Department of World Languages
Unit Strategic Plan Report
A: Please see attached grid for 2013
B and C: WL made great strides in serving our students’ needs more meaningfully in the
Spanish program, where it was needed most. This is the largest program, with the most
number of students, and hence the most number of professors. Dr. Alejandro Lee’s
heroic development and implementation of the Heritage Speaker courses, courses
aimed at students who have grown up in Spanish-speaking homes but who may have
not had the academic instruction to support their understanding of the language,
especially in written form, have diversified the program and helped both the Heritage
and the L2 (second language learners) students. The Spanish faculty have also begun to
negotiate consistency in how they teach the first and second year language series, so
that students can go from one professor to another with the same kind of knowledge,
and without experiencing dramatic differences in workload and evaluation methods.
The faculty is also beginning to benefit from this consistency.
The ASL minor is burgeoning, and we can easily add three courses to serve the interest
at the 100-level, and much credit must go to Professor Jer Loudenback’s courses and
their effect of transforming students. This program can grow, but there will need to be
financial commitment at the College level to allow it to do so. The departmental G&S
budget, and the limited summer profits we are able to generate, are barely sufficient to
keep us afloat during the year, and even more so if we are involved in some costly
action, like a search. Likewise we need to update our recruitment materials (see below)
and make them more eye-catching, but at this point we can only produce black and
white printouts and photocopies.
Our drive to increase our diversity of student body is working very well for
Hispanic/Latino/Latina, mostly due to the Heritage courses (see above), but not enough
for other groups. Our African American student numbers, in particular, are slipping. We
need to emphasize how WL can serve everybody. We intend to work with Orientation,
Recruitment office, Student Success, Univ 101, and Diane Fischel Hall to target students
of every ethnicity to whom to broadcast the advantages of our programs. We must
broadcast the message that everybody can profit from a minor in a language; certainly
majors commit to a choice that will directly impact their vocations and/or graduate
studies, but not so minors, and we need to make that distinction very clear to incoming
students who may not understand what a minor in a language can provide. We have
plans to redesign our website and to make our recruitment materials more eyecatching. This latter part may have to wait until we have a color printer/copier, or we
have some funding leeway to discuss some new materials with Public Affairs.
While WL continues to emphasize the endless advantages of study and travel abroad,
we are also aware that often they are prohibitively expensive for students; even short
trips can cost $5000, which is a great financial burden for most students. The statistics
cited in the grid under theme 2.3 illustrate how the students in the program that does
not require travel abroad (Spanish majors) are far outnumbered by these in the
programs that do (see next paragraph), emphasizing that students are traveling
frequently because they have to. The University would be well served to develop some
grants and scholarships to offset some of these costs. The department will work with
OISP to increase these opportunities to the students, but also we suggest that the
College- and University-level strategic plans ought to consider these Outcomes and
develop key strategies to defray the financial burden on students.
As a consequence of the prohibitive cost of travel abroad, WL must develop ways to
allow students to complete all WL degrees on campus, which currently they cannot in
the French, Russian and Japanese majors, teaching or otherwise. The reasons are that a
department of 8 or so T/TT faculty simply cannot offer as many courses as required for
complete majors in 4 languages; for example, the two Japanese professors cannot offer
enough courses to allow students to gather sufficient electives in the language. The
Chinese and German minors are in the same situation. This complication is another
reason why some of our major and minor programs are not attracting as many students
as they ought; essentially, students in the aforementioned programs effectively have to
pay more for their degree than those in Spanish or other degrees in CAH or Central as a
whole. The inequity is discriminatory and WL intends on developing on-campus courses
to allow students to complete majors on campus, even while emphasizing the
advantages of travel-abroad. We are beginning this year by developing completer
courses in the French BA to begin offering in 2014-15, and we hope to have enough
resources to allow some Independent Studies to support our German minors, and even
some majors who are grandfathered in from before the curriculum revision last year.
Likewise, however, and as above, the College and University must commit the resources
to allow WL to do so.
Faculty is active in presenting at conferences and many are working on publication
endeavors, and the nature of their work is inevitably international and global. WL
majors and minors are likewise noteworthy for their passion and investment in their
studies, and in addition to learning languages, they learn so much about cultures and
traditions, both their own and others. It is surprising, therefore, to see a lack of
participation in SOURCE and other such opportunities. WL will concentrate on making
greater strides towards nurturing our students’ desires to share their passions, and we
have plans to increase our student participation in public fora that emphasize research
and creative expression, even beyond SOURCE.
There are language clubs for Spanish, Russian, and French, and one that is starting in
German this year. These clubs are involved in money-raising activities on campus, and
contribute a lot of time to contributing to the community.
My discoveries, if they can be termed such, stem mostly from the fact that our faculty
members are overworked. In addition to the issue about completing most majors and a
couple of the minors on campus (see above), the WL T/TT professors are sufficiently
aware of university- and college-level opportunities, but are so busy with departmentlevel work and committees that they cannot participate meaningfully at other levels.
This problem has a variety of consequences; while it is true that WL is unable to
contribute to the work that makes this university viable, it is also true that this inability
effectively marginalizes WL. If we are unable to share in a shared-governance campus
because we don’t have enough service WLUs, or indeed enough faculty members, to
open up the possibility of doing committee work other than in department, then the
voice of WL is not heard, and we continue to be the “poor cousin.” In other words, this
is not only a philosophical disadvantage, but also a most practical and political one.
Indeed, faculty members are already under-reporting service to be able to do everything
they wish and have to do for the students and the department. This problem will be
erased somewhat by the CBA requirement to quantify service properly, but it cannot be
fully erased until we can offer more service WLUs to a department of 8 T/TT members,
but effectively 7 because of sabbatical leave. The problem will also ease somewhat with
the arrival of the Russian TT professor we hope to hire for next year, but it will not
disappear without us making an effort to increase service WLUs, which means
decreasing teaching WLUs. The College- and University-level strategic plans ought
develop some key strategies for small departments such as WL to meet these
outcomes/themes. Likewise, the department’s T/TTs are willing to consider some
entrepreneurial endeavors, but faculty members must receive the time (WLUs) in which
do to the work, even at the most initial, prospective level.
In sum, World Languages faculty is devoted to the students in every way, even if we
need to be more active in increasing the students’ opportunities for disseminating the
wonderful work they do in public fora and to allow them complete their coursework on
campus and in the most streamlined and least costly ways; the faculty is most willing to
serve on college and university committees, and to participate in the RCM strategies like
the Innovation fund, but the university has to commit release time to allow it to do so.
While some courses are under-enrolled, many professors are teaching inordinate
numbers of students, and have no time to do as much scholarship as they would like, or
indeed need to do, and to ask them to do more, or to berate them for not doing more,
when the WLUs are not forthcoming, is unfair. The University’s Strategic Assessment
plan needs to propose meaningful strategies to allow us to move ahead with the themes
the University has set in place, given the particular situation of a small department with
majors in 4 languages, and minors in 7.
D: Please see attached Grid for 2014.
UNIVERSITY CORE THEME: 1. TEACHING AND LEARNING
UNIVERSITY OBJECTIVE 1.1 Enhance student success by continually improving the curricular, co-curricular, and extracurricular programs.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/ Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The department
will
demonstrate
academic
excellence in
relation to
teaching and
learning
SEOI data
Student learning
outcomes report
data
At or above
college mean, all
programs meet
set criterion
levels for student
learning
outcomes
Office of Effectiveness
or Assessment
Department
Assessment Committee
To develop or
purchase
appropriate
placement
exams. To
standardize
course content
and testing in
multi-section
courses. To
maintain small
class size,
especially in
critical areas
such as
composition
classes.
Purchase of
placement exams
(offset by student
fees?)
Faculty workload
and adjunct funds
to allow for small
(20 students)
class size that is
critical for
language
acquisition.
Spanish faculty
has written and
implemented a
new placement
exam starting
June 2013;
Spanish has
created a new
series of courses
for Heritage
speakers, and
placement efforts
(exams and
advising) are
working well to
streamline
students into the
required level
Course content
in year one and
two Spanish is
being
standardized,
with an eye to
still allowing
some
individualized
input from and
design by
particular
professors. Year
one was
implemented
during 2012-13
with good
success, and for
2013-14 faculty
have already
agreed on the
content and are
starting to
implement it
Our composition
classes are still
too large in
Spanish, mostly
because the cap
is too high. We
must be given
the leeway to
drop the cap
down to 15, or 20
at the most. We
request the
dean’s
permission so to
do
Placement,
standardization,
and reasonable
class sizes are
already in place
for French,
Russian, and
Japanese majors
* Only list unit outcomes where applicable to a university related objective.
UNIVERSITY CORE THEME: 2. INCLUSIVENESS AND DIVERSITY
UNIVERSITY OBJECTIVE 2.1 Enhance the environment of inclusiveness for faculty, staff, and students
Unit Outcomes
The department
will demonstrate
its commitment
to inclusiveness
through active
participation of
faculty and staff
in the shared
governance of
the university
Indicators
Committee
participation
(department,
college, and
university)
Ad hoc working
groups and task
forces
Orientation,
student clubs
Expected
Performance
Level
(Criterion)
Indicator/Performance
Level Reported By
All faculty will be
involved in at
least 2
committees,
working groups or
other activities
Office of Organizational
Effectiveness or
Assessment
Increased
participation on
university
committees
Department
Workload Plans
Staff will be
supported and
encouraged to
participate in
committees,
working groups,
or other activities
Key Strategies/
Initiatives
Increased
awareness of
committee
opportunities
Budget/Resource
Analysis
Faculty workload
redistribution
Student employee
to cover staff time
away from office
Outcome
Assessment
100% compliant.
Every T/TT
faculty member
is involved in at
least two
committees,
though mostly at
these are at
departmental
level
To serve
departmental
needs, many
faculty members
are underreporting their
service loads,
which issue must
be resolved and
will be now that
the CBA requires
identifying
service WLUs in
more precise
ways
WL has 2
professors on
University
committees, and
2 on College
committees;
again, while we
wish these
numbers to
increase, it is not
possible without
some WLUs
being assigned
to these tasks
and taken away
from elsewhere
Student
employee has
been hired,
along with
excellent
secretary senior
Secretary Senior
is attending
many training
sessions, both
required and not
UNIVERSITY OBJECTIVE 2.2 Increase faculty, staff, and student diversity by active programs of recruitment and retention for members
of underrepresented groups.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/ Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The department
will demonstrate
commitment to
Student FTE in
SPAN 261, 262,
263, 345 and 346
Minimum of 15
students enrolled
in each of the
Department
Recruitment of
Heritage
speakers from
Faculty release
time for
recruitment
Because the
SPAN 260- and
340-series are
student
diversity by
increased
enrollment of
Latino students
in Heritage
Spanish
Speaker track
for Spanish
programs
260 series and
340 series
area high schools
and community
colleges.
Collaboration with
Center for Latino
and Latin
American Studies
aimed at
Heritage
speakers, by
definition the
students are
typically
Hispanic or
Latino/Latina
Spanish 345 and
346 have about
25 each, so we
have exceeded
our expectations
Currently we
have about 12
students in the
260 series, and
expect to reach
our target of 15
per class next
year
Our Hispanic,
Latino/Latina
numbers of
students are
inching upwards
according to the
diversity
demographics
received from
the University
Office of
Strategic
Planning (46 in
2012, 48 in
2013), as are the
numbers of our
“multi ethnic”
students (10 in
2012, 21 in
2013). All
numbers have
increased each
of the last three
years, except for
“Native
American.” But
the numbers
remain low and
we need to
emphasize the
usefulness of our
programs to all
groups
Our faculty
member who
teaches
Cornerstone
classes is
always
recruiting; Other
faculty members
are recruiting by
virtue of
performing
outreach
activities with CC
professors and
by participating
in workshops
and symposia in
the region and
around the
State. Dr. Lee
works closely
with the Spanish
embassy to
facilitate
students’ travel
abroad and
thereby raises
our profile with
the Embassy for
recruitment
purposes
World
Languages day
did not occur in
2012-13, but
commitments
and efforts are
already in place
for 2013-14.
The outreach to
high schools
during the day’s
activities is
particularly
fruitful
UNIVERSITY OBJECTIVE 2.3: Ensure that CWU has an inclusive and diverse curriculum
Unit Outcomes
The department
will offer
courses in
Chinese,
French,
German,
Japanese, Latin,
Russian,
Spanish and
American Sign
Language
Indicators
Catalog offerings
Expected
Performance
Level
(Criterion)
Courses in 8
languages
offered each
calendar year
Indicator/Performance
Level Reported By
Department
Key Strategies/
Initiatives
New faculty hires
will be able to
teach more than
one language
Budget/Resource
Analysis
Funding for Latin
adjunct professor
during the
academic year
Outcome
Assessment
New faculty hire
in French, Dr.
Michael
Johnson, can
also teach in
Spanish
Latin courses did
not make in the
summer. We will
not focus on
Latin going
forward,
concentrating
our energy on
strengthening
our Russian and
French program
offerings, finding
sufficient support
to meet the
increased
demand in ASL,
figuring out ways
to allow students
to complete
majors and
minors on
campus
The department
will enhance its
commitment to
diversity by
increasing the
number of
students and
faculty who
engage in
international
exchanges or
experiences
# of students
studying abroad
# of faculty
involved in
international
travel, research,
faculty
exchanges, or
faculty-led study
abroad
20% of majors
and minors
engage in study
abroad
International Studies
and Programs
Department
At least 1 faculty
member involved
in international
travel, research,
faculty
exchanges, or
faculty-led study
abroad per year
Increase
emphasis on
study abroad
through advising
Maintain
department
scholarship for
student study
abroad
Provide funding
for faculty
exchanges
Release time
and/or funding to
develop facultyled study abroad
programs
Restore resources
for faculty
exchanges
4 out of 128
Minors students
travelled abroad,
while 21 of 112
Majors did. Of
the latter, 5 of
the 58 Spanish
majors travelled
abroad, while 16
of the 54
students in the
remaining
languages did.
This number is
telling, as
discussed in the
B and C portions
of this Plan
No faculty
member involved
in international
travel, etc.
* Only list unit outcomes where applicable to a university related objective.
UNIVERSITY CORE THEME: 3. SCHOLARSHIP AND CREATIVE EXPRESSION
UNIVERSITY OBJECTIVE 3.1 Increase the emphasis on and the opportunities for students, faculty and staff to participate in research,
scholarship, and creative expression activities.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/ Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The department
will
demonstrate
excellence in
scholarship and
creative
expression
through
participation in
external
presentations
and/or
publications
Number of
presentations and
publications (peer
reviewed articles;
conference
presentations;
abstracts/conference
proceedings;
creative works) as
provided in faculty
activity reports
100% of faculty
Data provided by Office
of Effectiveness or
Assessment
To provide
funding for more
faculty travel and
research
materials.
Increased goods
and services
budget and
increased summer
profits.
To encourage
increased
faculty-mentored
undergraduate
research.
Faculty release
time for mentoring
Only 1 T/TT
faculty member
did NOT present
a conference
paper or publish
something last
year; This
faculty member
acted in a play,
and thus we
have 100%
completion rate
for this outcome
We increased
summer profits
(data for how
much still not
available); the
increase is due
to the fact that
one adjunct
taught one of
the summer
courses. We will
continue to work
on ways to
increase
summer profits
* Only list unit outcomes where applicable to a university related objective.
UNIVERSITY CORE THEME: 4. PUBLIC SERVICE AND COMMUNITY ENGAGEMENT
UNIVERSITY OBJECTIVE 4.1 Enhance the commitment and the level of cooperation between the university and external communities.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/ Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The department
will
demonstrate
public and
professional
service through
active faculty
and staff
participation on
local, regional,
and/or national
committees,
organizations,
and task forces
Number of
faculty and staff
serving as
provided in
faculty activity
reports and staff
time sheets
All department
faculty and staff
serve on one
external
committee,
organization,
and/or task force
Data provided by office
of Effectiveness or
Assessment
To encourage
more
participation of
faculty and staff
in external
committees,
organizations,
and task forces
Workload
redistribution
and/or faculty
release time
Student employee
to cover staff
external
commitments
To increase
awareness of
opportunities for
external service
80% of faculty
donated time to
local, regional
and/or national
academic
associations or
community
outreach programs
Many organize and
participate in fund
raising activities for
the student clubs,
all work being in
addition to their
regular duties
Many of our
students are
involved in the
various language
clubs, and these
often participate in
community
outreach
* Only list unit outcomes where applicable to a university related objective.
UNIVERSITY OBJECTIVE 4.2 Increase participation in university sponsored life-long learning opportunities
Unit Outcomes
Indicators
Expected
Performance
Level
(Criterion)
The department
will
demonstrate
successful
community
engagement by
increasing its
class and
certificate
offerings
geared towards
the local
communities
surrounding
Ellensburg
Summer
courses for lifelong learning
At least one
course per
summer
Certificate in
Language and
Culture of Fine
Wine
15 students per
year
The department
will pursue
opportunities
to collaborate
with regional
community
colleges and
other entities to
provide
languagerelated classes
and/or services
(e.g. translation
and
Courses in
Spanish for
businesss.
At least one
course per
summer
15 students per
year
Indicator/Performance
Level Reported By
Key Strategies/
Initiatives
Budget/Resource
Analysis
Department
To offer courses
for special
purposes (e.g.
Medical
Spanish)
Faculty release
time to develop
new courses
To offer courses
for special
purposes (e.g.
Business
Spanish)
Faculty release
time to establish
relationships and
to develop new
courses
Department of Family
and Consumer
Sciences
Department
Outcome
Assessment
0% completion.
The Wine course
idea had to be
tabled given the
departure of Amy
Mumma. Faculty
has great ideas,
but much time and
resources are
necessary before
we can offer
something.
Outcome
assessment going
forward will be
about grassroots
effort to study the
options
While some CCs
were excited to
have our faculty on
their campuses
(Moses Lake, for
e.g.) and willing to
pay for travel time,
faculty exhibited
no interest. The
reasons have to do
with lack of time or
WLUs to devote to
the project.
Unclear at this
interpretation)
point how to
achieve this
important theme
without exploiting
or imposing on
faculty that is
already going
beyond its
contracted WLUs
in order to serve
the Department,
College and
University
UNIVERSITY CORE THEME: 5. RESOURCE DEVELOPMENT & STEWARDSHIP
UNIVERSITY OBJECTIVE 5.1 Maximize the financial resources to the University, and assure the efficient and effective operations of the
University through financial stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/
Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The
department
will
demonstrate
an
entrepreneurial
spirit by
increasing the
amount of
revenue
obtained
through alumni
gifts and
Self-support
budget line
Funding
increase from
previous year
Data provided by Office
of Effectiveness or
Assessment
Offer a wider
variety of
courses in
summer that will
attract students
in our
major/minor
programs and
students from
other programs.
Allow more NTT
faculty to teach
Faculty release time
for new course
creation and
recruitment/advertising
Funds for marketing
and advertising
We attempted to
offer a wider
variety of courses
in summer but
they mostly did
not make, or
attracted few
students. A better
strategy may be to
offer the courses
required for Gen
Ed
support,
summer
school,
contracts, etc.
in summer.
Work with
Public
Relations,
Alumni
Relations, and
Admissions to
increase
advertising of
World
Language
programs
Some money was
raised due to
summer teaching
(amount has not
yet been finalized
or reported to
department.) The
only profit in the
summer emerged
from one course
taught by NTT
WLDay was
tabled in 2012-13,
but will be offered
in 2013-14
UNIVERSITY OBJECTIVE 5.2 Develop and implement enrollment management and marketing plans that meet the enrollment objectives
of the university.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/ Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The department
will increase
enrollment
numbers in all
degree and
minor
programs
Major/minor
headcount
Increase
enrollment levels
to 10% above
current levels in 2
years
Data provided by Office
of Effectiveness or
Assessment
Enhance
advertising
advising
Provide
language tutors
Increase student
awareness of
benefits of
language study
and double
majors
Establish and
maintain
recruitment and
retention plan
Funds for student
tutors
Admission tripled
in Fall 2013, but
the number was
still low, only 23
new students
reported for 2013
in the OE data; this
is still three times
as much as the 7
that was report for
2012. The GPA,
SAT and ACT
scores are actually
a little higher in
2013 than before,
so we are doing
something right,
and will continue to
do so. We
continue to admit
students into the
majors and minors
now
Our retention rate
has moved
steadily upwards
this year, Fall 11=
131, but Fall 12 =
143; W 12 = 157,
but W 13 = 185; S
12 = 186 but S 13
– 223
The department
will provide
annual
scholarships
and aid
students in
applying for
other available
scholarships
Students
receiving
scholarships
Increased
number of
applications for
dept. and
external
scholarships
Department and
Foundation
Increase student
awareness of
scholarship
opportunities
Our enrollment
numbers are also
increasing, for
example, Spring
2011 we had 184
students, S 2012
we had 220, and S
2013 we had 267.
We exceeded our
expected 10%
increase in one
year
All dept
scholarships were
distributed
UNIVERSITY OBJECTIVE 5.3 Ensure the University has human resources necessary to accomplish all university objectives.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/ Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The department
will have the
human
resources
(faculty and
staff)
necessary to
meet
programmatic
teaching needs
Number of
Tenure/Tenure
Track Faculty
FTE
Number of
student FTE to
faculty FTE of
20:1
Number of NonTenure Track
FTE
60% TT to 40%
NTT
Data provided by Office
of Effectiveness or
Assessment
To restore TT to
NTT ratio to
60/40 or higher.
To build smaller
language
programs to a
level that can
justify new TT
lines.
Number of Staff
To decrease
class size
TT positions in
Russian, ASL,
German, and
Chinese
One part-time
position in ASL,
one part-time
position in Spanish
Our student to
faculty FTE is
roughly 18:1, so
we are exceeding
our performance
level expectation.
We hired one TT
position in French
and obtained
permission to
transfer our NTT
Russian position
into a T one for
2014-15
Currently our make
up is 6 NTT and 8
T/TT, counting the
Chair who does
not teach in this
department. The
new Russianist will
improve this makeup, but we should
make our ASL
position TT, given
that there is
massive interest in
the minor. We also
have a German /
French adjunct,
and the position
ought to become
TT
UNIVERSITY OBJECTIVE 5.4 Provide the facility and technology infrastructure and services appropriate to meet the university
objectives, while maximizing sustainability and stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Performance Key Strategies/ Budget/Resource
Outcome
Performance
Level Reported By
Initiatives
Analysis
Assessment
Level
(Criterion)
The department
exhibits
equipment and
technology
quality by
assuring staff
and faculty
computers are
up-to-date and
working
The department
will produce
recruitment
and retention
materials that
are attractive
and effective
Age and
performance of
faculty and staff
computer
equipment
All department
computers are
replaced within 4
year span
Department
Current and
prospective
student access
to department
information
All recruitment
and retention
materials are
available for all
languages and
programs
Department
Purchase highvolume color
laser printer for
publication of
recruitment and
retention
materials
Increased goods
and services
budget
Compliant
Initial printer
purchase plus
budget for
consumables
(paper, toner, etc.)
Color printer not
purchased due to
limited funds
Student employee
to assist in
creation of
materials
Recruitment and
retention materials
need work
Student employee
is able to spend
some time, if not
enough, in creating
the materials
* Only list unit outcomes where applicable to a university related objective.