Office of the Provost and Vice President for Academic Affairs
Program in Linguistics
Academic Year 2014-15 Assessment Report
All areas shaded in gray are to be completed by the department/program.
MISSION STATEMENT
Linguistic literacy is an essential attribute in the education of students who will be citizens and leaders of multiple global
communities: economic, technological, scientific, social, political, and cultural. An understanding of the extent, range, and
limits of linguistic diversity fosters a non-normative appreciation of differences within and across speech communities.
To this end, the Linguistics Program strives to equip students across disciplines with a foundation in core areas of
linguistic analysis and to train them to think critically about a broad range of issues in language use, development,
variation, and change.
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
1.
2.
3.
4.
Produce students who have an understanding of core concepts and principles of linguistic analysis. (Partnering for Student Success:
Integrating the early college curriculum; Education for a Global Century: Strength in foundational academic programs)
Produce students proficient in current methods for analyzing linguistic structure at multiple levels. (Partnering for Student Success:
Integrating the early college curriculum; Education for a Global Century: Strength in foundational academic programs)
Develop students' understanding and appreciation of the role of context on language. (Dynamic Learning Environment: Culture, Place.)
Promote the value of linguistic diversity within and across speech communities world-wide. (Education for a Global Century: Global
engagement and leadership at the baccalaureate level)
5. Prepare MA students to thrive in demanding Ph.D programs and careers. (Education for a Global Century: Discovery and innovation
through graduate education)
1
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
<Measurement
Tool>
1. Ability to identify classes of speech sounds according to
their acoustic and articulatory properties, as well as
their functional role in particular languages.
2. Ability to identify and distinguish morphemes according
4.
5.
6.
7.
Ability to identify the effects on language from among the
following: context of utterance, geography, social status,
gender, ethnicity, & age.
Ability to identify and distinguish the basic stages of
development of language in the individual and
second-language learners.
`
Ability to identify factors leading to language
endangerment and extinction.
<Measurement
Tool>
<Measurement
Tool>
Dept. Proficiency
Assessment Exam
LING 270
Final Exam
LING 470
Final Exam
LING 471
Final Exam
Dept. Proficiency
LING 270
Final Exam
LING 470
Final Exam
LING 489
Final Exam
Dept. Proficiency
Assessment Exam
LING 270
Final Exam
LING 470
Final Exam
LING 472
Final Exam
Dept. Proficiency
Assessment Exam
LING 270
Final Exam
LING 473
Term Paper
Dept. Proficiency
Assessment Exam
LING 270
Final Exam
LING 477
Final Exam
LING 478
Final Exam
Dept. Proficiency
Assessment Exam
LING 270
Final Exam
LING 375
Term Paper
LING 484
Term Paper
to their form (free, bound, affix) and function (inflection
Assessment Exam
vs. derivation) in familiar and unfamiliar languages.
3. Ability to identify the constituent structure and phrase
structure of sentences as well as the relation between
surface and underlying structure.
<Measurement
Tool>
2
<Measurement
Tool>
RESULTS AND MODIFICATIONS
<Insert Learning Goal results, particularly
the high scores or low scores for the goal
discovered from assessment data>
<Insert any curricular, pedagogical, or assessment modifications made to correct deficiencies>
Learning Goal 1:
Dept. Assessment Exam Q # 32:
80% Corrrect (16/20)
<Insert Learning Goal results and the
high scores or low scores for the goal
discovered from assessment data>
<Insert any curricular, pedagogical, or assessment modifications made to correct deficiencies>
Learning Goal 3 :
Dept. Assessment Exam Q #34:
75% Correct (15/20)
<Insert Learning Goal results and the
high scores or low scores for the goal
discovered from assessment data>
<Insert any curricular, pedagogical, or assessment modifications made to correct deficiencies>
Learning Goal 4:
Dept. Assessment Exam Q 37:
90% Correct (18/20)
3
APPENDICES
1.
Appendix 1 : Curriculum Map
2.
3.
4.
FUTURE PLANS FOR CONTINUED ASSESSMENT
<Summarize future plans for continued assessment>.
• Develop Pre-Course Assessment Exams for LING 270 (Introduction to Linguistics) to compare with Final Exam
Data.
• Develop Program Assessment Exam for students to take after completing requirements for the Linguistics Minor
in order to assess peformance in advanced knowledge categories.
4
Appendix I Curriculum Mapping
LINGUISTICS MINOR Degree
Required Course (Name and Number)
LING 270 Introduction to Linguistics
LING 470 Linguistic Analysis
LING 477 Bilingualism*
LING 375X Endangered Languages*
LING 471 Phonetics & Phonology
LING 472 Syntax
LING 489 Morphology
LING 473 Language & Culture*
LING 474 Historical Linguistics*
LING 475 Linguistic Field Methods*
LING 478 Second Language Development*
LING 484 NA Indigenous Langs & Ling*
* Electives
KEY:
I = Introduced
D = Developed/reinforced, with opportunities to
practice
M = Mastery
A = Assessment evidence collected
Outcome 1:
I
D
Outcome 2:
I
D
Outcome 3:
I
D
Outcome 4:
Outcome 5:
I
I
D
D
Outcome 6:
I
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M