Queensborough Community College
DEPARTMENT:
Year-end Report – Teaching Department
Year: 2014- 2015
FOREIGN LANGUAGES & LITERATURES
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2014-15
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
Tutoring in Arabic, Chinese, French, German, Hebrew, Italian, Spanish
Number Served
Fall14-Spring15: 1620
“Coffee and Conversation Tables” in Arabic, Chinese, French, German, Hebrew, Italian, Spanish
Student Clubs: Foreign Language
Society Asian Society
Advising and Language Placement
Fall14 -Spring15: 246
Fall14-Spring15:112
Fall14-Spring15:185
Fall 14-Spring 15: 5,000
approx.
Service Learning:
Chianli Chen: LC213 IND: “Applying Chinese Translation to nursery rhymes and games”
Eladia Raya: LS112B13 Honors: “A Lesson on Food and Meal Ordering in Spanish”
Spring15: 3
Spring15: 3
Area of service (for example): a department-run learning laboratory (not laboratories for which students register as part of their courses), the reference desk or reserve area of the
Library, department tutoring program, etc. (Note: Do not report courses or laboratories for which students register.)
2.
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Lab Student Activities: Library of International Film (over 230 movie titles)
Eladia Raya’s Service Learning Project with students from the World Journalism Preparatory High
School in Flushing
Lab. Use for Students from the Departments of English, Social Sciences & Biology
Date
Fall14Spring15
April 21,
April 28,
2015
Fal14Spring15
Number Attending
N/A
30
30
3600 approx.
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development,
curriculum development, etc.)
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Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
B. COURSE CHANGES IN 2014-15
New, revised, or
deleted
New Course:
Chinese
Course
number
214
Course title
Semester approved
Comments
Intermediate Chinese II
Fall 13 & Spring14
Offered Spring 15
C. PROGRAM CHANGES IN 2014-15
Program
Program change*
N/A
N/A
Effective Date
(Semester and year)
N/A
Comments
N/A
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
D. DEPARTMENT CHANGES IN 2014-15
Type (see menu below)
Description of Change
Reason for Change
Date/Semester
Evaluation of
Change*
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Year-end Report – Teaching Department
Queensborough Community College
Personnel or organizational change
New part-time personnel
Adjunct Lecturers:
Arabic:
Sameh El Naggar
German:
Peter Van Suntum
Spanish:
Rodrigo Cetina Presuel Alexander
Perez-Heredia
Janeth Rondo
N/A
N/A
Year: 2014- 2015
Spring 2015
N/A
Spring 2015
Spring 2015
Spring 2015
Spring 2015
May 11, 2015
College Assistant:
Mary Flohr,
Spring 2015
Full-time substitute lecturers:
French:
Claudine Jean- Baptiste Italian:
Monica Rossi-Miller
Fall14-Spring15
Spanish :
Juan Carlos Moraga Vidal,
Mélida Sánchez
Fall14-Spring15
Fall14-Spring15
Part-Time Lab. Personnel: Kevin Akpe
Nwaifejokwu
Richard Shivtahal
Fall14-Spring15
Fall14-Spring15
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Queensborough Community College
New Departmental Responsibilities
Personnel or organizational change
Equipment
Year-end Report – Teaching Department
Jose Osorio was elected to
the P & B Committee to
replace Lorena Ellis
on fellowship leave in
Spring 2015.
Maurizio Santoro was
recalled as chairperson by
election.
Laura Sabani was elected
chairperson. Antonella
Ansani was elected to the P
& B Committee.
Susana Alaiz-Losada and
Federica Goldoni resigned
their faculty positions
Umberto D’Arista was
promoted to the position of
Lecturer with CCE
Maurizio Santoro was
promoted to Professor
Laura Wittmer resigned as
College Assistant
Aránzazu Borrachero
resigned as Spanish
Program Coordinator
Lab. H241 classroom
upgrading to 26 new
machines
Lab H240 addition
functionality of new
hardware (Webcams for
each station) Addition of
lower profile smart cart
N/A
Year: 2014- 2015
February 25,
2015
April 29, 2015
April 29, 2015
May 13, 2015
August 2014
Fall 2014
Spring 2015
April 2015
May 30, 2015
Fall14-Spring 15
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Queensborough Community College
Facilities/space
Year-end Report – Teaching Department
Construction of door from
hallway inside H 213.
To facilitate direct
access to Faculty
Lounge
Year: 2014- 2015
Fall 2014
*Please note that, if change has been too recent to evaluate, you may indicate NA.
E. DEPARTMENT ASSESSMENT IN 2014-15
1.
Departmental procedures for conducting assessment
The fundamental elements of standard 14 (assessment of student learning) of the Middle States Commission on Higher Education include:
clearly articulated statements of expected student learning outcomes…at all levels (institution, degree/program, course) and for all
programs that aim to foster student learning and development; a documented, organized, and sustained assessment process to evaluate and
improve student learning; evidence that student learning assessment information is shared and discussed with appropriate constituents and
is used to improve teaching and learning.
Describe below the department’s ongoing procedures for assessing student learning and using assessment results to improve
teaching and learning. In your description, please explain how the department fulfills each of the Middle States
fundamental elements above.
Luisa García-Conde
Assessment Institute Fall 2014
Assessment Report
Foreign Language and Literatures Department
Spanish-315 Readings in Contemporary Spanish American Literature
General Education Objective
Course Learning Outcome
General Education objectives #3:
Learning Outcome #2:
B. Use analytical reasoning to identify issues
or problems and evaluate evidence in order to
make informed decisions.
C. Become familiar with some of the social, philosophical
and cultural issues present in modern Latin American
literature.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
I. Assessment Activity
Tools
The attached rubric (Liberal Arts Academy Assessment Rubric Spring 14) has been designed to evaluate how well students
have achieved the LS 315 course learning outcome #2 C, and the relevant general education learning outcome #3 B.
II. Assignments
The students were asked to write a well-organized essay about Malinalli - a key historical figure in Latin American history - by
analyzing the novel Malinche, by Laura Esquivel.
Malinalli, better known as “La Malinche,” is considered a person of interest in studying the Conquest of Mexico, due to her
close relationship with Hernán Cortés. Malinalli, a Mexican indian, became Cortés’ interpreter, advisor, mediator, teacher, and
lover. Because of her role in aiding the conquistadors, Malinali has been considered by many a traitor to her people, a symbol
of “mestizaje” and a woman who took a controversial ethical stance.
In the essay, students had to form an opinion on Malinalli’s decisions within her social and historical context. The students had
to demonstrate the ability to evaluate Malinalli’s character in the novel, and defend their opinions using evidence from the text.
III. Grading Rubric
The rubric attached was employed to evaluate the students’ achievement. It is a four-point rubric with specific criteria and
points to evaluate each composition. The assessments were based on the following aspects:
1. The students’ identification and description of the issue, on
2. The students’ position or thesis statement on the issue, and
3. The students’ development and evidence to demonstrate their specific position on the issue. The highest score is 16 points.
General Education Objective: Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions in writing
Score
4
3
2
1
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Queensborough Community College
ISSUE/
PROBLEM
STUDENT’S
PERSPECTIVE
(THESIS/
ARGUMENT)
DEVELOPMENT
EVIDENCE
Year-end Report – Teaching Department
Year: 2014- 2015
Issue/problem is
identified,
stated clearly and
described
comprehensively,
delivering all relevant
information necessary for
full understanding.
Issue/problem is
identified,
described, and clarified
so that
understanding is not
seriously impeded by
omissions.
Issue/problem is
identified but description
leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Issue/problem is
identified without
clarification or
description.
Specific position
(perspective,
thesis/hypothesis) is
surprising and
imaginative, taking into
account the complexities
of the issue.
Specific position
(perspective,
thesis/hypothesis) is
stated and takes into
account the complexities
of the issue.
Specific position
(perspective,
thesis/hypothesis) is
stated, but is simplistic
and obvious.
Specific position
(perspective,
thesis/hypothesis) is
stated but may be vague,
ambiguous, or unclear.
Uses relevant and
compelling content
(personal examples,
sources, data) to
illustrate comprehensive
understanding of the
issue/problem
addressed.
Uses relevant content to
illustrate a coherent
understanding of the
issue/problem
addressed.
Uses content to illustrate
some understanding of
the issue/problem
addressed.
Uses content to
illustrate little to no
understanding of the
issue/problem addressed.
Information is taken from
multiple sources with
enough
interpretation/evaluation
to develop
a comprehensive analysis
or synthesis.
Information is taken from
multiple sources with
enough
interpretation/evaluation
to develop a coherent
analysis or synthesis.
Information is taken from
multiple sources with
some
interpretation/evaluation,
but not enough to
develop a coherent
analysis or
synthesis.
Information is taken from
source(s) without
any
interpretation/evaluation.
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Queensborough Community College
IV. Summary
Student
Year-end Report – Teaching Department
Year: 2014- 2015
and analysis of the assessment results
Issue / Problem
Student's Perspective
Development
Evidence
1
4
3
3
3
2
2
1
1
2
3
4
4
3
2
4
3
2
1
1
5
4
3
2
2
6
4
4
4
4
7
4
3
2
2
8
4
4
3
3
9
3
3
2
2
10
4
3
1
2
11
3
3
3
2
12
4
4
4
3
13
4
4
4
3
14
3
4
4
3
15
4
3
2
3
Class Score
54
48
39
37
Possible
60
60
60
60
90%
80%
65%
62%
Table 1.
Table one shows the break-up of scores of the 15 students in the class. The scores are totaled at the bottom to show “class score” by category of task.
We can quickly notice that the class performed best in identifying the issue/problem.
Deviation From
Grade
The Mean
81.3%
7.1%
37.5%
36.7%
81.3%
7.1%
43.8%
30.4%
68.8%
5.4%
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Queensborough Community College
100.0%
25.8%
68.8%
5.4%
87.5%
13.3%
62.5%
11.7%
62.5%
11.7%
68.8%
5.4%
93.8%
19.6%
93.8%
19.6%
87.5%
13.3%
Year-end Report – Teaching Department
Year: 2014- 2015
75.0%
0.8%
The table to the left shows the class grades. The class average was a 74.2% or a C. The standard deviation from this average was 18%, which is very
high; indicating a great deal of variance in the student grades. Initially, this could show that the assignment was neither too easy nor too difficult.
However, the sample size is very small.
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Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
Score
Issue / Problem
Student's Perspective
Development
Evidence
Outstanding (4)
10
6
4
1
Satisfactory (3)
4
7
4
6
Needs Improvement (2)
1
1
4
7
Unsatisfactory (1)
0
1
3
1
The table and graph above illustrate the distribution of the class scores by category. A majority of the students, 10 out of 15, demonstrated an
outstanding score (4) in issue/problem. Students’ perspective is good, the majority of the students are satisfactory and 6 of them are outstanding,
development is varied and the area of evidence needs improvement.
V. Discussions and future plans
Overall the assessment results are satisfactory. The average score was 74.2%, which falls between the ranges of 74-76 a C (satisfactory). Nevertheless, a
follow-up discussion of the assessment tool is advisable and the assessment should be repeated next semester to have a larger representation of students
assessed.
Students’ performance in the areas of “Development”, and especially in “Evidence”, indicates that the majority did not investigate from different
sources in order to develop the issue and illustrate a comprehensive understanding of the issue/problem addressed. To improve this outcome, a review
and practice of research skills learned in previous courses should be introduced in the syllabus.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
2a.
Departmental participation in self-study/program review during 2014-2015, if applicable Not applicable
2b.
Program review follow-up (from 2013-14 to 2014-15)
Action item from program review
Timeline for completion
Accomplishments during current year
N/A
N/A
N/A
Note: If your department was involved in a program review in the previous academic year, the table above must be filled in.
3a.
Course assessment follow-up (from 2013-14 to 2014-15)
Course(s) assessed from
previous year
Action plan from previous year
Evaluation of Results
Follow-up
Not applicable
3b.
Course assessment: current year
Course(s) assessed
(list individually)
Relevant General
Educational Outcomes
Spanish Spanish315 Readings in
Contemporary
Spanish American
Literature
See Assessment Report
Above
4.
Relevant Curricular
Outcomes
Evaluation of Assessment
Results
Action plan
Results of certification examinations, employer and alumni surveys, student surveys, advisory board
recommendations (if applicable, please use the table below)
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Data Source
Results
Action plan
Certification exams
N/A
N/A
Employer/alumni surveys, including
graduation and placement survey
N/A
N/A
Student surveys (current students)
N/A
N/A
Advisory Board recommendations
N/A
N/A
5.
Other assessment activity (if applicable) Not applicable
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2014-2015
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2014-2015.)
Departmental goals/objectives 2014/2015
LC214: Intermediate Chinese II
2.
Strategic
Plan Y/N
N
Evaluation of achievement
Resulting action plan
N/A
LC 214 was offered for
Spring 2015 semester
Goals/objectives for 2015-2016
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2015-2016)
Departmental goals/objectives 2015-2016
Course Development for courses LS121 & LS122 for
low proficiency level Spanish Heritage Speakers
Lab. Student Activities: Test Preparation for Port of
Entry Program Students
Mission/Strategic Plan
N/A
Planned method of evaluation
N/A
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