The need to produce a globally literate citizenry is critical to the nation’s continued success
in the global economy. The federal government has recently embarked on an initiative to
dramatically increase the number of Americans learning critically needed foreign
languages from K-16 and into the workforce. Higher education, too, must put greater
emphasis on international education, including foreign language instruction and study
abroad, in order to ensure that graduates have the skills necessary to function effectively in
the global workforce. (A Test of Leadership: Charting the Future of U.S. Higher
Education. A Report of the Commission Appointed by Secretary of Education Margaret
Spellings. Pre-Publication Copy, September 2006.)
I.
Introduction to Department or Program
A. Department/unit mission statement
The Mission of the Department of Foreign Languages at Central Washington
University is not only to teach language but also to instill in our students an
appreciation of how language serves a variety of practical, social, economic and
political needs.
The Department provides major and minor programs in Chinese, French, German,
Japanese, Russian, and Spanish, as well as basic instruction in American Sign
Language and Latin. Graduates acquire necessary professional skills and cultural
experiences for:



Productive employment in foreign language related areas.
Preparation for graduate studies.
More effective participation in other academic endeavors, such as the
University’s Asia-Pacific Studies program and Latino and Latin American Studies
program.
The Department promotes a variety of study abroad programs that offer students
authentic language immersion and cultural experience crucial for the pursuit of
foreign language related careers. Departmental faculty mentor students to ensure
their success in academic pursuits and in their lives after they leave the university.
Through their teaching and research departmental faculty seek to develop critical
thinkers who possess an awareness of and sensitivity to cultural diversity in the
global community of the twenty-first century.
B.
Brief description of department or program contexts
The Department of Foreign Languages is located in the College of Arts and Humanities and provides
course offerings in the liberal arts core curriculum of the university. The department has a broad array
of programmatic offerings consisting of four majors with specializations in five different languages
(Chinese, French German, Japanese, Russian) and five separate minors. Since the last review Spanish
has established a separate program of four majors and one minor specific to Spanish that parallels the
structure of the other programs. Of those languages which offer majors, only in Spanish is it possible
to complete a major without leaving the Ellensburg campus. The rest of the languages require that
students go abroad and study for at least one academic year in order to complete a major.
While only two years of instruction in American Sign Language are offered through the department,
due to enrollment demand and calls from outside the university, we continue to discuss strategies and
methods whereby this program could be expanded first into a minor and then a major program. There
is an untapped potential here that for various reasons – some of which will be discussed below –
continue to elude us.
Since the last program review, we have also added Latin to our course offerings. Through the agency
of one dedicated individual, one year of basic Latin classes are now listed in our catalog and, with the
help of the Office of International Studies and Programs, a highly successful quarter-long study abroad
program to Vienna was mounted, the purpose of which was to study the influence of the Roman
Empire on western Europe. (Another is planned for Germany in the Fall of 2008.)
Various populations are served by academic offerings of this department. In addition to the language
majors and minors, we support interdisciplinary and graduate programs across the entire academic
division. Bilingual Education, Asia Pacific Studies, Latin American Studies, and Teacher Education
are programs whose academic requirements are provided in significant measure by this department.
The World Wine Program, which is gearing up to go online by Fall 2008, has talked about requiring a
year of a foreign language as part of their program. We are also involved with the Film & Video
Studies program as we offer Hispanic Cinema, French Cinema, Japanese Cinema, and Chinese
Cinema, which are all electives for their program.
Students who enter the university without completing the two-year foreign language requirement at the
high school level make up that deficiency here. Also a significant number of our students take our
courses in order to fulfill the humanities breadth requirement of the General Education Program.
The Office of International Studies and Programs continues its role of support provider to our
programs and students through the creation of new study abroad opportunities and the maintenance of
ties between CWU and sister universities in countries where the languages of our programs are spoken.
As ever, there exists a high level of interconnectedness and interdependency between our offices. For
every language degree program there are study abroad opportunities which complement – in some
cases they are absolutely necessary to – the program offerings which are taught here at CWU.
One of the most important functions provided by the department is the role it plays in providing
opportunities to develop understanding of and sensitivity to the polyglot and interrelated world in
which all people now live. All of the course offerings in the department carry a strong cultural
component which informs not only the way students speak their chosen language but, also, how the
students understand the activities of the societies in which the language is used. Also, and perhaps as
important as any of the academic objectives associated with language study, the students have their
understanding of their native tongue and culture informed by the study of another language.
More broadly, this department serves the state of Washington by providing instruction in languages
and cultures that are figuring more importantly into the interconnected economy and social structure of
today’s world. Because we are located in a region of the United States with such a large Hispanic
population, our Spanish program is especially important and relevant to heritage speakers and nonheritage speakers alike.
C.
List department or program goals
Ever since the events of September 11, 2001, there have been frequent calls to establish an Arabic
language program in this department. As in the early days of the Second World War, the United States
has experienced an attack from a quarter of the world about which few American citizens know much
and about which it is imperative to develop a deep and detailed understanding. The major portion of
the pressure to establish Arabic comes from outside the university, mainly from prospective students
who call or visit, asking whether that option is open to them here. At first, we felt that not only the
logistics of that endeavor would be difficult, but also the very idea of mounting such a language
program in Ellensburg was farfetched in the extreme. Since the events of that day, however, other
serendipitous factors have fallen into place that make such an initiative much more probable. We now
have a solid contingent of approximately 20 Saudi nationals studying in our University English as a
Second Language program. (Their government is looking for smaller and safer environments in which
to send their citizen students, deeming the large urban American social environments too hostile and
even dangerous.) We are hoping that there would be a way for the government of Saudi Arabia to
collaborate with the administration of this university to initiate an exchange of not only students, but of
instructors also. So far, only tentative inquiries have been made. Significant potential still exists for
development.
The Department of Music has shown interest in an Italian language program for their vocal majors and
we are currently looking into hiring a non-tenure track person to teach Italian this summer and possibly
during the academic year, if enough interest is shown.
Our department has a high number of double majors since a language major is complementary to any
other discipline (See table below). We would like to market this and encourage more students to do so.
This could aid in increasing our enrollments and visibility on campus.
Foreign Languages Degrees Conferred with Double Majors (AY 2003-2007)
20022003
Anthropology Major
Asia/Pacific Studies Major
Biology Major
Chemistry Major
Communication Studies
Major
Family and Consumer
Studies Major
Geography Major
History Teaching Broad Area
Major
Individual Studies Major
Journalism Major
Law and Justice Major
Music Major
Philosophy Major
Foreign Language
Foreign Language Broad
Area
Total
Foreign Language
Foreign Language Broad
Area
Total
Foreign Language
Foreign Language
Foreign Language
20032004
20042005
20052006
20062007
2
0
0
2
0
0
2
0
1
1
2
0
0
0
0
2
1
0
0
0
1
1
1
0
0
2
0
0
0
0
0
0
1
2
1
1
0
0
0
0
0
0
1
0
0
0
0
0
2
1
0
0
0
1
1
2
0
0
0
1
0
1
0
0
0
1
0
0
2
0
0
0
4
0
1
1
2
0
0
0
1
0
2
0
0
0
1
1
5
0
0
0
0
0
2
0
1
1
0
0
1
1
0
1
1
Foreign Language
Foreign Language Broad
Area
Teaching
Total
Teaching
Foreign Language
Foreign Language
Foreign Language
Foreign Language Broad
Area
Total
Foreign Language
Teaching
Total
Foreign Language
Political Science Major
Psychology Major
Public Relations Major
Sociology Major
Visual Art Teaching Major
Grand Total
Foreign Language
Foreign Language
Teaching
Total
Foreign Language
Foreign Language
Foreign Language
Total
0
1
0
1
0
0
0
9
1
0
0
0
1
2
0
14
0
3
0
3
0
1
0
10
0
1
1
2
0
1
0
15
0
0
0
0
1
1
3
ASL has experienced a significant retrenchment since the last review. Two faculty hired to develop
ASL into a degree granting program left after a year and returned to the institution from which they
had been hired. I have spoken with one of the members of that team twice and corresponded via email
numerous times. She has told me that there is potential here, but the environment is not conducive to
the support of members of the deaf community. This results in 1) not having many deaf members of
the community either in the college or the surrounding town, and 2) discouraging some very qualified
and experienced members of the profession of ASL instruction and Deaf Studies from coming to
Ellensburg to work and live. Even with these very real impediments to development of a fully fledged
ASL program, again, the demand from the students and other groups in the surrounding communities
(schools, social services, courts, law enforcement) indicates that there is still significant potential
waiting to be realized. Our goal is still to create an ASL minor, provided that we can create and
maintain a tenure track faculty position.
1. Identify and describe major activities that will enable goals to be reached.
Ultimately, budget influences and determines all programmatic decisions. We know that in order for
these goals to be achieved, even for the foundations of success to be laid, we must identify and secure
sufficient sources of funding. Grant writing, contacting foreign governmental representatives in order
to establish lines of communication and the means of acquiring significant financial resources, and
cultivating connections with donors in the public sphere would all have to be considered and
implemented in order to compile the logistical and financial support necessary to realize the above
goals. The experience of many of us here has been that nothing succeeds like success, and if we were
able to create some substantive success in the raising of funds, we would most likely see goals
achieved, or if not achieved outright, see significant progress towards the completion of our objectives.
2.
Identify what data will be used to measure (assess) whether goals are achieved.
If we are able to hire and retain qualified individuals in these programs, we will have a very strong
argument for successful goal achievement. We would like to hire someone for a tenure track position
in ASL and at least a non-tenure track position for Arabic, if not a tenure track position as interest and
enrollments increase.
D.
Describe departmental governance system and provide organizational chart for
department.
The department elects a chair from among its ranks every four years. The chair represents the
department to outside university, community, and state constituencies via attendance at various
meetings and being available for conferencing in the departmental offices. Assisting the chair in the
various administrative tasks required of the department are committees of Foreign Languages
Department faculty. Examples of these include, the Personnel Committee, the Scholarship Committee,
the Spanish Program Committee, and other ad hoc committees that form and dissolve on an as needed
basis (search committees are one example of these).
Department Chair
Josh Nelson
TT Faculty
9 Full-time
1 Phased Retiree
Secretary Senior
Lindsay Groce
NTT Faculty
3-5 Full-time
Student Assistants/Tutors
E.
Describe how each of the relevant strategic goals for the university and college are being
promoted within the department.
Strategic University Goals/Strategic College Goals
Goal I: Maintain and strengthen an outstanding academic and student life on the Ellensburg
campus./ Goal I: Create and maintain high quality academic programs
The curricula of our classes challenge our students with a set of rigorous requirements that are at the
core of not only fundamental language study, but all intellectual reasoning. Substantive intellectual
challenge exists at every level of cognitive spectrum from the simplest rote memorization of
vocabulary to the most complex processes of evaluation of metaphysical concepts. Through the study
of language, our students are being exposed to the epistemological “source code” of human thought.
The spillover effects of this discipline are apparent to all who seriously engage in it. Those who
understand that discourse is constructed not only of ideas, but of the symbols and grammatical rules of
the languages in which they are reified have a much keener insight into all forms of inquiry.
In order to accomplish our classroom objectives the professors of this department must be available to
their students to counsel and mentor them through various processes: from language assimilation
through the necessary steps required of academic progression to a degree. We pride ourselves on the
access our students have to their professors and the quality of the advising we offer. Our professors
routinely counsel their students even after graduation while they are searching for employment or
placement in graduate programs.
As noted above, our department is a significant provider of components of academic programming
throughout the colleges. Regional studies programs exist in the Asia/Pacific and Latino and Latin
American areas of the academy. These programs require two full years of language study. Also,
mutually beneficial connections exist between the Department of History’s area specific history
programs and the language instruction that is offered here.
While our students are here, we provide ample opportunities to participate in extracurricular activities
which not only enhance, but also buttress the central aspects of their college experience, both academic
and social. Examples of the kind of activities that are planned and led by our faculty are: Language
clubs; culture specific cooking activities; field trips to museums, musical events, and other cultural
activities both local and international; the production of plays and international film festivals, and an
animated film appreciation club. Many times there are students who are not associated with our
department in any other way who receive an introduction to our programs through their participation in
these activities.
Goal II: Provide for an outstanding academic and student life at the university centers.
(The Foreign Languages Department is not significantly involved with academic or student life at the
university centers.)
Goal III: Strengthen and further diversify our funding base and strengthen infrastructure to
support academic and student programs./ Goal VII: Develop a climate of fundraising
Our department provides three departmental scholarships to deserving majors in our department. The
three scholarships are the Tolman scholarship, the Schleisman scholarship, and the Foreign Languages
Faculty scholarship. They are available to majors in any language in which we offer programming and
are given to academically talented students, with a preference given to those students who are planning
on or have already studied abroad.
We have been able to enhance the visibility of the university and its programs. Central is now a
regional center associated with the East West Center in Honolulu, Hawaii. Members of three other
departments have played a significant role in developing this connection, however, Foreign Languages
has played a central role in obtaining Area Regional Center status. As a Regional Center, Central has
hosted National Endowment for the Humanities grant-sponsored workshops and presentations. Also,
year by year, Central faculty from across the colleges attend summer workshops at the East West
Center in Honolulu. To date, there have been at least 20 faculty and administrators who have attended
these workshops.
The Casten Family Foundation Grant provided for an FTE in Chinese. As of the last writing of this
review, our Chinese program was on the verge of acquiring a grant from the Casten Family Foundation
for the establishment of a full-time tenure track position in Chinese. The grant was eventually funded
by the Casten family and we have been able to attract and hire highly qualified instructors of Chinese
and our program has been more solidly established through the efforts of these individuals and our
Chinese language students. That initially grant-funded position has recently been turned into a
permanent tenure track faculty line.
Goal IV: Build mutually beneficial partnerships with the public sector, industry, professional
groups, institutions, and the communities surrounding our campuses./ Goal III:
Improve visibility of the college
In this area, also, our department has established and continued to maintain close connections
throughout the Central Washington area as a willing partner and collaborator with a broad spectrum of
agencies and organizations. Our faculty volunteer their time and professional expertise in the
following activities:

Interpreters working with the schools, law enforcement, courts, Department of Social and
Health Services, the Child Protective Service, and the hospital emergency room.

Through the Cornerstone program we have been able to collaborate with high school educators
in Ellensburg and Yakima in providing college level language instruction in both Spanish and
German. Students are able to earn college credit while studying at their respective high
schools.

Volunteers with APOYO, a local food bank for Hispanic families in the area.
Goal V: Achieve regional and national prominence for the university./ Goal II: Enhance support
for faculty research and creative activity
The research presented at national and international conferences of our faculty draws attention to the
university. Departmental study abroad programs also show the world our face as well as showing the
world to our students.
Goal VI: Build inclusive and diverse campus communities that promote intellectual inquiry and
encourage civility, mutual respect, and cooperation./ Goal V: Build a more diverse
college community
Again, as our fundamental mission is, in effect, to assist our students in developing an awareness of
and sensitivity to the linguistic and cultural norms of cultures other than the dominant English
speaking culture of the United States, and as the study of language and culture outside of the dominant
native culture is one of the surest ways of developing an awareness of self, we feel that our
contributions to the university community increases sensitivity to, and understanding of, human society
in general, and to the campus community in specific.
II.
Description of degree programs and curricula
A.
Provide a table that lists each of your programs by location, regardless of state or
self-support. (See Table 1)
1.
Undergraduate Programs (majors and minors)
Table 1
Program Title
Foreign Language Major
Foreign Language Broad Area Major
Foreign Language Teaching Major
Foreign Language Broad Area Teaching
Major
Spanish Language Major
Spanish Language Broad Area Major
Spanish Language Teaching Major
Spanish Language Broad Area Teaching
Major
Foreign Language Minor
Spanish Language Minor
Delivery Location(s)
Main CWU Campus
Main CWU Campus
Main CWU Campus
Main CWU Campus
Main CWU Campus
Main CWU Campus
Main CWU Campus
Main CWU Campus
Main CWU Campus
Main CWU Campus
B. Provide a table that lists courses, location, and learner outcomes of the following: (See
Table 2)
Table 2
Contributing area
General Education Courses
All Languages 151-3
Delivery Location
Location(s)
CWU Main Campus
All Languages 251-3
CWU Main Campus
Learner Outcomes
High beginner/low
intermediate language
skills in accordance with
ACTFL standards
High intermediate/low
advanced language skills
in accordance with
ACTFL standards
C. Describe currency of curricula in discipline. How does the curriculum compare to
recognized standards promulgated by professionals in the discipline?
All courses are continually evaluated by their faculty for currency in their respective disciplines. We
are consulting with textbook company representatives on a yearly basis, and maintain close contact
with colleagues in other schools and departments, often conferring with them over course content,
materials and methods.
 Spanish has just completed an overhaul of the entire curriculum structure having made changes
in the number of credits of all courses past second year (now all are four credits apiece), and
adopting a new textbook for first year classes. Online delivery of course material via Quia, a
web-based educational technology, is in use in both the first and second year programs.
 Japanese has adopted new textbooks for the 300 level courses, and has added a literature in
translation course and a cinema class to its course offerings.
D. Effectiveness of instruction - Describe how the department addresses the scholarship of
teaching with specific supporting documentation including each of the following:
1.
Effectiveness of instructional methods to produce student learning based upon
programmatic goals including innovative and traditional methods – examples
include:
a.
Collaborative research between student and faculty
Dr. Lefkowitz has mentored and collaborated with her students in her language
acquisition course and made presentations at the undergraduate research conference
held yearly on campus. Some of these projects have been presented at the national
AAAL conference. Our departmental goal is to have more of our faculty involved in
mentored research in this way.
b.
Classic lectures
Dr. Mayer gave a lecture this Fall about his current research as part of the CAH Speaker
Series. His presentation was entitled “Lazarillo de Tormes, the Life of Homer, and the
Origins of the Picaresque.”
c.
Service learning or civic engagement
Spanish students have collaborated with volunteers both from the university and the
community to work with the food bank APOYO as interpreters and in the public
schools as tutors and readers for members of the Hispanic community.
2.
Innovative instructional methods
The Japanese program has inaugurated a new requirement that all second year students
buy a Nintendo DS, which is a small hand held video computer gaming system. In
Japan it has been used by students to learn the Japanese orthographic system with great
success and that is the use we are attempting to put it to here as well. Use of the DS
frees up more classroom time which otherwise would be used for instruction and
orthographic drill. The drill and writing practice can be accomplished by the student on
their own time with the use of the DS which in many instances – owing to the
sophistication of the software - is a much more strict and exacting instructor than the
professors teaching the same material in the classroom.
Our faculty routinely use the faculty lounge and the laboratory kitchens in the Health,
Human Performance and Nutrition Department to cook foods specific to the cultures of
the languages they teach. Cooking is not only fun and results in something good –
mostly - to eat, the students have a chance to see the language of classroom study put to
use in a very practical and direct way. Sometimes we are lucky to have the
collaboration and help of exchange students and faculty from the countries whose foods
we are preparing. This is particularly effective in creating opportunities for genuine,
unscripted and situated language production and assimilation to occur.
The Japanese program takes routine trips to Seattle to attend the Cherry Blossom
Festival and tour the Asian Art Museum in Volunteer Park. Participation in these
excursions has an unequivocal salutary effect on the Japanese program. Seeing the
artifacts that have been discussed in class, hearing the music and drums, and seeing the
dances provide the students with authentic cultural experiences.
Last year, the Russian program was able to assemble a small orchestra and performed
for the World Languages Day. They played two pieces of traditional music, one of
which accompanied a chorus singing in Russian.
3.
What evidence other than Student Evaluation of Instruction (SEOI) is gathered
and used in the department to evaluate the effectiveness of instruction?
Classroom Observations. Faculty – particularly those who are in their probationary
years and those who are working for promotion - often request of the department chair
and their colleagues to have their teaching observed and evaluated. This is a yearly
activity for adjunct faculty, but tenure track and tenured faculty avail themselves of it as
well.
4.
Departmental teaching effectiveness – report a five-year history of the “teaching
effectiveness” department means as reported on SEOIs, indexed to the
university mean on a quarter-by-quarter basis.
Fall
2002-03
Foreign Language
CAH
CWU
4.5
4.3
4.3
Winter
4.8
4.4
4.3
Spring
4.6
4.3
4.3
2003-04
Foreign Language
CAH
CWU
4.5
4.3
4.4
4.5
4.3
4.3
4.6
4.4
4.4
2004-05
Foreign Language
CAH
4.6
4.4
4.6
4.5
4.7
4.5
E.
CWU
4.3
4.3
4.4
2005-06
Foreign Language
CAH
CWU
4.6
4.4
4.3
4.5
4.3
4.3
4.7
4.3
4.4
2006-07
Foreign Language
CAH
CWU
4.4
4.3
4.3
4.5
4.3
4.3
4.6
4.3
4.3
Degree to which distance education technology is used for instruction.
There has been no use of synchronous distance education technology in the provision of our programs.
F.
Required measures of quantity for academic programs for the last five years.
1.
American Sign
Language
Chinese
French
German
Japanese
Russian
Spanish
Department Totals
G.
Number of Full Time Equivalent Students (FTES) served in general education,
professional education, and service courses.
151, 152, 153 Courses
251, 252, 253 Courses
All
151, 152, 153 Courses
251, 252, 253 Courses
All
151, 152, 153 Courses
251, 252, 253 Courses
All
151, 152, 153 Courses
251, 252, 253 Courses
All
151, 152, 153 Courses
251, 252, 253 Courses
All
151, 152, 153 Courses
251, 252, 253 Courses
All
151, 152, 153 Courses
251, 252, 253 Courses
All
151, 152, 153 Courses
251, 252, 253 Courses
All
20022003
25.3
5.9
31.2
6.7
1.4
8.1
6.2
4.1
10.3
7.7
3.3
11.0
13.7
5.6
19.2
4.7
3.6
8.2
30.1
24.8
54.9
94.3
48.7
143.0
20032004
22.1
4.0
26.1
7.0
1.8
8.8
8.7
3.4
12.1
7.8
5.9
13.7
11.1
6.4
17.6
4.6
4.8
9.3
38.2
24.6
62.8
99.4
50.9
150.3
20042005
40.6
2.9
43.4
5.6
2.8
8.3
9.2
4.6
13.8
6.2
3.3
9.6
15.8
5.9
21.7
6.0
3.0
9.0
39.3
18.3
57.7
122.7
40.8
163.4
20052006
33.2
6.1
39.3
6.1
1.7
7.8
9.3
5.2
14.6
7.2
2.4
9.7
16.0
7.4
23.4
4.4
2.8
7.2
38.6
22.1
60.7
114.9
47.8
162.7
20062007
17.4
4.8
22.2
6.1
1.8
7.9
9.7
5.7
15.3
9.4
4.0
13.4
17.9
6.3
24.2
6.7
3.2
9.9
41.3
20.8
62.1
108.6
46.6
155.1
Required measures of efficiency for each department for the last five years
1.
SFR (FTES/FTEF) disaggregate data
Academic Year
Full-time Equivalence (Faculty)
2002-2003
10.99
2.
2003-2004
10.99
2004-2005
10.99
2005-2006
12.66
2006-2007
13.66
Average class size, disaggregate upper and lower division and graduate courses
2002-03
Foreign Languages
Department
H.
2003-04
2004-05
2005-06
2006-07
Lower Division
19.6
20.3
19.5
19.4
20.1
Upper Division
15.9
13.7
11.7
11.5
11.3
Total
18.1
17.7
16.4
16.4
16.9
Assessment of programs and students
1.
List student learner outcomes for each graduate or undergraduate degree
program.
a.
List the assessment tools or procedures used to assess students as they
enter the degree program.
Students who begin their language study here move through the first and second
year course sequence. If they have the requisite grade point average, they are
accepted into the program of their choice and assigned an advisor. All students
who enter our programs from other schools or who have outside work and/or
living experiences are interviewed by an advisor as they begin study with us.
They are assessed for their ability in the four skills (reading, writing, speaking,
and listening) either by examination or interview and then placed in the most
appropriate level. Some students – particularly heritage speakers of Spanish –
opt for the CLEP exam, and they are placed at a level as per published standards
in the university catalog (See “College Level Examination Program” in the
Transfer Credit section). A post-CLEP test interview with Spanish faculty is
also used to confirm placement. (There have been some problems associated
with the students exercising the CLEP option and we are now considering not
allowing the CLEP exam scores to stand in lieu of 2nd year coursework.)
b.
List the assessment tools used to assess students exiting or graduating
from the program.
 Praxis-II for language teaching majors
 Live Text e-portfolios for language teaching majors
 Exit interviews for all of our majors
 Exit surveys for all of our majors
 Honors theses and projects for majors who participated in
receiving departmental honors
c.
List the assessment tools used to assess alumni of the program including
results from alumni survey completed for this academic program review.

Alumni survey – see results below
FOREIGN LANGUAGES ALUMNI SURVEY
1. When did you graduate from CWU?
n
3
2
3
2
7
%
18%
12%
18%
12%
41%
Question leaf
o 2002
o 2003
o 2004
o 2005
o 2006
2. What program/s (language/s) did you specialize in?
Spanish Major
Russian.
Spanish
Japanese
Spanish
Spanish
German
Spanish
minor in Latin American Studies
Foreign Languages: Spanish Teaching
Spanish and Anthropology
Spanish
Foreign Language Broad Area Teaching Spanish
Japanese, German
Spanish
BA Russian, BFA Graphic design
Spanish
spanish-teaching
3. How important are the following knowledge and skill sets in your
practice or field?
a. Thinking critically
(check your and
others'
assumptions;
consider multiple
perspectives from
various sources,
etc.)
b, Communications
(use appropriate
oral, written, and
Not at all
important
-1-
Not
important
-2-
Somewhat
important
-3-
Very
important
-4-
Critical
-5-
0
2
1
8
5
% Histogram
Mid = 40%
High = 80%
80%
40%
0%
1
2
3
4
5
80%
0
1
0
4
12
n, mean,
median,
st. dev.
16
4.00
4
3.271
40%
0%
1
2
3
4
5
17
4.59
5
visual means for
each audience;
listen effectively)
c. Quantitative
reasoning (apply
quantitative tools to
solve problems;
comprehend
symbolic
representations)
d. Information
literacy (e.g.,
critically evaluate
data sources as I
gather relevant
information)
5.079
80%
1
3
6
4
3
40%
0%
1
2
3
4
5
80%
0
3
1
8
5
40%
0%
1
e. Conversational
use of the language
studied
0
f. Cultural
knowledge and
awareness
0
g. Listening
comprehension of
the language
studied
h. Written
comprehension
(both reading and
writing) of language
studied
17
3.29
3
1.817
2
3
4
5
80%
1
2
2
12
40%
0%
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
80%
0
1
3
13
40%
0%
80%
0
1
1
2
13
40%
0%
80%
0
1
4
3
9
40%
0%
17
3.88
4
3.209
17
4.47
5
4.879
17
4.71
5
5.505
17
4.59
5
5.413
17
4.18
5
3.507
4. What other knowledge or skills are important to your practice or field?
Multi-tasking, the ability to work with many different personality types
How to assimilate while living in a different culture
Proficiency in Microsoft Office Operating Systems- Word, Excel, etc...
Further knowledge and preparation for the Japanese Language Placement Test (JLPT)
Basic teaching skills
Medical anthropology -- survey/assessment/field work
Translation
Nothing
I am a spanish teacher, so whatever that entails
As my path has taken me further into the world of academia, the ability to deal with academic
sources is both English and my learned languages has been of great importance.
Not being easily bored
Building knowledge constructs around previously learned ideas (constructivism)
5. How well did your F.L. program at CWU prepare you to manage cases that required knowledge and
skills in these areas?
Very
poorly
Poor
-2-
Adequate
-3-
Well
-4-
Very
well
% Histogram
mid line = 40%
n, mean,
median,
-1a. Thinking critically
(check your and
others' assumptions;
consider multiple
perspectives from
various sources, etc.)
b. Communications
(use appropriate oral,
written, and visual
means for each
audience; listen
effectively)
c. Quantitative
reasoning (apply
quantitative tools to
solve problems;
comprehend symbolic
representations)
d. Information literacy
(e.g., critically evaluate
data sources as I
gather relevant
information)
upper = 80%
st. dev.
17
3.06
3
4.099
80%
0
3
10
4
0
40%
0%
1
2
3
4
5
17
3.94
4
4.099
80%
0
0
4
10
3
40%
0%
1
2
3
4
5
17
2.82
3
1.949
80%
2
5
6
2
2
40%
0%
1
2
3
4
5
17
3.12
3
3.209
80%
2
1
9
3
2
40%
0%
1
e. Conversational use
of the language
studied
0
f. Cultural knowledge
and awareness
0
g. Listening
comprehension of the
language studied
-5-
2
3
4
5
17
3.71
4
3.578
17
4.06
4
3.050
17
4.00
4
3.209
80%
0
8
6
3
40%
0%
1
2
3
4
5
1
2
3
4
5
2
3
4
5
80%
1
3
7
6
40%
0%
80%
0
0
5
7
5
40%
0%
1
COMPARISON OF QUESTIONS 3 (IMPORTANCE - yellow) AND 5 (HOW WELL
LEARNED - green)
Very poorly
(1)
Poor
(2)
Adequate
(3)
Well
(4)
Very well
(5)
80%
a. Thinking critically (check your and others'
assumptions; consider multiple perspectives
from various sources, etc.)
60%
Importance
40%
How well Learned
20%
0%
1
2
3
4
5
80%
b. Communications (use appropriate oral,
written, and visual means for each audience;
listen effectively)
Importance
40%
How well learned
0%
1
2
3
4
5
80%
c. Quantitative reasoning (apply quantitative
tools to solve problems; comprehend
symbolic representations)
Importance
40%
How well learned
0%
1
2
3
4
5
80%
d. Information literacy (e.g., critically evaluate data
sources as I gather relevant information)
Importance
40%
How well learned
0%
1
2
3
4
5
COMPARISON OF QUESTIONS 3 (IMPORTANCE - yellow) AND 5 (HOW WELL
LEARNED - green)
Very poorly
(1)
Poor
(2)
Adequate
(3)
Well
(4)
Very well
(5)
80%
e. Conversational use of the language studied
Importance
40%
How well learned
0%
1
2
3
4
5
80%
f. Cultural knowledge and awareness
Importance
How well learned
40%
0%
1
2
3
4
5
1
2
3
4
5
80%
g. Listening comprehension of the language studied
40%
0%
Imprtance
How well learned
80%
h. Written comprehension (both reading and writing)
of language studied
Importance
How well learned
40%
0%
1
2
3
4
5
6. How could the CWU Foreign Language program better prepare you for your
career/practice?
Make study abroad experiences mandatory for all majors
-Targeted career workshops for FL majors.
-Class visits from professionals in the field, perhaps even CWU alumni.
-More opportunities for conversational settings.
-More teachings on local slang/modismos.
Discussed/prepared me more for the JLPT. Offered a course in studying for the Test, Test
materials and review etc. What I learned about this test I learned from my time ABROAD.
My most valuable experiences came from studying in Mexico. It would ahve been nice if
communication between the FL dept & Study abroad had been better.
All of my literature classes were virtually useless. I never had any intention of entering
poetry/arts and really just needed practical knowledge to be better at conversation, etc.
More German in general.
More on interpretation (I failed the state test for medical interpreters... maybe next time)!
What prepared me was the having the opportunity to live abroad in Chile and Spain through
the study abroad program at CWU. I would not have had the same amount of language skills
from solely studying at CWU.
More conversational use opportunities i.e. conversation buddy, more time in class
I would have liked to have been able to have taken more than one linguistics class. Dr.
Bransdorfer did a phenomenal job in the ONE class offered in this area. Also, i would have
liked more conversational classes about current events.
Especially in studying Japanese, there were unfortunately very few opportunities to speak the
language in a situation where a knowledgeable speaker could listen and correct my usage -relying entirely on conversation partners is useful for developing confidence in the language,
but native speakers are generally not very reliable for providing consistent and useful
feedback.
I could have benefited from more written language practice.
-Please note that I was a transfer student and started at Central in upper division courses. My
lack of skills in written language does not reflect the instruction courses of the preliminary
Russian language courses at CWU.
Not much better
I'd like to see the department doing more community outreach. There is a huge Hispanic
speaking population in the Kittitas and Yakima valleys. They are untapped resources that
could lead to incredible interagency cooperation.
7. What is your current email address? (only alumni who were mailed surveys were asked this
question)
groceli@gmail.com
bangs004@yahoo.com
rvr87mark@hotmail.com
megankwcampbell@gmail.com
8. In which state are you headquartered? ____________________________________
Washington
Oregon
Washington
Montana
WA
Washington
Washington
San Pedro de Macoris, Dominican
Republic
WA
Washington
the state of washington
I currently live in Dusseldorf, Germany.
WASHINGTON
Washington
Washington
Washington
9. Please select the response that best describes your opinion about your
Foreign Language education at CWU.
Strongly
disagree
(1)
I am very
satisfied
with my
education
from the
Foreign
Language
program at
Central
Washington
University.
The Foreign
Language
curriculum
provided
useful
perspective
s on critical
issues
facing the
profession.
My Foreign
Language
education
provided
adequate
preparation
for
Professional
Board
Exams and
certification
exams
Disagree
(2)
Neutral
Agree
(3)
(4)
Strongly
agree
(5)
Does
Not
Apply
(6)
N, Mean,
Median,
and
Std. Dev.
% Histogram
Mid=40%
High=80%
80%
0
0
4
5
8
0
40%
0%
1
2
3
4
5
6
80%
0
2
7
4
4
0
40%
0%
1
2
3
4
5
6
80%
1
1
3
2
2
8
40%
0%
1
2
3
4
5
6
17
4.24
4
3.37
17
3.59
3
2.71
17
4.59
5
2.64
The CWU
Foreign
Language
program
prepared
me well for
professional
challenges
80%
0
0
6
9
2
0
40%
0%
1
10. Are you...?
12 70.6%
5 29.4%
2
3
4
5
6
17
3.76
4
3.82
o Male
o Female
11. In what job sectors do you work? Please choose current or most recent employment and
check all that apply.
n
5
5
2
2
5
2
3
4
-%18%
18%
7%
7%
18%
7%
11%
14%
Question leaf
□ Academic
□ For-profit corporation or organization
□ Non-profit organization
□ Self employed
□ K-12 education
□ Postsecondary education
□ Unemployed, either willfully or looking for work
□ Other _____________________________________
(Governmental) social work
state public health agency
Private Language Instruction (Spanish and
English)
Bilingual customer service
12. What is your race or ethnicity? Please select all that apply.
n
-%-
0
2
0
1
1
15
0%
11%
0%
5%
5%
79%
Question leaf
□ American Indian or Alaskan Native
□ Asian
□ Black or African American
□ Hispanic / Latino
□ Native Hawaiian or other Pacific Islander
□ White
13. What was last year's income?
n
-%-
8
47%
5
29%
2
12%
Question leaf
o Less than $20
o $20
o $40
1
6%
1
6%
0
0%
0
0%
0
0%
o $60
o $80
o $100
o $120
o Over $140
Approximate average income is: $28,824
14. These next few questions relate to CWU's Mission and General Education goals.
How strongly do you agree that your education from CWU helped you...
Strongly
disagree
-1-
a. become a
responsible
citizen
b. become a
responsible
steward of the
earth
c. become a
productive
and
enlightened
(informed,
good learner,
insightful)
individual
d. value
different
perspectives
e. appreciate
the breadth
and depth of
scientific and
human
knowledge
f. increase
your sense of
the
interconnecte
dness of
knowledge
Disagree
-2-
Neutral
-3-
Agree
-4-
Strongly
agree
-5-
% Histogram
Mid=40% High=80%
80%
0
3
5
9
0
40%
0%
1
2
3
4
5
80%
0
6
7
2
2
40%
0%
1
2
3
4
5
80%
0
1
5
7
4
40%
N, Mean,
Median, St.
Dev
17
3.35
4
0.786
17
3.00
3
1
17
3.82
4
0.883
0%
1
2
3
4
5
80%
0
0
4
9
4
40%
0%
1
2
1
2
3
4
5
80%
0
1
4
7
5
40%
0%
3
4
5
80%
40%
1
1
4
7
4
0%
1
2
3
4
5
17
4.00
4
0.707
17
3.94
4
0.899
17
3.71
4
1.105
14. These next few questions relate to CWU's Mission and General Education goals.
How strongly do you agree that your education from CWU helped you... (continued)
Strongly
Disagree
Neutral
Agree
Strongly
% Histogram
N, Mean,
disagree
-1-
g. integrate
knowledge from
diverse fields to
solve problems
h. increase your
awareness of the
many ways that
knowledge
evolves
i. ask incisive and
insightful
questions
-2-
-3-
-4-
agree
-5-
Mid=40%
High=80%
Median, St.
Dev
17
3.59
4
1.064
17
3.82
4
0.88284
3
80%
1
1
5
7
3
40%
0%
1
2
3
4
5
1
2
3
4
5
80%
40%
0
1
5
7
4
0%
80%
40%
0
1
5
7
3
0%
1
2
3
4
5
16
3.75
4
0.85634
9
15. Any other comments for the Foreign Language program at CWU?
The movies that the professors showed to our classes were highly inappropriate and are considered
pornographic- I hope this is still not the case.
Japanese courses need to update. New texts new methods would be a great addition (I hear some of
these changes are taking place.)
Spend more time learning what fields are offered in the Languages and communicate with Seniors on
goals/plans to start a carrier in the field they have majored in.
There needs to be more German available. Dropping the program is a horrible idea, yet it appears that
there is no attempt being made to keep the program running. While at CWU, the department lost one
of two German professors, and chose to replace him with an ASL professor. That is a mistake. As a
high school teacher, I see the popularity returning to German. If you do not offer enough, you will lose
many students who wish to minor or even major in German.
I miss you all! For me, working in the foreign language department was an invaluable experience that
has propelled me into leadership in the school district in which i work after only one year of full-time
employment. the professors always answered my many questions and they worked to find answers to
questions that were more challenging or off-based, even. i would go back in a heartbeat!
Russia is in a similar position of economic development that Japan was in 20 years ago. CWU students
have the opportunity to become involved in Russia’s economic and political return to the forefront of
the global community.
We should promote the Russian program heavily to students who have not yet chosen a major/minor.
Proud to be an alum. Keep it up.
2.
Based upon the results from each of the assessment tools listed above:
a.
Describe how teaching and learning has been affected.
Our language teaching majors would not be allowed to teach without passing the
Praxis examination. The e-portfolios are useful to give students a sampling of
their work that is available in one place. We are just implementing the exit
surveys and interviews, so there is no compiled data to report. We keep copies
of all honors projects in the department in order to provide examples of quality
student work and encourage other students to do mentored research with the
faculty. The alumni survey is also new this year, so we are not yet able to
determine any trends (as we only have one data point).
b.
List the strengths of the program’s students.
 Energy and genuine interest in other cultures
 Involvement in department-sponsored activities (i.e. World
Languages Day, clubs)
c.
List the strengths of the program’s alumni.
 Cultural awareness
 Written comprehension of language studied
d.
List the programmatic learning outcomes that need to be most improved.


III.
Critical thinking skills
Conversational skills in target language
Faculty
A.
Faculty profile – Using attached chart show faculty participation for mentoring
student research, professional service activities, scholarly activities including grant
writing and teaching. (Designate graduate or undergraduate publications or
creative activities.) Table on following sheet.
B.
Copies of all faculty vitae.
See APPENDIX I.
C.
Faculty awards for distinction: instruction, scholarship, and service.
Three of our faculty have been recognized for their excellence in teaching since the last review:
Dr. Natalie Lefkowitz was awarded the Distinguished Professor of Teaching in 2004. This
award is based upon an extensive review of an applicant’s teaching activity throughout their
career and is accompanied by a generous monetary award.
Dr. Dinara Georgeoliani was awarded the 2007 Non-Tenure Track excellence in teaching
award by the College of Arts & Humanities.
In fall of this year, Dr. Eric Mayer was awarded the CWU Alumni Association award for
Excellence in Teaching. This award is for assistant professors who are establishing themselves
in their profession and is also accompanied by a monetary award.
D.
Include in appendices performance standards by department, college and
university.
See APPENDIX II.
Tenured and Tenure-track Faculty Profile
2003-2004
2004-2005
# faculty
% of
# faculty
% of
TT - T
faculty
TT - T
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
Peer reviewed articles
0
0%
2
22%
2005-2006
# faculty % of
TT - T
faculty
2006-2007
# faculty
% of
TT - T
faculty
2007-2008
# faculty
% of
TT - T
faculty
2
22%
3
33%
2
Books
2
22%
6
66%
4
44%
3
33%
Conference presentation
0
0%
1
11%
2
22%
0
0%
1/0
5-yr total
Annual
avg
% of
faculty
22%
9
1.80
20%
4
44%
19
3.80
42%
3
33%
6
1.20
13%
11%
4/0
44%
5
1
11%
* Grants: (Use categories applicable to your departmental & college criteria)
External
Funded / Unfunded
Internal
Funded / Unfunded
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
7
77%
7
77%
7
77%
7
77%
7
77%
35
7
77%
Community Service
5
55%
6
66%
7
77%
28
5.6
62%
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
1
11%
1
0.2
2%
2
22%
3
0.6
6%
5
Graduate Committees – Supervising
thesis/projects
1
55%
11%
5
55%
A response to all four main categories is mandatory.
The details to support each category should be applicable to your department & college criteria.
IV.
Students – For five years
A.
B.
Number of degrees and minors
1.
major program(s)
Degree
Term
Majors
2002-2003
31
2003-2004
57
2004-2005
45
2005-2006
37
2006-2007
30
Total: 200
2.
minor program(s)
Degree
Term
Minors
2002-2003
36
2003-2004
42
2004-2005
32
2005-2006
34
2006-2007
60
Total: 204
Student accomplishments (include SOURCE, career placement information, etc.).
List students working in field; students placed in master’s or doctoral programs.



Students working in fields where language expertise is key
o Teresa Simmons – Missionary in Kazakhstan
o Curtis Harris – Translator, St. Petersburg
o And Paschen – Court Interpreter, Washington
o Daria Goussera – Translator/Computer Analyst, Microsoft
o Justin Cowgill – Translator, Pravda
o Olga Blotnis – Translator, Seattle
o Sam Kuyper – English Teacher, Sanda City, Japan
o Hyun Shin – U.S. Army, Interpreter
JET (Japan English Teaching) Program participants
o Albert Birch
o Rich Lee
o Ariana Maher
o Dustin Kidd
o Amanda Eastin
o Justine Styles
o Travis Peterson
Graduate school enrollees
o Benjamin Rooney – University of Dusseldorf, MA Japan Studies
o Bradford Napier – University of Hawaii, Ph.D. Japan Studies
23
o
o
o
o
o
o
o
o
o
o
o
C.
Ryan Hallows – Indiana University, MA Linguistics
Randall Dills – University of Illinois, Ph.D./ABD
Jackie Shelton – University of Oregon, MA
Erin Rosenkranz – Arizona State University, MA
Albert Miller – Central Washington University, MA
William Frank – University of Washington, Ph.D./ABD
Jason Dazey – Indiana University, MA
Curtis Harris – Central Washington University, MA
Kristen Erickson – Central Washington University, MA
Paul Baker – Central Washington University, MA
Mike Getzinger – Central Washington University, MA
Describe departmental policies and advising services for students.
With as many language programs as we have it is imperative that each faculty member
participate in the advising of our students. Spanish has such a large number of students
comparatively that the advising load is spread out among the tenured/tenure-track Spanish
faculty. There have been distribution problems as we usually let the students pick their own
advisors, so we are working on either finding a way to more evenly distribute the load or obtain
some release time for one faculty member to take all of the Spanish advisees.
Students are expected to meet with their advisor at the beginning of their major/minor
coursework and at the end before they graduate. Students are encouraged to meet with their
advisors every quarter to discuss degree progress and options for courses for the following
term.
D.
Describe other student services offered through the department including any
professional societies or faculty-led clubs or organizations and their activities.









V.
American Sign Language Club: Coffee Chats, Non-Coffee Chats, informational
table at Boo Central, Bridges presentations
Anime Club: Weekly anime viewing, participation in yearly conference – Sakura
Kon – in Seattle, presentations at Bridges and Gear-Up, presentations at World
Languages Day, presentation at Heritage College in Toppenish, presentations at
International Education Day
Chinese Club: Conversation table, cooking activities, Mah Johngg parties
German Conversation Table (Stammtisch), German Movie Fridays
Japanese Culture Club: Screening of Japanese films, Japanese Cuisine Night
La Maison française, La Table française: Conversation Table, French Dinner,
screening of French films
Russian Club: Russian conversation table
Tertulia: Spanish conversation table
Living Learning Community: International House – Chinese New Year celebration,
screening of foreign films, guest speakers, cooking activities
Facilities & Equipment by location (The facilities section is for departments who rely heavily
upon laboratory or studio space for instruction.)
24
Although there has been a laboratory attached to this department for many years – first as an audiolingual teaching lab, and then as a computer lab - as teaching methodologies have changed to reflect
newer and more effective pedagogies and technological infrastructural realities (universal student
computer accounts, wireless networks across campus, and on-line homework and practice programs
i.e. Quia), its importance to the daily delivery of instruction has decreased to the point that we use it
very little.
Since the last review computers, overhead data projectors, and DVD/VHS players have been installed
in all classrooms. Also, a wireless network has been installed in this and all buildings on campus that
have classrooms used by this department.
VI.
Library and Technological Resources by location
A.
Describe general and specific requirements for library resources by location, in order to
meet its educational and research objectives. Indicate ways in which the present library
resources satisfy and do not satisfy these needs.
B.
Describe information literacy proficiencies expected of students at the end of major
coursework.
All language programs regularly require students to use computer-based instructional, search, and
media programs. Examples of this use include:
 Students in 400-level literature courses in Spanish must learn to use the Modern Language
Association international bibliography database as well as the JSTOR database, for purposes of
locating scholarly articles written about the texts read in class.
 Japanese language students must learn to use the internet to access Japanese textual sources and
web-based glossing and translation programs.
1.
What instruction in information literacy is provided?
Demonstration of computerized resources, such as online newspapers, radio and television sites,
governmental ministry and bureau access pages, language pedagogy sites, and online dictionaries are
routinely conducted in most classrooms.
2.
How are these proficiencies assessed?
In order to complete class assignments students must display work that results from the use of
information resources, e.g., locating articles in the aforementioned databases according to specific
criteria established by the instructor, accessing sources of information only available via specific
technologies, manipulating and processing information by means of specific technological resources,
etc. This will be assessed with our exit survey.
C.
Describe the information technologies faculty regularly and actively utilize in the
classroom.
Now that all of our classrooms are connected to the world wide web, our faculty routinely make use of
that resource and the myriad sites that can be used in a language learning environment. Examples of
these resources are online newspapers, radio and television sites, governmental ministry and bureau
access pages, language pedagogy sites, online dictionaries and others.
D.
Describe available technology for teaching and research and its adequacy.
25
(See C. immediately above)
VII.
Analysis of the Review Period
A.
What has gone well in the department? Include major accomplishments of the
past five years?
We have hired two tenure-track positions in the past five years – one in Chinese and one in
Spanish. We have also hired excellent personnel for ASL, Latin, and Spanish non-tenure track
positions.
Faculty-led study abroad programs produced by five of our faculty (Mei Chun, Louis Meng,
Nathalie Kasselis-Smith, Eric Mayer and Kelton Knight). These programs are popular with our
students (feedback and evaluation forms are administered to all participants and the results
circulated to the professors and department chair) and provide a very valuable and necessary
curricular component to our program offerings. The good work of personnel in the Office of
International Studies and Programs is an absolute necessity for these programs to work as
smoothly as they do, and we are grateful for it.
Latino and Latin American Studies. Drs. Eric Mayer and Stella Moreno collaborated with Dr.
Michael Ervin who was the leader in establishing the Latino and Latin American Studies
program in the creation of this new area studies program. Our Spanish faculty contribute not
only with the language and literature instruction of the program’s core curriculum, but also
with the area studies coursework as well. Our faculty’s participation in this program increases
the range of departmental influence throughout the university and the state.
World Languages Day continues to prove itself year-by-year. Enrollment from the public
schools has stabilized at 300-350 students divided among 8 campuses spread out over the
central and north central portions of Washington state. This activity is not only an opportunity
for the high school students who come here, but for the presenters from the university,
Ellensburg and larger statewide communities. Last year we had particularly good luck in that
our Theatre Arts program put on a Noh play and a comedic Kyogen play – both from the
Japanese theatre tradition - which had been translated into English. (The plays were excellent
in every way – acting, costuming, direction, etc. – and held the audience spellbound.) World
Languages Day may be the 1st and perhaps only opportunity many of these students will be able
to see this art form, and many other of the topics presented in that venue.
B.
What challenges remain? What new challenges have been identified since the last
program review? What has the department done to meet these challenges?
ASL. American Sign Language still enjoys very significant and sustained student demand.
Our ability to keep qualified instructors here is the main problem we have dealt with so far. Our
community is so small that native “speakers” of ASL are in very short supply. Ready access to
the deaf community is necessary to the sustenance of a vibrant program – both for the
instructors and their students. With Yakima being about an hour away and Seattle 2 ½ hours
(both cities having sizable deaf communities), the 100 +/- students in our program are forced to
make do with signing to one another only. Our deaf instructors have experienced a pronounced
26
sense of isolation that has proven very stressful, so stressful that it has had a significant effect
on their ability to live and work in Ellensburg.
Single Faculty Language programs. While we are proud of the breadth of our language
offerings, in so small a department, the tradeoff we have been forced to make is that four of the
languages taught (Chinese, German, Latin, and Russian) have a single faculty member
providing instruction and of these four, two are adjunct instructors. This disallows regular
curricular offerings and the program stability enjoyed by the other languages with more than
one instructor.
C.
What resources have been provided in the last 5 years?
The support of the Chinese FTEF line from the provost was a major boost to that program.
Key to our obtaining of that support was the initial funding of $90,000 via the Casten Family
Foundation as a seed grant. It may behoove us in the future to follow this template in order to
fund other programs as well. (Russian, ASL, and Latin.)
Although small in numbers, the Latin courses we have been able to offer have been a positive
development for not only this department, but for the college and the university as well.
Students from other than the Foreign Languages department who have availed themselves of
those classes have come from History, English, the “hard” sciences, philosophy, and more.
D.
What recommendations from the previous program review are outstanding?
Creation of an assessment plan – See APPENDIX III.
E.
What past recommendations have been implemented that have impacted your
program, which haven’t and why?
Cornerstone Program (university credit in the high school classroom in EHS, West Valley,
Eisenhower) was one response to the previous reviewer’s recommendation to reach out to the
public schools in the surrounding area.
F.
Make a comparison between the last program review and where the department is
now.
1.
How have the advances been supported (internally and/or externally)?
2.
Are there outstanding unmet needs identified in the last program review?
The last reviewer suggested that we work towards raising the foreign language
requirement for B.A. degrees. The current requirement is two years in high school or
one year at the university level. This is also the entrance requirement for the university,
so no new foreign language coursework is required of students who took two years in
high school. The previous reviewer found this appalling, as does our department. If we
could change this requirement, it would increase our enrollments and could possibly be
justification for creating new tenure-track lines.
The previous reviewer also identified issues with our visibility on campus. He noted
that the administration did not have a clear idea of our role in the campus community.
This appears to still be the case and it would financially behoove us to make a clearer
statement about our interrelatedness with other disciplines and emphasize the strengths
of our degree programs to the administration.
27
Category VIII. Is the single most important category in the self-study document.
VIII. Future directions
A.
Describe the department’s aspirations for the next three to five years.
Create an ongoing and permanent connection with our alumni and develop a database in which
we maintain contact information and various data, which can be used to in broadening the
constituent base and support network for the department.
Conduct a feasibility study to determine whether Arabic could become a viable part of the
department.
Our French professor, who has been with us for over 25 years, is retiring at the end of this year.
We would like to keep the tenure-track line open for the French position and intend to do a
search for a new faculty member next year (to start the year after that – 2009-2010). Having a
new faculty member with new ideas about the program will help to invigorate the French
curriculum and keep it current.
Our German professor will also be considering retirement in the next couple years and we need
to sit down as a department and discuss how that position should be filled.
Stabilize and better integrate ASL into Foreign Languages programming.
B.
In this context, describe ways the department or unit might increase quality,
quantity, and/or efficiency. Provide evidence that supports the promise for
outstanding performance.
We would like to regularize Latin. One way that we propose to do this is in the next couple
hires to find someone with multiple language capabilities (i.e. French and Latin, or Spanish and
Latin). If we could do this, we could possibly offer two years of Latin instead of just the one
we are only able to offer presently.
One way we could better serve our students is to be better advisors. To this end, we would like
to coordinate advising seminars for our faculty so that they are all better informed and more
capable of providing students with the correct information (this has been somewhat problematic
in the past). This will help with the retention and overall happiness of the students.
Another focus of the department should be fundraising and recruitment. Our enrollment has
been down and it would be beneficial to all of our programs to work on strategies to attract and
retain students. One way to do this is to continue to support and expand World Languages
Day. Another way is to get more involved with area high schools with programs such as the
Cornerstone program.
Lastly, we would like to work on maintaining relationships with alumni. We would like to
create an online forum for communication with alumni – such as an online newsletter or email
correspondence. This will provide a long term (and long overdue) connection with our past
students.
28
C.
What resources would the department need to pursue these future directions?
Again, it all comes down to money. We need to work on grant writing – for both internal and
external grants - and soliciting funds from former students. Increasing our contact and
visibility with the alumni will hopefully help with this.
D.
IX.
What do you want us to know that is not included in this self-study.
Suggestions for the program review process or contents of the self-study?
APPENDIX I: Curriculum vita for Foreign Languages Department faculty
29
CURRICULUM VITAE OF RODNEY BRANSDORFER
I.
PROFESSIONAL AFFILIATION AND CONTACT INFORMATION
A.
Present University Department or Unit:
Central Washington University, Foreign Languages Department
B.
Office Address:
400 E. University Way, MS 7552,
Ellensburg, WA 98926-7552.
rodneyb@cwu.edu
II.
EDUCATION
Ph.D., Spanish Linguistics/Second Language Acquisition, The University of Illinois at UrbanaChampaign, Dissertation: Communicative Value and Linguistic Knowledge in Oral Input
Processing, Director: Professor Bill VanPatten, 1991.
M.A., Hispanic Linguistics, The University of Texas at Austin, Thesis: The Acquisition of
Phonology by Adults in the Foreign Language Classroom, Director: Professor Joseph Matluck,
1986.
B.A.,Spanish Language and Literature, Michigan State University, 1983.
B.A.Cultural Anthropology, Michigan State University, 1982.
III.
PROFESSIONAL EXPERIENCE
Associate Professor of Spanish, Central Washington University, Promoted 2001.
Assistant Professor of Spanish, Central Washington University, 1995 – 2001.
Adjunct Graduate Faculty, University of Southern Mississippi at Morelia, Mexico, Summers
1996 – 2000.
Visiting Assistant Professor of Spanish, Gustavus Adolphus College, 1994 – 1995.
Visiting Lecturer/Graduate Student Coordinator, University of Illinois at Chicago, 1993 – 1994.
Assistant Professor of Spanish, Purdue University, 1991 – 1993.
IV.
TEACHING EXPERIENCE
A.
Teaching Interests and Specialties:
Spanish Language.
Spanish Phonetics and Phonology.
Second Language Acquisition.
Foreign Language Teaching Methods.
B.
C.
D.
E.
Teaching and Training Grants:
Teaching Awards and Honors:
Current Graduate Faculty Status:
Active
Number of Master Committees on which you have served: 3
F.
Names of Students who have completed Master’s Theses under your direction:
G.
Courses Taught:
30
At Central Washington University:
Elementary Spanish I (Spanish 151)
Elementary Spanish II (Spanish 152)
Elementary Spanish III (Spanish 153)
Intensive Review of First Year Spanish (Spanish 181)
Intensive First-Year Spanish (151, 152 & 153)
Intermediate Composition and Grammar I (Spanish 341)
Intermediate Composition and Grammar II (Spanish 342)
Intermediate Conversation (Spanish 343)
Intermediate Conversation II (Spanish 344)
Spanish for Spanish Speakers (Spanish 345)
Spanish Phonetics (Spanish 385)
Advanced Grammar (Spanish 431)
Advanced Spanish Grammar & Composition (Spanish 441)
Advanced Spanish Grammar (Spanish 460)
Foreign Language Teaching Methods and Materials (FNLA 481)
Foreign Language Acquisition (FNLA 482)
Teaching Practicum (FNLA 492)
At the University of Southern Mississippi (Graduate courses):
Pedagogical Grammar
Task-Based Instruction in Second and Foreign Languages
Applied Linguistics in Second and Foreign Languages
Second Language Acquisition Theory and Practice
Spanish Phonetics and Phonology
At Gustavus Adolphus College:
First Year Spanish
Spanish Composition
At the University of Illinois, Chicago (Graduate courses):
Teaching of Spanish
Spanish Applied Linguistics
At Purdue University:
Graduate Level:
Teaching of Spanish
Spanish morpho-syntax
Seminar in Second Language Acquisition
Seminar in Classroom Language Acquisition
Undergraduate Level:
First Semester Spanish (101)
Second Semester Spanish (102)
Third Semester Spanish (201)
H.
V.
Other:
SCHOLARLY ACTIVITY
A.
Interests and Specialties:
Second/Foreign Language Acquisition
Second/Foreign Language Pedagogy
Foreign Language Materials Development
31
B.
C.
Current Projects:
Spanish Placement Exam
First-year Spanish online program
Acquisition of Spanish /b/ /d/ /g/ occlusive/fricative rules
Publications:
Books:
Bretz, M.L., Dvorak, T., Kirschner, C., & Bransdorfer, R. Pasajes: Lengua 6th Ed.
New York: McGraw-Hill, 2006.
Lee, J., Young, D, Bransdorfer, R., & Wolf, D. ¿Qué te parece? Intermediate
Spanish, 3rd Ed. New York: McGraw-Hill, 2005.
Bretz, M. L., Dvorak, T., Kirschner, C., Bransdorfer, R. & Kihyet, C. ¡Avance!:
Intermediate Spanish. New York: McGraw-Hill, 2004.
Bretz, M.L., Dvorak, T., Kirschner, C., & Bransdorfer, R. & Kihyet, C. ¡Avance!
Intermediate Spanish. Cuaderno de práctica. New York: McGraw-Hill, 2004.
Bretz, M. L., Dvorak, T., Kirschner, C. & Bransdorfer, R. Pasajes: Lengua 5th Ed.
New York: McGraw-Hill, 2002.
Bretz, M. L., Dvorak, T., Kirschner, C. & Bransdorfer, R. Workbook and Lab
Manual to accompany Pasajes: Lengua 5th Ed. New York: McGraw-Hill,
2002.
Lee, J., Bransdorfer, R., Young, D., & Chandler, P. Manual que acompaña ¿Qué te
parece? 2nd Ed. Volume I and II. New York: McGraw Hill, 2000.
Lee, J., Bransdorfer, R., Young, D., Wolf, D. & Chandler, P. Manual que acompaña
¿Qué te parece?. Volume I and II. New York: McGraw Hill, 1996.
Journal Articles:
Book Chapters:
Book Reviews:
Designing Language Teaching Tasks by K. Johnson, Studies in Second Language
Acquisition, Vol 22, No. 3, 2004.
Lexical Phrases and Language Teaching by J. Nattinger and J. DeCarrico, Studies in
Second Language Acquisition, Vol. 16, No. 2, 1994.
Conference Papers and Presentations:
Classroom Activities with Purpose: Task-Based Instruction for the Rest of Us.
Paper presented at the annual meeting of RMMLA, Santa Fe, NM, 1999.
32
Back to Basics Computer Graphics: Putting Pictures in Your Documents. Paper
presented at the annual meeting of PNCFL, Eugene, OR, 1997.
Recall Patterns of an Orally Presented L2 Narrative: What Do Listeners
Recall? Paper presented at the annual meeting of the American Association of
Teachers of Spanish and Portuguese (AATSP), Phoenix, AZ, 1993.
The First Year Out: Transition from Student to Professor. Invited presentation
for Department of Spanish, Italian, & Portuguese, University of Illinois at
Urbana-Champaign, 1993.
On Applying Applied Linguistic Research: New Directions in the Learning and
Teaching of Foreign Languages. Paper presented at Faculty Colloquium,
Department of Foreign Languages and Literatures, Purdue University, 1992.
On the Role of Linguistic Knowledge in Input Processing: A Study of the
Spanish Copula Estar. Paper presented at the annual meeting of the American
Association of Teachers of Spanish and Portuguese (AATSP), Cancún, Mexico,
1992.
Testing the Role of Communicative Value in Input Processing. Paper presented
at the Annual Meeting of the American Association For Applied Linguistics
(AAAL), Seattle, WA, 1992.
Two Factors in Second Language Input Processing. Paper presented at
Pennsylvania Foreign Language Conference, Duquesne University, Pittsburgh,
1991.
Processing Function Words in Input: Does Meaning Make a Difference?
Presented at:
Second Conference on Second Language Acquisition and Foreign Language
Learning (SLA-FLL II), University of Illinois, 1990.
Second Language Research Forum (SLRF), University of Oregon, Eugene, OR,
1990.
Annual meeting of American Association of Teachers of Spanish and
Portuguese (AATSP), San Antonio, TX, 1989.
Second Annual SIP SLATE Colloquium, University of Illinois at UrbanaChampaign, 1989.
The effects of grammatical and lexical abilities on foreign language reading.
Paper presented at the SIP SLATE Colloquium, University of Illinois at
Urbana-Champaign, 1988.
D.
E.
Editorial Work:
Creative Works:
Grants Applied For:
CAH Travel Grant, 1999.
CWU Alumni Foundation Grant, 1997.
Grants Received:
CAH Travel Grant, 1999.
33
CWU Alumni Foundation Grant, 1997.
F.
Honors and Awards:
Merit Award Level 1 and 2, 2004 – 2005.
Merit Award Level 1 and 2, 2003 – 2004.
Merit Award Level 1 and 2, 2002 - 2003.
Merit Award Level 1 and 2, 2000 - 2001.
Merit Award Level 1 and 2, 1997 – 1998.
Invited Guest of Honor, Student Support Services Recognition Dinner, 2000.
G.
Other:
Nuevos Destinos, 2nd Ed. Annotated Teacher’s Edition. Authored annotations of
second-year Spanish program for the college level. McGraw Hill, 2003.
CD-ROM to accompany Pasajes: Lengua 5th Ed. New York: McGraw Hill, 2003.
Destinos Alternate Edition, 2nd Ed. Annotated Teacher’s Edition. Co-authored
(Bransdorfer, R. & Lefkowitz, N.) annotations of first-year Spanish
program for the college level. McGraw Hill, 2002.
Nuevos Destinos, Annotated Teacher’s Edition. Authored annotations of second-year
Spanish program for the college level. McGraw Hill, 1998.
Destinos Alternate Edition, Annotated Teacher’s Edition. Co-authored (Bransdorfer, R.
& Lefkowitz, N.) annotations of first-year Spanish program for the college level.
McGraw Hill, 1996.
"Two Factors in Second Language Input Processing." Proceedings of the Pennsylvania
Foreign Language Conference, Duquesne University, Pittsburgh, 1992.
VI.
UNIVERSITY SERVICE
A.
University
Chair – Faculty Senate Curriculum Committee, Central Washington University,
2005 – 2006, 2006 - 2007.
Member – International Studies and Programs Advisory Committee, Central
Washington University, 2003 – 2004.
Member – Faculty Senate Curriculum Committee. Central Washington
University, 2003 – 2005.
CWU General Education Advisor, 1997 – Present.
Secretary - University Computing Committee. Central Washington University, 1997 –
2000.
Leonard Thayer Small Grants Committee (Formerly known as the Alumni Foundation
Small Grant Committee). Central Washington University, 1997 – 2000.
B.
Faculty Senate
Curriculum Committee Representative to Faculty Senate, 2005 – 2006, 2006 –
2007.
34
Alternate Foreign Language Department Senator to Faculty Senate, 2001 –
Present.
C.
College
Member – CAH Promotion, Tenure & Retention Committee, Central Washington
University, Spring 2006.
D.
Department
NCATE Accreditation Coordinator for Foreign Languages, 2006 – 2007.
Member – Foreign Language Department Web Site Committee, Central
Washington University, 2005 – 2006.
Chair – Search Committee for Position in Spanish, Department of Foreign
Languages, Central Washington University, 2003.
Member – Search Committee for Position in American Sign Language.
Department of Foreign Languages, Central Washington University, 2003.
Chair –Curriculum Committee, Department of Foreign Languages, Central
Washington University, 2003 – Present.
Chair – Search Committee for Position in American Sign Language. Department
of Foreign Languages, Central Washington University, 2000 – 2001.
Chair - Department of Foreign Languages Scholarship Committee. Central
Washington University, 1997 – Present.
Member – Department of Foreign Languages Personnel Committee. Central
Washington University, 1995 – Present.
Foreign Languages Department Representative at CWU Open House, 2006.
Foreign Languages Department Representative at CWU Open House, 2003.
Create and maintain Department of Foreign Languages’ Advising Database, 1999
– 2006.
Create, maintain and publish Department of Foreign Languages’ Web Site, 1998 –
2004.
Create, maintain and publish Department of Foreign Languages’ Student
Handbook, 1995 – 2005.
Foreign Languages Department Representative at CWU Open House, 2000.
Foreign Languages Department Representative at Competency-Based Admissions
Standards Project for HEC Board in Burrien, WA, 1999.
Foreign Languages Department Representative at CWU Academic Social, 1999.
NCATE Accreditation Review Panel, 1999.
Foreign Languages Department Representative at CWU Academic Department Fair,
1996.
E.
VII.
Other:
PROFESSIONAL SERVICE
A.
Membership in Professional Associations:
35
American Association of Teachers of Spanish & Portuguese (AATSP)
American Association of Applied Linguistics (AAAL)
American Council on the Teaching of Foreign Languages (ACTFL)
Rocky Mountain Modern Language Association (RMMLA)
Pacific Northwest Council on Foreign Languages (PNCFL)
Washington Association of Foreign Language Teachers (WAFLT)
B.
Offices Held and Honors Awarded in Professional Associations:
Section Chair. Continuing Session on Acquisition of Spanish as First or Second
Language, Annual meeting of American Association of Teachers of Spanish and
Portuguese, San Diego, 1995.
Secretary. Continuing Session on Acquisition of Spanish as First or Second
Language, Annual Meeting of American Association of Teachers of Spanish and
Portuguese, Philadelphia, 1994.
Co-chair and principle organizer. Third conference on Second Language
Acquisition and Foreign Language Learning (SLA-FLL III). Purdue University,
1993.
Session Chair. Spanish Linguistics session at Purdue University Romance
Languages Conference, 1992.
Selection Committee for Presenters at Second conference on Second Language
Acquisition and Foreign Language Learning (SLA-FLL II). University of
Illinois, 1990.
C.
Consultantships:
Inservice training of graduate student teaching assistants at the Univeristy of
Puget Sound, 2005.
Inservice training of graduate student teaching assistants at the Michigan State
University, 2006.
Inservice training of graduate student teaching assistants at the Univeristy of
California – Santa Barbara, 2007.
Consultant to ongoing project to create World Wide Web sites to accompany the
first and second-year Spanish textbooks for McGraw Hill. Contributed lists of
internet links, interactive online activities, review activities, and online quizzes,
1997 – Present.
D:
Evaluation of Manuscripts for Journals and Books Publishers and of Grant Proposals for
Agencies:
Journal article/Book reviewer for Studies in Second Language Acquisition, 1993 –
Present.
Journal article reviewer for Modern Language Journal, 1994 – Present.
Journal article reviewer for Hispania, 1994 – Present.
E.
Papers and Presentations at Professional Meetings (other than those listed under
“Scholarly Activity”)
36
F.
Other:
VIII. COMMUNITY SERVICE
CURRICULUM VITAE
MEI, CHUN 梅春
I. PROFESSIONAL AFFLIATION AND CONTACT INFORMATION
Department of Foreign Languages
Central Washington University
Ellensburg, WA 98926
(509) 962-4519
Email: meic@cwu.edu
II. EDUCATION
Washington University in Saint Louis
Ph.D., Chinese and Comparative Literature, December 2005.
Dissertation: “Playful Theatricals: Performativity and Theatricality in Late
Imperial Chinese Narrative”
University of Tsukuba
Scholarship from Association of International Education, Japan (AIEJ), Fall 2003
Washington University in Saint Louis
M.A., Chinese Literature, December 2000
Thesis: “Heroism as Performance: An Analysis of Chinese Heroism
in Shuihu zhuan”
Beijing University, Beijing, People’s Republic of China
B.A., English Language and Literature, July 1998
III. PROFESSIONAL EXPERIENCE
Tenure-Track Assistant Professor of Chinese, Department of Foreign Languages, Central
Washington University, September 2006-Present
IV. TEACHING EXPERIENCES
A. Teaching Interests and Specialties
First through Fourth Level Integrated Mandarin Chinese
Classical Chinese
37
Introduction to Traditional Chinese Literature
The Weaving of Stories
Chinese Life-Writing
Chinese Film
Survey of Chinese Narratives
Heroes in Chinese Literature
Chinese Theater
Modern Chinese Literature
Central Washington University, Department of Foreign Languages
Courses:
Modern and Contemporary Chinese Society and Literature;
Chinese Literature in Translation;
Twentieth-Century Chinese Literature;
First Year Chinese; Second Year Chinese;
University of Missouri-Saint Louis, Department of Foreign Languages
August 2002-May 2003.
Courses Taught: First Year and Second Year Chinese
Washington University, Department of Asian and Near Eastern Languages and
Literatures
TA in Chinese Language: 2001-2002, 1998-2000.
Courses Taught: First Year Chinese: March-May, 1999.
V. SCHOLARLY ACTIVITY
A. Research Interests and Specialties
Late Imperial Chinese fiction and theater; theatricality and identity politics; body and
physiognomy; life writing; history of reading; gender theory; material culture.
B. Current Projects
Research Project: “Revealing Bodies: The Physiognomic Imagination in Late Imperial Chinese
Fiction”
A book-length study of the influence of body indexation in physiognomic tracts upon
character types, literary portraitures, bodily features, and body movements in late
imperial fiction as a source of systematic body knowledge and language.
“Playful Theatricals: Performativity and Theatricality in Late Imperial Chinese Narrative.”
Book manuscript in progress for submission to Stanford University Press.
Translation: Shiqi shiji Zhongguo xiaoshuo (The Novel in Seventeenth Century China) by
Robert Hegel (New York: Columbia University Press, 1981), in progress for submission to
Beijing University Press.
C. Presentations and Publications
38
Publication
“The Death of An Actress: Woman and Performance in Late Imperial Chinese
Narrative.” Under review, Nannü: Men, Women and Gender in Early and Imperial
China
“Garlic and Vinegar: The Prosimetric Form and Ming-Qing Fiction.” Under review,
Chinese Literature: Essays, Articles, and Reviews
Conference Papers and Presentations
“Corporeality and Historicity: Physiognomic Acts in Early Chinese Historical Writing,”
61st Annual Rocky Mountain Modern Language Association Convention, October 4-6,
2007.
“Poeticizing Theater in Sixteenth and Seventeenth-Century China,” 54th Annual
Meeting of the Midwest Conference on Asian Affairs, September 23-25, 2005.
“Making an ‘Authentic’ Theatrical Copy in ‘The Crazy Drummer’,” 57th Annual
Meeting of the Association for Asian Studies, March 31-April 3, 2005.
“Reading Commentaries on Fiction: The Politics of Pleasure and Anxiety as Reading
Habits in Seventeenth-Century China,” 55th Annual Meeting of the Association for
Asian Studies, March 27-30, 2003.
“The Commentarial Practice and Community of Reading in Late Imperial China,” 14th
Annual Comparative Literature Graduate Student Symposium at Washington University
in Saint Louis, 2003.
“The Narrative Significance of Verse: Policing Voices in ‘The Pearl Shirt
Reencountered’,” Midwest Conference on Asian History and Culture, May 3-4, 2002;
and 51st Annual Meeting of the Midwest Conference on Asian Affairs, September 2729, 2002.
“Heroism as Performance: The Dynamic of Performers, Audiences in Shuihu zhuan,”
12th Annual Comparative Literature Graduate Student Symposium at Washington
University in Saint Louis, 2001.
Creative Works:
Fiction, “Ruo Ye 若夜” (The Night is Young), Shijie ribao 世界日報 (the largest
Diaspora Chinese newspaper): May 19-30, 2004.
Fiction, “Baomihua 爆米花” (Popcorn), Shijie ribao: June 14-16, 2002.
F. Honors and Awards
39
Washington University in St. Louis
Dissertation Fellowship, 2004-2005
Department of Asian and Near Eastern Languages and Literatures Annual Stanley
Spector Memorial Award from the for “Reading Commentaries in
Fiction: The Politics of Pleasure and Anxiety as Reading Habits in
Seventeenth Century China,” Spring 2002
Nominated for the Dean’s Award for Teaching Excellence, 2002-2003.
University Fellowship, 2000-2001
Midwest Conference on Asian History and Culture, the Ohio State University: The Michio
Nagai Award for “The Narrative Significance of Verse: Policing Voices in ‘The Pearl Shirt
Reencountered’,” Spring 2002
G. Other
Washington University in Saint Louis
Mellon Dissertation Seminar in Literature and History: Identity: From Individual Crisis
to Collective Politics (Convener: Gerald Izenberg), Summer 2003
Mellon Dissertation Seminar in Literature and History: The Study of Elite and Popular
Cultures in Early Modern East Asia (Convener: Robert E. Hegel), Summer 2002
VI. UNIVERSITY SERVICE
A. University
Search committee for reference Librarian
Serving as advisor for Asian Studies majors with an emphasis on Chinese literature.
Coordinating “Conversation Partners” between the Chinese program with ESL.
Guest lecturer for CHIN 461, Chinese Cinema (February 6, 2007)
The Third Annual Asian Culture Night hosted by International House Living Learning
Community (February 15, 2007) Calligraphy Stand.
Central Washington University Spring 2007 Open House (April 14, 2007)
Representative for Department of Foreign Languages
Central Washington University Fall 2006 Open House (October 28, 2006)
Representative for Department of Foreign Languages
Member of the Scholarship Luncheon Society
D. Department
Advisor for majors and minors in Chinese
Coordinator of the Chinese program
VII. PROFESSIONAL SERVICE
A. Membership: Rocky Mountain Modern Language Association
40
VIII. COMMUNITY SERVICE
Kitticom Dispatch Translators Pool for the Police Department, City of Ellensburg, since October 2006.
Saint Louis Diaspora Chinese Community Newspaper, Column “Around Four Corners” contributor,
1999-2004.
University of Illinois, Urbana-Champaign
East Asian History Reading Group, 2004-2006
41
CURRICULUM VITAE
Nathalie Kasselis-Smith
------------------------------------------------------------------------------------------------I. PROFESSIONAL AFFILIATION AND CONTACT INFORMATION
A.
Central Washington University, Department of Foreign Languages
B.
102 E, Language and Literature Building
Ellensburg, WA 98926
(509) 963-3321
E-mail: kasselin@cwu.edu
II. EDUCATION
Michigan State University, East Lansing, Michigan,
Doctor of Philosophy, Spanish, 2000
Dissertation title: The Game(s) of Love and Language in Antón de Montoro,
Rodrigo Cota and Fernando de Rojas. Director of Dissertation: Prof J. Snow
Marquette University, Milwaukee, Wisconsin
Masters of Arts, Spanish, 1992
Shippensburg University, Shippensburg, Pennsylvania
Bachelor of Arts, Major: Spanish, Minor: English, 1990
Université de Pau et des Pays de l'Adour, Pau, France
Licence de Langues Etrangeres Appliquées, Spanish and English, 1988
Lycée Ozenne, Toulouse, France
Brevet de Technicien Supérieur, 1986
III. PROFESSIONAL EXPERIENCE
Associate Professor of Spanish, Central Washington University, 2002-2007
Assistant Professor of Spanish, Central Washington University, 1996-2002
Teaching Assistant of Spanish, Michigan State University, 1992-1996
Teaching Assistant of Spanish, Marquette University, 1990-1992
IV. TEACHING EXPERIENCE
A.
Teaching interests and specialties




First through Fourth Year of Spanish Language Acquisition
First and Third Year French Language Acquisition
Medieval Spanish Literature
Spanish in Translation
42
B. Graduate Council Representative

Active
C. Graduate committee





Weiss, Lindsay, Department of Physical Education, November 2007
Hovey D., Greg, Department of Physical Education, April 2007
Ripplinger, Jennifer, Department of Physical Education, November 2003
Britton, Kimberly L., Department of Physical Education, May 2001
Counsell, Darci, Department of Education, May 2000
D. Courses taught
a) Central Washington University: Spanish and French courses















Spanish 151, 153 (First-Year Language)
Spanish 251, 252 (Second-Year Language)
Spanish 301 (Introduction to Hispanic Literature)
Spanish 310 (Hispanic Culture)
Spanish 341, 342 (Third Year Spanish Grammar)
Spanish 343, 344 (Spanish Conversation)
Spanish 346 (Spanish for Spanish Speakers)
Spanish 431 (Advanced Spanish Grammar)
Spanish 432 (Advanced Spanish Writing)
Spanish 441 (Advanced Spanish Grammar and Composition)
Spanish 442 (Spanish Translation)
Spanish 445 (Spanish Medieval Literature)
Spanish 449 (Spanish Golden Age Literature)
Spanish 496 (Independent Study in Spanish Theater)
Spanish 498 (The Hispanic Short Story)


French 151 (First-Year Language)
French 343, 344 (French Conversation)
b) Lectures for the Douglas Honors College






Guest lecture on Moliere , (November 2007)
Guest lecture on Voltaire, (January 2007)
Guest lecture on Moliere, (November 2006)
Guest lecture on Moliere, (November 2005)
Guest lecture on Don Quixote de la Mancha, (Spring 2002, 2004)
Guest lecture on Malory, (Spring 2002)
43
c) Other CWU lectures


Guest Lecture on Miguel de Cervantes and Don Quixote, for the Department of
Theatre Arts (January 2002)
Guest lecture on Modern France (Intercultural Experiences course, Department of
Foreign Languages, 2001)
d) Herzen University, St Petersburg Russia (Spring 2006)

First through fifth level of Spanish Conversation courses
e) University of Pécs, Hungary (Fall 2002)



French Medieval Literature Seminar: “Du Chevalier a l’amant courtois”
Spanish Golden Age Literature
Spanish Grammar and Composition
f) CWU Faculty-led program in Pau, France, (Summers of 2002, 2003,
2005, 2007)


FNST 310: Insights into French Culture
FNST 300: Independent study in advisor-approved electives
g) Michigan State University, Department of Romance and Classical
Languages

Spanish First-Year Language Acquisition courses, (1992-1996)
h) Marquette University, Department of Foreign Languages

Spanish First Year Language Acquisition courses (1990- 1992)
i) University of Washington, Pullman. Department of Foreign
Languages

Lecture on Medieval Literature for Graduate Seminar (Winter 1998)
E. Advisory work



Faculty mentor, International House (LLC), (1999 to 2007)
Advisor, Spanish majors and minors (1998 to present)
Advisor, French Club (1999- 2007)
V. SCHOLARLY ACTIVITY
A. Interests and Specialties
44
a) Literature: Fifteenth-century Spanish Literature; use of language in
the philosophy of Courtly Love; French Troubadours’poetry;
comparative study of Fifteenth century Spanish Poetry and the
poetry of the French Troubadours.
b) Language: Bilingual Translation (Spanish to English; English to
Spanish)
B. Current project(s)
Translation project in collaboration with Dr. Stella Moreno: Translation
from English to Spanish of CWU Professor Philip Garrison’s collection of
essays Because I do not have wings: Stories of Mexican Immigrant Life, in
collaboration with Dr. Stella Moreno. Projected completion date: Summer of
2008
C. Publications
a) Book published
“The Game(s) of Love and Language in Antón de Montoro, Rodrigo Cota y
Fernando de Rojas.” Pliegos Publishers. Madrid, Spain, 2004
b) Journal articles

“Wets” Translation of an excerpt from Philip Garrison’s book Because I don’t have
wings: Stories of Immigrant Life in collaboration with Dr. Stella Moreno.
Forthcoming in Aurora Boreal. University of Copenhagen, Copenhagen, Denmark
(December 2007)

“Postales de Michoacán”. Translation of an excerpt from Dr. Philip Garrison’s
Because I don’t have wings: Stories of Immigrant Life, in collaboration with Dr.
Stella Moreno. Ventana Abierta: Revista Latina de Literatura, Arte y Cultura. Santa
Barbara. Volume VI-22 (2007): 69-71

“Mojados” Translation of an excerpt from Dr. Philip Garrison’s Because I don’t
have wings: Stories of Immigrant Life, in collaboration with Dr. Stella Moreno.
Shadows and Echoes. PLU. Volume 5-1 (2007): 17-19
c) Conference Presentations

"Juegos Amorosos y Linguísticos en la Poesía de los Conversos Antón de Montoro
Rodrigo de Cota." PAMLA Conference, UCLA, November 10, 2000.

"Treacherous Language Practices in La Celestina and the Poetry of Antón de
Montoro.” PAMLA, Portland, Oregon, November 7, 1999.

"Mirrors and Mirages: The Game of Love and Language in La Celestina”
45
International Conference on Medieval Studies, Kalamazoo, Michigan, May 7, 1999.

"El Escudero: Figura Esperpéntica del Lazarillo de Tormes.” PNCFL, Boise, Idaho,
April, 1998.

"Games, Love and Deceit: Treacherous Language Practices in Antón de Montoro."
PNCFL, Eugene, Oregon, April 1997.
d) Conference(s) attended

International Medieval Conference. Kalamazoo, Michigan (Spring 2007)
e) Literary criticism

Literary evaluator for the Rocky Mountain Review (RAMLA) (2000-2004)
VI. UNIVERSITY SERVICE
A. University committees




OISP Search committee (Spring 2007): Search Committee for Study-Abroad
Advisor
Salary Equity Adjustment Committee (Spring 2003)
Living Learning Communities Advisory Committee (Spring 2003)
ISPAC: International Studies and Programs Advisory Committee (1999 to present)
B. College committees


Scholars’ Committee (Fall 2005 to Spring 2007)
Scholars’ Committee (Fall 2003)
C. Departmental committees








Member, Search committee for a tenure-track position in Spanish (Present)
Member of the Personnel Committee (2006-2007)
Chair, Search committee for a three-year position in Chinese (Spring 2003)
Member, Spanish Curriculum Committee (2003-present)
Member, Search committee for a tenure-track position in Spanish (Fall 2003)
Member, Scholarship Committee (2000-present)
Member, Search Committee (One-year position in Spanish, Summer 1999)
World Language Day Committee (1996-2001)
VII. PROFESSIONAL SERVICE

Presenter at the Wildcat orientation weekend. Topic: Faculty-led French
Program in Pau, France (Fall 2005)
 Presenter at the Wildcat orientation week-end: Topic: Learning Living
2004)
communities (Fall
46





Presenter at the World Language Day. Topic: French Publicity (May 2002)
Foreign Language Department representative for CWU Open House
(recruitment of
prospective freshmen, Fall 2001)
Director of a faculty-led language program in Pau, France (July 2000, 2002, 2003, 2005 and
2007)
Creation and Coordination of the French Banquet (May 1999)
Faculty representative at the HEC Board (Higher Education Coordinating Board) meeting in
Seattle, to create a competency-based admission language test for students applying to college
(Summer of 1997)
VIII. COMMUNITY SERVICE


Translation of the “After School Program” announcement from English to Spanish. Gallery
One, Ellensburg, (Fall 2007)
Member of APOYO: Organization that provides support and assistance to the Hispanic
Community in the Kittitas Valley and the Yakima County (2006 to present)
47
CURRICULUM VITA
(Updated 10/24/’07)
I.
Personal Information
A. Name: Kelton Wallace Knight
B. Date of birth: March 23, l942
C. Place of birth: Ogden, Utah
D. Office Address: Central Washington University, Department of Foreign Languages,
Ellensburg, WA 98926
E. Office Phone: (509) 963-3327
F. Home Address: 1722 N. Water Street, Ellensburg, WA 98926
G. Home Phone: (509) 933-1735
H. E-mail: knightk@cwu.edu
II.
Education
A. Ph.D. French Literature, June, l975, University of Utah, Salt Lake City
(Allied Field: Spanish)
B. M.A. French/English, June, l972, University of Utah, Salt Lake City
C. M.A. (course work only) French/English, Brigham Young University, Provo,
Utah, l966-l968
D. B.A. French/English, June, l967, Weber State College, Ogden, Utah
III.
Dissertation / Thesis
A. Ph.D. dissertation: Death as a Metaphor of Being in the Works of René
Daumal, directed by Dr. Richard Berchan, University of Utah, l975.
B. M.A. thesis: The Development of the Spirit of Rebellion in the Works of
Charles Baudelaire, directed by Dr. John Harvey, University of Utah, l972
IV.
Personal Statement of Teaching Philosophy, Goals and Achievements
During my twenty years as a teacher at CWU, I have continued to emphasize relevance as it pertains to
the study of French. In beginning and intermediate classes I teach. Students are encouraged to
integrate aspects of their day-to-day activities into drills and exercises. In this way, linguistic and
cultural abstractions of the textbook are gradually replaced by concrete experiences and, as a result,
students see how the study of a foreign language can work for them in a manner that is more germane
to their daily lives. In addition, I have directed the focus of my teaching toward making the enjoyment
of foreign language studies an experience that does not stop once the students leave the classroom. I
have sponsored several out of class activities such as French Table (a conversation group that meets
weekly) and French Film Week so students can develop their language skills in a less structured, more
relaxed atmosphere. Here again, I encourage students to examine their personal world as it meshes
with the Francophone community.
V.
Academic Acticities
A. Percentage of official time (three most recent years) devoted to: Instruction: (75%)
Research: (20%) Public Service (5%)
48
B. Positions Held
1. Faculty Coordinator, French Language and Culture Program, Pau, France, summer,
2004
2.. Assistant Professor, Associate Professor, Full Professor of French, Central Washington
University, Ellensburg, WA, l983-present
3. Exchange Professor, Shimane Women's Junior College, Matsue,
Japan, l994l995.
4. Assistant Professor of French, Oregon State University,
Corvallis, OR, l977l983
5. Instructor, Central Washington State College, Ellensburg, WA,
l973 (one
quarter appointment)
6. Instructor, Western State College, Gunnison, COLO, l97l-l972
(one year
appointment)
7. Teaching Associate, University of Utah, Salt Lake City, UT,
l968-l975
8. Teaching Assistant, Brigham Young University, Provo, UT,
l966-l968
VI.
Research, Teaching, Service
A. Publications
1. Articles in refereed journals
(a) "I Remember, Therefore I was: A Study of the Function of Memory in Anne Hébert's
Kamouraska," in Selecta, vol.14, 1993.
(b) "Memory, the Imperfect Mirror: A Study of Anne Hébert's 'Le Printemps de Catherine,'"
in Selecta, Vol. 13, 1992.
(c) "The Hands of the Poet: A Study of Hand Imagery in Anne Hébert's Le Tombeau des
rois," in Selecta, Vol. 12, 1991.
(d) "René Daumal: The Lost Surrealist," in Selecta Vol. 11, 1990
(e) "René Daumal: A Poet on Poetry," in Selecta Vol. 9, l988.
(f) "René Daumal and the Language of Negation," in Selecta, Vol. 8, l987
(g) "Death and Affirmation in the Works of René Daumal, in Selecta, Vol. 5, l984
2. Books
(a) Anne Hébert: In Search of the First Garden ( published by Peter Lang Publishing,
Spring, 1998)
(b) Translation of René Daumal's poetic work, Le Contre Ciel with an introduction by the
translator, Peter Lang Publishing, Inc., l990
49
3.
(a)
July, 1990
Book reviews
New textbook using the "Communicative Approach" for Harper & Row, Publishers, Inc.
(b) Bonjour, ça va? Rochester/Muyskens/Omaggio and Chalmers, for Random House,
January, l989
(c)
Qu'est-ce qui se passe? Balais/Rice, for Houghton Mifflin Company, March, l982
4. Interviews
(a)
Maurice Emond, in Québec City, on the French/Canadian writer, Anne Hébert, January,
(b)
Anne Hébert, in Paris, February, 1991.*
1991.*
*Parts of these interviews are included in my book In Search of the First Garden (see under
“Publications.”)
5. Translations (poetry)
(a) "The Shadow's Skin," "Yellow Laughter," René Daumal, in Webster Review (Webster
College, Webster Groves, Missouri, Nancy Schapiro, ed.), l977
(b)
"The Other Surrender," René Daumal, in Fireweed (Columbus, Ohio, Galen Green, ed.),
l977
(c) "One Word is Sufficient," "The Death Laugh," "The Comforter," "A Little Known Voice,"
by René Daumal in Weid (Homestead, Florida, D.V. Smith, ed.), l977
6. Other Publications (Poetry)
(a) "The Daytime Marionettes," "The Dancer," in Honors College Tales, Volume Four
(Published by The William O. Douglas Honors College, Central Washington University), 1991.
(b) "Criticism Unswered," in Honors College Tales, Volume Three (Published by The
William O. Douglas Honors College, Central Washington University), 1988.
(c) "To Tell the Truth," "It's Just My Bad Luck," "Lessons," in Ellensburg Anthology
(Washington State Arts Commission, Richard Denner, ed.), l987.
(d) "On Leaving," "Time for a Change," in Ellensburg Anthology (Washington State Arts
Commission, Tom Lineham, ed.), l986.
(e) "An Afternoon in Salamanca," "The Last Light, "I Am a Child," in Harvest, Vol. 40
(University of Houston, Houston, Texas, Donna Peterson, ed.), l978.
(f)
"Easter Poem," "Lost in New York City," in New York Poetry Forum, 1978.
50
(g) "The Poet," in Poetry Newsletter (Temple University, Philadelphia, PA. Richard
O'Connell, ed.), l977.
(h) "View From a Window," in Poetry Venture (St. Petersburg, FL, Marjoria Schuck, ed.),
l977.
(i)
(j)
(k)
"No Regrets," in The American Poet (Charleston, IL., Stella Craft Tremble, ed.), l977.
"Waking," in Poet (Phoenix, AR, Mabelle A. Lyon, ed.), l976.
"A Call to Repentance," in Fireweed (Columbus, OH., Galen Green, ed.), l976.
7. Research Papers Delivered (Refereed)
(a) “Voltaire, Rousseau and the Social Contract,” at the Pacific Northwest Council on Foreign
Languages, April, ‘99, Tacoma, Washington.
(b) “Deconstruction and Reconstruction in Anne Hébert” at the Pacific Northwest Council of
Foreign Languages, April, 1998, Boise, Idaho
(c) "Memory and Genealogy in Anne Hébert's Les Fous de Bassan, at the Rock Mountain
Modern Language Association annual conference, October, 1994, Spokane, Washington
(d) "In Search of the First Garden: A Study of the Function of Memory in Anne Hébert's Le
Premier Jardin, at the Rocky Mountain Modern Language Association annual conference, October,
1993, Denver, Colorado
(e) "I Remember Therefore I was: A Study of the function of Memory in Anne Hébert's
Kamouraska, at the Pacific Northwest Council on Foreign Languages annual conference, Eugene,
Oregon, May, 1993
(f) "The Hands of the Poet: A Study of Hand Imagery in Anne Hébert's Le Tombeau des
rois" at the PNCFL annual conference, Boise, Idaho, 1991
(g) "René Daumal: The Lost Surrealist," at the PNCF annual conference, May, 1990. Also at
International Conference on Surrealism and the Oneiric Process, Atlanta, Georgia, October, 1990
(h) "Confrontation and Retreat: An Analysis of Selected Poems in Anne Hébert's "Le
Tombeau des rois" at the PNCFL annual conference, May, l989
(i) "René Daumal: a Poet on Poetry," at the PNCFL annual conference, May, l988
(j)
"René Daumal and the Language of Negation," at the PNCFL annual conference, May,
(k)
"Baudelaire on Nature," at the PNCFL annual conference, May, l986
1987
(l) "Death and Affirmation in the Works of René Daumal," at the PNCFL annual conference,
May, l984.
(m) "Prime-Time Teaching: Popular Media at the Service of Foreign Languages," at the
PNCFL annual conference, April, l98l
51
(n) "Contemporary French Poetry and the Little Magazines and Small Presses," at the
PNCFL annual conference, May, l980
8. Lectures
(a) “Anne Hébert’s Poèmes, for the Kamola Forum, June, 2004.
(b) "Voltaire and Candide," for the William O Douglas Honors College lecture series (Junior
Year), 12 lectures 1993-2004.
(c) "Flaubert's Madame Bovary, for the William O Douglas Honors College lecture series
(Junior Year), 3 lectures, 1994 - 1996.
(d) "Foreign Language Study at CWU" Central Investment Fund lecture to prospective CIF
students, February, 1990.
(e) "René Daumal, the Lost Surrealist," presented as part of Central Washington University's
CLAS lecture series, November, l989.
9. Work in progress
(a) This paper, to be submitted 2005 RMMLA conference, outlines the role of the black poet,
Aimé Césaire, in the African "Négritude" movement of the 1930's.
C. Other Creative and Scholarly Activities
1. During the summer of 2007, I acted as pronunciation director for Dr. Brenda Hubbard of the
Theatre Department prepare for a French role she played for the Artists Repertory Theatre in Seattle.
2. I acted as a liaison person for a company called "Immersion Excursions in 'La France
Profonde'" which wanted to connect its program with our alumni association headed by Jim
Armstrong.
3. In 2006 I helped to completed a booklet called "Pau-Pourri" which is a small brochure
assembled by students I directed during the summer of 2004 and is meant to be an instructive booklet
designed to help prospective students understand the nature of our summer Pau program in France. It
was a project that was part of a civilisation class I taught while I served as acting director there
4. I was named the Faculty Coordinator of the French Language and Culture Program in Pau,
France from July 5 through July 30, 2004 (see appointment letter). As part of that program, I taught a
3 credit class on regional culture. Students completed a photo-journal project called “Pau Pourri”
which I will edit and which will serve the office of International Programs as promotion material for
the Pau program (see FNLA 310 course outline)
5. I was selected to be CWU's exchange professor at Shimane Women's Junior College in
Matsue, Japan for 6 months (September, 1994-March, 1995). At SWJC I taught English conversation
classes and a French conversation class, acted as a consultant for professors of other English classes
taught at SWJC and participated in local and regional cultural activities.
52
6. I took a professional leave winter and spring quarters, 1991, to do research and collect
materials in France and Canada for a book on the French/Canadian writer, Anne Hébert. The book has
now been published (see above).
7. Grant: Faculty Research Appointment, summer, l987, provided funds to translate the major
poetic work of the French poet, René Daumal, entitled Le Contre-Ciel.
8. Project: I developed and presented the instructional components of the television French
language series Les Gammas! Les Gammas! This series is part of a book of the same title published
by Macmillan in l982. The series is shown internationally. I have also developed French language
publicity programs for KBVR Radio, Oregon State University, l982.
D. Instruction
1. Courses Taught (five year record)
(a)
(b)
Literature
First and Second-Year French (language)
Third-Year French (composition, conversation, translation, introduction to French
(c) Fourth-Year French (l4th-l6th, l7th, l8th, l9th -Century French Literature, French Poetry
Through the Ages, French History and Civilization, Advanced Grammar and Translation)
2. Other Teaching Activities
(a) I teach Humanities 102 (Western Culture from the High Renaissance to the Victorian Era),
Spring 2002 - present
(b) University 100 (Advising Seminar), Fall Quarter, 1997.
(c) Developed and taught courses on English language and local culture to Japanese students
from Kyoto University and Shimane Women's Junior College for CWU's English as a Second
Language Program, summers, 1990, 1993, and for SWJC only in 1997 and 1998.
(d) Through Central Washington University's Extended University Programs, I developed a
French course titled "French for Travelers" as part of the l987-88 Elderhostel program.
(e) During the CWU summer session of l986, I was appointed program assistant of the English
as a Second Language Programs for Shimane University, Obunsha Language school and Kyoto
University. As part of this appointment, I developed conversational programs to expand student
facility in spoken English.
(f) During the CWU summer session of l985, I offered, through the Extended University
Programs, an intensive beginning French series. The courses attracted high-school and community
college students as well as several persons from the general public. In addition to the regular program
of language study, special presentations of French folk music along with films on various aspects of
French culture and history were integrated into the courses.
53
(g) I directed a colloquium for Central Washington University's Douglas Honors College, l9852000.
(h) I coordinated the Douglas Honors College lecture series (Junior Year), 1992-2000.
3. Undergraduate advising
(a) Major advisor, ten students per year, 1983-present
(b) University 100 advisor, 1997
E. Service
l. Professional, public:
(a) Member, Pacific Northwest Council on Foreign Languages (PNCFL), 1983-present. I
served as Chair of the French Literature Section at the May conference, l985 and Chair of the
Pedagogy section at the May conference , l983.
(b)
Member of the Rocky Mountain Modern Language Association, 1993-present
2. University Service
(a) Chair, Foreign Languages Department Personnel Committee, 1997- 2007.
(b) Library representative for the Foreign Languages Department 2005-2007
(c) Member, Classified Staff Grievance Committee, 2006-2007
(d) Member, Student/Staff Grievance Committee, 2005-2006
(e) International Programs Advisory Committee (ISPAC), 1995-1999 (Interim chair, l9961997)
(f) Dean’s Promotion and Tenure Committee, 1997-1998
(g) Search Committee, Dean of CAH, 1996.
(h) Faculty Grievance Committee, 1992-94 / 2004-present
(i) Affirmative Action Grievance Committee, 1992-94
(j) Senate Academic Affairs Committee, l989-90
(k) Senate Curriculum Committee, l988-89
(l) Faculty Senate, Alternate, l987-2000
(m) University Code Committee, l987-88
(n) University Teacher Education Council, Winter, l986 and 1988
(o) General Education Committee, l984-87
(p) Faculty Senate, Senator, l984-86
(q) Distinguished Professor Selection Committee, l985
(r) Search Committee for International Programs Director, l989
(s) Search Committee for six ESL instructors, l989
(t) Accreditation Committee (Research and Scholarship section) for the l989-90 NASC
Accreditation Report.
(u) Scholarship Committee, Department of Foreign Languages, l985-2000
(v) Direct McNair Scholars Program thesis, Spring, 2000.
(w) Masters Thesis committee member, Philosophy Department candidate, Spring, 2000.
54
(x) Served as theses advisor for the McNair Scholar's program and the Douglas Honors
program (2000-2001).
(y) Thesis Director, Charlotte Bemis, for the Douglas Honors College, 2002.
(z) Serve as outside faculty member on Jeffrey Dippmann’s Tenure Committee, Dept of
Philosophy, January, 2005.
3. Other University and Community Service
(a) Taught French Folk Songs to children, Mount Stewart Elementary School, Spring Quarter
(one class), 1997.
(b) Reader, Head Start Program, Lincoln Elementary School, Fall Quarter, 1996.
(c) Represented the French section at the Academic Department fair, September, 1996.
(d) Participant in the Foreign Language Day at CWU, October, 1996.
(e) Participant in international exchange interviews for International Programs, 1994 & 1996.
(f) Team Captain, Central Investment Fund, 1993.
(g) Organizer, Co-organizer of Classic French Film Week. In cooperation with the French
Embassy in New York, five classic French films were shown to students and the general public, 198489, 90, 92.
(h) Participant in "An Evening of International Music" Peaceful Valley Community Center"
(Ellensburg) November 8, 1991.
(i) With other members of the Foreign Language Department, I organized an International Film
Week. One film each from France, Spain, Germany and Russia was shown. Films were shown at a
local theater, February, 1990.
(j) Served as "Community Friend" for Japanese summer programs, l990.
(k) I have organized a weekly "French Table" where students and other interested persons met
to speak and improve their French. In addition to conversation practice, members of the group are
exposed to other aspects of French culture and civilization such as French music, poetry, art, etc., l9841998.
(l) I have participated in the UESL “homestay” program and have hosted Japanese students for
the UESL International Dinner, 1999.
(m) I taught, on an emergency basis, a second-year French class at Ellensburg High-school.
(academic year 2000-2001).
(n) I was selected by the “Bridges” program (a program that brings regional high-school
students to central for a “getting to know Central” day) to serve as one of its faculty mentors, 2004.
55
ERIC D. MAYER, Ph.D.
Assistant Professor of Spanish
Department of Foreign Languages
Central Washington University
400 E. University Way
Ellensburg, WA 98926
509-963-3334
email: mayere@cwu.edu
EDUCATION
University of California, Los Angeles


Ph.D., Hispanic Languages and Literatures (2004)
Dissertation Title: “Uncertain Signs: A Study of Anagnorisis in the Works of Cervantes”
University of California, San Diego


Master of Arts, Latin American Studies (1998)
Thesis Title: “Social Criticism in the Novels of Mariano Azuela (1907-1918)”
University of California, Irvine

Bachelor of Arts, Economics and Political Science (1994)
Universidad de Granada, Spain
 Participant in the University of California’s year-long Education Abroad Program (1993-1994)
AWARDS







CWU Alumni Association Excellence in Teaching Award (2007)
CWU College of Arts and Humanities Summer Creativity Scholarship (2007)
CWU College of Arts and Humanities Travel Grant (Spain, 2006)
UCLA Graduate Division Dissertation Year Fellowship (2003-2004)
UCLA Graduate Division Research Mentorship Fellowship (Summer 2001)
UCLA Department of Spanish and Portuguese Tuition Fellowship (1999-2000)
UCSD Center for Latin American Studies, Tinker Foundation Field Research Grant (Mexico, Summer
1997)
COURSES TAUGHT
Central Washington University (9/04-present)





Latin American Studies 102 (Introduction to LAS)
Spanish 151 (First Year Language)
Spanish 152 (First Year Language)
Spanish 153 (First Year Language)
Spanish 251 (Second Year Language)
56





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



Spanish 252 (Second Year Language)
Spanish 301 (Intro. to Hispanic Lit.)
Spanish 342 (Composition and Grammar)
Spanish 343 (Intermediate Conversation)
Spanish/English 414 (Cervantes: Studies in Major World Writers)
Spanish 431 (Advanced Grammar)
Spanish 449 (Golden Age Literature)
Spanish 456 (Hispanic Short Story)
Spanish 458 (Latin American Narrative)
Spanish 465 (Spanish Golden Age Theater)
Other CWU Teaching





Guest lecture on Latin American literature delivered to Latin American Studies 102 class (November
2006)
Two guest lectures on Don Quixote delivered to Douglas Honors College students (May 2006)
Guest lecture on Gabriel García Márquez delivered to Douglas Honors College students (May 2005)
Two guest lectures on Don Quixote delivered to Douglas Honors College students (May 2005)
Guest lecture on Gabriel García Márquez delivered to Latin American Studies 102 class (May 2005)
PUBLICATIONS

“La vida de Lazarillo de Tormes, the Life of Homer, and the Origins of the Picaresque” (manuscript in
preparation)

“Notes on the Aethiopica, the Lives of Homer, and the Name ‘Don Quixote de la Mancha.’” Cervantes:
Bulletin of the Cervantes Society of America (in press)

“The Poetic Unity of Don Quijote I and Cervantes’ Other Narrative Works.” In Cervantes Across Four
Centuries: 1605-2005. Ed. Carroll B. Johnson. Newark, DE: Juan de la Cuesta, 2006.

“Self-Consuming Narrative: The Problem of Reader Perspective in La fuerza de la sangre.” Mester 34
(2005): 98-123.

“The Secret of Narrative: A Structural Analysis of Cervantes’ Novelas ejemplares.” Neophilologus 89
(2005): 371-82.

“Homer, Heliodorus, and Cervantes: Some Observations on Anagnorisis in Los trabajos de Persiles y
Sigismunda.” Comitatus 35 (2004): 108-23.
CURRENT RESEARCH

A book project titled Poetics of Uncertainty: The Literary Craftsmanship of Cervantes’ Exemplary
Novels
PAPERS PRESENTED

“Cervantes’ ‘La Gitanilla’: A Renaissance Parody of Heliodorus’ Aethiopica” (Pacific Northwest
Renaissance Society, Vancouver, B.C., April 2008)
57

“Don Quixote and the Power of Narrative.” Presented December 3rd 2005 at “The Living Art of Miguel
de Cervantes” commemoration held at the University of Washington, Seattle. Invited speaker.

“The Poetic Unity of Don Quijote I and Cervantes’ Other Narrative Works.” Presented at the Cervantes
Society of America’s Southern California Symposium, March 2005. Invited speaker.

“Homer, Heliodorus, and Cervantes: Some Observations on Anagnorisis in Los trabajos de Persiles y
Sigismunda.” Presented at the Cervantes Society of America’s Southern California Symposium, 2004.

“Anagnorisis as Narrative Riddle in the Works of Cervantes.” Presented at the Colloquium on Hispanic
and Luso-Brazilian Literatures and Linguistics, University of Texas at Austin, 2004.

“Secrets and Lies: Re-reading Cervantes’ La Gitanilla.” Presented at the Cervantes Society of
America’s Southern California Symposium, 2002.
PROFESSIONAL ORGANIZATIONS


Cervantes Society of America
Pacific Northwest Renaissance Society
58
STELLA MORENO, Ph. D
Professor of Spanish
Department of Foreign Languages
Central Washington University
400 E. University Way
Ellensburg, WA 98926
Phone: 509-963-3347
e-mail: morenos@cwu.edu
_____________________________________________________________
II. EDUCATION
A.
HIGHER EDUCATION





University of Washington, Seattle, Washington
Ph.D., Spanish Language and Hispanic Literature and Culture.
Dissertation Tittle: Deseo, amor y matrimonio en las novelas contemporáneas de
Galdós. (1991)
Dissertation Director: Dr. Farris Anderson
Field of Expertise: XIX Century Spanish Realism; XX Century Spanish and Latin
American Narrative.
Other interests: Hispanic Cinema; Chicano Literature; XX Century Spanish and Latin
American Poetry.


University of Washington, Seattle, Washington
Master of Arts, Spanish Language and Literature (1985).
Areas of Interest: XX Century Latin American Narrative and Poetry.


Universidad de Los Andes, Bogotá, Colombia.
Bachelor of Arts, English and French (1970).
Areas of Interest: XX Century American Fiction; XX Century French Fiction.
B.
CERTIFICATES



Universidad de Salamanca. Journalism as Communication. Spain, 1980.
International Training Institute. The Teaching of English as a Foreign Language. London,
England, 1976.
University of London. The Teaching of English as Communication. London, England, 1976.
III. PROFESSIONAL EXPERIENCE
 CWU Professor of Spanish, 1988 to present.
 VOICE. COMPUTER PROJECT. Editor for Advanced Products and Technologies.
Redmond,
Washington, 1988 1989.
 Director of Publications and Public Relations Organizer of Press Conferences and
Seminars: Spanish Newspaper Publishers Association (AEDE) Madrid, Spain.
59
1978-1983. Editor and Coordinator of the Journal: AEDE: Spanish Newspaper
Association (AEDE). Madrid, Spain. 1978-1983.
 Spanish Newspaper: Staff member in the Editing and Advertising Department:
Edit articles and advertisements for monthly supplements. INFORMACIONES:
Spanish Newspaper. Madrid, Spain, 1977-1978.
Publishers
PROFESSIONAL TRANSLATIONS


Infractions. Lower Kittitas County District Court (35 pages
Approximately) 1994.
Seafood Leader Magazine. Seattle: International Edition, Vol. 6, No
2, 1986.
IV. TEACHING EXPERIENCE












Professor of Spanish, CWU: 2000 to present.
Associate Professor of Spanish. CWU, 1993-2000.
Assistant Professor of Spanish, CWU, 1988-1993.
Director of the Latin American Program Studies Minor, CWU, 1998-2002.
Exchange Professor, Shimane Women’s Jr. College, Matsue, Japan 1996-199.
Spanish Visiting Professor, Centro Mexicano Internacional, Morelia, México,
Winter 1995.
Acting Chair, CWU Department of Foreign Languages, Summer 1992.
Spanish Teaching Assistant, University of Washington, Seattle, Washington, 1983-1987.
Instructor of English, Universidad Nacional. Bogotá, Colombia, 1973-1976.
Instructor of Spanish, Rother Valley College, Sheffield, England, 1971-1972.
Instructor of Spanish, Maltby Grammar School, Sheffield, England, 1970-1972.
Instructor of English, Universidad Javeriana, Bogotá, Colombia, 1969-1970.
COURSES TAUGHT
A. Central Washington University (1988-to present)
1. SPANISH LANGUAGES COURSES













Spanish 151 (First Year Spanish Language)
Spanish 152 (First Year Spanish Language)
Spanish 153 (First Year Spanish Language)
Spanish 251 (Second Year Spanish Language)
Spanish 252 (Second Year Spanish Language)
Spanish 253 (Second Year Spanish Language)
Spanish 341 (Third Year Spanish- Composition & Grammar I)
Spanish 342 (Third Year Spanish- Composition & Grammar II)
Spanish 345 (Third Year Spanish Language) (Spanish Heritage Speakers)
Spanish 346 (Third Year Spanish Language) (Spanish Heritage Speakers)
Spanish 343 (Third Year Spanish Conversation I)
Spanish 344 Third Year Spanish Conversation II)
Spanish 431 (Fourth Year Spanish Language) (Advanced Grammar)
60


Spanish 432 (Fourth Year Spanish Language: Advanced Composition and Stylistics)
Spanish 442 (Spanish – English: Translation & Interpretation)
2. HISPANIC LITERATURE/CULTURE AND CINEMA











Spanish 301 (Introduction. to Hispanic Literature)
Spanish 310 (Hispanic Cultures and Civilization)
Spanish 444 (Chicano Literature)
Spanish 446 (Hispanic Cinema)
Spanish 456 (The Hispanic Short Story)
Spanish 458 (Spanish American Narrative)
Spanish 459 (Spanish American Poetry)
Spanish 466 (Spanish Poetry)
Spanish 467 (Hispanic Literature & Film)
Spanish 471 (Hispanic/Latino Cultures of the United States)
Spanish 496 (Individual Studies: Language and Lit. Topics)
3. OTHER CWU TEACHING
a Latin American Courses; b.) Douglas Honors College.
 Douglas Honors College. DHC. Lecture and Presentation on Magical Realism and Gabriel
García Márquez’ works –spring 2007.
 . LAS 102--Multi-disciplinary Introduction to Latin American Studies: In collaboration with
CWU Faculty from several Departments (CAH; College of the Sciences; College of Education
and College of Business), 1999-2002.
 LAS 399--Multi-disciplinary Seminar on Latin America in collaboration with CWU Faculty
from several Departments (CAH; College of the Sciences; College of Education and College of
Business) 1995-1998.
 . Douglas Honors College, DHC. Lecture and Presentation on Magical Realism and Gabriel
García Márquez’ works --spring quarter 1994-2002.
4. TEACHING EXPERIENCE PRIOR CWU
a.) University of Washington (Graduate Assistant) 1983-1987
 Spanish 101 (First Year Spanish Language)
 Spanish 102 (First Year Spanish Language)
 Spanish 103 (First Year Spanish Language)
 Spanish 301 (Third Year Spanish Language)
b.) Universidad Nacional. Bogotá, Colombia. (1973-1976) ESL courses: First Year English
language courses of different levels.
c.) Rother Valley College. Sheffield, England (1971-1972) Spanish courses of different levels.
61
d.) Maltby Grammar School. Sheffield, England. (1970-1972) Spanish courses of different
levels.
e,) Universidad Javeriana. Bogotá, Colombia. (1969-1970) ESL courses: First and Second Year
English language courses.
V. HONORS
 Seminars in Journalism. Scholarship in Journalism as Communication. University of
Salamanca, Spain, 1980.
 Scholarship in Teaching Methods: Teaching English as a Second Language.
International Training Institute of London, England, 1976.
 Teaching Assistantship. Sheffield, England. Scholarship granted by the British
Council, Bogotá, Colombia, 1970-1972.
V. SCHOLARLY ACTIVITY
A. FORTHCOMING PROJECTS
1) FORTHCOMING PUBLICATIONS
a.) FILM CRITIQUE:

The Fantastic and the Real in Pan’s Labyrinth: To be published in AURORA BOREAL. Literary
Journal Associated with the Department of Spanish, University of Copenhagen, Copenhagen,
Denmark, Fall – winter 2007.
b.) LITERARY TRANSLATION:
 Section of Wets from the book Because I Don’t Have Wings: Stories of Mexican Immigrant
Life. Philip Garrison, The University of Arizona Press, 2006. Translation from English into
Spanish in collaboration with Professor Nathalie Kasselis. Aurora Boreal, Art and Literary
Journal Associated with the University of Copenhagen, Denmark. Fall –winter 2007.
2) WORK IN PROGRESS: TRANSLATION OF THE BOOK

Because I Don’t Have Wings: Stories of Mexican Immigrant Life. Philip Garrison,
The University of Arizona Press, 2006. Translation from English into Spanish in
collaboration with Professor Nathalie Kasselis.
3) PROJECTED PUBLICATION OF THE SPANISH VERSION OF THE BOOK:

Because I Don’t Have Wings: Stories of Mexican Immigrant Life: 2008
B. CURRICULUM DEVELOPMENT
62

Design new Curriculum or CWU SPAN 444: Chicano Literature. Course to be taught in English
for Spanish majors and LALAS students in Fall 2007.
C. PUBLICATIONS
a.) FILM CRITIQUE:
 “Volver” y las Patrañas de la Realidad. Critique on the film Volver (2006) by Pedro
Almodóvar, Spanish Film Director. Oscar Award Winner, 2002. Published in AURORA
BOREAL. Art and Literary Journal Associated with the University of Copenhagen, Denmark,
Winter 2007.
b.) CREATIVE WRITING:
 Imprevista Geografía, poem published in VENTANA ABIERTA: Revista Latina, Publication of
the Center for Chicano Studies, Volume VI, No 23. University of California, Santa Barbara,
Fall 2007.
 Explosión en Manhattan, poem published in VENTANA ABIERTA: Revista Latina, Publication
of the Center for Chicano Studies, Volume VI, No 23. University of California, Santa Barbara,
Fall 2007.
 Archivos de Etiqueta, poem published in VENTANA ABIERTA: Revista Latina, Vol. VI, No 22.
Publication of the Center for Chicano Studies, University of California, Santa Barbara. Spring
2007.
 Transigencias, poem published in VENTANA ABIERTA: Revista Latina, Vol. VI, No 22.
Publication of the Center for Chicano Studies, University of California, Santa Barbara. Spring
2007.
 Caminante, poem published in CRUZANDO PUENTES: Antología de Literatura
Latina, Center for Chicano Studies, University of Santa Bárbara, California, 2001.
 Caminante, poem published in VENTANA ABIERTA: Revista Latina, Vol. III, Number 9, Fall
2000. Publication of the Center for Chicano Studies, University of California, Santa Barbara.
c.) LITERARY CRITICISM
 Quevedo, Tiziano y otros encuentros. In collaboration with Professor Alexander Gribanov,
Brandeis University. Revista de Literatura. Consejo Superior de Investigaciones Científicas y
Filología. Tomo LXI No 121, Madrid, Spain, 1999.
 Moza tan fermosa: Intento de análisis. In collaboration with Professor Alexander Gribanov,
Brandeis University. (Spanish Medieval Literature) Hispanic Journal, Vol. 16, No 2. Fall, 1995.
Amor, deseo y matrimonio en Tristana de Benito Pérez Galdós. SELECTA, PNCFL, Vol. 14,
1993.

63
d.) TRANSLATIONS
 Postcards from Michoacán. Translation from the book Because I Don’t Have Wings: Stories
of Mexican Immigrant Life. Philip Garrison, The University of Arizona Press, 2006.
Translation from English into Spanish in collaboration with Professor Nathalie Kasselis.
VENTANA ABIERTA: Revista Latina, Vol. VI, No 22. Publication of the Center for Chicano
Studies, University of California, Santa Barbara. Spring 2007.
 Wets: The Process of Creative Translation from the book Because I Don’t Have Wings:
Stories of Mexican Immigrant Life. Philip Garrison, The University of Arizona Press, 2006.
Translation from English into Spanish in collaboration with Professor Nathalie Kasselis.
Published in Shadows and Echoes Literary Journal, Pacific Lutheran University, Washington,
Spring 2007.
D. CONFERENCES
1). CONFERENCES ATTENDED
 ON COMMON GROUND CONFERENCE. Evergreen State College, WA.
October 1998.
 UNIVERSITY OF CINCINNATI. THE EIGHTEENTH ANNUAL CINCINNATI:
CONFERENCE ON ROMANCE LANGUAGES AND LITERATURES, May 1998.
 THE CRITICAL THINKING INSTITUTE CONFERENCE. Seattle, May 1992.
 UNIVERSITY OF OREGON CONFERENCE. Hispanic Cultures of the Pacific Coast of the
Americas. Oregon, May 1991.
 MLA CONFERENCE. Chicago, December 1990.
 MLA CONFERENCE. San Francisco, 1987.
2). PAPERS PRESENTED AT CONFERENCES
(1) The Motorcycle Diaries: A journey of Awareness Through Latin America. Paper to be presented at
the Pacific Modern Language Association Annual Conference (PAMLA), Bellingham, Washington,
November 2007.
(2) Crisis de la identidad latinoamericana en la película Memorias del subdesarrollo de Tomás
Gutiérrez Alea . ROCKY MOUNTAIN MODERN LANGUAGES ASSOCIATION (RMMLA). THE FIFTY FIFTH
ANNUAL CONVENTION. Vancouver, BC. October, 2001.
(3) La realidad como ficción pura en El Muerto de Héctor Oliveira. 2001-TRUTH IN THE LENS:
International Symposium/Festival of Latin American Film. University of Richmond. Virginia, March
22-24, 2001.
(4) Ana Castillo: The Mixquiahuala Letters:Amor, sexualidad y alienación.THE ANNUAL PACIFIC
ANCIENT AND MODERN LANGUAGE ASSOCIATION (PAMLA) CONFERENCE. UCLA, LA. November, 2000.
64
(5) La identidad femenina y los juegos infinitos de la parodia en Woman Hollering Creek eand Other
Stories by Sandra Cisneros. ROCKY MOUNTAIN MODERN LANGUAGES ASSOCIATION (RMMLA). THE
FIFTY FOUR ANNUAL CONVENTION. Boise, Idaho, October, 2000.
(6) Nuevo perfil de la mujer chicana en la narrativa de Sandra Cisneros ASOCIACION SUIZA DE
HISPANISTAS: Lugano, Switzerland, June, 2000.
(7) Fin de siglo: Borrón y cuento nuevo en la narrativa de Sandra Cisneros. THIRD INTERNATIONAL
BOOKFAIR AND CONGRESS: EL IMAGINARIO FEMENINO EN IBEROAMERICA. San Juan Puerto Rico,
November 13-23, 1999.
(8) La poesía de Sandra Cisneros y Ana Castillo: Vuelta a los orígenes. ROCKY MOUNTAIN MODERN
LANGUAGE ASSOCIATION. FIFTY THIRD ANNUAL CONVENTION. Santa Fe, NM, October 14-17, 1999.
(9) Sandra Cisneros: El proceso creativo como reafirmación de identidad en Woman Hollering Creek
and Other Stories y en The House on Mango Street. -UNIVERSITY OF CINCINNATI. The Nineteenth
Annual Cincinnati Conference on Romance Languages & Literatures. Cincinnati, May, 1999.
(10) La poética de la memoria en The House of Mango Street de Sandra Cisneros. PACIFIC NORTHWEST
CONFERENCE. Chicano Literature: Boisie, Idaho, October, 1998.
(11) Duplicidad sin límite en El Tema del traidor y del héroe de Jorge Luis Borges. PACIFIC
NORTHWEST CONFERENCE. Eugene, Oregon, April, 1997.
(12) Amor, deseo y matrimonio en Tristana de Benito Pérez Galdós. PACIFIC NORTHWEST
CONFERENCE, 1990.
(13) Las parejas del mundo galdosiano: incomunicación y destrucción. PACIFIC NORTHWEST
CONFERENCE. Missoula, Montana, 1989.
E. EDITING:
Journals


Rocky Mountain Review. Editing Board Member (Spanish) & Reviews for the
Publication of the Rocky Mountain Modern Language Association. (RMMLA). Three
years appointment: Fall 2000- Fall 2003.
AEDE: Quarterly Journal of the Spanish Newspaper Publishers Association, 1978-
1983.
Books


La Libertad de Prensa. AEDE. Artes Gráficas Danubio, Madrid, 1982.
Los Consejos de Prensa. AEDE. Artes Gráficas Danubio Madrid, 1984.
F. CWU GRANTS AND AWARDS
 CAH Travel Fund Awards to present papers in professional conferences.
$400.00 every year: 1998, 1999, 2000. 2001.
65
 Small Grant: CWU-- ISPAC. (Funded. $ 700,00) Fall, 1999.
 Compañeros en español. Grant for the teaching of Spanish in Elementary Education.
Ellensburg, WA. (Funded. $1,500.00) Fall, 1998.
 Cultural Pluralism Grant. CWU Graduate Studies and Research. (Funded. $5,000).
Fall, 1997.
 Diversity Cultural Resource Initiative Grant. CWU Graduate Studies and Research. Susan
Tascione; Stella Moreno: Co-authors for the grant. (Not funded. ) 1996.
 GRANT SUPPORT: Service Learning Grant: Family and Youth Counseling Services to the
Hispanic Community (1996-1998—funded $ 50,000). My contribution: Critique and support to
Dr. Jan Bowers’ grant proposal from CWU, Department of Family and Consumer Sciences.
G. RESEARCH INTERESTS AND CREATIVE WORK IN PROGRESS

LATINO (A)/ CHICANO (A) LITERATURE.

Because I Don’t Have Wings: Stories of Mexican Immigrant Life. Philip Garrison, The
University of Arizona Press, 2006. Translation from English into Spanish in collaboration
with Professor Nathalie Kasselis. Projected date for Publication: Winter 2008.

The Motorcycle Diaries: A Journey of Awareness Through Latin America. Paper to be
presented at the Pacific Ancient and Modern Language Association (PAMLA). Bellingham,
Washington, November 2007.

The Hispanic Lens: Exploration of Hispanic Reality through films.

Creative writing: a) poetry; b) short stories.
The following Chicano (a)/Latino (a) writersrepresentatives of different literary aesthetics and diverse cultural and political perspectives-,
are at the center of my research: Ernesto Galarza, Dagoberto Gilb, Richard Rodríguez,
Sandra Cisneros, Julia Alvarez, Denise Chavez; Magical Realism and Gabriel García
Márquez.
VI. CWU CONTINUING SERVICE
A.
COMMITTEE SERVICE:

CAH Scholarship Committee, 2007 to present

ISPAC: International Studies and Programs Advisory Committee. 2006 to present.

FNLA: Department of Foreign Languages. Personnel Committee, 2007.

FNLA: Department of Foreign Language Spanish Search Committee, 2007.

CWU-- LALAS Committee, 2005 to present.

ISPAC (International Programs Advisory Committee) 2006 to present.
66


FNLA Faculty Senator. 2004- 2007.
ASL Academic Service Learning Committee. 2005-2006.

CWU Department of Art. Painting Search Committee. Fall 2004- Spring 2005.

FNLA Spanish Search Committee. Fall 2003-January 2004.

CAH Career Performance/Salary Equity Review Committee.
February-March 2004.

CWU Search Committee: Senior Director of Development.
Spring 2002-Winter 2003.
 FNLD Fifth annual celebration of Foreign Language Day. Fall 2000. Foreign
Language Day: A Project initiated and carried out from 1995-2001.
 ISPAC: International Studies and Programs Advisory Committee. 2000-2003.
 ISPAC: International Studies and Programs Advisory Committee Chair.
1997-2000; 2000- 2002.
 CWU Department of History: Search Committee for a Latin American Historian.
Fall 2001- Winter 2002.
 CWU Committee. Education and World Language Day" (IEWLD).
Spring 2002-Winter 2003.
 CWU Search Committee: Senior Director of Development.
Spring 2002-Winter 2003.
 FNLA: Department of Foreign Language. Curriculum Committee.
Fall 2002 to present.
 FNLA: Department of Foreign Language Search Committee. 1994-1995.
 FNLA: Department of Foreign Languages. Personnel Committee. 1992-2001.
 CWU Education Council Committee. 1991-1993.
B. OTHER SERVICE TO CWU AND THE ELLENSBURG COMMUNITY
 GALLERY ONE-. Poetic Series. Participant. 2007
 CWU. CAH. Poetry: Undergraduate Student Contest. Jury member. Spring 2007.
 CWU Douglas Honors Program (DH). Presentation on Magical Realism and Gabriel García
Márquez. Spring 2007.
67
 CWU Film Festival: Videmus. Presenter of “Volver” by Pedro Almodóvar, Spanish
filmmaker. Spring 2007.
 CWU--LAS 102. Presentation on Magical Realism and Gabriel García Márquez. November
2006.
 CWU Writing Center. Presentation to the Graduate Students Writing Program.
October 2006.
 FNLA: Library and Audio-visual resources representative for Spanish, 1990 to present.
 FNLA Student Advisor for Spanish.1990 to present.
 FNLA Spanish Faculty Coordinator for the CWU CORNERSTONE PROGRAM
working with the Spanish High School Programs in Ellensburg; Zillah High
School, Zillah; and the West Valley High School, Yakima. 2006.
 CWU Department of Theater. Facilitator for the students performing “Bocón”, a
play in Spanish performed for the campus and town communities. Fall 2006.
 CWU Department of Theater. In collaboration with Professor Nathalie Kasselis:
Translation from English into Spanish of the Department of Theater Webpage, Spring
2006.
 CWU Film Festival: Videmus. Presenter of “Bad Education” by Pedro Almodóvar, Spanish
filmmaker. Spring 2005.
 CWU Editing of President Jerilyn McIntyre ‘s Spanish Speech for the Graduation
Ceremony of Hispanic Students. June 2006.
 CWU Public Relations and interpreter for President Jerilyn McIntyre: Visit of an
Argentinean Academic Delegation. Spring 2005.
 CWU McNair Scholars Program. Student Teaching Internship.
2003-2004.
 CWU Theater Department: Facilitator as a translator from English into Spanish of excerpts of
the play: The Night of the Iguana by Tennessee Williams. Work in collaboration with Dr.
Brenda Hubbard, Professor of Drama, Summer 2002.
C. CWU COMMUNITY SERVICE
 Member of Board of Directors for APOYO: Organization that provides support and
assistance to the Hispanic Community in the Kittitas Valley and the Yakima County.
1998 to present.
VII. LINK WITH PROFESSIONAL ORGANIZATIONS
 MLA: Modern Languages Association;
68




RMMLA: Rocky Mountain Modern Languages Association;
PAMLA: Pacific Ancient and Modern Language Association;
LASA: Latin American Studies Association;
The Cervantes Institute.
CURRICULUM VITAE OF Joshua S. Nelson
I.
PROFESSIONAL AFFILIATION AND CONTACT INFORMATION
A.
Department of Foreign Languages: Professor of Japanese
B.
Language and Literature Building 102-O
963-1768 Voice
963-1959 Fax
nelsonj@cwu.edu
II.
EDUCATION
University of California, Santa Barbara, CA. 9/90 - 6/94.
Ph.D. Interactional Sociolinguistics. Dissertation Title: "The Cultural Discourse of
Japanese Language Textbooks.”
University of California, Los Angeles, CA. 9/87 - 8/88
Master of Education (M. Ed.)
University of Washington, Seattle, WA. 9/85 - 12/85
Course work in College of Fisheries
University of Washington, Seattle, WA. 9/83 - 6/84
Graduate studies in classical Japanese literature
University of Washington, Seattle, WA. 1/81 - 6/82
B.A. in Japanese Language and Literature
Central Washington State College, Ellensburg, WA. 9/75 - 3/78
Undergraduate coursework.
III.
PROFESSIONAL EXPERIENCE
Central Washington University. 9/01-Present Professor of Japanese and Chairman,
Department of Foreign Languages.
Central Washington University. 9/96 – 8/01. Associate Professor of Japanese.
Shimane Women’s University. 8/97 Instructor. Summer English Language Institute.
69
Central Washington University. 9/92 - 8/96. Assistant Professor of Japanese.
University of California. 9/90 - 6/92. Santa Barbara, CA.
Teaching Assistant. Taught first and second year Japanese courses in department of
Germanic, Oriental, and Slavic Languages and Literatures while completing course
work for Ph.D.
E.F. International Language School. 7/91 - 9/91. Santa Barbara, CA.
English Language Instructor. Taught grammar, writing, and film classes to international
students.
Central Washington University. 9/89 - 7/90. Ellensburg, WA.
Japanese Lecturer. Taught first through third year Japanese courses.
El Camino College. 9/88 - 6/89. Torrance, CA.
Japanese Lecturer. Taught first year and conversational Japanese courses.
Long Beach Unified School District. 9/88 - 6/89. Long Beach, CA.
Japanese Teacher at Long Beach Polytechnic High School. Taught Japanese to first
through fourth year students enrolled in The Center for International Commerce, a
magnet program designed to prepare students for careers in international business
and trade. Sponsored Japanese Club.
Lafayette Inc. Interpreter and ship’s purser. 1/86 – 9/86. Alaska.
Interpreter/Translator during herring and salmon fisheries. Performed roe quality
sampling and collected and maintained resulting data. Kept ship’s books.
National Marine Marine Mammal Laboratory. 1985-6. Seattle. Tranlation of
Japanese high seas gillnet marine mammal, bird, and turtle entanglement reports and
incidental catch records.
International Whaling Commission. 11/84 – 9/85. Japan. Observer for IWC
monitoring Sperm and Brydes whale shore-based whaling operations. Gathered
catch and biological data on daily basis. Filed two reports with IWC in 1985.
University of Washington. 11/82 - 6/84. Seattle, WA.
Japanese Lecturer. Taught one year as teaching associate (adjunct faculty) and an
additional year as a teaching assistant while attending graduate school.
Forest Ridge Prep School. 1983. Seattle, WA.
Tutor/Lecturer. Tutored Japanese high school students in English and History.
IV.
TEACHING EXPERIENCE
A.
Teaching Interests and Specialties:
Japanese language and culture, Japanese cinema, pragmatics and sociolinguistics.
70
B.
Teaching and Training Grants: N.A.
C.
Teaching Awards and Honors: N.A.
D.
Current Graduate Faculty Status: Active
E.
Number of Master/Doctoral Committees on which you have served: 2
Doctoral Committee. Advisor and advisory committee member of Ph.D. Committee
for Thomas Jaques. Mr. Jaques’s degree is from the Comparative Literature
Department at the University of Washington. Dissertation defense completed and
degree awarded in March 2001.
Master Committee. Jamie Pitts. ESL Degree awarded Spring 2007.
F.
Names of Students who have completed Master’s Theses under your direction:
N.A.
G.
Courses Taught
Japanese 151
Japanese 152
Japanese 152
Japanese 251
Japanese 252
Japanese 253
Japanese 361
Japanese 362
Japanese 363
Japanese 341
Japanese 342
Japanese 343
Japanese 344
Japanese 442
JAPN 496
H.
V.
Other:
SCHOLARLY ACTIVITY
A.
B.
Interests and Specialties:
Interactional Sociolinguistics
Japanese Language Pedagogy
Current Projects: Chairing, assessment reports, accreditation reports, post-tenure
review, annual activities reports, workload reports, scheduling, advising of faculty
confused by idiotic administrative demands, etc.
71
H.
Publications and Papers
International Pragmatics Association. Presented paper co-authored with Dr. Jenny
Cook-Gumperz entitled "The Cultural Pragmatics of Textbooks: Learning Japanese
in the U.S." July 30, 1993. Kobe, Japan.
Pacific Northwest Council on Foreign Languages. Presented paper at annual PNCFL
meeting entitled: "Anata wa Sensei desu ka? Japanese Personal Reference and
Problems Associated with its Instruction." May 13, 1994
Dissertation. "The Cultural Discourse of Japanese Language Textbooks." Filed June
1994.
Pacific Northwest Council on Foreign Languages. Paper presented at annual meeting
entitled “Key Conversational Conventions in Japanese.” May 1996.
Article. Selecta: “Key Conversational Conventions in Japanese” 17 (1996) 1-4.
East West Center, University of Hawaii. Attendance at three-week seminar entitled:
“Integrating Asian Studies Into the Undergraduate Curriculum.” July-August 1996.
Pacific Northwest Council on Foreign Languages. Attendance at annual conference.
Eugene, Oregon, April 1997.
Pacific Northwest Council on Foreign Languages. Paper and video presentation at
annual conference. “Washoku no Hi: Food in the Japanese Language Curriculum.”
April 1998. Boise Idaho.
Southwest Conference on Language Teaching. Presented paper entitled, “Problems
of Cultural Pragmatics in Japanese Language Textbooks.” Salt Lake City. May
1998.
Article. “Problems of Cultural Pragmatics in Japanese Language Textbooks.”
Published in the SWCOLT newsletter July 2000. Received “Best Article” award.
University Relations Newsletter. “New Day Dawning at Central.” September 15,
2000.
Daily Record. University Forum section, “Looking to the future with president.”
October 4, 2000.
American Association of University Professors and American Conference
Academic Deans. Conference attendance. First ever joint conference “Toward the
Common Good: Faculty and administration Working Together.” Washington D.C.
(Quotation in Chronicle of Higher Ed). October 2000.
72
Association of Departments of Foreign Languages. June 2001. Conference in Austin
Texas. Seminars on practical issues associated with chairing a foreign language
department.
Northern Jiaotung University. September 2001. Beijing. Two presentations. “The
Cultural Pragmatics of Textbooks: Learning Japanese in the U.S.” and “Problems
associated with the teaching of Japanese in the U.S”
Cultures of Authority in Asian Practice: “The Cultivated Person as Authority: East
Asian Perspectives.”– Asian Studies Development Program, Washington Regional
Workshop. Nov. 7-11 2001. Seattle Site Coordinator. $ 21,4000 grant awarded to
the CWU. (I was a reviewer of the grant. Grant writers were EWC staff.) 30
faculty of universities and colleges from all over the U.S in attendance. Six faculty
attendees from CWU.
Asian Studies Development Program, Area Regional Center Executive Committee
Meeting: November 2002. Seattle. Represented CWU at meeting of Area
Regional Centers planning and coordinating activities of ARC schools and the
Asian Studies Development Program (overseen by the East West Center in
Honolulu). Representatives of nine other schools in attendance.
AsiaNet – Asian Studies Development Program. National Conference, Whittier
California. April 21-23 2005. Session Chair and Paper: “Language and Culture
Day Programming at the University: Opportunities and Challenges.”
I.
Grants Applied For: Casten Family Foundation. 2002-3. $90,000, three year award
“to assist in the establishment of a full-time, permanent position within the Department
of Foreign Languages in Chinese Language.” Grant written by Nelson and Dr. James
Cook with assistance from Dr. Richard Mack
Cultures of Authority in Asian Practice: “The Cultivated Person as Authority: East
Asian Perspectives.”– Asian Studies Development Program, Washington Regional
Workshop. Nov. 7-11 2001.
J.
Grants Received: Casten Family Foundation. 2002-3. $90,000, three year award “to
assist in the establishment of a full-time, permanent position within the Department of
Foreign Languages in Chinese Language.” Grant written by Nelson and Dr. James
Cook with assistance from Dr. Richard Mack.
Cultures of Authority in Asian Practice: “The Cultivated Person as Authority: East
Asian Perspectives.”– Asian Studies Development Program, Washington Regional
Workshop. Nov. 7-11 2001. Seattle Site Coordinator. $ 21,4000 grant awarded to the
CWU. (I was a reviewer of the grant. Grant writers were EWC staff.) 30 faculty of
universities and colleges from all over the U.S in attendance. Six faculty attendees from
CWU.
K.
Member, Phi Beta Kappa
73
International Pragmatics Association. Presented paper co-authored with Dr.
Jenny Cook-Gumperz entitled "The Cultural Pragmatics of Textbooks: Learning
Japanese in the U.S." July 30, 1993. Kobe, Japan.
Pacific Northwest Council on Foreign Languages. Presented paper at annual
PNCFL meeting entitled: "Anata wa Sensei desu ka? Japanese Personal Reference
and Problems Associated with its Instruction." May 13, 1994
Dissertation. "The Cultural Discourse of Japanese Language Textbooks." Filed
June 1994.
Pacific Northwest Council on Foreign Languages. Paper presented at annual
meeting entitled “Key Conversational Conventions in Japanese.” May 1996.
East West Center, University of Hawaii. Attendance at three-week seminar
entitled: “Integrating Asian Studies Into the Undergraduate Curriculum.” JulyAugust 1996.
Pacific Northwest Council on Foreign Languages. Attendance at annual
conference. Eugene, Oregon, April 1997.
Pacific Northwest Council on Foreign Languages. Paper and video presentation
at annual conference. “Washoku no Hi: Food in the Japanese Language
Curriculum.” April 1998. Boise Idaho.
Southwest Conference on Language Teaching. Presented paper entitled,
“Problems of Cultural Pragmatics in Japanese Language Textbooks.” Salt Lake
City. May 1998.
American Association of University Professors and American Conference
Academic Deans. Conference attendance. First ever joint conference “Toward the
Common Good: Faculty and administration Working Together.” Washington D.C.
(Quotation in Chronicle of Higher Ed). October 2000.
Association of Departments of Foreign Languages. June 2001. Conference in
Austin Texas. Seminars on practical issues associated with chairing a foreign
language department.
Northern Jiaotung University. September 2001. Beijing. Two presentations.
“The Cultural Pragmatics of Textbooks: Learning Japanese in the U.S.” and
“Problems associated with the teaching of Japanese in the U.S”
Cultures of Authority in Asian Practice: “The Cultivated Person as Authority:
East Asian Perspectives.”– Asian Studies Development Program, Washington
Regional Workshop. Nov. 7-11 2001. Seattle Site Coordinator. $ 21,4000 grant
awarded to the CWU. (I was a reviewer of the grant. Grant writers were EWC
staff.) 30 faculty of universities and colleges from all over the U.S in attendance.
Six faculty attendees from CWU.
74
Asian Studies Development Program, Area Regional Center Executive
Committee Meeting: November 2002. Seattle. Represented CWU at meeting of
Area Regional Centers planning and coordinating activities of ARC schools and the
Asian Studies Development Program (overseen by the East West Center in
Honolulu). Representatives of nine other schools in attendance.
AsiaNet – Asian Studies Development Program. National Conference, Whittier
California. April 21-23 2005. Session Chair and Paper: “Language and Culture
Day Programming at the University: Opportunities and Challenges.”
VI.
UNIVERSITY SERVICE
F.
University
Commencement Narration. June, 2006, 2007.
First Amendment Year Committee 2006-7. Free Speech Subcommittee Coordinator.
Helped plan events for and moderate “Speak Out Central,” a free speech corner in the
SURC. Once a week, Tuesday 12-1, SURC Pit. Cynthia Mitchell, Chief Organizer and
factotum extraordinaire.
Academic Department Chairs Organization (ADCO). Chair Elect. 2004-5
Search Committee. 2005. Continuing Education, Director of Summer School. Geoff
Foy hired.
Translator. Translator for three professors from Shimane University visiting Central
Washington University on a Monbusho (Japanese Ministry of Education) grant on
improving Technological Education in Japan. January 8-12, 2007.
Center for Teaching and Learning NCATE Task Force Ad Hoc Committee.
Oversee preparation of the Foreign Languages unit for the NCATE Accreditation and
Washington state site Visit. 2005-7.
Strategic Planning Committee: 2005. President McIntyre’s Strategic Five Year Plan
(2006-20011) synthesizing committee. Libby Street, Chairwoman.
Search Committee. AY 2004-5. Member of committee searching Executive Director
of the Office of International Studies and Programs. Committee Chair Dr. Rebecca
Bowers.
General Education Institute. September 2004. Participant in a two day institute on
the role of General Education and ways that it can be expanded and improved at CWU.
Dr. Stephen Verhey, director.
Etext Committee. Spring 2004. Member of committee formed to address the issues and
steps necessary for enactment into law of Substitute Senate Bill 6501 which mandates
that instructional materials be accessible to disabled.
Translator. October 21-31 2003. Translator for CWU president Jerilyn McIntyre and
Provost David Solz during official visit of CWU delegation to partner Japanese
75
universities. Visited University of Shimane, Shimane University, Shimane Prefectural
Women’s College, Kyoto University of Foreign Studies, Asia University, and
Takushoku University.
Site Coordinator. November 2001. NEH funded workshop hosted by CWU. Asian
Studies Development Program of the University of Hawai’i and The East West Center.
“Cultures of Authority in Asian Practice - The Cultivated Person as Authority: East
Asian Perspectives” workshop coordinator. Nov. 7-11 2001. Seven CWU faculty in
attendance. 22 faculty from other U.S. universities, colleges and community colleges
also in attendance. Workshop held at the Courtyard Marriott in Seattle.
Translator. October, 2001. Translator for delegations from Shimane University and
Shimane Women’s University in Ellensburg to attend inaugural ceremonies for Dr.
Jerilyn McIntyre.
Advisor. 1998 to 2002. American Civil Liberties Union, CWU Student Chapter.
Received recognition from Washington Civil Liberties Union as “Best New College
Chapter in 1998-9.” Produced two “Your Rights and the Police” forums, 1998, 1999.
Graduate Council. Current. Associate member of Graduate Faculty. Appointed May
2000.
Services and Activities Fee Committee. Appointed for one partial term 1993-94, and
two three-year terms 1994-1997, 1997-2000. Committee makes recommendations to
the Board of Trustees as to how to spend (what is now well in excess of $2 million) in
Services and Activities fees (paid by all students along with their tuition). Monies are
disbursed among various student clubs, organizations, and facilities serving the
students.
Affirmative Action Grievance Committee. 1998-99. Committee charged with
reviewing grievances brought against the university pertaining to issues of Affirmative
Action/EEOC. Two grievances reviewed.
Athletics Committee. 1997 – 1999. Service on committee charged with oversight and
integration of athletics within academic sphere on campus. Report issued on Title IX
compliance with recommendations for future of several programs at CWU.
Senior Ventures Guest Lecturer. Presented lecture on Kittitas County history in
Japanese to senior ventures’ students from Japan. Summer 1996.
G.
Faculty Senate
Academic Affairs Committee: Consultant to Faculty Senate Academic Affairs
Committee charged with making changes to foreign language component of General
Education program. Winter and Fall quarters 2006
Faculty Senate Executive Committee 2002-3. Member of Faculty Senate Executive
Committee as Past-past Chair. (Past-chair Lad Holden unable to serve owing to
76
military call-up in the wake of 9/11/01 attacks). Weekly meetings assisting Chairman
Michael Braunstein administer the activities and responsibilities of the Faculty Senate.
Salary Equity Review Committee. 2001. Chosen by CAH faculty to serve on fivemember committee distributing equity adjustment funds released by Provost.
Faculty Senate Executive Committee 2001-2. Member of Faculty Senate Executive
Committee as Past Chair. Weekly meetings assisting Chairman Lad Holden administer
the activities and responsibilities of the Faculty Senate. Liason with the Facutly Senate
Budget committee.
Chair of Faculty Senate 2000-1. Chair responsibilities included oversight of eight
senate committees (Academic Affairs, Budget, Code, Curriculum, Development and
Appropriations, General Education, Personnel, Public Affairs), weekly attendance and
participation in Academic Affairs Council, President’s Advisory Council, attendance at
all Board of Trustees meetings and the planning and conducting of 11 general senate
meetings throughout the year.
Faculty Senate Chair-Elect 1999-2000. Chair-Elect of CWU Faculty Senate.
Concomitant responsibilities include membership in Faculty Senate Executive
Committee and chair of the Faculty Senate Public Affairs Committee.
Market Definition Committee and Report. 1999-2000. Chair of Ad Hoc Market
Definition Committee.. Committee composed of 10 faculty members and one
administrative exempt employee. Studied issues of market related to faculty salaries.
Report written and presented to Faculty Senate, Academic Affairs Council, President’s
Cabinet, and CWU Board of Trustees (May 2000). Recommended the establishment of
Salary Administration Board which was effected Fall 2000.
Market Definition Committee and Report. 1999-2000. Chair of Ad Hoc Market
Definition Committee.. Committee composed of 10 faculty members and one
administrative exempt employee. Studied issues of market related to faculty salaries.
Report written and presented to Faculty Senate, Academic Affairs Council, President’s
Cabinet, and CWU Board of Trustees (May 2000). Recommended the establishment of
Salary Administration Board which was effected Fall 2000.
Faculty Senate. Senator 1998. Service on Faculty Senate. Meetings conducted
throughout the year on alternating Wednesdays.
Faculty Salary Adjustment Committee. 1993. Served on committee which
developed criteria to be used in salary adjustment for Central faculty. Final copy of
document "Department of Foreign Languages Criteria for the Consideration of Salary
Adjustment (Merit)" was submitted to the Faculty Senate in December 1993.
H.
College
Asia/Pacific Studies Committee. Ongoing. Member of Asian Studies committee,
faculty who oversee and administer the Asian Studies major and minor programs at
Central Washington University.
77
Douglas Honors College. Yearly. Guest lecturer on Tale of Genji and Japanese
classical literature.
CAH Career Performance Equity Review Committee. Committee made
recommendations for the distribution of $42, 353 in Plan B salary monies.
Director (Interim). Interim Director of Asia Pacific Studies Program.
Fall 99 -Winter 2000.
CAH Personnel Committee 1999-2000. Service on Personnel Committee for CAH.
Chair Michael Chinn.
I.
Department
Search Committee. 2005-6. Assistant Professor of Chinese. Trip to Washington DC
to interview candidates at the Modern Language Association annual confence.
Personnel Committee Chair. 1999-2000. Chair of the Department of Foreign
Languages Personnel Committee.
Field Trip Leader. Semiannually. Field Trips to Asian Art Museum in Volunteer
Park with Japanese language students.
Academic Major Advisor. Advisor to students pursuing individual studies majors in
Japanese, Chinese (1992-2003), and Asian studies.
Advisor. (Ongoing) Namakemono Anime Club. Japanese Animation club. Club
sponsors weekly showing of Japanese animation. Supervise fundraising activities of
bakesales, and sushi sales.
Advisor. (Ongoing) Central Washington University Japanese Student Club.
Advisor. 1994-2000. Central Washington University Water Polo Club. First ever water
polo club at Central.
Practicum Supervisor. Supervisor to education majors for classroom teaching
experience in Japanese language instruction.
78
International Education and World Languages Day.. (Since 2002) Yearly, May.
Organizer. 350+ students from Central Washington high schools attended a program
of events scheduled throughout the day starting at 8:30 and ending at 2:30. 25+
program presentations planned with one large musical and dance performance
scheduled for midday. Objectives of the program are to recruit students to CWU and
its language programs, provide access to the university for the high school students of
Washington state, create partnerships between CWU and outside organizations and
personnel, and to promote increased awareness and understanding of world
languages and cultures.
J.
Other:
East West Center/ Asian Studies Development Program. 1997 to present. Recruited
participants from Central Washington University to attend three-week seminars in
Honolulu. Partial list of CWU faculty attendees: Ken Munsell, Karen Blair, Cameron
Otopalick, Toni Culak, Roy Savoian, Moose Mack Koushik Ghosh, Liahna Armstrong,
Kalala Ngalamulume, Roxanne Easley, Richard Mack, Ken Munsell, Bobby Cummings
and Josh Nelson. Investiture as East West Center Asian Studies Development Program
Regional Center.
Food and Culture. 1999, 2000. Joint venture with Dr. Ethan Bergman, Department of
Family and Consumer Sciences. Developed collaborative learning activity between
Japanese language students and Family and Consumer Sciences’ students..
Mombusho Scholarship Selection Committee. Yearly. Committee interviews
applicants for Mombusho (Ministry of Education, Japan) scholarships to Shimane
University. Recommendations are sent to Shimane and then forwarded to Ministry of
Education offices in Tokyo for final selection.
KIMA Interview with T.J. Close over the role of faculty senate in university governance and the
changeover to a new university president. Broadcast August, 1999.
Student Health and Counseling Center. November 13, 2002. Presentation on
Japanese culture. Invitation from the mental health care staff to explain salient features
of Japanese culture, knowledge of which may help in the provision of care to Japanese
patients.
Bridges. March 5, 2004. Two Anime club presentations for Bridges project, a GearUp grant funded mentoring program to bring students from regional schools to CWU
campus.
Bridges. Yearly. Presentations to junior high school students brought to CWU through
the Bridges project. Presentation on the origins of the Japanese orthographic system.
Asian Culture Night. February 2005. Preparation and presentation of Japanese foods
at Barto Hall during the Chinese New Year celebration. Part of the Living Learning
Community International House programming.
79
VII.
PROFESSIONAL SERVICE
A.
Membership in Professional Associations:
Modern Language Association
B.
Offices Held and Honors Awarded in Professional Associations:
N.A.
C.
Consultantships:
D:
Evaluation of Manuscripts for Journals and Books Publishers and of Grant
Proposals for Agencies: N.A.
E.
Papers and Presentations at Professional Meetings (other than those listed under
“Scholarly Activity”) N.A.
F.
Other:
VIII. COMMUNITY SERVICE
Interpreter. (Ongoing) Kittitas Valley Community Hospital Translator's Pool.
Kittitas County Law Enforcement Dispatch Translator's Pool.
Translator/Interpreter. October 2006. Kittitas County Lower Court. Interpreter for
Japanese exchange professor ticketed for speeding.
Translator/Interpreter. September 2003. Translator for Japanese student arrested for
failure to appear after receiving a summons. Judge Jewett presiding.
Interpreter. January 2000. Kittitas County Superior Court. Served as interpreter in
Superior Court. Judge Michael Cooper presiding.
Lincoln Elementary School. 1996, 1998. Taught 2nd, 3rd, and 4th grade classes
Japanese language and customs through song and play activities.
80
CURRICULUM VITA OF DIETER ROMBOY
I.
II.
PROFESSIONAL AFFILIATION AND CONTACT INFORMATION
DATE:
January 7, 2007
DEPARTMENT:
Foreign Languages
OFFICE ADDRESS:
L&L 102H
Phone 3-3329
E-Mail romboyd@cwu.edu
EDUCATION
DEGREES:
Ph.D. University of Utah 1974
B.A. University of Utah 1964
III.
PROFESSIONAL EXPERIENCE
Associate Professor, CWU Department of Foreign Languages
CWU 1989- 2007
Director of International Programs and Foreign Student Advisor
CWU 1977 - 1989
Director/Administrator of the CWU'S ESL Program 1979 - 1989
CWU Faculty Exchange Advisor and Fulbright Advisor 1977 - 1989
Coordinator and Program Developer of the AAUP ESL Program with Dale Otto
and Don Schliesman CWU 1988 - 1989
Assistant Professor CWU Department of Foreign Languages
1972-1979 (promoted 1979)
Assistant Professor, Humanities Program for Flight Instructors at
Highline Community College 1976
(cont.)
(III. Professional Experience cont.)
81
Assistant Professor, Humanities Program at Columbia Basin
Community College 1975
Acting Department Chair, CWU FL Dept. Spring Quarter 1975
Instructor, Morehead State University, Morehead, MN 1971 - 1972
Instructor, Idaho State University, Pocatello ID 1966 - 1967
Teaching Associate, University of Utah 1965-1969
IV.
TEACHING EXPERIENCE
A.
Interests and Specialties
18th Century German Literature, European Comparative
Literature, Existentialism, The Theater of the Absurd,
Phonetics, German Grammar and Language
B.
Courses Taught
GERM 151, 152, 153 First Year German
GERM 251, 252, 253 Second Year German
GERM 301 Introduction to German Literature
GERM 310 German Civilization and Culture
GERM 341 / 342 Intro. Composition and Grammar
GERM 343 / 344 Intermediate Conversation
GERM 385 German Phonetics
GERM 431 German Classicism and Romanticism
GERM 442 Translation and Interpretation
GERM 454 The German Narrative
GERM 456 German Drama
GERM 458 Modern German Literature
GERM 496 Faust and Readings in Germ. Lit.
HUM 298 The Self in Literature
(cont.)
82
(lV. Teaching Experience cont.)
C.
Other
Taught 14 Arranged and Individual Study Courses from
September 2003 to September 2006
D.
Teaching and Service Awards
2003 - Merit, Level I
2000 - Merit, Level I & II
1997 - Merit, Level I & II
1989 - Merit, 2 steps
1988 - Merit, 1 step
1985 - Merit and Profess. Growth, 2 steps
1984 - Professional Growth, 1 step
1983 - Merit, 2 steps
1982 - Merit and Profess. Growth, 2 steps
1980 - Merit, 1 step
1976 - Merit, 1/2 step
1975 - Growth, 1 step
1974 - Growth, 1/2 step
1973 - Merit, 1 step
E.
Student Evaluations
Most questioned categories on the administered SEOI
express a higher mean and a lower standard deviation than
those indicated for the department, for the college and for
the university as a whole. These evaluations plus additional
verbal and written feedback demonstrates superior teaching
effectiveness, superior student satisfaction and superior
classroom structure and decorum.
F.
Non-Compensated Teaching
Taught one course each quarter without compensation while
in administration
83
V.
SCHOLARLY ACTIVITY AND PRODUCTIVITY
Developed a computer based phonetics course and course pack with more than two
thousand word illustrations of the vowel and consonant sounds in German. Each sound is
specifically highlighted to facilitate recognition, pronunciation and understanding. (See
Course Pack for GERM 385.) CWU 2004-2006
Continuous course development and up-dating of teaching materials and course packs.
Each course is revised each time the course is taught and completely changed with a new
edition of the text and/or the adoption of a new text. (See Course Packs of courses taught
during the 2003-2006-review period.) CWU 1989 - 2006
Innovative Classroom Teaching and Computer based Instruction in German Linguistics
CWU 2002
Member, Pacific Rim Committee: Program development for
an area study program of the Pacific Rim and with grant
proposal (funded) CWU 1986 - 1988
Presentation, CWU Today on Yakima Television, The
Foreign Student at CWU and the Economic Impact
on the Ellensburg / Washington State Area. CWU 1984
Presenter "Brecht: The Man and His Works" A panel
discussion on Bertolt Brecht shown on a Yakima television
station for four days, CWU Today. CWU 1983
Program Evaluator for the CECEMMAC/CMI Mexico Study
Abroad Program CWU 1983
Presenter, Regional WAFFLT Conference "Effective
Teaching Methods for Special Language Problems"
CWU 1980
Three WAFLT President's Message to all Foreign Language
Teachers in the State of Washington published in The
WAFLT publication CWU 1976-1977
Forum, A
Opening Remarks, Washington Association of Foreign
Language Teachers (WAFLT) State Conference, Seattle
(cont.)
CWU 1976
84
(V. Scholarly Activity and Productivity cont.)
Presenter, WAFLT Fall Conference, "Foreign Language
Programs in Two and Four Year Colleges" CWU 1976
Session Chairman, WAFLT Fall Conference CWU 1975
Consultant and Writer of State Publications on The Teaching
of Culture in the Foreign Language Classroom in Conjunctions with the State's Foreign
Language Coordinator
CWU 1974 - 1975
Co-Chairman, Washington Association of Foreign Language
Teachers (WAFLT), State Conference CWU 1974
Developed 30-Minute German Radio Program for KXLE,
German Music and Cultural Information CWU 1973
Presenter and Teacher in the Eastern Washington State
College Inland Empire Culture Institute CWU 1973
VI.
UNIVERSITY SERVICE
A.
University
2005 - 2006
Cornerstone Program
2003-2006
CWU Visitation Program
1995
CWU Assessment Workshop
1994 - 1995
International Programs Advisory
Committee
1994
CWU Alumni Small Grants Committee
1989 - 1991
University Curriculum Committee
1988 - 1989
Dean's Advisory Council
1985
Search Committee, ESL Director
(cont.)
85
(VI. University Service cont.)
1985 - 1988
Committee Member of the Directors of
International Programs, a committee of
the Interinstitutional Council of Academic
Officers (Provosts and Academic VicePresidents of state universities within
Washington)
1983 - 1985
1983
Chair, Foreign Student Policy Committee
Search Committee, Director of Continuing
Education
1982
Admissions Office Committee for the
Admission of International Students
1982
Member, Search Committee for Assistant
Director for Off-Campus Programs
1981 - 1982
Ad Hoc Committee of the Undergraduate
Council on Foreign Languages and
International Studies
1980 - 1984
Committee
Chair, International Programs Advisory
1976 - 1977
Member, University Sabbatical Leave
Committee
1973 - 1976
Member, Interdepartmental Majors
Committee
1973 - 1975
Member, University Linguistics
Committee
B.
Faculty Senate
1992 - 1998
Faculty Senator
1993 - 1995
Faculty Senate Executive Committee
1994 – 1995
Secretary, Faculty Senate Executive
Committee
1973 - 1976
Alternate Faculty Senator
(cont.)
86
(VI. University Service cont.)
C.
Department
1992-2007
Major and Minor Advisor for all German
Students (Review Period 2003-2006
Advisor to 67 Students)
2005-2006
Chinese Search Committee
2003-2005
Departmental Scholarship Committee
2003-2004
Chinese Search Committee
2002-2003
Department Library Committee
2001-2002
Search Committee for the ASL position
1990 - 1991
Department Curriculum Committee
1974
Acting Chair, Foreign Language
Department (Spring Quarter)
1972 - 1976
D.
Chair, FL Department Curriculum
Committee
Administrative Performance:
1977-1989
Yearly Superior or Outstanding
administrative evaluations from the Vice
President for Academic Affairs. In 1983 I
was recognized by the Vice President for
Academic Affairs as one
of two administors for distinguished service to the
university.
E.
Student Service
2002-2006
Only German Professor responsible for all matters
pertaining to the German program, including yearly course scheduling,
German curriculum, library acquisitions, campus visitations, emails to and
from students, letters of recommendation and record-keeping, advising and
teaching sufficient courses for students to be able to finish their degree
(cont.)
(E. Student Service cont.)
87
VII.
1990-1998
General Advisor to Incoming Freshmen
1990 - 2003
Foreign Credential Evaluator for German
Study Abroad Participants
1977 - 1989
Academic Advisor to Foreign Students
1977 - 1989
Study Abroad Advisor
1977 - 1989
Advisor to the CWU International Club
1977 - 1989
Host Family Program for new Foreign
Students
1977 - 1983
Student Fulbright Advisor
PROFESSIONAL SERVICE
A. Professional Associations
1983 - 1989
Member, Washington State China
Relations Council
1983 - 1989
Member, Institute of International
Education (IIE)
1980 - 1989
Member, Northwest Interinstitutional
Council Study Abroad (NICSA)
1980 - 1989
Member, Council on International
Educational Exchange (CIEE)
1980 - 1989
Member, National Association for Foreign
Student Affairs (NAFSA)
1976-1977
Member of The Washington State Council
for Curriculum Coordination
1976
Member of American Conference for
Teaching Foreign Languages, ACTFL
1976
Member, Executive Board of the Pacific
Northwest Council on Foreign
Languages, PNCFL
(cont.)
88
(A. Professional Associations cont.)
1976 Chair, General Session of the
Washington Association of Foreign
Language Teachers and the Oregon
Association of Foreign Language Teachers (WAFLT/OAFLT) Joint
Conference
1976 Member of the American Council of
Teaching Foreign Languages, ACTFL
1973 - 1979 Member, Washington Association of
Foreign Language Teachers
B.
Offices Held and Honors Awarded in Professional
Associations
1974 - 1977 Executive Officer Washington
Association of Foreign Language
Teachers (WAFLT), President Elect,
President, Past President
1989
C.
WAFLT Annual Conference, Recognition
and Plaque for Service as President to the
Association
Conferences Attended
WAFLT State Conference in 1972, 1973, 1974, 1975, 1976,
1977, 1988, 1989
NAFSA National Conference in 1982 1984, 1985, 1986, 1987
1988
CIEE National Conference in 1986, 1987, 1988
NAFSA Regional Conference in 1979, 1980, 1981, 1982,
1983, 1984, 1986, 1987
IIE Regional Conference in 1985, 1986
Washington State China Relations Council in 1984, 1985, 1986
PNCFL Regional Conference, 1973, 1974, 1975, 1976
ACTFL National Conference 1976
89
VIII. COMMUNITY SERVICE
1989-2006
Community Translation Service
Provided translations free of charge to
various individual and church groups
1980 - 1989
Numerous presentation to the Rotary and
Kiwanis clubs and local churches and ot
other groups about the foreign student
and host family programs at Central
IX.
SPECIAL SERVICE TO THE PROFESSION
A.
PROFESSIONAL GROWTH ACTIVITIES
Study / Travel / Residence Abroad
In order to keep current with language developments and
changes, upgrade my language skills, research course and
teaching materials and to be able to present accurate information to my students on contemporary life and current
events in
Germany, I traveled and lived for extended
periods of time in Germany as illustrated below. These visits allowed me to provide my
students with an exceptional teaching experience.
2006 Summer 77 days - Germany
2005 Summer 73 days – Germany
2004 – Summer
65 days – Germany
2003 – Summer
66 days - Germany
2002 - Summer
65 days – Germany
2001 - Summer
31 days - Germany
2000 - Summer
65 days - Germany
1998 - Summer
45 days - Germany
1997 - Summer
50 days - Germany
1996 - Summer
56 days - Germany
1995 - Summer
52 days – Germany
1994 - Summer
54 days - Germany
1993 - Summer
53 days - Germany
90
(cont.)
(A. Professional Growth Activities cont.)
1991 - Summer
56 days - Germany
1990 - Summer
57 days - Germany
1989 - Summer
60 days - Germany
Computer Courses Completed
Introduction to the VAX
Decmate: Basic Word Processing
Decmate: Advanced Word Processing
Introduction to the Macintosh
Introduction to the Internet
Safari Training Seminar
91
APPENDIX II: Personnel Procedures and Guidelines for Foreign Languages Department
Foreign Languages Department Personnel Policies and
Performance Criteria
I. Preamble
The Foreign Languages Department offers programs in Chinese, French, German, Japanese, Russian,
and Spanish with the purposes of expanding students’ knowledge of language, improving their critical
thinking skills, enhancing their cultural sensitivities, and promoting world citizenship. We also offer
courses in American Sign Language and Latin to the same end. In order to achieve these goals, it is
imperative to recruit and support able and dedicated faculty. The department’s personnel policies and
performance criteria are to serve this purpose.
II. Personnel Policies and Procedures
The policies and procedures for reappointment, tenure, promotion and post-tenure review are outlined
in Article 20 of the Collective Bargaining Agreement. Included is information on the criteria,
evaluation cycles, eligibility, personnel committee composition, and the general procedures.
University and college faculty performance standards for reappointment, tenure, promotion and posttenure review are located respectively on the Associated Vice President for Faculty Affairs website and
Section 8 of the CAH Handbook, which can be found on the “Faculty and Staff Resources” link on the
CAH website. The CAH Handbook also contains information on procedures for compiling RTP and
PTR dossiers. All faculty are expected to familiarize themselves with the information included in these
documents.
The mission of the Department of Foreign Languages, in accordance with the mission of the College of
Arts and Humanities (CAH) and the mission of Central Washington University (CWU), acknowledges
that faculty members contribute to the three areas of faculty work: teaching, scholarship and service.
In all decisions regarding award of reappointment, tenure, promotion, and post-tenure review, faculty
members are thus judged in relation to teaching effectiveness, research and scholarship, and
professionally related public service. Effective instruction is the central element of faculty work in the
CWU University Mission. Therefore, teaching effectiveness will be accorded greater weight than will
scholarship and service; thus, faculty scholarship, including research for development of classes,
should inform instruction and service. We seek not only truly superb teachers, but also teachers who
embrace the teacher-scholar model and extend their knowledge beyond the classroom as excellent
professional and community servants.
All candidates for reappointment, tenure, promotion, and post-tenure review will be responsible for
checking the Academic Affairs Calendar for the pertinent deadlines for respective personnel actions.
The department chair will confirm these deadlines with administration and the candidates.
All candidates must prepare a Professional Record containing documentation of contributions in each
of the three areas of Teaching, Scholarship and Service as described below. Specific criteria for each
candidacy are described in Sections III-VII; however, all candidates are required to submit tabulations
or summaries of anonymous student evaluations of instruction (SEOIs), including student comments.
92
The items listed under each heading below are ranked in approximate priority, though the possibility
of exceptional situations may be acknowledged.
A candidate may submit for consideration items which do not fit conveniently into any of the three
areas. However, such items should be accompanied by a statement from the candidate explaining why
they are relevant.
Categories of Evaluation
A. Teaching
As stipulated in Article 13.3.1 of the Collective Bargaining Agreement (CBA), teaching
activities are outlined as follows:
classroom, studio, laboratory, continuing education, and distance delivery instruction in
regular academic courses with assigned contact hours; development and coordination of
special undergraduate and graduate seminars; preparation of student materials for classes;
preparation of a new course or substantial revision of an older course; general advising of
undergraduate students; supervision of student mentorships; supervision of graduate student
theses and research/creative projects; supervision of undergraduate theses and
research/creative projects; supervision of directed study through individualized courses;
non-credit educational programs on-campus or elsewhere; supervision and management of
teaching facilities; and other activities benefiting students’ academic development.
Teaching Effectiveness shall thus be demonstrated by the quality and effectiveness of
instruction relative to departmental and college standards, as evidenced by:
 University teaching award
 Anonymous student evaluations (SEOIs) and reports of class observations by colleagues
 Written reports of colleague reviews of teaching materials, such as syllabi, textbooks,
handouts, test questions, composition assignments
 Testimonial letters from former students
 Documented student advising
 A new or redesigned course: learning outcomes statement, rationale, course outline,
bibliography
 A first-time preparation: learning outcomes statement, rationale, course outline,
bibliography
 Faculty development activity in teaching
 Other pertinent information
B. Scholarship
As stipulated in Article 13.3.2 of the CBA, scholarship activities are outlined as:
all professional activities leading to publication, performance, or formal presentation in the
faculty member’s field, or leading to external funding recognizing the faculty member’s
current or potential contribution to his/her field. Such activities include: manuscript
93
submission; grant proposal submission; supervision of externally funded research projects;
development of patentable inventions; and other original contributions, performances,
exhibitions, or concerts appropriate to the faculty member’s field.
The CAH Faculty Performance Standards recognize that “Scholarship is multi-faceted and may
take many forms. National practice and accreditation standards recognize a variety of scholarly
activities for specific disciplines, and different ways for disseminating work outside the
university.” Scholarship may “include contributions in the four basic areas of discovery,
integration, application and teaching (Boyer model), as appropriate to [the faculty member’s]
assignment.”
Scholarship Effectiveness shall thus be demonstrated by production of scholarly- creative work
in the following two categories, as defined by the University Performance Standards:
Category A includes discipline-recognized products that are formally peer-reviewed and
disseminated outside the university, e.g.:
• refereed journal articles
• research monographs
• scholarly books and chapters
• scholarly creative works or equivalent contributions
• textbooks
• juried exhibitions and performances
• peer-reviewed external grants (for the lead principal investigator)
Category B includes formal activities that lead to or support such products or other scholarly
contributions, e.g.:
• peer-reviewed conference proceedings
•
proposal submissions for peer-reviewed external grants (lead principal investigator)
•
serving as co-investigator or co-principal investigator on funded external peer-reviewed
grants
• principal investigator on other grants and contracts
• authoring publicly available research and technical papers
• conference presentations
• peer-reviewed compositions and public performances
• peer-reviewed recorded performances (cd’s, videos, etc.)
• textbook chapters
• externally published study guides
• [substantive] book reviews
• reviews of external performances and technical reviews
Recognition of scholarly accomplishments, as for example, a University research award, should
likewise be included in documentation of Research and Scholarship effectiveness.
C. Service
As stipulated in Article 13.3.3 of the CBA, service activities are outlined as:
a) Public service: such as in organized, non-remunerative, educational
and consultative activities which devolve from faculty’s professional
94
expertise and further the interests or prestige of the University;
(b) University service: such as department chair, director, program
coordinator, or governance assignee; accreditation; program
development; work on recognized administrative, department, college,
school or university committees; and other tasks as deemed necessary
by the University.
(c) Professional service: such as on grant, journal, or accreditation review
boards, or as an ad hoc reviewer, in the faculty’s area of expertise; as
an officer in a professional society; organizing and/or chairing
conferences, symposia, seminars, etc.; teaching short courses, seminars,
etc. that are not regular academic courses; editing journals, books,
special volumes of papers, etc.
Service Effectiveness shall thus be evidenced by:










University public service award
Evidence of holding office or committee membership in international, national or
regional professional organizations
Evidence of organizing or directing conferences of international, national or regional
professional organizations
Evidence of chairing a university committee or comparable leadership activity
A copy of any funded grant proposal that enriches the curriculum or supports the
university/community liaison
A report of committee work at this university, both in and outside the department.
Copies of papers presented to the university or local community
Evidence of guest lecturing in courses
Letters of support or appreciation from institutions and groups who have benefited from
a faculty member’s professional expertise
Other pertinent information
Another item that will be taken into account in reappointment, tenure and promotion decisions
is the quality of one’s collegial relationships, since collegiality can radically affect the quality
of the department’s overall functioning as it strives to carry out its professional purposes
effectively. Good collegiality requires that one adhere to the provisions of Article 11 of the
CBA and the Mission Statement of the Department of Foreign Languages. It also requires that
colleagues evince professional cooperativeness, such as volunteering to teach an ill colleague’s
classes. If asked, colleagues will visit each other’s classes and review their teaching materials.
If asked, they will read and comment on each other’s scholarly research materials, as their time
permits. They will be willing to meet and discuss department business regularly. They will be
readily accessible to each other and to students. They will perform their fair share of intradepartmental service activities which are required for success in the department’s common
enterprise.
Procedures
All candidates will submit a Professional Record in support of their candidacy for
Reappointment (R), Tenure (T), Promotion (P), and Post-Tenure Review (Post-TR),
respectively. The types of materials which one must submit are listed on a coversheet provided
by the College of Arts and Humanities (coversheets can be found on the CAH Webpage >
95
Forms) for each type of candidacy. A current curriculum vitae using the CAH template (located
on CAH Webpage > Forms), and materials documenting teaching effectiveness, are required
for all Professional Records.
The Professional Record should be placed in a notebook, organized according to the
appropriate coversheet supplied by the College of Arts and Humanities. Letters of support
should be submitted with the Professional Record rather than sent separately to the dean. An
activities list of the accomplishments covering the period of review and a narrative selfstatement are required. The Professional Record will remain in a secure place in the department
office for review by the department chair, the personnel committee, and faculty until the
deadline indicated in the year’s Academic Affairs Calendar for submitting materials to the
Office of the Dean. Article 20.6 of the CBA provides the general procedures for RTP and PostTR. The candidate is advised to retain a copy of whatever items he or she has submitted.
III. Performance Criteria for Reappointment
During the probationary period prior to receiving tenure, a candidate is expected to make substantial
progress each year in each of the areas of faculty work, creating a pattern of development that
should continue during the years after tenure has been received. The candidate will be assigned a
faculty mentor (per CAH Handbook §6) and will be expected to meet regularly with the mentor
until receiving tenure. Following Article 20.2.1 of the CBA:
Probationary tenure-track faculty shall be evaluated each year of their
probationary period. Evaluation for reappointment shall occur during fall
quarter except in the first year when it will occur in winter quarter, as
established in the Academic Calendar.
In applying for Reappointment, the candidate will submit a Professional Record to the department,
providing documentation of Teaching effectiveness, Scholarship and Service.
NOTE: It is highly recommended that a new faculty member immediately upon hire prepare
folders for collecting documentation in each area of faculty work to assist in the preparation of
yearly Reappointment Professional Records. Moreover, the faculty member is highly encouraged
to keep a copy of each year’s Professional Record to assist in the Tenure and Promotion
Professional Record.
The department recognizes that new faculty may vary in respect to prior experience in the three
central areas of teaching, scholarship and service. However, the faculty member is expected to
obtain a threshold of the following types of accomplishments that a new faculty member with no
prior experience would be expected to have in a six-year probationary period. (For probationary
periods of fewer than six years, expectations will be proportionate to the number of years.)
Therefore, a new faculty member working toward departmental expectations in tenure and
promotion should also strive to these accomplishments, which include evidence of excellence in
Teaching, in particular SEOI scores at or near the university mean; two accomplishments or
equivalent in Category A of Scholarship and two accomplishments in Category B of Scholarship;
and contributions to Service within the period of review, to include serving on a university
committee or comparable activity, as well as participating on departmental committees as needed.
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IV. Performance Criteria for Tenure and Promotion to Associate Professor
In accordance with Article 20.7.2 of the CBA, “Reviews for tenure will result in one of the
following actions: (a) Granted, with promotion to Associate Professor (b) Not granted.” Thus,
tenure and promotion to the rank of Associate Professor are simultaneously granted.
Article 20.3.1 of the CBA stipulates eligibility for Tenure and Promotion to the rank of Associate
Professor:
Only tenure-track faculty who are appointed to the academic rank of assistant
professor or higher are eligible for tenure. Eligible faculty members must
stand for tenure during the sixth year of full-time employment with the
University. Extensions may be approved by the Provost for reasons such as
major illness, extenuating circumstances, or situations which require a faculty
member’s extended absence from full-time service.
Furthermore, “Promotion to the rank of Associate Professor recognizes an established record of
effective teaching; a demonstrated ability to lead independent, peer-reviewed scholarship to
dissemination outside the university; and a substantive contribution to university, professional
and/or community service” (University Faculty Performance Standard [UFPS]). The candidate will
systematically assemble a Professional Record providing evidence in support of Teaching
effectiveness (as delineated above on Page 2), submission of SEOI scores at or near the university
mean, and Service (as delineated above on Page 4), to include serving on a university committee or
comparable activity, as well as participating in departmental committees as needed, and also
providing evidence of the culmination of at least two activities or equivalent in Category A of
Scholarship and two activities or equivalent in Category B of Scholarship per departmental
standards within the six-year probationary period.
The procedural guidelines for Tenure and Promotion from the department to college to university
levels are specified in Article 20.6 of the CBA.
V. Performance Criteria for Promotion to Professor
Article 20.3.4 of the CBA stipulates eligibility for Promotion to the rank of Professor:
Faculty having completed five (5) years of exemplary performance in teaching,
scholarship and service as an associate professor at Central Washington
University may be eligible for promotion to full professor at the University.
Furthermore, “Promotion to the rank of Professor recognizes excellent teaching that commands
respect of the faculty and students; an accumulated record of superior peer-reviewed scholarship
since the previous promotion; and sustained contributions to university life, and increasing service
to professional organizations and the community” (University Faculty Performance Standard
[UFPS]). The candidate will systematically assemble a Professional Record providing evidence in
support of Teaching effectiveness (as delineated above on Page 2), with SEOI expectations of
scores at or near the university mean, and Service (as delineated above on Page 4), to include
serving as chair of a university committee or comparable leadership activity, and also providing
evidence of at least two refereed journal articles or a suitable combination of comparable activities
in Category A of Scholarship and two activities in Category B of Scholarship per departmental
standards.
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The procedural guidelines for Promotion to the rank of Professor from the department to college to
university levels are specified in Article 20.6 of the CBA.
VI. Performance Criteria for Post-Tenure Review
Article 20.2.3 of the CBA stipulates that:
In the third year following the granting of tenure, faculty, including those in
phased retirement, will be evaluated during the winter quarter, and every third
year thereafter, as established in the Academic Calendar. Promotion in rank shall be considered
the equivalent of Post-TR.
Furthermore, “Post-tenure review assures continued performance in assigned areas of faculty
work at appropriate rank and consistent with the university mission and accreditation standard.
Performance in the three areas of faculty work is typically expected during any three year posttenure review cycle” (University Faculty Performance Standard [UFPS]).
For faculty at the rank of Associate Professor, departmental expectations are that they are
progressing toward eligibility to apply for promotion to the rank of Full Professor. The faculty
member will systematically assemble a Professional Record for Post-TR providing evidence in
support of Teaching effectiveness (as delineated above on Page 2), with SEOI expectations of
scores at or near the university mean, and Service (as delineated above on Page 4), which includes
continuing service on university committees, as well as participating in departmental committees
as needed, and also providing evidence of at least one activity in Category A of Scholarship and at
least one activity in Category B of Scholarship per departmental standards within each three year
period of review. For those candidates who wish to apply for the rank of Full Professor in the
minimum amount of time (five years), it is suggested that they provide evidence of at least two
activities in Category A of Scholarship and at least two activities in Category B of Scholarship.
For faculty at the rank of Full Professor, departmental expectations are that they will maintain the
excellence established in the three areas of faculty work. The faculty member will systematically
assemble a Professional Record for Post-TR, providing evidence in support of Teaching
effectiveness (as delineated above on Page 2), with SEOI expectations of scores at or near the
university mean, and Service (as delineated above on Page 4), which includes continuing service
on university committees, as well as participating in departmental committees as needed, and also
providing evidence of at least one activity in Category A of Scholarship and at least two activities
in Category B of Scholarship per departmental standards within each three year period of review.
The procedural guidelines for Post-tenure review from the department to college to university
levels are specified in Article 20.6 of the CBA.
VII. Performance Criteria for Non-Tenure-Track Faculty Review
Non-tenure-track appointments are outlined in Article 10 of the CBA.
1. Each review will pertain solely, but comprehensively, to contracted assignments.
2. The Department Chair and the Personnel Committee will review each faculty member's
performance at least once each academic year. However, reviews must occur before any
decision to issue a subsequent contract.
98
3. The reviews must include an evaluation of teaching effectiveness--based on scrutiny of the
faculty member's teaching materials, with syllabi in compliance with Academic Policy 5-9.4,
including appropriate writing requirements for classes designated (W), and course content in
keeping with departmental curriculum requirements. Expectations for SEOI’s for non-tenuretrack faculty members are for scores at or near the university mean. Class visitations (if
feasible), examination of the faculty member's written self-studies, and other relevant review
materials may also be used for evaluation. Student evaluations of all sections taught by nontenure-track faculty must be submitted directly to the Chair. They should be administered when
the faculty member is not present.
4. The reviews must include examination of documentation of scholarship and/or service
accomplishments if contractually pertinent.
5. The reviews will be submitted to the Dean’s office, along with relevant documentation, with a
copy filed in a secure location in the departmental office. Copies of his or her written reports
will be made available to each person being evaluated.
6. The department is an academic community, which includes both tenured/tenure-track and nontenure-track faculty. All members are expected to demonstrate care for the overall well-being
of the department and to maintain an appropriate level of collegiality in the department.
VIII. Department of Foreign Languages Personnel Committee Procedures:
Article 20.5.1 of the CBA stipulates that:
Department personnel committees will be composed of tenured and probationary faculty. The
committee must include three or five tenured faculty. Only tenured faculty may vote on
questions of reappointment, tenure, promotion, and post-tenure review. Voting committee
members must be at or above the rank under consideration. In the case where fewer than three
department members are eligible to be on the committee, the committee will include
appropriate faculty from another department.
(a) The personnel committee will be elected by the tenured and tenure- track faculty within the
department.
(b) The department personnel committee is responsible for evaluating the professional record and
providing written recommendations to the dean.
(c) The department chair will not serve on the department personnel committee. The chair will
conduct an independent evaluation and make an independent recommendation to the dean.
Furthermore:
Article 20.6.2 of the CBA stipulates the procedure for RTP and Post-TR candidates at the
departmental level:
(a) Tenured and tenure-track faculty members in a candidate’s department may review the
Professional Record of any and all departmental faculty involved in RTP and Post-TR and may
enter into the file written, signed, comments based on approved departmental criteria.
(b) The department chair and the department personnel committee will write independent
evaluations and recommendations of each candidate by the deadline listed in the Academic
Calendar. This documentation, and any written, signed, comments submitted to the chair or the
department personnel committee by departmental faculty, will become part of the candidate’s
Professional Record.
99
(c) After the departmental review period ends, the candidate will be permitted five (5) working
days to review the letters of recommendation submitted by the department personnel committee
and the department chair and to submit a letter correcting any errors of fact noted in those
letters.
(d) The letters for recommendation from the personnel committee and chair, along with any
factual corrections submitted by the candidate, will be added to the Professional Record, which
will then be submitted to the dean. Once submitted to the dean, the Professional Record will be
considered the formal file for the candidate, and will be closed. No additional information or
documentation may be added to the Professional Record once it has been submitted to the dean.
In addition to the above duties and procedures, the Foreign Languages Department personnel
committee will continue to monitor the Foreign Languages Departmental Personnel Procedures (in
keeping with the CBA), suggesting changes whenever they seem warranted and submitting any
such changes to the whole department for evaluation and action.
Helpful Links:
Collective Bargaining Agreement (http://www.ufws.org/central/index.html)
University Faculty Performance Standard
(http://www.cwu.edu/~avpfa/docs/University%20Faculty%20Performance%20Standard.doc)
CAH Handbook (http://www.cwu.edu/~cah/New%20Handbook/new_hbk.html)
(http://www.cwu.edu/~cah/facStafResorceFiles/CAH%20Faculty%20Perf.%20StandardFinal.doc)
Approved by Faculty of the Department of Foreign Languages, (Still under review)
100
APPENDIX III: Assessment Plan
CWU Department/Program Assessment Plan Preparation Form
Department: _Foreign Languages________________________________
Program: _Foreign Language Majors _________________________
Department/Program Goals
Related
College Goals
Related
University
Goals
1. To ensure that students
acquire and develop disciplined
habits of critical thinking and
creative expression, thus
enabling students to make and
communicate enlightened
judgments.
“Develop
students’
intellectual and
practical skills”
“Enhance
students’ civic
knowledge and
engagement,
locally and
globally”
2. To offer quality
undergraduate programming
that engages students in
effective learning communities
(such as involvement with
LLAS or APS), thus preparing
them for professional careers or
advanced study.
3. To offer students
opportunities to engage in local
or global service experience
within their target language(s).
Method(s) of Assessment
(What is the assessment?)
Who/What Assessed
(population, item)
When Assessed
(term, dates)
Criterion of Achievement
(Expectation of how good things
should be?)
Goal 6 –
“Ensure that all
members of the
university
community are
provided
equitable
opportunities
for intellectual
development,
growth,
success, and
reward”
Exams, quizzes,
compositions, oral
presentations, and
interviews
Current majors
End of program
All students maintaining 3.0 GPA
in major coursework
“Enhance
interdepartmental
collaboration”
Goal 6 –
“Promote
intellectual
inquiry and
encourage
civility, mutual
respect, and
cooperation”
Exams, quizzes,
compositions, analytical
papers, oral presentations,
and interviews
Current majors
Entry into, mid-,
and end of
program
Alumni acceptance into graduate
programming
Students maintaining 3.0 GPA in
major coursework
10% of Spanish, Japanese, or
Chinese majors also pursuing a
LLAS or APS minor
“Enhance
students’ civic
knowledge and
engagement,
locally and
globally”
Goal 1 –
“Integrate
international
experiences and
global
education in
curricular and
Journals, end of program
report(s)
Current majors
Mid-program,
end of program
70% of students studying abroad in
countries where target language is
spoken
25% student participation in
service learning and community
service activities requiring
significant use of the target
101
co-curricular
initiatives.”
4. To provide advising and
support services (clubs,
tutoring, etc.) that will aid
“Develop
students’
intellectual and
practical skills”
Goal 2 –
“Deliver
student services
that respond to
the interests and
desires of the
student body”
Alumni surveys, exit
interviews, exit surveys
Departmental
graduates/alumni
End of and postprogram
35% student participation in clubs
90% of alumni and exit survey
respondents evaluate advising as
“good” or “very good” (4 or 5 on
evaluation scale)
“Improve
visibility of the
college”
Goal 4 - “Build
mutually
beneficial
partnerships”
Graduate/alumni database
Online surveys
Departmental
graduates/alumni
End of and postprogram
Establishment of database with
contact information for graduates
from the past five years (from
2002-present)
10% alumni participation in data
gathering (surveys, etc.)
students in academic and career
planning.
5. Department will maintain
contact with alumni through
periodic correspondence.
language
102
CWU Student Learning Outcome Assessment Plan Preparation Form
Department _Foreign Languages______________________________
Program _Foreign Language Majors and Minors_____________________
Student
Learning
Outcomes
(performance,
knowledge,
attitudes)
Related
Program/
Departmental
Goals
1. Development
of reading,
writing, speaking
and listening
skills in target
language in
accordance with
the American
Council on
Teaching Foreign
Languages
(ACTFL)
guidelines.
Goal 3 – “To
2. Students will
develop critical
thinking
competencies
Goal 5 – “To
offer students
opportunities
to engage in
meaningful
experience
within their
target
Related
College
Goals
Related
University
Goals
Method(s) of
Assessment (What is
the assessment?)*
“Develop
students’
intellectual
and practical
skills”
Goal 1 “Integrate
international
experiences
and global
education in
curricular and
co-curricular
initiatives”
Courses within the
department are generally
sequential; the
acquisition of foreign
language skills is
cumulative. In most
cases, a major’s
completion of the
program
requirements will show
adequate development of
these skills (at each level
of the program in
accordance with ACTFL
guidelines)
Goal 6 “Foster and
promote a
stimulating
and
intellectually
rigorous
community”
Alumni survey
Exit survey
“Improve
knowledge of
human
cultures”
language(s)”
encourage
students to
acquire and
develop
disciplined
habits of
“Develop
students’
intellectual
and practical
skills”
Who Assessed
(Students from what
courses – population)**
When
Assessed
(term,
dates) ***
Standard of Mastery/
Criterion of Achievement
(How good does
performance have to be?)
All majors (Ellensburg
campus)
Fall, Winter,
Spring, and
Summer
Quarters
All students must maintain a
3.0 GPA in major
coursework
All majors (Ellensburg
campus)
Fall, Winter,
Spring, and
Summer
Quarters
70% of survey respondents
evaluate the department’s
effect on their critical
thinking skills as good or
very good (4 or 5 on
evaluation scale)
critical
thinking and
103
creative
expression,
thus enabling
students to
make and
communicate
enlightened
judgments”
3. Students will
achieve pragmatic
communicative
competency in
their respective
target languages.
Goal 2 – “To
offer quality
undergraduate
programming
that engages
students in
effective
learning
communities,
thus preparing
them for
professional
careers or
advanced
study”
“Develop
students’
intellectual
and practical
skills”
Goal 6 “Embrace
diversity,
equity, social
justice, and
cultural
responsiveness
across the
university”
Praxis exam (for
language teaching
majors)
Courses within the
department are generally
sequential; the
acquisition of foreign
language skills is
cumulative. In most
cases, a major’s
completion of the
program
requirements will serve
as an indicator of
reasonable
communicative
competency
All majors (Ellensburg
campus)
Fall, Winter,
and Spring
Quarters
Student must maintain a 3.0
GPA in major/minor
coursework
80% of survey respondents
rate the department’s ability
to prepare them to
communicate in the target
language as good or very
good (4 or 5 on evaluation
scale)
100% of language education
majors receiving a score of
160 or better (passing) on
Spanish or German Praxis
exam and 158 or better
(passing) on French Praxis
exam (and passing scores for
any other language we offer).
All language majors
(Ellensburg campus)
Fall, Winter,
Spring, and
Summer
Quarters
Students must maintain a 3.0
GPA for all coursework
taken abroad
80% of survey respondents
rate their “satisfaction with
[their] experience abroad” as
“very good” or “excellent”
(A or B on Study Abroad
Alumni survey
4. All majors
should study
abroad for one
semester (or
equivalent) in a
country where the
language is
spoken.
Goal 3 – “To
offer students
opportunities
to engage in
meaningful
experience
“Increase
student
participation
in studyabroad
activities and
Goal 1 –
“Integrate
international
experiences
and global
education in
curricular and
End of program survey
after study abroad
experience
Grades from coursework
taken abroad
Alumni survey
Exit survey
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within their
internships”
co-curricular
initiatives”
“Improve
knowledge of
human
cultures”
Goal 1 –
“Integrate
international
experiences
and global
education in
curricular and
co-curricular
initiatives”
target
Program Evaluation scale)
language(s)”
5. Majors will
acquire an
overview of
historical and
cultural features
of the
country/countries
in which the
target language is
spoken.
Goal 3 – “To
offer students
opportunities
to engage in
meaningful
experience
within their
Alumni survey
Coursework in 310:
Civilization and Culture
course
Exit survey
All language majors
Fall, Winter,
Spring, and
Summer
Quarters
100% of majors must earn a
3.0 GPA for 310 courses
90% of students rate
understanding of culture and
history on exit survey a 4 or
5.
target
language(s)”
*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature
**Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers – see NWCCU standard 2.B.2)
***Timing of assessment should be identified at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)
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