College of Humanities and Social Sciences Dixie State University PLO Identify the PLO(s) assessed in the current AY (1-2) Measure(s) Direct or indirect Description of measure (upload instrument & sample artifacts) Scoring strategy (upload rubric) Score scale (e.g., 4=exemplary, … 1=unacceptable) Baseline / Threshold / Benchmark/ Target Data Collection Method Course(s) number Semester collected Sample size Results For each PLO, consider all the data and summarize the important findings Highlight whether the targets were met, partially met, or not met Action Taken (closing the loop) State action(s) taken to improve student learning Writing Proficiency Direct Measure(s): Final Papers Advanced Mid level of proficiency according to the ACTFL Guidelines Span 3390 – Fall 2013 (14 artifacts) Span 4610 – Fall 2013 (17 artifacts) Span 4620 – Spring 2014 (7 artifacts) Span 4630 – Fall 2012 & Fall 2014 (13 artifacts) Met - all the artifacts were presented without the name of the student who produce this piece. All ratings were given by two blind raters from our department. In case of disagreement, a third rater (without knowing the other two rates) assessed the document. There were no situations where a fourth rater was needed. As a group, all the faculty members decided to Change the textbook used in Span 3060 – since this is the introductory writing course for the program. A better textbook will provide a better foundation which will help our students Indirect Measures:
Span 3390 – 64.28% of our students met or exceeded the proficiency level. Span 4610 – 82.35% of our students met or exceeded the proficiency level. Span 4620 – 71.42% of our students met or exceeded the proficiency level. Span 4630 – 92.30% of our students met or exceeded the proficiency level. manage a wider variety of level of discourses. We decided to implement a level test to be taken at the beginning of Span 3060, to help those students who are not ready to enroll in other courses. Literature Analysis Direct Measure(s): Final Papers Shows evidence of application of skills of analysis, synthesis and evaluation with a nearly flawless logic. Reflects a solid understanding of the literary perspective applied. Uses the language and theory behind the perspective. Analysis and conclusions drawn are strong with Span 3390 – Fall 2013 (14 artifacts) Span 4610 – Fall 2013 (17 artifacts) Span 4620 – Spring 2014 (7 artifacts) Span 4630 – Fall 2012 & Fall 2014 (13 artifacts)
Spanish BA 2015-2016 Humanities College of Humanities and Social Sciences Dixie State University PLO Identify the PLO(s) assessed in the current AY (1-2) Measure(s) Direct or indirect Description of measure (upload instrument & sample artifacts) Scoring strategy (upload rubric) Score scale (e.g., 4=exemplary, … 1=unacceptable) Baseline / Threshold / Benchmark/ Target Data Collection Method size Results For each PLO, consider all the data and summarize the three important findings Highlight whether the targets were met, partially met, or not met Action Taken (closing the loop) State action(s) taken to improve student learning Oral Proficiency Direct Measure(s): Assessment Interviews Oral Presentations Intermediate High level of proficiency according to the ACTFL Guidelines Span 4800 – Fall 2015, Spring 2016 Span 3075 – Fall 2015 Span 3080 – Spring 2016 25 artifacts presentation was recorded and then submitted for a blind double rating. When a disagreement between both raters occurred, a third rater gave the final decision. Span 3075- Span 3080 - Met 100% of our students met or exceeded our learning outcome Span 4800 – Met 94.74% of our students met or Since we had such an excellent result, we decided to raise the level of proficiency from Intermediate High to Advanced Low. We also decided to include as a mandatory element of summative Indirect Measures: Student Surveys Intermediate High of proficiency according to the ACTFL Guidelines Span 3080, Spring 2016 este
exceeded our learning outcome Surveys – Met 80.60 % of our students met or exceeded our learning outcome assessment the interviews into the Capstone course. Culture Awareness Direct Measure(s): Final Papers Students will be able to gain knowledge and understanding of other cultures in accordance with the Standards for Foreign Span 4560 Span 4550 Span 3950 (Spring 2015, Fall 2015, Spring 2016) 45 artifacts.
Languages Learning Span 4560 Span 4550 Span 3950 (Spring 2015, Fall 2015, Spring 2016) – Not Met 40 % of our students met our expected learning outcome Surveys – Met 73.68 % of our students met or exceeded the level of the learning outcome. summative assessment but would work with the informal formative we conduct in these courses. Indirect Measures: Student Surveys Students will be able to gain knowledge and understanding of other cultures in accordance with the Standards for Foreign Languages Learning Span 3950, Span 4510, Span 3070, Span 3390, Span 3990, Span 3080 (Spring 2015) 57 artifacts. Individual Courses Contribution to Overall Program Learning Goals/Outcomes and GE Learning Outcomes
X. Staffing-Related Information Faculty Table 10 contains a list of all faculty who have taught full-time during the life of the Spanish degree. During the 2015-16 academic year, five full-time faculty were employed. Table 10 Full time Faculty Name Degree and Date Field Institution Rank Hired at DSU Involvement Arévalo, Luis Age: 57 Born: El Salvador Ph. D. 2002 Latin American Literature University of Hill Assistant Professor July 1, 2014 Department Chair beginning 7/1/2016, Global Engagement, Spanish Fair. Service Learning and Study Abroad Leader Cartmill, Michael Age: 46 Born: USA Ph. D. 2009 Latin American Literature University of Utah Associate Professor July 1, 2015 New hire. Not given committee assignment. Volunteered for Emergency Management system Ceballos, Leonor Age: 41 Born: Spain Ph. D. 2007 Spanish Peninsular Literature University of Nebraska, Lincoln Associate Professor July 1, 2007 Former Department Chair, RPT Committee, UWHEN, Global Engagement Taylor, Age: 34 Born: Spain Ph. D. 2015 Spanish Applied Linguistics, Pedagogy University of Oviedo, Spain Assistant Professor July 1, 2012 Bridge Project DLI, Assessment Coordinator, Sec. Education, Study Abroad Leader, Discovery Team Member Hawkins, Ana Maria MA Spanish Pedagogy Brigham Young University Instructor Retired December 2014 Karren, Maritza Age: MA 1983 Spanish Pedagogy Brigham Young University One semester instructor January 2015 to May 2015 One semester instructor full-time replacement
Born: Mexico full-time replacement *Everett, Addison MA Spanish Linguistics Brigham Young University Associate Professor Sept. 1981 Department Chair, Associate Dean, Interim Dean *Professor Everett will retire July 1, 2016. His position will not be replaced in the Spanish program. This will significantly reduce program cost. Of the four full-time faculty members who will be on in fall 2016, three were born and raised outside of the United States and are native speakers of Spanish. Of the two part-time teachers who will offer classes in the fall, one was born outside the United States and is a native Spanish speaker. The Spanish faculty is very diverse. Table 11. Part-time Lecturer/Advisor Name Degree and Date Field Institution Rank Hired at DSU Involvement Gill, Ron Ed.D 2005 Education Nova Southeastern University NA 2008 Adjunct 2013 Lecture/Advisor Lecture/Advisor Table 12. Adjunct Faculty Who Have Taught During Three-Year Period Name Degree and Date Field Institution Rank Hired at DSU Involvement Bretell, Maria BA Philosophy and Literature University of Santo Tomas; Cali, Colombia NA January 2013 NA Adjunct 2 semesters *Claros, Andrea MA Pedagogy Information Unavailable NA Fall 2014 NA Adjunct 1 semester Dulfano, Isabel MBA 2002 Ph.D. 1993 Business University of Utah Yale University Assistant Professor University of Utah August 2013 Adjunct on-line course in Business Spanish (U o U) Gustafson, James Ph.D. Spanish Literature University of Nebraska, Lincoln NA January 2014 NA Adjunct 1 semester Navas, Felipe BA Spanish Southern Utah University NA January 2015 NA Adjunct 1 semester During the 2015-16 academic year, no adjunct faculty taught classes.
Course Outline for Spanish SPAN 3950-01 Calendario del curso Spring Semester 2016 It may be necessary to make changes to this schedule. Any changes will be announced in class. Para hoy Leer, estudiar, preparar para la próxima clase Tareas 15/1 Introducción: ver videos: Leer “On the Social Phenomenon of ‘transculturation’…” Leer: Buscar un para hacer servicio y la definición de “Service Learning” en la red. 22/1 Discutir “On the Social Phenomenon of ‘transculturation’…” Contestar en la pregunta: ¿Qué es Service Learning? Mapping Latina/o Studies, Ver la película “Pachuco” Place and time TBA. Entregar 1. hoja de servicio de la semana #2; 2. Entregar la definición de Service Learning” en un documento Word. 29/1 Mapping Latina/o Studies, 1-38. Remapping the National Consciousness, 83-101 Entregar hoja de servicio de la semana #3 5/2 Remapping the National Consciousness, 83-101 Borderlands Inspections, Short Essay #1, Entregar hoja de servicio de la semana #4 12/2 Borderlands Inspections, Latina Without Apologies, 153-167. Entregar hoja de servicio de la semana #5 19/2 Latina Without Apologies, Trabajar en la presentacion oral #1 Entregar hoja de servicio de la semana #6