2009 MASTER PLAN/PROGRESS REPORT

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1 2009 MASTER PLAN/PROGRESS REPORT Academic Program: Foreign Language Education Person Responsable: Nancy J. Cook, Assistant Professor of Spanish Date Submitted: May 26, 2009 Mission: : The purpose of the Secondary Foreign Language Education Program is to provide a curriculum leading to a Bachelor of Science degree in teaching secondary foreign language and to meet the needs of the candidates preparing to become professional teachers in the multicultural community of Southwest Louisiana and the global community. The program provides candidates with the necessary competencies to be certified to teach grades 6-12 based upon unit and state requirements for specific content areas. The Secondary Foreign Language Education Program enhances the teaching profession though a focus on: Critical Thinking Communication Reflection Collaboration Diversity Professionalism Service to the Community Institutional Mission Reference: purpose of the Secondary Foreign Language Education Program reflects the department s focus as it relates to fulfilling state, professional and national standards. The program purpose is consistent with the university s purpose/mission to stimulate students to maximum intellectual growth and love of learning, to cultivate the skills necessary for critical thinking and effective expression, to foster understanding of the multicultural world community and to develop a sense of ethical responsibility. Assessment Methods Utilized: Standardized Exam (nationally normed) Standardized Exam (state-normed) Major Field Examination Internally-developed Examination Student Opinion Survey (SOS) National Survey of Student Engagement (NSSE) Employer Survey Graduate Survey Alumni Survey Exit Survey/Interview/Exam Program-specific Survey Scoring of Essay Data Repository Location: Assessment Coordinator Assessment Coordinator Assessment Coordinator

2 Assessment Coordinator Portfolio Evaluation x Capstone Project Course Instructor Presentation Research Paper Research Project Course Summary Excel Spreadsheet Access Database Other - Please describe: Course Embedded Assessment Course Instructor

3 Student Learning Outcome 1: Graduates apply critical thinking in academic and professional environments. Expected Level of Achievement Actual Data From Assessment Actions/Decisions The mean score of the FEE III indicators aligned with this outcome for candidates completing this program in the academic year are as follows: Content - Lesson Planning 5 Classroom Management 5 Assessment of Student Learning 5 Minimum 4.2 mean score on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATORS: Content, Lesson Planning, Classroom Management, and Assessment of Student Learning. Minimum.5 growth between scores on midterm and final FEE III indicators aligned with this outcome. INDICATORS: Content, Lesson Planning, Classroom Management, Assessment of Student Learning. The mean growth score between the midterm and final FEE III indicators aligned with this outcome for candidates completing this program in the academic year are as follows: Content 1.0 Lesson Planning -1.0 Classroom Management 1.0 Assessment of Student Learning 1.0 Minimum 80% percent of graduates pass Praxis II content exam(s) on first attempt. Minimum 80% percent of graduates pass Praxis II PLT exam on first attempt. Minimum 4.2 mean score on indicators from Senior Exit Survey (SES). INDICATORS: Planning, Management, and Teacher Education Training. SPANISH CONTENT AREA: LEVEL I--100% of Spanish Education majors will reach at least the Novice-High level in Listening, Speaking, Reading and Writing skills in the ACTFL Proficiency Guidelines (similar to the "Comprehension" level on Bloom's Taxonomy) at the end of Spanish 101. (ACTFL is the American Council on the Teaching of Foreign Languages) LEVEL II--100% of Spanish Education majors will The pass rate on the first attempt for the PRAXIS II content exam for program completers was 100% The pass rate on the first attempt for the PRAXIS II PLT exam for program completers was 100% The mean score of the SES indicators aligned with this outcome for candidates completing this program in academic year are as follows: Planning - 5 Management -4.5 Teacher Education Training 4 Level I--there are no declared Spanish Education majors at Level I in this academic year. Level II 100 % of Spanish Education majors at Level II reached the Intermediate-Low level in ACTFL standards in this academic year. Our candidates in the last 3 years have all passed the content area of the Praxis II on their first attempt. We will continue to monitor candidates in this area. Our candidates in the last 3 years have all passed the Praxis II PLT on their first attempt. We will continue to monitor candidates in this area. --A new textbook has been adopted for Levels I and II Como Se Dice by Jarvis Lebredo, 9 th edition, published by Cengage. We chose this text because we think it presents the grammar in a clearer and more logical way. --A new textbook has been adopted for Levels III and IV En Contacto by Gill, Wegmann and Mendez-Faith,, 3 rd edition, published by Cengage. We chose this text because our current text went out of print and we think this text presents the grammar clearly and logically.

4 reach at least the Intermediate-Low level in the abovementioned skills (similar to the "Application" level of Bloom's Taxonomy) at the end of Spanish 102. LEVEL III--100% of Spanish Education majors will reach at least the Intermediate-Mid level in the abovementioned skills (similar to the "Analysis" level of Bloom's Taxonomy) at the end of Spanish 201. LEVEL IV--100% of Spanish Education Majors will reach at least the Intermediate-High level in the abovementioned skills (similar to the "Synthesis" level of Bloom's Taxonomy) at the end of Spanish 202. LEVEL V--100% of Spanish Education Majors will reach at least the Advanced Level in the abovementioned skills (similart to the "Evaluation" level on Bloom's Taxonomy) in the Spanish courses at the 300 Level. LEVEL VI--100% of Spanish Education majors will reach at least the Advanced + Level in the abovementioned skills (similar to the "Evaluation" level on Bloom's Taxonomy) in the Spanish courses at the 400 level. Level III--.there were no declared Spanish Education majors at Level III in this academic year. Level IV--there are no declared Spanish Education majors at Level III in this academic year. Level V--100 % of Spanish Education majors reached the Superior level in Spanish 312 in all 4 skills. All Spanish Education majors at this level met or exceeded the minimum level in all 4 skills at Level V. Level VI--there are no declared Spanish Education majors at Level VI in this academic year --Spanish 304 (Spanish readings) has been changed in the catalogue to a course that can be repeated, with different content, thereby giving Spanish Education Majors the opportunity for additional reading practice to prepare for the 'reading comprehension' section on the Praxis II exam. --Spanish 325 (Spanish Phonetics) will incorporate more listening comprehension practice in order to better prepare Spanish Education majors for the 'listening comprehension' section of the Praxis II exam. --Spanish 315 (Advanced Grammar) will incorporate a pre-test and post-test in grammar created by the University of Birmingham in England to level its students by grammatical skills, in order to better prepare Spanish Education majors for the 'grammar' section of the Praxis II exam, and to identify areas of weakness in grammar that need to be addressed. --Spanish Practicum 380 (NEW COURSE) has been added to the 2009 catalog. It offers our candidates opportunities to use their Spanish to help people in the community, both locally and in Mexican border towns. FRENCH CONTENT AREA: LEVEL I--100% of French Education majors will reach at least the Novice-High level in Listening, Speaking, Reading and Writing skills in the ACTFL Proficiency Guidelines (similar to the "Comprehension" level on Bloom's Taxonomy) at the end of French 101. (ACTFL is the American Council on the Teaching of Foreign Languages) LEVEL II--100% of French Education majors will reach at least the Intermediate-Low level on the abovementioned skills (similar to the "Application" level of Bloom's Taxonomy) at the end of French 102. LEVEL III--100% of French Education majors will reach at least the Intermediate-Mid level in the abovementioned skills (similar to the "Analysis" level of Bloom's Taxonomy) at the end of French 201. Level I - there are no declared French Education majors at Level I in this academic year. Level II--there are no declared French Education majors at Level II in this academic year. Level III--there are no declared French Education majors at Level III in this academic year. Level IV--there are no declared French Education majors at the ACTFL level of Intermediate -High in this academic year. A rubric based on the ACTFL (American Council of Teaching Foreign Languages) has been created in order to measure level of all competencies. This rubric will also assess French for critical thinking as applicable to the requirements of the Associate Degree. French 311 (Grammar and Composition) requires an initial writing sample and a pre-test of grammar has been added. These two steps should identify any areas of weakness in composition skills. A final paper, three to five pages, written in French on a literary topic, is now required in French 321 and 322 (Survey of French Literature), French 301 (French Culture and Civilization) will embed basic culture/history/geography knowledge questions to ensure that all French Education majors have the basic cultural knowledge to think critically.

5 Level IV--100% of French Education majors will reach at least the Intermediate-High level in the abovementioned skills (similar to the "Synthesis" level of Bloom's Taxonomy) at the end of French 202. Level V--100% of French Education majors will reach at least the Advanced Level in the above-mentioned skills (similar to the "Evaluation" level on Bloom's Taxonomy) at the end of French 302,305, and 311. Level VI--100% of French Education majors will reach at least the Advanced + Level in the above-mentioned skills (similar to the "Evaluation" level on Bloom's Taxonomy at the end of French 301, 321 and 322. Level V--there are no French Education majors at the ACTFL Advanced level in this academic year. Level VI--there are no French Education majors at the Advanced + Level of ACTFL in this academic year. No students took the praxis as French Education majors. 100% of French Education Graduates will pass the Praxis II content area exam which tests reading, writing and listening with a score of 160 or above. Student Learning Outcome 2: Graduates formulate and express ideas effectively through oral, written, and/or technological communications in academic and professional environments. Expected Level of Achievement Actual Data From Assessment Actions/Decisions The mean score of the FEE III indicators aligned with this outcome for candidates completing this program in the academic year is: Dispositions - 5 Minimum 4.2 mean score* on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATOR: Dispositions Minimum.5 growth between scores on midterm and final FEE III indicator aligned with this outcome. INDICATOR: Dispositions Minimum 4.2 mean score on indicators from Senior Exit Survey (SES). INDICATOR: Instruction Minimum 4 raw score on all indicators of Professional Dispositions Qualities instrument. The mean growth score between the midterm and final FEE III indicator aligned with this outcome for candidates completing this program in the academic year is: Dispositions 1.0 The mean score of the SES indicators aligned with this outcome for candidates completing this program in academic year is: Instruction - 5 The mean score on all indicators of the PDQ for candidates completing this program in academic year is: DATA COLLECTED Our one candidate met and exceeded expectations. We will continue to monitor subsequent candidates in this regard. Will be reported on in next year s plan

6 Minimum 4.2 mean score on final FEE III National Educational Technology Standards for Teachers items. SPANISH CONTENT AREA: 100% of Spanish Education graduates will score at least 3 on a scale of 5 on a capstone portfolio which includes the following: --a power-point presentation and/or --an essay in Spanish. --an oral interview evaluated using the ACTFL rubric. --final exams from Spanish courses evaluated using the ACTFL rubric. The portfolio also includes the following: --a senior exit survey. --a praxis exit survey. --a resume. --an autobiography FRENCH CONTENT AREA: 100% of French Education graduates will score at least 3 on a scale of 5 on a capstone portfolio which includes the following:. --an essay in French which can come from a French class --an oral interview evaluated using the ACTFL rubric. The mean score of the FEE III indicators aligned with this outcome for candidates completing this program in the academic year is 5 100% of Spanish Education graduates scored at least 3 on a scale of 5 on the capstone portfolio for Spanish. This academic year s candidate scored 4.33 on a scale of 5. She met and succeeded expectations. There were no French Education graduates to complete the capstone portfolio for French. Faculty who teach Spanish in the Department of English and Foreign languages decided in that apart from the electronic portfolio that Spanish Education majors are required to create for the College of Education, Spanish Education majors will also need to create a capstone portfolio for their Spanish courses. The Spanish faculty will evaluate the contents of the portfolio just before graduation on a scale of 1-5. In Spring of 2007, the Spanish faculty created a rubric to evaulate listening, speaking, reading and writing skills based on ACTFL guidelines, and evaluates every major according to the rubric for every Spanish course taken. The rubrics are added to the above-mentioned portfolios and are now used at the end of every Spanish course to verify whether Spanish Education majors are reaching the levels required at every stage of their coursework in listening, speaking, reading and writing skills. If not remediation is offered by the professors. Aside from the methodology course offered by the college of education to train Spanish Education majors how to teach, the Foreign Language Department offers a course in Resources for Foreign Language Teachers (For. Lang 480) which trains future teachers in the use of both traditonal and electronic resources geared specifically to teaching foreign languages. In addition to that, after consultation with the College of Education, the Department of English and Foreign Languages will be offering a methodology course geared specifically for training foreign language teachers in methodology (For. Lang. 485) which will is now in the 2008 catalog. Faculty who teach French in the Department of English and Foreign languages decided in that apart from the electronic portfolio that French Education majors are required to create for the College of Education, French Education majors will also need to create a capstone portfolio for their French courses. The French faculty will evaluate the contents of the portfolio just before graduation on a scale of 1-5.

7 --recording from an upper level French class The portfolio also includes the following: --a senior exit survey. --a praxis exit survey. --a resume. --an autobiography Starting in Spring of 2007, the French faculty will create a rubric to evaluate listening, speaking, reading and writing skills based on ACTFL guidelines, and will evaluate every major according to the rubric for every French course taken. The rubrics will be added to the above-mentioned portfolios and will also be used to verify whether French Education majors are reaching the levels required at every stage of their coursework in listening, speaking, reading and writing skills Aside from the methodology course offered by the college of education to train French Education majors how to teach, the Foreign Language Department offers a course in Resources for Foreign Language Teachers (For. Lang 480) which trains future teachers in the use of both traditonal and electronic resources geared specifically to teaching foreign languages..

8 Student Learning Outcome 3: Graduates analyze the global community to make sound judgments in academic and professional environments. Expected Level of Achievement Actual Data From Assessment Actions/Decisions The mean score of the FFEE indicators aligned with this outcome for candidates completing this program in the academic year is: Diversity 5 Minimum 4.2 mean score on indicators of final Field Experience Evaluation III (FEE III) that measure this outcome. INDICATOR: Diversity Minimum.5 growth between score on midterm and score on FEE III III indicators aligned with this outcome. INDICATORS: Diversity Minimum 4 raw score on all graduate follow-up survey items addressing preparation for working in diverse settings. SPANISH CONTENT AREA: 100% of Spanish Education majors will score at least 90% on identifying the location of Spanish-speaking countries on a map at the end of Level I (Spanish 101). 100% of Spanish Education majors will score at least 90% on identifying the capitals of Spanish-speaking countries at the end of Level II (Spanish 102). The mean growth score between the Midterm and the Final FEE III indicator aligned with this outcome for candidates cmpleting this program in the academic year is: Diversity 1.0 The mean score on all indicators of the follow-up survey for candidates completing this program in academic year is:data COLLECTED There were no declared Spanish Education majors in Level I in this academic year. The Spanish Education majors in this academic year did not meet expectations on identifying the capitals of Spanish-speaking countries. One scored 60%, the other 70%.. Data yet to be analyzed and will be reported on next year. Candidates will be re-tested in identifying the capitals of Spanish-speaking countries in SPAN % of Spanish Education majors will score at least 90% on embedded questions in Spanish 301 (Spanish Civilization and Culture) or Spanish 302 (Spanish American Civilization and Culture). 50% of Spanish Education graduates will study abroad while pursuing their degree. Spanish 301/2 was not offered during this academic year.. 100% of Spanish Education graduates studied abroad in the academic year. Faculty members teaching Spanish in the Department of English and Foreign Languages have expanded the opportunities for Spanish Education majors to study abroad. For the last three years, Spanish students at McNeese have been able to earn 3 credits in an immersion course in Saltillo, Mexico, as Spanish 411 (Special Topics) Students can also earn study credits abroad from qualified programs under Spanish 300. FRENCH CONTENT AREA: 100% of French Education majors will score at least 90% on embedded questions in French 301 (French Level I--there were no declared French Education majors in Level I during this academic year. Faculty teaching French in the Department of English and Foreign Languages will continue to strongly urge French Education majors to study abroad, especially

9 Civilization and Culture) 100% of French Education graduates will pass the Praxis II content exam in French, which includes history and culture questions. 50% of French Education graduates will study abroad while pursuing their degree. Level II--there were no declared French Education majors in Level II during this academic year. Statistics on embedded questions in French 301 will begin when the course will next be offered. No one took the Praxis II content exam in French. through CODOFIL (Council for the Development of French in Louisiana) scholarships and grants. For many years,french students at McNeese have been able to earn credits in immersion courses in Belgium for the summer term and for the academic year in Belgium or France, often through CODOFIL-sponsored programs. No study abroad activity to report in this academic year among French Education majors, since there were none.

Foreign Languages. Foreign Languages, General

Foreign Languages. Foreign Languages, General Foreign Languages, General Program Description This program introduces the fundamentals of language learning (listening, speaking, reading, writing, and culture) with emphasis on language production, grammar,