August 18, 2003
Evaluation of Department of Foreign Languages Program Review, 2002-03
Liahna Armstrong, Dean, College of Arts and Humanities
PART I. RESPONSE TO DEPARTMENTAL SELF-STUDY
On the whole, I find the departmental self-study sound, thorough, and scrutinizing.
The document is thoughtfully considered and carefully written. There are some
points that I consider either factually or perceptually incorrect, but overall, the study
is on point. Below, I am including comments only on the areas of the report that I
want to highlight, underscore, or differ with.
A. Departmental Role and Mission
This section appropriately emphasizes the department’s role in serving students
entering a complex global society. The commitment to interdisciplinary learning; to
international exchanges and programs; to expanding cultural understanding; to
supporting key University programs such as general education, teacher education,
bilingual education, and area studies; and to enabling students to better understand
their native tongue are all central to the department’s sense of purpose and critical to
higher education today.
B. Programmatic Goals
The report summarizes the state of and the issues in the various programs within the
department.
Spanish: The Spanish program has historically been the largest in the
department, and over the years grew as demand for other European languages
(French and German) gradually declined. As the report notes, three Spanish faculty
left their full-time positions. One retired; one resigned to take another position; one
moved into the Associate Dean’s position, though the report should note that he
periodically continues to teach in the department, and will probably go on phased
retirement in Fall 2004, where he will contribute 10 to 15 credits to the program per
year.
Over the years, the department has used adjunct faculty in Spanish to
supplement course offerings by regular faculty and to cover sabbaticals, exchanges,
and leaves. During the last year, the department employed one adjunct faculty
member to supplement offerings by full-time faculty. (Most departments use adjunct
faculty more extensively than Foreign Languages; indeed, there are virtually no
programs in the College that don’t rely at least partially on support from adjuncts.)
While it is true that class size in Spanish has increased some, these increases stem
primarily from budget reductions in the last six years. Enrollments in Spanish,
especially at the lower division level, have declined somewhat, though they are
higher for Fall 2003.
French and German: Enrollments in these areas declined rather significantly
from what they were a decade and a half ago, though at present they are holding
their own and stronger in Fall 2003. Currently, there is one full-time French professor
(others in the department can and do teach French) and one full-time German
professor. Coverage of French and German is adequate with existing staff.
Japanese: There is one full-time Japanese professor (who is Department
Chair) and regular support from an ongoing faculty exchange with Shimane Women’s
College in Japan. Staffing is adequate for Japanese.
Chinese: As noted in the report, Chinese ebbs and flows, but the growth in
interest in Chinese and Asian studies at CWU has warranted efforts to build more
solidity into the program. Rather than rely exclusively on exchange faculty from
China who are uneven in their effectiveness, CWU successfully secured a Casten
Family Foundation grant to build a permanent full-time position in Chinese. A new
faculty member has been hired to fill that position; it remains to be seen how his
assignment will be crafted and how we make best use of the continued presence of
Chinese exchange faculty.
American Sign Language: As the report notes, we currently offer first and
second year ASL, with plans to develop a minor and/or major, and a possible program
in ASL Interpretation. At the time the self-study was completed, there were two fulltime ASL faculty who have since left the University for various personal and
professional reasons. Given the steady enrollment demand in ASL I and II, we have
replaced one of the positions with a full-time non-tenure-track appointee, and have
hired an adjunct faculty member who will also teach extensively in the program. We
expect continued growth in ASL, but will need to observe progress in this area during
this transitional staffing period.
Russian: Enrollments in Russian have held steady since 1989, when that
language was added to the curriculum, though they have always been low. There
remains a viable number to continue offering courses in first, second, and third year
Russian on an adjunct basis, though if demand were to drop below a critical mass, we
would not offer all three years.
Missing in the report is a self-critique of the currency of the curriculum. What
national trends in the discipline have affected content and pedagogy in foreign
language study? What emphases (such as cultural history, contemporary culture,
linguistic theory, etc.) have evolved in course content?
C. Strategic Goals
Goal III: Develop a diversified funding base. It is appropriate to imagine
drawing on CWU’s new status as a regional affiliate of the East-West Center to secure
grant moneys to develop programs in our Asian languages. The Casten Family
Foundation grant, which was partially matched by CWU, is an excellent start in this
direction, as are some seed grants secured by CWU faculty to advance student and
faculty travel and study in China It is also hoped that grant opportunities may be
pursued in ASL. Potential association with Gallaudet University in building an
exchange opportunity for CWU students; FIPSE grants for curriculum development in
Deaf Studies; possible NSF grant opportunities for linked programs in ASL and
primate communication via our CHCI are all possibilities.
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Goal IV: Build mutually beneficial partnerships. The department has made
excellent inroads in productive associations with community groups, state agencies,
and public schools. We hope to continue to grow especially our linkages with the
Hispanic community in the region.
D. Reflections
Area Studies Programs: It is hoped that we may build up and augment our
Latin American Studies program. Doing so will afford opportunities for additional and
more diversified instruction in Spanish.
International Education and World Languages Day: The advent of this annual
event is a hallmark accomplishment of the department, due much to the leadership of
the Chair. The first program was a success, and plans to expand the program and
collaborate with the University of Washington for future sessions are signal
developments. It is hoped that we may enhance academic awareness of language
study and global issues through this program.
Personnel: As noted in the self-study, a positive side-effect of the
condensation of some of the language programs has been required study abroad for
students who major in those languages. It will be necessary to provide staffing
adequate to cover the various languages offered; staffing is tied to enrollment
demand and program centrality.
Chinese: The successful acquisition of the Casten Family Foundation grant to
establish an ongoing full-time position in Chinese should rectify the issue of the lack
of continuity and inconsistent level of instruction in Chinese that had been the case
when we depended entirely on exchange faculty from China to teach that language.
Class Size: Slightly larger class sizes in some Spanish courses have been a
trend for a number of years as the University has had to cope with enrollment
increases in a time of funding reductions. The departure of several Spanish faculty
has resulted in more sections taught by adjunct faculty. A review of class enrollment
data for the past four years shows that a sizable majority of classes in Spanish have
enrollments in the 10-29 range. It is certainly the case that the size of Spanish
classes has been felt more intensely in light of the smaller cap on ASL classes, and
that frustration is understandable.
Caps in ASL were set at 20 because the full-time faculty who were hired to
teach ASL made class size a negotiating issue in their hire. At their former institution,
all ASL classes had caps of 15. They produced evidence that because ASL is a visual
language conveyed by signs, facial expressions, and body gestures, everyone in the
class and the instructor must be able to see each other simultaneously. They made
the case that a small class cap was a pedagogical essential. The cap was set at 20 on
a provisional basis, and raised to 25 for the coming year due to budget necessities.
While there is certainly a compelling argument that all disciplines and all languages
are better off with smaller classes, the reasons for the situation in ASL were
presented as unique and it was felt that we should do our best under the
circumstances to accommodate the pedagogical request with the proviso that it
would be revisited after a year, which it was.
Our office certainly appreciates the sense of frustration felt by faculty in
Foreign Languages about various issues, but does not accept that “unilateral
decisions” were made without departmental consultation. The decision to bring ASL
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into the Foreign Languages Department was made formally by the department after
discussion. Indeed, the proposal was made by our office after students lobbied for
four years to move ASL out of Continuing Education, but the move would never have
occurred without express department approval. The idea to build a major around
ASL came only after burgeoning enrollments in ASL courses and strong student
interest in a major prompted such consideration.
No decision was made to phase out the Russian program. Because
enrollments were consistently low in Russian and resources were depleted, a decision
was made to offer Russian on an adjunct basis in response to demand. We have seen
a modest gain in the number of Russian students and are encouraged that Russian
will remain a viable part of the curriculum.
Adequate staffing. It is clearly the case that staffing in Spanish is an issue.
Some tensions and philosophical differences among the faculty in Spanish have
contributed to the problem. However, those differences seem to have dissipated, and
the staffing issue has been addressed with the approval of a search for a new tenuretrack Spanish faculty member. There are also staffing issues in ASL, though for the
time being our ASL courses are covered.
E. Future Directions
German, French, Japanese, and Russian. It is certainly hoped that programs
in these areas will grow rather than hold or decline. We should be proactive in
encouraging student interest and participation in them, and in seeking extramural
sources of support (as we did with Chinese) to amplify funding. Ultimately, though,
student demand is critical in determining where to place resources, which is why
working to enhance student interest is a key goal. World Languages Day should help
to foster this goal, but new other strategies need to be developed.
PART II: RESPONSE TO EXTERNAL REVIEW
Overall, I found the external review to be acceptable. The reviewer had some incisive
observations and a generally good sense of the program, its strengths, areas to work
on, and objectives for the future.
On the other hand, some of the report is a narrative summary of conversations the
reviewer had with various people, rather than a straight program analysis and
assessment. The report should focus on conclusions based on full examination of the
full range of materials.
Specific Comments:
1. The reviewer’s suggestions that the department clarify in its own mind its primary
mission, its relationship to teacher education, its service role, its relationship to the
off-campus community, and its role in offering majors (and which majors) warrants
serious consideration.
2. On p. 2, the report invites the department to take a greater leadership role in
promoting instruction in world languages. International Education and World
Languages Day is an excellent beginning for such an endeavor, but a broader and
deeper campaign is in order for the future.
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3. On p. 2, the reviewer suggests that the department conduct a review of its
graduates and develop an assessment plan to ascertain the effectiveness of the
program. I agree with this charge.
4. On page 3, the reviewer notes that the 31 credit minor is weak. While there may
be some truth to this judgment, given the fact that only courses numbered 200 and
above are counted (meaning that there is a 15 credit hidden pre-requisite), the minor
is in effect 46 credits, which makes it equivalent to some majors. The issues raised
about Chinese have been addressed as noted previously.
5. On p. 4, the report notes that the department relies relatively little on adjunct
faculty, which “creates a strong corps of teachers” but also results in complaints of
overwork, understaffing, and large sections. Adjunct faculty may be used effectively
to support primary faculty and rectify some of the pressures noted. The availability
of qualified adjunct instructors allows the department flexibility in adjusting to
demand pressures and unexpected circumstances.
6. On p. 5 and subsequently, the reviewer suggests that faculty in ASL were added
without full support from the department. While levels of support for ASL varied in
the department, the department did formally vote by a majority to search for and hire
qualified faculty in ASL. As noted earlier, the original decision to take ASL into the
department was the result of aggressive student lobbying over several years, and
extensive discussion in the department about whether to add ASL to the curriculum.
Over time, the value and merits of ASL have become more evident to the department,
and most of the issues that provoked concern have been worked through. While
there are some differences of opinion about how the prior ASL hires were made,
those have since been resolved.
It is also certainly the case that communication about plans for offering and hiring in
ASL could have been much better by all concerned. I assume responsibility for some
of these lapses in communication, and recognize that had there been better
communication all along, the misunderstandings would have been less likely to
develop. Misundertandings that occurred with the two ASL faculty, however, are not
fathomable to me, since they did not speak with our office despite numerous requests
to do so.
General Comments:
Many of the specific recommendations made in the report are merited. These include
recommendations to clarify the department mission, augment connection with
teacher preparation, develop assessment and strategic planning, working on
attaining a good balance between language and literature/culture courses,
incorporating newer technologies, and working to put past history and frustrations
aside and focus more on the future and on the positive attributes of the program.
The report also emphasizes the quality of the faculty, and the need by administration
to do a better job of recognizing and celebrating faculty achievement. This is a
worthwhile suggestion.
The reviewer stresses that there are exciting future opportunities for the department.
The presence at CWU of strong area studies and interdisciplinary studies programs
that do and can rely on foreign language instruction is a critical factor. Another is
the health our International Studies and Programs office, which has over the years
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fostered considerable living and learning opportunities for both CWU and
international students and faculty.
PART III: COMMENDATIONS AND RECOMMENDATIONS
Commendations
1. The departmental self-study was on the whole sound, thorough, and scrutinizing.
The document is thoughtfully considered and carefully written. It was a timeconsuming effort by the Chair and department, but extremely valuable. It is unclear
to what degree other faculty in the department helped to write the text.
2. Both the self-study and the outside review emphasize the quality of the faculty,
and their commitment to students, to the program, to international and global
education, and to a rich intellectual experience. Several programs are carried or
nearly carried by single faculty. It is difficult to be the sole instructor in a field, but
the faculty are resourceful and maintain their enthusiasm in such circumstances.
3. In difficult budget times, with some declining enrollments and some unevenness
of instruction in certain languages because of partial dependence on exchange
faculty, the department has managed creative solutions to assure program continuity
and quality instruction.
4. The successful acquisition of the Casten Foundation grant to establish a
permanent position in Chinese is a very significant accomplishment. The future of
Chinese and an expanding focus on China across the disciplines has been assured
through this step.
5. The advent of International Education and World Languages Day is an
exceptionally important and successful venture. The concept and the execution have
been outstanding contributions to the University.
6. The department’s contributions to area studies programs (Asia Pacific; Latin
American) are crucial. The excellence of coursework and instruction in Chinese,
Japanese, and Spanish in particular have contributed to the growth in interest in
these programs, and to their overall academic quality.
7. Despite some communication and hiring issues around ASL, the department has
accommodated ASL instruction, and fostered its growth.
8. Though this development post-dates the self-study and external review, the
department must be commended on two successful searches, in Chinese and in
American Sign Language. In both cases, searches yielded outstanding pools and
excellent new hires.
9. The study abroad programs in which the department participates are excellent
learning opportunities, well woven into the major course of study, and extremely
enriching.
Recommendations
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1. The department needs to reexamine it role in the University and how it meets, or
could better meet, the Mission, Vision, and Goals of CWU. It needs to clarify and
articulate its own mission.
2. The department must put in place a better assessment program than it currently
has.
3. The department should work to enhance outreach, both to the community
(especially the Hispanic community) and the public schools.
4. The department needs to develop a strategic plan to define what the department
will be like in the future: what are the curricular priorities? How should the language
offerings change or not change in the future? How should new trends in the content
and pedagogy of the discipline be reflected in the curriculum? How can the
department be more cohesive, a whole foreign languages program rather than a set
of segmented language areas?
5. The department needs to get in front of a plan to underscore the value of language
instruction and to augment the visibility of and participation in language study as key
facet of facing the global society of the twenty-first century. In light of this global
objective, the department is encouraged to change its name to the Department of
World Languages, or of International Languages, or of Languages, and eliminate the
word “foreign” from its identifier.
6. More efforts should be made to involve technology in FL instruction.
7. Faculty members, especially in Spanish, need to make a major effort to develop a
better collegial working relationship among themselves. This relationship has
deteriorated over the last several years and is detrimental to the health of the FL
program. However, there are positive signs that this effort is being made, and the
department has begun the new year with a sense of energy and renewal.
8. The Dean, Chair, and faculty need to have better, more immediate, more direct
communication. Past differences need to be put aside and everyone work toward a
positive, collegial future.
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