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2a. Describe the results of your previous Program Review’s action plan.
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| Since the last program review, the Modern Language Department has focused on revising the SLOs of the core courses we offer and identifying best scheduling practices to increase enrollment. The Spanish and Chinese programs revised/updated various SLOs in order to align the programs with the current recommended standards in second language acquisition and online learning. The Spanish program shifted the start time of two of the Spanish courses from an 8:00am start time (Spanish 110 BA) and a 12:30pm start time (Spanish 120 AA) with the intention of creating more convenient scheduling for our students and the community at large. Additionally, the Spanish program shifted the scheduling of Spanish 110 AA from a Monday through Friday schedule to a Monday, Wednesday, Friday schedule. To date Spanish 110 BA and 120 AA have not seen an increase in enrollment since the scheduling changes. However, Spanish 110 AA has seen a slight increase in enrollment after switching to a three day per week schedule. The Chinese program has continued to have steady and consistent enrollment with no significant increases or decreases in enrollment. Since the ASL program has seen an increase in enrollment sufficient to warrant the addition of another section of beginning ASL. | |
2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments.
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| There have been no major changes to the Modern Language curriculum. Minor revisions the SLOs of our core courses are made as needed. Several Spanish courses that were consistently underenrolled have been banked to increase enrollment in the current selection of Spanish courses. | |
2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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| In regard to student success and equity, the data does not suggest that any particular student population is less likely to successfully complete courses offered by the Modern Language Department. Likewise, we do not find any significant difference in success rates between modes of delivery. However, the data indicates that Pacific Islander and African American students are less likely to enroll in Spanish, Chinese and American Sign Language Courses. One of our goals going forward is to identify how we can better serve these student populations. | |
2d. Provide an update on any long-term plans that are still in progress (if applicable).
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3a. Course and program assessment. Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.
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| Since the last program review in 2016, the Spansih program has placed an emphasis on increassing target language proficiency in conversation and conversational proficiency has been he emphasis of this assessment cycle. The Spanish program identified strong participation rates in conversation assignments throughout the first half of each semester. However, one troubling trend was identified during the second half of the semester: participation rates in out-of-class conversation activities dropped from 80% in the first half of the semester to 60% in the second half of the semester. Each semester since the last review, various strategies of increasing student participation were tested in order to identify an effective strategy to increase conversational proficiency. Ultimately, a combination of lowering the number of required conversations and increasing the weight of the conversations toward students' participation grade proved to be effective. Student participation in out-of-class conversation activies increased to 90% the first half of the semester and 80% in the second half. Due to this success, a similar strategy will be applied to compositions in the next assessment cycle. | |
3b. General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities.
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4a. Provide a brief description, including actions, measurable outcomes, and timelines
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| As part of the college's commitment to educational equity, the Modern Language Department would like to identify the reasons for underenrollment in
Modern Language courses of African American and Pacific Islander students. | |
4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
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| This spring (2019) we plan on completing the following:
Colby Nixon (Spanish) will meet with the Director of Equity and the Dean of Counseling to identify possible causes of underenrollment of theses student populations and create a plan to better serve these members of our student body and community. | |
4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the program achieve its goals and plans.
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| As part of our strategy to increase enrollment overall, and in particular the enrollment of African American and Pacific Islander students, we would like to identify and collaborate with other programs and learning communities. | |