Exhibit 2.4.g.8.b Secondary Foreign Languages BS/MAT Comprehensive Data Analysis Report (DAR)
Summary 2011-2013
AY11:
1.
Have the change(s) in response to data that you documented last year had the desired effect on
your program? Please provide specifics referencing prior changes that you submitted in [AY 2008-2009].
Since the Towson University Foreign Language Department earned national recognition from ACTFL in
spring 2010, faculty have continued to monitor student outcomes in accordance with the practices laid
out to gain that recognition.
2.
What significant findings emerge from your examination of these data?
Concerns expressed in last year’s report regarding candidates’ speaking skills throughout their teacher
preparation program have been addressed through continuing emphasis on the importance of study
abroad when possible. Faculty have introduced new short-term programs in Argentina and China which
will run for the first time in the current academic year. Candidates continue to be urged to consider
more direct contact with the target language community; efforts have included the introduction of a
service-learning course in Spanish and the creation of a weekly Chinese Corner in which candidates can
both practice their speaking and writing skills and serve as facilitators for less advanced students of
Chinese language.
The availability of state-of-the-art foreign language laboratories since fall 2009 have given candidates for
whom study abroad is not feasible because of time and financial restraints opportunities for enhanced
pedagogical activities. Faculty believe that this access yields improved results.
3.
How have you involved faculty in your identification of the implications of these data?
Monthly departmental faculty meetings, in addition to language-specific section meetings of full-time
and adjunct faculty, include monthly reports focusing on candidates’ progress in development of
speaking and writing skills. The sharing of information assists in early and more intensive intervention,
and allows faculty to direct students to institutional and community resources for greater exposure to
potential target language opportunities.
4.
What specific actions will you take in response to these data?
Information on Maryland scholarship programs for undergraduate and graduate students seeking
teacher certification in Spanish, identified by the state as a critical needs area, is disseminated to all
majors in Spanish via email. One certified OPI examiner recently left the Spanish faculty, but another
faculty member in Spanish is currently completing OPI examiner training. This keeps the department’s
number of examiners at three (two Spanish, one French). Individual reports regarding teaching
candidates’ written and oral target language skills are submitted to Foreign Languages coordinator by
full time faculty to more closely monitor progress.
In addition, assigned work in the language laboratory outside of classroom instruction, emphasizing the
productive skills of reading and writing, continues to be implemented in course curriculum required of
all teaching candidates.
AY12:
1.
Have the change(s) in response to data that you documented last year had the desired effect on
your program? Please provide specifics referencing prior changes that you submitted in [AY 2010-2011].
As noted in last year’s report, concerns from ACTFL regarding assessments 3 and 5 were addressed and
thus ACTFL approved and granted national recognition to the TU Foreign Language Department. Though
we have not yet implemented any further changes, we are currently working on incorporating
assessment 7, as suggested by ACTFL.
2.
What significant findings emerge from your examination of these data?
Regarding previous concerns expressed by instructors regarding candidates’ speaking skills throughout
their teacher preparation program, candidates continue to be urged to consider more direct contact
with the target language community and greater exposure to target language resources. This would
provide TL input for targeted oral and writing skill improvement.
Results clearly demonstrate that candidates who participate in a one- or two- semester study abroad
program in the target language (TL) culture and its community of speakers perform significantly higher
than those who did not incorporate such an experience in their undergraduate program.
There are a number of resources available for those students who identify time and financial restrains to
the study abroad program. Among these resources, access to pedagogical activities in a recently build
language lab both in and out of class should yield improved results. In addition, instituted and
mandatory attendance at collaborative in-house faculty training workshops on techniques designed to
improve students’ speaking abilities should also produce more positive results in the future.
3.
How have you involved faculty in your identification of the implications of these data?
Emphasis has continued to be placed on the acquisition of target language speaking and writing skills for
FL teacher candidates. TU FL faculty is aware of the importance to strongly advocate study abroad
programs. Department wide meetings with full and part-time teaching staff in German, French and
Spanish, in addition to language-specific section meetings include monthly reports focusing on the
progress in development of speaking and writing skills. Sharing of information assists in early and more
intensive intervention and directing students to those instructional, departmental, university and
community resources to provide greater exposure to potential TL resources.
4.
What specific actions will you take in response to these data?
Continuing the work implemented during the last Academic Year 2010-2011, information on Maryland
scholarship programs for undergraduate and graduate students seeking teacher certification in Spanish,
identified by the state as a critical needs area, is disseminated to all majors in Spanish via email.
Another faculty member is in the last steps to obtain ACTFL certification to administer the OPI and will
assist the three ACTFL-certified OPI raters. Individual reports regarding teaching candidates written and
oral target language skills are submitted to the FL coordinator by full time faculty to continue to monitor
progress in the TL acquisition.
In addition, assigned work in language laboratory outside of classroom instruction emphasizing
productive skills namely, reading and writing has been implemented in course curriculum required of all
teaching candidates.
AY13:
1.
Have the change(s) in response to data that you documented last year had the desired effect on
your program? Please provide specifics referencing prior changes that you submitted in [AY 2011-2012].
Rubrics for Assessment #7 have been updated and now they include more qualitative language. Also,
the possibility of modifying the “Letter” option for Assessment #7 is being considered, as candidates
seem to show a high preference for the “Brochure” option over the “Letter” option.
Most efforts are currently focused on addressing ACTFL’s concerns in their past evaluation of the
program in order to continue to be nationally certified.
2.
What significant findings emerge from your examination of these data?
Regarding previous concerns expressed by instructors regarding candidates’ speaking skills throughout
their teacher preparation program, candidates continue to be urged to consider more direct contact
with the target language community and greater exposure to target language resources. This would
provide TL input for targeted oral and writing skill improvement.
Results continue to demonstrate that candidates who participate in a one- or two- semester study
abroad program in the target language (TL) culture and its community of speakers perform significantly
higher than those who did not incorporate such an experience in their undergraduate program. This is
expected to be an important aspect of each candidate’s education with the implementation of a higher
proficiency requirement for the Oral Proficiency Interview test.
All teacher candidates in a foreign language continue to meet or exceed both MSDE and ACTFL
standards.
3.
How have you involved faculty in your identification of the implications of these data?
TU FL faculty is aware of the importance to strongly advocate study abroad programs. For this reason,
we have been working on expanding the possibilities for candidates to study abroad.
Also, emphasis has continued to be placed on the acquisition of target language speaking and writing
skills for FL teacher candidates. Department wide meetings with full and part-time teaching staff, in
addition to language-specific section meetings, include monthly reports focusing on the progress of each
individual teacher candidate in the areas of linguistic analysis, linguistic competence, and cultural and
literary awareness with an emphasis on diversity.
4.
What specific actions will you take in response to these data?
Continuing the work implemented during previous academic years, information on Maryland
scholarship programs for undergraduate and graduate students seeking teacher certification in Spanish,
identified by the state as a critical needs area, is disseminated to all majors in Spanish via email.
Beginning in AY 2013-2014, the Department of Foreign Languages will offer teacher candidates the
possibility of taking the Writing Proficiency Test at Towson University. Although the Writing Proficiency
Test is not a graduation requirement, it is required to be certified to teach in the State of Maryland. A
faculty member will proctor this exam twice per academic year.
Individual reports regarding teaching candidates written and oral target language skills continue to be
submitted to the FL coordinator by full time faculty to continue to monitor progress in the TL
acquisition.