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COMPREHENSIVE INSTRUCTIONAL PROGRAM REVIEW
WORLD LANGUAGES/NORCO
2013
Office of Educational Services
Web Resources:http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx
Need Help? Contact: Carolyn Quin, MVC @[email protected] Chenoweth, RCC @[email protected] or
Alexis Gray ([email protected])David Torres at [email protected] is available for current data
Last Revised: February 2013
TABLE OF CONTENTS
A. Mission and Relationship to the Colleges(s) .......................................................................................1
B. History....................................................................................................................................................1CIPR 2010 Goal #1.......................................…………………………………………………………..2CIPR 2010 Goal #2.................................................................................................................................2CIPR 2010 Goal #3.................................................................................................................................3
C. Data Analysis and Environmental Scan...............................................................................................3Spanish Sections and Distribution...................................………………………………………………3Enrollment Analysis................................................................................................................................4
Success Analysis...............................................................................................................................4Retention Analysis............................................................................................................................4Efficiency Analysis...........................................................................................................................5
Japanese Sections and Distribution.........................................................................................................5Enrollment Analysis..........................................................................................................................6Success Analysis...............................................................................................................................6Retention Analysis............................................................................................................................6Efficiency Analysis...........................................................................................................................7
D. Programs and Curriculum....................................................................................................................7
E. Student Learning Outcomes Assessment............................................................................................8Spring 2010 and Fall 2010......................................................................................................................8Spring 2011 and Fall 2011......................................................................................................................9Spring 2012 and Fall 2012....................................................................................................................10SLOs......................................................................................................................................................10
F. Collaboration with Other Units ........................................................................................................13Matriculation.........................................................................................................................................13Admissions and Records.......................................................................................................................13Tutoring Services...................................................................................................................................14ASNC....................................................................................................................................................14DRC.......................................................................................................................................................14Assessment Center.................................................................................................................................14Counseling.............................................................................................................................................14Institutional Effectiveness.....................................................................................................................14
G. Outreach Activities……………………………………………………………………......................14
H. Long Term Major Resource Planning...............................................................................................14
I. Summary..............................................................................................................................................15
A. Mission and Relationship to the College(s)
The discipline of World Languages of Norco College is dedicated to providing quality, comprehensive language instruction to a diverse student body, focusing on student-centered learning and real world application of target language skills.
The discipline is also committed to the growth of our programs in response to the needs and interests of our students and community, and to keeping abreast of evolving methodologies and emerging technologies. Our programs in Spanish and Japanese foster intellectual and cultural awareness. They prepare students for transfer and for being successful in a global society.
Our mission is in alignment with the Norco College Mission.
B. History
Since the last review the Norco Campus has become an accredited institution by meeting all the mandatory requirements stipulated by the Accrediting Commission for Community and Junior Colleges (ACCJC). In January 2010, Norco Campus was granted full-college status, becoming Norco College. Our College is committed to serving a diverse student population. Students may take Spanish courses to fulfill requirements to transfer to a four-year university, earn an Associate of Arts degree, or study for personal enrichment. All courses are fully articulated with the California State University, the University of California, and private institutions representing our transfer agreements.
In the past three years, the World Languages program at Norco has seen both continuity and stability while focusing offerings on Spanish and Japanese.
Spanish 1 and 2 courses have maintained high enrolments and showed growth. Spanish 3 has been offered twice a year in Fall and Spring. Spanish 8 (Intermediate Conversation) was offered for a sSecond time in Spring 2012. The Spanish program is maintaining growth and Spanish is the language of choice for a majority of Norco and Kennedy Middle College students. More recently, the newly approved ADT in Spanish will support students aiming to transfer to a CSU as Spanish Majors or Minors. The ADT is supported by an established two- year course rotation.
Although Japanese 1 and 2 continue to be scheduled as in the past, the program indicates stability. Two sections of Japanese 1 are offered in the Fall semester. One section of 1 and one of 2 are offered in the Spring.
The combination lecture/lab has been maintained at Norco and has proved successful. In recent years, all classes have been scheduled over two days, except for one section of SPA 1 in Spring 2012, which was over four days. Since Fall 2011, all World Language courses have been housed in the two remodeled dedicated language classrooms. The language laboratory room, located in Library 121, is equipped with 32 laptops. The lecture only classroom, Library 109, was recently refurnished with mobile student desks that lend themselves to pair and group activities. We have observed that the two dedicated classrooms contribute to student experience and success as they create a supportive and welcoming environment. Both rooms exhibit maps of the countries Spanish and Japanese are spoken, as well as original photos. Dictionaries and supportive printed materials are available to students. In Spring 2013, the lecture room was furnished with new
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students desks designed to foster communication in pair and group settings. Both rooms are decorated with authentic photos and large map to enhance instruction in both languages.
The World Languages program remains one of the disciplines housed within the department of Art, Humanities, and World Languages. One full time faculty left for retirement and was not replaced. The current full time faculty is also chair of the department.
Student success has been continually evaluated through SLO assessment in sections taught by full-time faculty as well as by adjunct faculty. Spanish 1 and 2 have been assessment every Fall since 2010 as a group under the leadership of full time faculty. Results are studied and taken into consideration to generate change and enhance success. Assessment for Japanese 1 and 2 is completed. The assessment cycle for Spanish 8 was initiated in Spring 2012 and will be completed in Spring 2014. The first cycle of assessment in Spanish will be completed in Fall 2013 and 2014. Spanish 4, offered for the first time in Spring 2014 will be assessed in Spring 2014 and 2015.
The Norco College ADT in Spanish was completed in Spring 2013. A supportive course rotation was created to ensure completers within a four semester sequence. A matrix mapping the ADT courses to PLO was submitted in Fall 2013 and will be used in PLO assessment.
CIPR 2010 Goal #1: Increase languages being offered and language sections:
At Norco College, this goal was not reached. The languages offered have remained limited to Japanese and Spanish. Although the number of sections offered has been growing slightly, all Spanish 1 sections have closed waitlists each semester and intersession. In Fall 2013, one of the Spanish 2 sections also had a closed waitlist.
French has not been brought back, although student interest remains. Local High schools do offer French. French is the recommended language for Law, Political Science, and History majors. It is often the language of choice for Spanish heritage speakers as well as the second language chosen by Spanish Majors at the graduate level.
New Goals:Reintroduce French gradually, focusing on scheduling FRE 1 only the first year, and FRE 1 and FRE 2 the following years Increase the number of sections in SPA 1 and possibly SPA 2. SPA 2 should also be offered
in the intersessions (Summer and Winter) Start offering Chinese, as Chinese 1 and 2 are now included in the NC catalog Although we are not considering online or hybrid classes at this point, we would like to
consider offering both SPA 1 and SPA 2 in one semester as two consecutive 8 week sessions. This can ensure faster completion of language requirements for transfer for those students who need two semesters. Research indicate that intensive language instruction produces fosters faster and more durable acquisition
CIPR 2010 Goal #2: Language and Lab classroom accommodations
This goal has been met at NC with the two dedicated classrooms in the remodeled first floor of the library. Although it would have been preferable that the lecture room and the lab room be located adjacent to each other, faculty is grateful for the new rooms and the accommodations they provide. For the time being, those rooms are sufficient to house the existing number of sections
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and to support a slight growth.
New Goal:Maintain existing equipment and furniture and include additional time slots to maximize room usage.
CIPR 2010 Goal #3: Developing an AA in Spanish
This goal has been met. Faculty from all three colleges collaborated in designing three ADTs in Spanish. Each college’s ADT has been approved and will be included in the respective catalogs at mid-year (2013-2014). At Norco, a two year course rotation has been created and approved.
New Goals: Efforts will be made to inform students so that enrollments in SPA 3, SPA 4, and SPA 8 are
sufficient. Counseling will provide students with an SEP combining CSU transfer and ADT requirement
as a two year plan. We should see first ADT completers in June 2014. Full Time Faculty will ask for data to be collected each academic year to document interest in
the Spanish ADT, completion, as well as admission to universities. The PLOs for the ADT will undergo assessment.
C. Data Analysis and Environmental Scan
Referring to the data from David Torres (Office of Institutional Research), please analyze trends in enrollment, efficiency, success, and/or retention that you believe are important for your planning and resource needs. Please include the tables themselves as part of your analysis.
A. SPANISHSECTIONS and DISTRIBUTION
SPA 1 SPA 2 SPA 3 SPA 8SUMMER 2010 1 section NA NA NAFALL 2010 6 sections 2 sections 1 section NAWINTER 2011 1 section NA NA NASPRING 2011 7 sections 2 sections 1 section NA
SPA 1 SPA 2 SPA 3 SPA 8SUMMER 2011 1 section NA NA NAFALL 2011 6 sections 2 sections 1 section NAWINTER 2012 1 section NA NA NASPRING 2012 6 sections 2 sections 1 section 1 section
SPA 1 SPA 2 SPA 3 SPA 8SUMMER 2012 1 section NA NA NAFALL 2012 6 sections 2 sections NA NAWINTER 2013 1 section NA NA NASPRING 2013 6 sections 2 sections 1 section NA
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1. Enrollment Analysis
2010 2011 2012317 284 331 +14
Enrollment continues to increase steadily, even though 1 section of SPA 1 (Spring 2011) and 1 section of SPA 2 (winter 2011) were lost for 2011/2012 and 2012/2013. Additional sections In SPA 1 are necessary to respond to student demand, as all sections’ waitlists are full each time SPA 1 is offered (including intersessions). Faculty will continue to monitor data.
2. Success Analysis
2010 2011 201277.6% 79.2% 82.2% +4.6%
Success rates have been increased steadily. A correlation can be seen in the active work done by SPA faculty as a group on a regular basis since Fall 2010. Important decisions were made as well as changes which generated higher success rates. Faculty will continue to monitor data.
3. Retention Analysis
2010 2011 201288.0% 87.3% 90.3% +2.3%
Overall, retention rates are high show a steady increase since our last CIPR. Faculty will continue to monitor data.
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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012Enrollments 197 215 215 225 247 220 258 277 252 317 284 331Retention 85.3% 83.7% 89.3% 81.8% 83.0% 87.3% 81.4% 83.0% 84.5% 88.0% 87.3% 90.3%Success 65.0% 68.4% 70.2% 65.3% 61.5% 69.1% 65.5% 69.7% 70.6% 77.6% 79.2% 82.2%
0%
20%
40%
60%
80%
100%
-
35
70
105
140
175
210
245
280
315
350
NOR SPA Enrollments, Retention and Success Rates, Fall 2001 - 2012
4. Efficiency Analysis
2010 2011 2012560.81 526.28 573.39 +12.58
Efficiency has remained high. Although 2012 rates are lesser than 2009, a significant increase can be seen from 2011 to 2012. Faculty will continue to monitor data.
B. JAPANESE
SECTIONS and DISTRIBUTIONJPN 1 JPN 2
SUMMER 2010 NA NAFALL 2010 2 sections NAWINTER 2011 NA NASPRING 2011 2 sections 1 sections
JPN 1 JPN 2SUMMER 2011 NA NAFALL 2011 2 sections 1 sectionWINTER 2012 NA NA
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2007 2008 2009 2010 2011 2012Efficiency 510.70 542.00 609.65 560.81 526.28 573.39
0
100
200
300
400
500
600
700
NOR SPA Efficiencies, Fall Terms 2007 -2012
SPRING 2012 1 section 1 section
JPN 1 JPN 2SUMMER 2012 NA NAFALL 2012 2 sections NAWINTER 2013 NA NASPRING 2013 1 section 1 section
1. Enrollment Analysis
2010 2011 201282 100 76 -6
The drop in enrollment must be connected with the loss of two sections (JPN 1 in Spring 2011) and JPN 2 in Fall 2011. Another attempt to add a section of JPN 1 in Spring was made but the section did not enroll sufficiently and was cancelled. Faculty will continue to monitor data.
2. Success Analysis2010 2011 2012
53.7% 49.0% 53.9% +0.2
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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012Enrollments 27 23 25 34 24 32 60 65 62 82 100 76Retention 51.9% 78.3% 68.0% 73.5% 58.3% 65.6% 66.7% 80.0% 75.8% 70.7% 76.0% 68.4%Success 33.3% 69.6% 36.0% 32.4% 37.5% 46.9% 46.7% 56.9% 54.8% 53.7% 49.0% 53.9%
0%
20%
40%
60%
80%
100%
-
10
20
30
40
50
60
70
80
90
100
NOR JPN Enrollments, Retention and Success Rates, Fall 2001 - 2012
In comparison with all SPA courses, success rates are low, and so is the increase. This might be related to the challenges presented by the language itself. SLO assessment for JPN would benefit from being ongoing, as it is for Spanish. Faculty will continue to monitor data.
3. Retention Analysis2010 2011 2012
70.7% 76.0% 68.4% -2.3
As data shows, retention rates for JPN 1 and 2 have dropped. The loss of one JPN 2 section might be a factor. Faculty will continue to monitor data.
4. Efficiency Analysis
2010 2011 2012649.62 561.04 661.60 +115.68
Data shows high success rates with a significant increase. Faculty will continue to monitor data.
D. Programs and Curriculum
Name of Course / Program Date CORs Last Updated Comments - CORs
Spanish 1 Fall 2013
Spanish 1H Fall 2013 Has never been offered
Spanish 2 Fall 2013
Spanish 2H Fall 2013 Has never been offered
Spanish 3 Fall 2013
Spanish 3N Fall 2013 (not offered at Norco, but in 7
2007 2008 2009 2010 2011 2012Efficiency 537.11 572.33 545.92 649.62 561.04 661.60
0
100
200
300
400
500
600
700
NOR JPN Efficiencies, Fall Terms 2007 -2012
catalog)
Spanish 4 Fall 2013 Will be offered for the first time in Spring 2014. Will be offered each Spring to support ADT.
Spanish 8 Fall 2013 Will be offered in Spring 2014 (last offered Spring 2012). Will be offered each Spring to support ADT.
Spanish 11 Fall 2013 Has not been offered due to budget cuts.
Spanish 12 Fall 3013 Has not been offered due to budget cuts.
Spanish 13 Fall 2013 Has not been offered due to budget cuts.
Japanese 1 Fall 2013
Japanese 2 Fall 2013
E. Student Learning Outcomes Assessment
Spring 2010 and Fall 2010All Spanish 1, 2, 3, and Japanese 1, 2 sections were assessed.
The Spanish assessment tool was based on a common final exam. Japanese courses were assessed through a standard questionnaire.
As our discipline at NC only has one full time faculty, discussion as a group does not occur in a setting that can generate evidence (such as department meeting). However, part-time faculty is very active and eager to participate in further assessment discussion. Assessment workshops included all Spanish faculty at NC will benefit assessment. For Japanese, assessment workshops and possible leadership from RCC full time faculty will be our goal for Spring 2011 –Spring 2012.
Spanish Assessment was done based on rubrics identified by the two full-time faculty members and tabulated by Annebelle Nery’s office. Due to changes in that department, the data collected in Spring 2010 and Fall 2010 has not been tabulated. However, sufficient had been collected to generate consistent conclusions for each SLO. Japanese assessment was provided and collected by Annebelle Nery’s office. Further and more detailed assessment must be developed in conjunction with RCC full-time Japanese faculty member.
Assessment for Spanish courses indicated consistent low results in student’s written skills and led to reconsider the quality of materials provided by the textbook and online workbook. A decision has been made in Spring 2011 by the one full-time faculty member in conjunction with all
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associate faculty members to adopt a new textbook. The new text to be used starting Summer 2011 possesses a more comprehensive and up to date methodology.
Spring and Fall 2010 assessment led to the following conclusions:
Japanese: a more active involvement and communication between faculty members was necessary, as well as identification of specific SLO to assess and assessment tools. The JPN assessment has been too superficial and must now become more specific. There is a possibility that RCC full-time Japanese faculty provide assistance.
Spanish: Based on the new textbook, a common final exam was developed and used for all sections of Spanish 1 and 2. All course SLOs were mapped to final exam questions in order to generate data. Data was analyzed and led to necessary changes.Spring 2011 and Fall 2011Based on assessment results for Spanish 1 and 2, faculty decided to stop using the textbook Sol y viento for Spanish 1 and 2. The book had been in use since 2005. Language textbooks are constantly updated and should keep reflect current linguistic research. Associate faculty and senior faculty, upon Dr. Salcedo retiring, agreed that a change would be beneficial to both faculty and students. Based on previous SLO assessment result, common weaknesses had been identified as constant. Those weaknesses in student performance, it was agreed, were in a great part a consequence of excessive and not always linguistically sound introduction of syntactic concepts. Students’ written performance was low, and there was an agreement that lexical instruction was not adequate.
The adoption of Experience Spanish, a newly published text, was made final and McGraw-Hill provided partial training attended by all associate instructors. The online component was still under construction at the time, but the publisher assured that all elements would be functioning by August 2011. All testing materials, common Midterm and Final Exam based on Experience Spanish were provided to associate faculty by the full-time faculty. The new textbook was used for the first time in Summer 2011 for Spanish 1 taught by an associate instructor.
In October 2011, Spanish 1 faculty met for an SLO workshop. The agreement was that the common Final Exam (based on textbook Experience Spanish) would serve as main assessment tool. Exam questions were mapped to SLO #1, #2, #3, #4, and #5. Each instructor was provided with a form to be used to collect data and calculate percentages of correct answers for each SLO.
Final meeting for Spanish 1 SLO assessment was scheduled for Friday February 24, 2012. At that time, percentages would be compared and a discussion would generate guidelines for SLO assessment in Fall 2012. In January 2012: In the meantime, both associate and full-time faculty had been engaged in a dialog to select a new textbook for Spanish 1 and 2 to be used in Spring 2012.
The choice was made for Adelante Uno and Adelante Dos (Vistas Higher Learning). Two longtime associate instructors had been using both textbooks at other institutions for several years. They were able to share their expertise and a considerable amount of materials. Adelante publisher representatives conducted a training workshop attended by all. In February 2012, SLO Assessment meeting (SPA 1 and 3). Each instructor reported data collected based on their Fall Final Exam. Percentages were compared and a discussion followed.
SPANISH 1: Although the decision to move again to a new textbook was made prior to
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assessment results were gathered, results confirmed that it was a sound decision. A new assessment cycle based on the common Final exam using Adelante Uno, as well as on the common Oral exam would need to be initiated. The basis for assessment to be conducted in Fall 2012, will also consist in mapping of all SLOs and exam questions. Senior Faculty member will prepare the mapping and present it faculty at the end of Spring 2012. A comparison will be made of Fall 2011 and Fall 2012 results and will be reported in the 2012 Annual Program Review.
SPANISH 2: Adelante Dos being the new textbook used in Spring 2012, mapping of SLOs to exams will also be necessary. It will be presented to faculty at the end of Spring 2012 by senior faculty. A comparison will be made of Fall 2011 and Fall 2012 results and will be reported in the 2012 Annual Program Review.
SPANISH 3: The associate instructor who has been teaching this course for several semesters is considering a new textbook adoption. If a new textbook is to be used, a comparison of Fall 2011 to Fall 2012 assessment (based on the selected textbook) will be necessary and will be reported in the 2012 Annual Program Review.
JAPANESE 1: Assessment of two Japanese 1 section by long-time associate faculty has identified some necessary changes. Those changes will be implemented in Fall 2012. A comparison of Fall 2011 to Fall 2012 assessment will be necessary and will be reported in the 2012 Annual Program Review.
Spring 2012 and Fall 2012The new textbooks, ADELANTE UNO and ADELANTE DOS were used for the first time in Spring 2012.
Supported by associate faculty with feedback and comments, Full Time faculty developed lesson tests, Midterm, and Common Final Exam based on ADELANTE UNO and ADELANTE DOS for Spanish 1 and Spanish 2. A common separate Oral Exam was adopted in response to Fall 2011 comments regarding lack of substantial data to assess SLO # 3 (Speaking) in the Final Exam used in Fall 2011. The new textbook was used for the first time in Spring 2012.
Full Time faculty developed the new assessment tool, mapping the new Final Exam and Oral Exam to the courses’ SLOs. As course outlines of record had been modified by the district’s World Language discipline, the newly written SLOs were used. The previous SLOs were 5. The new CORs used the same SLOs but regrouped the first 4 into two:
Previous SLO 1: Listening ComprehensionPrevious SLO 2: Reading Comprehension
→New SLO 1: Listening Comprehension + Reading Comprehension
Previous SLO 3: SpeakingPrevious SLO 4: Writing
→New SLO 2: Speaking + Writing
Previous SLO 5: Cultural Awareness→New SLO 3: Cultural Awareness
For accuracy sake and to link with previous assessment cycle, all 5 skills will continue to be 10
assessed separately; results will be combined to provide a percentage for each of the 3 new SLOs.
Based on data collected by each instructor in Fall 2012, the new textbook brought higher results. However, necessary changes were made and agreed upon to the Final Exam and Oral Exam. Consequently the assessment tool (Mapping of SLOs to Final and Oral Exams), and the methodology would have to be modified. Modification to the Final Exam, the Oral Exam, the assessment tool, and the methodology will be implemented in Spring 2013. All sections will be assessed again in Fall 2013 so that the impact of those changes can be identified. Although the assessment loop for Spanish 1 and 2 will be closed with Fall 2013 assessment (to be reported in March 2014 APR), all faculty decided to continue assessing on a yearly basis. Based on Fall 20112 SPA 1 and SPA 2 assessment data percentages per SLO were, on the average, higher or significantly higher than in Fall 2011. Instructors enjoy teaching with the new textbooks,
ADELANTE UNO and ADELANTE DOS, as well as with the online sites that accompany the books.
All instructors commented on the efficiency and accuracy of the Listening portion of the Final Exam (SLO 1); no change needed.
The group identified necessary amendments to the Final Exam based on lower percentages in Reading (SLO 1) and Culture (SLO 3).
Further discussion led to suggest changes to the Oral Exam (SLO 2), as well as to the Writing portion (SLO 2) of the Final Exam, as average percentages appeared ‘too high’.
Although average percentages for Spanish 2 were slightly higher than those for Spanish 1, it was agreed that the changes for Spanish 1 will also be applied to the Spanish 2 Oral and Final Exams. The suggested changes were agreed upon by all and are in red, as follows:
a. Reading (SLO 1): the questions following the short reading are in Spanish in the current Final Exam, which can add an element of complexity that interferes with true assessment of reading competency. In addition, those are to be answered in full sentences, and in Spanish. Those questions will be re-written in English and in multiple choice format. The reading section will be moved to the scantron part of the exam.
b. Culture (SLO 3): the current culture portion of the Final Exam consists of 15 True /False mostly factual questions. Those questions correspond to themes covered in the textbook and presented through videos provided by the publisher. The remark was made that SLO 3 focuses on ‘reflecting’ and ‘evaluating’ similarities and differences in cultural practices and perspectives. The fact that students can indicate if a cultural fact is true or false does not exactly show assessment of skills in SLO 3. The decision was made to modify Cultural portion of the Final Exam. Five of theexisting True/False questions (those containing a critical thinking element) will be kept and answered on scantron. Two additional Cultural elements will be added to the written portion of the exam:1. Written (3-5 sentences) open-ended response focusing on one of two cultural themes
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presented in both textbooks. This answer will be written in English for SPA 1, and in Spanish for SPA 2.
2. Written (3-5 sentences) response comparing and contrasting US and Latino culture based on two themes. SPA 2 will follow the same pattern. Themes will be connected to vocabulary themes presented in each textbook. This answer will be written in English for SPA 1, and in Spanish for SPA 2.
c. Speaking (SLO 2): percentages increased by 22% from Fall 2011. In Fall 2011, Speaking had not been assessed in a separate individual oral exam, and results were not exactly indicative of student performance. Although the separate Oral Exam is a significant improvement, results appear very high with minor variations from student to student.It was agreed that an addition to the existing Oral Exam questions was necessary. It was also agreed that all instructors will ask the same number of questions (4 questions total).
In addition to the list of questions provided to students for preparation to the Oral Exam, instructors will inform students that they must also be prepared to speak to five points related to a list of 3 cultural topics covered in both textbooks. The list will be given to the students prior several weeks prior to the Oral Exam to allow time for preparation.Instructors will continue using the Oral Exam grading tool used in Fall 2012.
d. Writing (SLO 2): in the current assessment tool, data is collected using the entire Writing portion of the Final Exam. The group came to the conclusion that most of the written answered were more ‘write-in’ than ‘writing’, as students are asked to fill in words or very short answers. Although the group will use the same Final Exam questions mapped to this SLO, three writing questions will be added:1. Word Bank: students will create 3 complete sentences using provided vocabulary words
(in Spanish)
2. Short Translation into Spanish: student will translate 3 short sentences into Spanish
3. Picture Description: student will describe a picture or develop a topic (similar to the Síntesis activities assigned in the workbook) in 3 complete sentencesInstructors will continue using the Writing grading tool used in Fall 2012.
This second year experience in assessment practices proved to be even more efficient and rewarding than the previous one. Attitude towards assessment is definitively positive, and all faculty members have actively and all-heartedly contributed to the process. Participation in the discussion at the second meeting was more efficient and more substantial than in 2011-2012. It was also ‘cross-disciplinary’ in the sense that Japanese faculty actively contributed to the Spanish faculty’s discussion. Comments and discussion were focused, collegial, respectful and supportive. Each point was addressed by the group, and each decision regarding necessary changes was made unanimously. Full Time Faculty member provided meeting notes and agenda via email after the February meeting. Faculty decided that the group will continue to conduct an assessment cycle for Spanish 1 and 2 on a yearly basis; Japanese instructor supported the idea for her language. It was also suggested that the group meet more often to share on methodology and to outline future plans for the discipline. It appears that the group has now integrated the assessment process not only as a
12
necessary contribution to the college, but also as an opportunity for personal and professional growth, a way to ensure team cohesion and morale, and as being essential to their role as educators.
Spanish 3: The associate faculty teaching Spanish 3 decided to adopt ADELANTE TRES starting in Spring 2013. The textbook she used in Fall did not fit well in the material sequence presented to students in Spanish 1 and 2. Assessment for Spanish 3 will be conducted in Fall 2013 by Full Time Faculty who will be teaching the course with ADELANTE TRES.
Spring 2012: Spanish 8 (Intermediate conversation)
All 5 SLOs were assessed based on a mapping of Final exam, oral presentation and essay.
The highest score was found for SLO #4 where students’ performance in reading authentic material and demonstrating comprehension proved to be achieved at a high level. It is important to point out, however, that the written material on which this assessment is based had been seen in class prior to being presented again in the Final Exam. Reading comprehension skills in a second language is consistently the highest skill for students at all levels and this high result is not surprising.
The lowest score appears to be associated with the final pair project. Debating opposite viewpoints in a courteous and constructed manner is challenging and results varied from student to student. The most common weaknesses were in the repetition of the same argument and in the poor use of vocabulary.
Assessment for SPA 8 course raised several concerns. In the Spring 2012 class, 75% of students were heritage speakers or students who ranged from being fluent in Spanish to having a high native competency in the language, Only 66% of the class had actually taken the prerequisites Spanish 1 and 2. The remaining students were placed above Spanish 2 or had taken 4 years of High School Spanish. The range of linguistic abilities and levels among students upon starting the semester was considerably wide, which not only presented a challenge for me, but for the students themselves. Spanish heritage speakers often found the material not challenging enough whereas the non-native speakers with a Spanish 2 background struggled with the same material and were intimidated by their classmates.
It is possible that offering two different versions: SPA 8 and SPA 8N (for Native Speakers) would benefit students. A Beginning Conversation Spanish Course should exist to bridge the gap between Spanish 2 and Spanish 8. Conversation practice in Spanish 1 and 2, a component of both courses, remains minimal since these course establish the base in grammar and vocabulary with a strong emphasis on writing skills. Second step assessment will be conducted in Spring 2014 in order to close the assessment cycle on this course.
F. Collaboration with Other Units including Instructional, Student Services or Administrative Units (Internal). This section is now optional.
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Matriculation:Norco World Languages Faculty members work closely with the Matriculation office to grant equivalency for high school, heritage speakers and other transfer students. The only standard placement exam being used at this time is the Spanish Placement used across the district. In Fall 2013, faculty collaborated with Student Services to amend the online statement regarding the placement exam. Faculty included placement exam in Course Outlines of Record.
Admissions and Records:A new and updated Credit by Exam form was created by the office of the Dean of Admissions and Records. In-class information for students who wish to apply for Credit by Exam based on Placement on the Spanish Placement Test is provided by Admissions and Records staff.
Tutoring Services:Full-time faculty at Norco recommends and approves student to work as tutors in Spanish. Those tutors conduct individual and group sessions. They also work as Class Assisted Tutors, under which tutors work in the classroom with a specific instructor for the duration of the semester. Data has been collected and proved that success and retention rates are increased when a section benefits from Supplementary Instruction. Faculty must commit to increasing the number of tutors both in and outside the classroom, and to refer students to them.
ASNC:In Fall 2013, a Spanish club was launched at Norco to increase interest and foster retention. The club will focus on providing cultural and linguistic experience. Open conversation practice sessions will be open to members and interested students under the supervision of club advisors.
DRC:The World Languages faculty at Norco works in close collaboration with DRC and their students to ensure that they are provided with all accommodations necessary to their success.
Assessment Center:The only standard placement exam being used at this time is the Spanish Placement used across the district.
Counseling:The World Languages faculty communicates continuously with the counseling department to promote our courses and answer counselors’ inquiries. The chair communicates future class offerings early so that counselors provide that information to students. Collaboration with counseling, and in particular, with the Articulation Officer increased in Spring and Fall 2013 while the Spanish ADT was created and approved,
Institutional Effectiveness / Faculty Development:Norco full-time faculty complies with the required FLEX hours, and continues life-long learning and commitment to their field by participating in workshops, conferences and membership in Foreign Languages associations.
G. Outreach Activities (External). This section is now optional.N/A
H. Long Term Major Resource Planning14
The World Languages program at Norco College will need to maintain and keep equipment up to date (laptops and software) for the language lab classrooms.
A second Full-Time faculty is now highly needed to support growing interest for the language and the ADT in Spanish.
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I. Summary
Year Goals and Objectives Link to Annual Program Review
Assessment Plan
Year One2013-2014
Spring 14: Add SPA 4 to ensure ADT course rotation
Spring 14: Add SPA 8 to ensure ADT course rotation
See March 2013 APR Complete first step of assessment cycle Spring 14 for SPA 4
Close the loop on SPA 8 assessment cycle
Year Two2014-2015
Fall 14: reintroduce French 1
Spring 15: reintroduce French 1
Initiate dialog with CTE to identify industry needs in languages
See March 2012 and 2013 APR
Complete first step of assessment cycle Fall 14 for FRE 1
Close the loop on SPA 3 assessment cycle
Spanish ADT PLO assessment
Year Three2015-2016
Fall 14: Evaluate Japanese interest and possibly introduce Chinese
Spring 15: reintroduce French 2
See March 2013 APR Close the loop of assessment cycle Fall 15 for FRE 1
If Chinese 1 is scheduled, first step in assessment cycle
Complete first step of assessment cycle Fall 14 for FRE 2
Year Four2016-2017
Continue to evaluate transfer, community, and industry language needs
Close the loop of assessment cycle Fall 16 for FRE 2
Close the loop of assessment cycle Fall 16 for Chinese 1
16
