in # 6 below.

• In spring 2013 all faculty in all four disciplines of the Modern Languages Program (29 sections) administered an oral interview/exit interview at all language levels (three levels per each of the four language resulting in 12 individual courses).

• Faculty used a common rubric to rate student performance. 3 Assessment Administration

Plan (date(s), sample size or selection of course sections, scoring procedures, etc.)

• In spring 2013 the sample size was a total of 547 students (364 at level 1, 168 at level 2 and 15 at level 3).

• The sample size of 537 included 214 students in ASL, 58 students in French, 43 students in German, and 232 students in Spanish.

• The student performance was reported using a rating of Excellent, Good, Fair, and Poor. 4 Assessment Results Summary

(summarize Data) In spring 2013 assessment results were reported for 100% of all students enrolled in Modern Languages. 29 sections reported their assessment results (100% participation rate) representing 16 instructors, 12 of whom are temporary part-time faculty. In spring 2013 overall 95% of all students who participated in the direct assessment of PLO #1 succeeded (i.e. were rated Excellent, Good, or Fair). The success rate was five percentage points higher at level 2 over level 1 (98% vs. 93%). At level 3 the success rate was 100%. At level 2 65% of the students earned “Excellent,” compared to 47% students at level 1.

http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx

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• Overall 7% of the 588 students who were registered did not participate in the assessment event. At level 1 the non-participant rate was 8%, at level 2 6 %, and at level 3 0%. Since no-shows did not earn a performance score, they were not included in the calculation of performance success/failure. The no-show rate varied between languages. (French and Spanish 6%, ASL 7%, German 10%)

• The grade distribution for successful students varied by language with French and Spanish having the highest percentage of Excellent (60%), followed by ASL (45%) and German (40%). In the Good range ASL had the most (28%), followed by German (25%), Spanish (21%) and French (19%). The most Fair ratings were in German (30%), followed by ASL (19%), French (17%), and Spanish (15%).

• Comparing degree of success by level showed a slightly higher percentage of Excellent at level 2 for ASL (74%) and Spanish (71%), but for French and German, the percentage of Excellent was slightly higher at level 1 (French 63%, German 42%).

• The overall Excellent rate at level 3 was 47% , with level 3 Spanish being at 38%.

5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans

Throughout the spring 2013 semester faculty discussed the pros and cons of various assessment methodologies, such as

• type of interaction (instructor-to-student or student-to-student) • number of questions asked/answers given • type of address (formal and/or familiar) • type of verbal exchange (highly scripted, somewhat scripted or mostly

extemporaneous) Faculty also agreed on a common scoring rubric by which to define student performance for a rating of Excellent, Good, Fair, and Poor.

6 Recommended Changes & Plans for Implementation of Improvements

At the end of spring 2013 when conducting the oral interview/exit interview some faculty reported having modified their methodology as compared to fall 2012. Although only 5 (21%) of the potential 24 sections reported changes, the modifications which took place were highly creative, expanding the initial methodology options. Particularly adding a student-to-instructor component broadens the spectrum of linguistic behavior, simulating “real world” situations. This mode will be added to the methodology options.

COMPARATIVE ASSESSMENT FALL 2012 & SPRING 2013

In both semesters assessment results were reported for 100% of all students enrolled in Modern Languages. All sections participated representing 15 to 16 instructors, the majority being temporary part-time faculty (10 to 12 faculty members). The overall pool of students assessed was virtually the same in both semesters. In fall 2012 overall 93% of all students who participated in the direct assessment of PLO #1 succeeded (i.e. scored Excellent, Good, or Fair). In spring 2013 the success rate went up by two percentage points to 95%. The percentage of registered students who did not participate in the assessment event went down by 3 percentage points from 10% to 7%.

• The success rates for level 1 are within one percentage point of one another for the two semesters (94% for fall 2012 vs. 93% for spring 2013).

• For level 2 the success rates were 3 percentage points higher in spring 2013 (96%) than fall 2012 (93%).

• At level 3 students succeeded 100% in spring 2013 vs. 90% in fall 2012. The numbers of students assessed at level 3 has been halved in spring 2013 and will remain small: One section of Spanish 2013 and some “credit by exam”s in French and German. ASL course offerings were redesigned effective fall 2013: Course units increased from 3 to 5 units and level 3 was eliminated.

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Although all four languages will continue to assess Interpersonal Communication (PLO #1) each semester, reporting and aggregating assessment results for PLO #1 will be suspended until results for the other four program learning outcomes have been collected, aggregated and studied. However, ASL will continue to formally track assessment data for PLO #1 in an effort to align assessment methods among faculty teaching the courses, resulting in potential modifications and professional development. What has not occurred (yet) is a systematic, external validation of our internal assessment results. Cuesta’s Modern Languages students have not participated in standardized testing, such as the CAPE test which was administered at Cal Poly in spring 2013. Cuesta students are not tracked at four-year institutions to ascertain their success in language courses upon transfer. The only “evidence” we have is anecdotal to find out how they fared after leaving Cuesta, either at other institutions or applying their Interpersonal Communication skills as they converse with native speakers stateside or abroad. It should be noted that care was taken to afford each instructor the freedom to conduct the assessment as they saw fit. In tracking assessment results for the first of five program learning outcomes the Modern Languages Program is starting to develop a “culture of evidence.” The summative assessments of PLO #1 in two successive semesters resulted in

• documentation of an existing high student success rate • discussion and expansion of assessment tools • establishment of program-wide assessment rubric

It seems that current student performance is sufficiently high to assume that further improvement may not be possible. Therefore the data may redirect the focus on the distribution of ratings as there is a preponderance of “Excellent” in most languages. Are we setting the bar high enough? Looking beyond the scores the discussion revolved around various assessment (and teaching) methodologies to improve student learning. Adding a third assessment mode (student-to-instructor) expanded the options available for conducting the assessment. Regularly collecting data and discussing process and results not only enhances inter-collegial communication but is in full compliance with accreditation standards.

7 Description or evidence of dialog among course or program-level faculty about assessment plan and results

During spring 2013 Modern Languages faculty convened monthly from January through May to discuss the assessment results and enhancements of teaching and testing methods. Minutes of each meeting reflect participation by both tenured and temporary part-time instructors and the content of the discussions.

**Course and program level outcomes are required by ACCJC to be aligned. Each program needs to complete a program map to show the alignment. See examples of completed CPAS and program mapping documents are available at http://academic.cuesta.edu/sloa

pc08/15/2013

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Course or Program Assessment Summary

Division: LANGUAGES AND COMMUNICATION Program: MODERN LANGUAGES Date: January 31, 2014 Courses in program: ASL 201, 202, FR 201/110, 202/120, 203 - GER 201/110, GER 202/120, 203, 204 – SPAN 201, 202, 203, 204

Faculty involved with the assessment and analysis: Lead instructors: Clayton, Dunn, Lloyd, Rector-Cavagnaro and all temporary part-time instructors Course-to-program outcome mapping document** is completed Yes ___X__

1 Student Learning Outcome Statements X Program

Student will be able to 1. demonstrate receptive and expressive proficiency when engaging in interpersonal

communication using idiomatic language (Interpersonal Communication) 2. demonstrate receptive proficiency when interpreting recorded and live idiomatic

language (Interpretive Listening). 3. demonstrate reading proficiency when interpreting texts written in idiomatic

language (Interpretive Reading: Spanish, French, German) 4. demonstrate writing proficiency when composing and revising idiomatic

language (Presentational Communication – Writing: Spanish, French, German). 5. describe and discuss the relationship of selected practices, values, and attitudes

found in target culture and demonstrate awareness of the links between language and culture (Culture).

2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams)

• PLO #3 was chosen for direct assessment for fall 2014. • PLO #3 only applies to French, German and Spanish. • ASL faculty continued assessment activities for PLO # 1. • All faculty in all 19 sections of French, German and Spanish administered a reading

comprehension activity in the final exam at three language levels. • Spanish and German faculty used the same assessment instrument in all sections of

the same level and applied identical scoring rubrics in determining the number of students who performed successfully. French faculty used different assessment instruments at the same level and individual rubrics

3 Assessment Administration Plan (date(s), sample size or selection of course sections, scoring procedures, etc.)

• The sample size was a total of 326 students (241 at level 1, 67 at level 2 and 18 at level 3).

• The sample size of 326 included 62 students in French, 29 students in German, and 235 students in Spanish.

• The student performance was reported using a rating of “Excellent,” “Good,” “Fair,” “Poor.”

• The Spanish discipline, which accounted for 14 out of the 19 sections, standardized

its assessment. All faculty used the same text with ten M/C comprehension checks in all sections of the same level.

• Scoring rubric for Spanish at level 1 and 2:

“Excellent” = 9 -10 correct “Good” = 8 correct “Fair” = 7 correct “Poor = 6 or fewer correct

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• German (2 sections at level 1) used the same assessment tool in both sections with a writing assignment as comprehension check. Spelling and grammar were not considered in the scoring, only content.

• The two instructors for French (3 sections at level 1) used a different assessment tool each, two different texts and two different comprehension checks, one M/C, the other short answers.

4 Assessment

Results Summary (summarize Data)

Assessment results were reported for 100% of all students enrolled in French, German and Spanish in fall 2013. All 19 sections reported their assessment results (100% participation rate) representing 10 instructors, 7 of whom were temporary part-time faculty. Spanish was offered at levels 1, 2 and 3. French and German were offered at level 1 only. Overall 85% of all students who participated in the direct assessment of PLO #3 succeeded (i.e. scored “Excellent,” “Good,” or “Fair”). • Overall 11% of all students who were registered (366) did not participate in the

assessment event. 12% were enrolled in a level 1 course, 9% in a level 2 course. Since no-shows did not earn a performance score, they were not included in the calculation of performance success/failure. The no-show rate varied between languages (7% in French, 10% in Spanish, 24% in German).

• The success rate at level 2 (88%) was three percentage points higher than at level 1 (85%).

• Disaggregating the success data by level: Level 2 students achieved a higher percentage of “Excellent” and “Good” than level 1 students (46 % vs. 39% in the category “Excellent” and 28% vs. 26% in the category “Good.”)

• Disaggregating the success rate by language: French students had the highest percentage of “Excellent” (47%), followed by German (38%), and Spanish (37%). In the “Good” range Spanish had the most (28%), followed by French (26%) and German (17%). The most “Fair” were in German (24%), followed Spanish (20%), and French (16%).

• Disaggregating the success data by level and language: French level 1 students achieved the highest percentage (47%) of “Excellent”, followed by Spanish level 2 (46%), German level 1 (38%) and Spanish level 1 (37%).

• Spanish with a small pool of 18 students at level 3 had a success rate of 78%, with 73% achieving a rating of “Good” and “Fair.”

5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans

Faculty discussed the pros and cons of various assessment methodologies, such as • length of reading text • authentic text vs. text written for language learners • types of comprehension checks (M/C; T/F; short answers; longer responses) • scoring rubric • vocabulary aids (none vs. footnotes vs. glossary) • uniform assessment activity in all sections at the same level

6 Recommended Changes & Plans for Implementation of Improvements

Faculty members agreed to report their assessment results again at the end of spring 2014 for a comparison with the fall 2013 data. Spanish faculty will continue to use their standardized reading assessment methodology in spring 2014. French instructors agreed to align their assessment tools at level 1, the only level taught by more than one instructor. With only one faculty member in German, alignment of assessment instruments is not an issue. In upcoming meetings faculty will continue to examine various reading comprehension

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checks in addition to the popular M/C. Effective fall 2014, in an effort to assess all PLOs in the next five years, faculty will target PLO #2 (Interpretive “Listening”), which will include ASL. Results from direct assessment will be collected from all sections of all courses of all four languages and will be used for analysis and collegial discussions regarding teaching and testing methods and their effectiveness.

7 Description or evidence of dialog among course or program-level faculty about assessment plan and results

Modern Languages faculty convened on a monthly basis throughout the fall 2013 semester to discuss and plan the assessment procedures and tools. Starting January 2014 faculty is discussing the assessment results and planning for a follow-up assessment at the end of the spring 2014 semesters. The minutes for each meeting reflect participation by both tenured and temporary part-time instructors and the content of the discussions. In fall 2013 ASL instructors continued their discussion of how to conduct and assess exit interviews (PLO #1) and they will continue the dialog in spring 2014.

**Course and program level outcomes are required by ACCJC to be aligned. Each program needs to complete a program map to show the alignment. See examples of completed CPAS and program mapping documents are available at http://academic.cuesta.edu/sloa

• Summarize in one to two paragraphs program improvements that have been implemented since the last APPW or CPPR.

Since the last CPPR two assessments have been performed with 100% participation of program faculty, full-time and part-time. Effective spring 2013 lead faculty have started to meet on a monthly basis to discuss pedagogy and share teaching and assessment methods in an effort to improve student performance and success. As a result, faculty communication has improved. It is, however, a challenge for PT faculty to attend the monthly gatherings. Up to spring 2014 the Modern Languages has been operating with a miniscule pool of four tenured faculty of whom three teach only 2/3 of a full-time load (ASL, French, German). ASL and Spanish, the two languages with the most sections, rely predominantly on part-time faculty. In spring 2014 with the addition of two temporary FT instructors in Spanish, the FT / PT ratio has provisionally shifted as follows:

Spring 2014: Full-time / Part-time Ratio

Language Total units taught Number of units taught by Full-time / Part-time (tenured) Temporary Part-time ASL 9 sections x 5 units =

45 units 10 units (22%) 35 (78%)

French 4 sections x 5 units = 20 units

10 units (50 %) 10 (50 %)

German 2 sections x 5 units = 10 units

10 units (100%)

Spanish 16 sections x 5 units = 80 units

45 units (56 %) 35 (44 %)

TOTAL 31 sections x 5 units =

155 units 75 units (48 %) 80 (52 %)

Although all temporary part-time faculty participate in the student assessment and report assessment results, most of them do not regularly attend the meetings to discuss the “assessment results, recommend

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changes and plan implementation of improvements.“ It is unrealistic to expect “pervasive and robust” dialog at the level of each discipline. However, it is doable and even imperative that the lead instructors of the four disciplines engage in pedagogical discussion.

• Identify and describe any budget requests that are related to student learning outcomes assessment results or institutional/programmatic objectives.

AMERICAN SIGN LANGUAGE 1. ASL Budget Request: Additional full-time tenure track instructor:

• ASL currently has the worst full-time / part-time ratio of all Modern Languages disciplines (22 % FT / 78 % PT)

• ASL PT pool not successful in recruiting • cancelled classes • 2 out of 3 PT faculty have other full time jobs and are not available to teach at all

hours/locations

Alignment with Course and /or Program Student Learning Outcomes Improving student performance and success through

• active participation in discussing assessment activities and teaching methodology • professional development by participating in intercollegial exchange

Alignment with Institutional Goals and Objectives (Strategic Plan)

• improving the FT/PT ratio • enhancing faculty involvement in participatory government, integrated planning, • participating in district events for educational institutions and community

Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Enhancing student enrollment by

• attracting more students to second level ASL courses at all venues

Alignment with Health, Safety or Regulatory Needs 2. ASL Budget Request: Upgrade computers in Multi-Computer Classroom 6103. They are not accessible for current needs in ASL Alignment with Course and /or Program Student Learning Outcomes

• PLO #1: An appropriate multi-computer environment allows students to progress through ASL presentations at various rates and levels of proficiency. Currently, all students must

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observe ASL presentations/literature/lectures/ in unison without an opportunity to ‘repeat’ or ‘review’ unfamiliar content (as possible with written languages). PLO # 2: As a visual language, ASL depends upon visual multi-media to present a language model beyond the ‘single source’ of the instructor. A multi-computer environment provides “interpretive listening” opportunities for students to work alone, with partners or in small groups.

• PLO #5: ASL values, culture, attitudes, etc can be explored in an intimate and self directed manner when video information is available in a ‘self-paced’ environment.

Alignment with Institutional Goals and Objectives (Strategic Plan) Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Offer updated equipment. Alignment with Health, Safety or Regulatory Needs

3. ASL Budget Request: 28 chairs with retractable tablets for NCC LangCom classroom 4221. ($2,800 in the 2014 Unit Plan) Alignment with Course and /or Program Student Learning Outcomes

• PLO #1 – 5: As a visual language, an ASL classroom environment requires a semi-circular seating arrangement in order to communicate in the target language of ASL. Currently there is no classroom at NCC with an acceptable arrangement.

Alignment with Institutional Goals and Objectives (Strategic Plan) Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Alignment with Health, Safety or Regulatory Needs

4. ASL Budget Request: 2 new video cameras for video recording of ASL student language samples have been added to the 2014 Unit Plan for approximately $800 which includes cameras and accessories. Alignment with Course and /or Program Student Learning Outcomes

• PLO #1: A majority of instructors use video cameras to record and evaluate student language samples. Additional cameras are needed to allow the ASL 202 instructors to record two students simultaneously – thereby allowing more time for direct instruction and student interaction in the target language.

Alignment with Institutional Goals and Objectives (Strategic Plan) Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Offer updated equipment. Alignment with Health, Safety or Regulatory Needs

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5. ASL Budget Request: ASL video documentaries, movies and resources at the Library Reserve desk for instructor and student use. Approximately 7 videos have been identified in the 2014 Unit Plan with copies for both the SLO and NC campuses for a total of ~ $550. Alignment with Course and /or Program Student Learning Outcomes

• PLO #1 – 5: Cuesta’s library has minimal resources for ASL instructors and students. Many of the current videos/DVDs available in the library were produced in the 1990s or early 2000. Library resources in VHS format have been returned to the ASL Department, leaving even fewer ASL resources available for instructors and students.

Alignment with Institutional Goals and Objectives (Strategic Plan) Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Alignment with Health, Safety or Regulatory Needs

6. ASL Budget Request: NITD Visual Dictionary 5 year access ($1,500 in the 2014 Unit Plan) Alignment with Course and /or Program Student Learning Outcomes

• PLO #1 & 2: There is no dictionary resource available to students through the college library. Students wishing to expand their vocabulary and understanding of ASL do not have reliable resources available. The NTID Visual Dictionary is the only one of its kind: available via the internet and developed by native signers, this dictionary is invaluable to ASL students.

Alignment with Institutional Goals and Objectives (Strategic Plan) Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Offer updated software. Alignment with Health, Safety or Regulatory Needs

FRENCH

1. French Budget Request: 28 new or newer computers in the Multi-Computer Classroom 6103. Alignment with Course and /or Program Student Learning Outcomes Faster computers enhance student success in

• listening/viewing (PLO #2) • writing (PLO#4), • cultural topics research (PLO#5).

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Students are made to wait when working on internet research, timed- writing and emails to French pen pals in 6103 with slow computers. Sometimes their work is lost or frozen as the old computers have problems functioning. Alignment with Institutional Goals and Objectives (Strategic Plan) Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Offer updated equipment. Alignment with Health, Safety or Regulatory Needs

GERMAN

1. German Budget Request: 28 new or newer computers in the Multi-Computer Classroom 6103. Alignment with Course and /or Program Student Learning Outcomes: Faster computers enhance student success in

• listening/viewing (PLO #2) • writing (PLO#4), • cultural topics research (PLO#5).

Alignment with Institutional Goals and Objectives (Strategic Plan): Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Offer updated equipment. Alignment with Health, Safety or Regulatory Needs:

SPANISH Note: A fulltime tenure-track position in Spanish has been approved effective fall 2014 and hiring will take place in spring 2014.

1. Spanish Budget Request: Another full-time tenure-track position in Spanish Alignment with Course and /or Program Student Learning Outcomes Improving student performance and success through

• active participation in discussing assessment activities and teaching methodology • professional development by participating in intercollegial exchange

Alignment with Institutional Goals and Objectives (Strategic Plan) Increase the district’s number of degree completers by

• promoting the AA-T in Spanish

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• attracting more students to intermediate level Spanish courses: • improving the FT/PT ratio • enhancing faculty involvement in participatory government, integrated planning, • participating in district events for educational institutions and community

Alignment with Operational Plans (Technology Plan, Enrollment Management Plan) Enhance student enrollment by

• attracting more students to intermediate level Spanish courses: • offering at least one section of SPAN 203 (each semester) and SPAN 204 (once a year)

Alignment with Health, Safety or Regulatory Needs

5. Program Development/Forecasting for the Next Academic Year: Create a short narrative describing the development forecasting elements, indicating how they support efforts to achieve any of the following, where applicable: Program Outcomes, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes. • New or modified action steps for achieving Institutional Goals and Objectives • New or modified action steps for achieving Institutional Learning Outcomes • New or modified action steps for achieving program outcomes • Anticipated changes in curriculum and scheduling • Levels or delivery of support services • Facilities changes • Staffing projections • Strategies for responding to the predicted budget and FTES target for the next academic

year

1. New or modified action steps for achieving Institutional Goals and Objectives Active degree promotion to increase the district’s number of degree completers:

• AA-T in Spanish • International Studies AA Degree • Liberal Arts Degree (Arts and Humanities Emphasis)

2. New or modified action steps for achieving Institutional Learning Outcomes

None 3. New or modified action steps for achieving program outcomes • Continue monthly Modern Languages meetings to strengthen intercollegial communication and

professional development. • Move to assessment of PLO #2 (Interpretive Listening) effective Fall 2014

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4. Anticipated changes in curriculum and scheduling AMERICAN SIGN LANGUAGE ASL first and second semester courses (ASL 201 and ASL 202) were approved to become 5 unit classes beginning fall 2013. The original approval stipulated only 7 sections would be offered each semester in an effort to be budget neutral. Due to a strong response from counselors at AGHS voicing concern that an ASL class would no longer be offered at the South County Campus, an additional section was added to the fall 2013 schedule for a total of 8 classes offered in fall 2013. Additionally, North County Campus students expressed deep concern that ASL 202 was no longer being offered in this area of Cuesta’s service. In response, ASL 202 sections have been added to the spring 2014 and fall 2014 schedules. The anticipated sections offered: Fall 2014 – 9 sections; Spring 2015 – 9 sections Currently, there are only enough ASL instructors to cover 8 sections of ASL each semester. The ASL pool opened in fall 2013 did not produce any viable candidates to interview, resulting in one section being cancelled and a part-time instructor receiving special permission to teach a full load (3 sections) for one semester only. A new pool has been opened in spring 2014, the results of this effort will not be known until May. Not all instructors are available at all times of the day due to multiple employment obligations of part-time instructors. For example, in fall 2013 and spring 2014 only 2 of the 4 ASL instructors were available to teach day-time classes; no day-time classes at NCC were scheduled due to instructor unavailability. When the ASL Department proposed an increase from 3 to 5 units, administration voiced concern that increase in course units might negatively impact student interest in ASL. This has not proved to be true; if more qualified ASL instructors were available, and more sections offered, these classes would be filled. FRENCH The French discipline has added one section each in spring 2014 and in fall 2014: • French 201/110 (spring 2014) • French 202/120 (fall 2014)

French will not be offering a summer class until overall enrollments increase. The curriculum will remain unchanged. GERMAN The German discipline’s • curriculum will remain unchanged. • current schedule will be maintained.

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SPANISH Scheduling is flexible and responds to enrollment management needs. • SPAN 201, 202, and 204 were approved by C-ID in spring 2014. • SPAN 203 will be revised in spring 2014 in order to align with the C-ID descriptor. • SPAN 204 will be taught every spring term beginning in Academic Year 2014-2015, as the AA-T in

Spanish will be in place. This course is currently suspended.

5. Levels or delivery of support services AMERICAN SIGN LANGUAGE See “ Budget Requests” in section 4 of this document (p. 19 – 21). FRENCH The French Discipline’s longtime tutor, Sue Porter has retired as of fall 2013. We have been actively recruiting new tutors for the Student Success Center. GERMAN It is important that Computer Services remain adequately staffed to respond to work orders in a timely fashion. Currently Computer Services is responsive to the German discipline’s requests to make online material accessible to students on the computers located in the Open Lab in the High Tech Center as well as in the library and to trouble-shoot if there are problems. SPANISH The Student Success Center on the San Luis Obispo Campus has a dedicated Spanish tutor, Claire Hawkins; her tutoring expertise is free of charge to students. 6. Facilities changes AMERICAN SIGN LANGUAGE The classrooms available at AGHS do NOT support an appropriate visual environment necessary to teach ASL. Desks cannot fit into a semi circle (or the high school instructors don’t want items moved). Essential classroom equipment used in ASL instruction, such as instructor computer, data projector, elmo are not available in the configuration necessary. FRENCH No facility changes. GERMAN No facility changes.

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SPANISH No facility changes. Current facilities are adequate. The Spanish discipline has a dedicated classroom on the SLO Campus, 6104, with desks on wheels, since summer 2013, and a state-of-the-art console and sound system, since fall 2013. Some of the Spanish classes are taught in room 6108A on the SLO Campus. The instructional delivery facilities on the North County Campus are also in excellent shape, and the classroom in Arroyo Grande High School is adequate. 7. Staffing projections AMERICAN SIGN LANGUAGE ASL has the worst FT / PT ratio of all the Modern Languages disciplines and needs a second full-time tenure track position. Currently only 2 sections (10 units) of 9 sections (45 units) are taught by a FT instructor, while 7 sections (35 units) are taught by PT faculty, which amounts to a ratio of 22% FT to 78% PT. An ASL PT Hiring Pool Committee has been established for spring 2014:

• Betsy Dunn (ASL lead instructor) - Chair • Tony Rector (Spanish, FT)

FRENCH The French discipline would like to do a French hiring pool in the next academic year. GERMAN Current staffing is adequate. SPANISH The Spanish discipline will recover its second full-time position as of fall 2014. AFT Spanish Position Hiring Committee has been established for spring 2014:

• Tony Rector (Spanish, FT) - Chair • Matt Vasques (Communication. Studies, FT) • Regina Voge (ESL, FT) • Pamela Ralston (Cluster Dean)

For an optimal discipline program, the Modern Languages Program will need to recover a third full-time position in Spanish within the next year. There is a great need to replace retired Spanish instructor Nancy Shearer, because it is very difficult to find qualified and experienced part-time teachers. Since Mrs. Shearer retired, a Spanish PT hiring pool has taken place once or twice every year without much success. In spring 2014 two full-time temporary instructors were hired to avoid canceling 3 5-unit classes in spring 2014. In February 2014 a CSU transfer degree in Spanish was approved by the Curriculum Committee and will be forwarded to the Chancellor’s Office for approval. Therefore the recuperation of an historic third full-time professor is crucial and instrumental for the AA-T in this discipline.

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8. Strategies for responding to the predicted budget and FTES target for the next academic year AMERICAN SIGN LANGUAGE Although it appears there is student interest to support additional ASL sections, there are currently no instructors available to teach expanded course sections. Scheduling is flexible and responds to enrollment management needs. However, in order to stabilize and sustain growth, great care must be taken to target times and locations which will produce an optimal number of enrolled students. FRENCH The AA-T in Spanish is expected to increase demand for French, because FR 201 and FR 202 are elective course options. The French discipline is going to target High School graduates for fall 2014 in our publicity campaign. We are composing lists of not only local High Schools, but also Independent (Templeton) schools, Home Schools and private schools. As local High School graduates receive their first semester free starting fall 2014, we feel these efforts will, once again, improve our numbers. GERMAN The German discipline will continue to promote its courses with • local High School counselors and instructors • Home School/Independent Studies counselors and faculty • level 1 students (to take levels 2, 3, 4) It is imperative to continue to enable waitlists during registration to capture all interested students. In case of a budget crisis, reduction of sections is not an option. The number of sections offered per semester, two, is the bare minimum for course sequence viability.

SPANISH The Spanish discipline has added three 5-unit class sections for summer 2014, for a total of 7 sections, and two sections for fall 2014, for a total of 16. With the addition of the AA-T in Spanish, there is an expectation that the discipline will experience a modest growth. 02/26/2014